INTRODUCTION

TO HISTORY
LEARNING OBJECTIVES
■ To account the major events in the history of the Philippines
■ To understand the meaning of history as an academic discipline
and to be familiar with the underlying philosophy and
methodology of discipline
■ To apply the knowledge in historical methodology and
philosophy in assessing and analyzing existing historical
narratives
■ To examine and assess critically the value of historical
evidences and sources
■ To appreciate the importance of history in the social and
national life of the Philippines
TIMELINE OF MAJOR EVENTS
900 - 1400
■ (900) Indian Kingdom of Tondo established around Bay of Manila
■ (1000) Trade routes established in Sulu by people from Southern Annam
(present day Vietnam)
■ (1200 - 1300) Migrants from Borneo spread into southern Philippines
■ (1240) Arab Tuan Masha'ika introduced Islam to Sulu
■ (1380) Muslim Arabs arrived at Sulu Archipelago, built a mosque in Jolo
■ (1450) Muslim Sultanate of Jolo established on islands betweenBorneo and
Mindanao
■ (1475) Muslim sultanate of Maguindanao founded on Mindanao; Islam spread
throughout the archipelago reaching as far as central Luzon.
1500s

■ (1521) Portuguese explorer, Ferdinand Magellan discovered Homonhon

Island, named it "Arcigelago de San Lazaro"
■ (1521) Magellan reached the Philippines
■ (1521) Magellan reached Limasawa Island, met Rajah Kulambo, the ruler
■ (1521) Magellan and Kulambo entered into blood compact
■ (1521) First Philippine mass is held at Limasawa
■ (1521) Magellan sailed to Cebu Island, entered into blood compact with
Chieftain Rajah Humabon
■ (1521) Magellan died in battle near Cebu
1500s
■ (1525 – 1536) Spain attempted sending three more expeditions to Philippines - all
failed
■ (1543) Spanish expedition led by Ruy Lopez de Villalobos arrived; he named the
islands the Philippines in honor of Philip II, son of King Charles I of Spain
■ (1565) Expedition led by Miguel Lopez de Legaspi arrived; he established first
permanent Spanish settlement on Cebu, became first Spanish General-Governor
■ (1571) Legaspi established Spanish Colonial Government in Manila; proclaimed it
the capital of the colony
■ (1580) King Philip II of Spain became King of Portugal,
ended Portuguese harassment of Philippines
■ (1580) Forced labor of all males aged 16 to 60 instituted by Spanish
■ (1583) Fire destroyed Manila
1600s - 1700s
■ (1603) In the Luzon Tragedy, over 30,000 Chinese merchants were killed, along
with officials and civilians by Spanish chieftain
■ (1621 - 1683) Revolts and uprisings against religious customs and Spanish rule
occurred throughout the Philippines
■ (1744) Dagohoy Revolt in Bohol lasted 85 years, provided independence
from Spanish rule
■ (1754) Towns of Lipa, Sala, Tanauan, Talisay destroyed by eruption of Mt. Taal
■ (1762) During Europe’s Seven Years War, Bristish attacked and occupied Manila
■ (1762) British took control of Philippines; Darsonne Drake became Governor-
General; colony opened to international trading
■ (1763) British occupation of Philippines ended when Treaty of Paris signed
by England, Spain and France; Manila was returned to Spain.
1800s
■ (1808) French Emperor Napoleon Bonaparte installed brother Joseph as
King of Spain
■ (1809) Spanish colonies, including Philippines made part of Spain,
Filipinos given privileges of Spanish citizenship and representation in
Parliament
■ (1812) Cadiz Constitution established
■ (1813) Cadiz Constitution implemented in Manila
■ (1813) In Battle of the Nations, French were defeated, Napoleonic forces
driven out of Spain
■ (1814) Ferdinand VII, son of King Charles IV, became King of Spain
■ (1816) Spanish Parliament rejected Cadiz Constitution, Philippine
representation abolished
1800s
■ (1830) Port of Manila opened
■ (1863) Earthquake left Manila in ruins
■ (1869) Suez Canal opened, steamship service established between Philippines
and Europe
■ (1872) Three priests executed as alleged leaders of Cavite Conspiracy
■ (1890s) Insurrection against Spanish rule began
■ (1898) U.S. Navy destroyed  Spanish fleet in Manila Bay during Spanish-
American War
■ (1898) Spain and U.S. signed Treaty of Paris, Spain ceded Philippines to U.S.
for payment of 20 million dollars
■ (1899) Hostilities flared between Filipino and U.S. forces
1900s
■ ((1901) Filipino insurgent leader, Emilio Aguinaldo was captured
■ (1901) William H. Taft became first U.S. governor of Philippines
■ (1901) 48 members of  U.S. 9th Infantry killed by towns people and
guerrillas in the Balangiga Massacre
■ (1902) Civil government established by  U.S.  to replace military rule
■ (1902) Governor Taft improved economic conditions, established
"pensionado" program for students, modernized and westernized the
country
■ (1907) First congressional election took place, Philippine assembly was
inaugurated
1900s

