Readings in the Philippine History

Chapter 2

The Different Historical Sources

and Criticism
Chapter 2

The Different Historical Sources and Criticism

Introduction

This chapter discuss the different sources use in studying history and the different analyzation,
purposes, biases, critics and conflicts regarding the different historical sources and content of
studying history. Studying history have to play a significant role in development of young minds
capable to live intelligently, judge, analyze critically, and conclude reasonably.

Specific Objectives
At the end of the lesson, the students should be able to:
 Discuss the different types of historical sources and examples
 Compare the different historical biases and criticism
 Develop critical and analytical skills through evaluating historical significance

Duration
Chapter 2: Types of Different Historical Sources = 1 hour
Historical Biases and Criticism = 1 hour
Historical Significance = 1 hour
Lesson Proper

CHAPTER 2 – THE DIFFERENT HISTORICAL SOURCES AND CRITICISM

2.2. TYPES OF HISTORICAL SOURCES

SOURCES

A source is anything that has been left behind by the past. It might be a document, but it might
alternatively be a building or a picture or a piece of ephemera – a train ticket perhaps or a plastic
cup. They are called 'sources' because they provide us with information, which can add to the sum
of our knowledge of the past.

History as the subject of study is more or less at the mercy of the sources. The past can neither
easily be observed directly nor can it be recalled. Historians get their information from two
different kinds of sources: primary and secondary. Primary sources are first hand sources;
secondary sources are second-hand sources.

CATEGORIES OF SOURCES

1. Documents are written or printed materials that have been produced in one form or another
sometime in the past.
2. Numerical records include any type of numerical data in printed or handwritten form.
3. Oral statements include any form of statement made orally by someone.
4. Relics are any objects whose physical or visual characteristics can provide some information
about the past.

DIFFERENT TYPES OF SOURCES

A. PRIMARY SOURCES

A primary source is a document or physical object which was written or created during the time
under study. These sources were present during an experience or time period and offer an inside
view of a particular event. Primary sources give us first hand, you-are-there insights into the past.
They are also the most important tools an historian has for developing an understanding of an
event. Primary sources serve as the evidence an historian uses in developing an interpretation and
in building an argument to support that interpretation.

Primary sources provide a window into the past—unfiltered access to the record of artistic, social,
scientific and political thought and achievement during the specific period under study, produced
by people who lived during that period. Bringing young people into close contact with these
unique, often profoundly personal, documents and objects can give them a very real sense of what
it was like to be alive during a long-past era.

It is one prepared by an individual who was a participant in, or a direct witness to, the event that
is being described. It includes first-hand information, such as eyewitness reposts and original
documents.

Primary source can come in the form of written sources such as documents, archival materials,
letters, government records, parish records, court transcripts and business ledgers. Primary sources
can also be non-written. They can come in the form of artifacts such as the Manunggul Jar; edifices
like colonial churches; clothes, jewelry, and farming implements.

OTHER EXAMPLES OF PRIMARY SOURCES

Autobiography is an account of a person’s life written by that person. Autobiographical works

can take many forms, from the intimate writings made during life that were not necessarily
intended for publication.

Memoir is a history or record composed from personal observation and experiences. Writers of
memoir are usually persons who have played roles in, or have been close observers of, historical
events and whose main purpose is to describe or interpret the events.

Diary a form of autobiographical writing is a regularly kept record of the diarist’s activities and
reflections. Written primarily for the writer’s use alone, the dairy has a frankness that in unlike
writing done for publication.
Personal Letter is a type of letter (or informal composition) that usually concerns personal matters
(rather than professional concerns) and is sent from one individual to another.

Correspondence is a body of letters or communications. If you have ever had a pen pal or an
email friend, you have written plenty of correspondence.

Interview is a conversation where questions are asked and answer are given. It refers to one-on-
one conversation with one person acting in the role of the interviewer and the other in the role of
the interviewee.

Survey is a list of questions aimed at extracting specific data from a particular group of people.
Surveys may be conducted by phone, mail, via internet, and face-to-face on busy street corners in
malls. Survey research is often used to assess thoughts, opinions, and feelings.

Field research or fieldwork is the collection of information outside a laboratory, library or

workplace setting. Field research involves a range of well-defined, although variable, methods:
informal interviews, direct observation, participation in the life of the group, collective
discussions, analyzes of personal documents produced within the group, self-analysis, results from
activities undertaken off, or on-line, and life histories.

Photographs and posters are often considered it can illustrate past events as they happened and
people as they were at a particular time.

Paintings a form of visual art where paint or ink is used on a canvas or more often in the past,
wooden panels or plaster walls, to depict an artist’s rendering of a scene or even an abstract.

Drawing s form of visual art in which a person uses various drawing instruments to mark peer or
another two-dimensional medium.

Speech is a form of communication in spoken language, made by a speaker before an audience for
a given purpose.

