chapter 1 - Introduction to history Definition ISSUES SOURCES And METHODOLOGY.pptx

CHAPTER 1:
INTRODUCTION TO
HISTORY: DEFINITION,
ISSUES, SOURCES, AND
METHODOLOGY

LEARNING
OBJECTIVES
TO UNDERSTAND THE MEANING OF HISTORY AS AN
ACADEMIC DISCIPLINE AND TO BE FAMILIAR WITH THE
UNDERLYING PHILOSOPY AND METHODLOGY OF THE
DESCILPINE
TO APPLY THE KNOWLEDGE IN HISTORICAL
METHODOLOGY AND PHILOSOPY IN ASSESSING AND
ANALYZINNG EXIXTING HISTORICAL NARRATIVE
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

Study of the past
 Derived from the greek word historia which means
“knowledge acquired through inquiry or investigation”
 Existed for around 2,400 years and is as old as
mathematics and philosopy
 Historia became known as the account of the past of a
person or of a group of people through written
documents and historical evidences.
 Became an important academic discipline.
 It became the historian’s duty to write about the lives of
important individuals like monarchs, heroes, saints, and
other important breakthroughs.
What counts as history? Traditional historians lived in
mantra of “no document, no history” It means that unless
a written document can prove a certain historical event,
then it cannot be considered as a historical fact.
HISTORY

QUESTIONS AND ISSUES IN
HISTORY
 Historiography is the history of history
 History and historiography should not be
confused with each other. The formers
object of study is the past, the events that
happened in the past, and causes in such
events.
 The latters’s object of study, on the other
hand, is history itself.
 Historiography is important for someone
who studies history because it teaches the
student to be critical in the lessons of

POSITIVISM POSTCOLONIALISM
Is the school of though that emerged
between the eighteenth and nineteenth
century. This thought requires empirical
and observable evidence before one can
claim that a particular knowledge is true.
Positivism also entails an objective
means of arriving at a conclusion. In the
discipline of history, the mantra “no
documents, no history” stems from the
very same truth , where historians were
required to show written primary
documents in order to write a particular
historicalnarrative.
Is the school of thought that emerged in the
twentieth century when formerly colonized
nations grappled with the idea of creating their
identities and understanding their societies
against the shadows of the their colonial past.
Postcolonial history looks at two things in
writinghistory:
1. Is to tell the history of their nation that will
highlight their identity free from that
colonial discourseandknowledge
2. Is to criticize the methods, effects, and idea
of colonialism.

HISTORY AND THE
HISTORIAN
 Historians only get to
access representation of
the past trough historical
sources and evidences
 Historian’s job not just to
seek historical evidences
and facts but also to
interpret theses facts.
“Facts cannot speak for
themselves”
Historian is not blank paper
who mechanically
interprets and analyzes
present historical fact.
 Historical research requires
rigor. Despite the fact that
historians cannot ascertain
absolute objectivity, the study
of history remains scientific
because of the rigor of research
and methodology that
historians employ.
 Historical Methodology
comprises certain techniques
and rules that historians follow
in order to properly utilize
sources and historical
evidences in writing history.

The
Annale
s of
School
of
History
Is a school of history born in
France that challenged the
canons of history. This school
of thought did away with the
common historical subjects
that were almost always
related to the conduct of
states and monarchs.
 They were concerned with
social history and studied
longer historical period.
 They advocated that the
people and classes who were
not reflected in the history of
the society in the grand
manner be provided with
space in the records of

HISTORICAL
SOURCES
The historian’s
most important
research tools
are historical
resources.
 Historical
resources can
be classified
between
primary and
secondary
sources.
Primary Sources
are those
sources
produced at the
same time as the
event, period, or
subject being
studied.
Secondary Sources
are those sources
which were produced
by an author who
used primary
resources to
produced the
material. In other
words secondary
sources are historical
sources, which
studied a historical
subject.