■ (1911) 1,334 people were killed when Mt. Taal erupted

■ (1916) Jones Law enacted, promised independence when stable
government was established
■ (1934) Tydings-McDuffie Law (Philippine Independence Law) approved
by U.S. President Roosevelt, allowed establishment of Commonwealth of
the Philippines and full independence in ten years
■ (1935) Philippine Constitution approved
■ (1935) Manuel Quezon elected president for six-year term in first
elections, office of U.S.  Governor-General was abolished
1900s

■ (1941) Manuel Quezon re-elected president in second election

■ (1941) After bombing of Pearl Harbor, Japanese attacked Philippines as
ally of U.S.
■ (1941) U.S. troops left Manila, surrendering it to Japanese
■ (1941) U.S. and Filipino troops retreated to Bataan
■ (1942) Bataan was last province to surrender to Japanese
■ (1942) Bataan Death March - 36,000 U.S. and Filipino soldiers were
forced to march without food and water, prisoners of war were killed by
their guards, survivors were taken to a concentration camp at Capaz
1900s
■ (1942) Japanese forces entered Manila, proclaimed end of U.S. occupation
of Philippines, martial law was imposed
■ (1942) Commonwealth of the Philippines joined United Nations
■ (1943) Philippine economy collapsed, shortage of rice became serious
■ (1945)  U.S.  forces entered Manila; Battle of Manila
ended; Japan surrendered to  U.S.
■ (1946) Islands granted full independence, renamed Republic of the
Philippines
■ (1947) Elpidio Quirino took oath of office as President of the Philippines
■ (1947)  U.S.  awarded military bases in Philippines
1900s
■ (1951) Peace treaty signed with Japan
■ (1953) Ramon Magsaysay elected President of the Republic of the
Philippines
■ (1957) President Magsaysay died in plane crash; Vice-President Carlos P.
Garcia assumed office
■ (1957) Carlos P. Garcia elected President of the Republic of the Philippines
■ (1961) Diosdado Macapagal won presidential election
■ (1965) Ferdinand Marcos elected President
■ (1969) Ferdinand Marcos re-elected President
■ (1969) Muslim separatists began campaign of guerrilla war in the country's
south
1900s
■ (1972) Suspicious bombing incidents increased around the country
■ (1972) President Marcos declared the entire country was under martial law,
suspended parliament, arrested opposition politicians, imposed censorship
■ (1972) Opposition leader, Senator Benigno Aquino, arrested
■ (1973) Constitutional Convention passed new Constitution of the
Philippines; gave President Marcos absolute power
■ (1973) President Marcos' term extended by referendum
■ (1976) Major earthquake and following tsunami killed 8,000 people at
Mindanao.
1900s
■ (1977) Referendum empowered President Marcos to continue in office, and
to also become Prime Minister
■ (1977) Opposition leader Benigno Aquino sentenced to death; execution
delayed by President Marcos
■ (1980) Benigno Aquino released to undergo heart surgery in the U.S.
■ (1981) Due to upcoming three-day visit by the Pope, martial law was lifted
■ (1981) Marcos re-elected president
■ (1983) Benigno Aquino assassinated at Manila International Airport upon
arrival from the U.S.
1900s
■ (1986) Aquino's widow, Corazon, ran against Marcos in presidential
election; Marcos declared himself winner, Aquino disputed results
■ (1986) Mass protests followed election; military withdrew support of
Marcos
■ (1986) Marcos fled to Hawaii
■ (1986) New government claimed Marcos looted billions of dollars during
his presidency
■ (1989) U.S. assisted Philippine government forces in suppressing
attempted coup
■ (1990) Military officials convicted of murdering Benigno Aquino
1900s
■ (1991) Philippine Senate voted to end U.S. military presence in the county
■ (1992) President Aquino's defense minister, Fidel Ramos, won presidency
■ (1996) Peace agreement reached with Moro National Liberation Front, a