B. SECONDARY SOURCES

A secondary source is a document or recording that relates or discusses information originally

presented elsewhere. Secondary sources involve generalization, analysis, synthesis, interpretation,
or evaluation of the original information.

It is a document prepared by an individual who was not a direct witness to an event, but who
obtained his or her description of the event from someone else. It includes secondhand information,
such as s description of an event by someone other than an eyewitness, or a textbook author’s
explanation of an event or theory.
EXAMPLES OF SECONDARY SOURCES

Bibliographies an annotated bibliography is an organized list of sources, each of which is followed

by a brief note or “annotation”. These annotations do one or more of the following: describe the
content and focus of the book or article, suggest the source’s usefulness to your research, evaluate
its method, conclusion, or reliability and record your reactions to the source.

Biographical Works. A biography is a description of a real person’s life, including factual details
as well as stories from the person’s life. It includes information about the subject’s personality and
motivations, and other kinds of intimate details excluded in a general overview or profile of a
person’s life. Periodicals are newspapers, magazines, and scholarly journals-all of which are
published “periodically”. (News Paper, Magazines and Journals).

Literature review is an evaluation report of information found in the literature related to your
selected area of study. (Film Review and Book Review)

C. TERTIARY SOURCES

It provides third-hand information by reporting ideas and details from secondary sources. This
does not mean that tertiary sources have no value, merely that they include the potential for an
additional layer of bias.

EXAMPLES OF TERTIARY SOURCES

Library is a collection of sources of information and similar resources, made accessible to a

defined community for reference and borrowing.

Archive is an accumulation of historical records or the physical place they are located. We find
primary sources in the archives. There are many kinds of archives, such as those maintained by a
religious order, which are called religious archives. In the Philippines, the Dominicans have the
Dominican Archives which is found in the University of Santo Tomas. The Jesuits have theirs at
the Ateneo de Manila University. Some schools have their own respective archives such as the
University of the Philippines.

Museum is an institution that cares for (conserves) a collection of artifacts and other objects of
artistic, cultural, historical or scientific importance.

Historical Society (sometimes also preservation society) is an organization dedicated to

preserving, collecting, researching and interpreting historical information or items.

IMPORTANCE OF USING SOURCES

1. Engage students. Primary sources help students relate in a personal way to events of the
past and promote a deeper understanding of history as a series of human events. Because
primary sources are snippets of history, they encourage students to seek additional evidence
through research. First-person accounts of events helps make them more real, fostering
active reading and response.

2. Develop critical thinking skills. In analyzing sources, students move from concrete
observations and facts to questioning and making inferences about the materials. Questions
of creator bias, purpose, and point of view may challenge students’ assumptions.

3. Construct knowledge. Inquiry into sources encourages students to wrestle with

contradictions and compare multiple sources that represent differing points of view,
confronting the complexity of the past. Students construct knowledge as they form
reasoned conclusions, base their conclusions on evidence, and connect sources to the
context in which they were created, synthesizing information from multiple sources.
Integrating what they glean from comparing sources with what they already know, and
what they learn from research, allows students to construct content knowledge and deepen
understanding.

4. First-hand Knowledge. Primary sources provide first-hand knowledge to the students. It

helps students to understand the events in history.

5. To consider different points of view in analysis. In analyzing primary sources, students

move from concrete observations and facts to inferences about the materials. “Point of
view” is one of the most important inferences that can be drawn.

6. To understand the continuum of history. Students come to understand that we all

participate in making history every day, leaving behind primary source documentation
hence may examine as a record of “the past.” The immediacy of first-person accounts of
events is compelling to most students.

7. To acquire empathy for the human condition. Primary sources help students relate
personally to events of the past, gaining a deeper understanding of history as a series of
human events.

2.2.HISTORICAL CRITICISM AND BIAS

Historical criticism, also known as the historical-critical method or higher criticism, is a

branch of criticism that investigates the origins of ancient texts in order to understand "the world
behind the text".

The primary goal of historical criticism is to discover the text's primitive or original meaning in its
original historical context and its literal sense or sensus literalis historicus. The secondary goal
seeks to establish a reconstruction of the historical situation of the author and recipients of the text.
That may be accomplished by reconstructing the true nature of the events that the text describes.

Historical-critical methods are the specific procedures used to examine the text's historical origins,
such as/the time, the place in which the text was written; its sources; and the events, dates, persons,
places, things, and customs that are mentioned or implied in the text.
TYPES OF HISTORICAL CRITICISM

EXTERNAL CRITICISM refers to the genuineness of the documents a researcher uses in a

historical study. It asks if the evidence under consideration is authentic. The researcher checks the
genuineness or validity of the source. It is what it appears or claims to be? It is admissible as
evidence.