• Diaries and Journals: Personal diaries and journals provide intimate insights
into the thoughts, feelings, and daily experiences of individuals. They can be
valuable for understanding historical contexts.
• Letters: Correspondence between individuals, whether personal or official,
can offer glimpses into the social, political, and cultural aspects of a time
period. For example, letters between soldiers during a war can shed light on
their experiences.
• Newspapers and Magazines: Contemporary newspapers and magazines
report on current events and provide a snapshot of the prevailing attitudes,
concerns, and interests of a society at a particular moment.
• Government Documents: Official records, such as laws, treaties,
constitutions, and census data, provide valuable information about
government policies, decisions, and demographics at the time they were
created.
Primary sources

• Photographs and Images: Visual records, including photographs, paintings,
drawings, and posters, offer visual representations of historical events, people,
and places. They can provide important visual context.
• Maps: Historical maps can show changes in geographical boundaries, urban
development, and exploration routes, helping historians understand the spatial
aspects of history.
• Interviews and Oral Histories: Oral history interviews with individuals who
experienced historical events firsthand capture personal perspectives and
memories that might not be recorded in other sources.
• Artifacts: Physical objects such as tools, clothing, weapons, and archaeological
finds can provide tangible evidence of past cultures and societies.
• Autobiographies and Memoirs: These autobiographical accounts offer personal
reflections on one's own life experiences and historical events they may have
witnessed or participated in.
Primary sources

• Books: Historical monographs, textbooks, and scholarly books that provide in-
depth analysis and interpretation of historical events, themes, or periods.
• Journal Articles: Articles published in academic journals that offer specialized
research, analysis, and discussion on specific historical topics.
• Documentaries: Film or video productions that provide historical analysis, often
featuring interviews with historians and the use of primary sources.
• Biographies and Autobiographies: Books that profile the lives and experiences
of individuals, offering historical insights into their roles and the time periods
they lived in.
• Encyclopedias: Reference works that summarize and provide overviews of
historical events, figures, and topics, such as encyclopedias of world history or
specific historical periods.
• Reviews and Critiques: Critical reviews and assessments of historical books,
films, or other works, often published in newspapers, magazines, or online.
• Historical Databases: Online databases that compile secondary sources, such as
articles, essays, and historical analyses, often organized by topic or period.
• Conference Papers: Papers presented at academic conferences that discuss
specific historical research findings and interpretations.
• Websites and Online Resources: Educational websites, blogs, and digital
archives that provide historical information, analysis, and commentary.
Secondary sources

• Lectures and Talks: Public lectures, TED talks, and educational
videos that present historical information and interpretations to a
broader audience.
• Essays: Scholarly essays or opinion pieces that offer historical
analysis or viewpoints on specific historical topics.
• Literature: Fiction and non-fiction literature that incorporates
historical events, settings, or themes, providing insights into the
cultural and social aspects of a particular time period.
• Teaching Materials: Educational resources such as lesson plans,
study guides, and textbooks designed to convey historical
information and concepts to students.
• Biographical Films and Documentaries: Films and documentaries
that portray the lives of historical figures and events, often
including commentary and analysis.
• Historical Atlases: Maps and atlases that illustrate the
geographical and political changes over time, helping to
Secondary sources

Example of Primary Sources:
If the historian wishes to study the Commonwealth
Constitution Convention of 1935, his primary sources can
include the minutes of the convention, newspaper clippings,
Philippine Commission reports of the U.S. Commissioners,
records of the convention, the draft of the Constitution, and
even photographs of the event.
Example of Secondary Sources:
On the subject of Philippine revolution of 1896, students
can read Teodore Agoncillos Revolt of the Masses: The Story of
Bonifacio and the Katipunan published originally in 1956. The
Philippine Revolution happened in the last years of nineteenth
century while Agoncillo published his work in 1956, which
makes the Revolt of the Masses a secondary source.

The classification of sources
between primary and
secondary depends not on
the period when the source
produced or the type of the
source but on the subject of
the historical research. Both
primary and secondary
sources are useful in writing
and learning history.
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 evidence.
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.
Internal criticism
looks at the
truthfulness and
factuality of the
evidence by looking
at the author of the
source, its context,
the agenda behind its
creation, the
knowledge which
informed it, and its
intended purpose,

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