Muslim separatist group; the Moro Islamic Liberation Front (MILF)
continued with its campaign
■ (1997) Economy damaged by Asian financial crisis
■ (1998) Joseph Estrada elected president
2000s
■ (2000) President Estrada declared "all-out-war" against Moro Islamic
Liberation Front (MILF)
■ (2000) Impeachment proceedings began against President Estrada due to
allegations of corruption, violation of the Constitution, betraying of
public trust
■ (2001) Following suspension of impeachment proceedings, mass street
protests took place; military withdrew its support of Estrada
■ (2001) Estrada forced to step down due to public outrage over corruption
allegations; Vice President Gloria Macapagal-Arroyo assumed the office
of president
■ (2001) Moro Islamic Liberation Front (MILF) declared cease fire; said it
was ready for talks with government
2000s
■ (2001) Estrada charged with plundering more than $80 million in state funds
while in office; found guilty, jailed for life; won a pardon
■ (2002) U.S. and Filipino military held joint exercises in war on international
terrorism
■ (2002) Series of bomb blasts on Manila bus and three locations in Zamboanga
City blamed on Islamic militants
■ (2003) Cease fire between MILF and government
■ (2003) Talks between MILF and government were called off after rebel attack
in Mindanao killed 30
■ (2003) Over 300 army soldiers seized shopping center in Manila in a mutiny;
surrendered peacefully after negotiations
■ (2003) President Arroyo declared state of rebellion
■ (2004) Arroyo won presidential election
2000s
■ (2004) Hundreds of people killed in floods and mudslides caused by
powerful storms and typhoon
■ (2005) Fighting between Filipino troops and MILF rebels broke 2003
cease fire
■ (2005) Peace talks in Malaysia between government and MILF rebels
resulted in breakthrough of issue of ancestral land
■ (2005) Demonstrations and calls for President Arroyo's resignation over
allegations of vote-rigging in election
■ (2005) Congress voted against filing of impeachment against Arroyo
■ (2006) Mudslide on island of Leyte killed more than 1,000
■ (2006) President Arroyo declared state of emergency in response to coup
rumors
2000s
■ (2006) Typhoon Durian battered east coast, triggered mudslides,
hundreds dead
■ (2007) Army confirmed death of Abu Sayyaf leader, Khaddafy Janjalani
■ (2007) Military increased offensive against Abu Sayyaf, after the
beheading of seven Christian hostages
■ (2007) Government report accused military of being responsible for
killings of hundreds of left-win activists
■ (2007) Soldiers on trial for 2003 mutiny, made coup attempt at luxury
hotel in Manila
■ (2007) Former President Joseph Estrada was convicted of plunder
2000s
■ (2008) Government negotiators, MILF rebels reached an agreement for a
Muslim autonomous region in the south; deal collapsed after objections
from Christian communities and fighting on island of Mindanao which
left more than 30 people dead
■ (2009) Army captured MILF base on Mindanao
■ (2009) People traveling to file election nomination papers in Mindanao
were attacked, 57 were killed
■ (2009) Peace talks resumed between government and MILF rebels in
peace talks in Malaysia
■ (2009) Three volunteers of the International Committee of Red Cross
kidnapped by the Abu Sayyaf rebels
2000s
■ (2009) Former President Corazon Aquino died
■ (2009) "State of calamity" declared by President Gloria Arroyo due to
Typhoon Ketsana which caused landslides, flooding; nearly 500 people
died
■ (2010) Prosecutors charged 196 people with murder over the
Maguindanao massacre
■ (2010) Benigno "Noynoy" Aquino elected president
■ (2010) Manila Hostage Crisis occurred when dismissed national police
officer hijacked tourist bus in Manila in attempt to get his job back
■ (2010) Typhoon Megi killed 31 people, caused major damages in Luzon,