INTERNAL CRITICISM refers to the accuracy of the contents of a document. Whereas external
criticism has to do with the authenticity of a document, internal criticism has to do with what the
documents says.

Once the source is considered authentic, then primary source goes through internal criticism which
checks on the reliability of the source. Not just because the source is primary should one accept its
contents completely. There should be some skepticism in accepting the source. The following are
questions that can be considered to check on the reliability of the source:

1. How close was the author to the event being studied?

This refers to the physical location of the author of the source. Did he/she witness the event
personally or rely on somebody’s account? How reliable is his/her account?

2. When was the account made?

A primary source should be closest or contemporary to the period being studied. The
Work Monografia de Zambales by Francisco Caňamaque published in 1880 is an
example of a primary source for the study of population and tribute statistics in the late
nineteenth century. Since the work was published in 1880, this work of Caňamaque on
the demography and socio-economic status of Zambales is a reliable primary source.

3. Who was the recipient of the account?

The election results of a gobernadorcillo of the town of San Narciso in Zambales in 1846
is an example of a primary source. The recipient of the electoral result is the alcalde mayor,
equivalent to a provincial governor who makes the final appointment. This would be a
reliable primary source document on the conduct of elections in Zambales during the
Spanish period.

4. Does informed common sense make the account probable?

The key words here are probable and informed common sense. One cannot get absolutely
conclusive answers in history. The test whether a given testimony is believable or not, is
when there is an inherent probability of it being true and is supported by appropriate
evidence.

5. Is the account corroborated by other accounts?

A primary source cannot stand by itself. There should be corroboration from other sources
as well. Having established the authenticity and reliability of the primary source, bear in
mind the following:
a. What type of primary source is it?
b. When was the document or artifact created?
c. Who created the document or artifact?
d. Why was it written or produced?
e. For whom was the text or image intended?
f. What is the main point the author is trying to make?
g. Is there any unintentional evidence given by the text?
h. Does the text provide an author’s point of view bias, or opinion?
i. How does the source stand in relation to other primary sources of the period?

HISTORICAL BIAS

Bias is an inclination of temperament or outlook to present or hold a partial perspective and a

refusal to even consider the possible merits of alternative points of view.
Merriam Webster: A tendency to believe that some people, ides etc. are better than others that
usually result in treating some people unfairly.

Oxford dictionary: Inclination or prejudice for or against one person or group, especially in a way
considered to be unfair.

People may be biased toward an individual, a race, a religion, a social class, or a political party.
Biased means one-sided, lacking a neutral viewpoint, not having an open mind. Bias can come in
many forms and is often considered to be synonymous with prejudice. No country is free from
biases. The biases are seen in behavior, writings and can easily creep into textbooks. All subjects
could carry biased statements; however, the history textbook is generally an easy target for bias to
enter. And hence as a teacher of history one needs to be extra sensitive to detect bias in the
textbook.

DIFFERENT TYPES OF BIASES

 Gender bias refers to a person receiving different treatment based on the person's real or
perceived gender identity.
 Cultural bias Is a tendency to interpret a word or action according to culturally derived
meaning assigned to it.
 Religious bias against individuals on the basis of religion or belief
 Racial bias is a system of structuring opportunity and assigning value based on physical
properties such as skin color and hair texture. This “system” unfairly disadvantages some
individuals and groups and damages their health and mental health.
 Political bias. emerges in a political context when individuals engage in an inability or an
unwillingness to understand a politically opposing point of view.

Many countries and states have guidelines against bias in education. In 1980, the council on
Interracial Books for Children published the book Guidelines for selecting Bias- Free Textbooks
and storybooks.
OVERCOMING BIASES
 Review school textbooks and identify each of these forms. Then think of the ways to
remove the bias and create more equitable textbooks.
 Understand the concept of bias, prejudice and stereotype
 Read various texts to understand and interpret historical accounts
 Learn simple ways to detect bias- inflammatory language, one sided view, falsified view,

 Be careful in use of language while discussing sensitive issues

HISTORICAL SIGNIFICANCE

What is historical significance?

Historical Significance is the process used to evaluate what was significant about selected events,
people, and developments in the past. Historians are use different sets of criteria to help them make
judgements about significance.

“Teachers often tell students what is important instead of asking them to consider what is
significant. The key to understanding significance is to understand the distinction between teaching
significant history and asking students to make judgements about significance” (Bradshaw, 2004).

The past is everything that ever happened to anyone anywhere. There is much too much history to
remember all of it. So how do we make choices about what is worth remembering? Significant
events include those that resulted in great change over long periods of time for large numbers of
people. World War II passes the test for historical significance in this sense. But what could be
significant about the life of a worker or a slave? What about my own ancestors, who are clearly
significant to me, but not necessarily to others? Significance depends upon one’s perspective and
purpose. A historical person or event can acquire significance if we, the historians, can link it to
larger trends and stories that reveal something important for us today. For example, the story of an
individual worker in Winnipeg in 1918, however insignificant in the World War II sense, may
become significant if it is recounted in a way that makes it a part of a larger history of workers’
struggles, economic development, or post-war adjustment and discontent. In that case, the
“insignificant” life reveals something important to us, and thus becomes significant. Both “It is
significant because it is in the history book,” and “It is significant because I am interested in it,”
are inadequate explanations of historical significance.