one of the costliest typhoons in the Philippines
2000s
■ (2011) U.S. committed to defense of the Philippines amid rising tensions
in South China Sea with China over the Spratly Islands
■ (2011) Former President Gloria Arroyo arrested on vote-fraud over
Senate election in 2007, she denied charges
■ (2011) Ban ordered on deployment of workers to 41 countries for failure
to sign agreements to protect foreign workers from abuse
■ (2011) More than 1,000 died after Typhoon Washi struck Mindanao;
entire neighborhoods swept away, tens of thousands forced into shelters
■ (2011) Abu Sayyaf group blamed for explosion at small hotel in
Zamboanga which killed three, injured nearly 30
2000s
■ (2012) Gunmen in speedboats opened fire on fishermen off Sibago
Island, killed 15
■ (2012) Military announced it killed man on FBI most-wanted terror list,
two other militants in pre-dawn air strike on Sulu Island
■ (2012) Philippines, Chinese naval vessels confronted one another in
South China Sea
■ (2012) Torrential rains caused flooding which paralyzed most of Manila
■ (2012) Philippine Interior Secretary Jesse Robredo missing after the light
aircraft he was traveling in crashed into the sea
2000s
■ (2012) Approximately 3,000 protesters from the Philippines Muslim
minority burned U.S. and IIsraeli flags in Marawi over amateur anti-
Islam video produced in the  U.S.
■ (2013) Filipino coastguard killed Taiwanese fisherman in disputed
waters, set off major diplomatic row
■ (2013) Over 75,000 residents fled Zamboanga during stand-off between
Moro National Liberation Front rebels and the army, 200 people were
killed, including 166 rebels
■ (2013) Typhoon Haiyan decimated central area of the country, over 6,000
killed, millions lost homes, major international aid effort was organized
■ (2013) Government and Moro Islamic Liberation Front signed power-
sharing accord
2000s
■ (2014) Benito Tiamzon and wife Wilma, leaders of the Communist Party-
New People's Army-National Democratic Front, and five others were
arrested by armed forces for for their crimes against humanity that
included multiple murders
■ (2014) Government and Moro Islamic Liberation Front signed peace
accord, ended four decades of fighting
■ (2014) U. S. and Philippines reached 10-year agreement giving American
warships, planes and troops greater access to bases in Philippines
■ (2014) National Police arrested 11 Chinese fisherman for poaching more
than 500 endangered sea turtles in disputed South China Sea
2000s
■ (2015) The Supreme Court has declared its decision on the
unconstitutionality of the Priority Development Assistance Fund (PDAF),
popularly termed as the pork barrel funds, final and executory. It can be
remembered in November of the previous year, the said court held that
"PDAF and previous pork barrel funds violated the constitutional
principle of separation of powers in allowing lawmakers to wield, in
varying gradations, non-oversight, post-enactment authority in vital areas
of budget execution.”
■ (2015) 44 members of the  PNP-SAF were killed after a clash took place
in Tukalinapao, Mamasapano, Maguindanao against armed fighters
including those from the MILF and the Bangsaro Islamic Freedom
Fighters
2000s
■ (2016) Populist former mayor Rodrigo Duterte elected president,
announces hard-line crackdown on drugs and suggests he might pivot
from the US to China.
■ (2016 ) Government welcomes the ruling in a case it brought before an
international tribunal which concluded that China's claim to much of the
resources in the South China Sea had no legal basis.
■ (2017)  Martial law imposed on the island of Mindanao after fighting
erupts between security forces and Islamic State-linked militants of the
Maute group and Isnilon Hapilon.
■ (2017) Southern city of Marawai declared liberated from jihadist fighters
who held it for almost five months.
 Definition