CRITERIA ON ASSESSING THE HISTORICAL SIGNIFICANCE

Is it important/relevant to people living at the time?

RELEVANCE Is something still relevant to our present lives even if it had only a
passing importance?
Who were/have been affected by the event? Why was it important
to them?
RESONANCE How were people’s lives affected? Do people like to make
analogies with it?
It is possible to connect with experiences, beliefs or attitudes
across time and place?
REMARKABLE Was the event remarked on by people at the time or since?
REMEMBERED Was the event/development important at some stage within the
collective memory of a group or groups?
REVEALING Does it reveal some other aspects of the past?
RESULTING IN Does it have consequences for the future?
CHANGE
DURABILITY Foe how long have people’s lives been affected? A day. A week,
a year, or all their lives?
QUANTITY How many people were affected? Did the event affect many,
everyone, or just a few? A whole barrio, a town, a province, a
country or the entire race?
PROFUNDITY Was the superficial or deeply affecting? How deeply people’s
lives were affected? How were people’s lives affected?

PRIMARY EXAMPLES OF HISTORICAL SIGNIFICANCE

Deciding who to choose and which individuals are more useful for the children to learn about,
are issues facing all teachers in the primary school. Teachers and children’s views about
historical significance are often shaped by contemporary contexts and can dependent upon their
own values and interests.

Significant public commemoration and the commemoration of individuals in the locality are
sensitive and need careful handling in classrooms where there are children from different cultural
and religious backgrounds.

EXAMPLES OF ENQUIRES ABOUT SIGNIFICANCE

 Developing an enquiry around a key event such as World War 1 provides children with the
opportunity to explore an event that has been commemorated annually for almost 100 years.
Children can investigate the origins of what it is that is being commemorated, and how its
significance has grown to include conflicts up to the present day.

 Enquiries about conflict or war may raise sensitive issues for children whose families are
still suffering the effects of conflict or still involved in fighting a war. These children have
direct, personal experiences, of recent hostilities and their schools will need to exercise
sensitivity in teaching this topic

 Children could also focus on the symbols of remembrance and their significance, and why
it has been chosen as a symbol of remembrance. They can explore issues around the wearing
of symbols of remembrance and how they can be seen as expressions of identity. The
children’s awareness of different viewpoints can be extended through discussions
concerning why we should remember, what sorts of things we remember, other special
events or people we remember and why is it important to remember? Could we remember
past conflicts in a different way?
 Focusing an enquiry on significant women in the past such as Florence Nightingale, Mary
Seacole or Amelia Earhart will help develop the children’s understanding of the roles of
women in the past. Stereotypical views of women explorers can be challenged by examining
images of the life of Mary Kingsley, a female explorer.

 What importance can the study of topics about the commemoration of events which
happened in Ireland 100 years ago have for today’s children? Does it matter if they know
what the actual events are and when and how they happened? These events have all had an
effect on the world in which the children live today, in terms of how the state in which they
live was set up, how they are ruled, where the government is situated and the type of society
they will live and work in. Building enquiries around the commemoration of these events
are therefore important in helping to develop the children’s realization the connections
between past and present.

There are a number of criteria that historians’ use that can be applied to establish the
significance of events.

 Relevance to people living at the time

 Resonance to people’s experience, beliefs or situations at the time
 Relevance to an increased understanding of the present-day
 Remarked on by people at the time and since
 Remembered within the collective memory of a group
 Revealing of some other aspect of the past
 Results that have consequences for the future
 Durability – for how long people’s lives were affected
 Quantity – how many lives were affected
 Profundity – how deeply people’s lives were affected
References
Camagay, M. L., et. Al (2018). Unraveling the Past: Readings in Philippine History. Quezon City:
Vibal Group, Inc.

Fleming, G. & Jagodowski, S. (2018). Importance of Context in Analysis and Interpretation. Alpha
History and Publishing

Fernandez, Leandro H. (1930) Mga Tala ng aking buhay by Gregoria de Jesus. published in the
June 1930 issue of the Philippine Magazine, Volume XXVII, No 1.

Llewellyn, J. & Thompson, S. 2015) . “The History” at publishing of The Alpha History. Alpha
History Publishing House

Zaide, G. & Sonia Z. (1990) Documentary Sources of Philippine History 12 vols. Manila: National
Book Store

http://web.nlp.gov.ph/nlp/?q=node/10008

http://www.kasaysayan-kkk.info/membership-documents