INTRODUCTION
TO Issues
HISTOR
Y Sources

Methodology
Definition
History was derived from the Greek word historia which means
“knowledge acquired through inquiry or investigation” or
a systematic account of a set of natural phenomena,
whether or not a chronological factoring was a factor in
the account (Aristotle).
History as a discipline existed for around 2,400 years and is as old
as mathematics and philosophy
The term was then adapted to classical Latin where it acquire new
definition. Historia became known as the account of the
past of a person or a group of people through written
documents and historical evidences in chronological order.
The meaning stuck until the early part of twentieth
century. History, then, became an
important academic discipline.
It became the historian’s duty to write about the
lives of the important individuals like
monarchs, heroes, saints, and nobilities.
History was also focused on writing about wars,
revolutions, and other important
breakthroughs.
Historian’s duty -- to write about the lives of the important
individuals like monarchs, heroes, saints, and
nobilities.
Traditional historians --“no document, no history.”

Issues: Restricting historical evidence as exclusively written

records…is a discrimination against other social
classes who were not recorded in paper
Ex. How about those peasant families or indigenous groups who
were not given much of thought about being registered to
government records?
Does the absence of written documents about them mean
that they were people of no history or past? Did they even
exist?
This loophole was recognized by historians… and
as history progressed, it opened up to the
possibility of valid historical sources, which
were not limited to written documents, like
government records, chronicler’s accounts,
or personal letters.
Ex. Oral traditions in forms of epics and songs,
artifacts, architecture, and memory
History thus became more inclusive and started
collaborating with other disciplines as its
auxiliary disciplines
History –study of past History –study of the
- lists of names, beliefs
dates, places,
and “important”
events
vs and desires,
practices, and
institutions of
human beings

shallow Draws
boring Shows its relevance insights
in our lives
Memorizing facts Active factor in the
study of society
Questions and Issues in History

What is history?

Why study history?

And history for whom?

Why Study History?
■ An examination of the past can tell us a great deal
about how we came to be who we are. It means
looking at the roots of modern institutions, ideas,
values, and problems.
■ Looking at the past teaches us to see the world through
different eyes – appreciating the diversity of human
perceptions, beliefs, and cultures. Different and/or new
perspectives will enable us to analyze critically the
present context of society and beings.
Questions and Issues in History
And history for whom?

■ Historiography is the history of history

■ In history, the object of the study is the past, the events that
happened in the past
■ In historiography, the object of the study is history itself ( i.e.,
How was a certain historical text written?, Who wrote it?, What was
the context of its publication?, What particular historical method was
employed?, What were the sources used?)
Questions and Issues in History
And history for whom?

Thus, historiography lets the students have a better

understanding of history.
Historiography is important for someone who studies
history because it teaches the student to be
critical in the lessons of history presented to
him
Questions and Issues in History
Students study history to have a collective identity
through collective memory. Lessons from
the past can be used to make sense of the
present.
Learning of past mistakes can help people to not
repeat them
Being reminded of a great past can inspire people to
keep their good practices to move forward
Positivism – is the school of thought that emerge
from the 18th -19th century.
 This thought requires empirical and observable
evidence before one can claim a particular
knowledge is true.
 Entails an objective means of arriving at a
conclusion
 The mantra “no document, no history” stems from
this very truth were historians were required to
show written primary documents in order to write a
particular historical narrative
As a narrative, any history that has been thought and
written is always intended for a certain group
of audience

 When the ilustrados, like Jose Rizal, Isabelo de los

Reyes, and Pedro Paterno wrote history, they
intended it for the Spaniards so that they would
realize that Filipinos are people of their own
intellect and culture
As a narrative, any history that has been thought and
written is always intended for a certain group
of audience

 When American historian depicted the Filipino

people as uncivilized in their publications, they
intended that narrative for their fellow Americans
to justify their colonization of the islands. They
wanted the colonization to appear not as a means
of undermining the Philippines’ sovereignty, but as
a civilizing mission to fulfill what they called as
the “white man’s burden.”
 Postcolonialism – is a school of thought that emerged in the early twentieth
century when formerly colonized nations grappled with the idea of creating their
identities and understanding their societies against the shadows of their colonial
past.

■ Postcolonial history looks at two things in writing history

1. to tell the history of their nation that will highlight their identity free
from that of colonial discourse and knowledge, and
2. To criticize the methods, effects, and idea of colonialism.

Postcolonial history is therefore a reaction and an alternative to

the colonial history that colonial powers created and
taught to their subjects.
Understanding Sources
It is from historical sources that our history is
studied and written.

Historical sources are the historians most important

research tools.
* Primary and secondary sources
Primary sources
■ are materials produced by people or groups directly
involved in the event or topic being studied. These
people are either participants or eyewitnesses to the
event. These sources range from eyewitness accounts,
diaries, letters, legal documents, official documents
(government or private), and even photographs.
Examples of primary sources:
1. Photographs that may reflect social conditions of historical
realities and everyday life
2. Old sketches and drawings that may indicate the conditions
of life of societies in the past
3. Old maps that may reveal how space and geography were
used to emphasize trade routes, structural build-up, etc .

4. Cartoons for political expressions or propaganda

5. Material evidence of the prehistoric past like cave
drawings, old syllabaries, and ancient writings
Examples of primary sources:
6. Statistics tables, graphs, and charts
7. Oral history or recordings by electronic means of
accounts of eyewitnesses or participants; the
recordings are then transcribed and used for research

8. Published and unpublished primary documents,

eyewitness accounts, and other written sources
Primary sources
Example. If historian wishes to study Commonwealth
Constitution Convention of 1935, his primary sources
can include the minute of the convention, newspaper
clippings, Philippine Commission reports of the U.S.
Commissioners, records of the convention, the draft of
the constitution, and even photograph of the event.
Eyewitness acounts of convention delegates and their
memoirs can also be used as primary sources
The same goes with other subjects of historical study. Archibal
documents, artifacts, memorabilia, letters, census, and
government records, among others are the most common
examples of primary sources
Secondary sources
 Are those sources, which were produced by an author
who used primary sources to produced the material
 Are historical resources which studied a certain
historical subject

-It is the testimony of anyone who is not an eyewitness – that

is of one who was not present at the event of which he tells
(Gottschalk, 1950).
Ex. Books, articles, and scholarly journals that had interpreted
primary sources or had used them to discuss certain subject of
history.
Example. On the subject of the Philippine Revolution of
1896, students can read Teodoro Agoncillo’s
Revolt of the Masses: The Story of Bonifacio and
the Katipunan published originally in 1956. The
Philippine Revolution happened in the last years of
the 19th century while Agoncillo published his
work in 1956, which makes the Revolt of the
Masses a secondary source. More than this in
writing the book, Agoncillo used primary sources
with his research like documents of the Katipunan,
interview with the veterans of the Revolution, and
correspondence between and among Katipuneros.
The historian should conduct an external and
internal criticism of the source, especially primary
sources which can age in centuries.
■ External criticism is the practice of verifying the authenticity
of evidence by examining its physical characteristics;
consistency with the historical characteristics of the time when it
was produced; and the materials used for the evidence.
o Example of the things that will be examined when conducting external
criticism of a document include the quality of the paper, the type of the
ink, and the language and words used in the material, among others.
■ Internal criticism is the examination of the truthfulness
of the evidence. It looks at the content of the source and
examines the circumstance of its production.

■ at the truthfulness and factuality of the evidence by

looking at the author of the source, its content, its agenda
behind its creation, the knowledge which informed it, and
its intended purpose, among others.
■ Internal criticism

Example: The Japanese reports and declarations during the

period of war should not be taken as historical fact hastily.
Validating historical sources is important because the use of
unverified, falsified, and untruthful historical sources can
lead to false conclusions. Without thorough criticisms of
historical evidences, historical deceptions and lies will be
highly probable.
*One of the most scandalous cases of deception in
Philippine history is the hoax Code of Kalantiaw. The
code was a set of rules contained an epic, Maragtas,
which was allegedly written by a certain Datu
Kalantiaw. The document was sold to the National
Library and was regarded as important precolonial
document until 1968, when American historian William
Henry Scott debunked the authenticity of the code due
to anachronism and lack of evidence to prove that the
code existed in the precolonial Philippine society.
*Ferdinand Marcos also claimed that he was a
decorated World War II soldier who led the guerilla unit
called Ang Maharlika. This was widely believed by
students of history and Marcos had war medals to show.
This claims with the war records of the United States.

The two examples prove how deceptions can propagate

without rigorous historical research.
Methodology

But in analyzing them, several methodologies and

theories were used by historians to properly study
history and glean from the sources what is, for
them, a proper way of writing history to enhance
and disseminate national identity.
Historian methodology comprises certain techniques and
rules that historian follow in order to properly utilize
sources and historical evidences in writing history.
For example. If a historian chooses to use an oral account as his
data in studying the ethnic history of the Ifugaos in the
Cordilleras during the American Occupation, he needs to
validate the claims of his informant through comparing and
corroborating it with written sources. Therefore, while bias
is inevitable, the historian can balance this out by relying to
evidences that back up his claim. In this case, the historian
need not let his bias blind his judgment and such bias is
only acceptable if he maintain his rigor as a researcher.
Task of the historian
■ Look at the available historical sources and select the
most relevant and meaningful history and for the
subject matter he/she is studying
■ Organize the past that is being created so that it can
offer lessons for nations, societies, and civilization.
■ Seek for the meaning of recovering the past to let the
people see the continuing relevance of provenance,
memory, remembering, and historical understanding
for both the present and the future.
Philippine historiography
■ Underwent several changes since the precolonial period until the
present.
■ Ancient Filipinos narrated their history through communal songs and
epics that they passed orally from a generation to another
■ When Spaniards came, their chroniclers started recording their
observations through written accounts
■ The Spanish colonizers narrated the history and their colony in bipartite
view
They saw the age before the colonization as a dark period in the history
of the islands, until they brought light through Western thought and
Christianity
Philippine historiography
■ Early nationalists refuted this perspective and argued the tripartite
view
- they saw the precolonial society as a luminous age that ended
with darkness when the colonizers captured their freedom
- they believed that the light would come again once the
colonizers were evicted from the Philippines
■ Filipino historian Zeus Salazar introduced the new guiding
philosophy for writing and teaching history: pantayong pananaw
(for us – from us perspective)
Philippine historiography
■ The pantayong pananaw (for us – from us perspective)
highlights the importance of facilitating an internal
conversation and discourse among Filipinos about our own
history, using the language that is understood by everyone.
Review:
1. What is the main distinction between the primary and
secondary sources?
2. Why is primary source important to the study of history?
3. What is the purpose of secondary source?
4. Why should official records of the government be made
accessible to the public?
Review:
1. Comparative Analysis
 Assignment:
1. Using the examples of primary source in this chapter, find a
primary source that can be used in the writing of your life
history. You may bring/draw/paste it in a bond paper and
present this in class together with narrative discussion as to
how it qualifies as a primary source.
2. Work in pairs. Look for the sources used by the Philippines
and China in their respective claims of sovereignty over the
Scarborough Shoal and identify which are primary sources.
Also look for the ruling of the Permanent Court of Arbitration
and explain the reason for its decision. Be ready to present
your findings in class.
Quiz Number 1: (½ crosswise paper)
Answer one question with a minimum of five sentences based
on your number in a count off.

1.What is history? How is your understanding of history

different from what is explained in this lesson?
2.What does historian do? As a student of history, what do
you think will be your “duties”?
3.What role do history take in the study of Philippine
society, culture, and identity?