LESSON LEARNING OUTCOMES At the end of this lesson, the student should be able to: 1. Determine the differences between a primary source and secondary source 2. Enumerate materials that can be considered Primary sources 3. Evaluate materials in terms of authenticity, credibility and provenance. STARTING POINT The historical method refers to the strategies and standards historians use to investigate and write history using primary sources and other data. In the philosophy of history, the question of the nature, and perhaps the possibility, of sound historical technique is addressed as an epistemological issue. Under the areas of external critique, internal criticism, and synthesis, the following outlines the rules typically employed by historians in their work. The historian, on the other hand, must rely on a variety of sources that aren't found in books. He needs to rely heavily on museums when it comes to archaeological, epigraphical, or numismatical resources. These are the materials fram which he drew. His sources are more likely to be meaningful if he delimits people, place, time, and function with greater precision. Our history is studied and documented using historical sources. Historians, on the other hand, employed a variety of techniques and theories to correctly research history and draw from the sources what they believe is a suitable manner of writing history to improve and spread national identity. In history, a source is an object from the past or tes rely to build their own picture of the past. ;ony about the past on which It's a physical reminder of the past (Groeneveld, 2017). WARMING UP Consider a nostalgic item you hold dear. Consider how all of the memories represented and signified by that object are relevant to your current life in light of the following factors 1. The events related to that thing 2. The persons related to that thing 3. The feelings that resemble to that thing 4, Other things that are related to that thingCONTENT DEVELOPMENT Primary Sources Primary sources are documents created by individuals or groups who were directly involved in the event or issue under investigation. These individuals are either participants in the incident or eyewitnesses to it. Eyewitness reports, diaries, letters, legal papers, official documents (government or private), and even pictures are among the sources. Examples of Primary Sources Photographs that may represent historical and contemporary social circumstances. Old sketches and drawings that may depict the living circumstances of bygone cultures Old maps that show how space and geography were employed to emphasize trade routes, structural development, and other things. Cartoons for political or propagandist purposes Prehistoric material evidence such as cave paintings, archaic syllabaries, and ancient texts Tables, graphs, and charts with statistical data .Oral history or electronic recordings of eyewitness or participant stories, which were subsequently transcribed and utilized for study. eta) ‘Source en wikipedia org (Continued on next page)Secondary Sources Secondary sources, according to Gottschalk, are "testimony of anybody who is not an eyewitness—that is, of someone who was not there at the incident of which he relates." This category includes books, essays, and scholarly publications that have interpreted primary sources or utilised them to address certain historical topics. Secondary sources were developed by people who were not present at or events or situations you're studying. Bibliographies, nonfiction works like biographies, perio newspapers, magazines, journals, history books, critical and interpretative works, commentaries and treaties, textbooks, video documentaries, and multimedia reports are all examples of secondary sources. Secondary sources were developed by SOGeUGENy SOS people who did not see or participate in the events errr ed eee or circumstances you're studying firsthand. Secondary sources. for a historical research’ "ea ‘ence endeavor are usually scholarly books and articles. Primary sources are interpreted and analyzed by secondary sources. These sources are separated from the event by one or more stages. Images, quotations, and images from primary sources may appear in secondary sources. Examples of Secondary Sources. 1. LAnnotated bibliographies (for example, Dr. Jose Rizal's annotation on Antonio Morga's Succesos de las Islas Filipinas) 2. Biographical works 3. Magazines, newspapers, and journals Literature reviews and review articles (e.g. movie reviews, book reviews) ‘Source: teachstarer-com Give it a try on your own In studying a particular historical account, which is better to be utilized, the primary or the secondary sources? Prove your answer. (Continued on next page)Types of Primary Sources 1. Published Documents. Some primary sources are documents that have been published. They were made for a big audience and widely disseminated. Books, periodicals, newspapers, government documents, non-government reports, and other types of literature, as well as ads, maps, pamphlets, posters, legislation, and court rulings, are all examples of published documents (Pappas, 2012). 2. Unpublished Documents. Unpublished records of all kinds have been preserved and can be used as primary sources. They include personal letters, diaries, journals, wills, deeds, family Bibles with family histories, school report cards, and a range of other materials. Unpublished corporate papers that give insight into the past include correspondence, financial ledgers, client information, board meeting minutes, and research and development files (Pappas, 2012). 3. Oral Traditions/Oral Histories. Oral histories and oral traditions are another approach to learn about the past from those who lived through historical events directly. Oral histories, which consist of spoken words, have recently acquired prominence as primary sources. Historians and others learn about regular people's lives through listening to oral stories and narratives. Oral histories give valuable historical facts about people, particularly minority groups, who were either omitted from mainstream media or did not leave written primary materials behind (Pappas, 2012). 4, Visual Documents and Artifacts. Photographs, videos, paintings, and other kinds of artwork are examples of visual documentation. Visual documents can give proof of changes throughout time since they capture moments in time. Visual records chronicle a culture's conventions, tastes, styles, special events, work, and leisure at certain times in history (Pappas, 2022) External and Internal Criticism Many diaries, memoirs, reposts, and testimonials are produced to elevate the writer's status, stature, or relevance, thus researchers cannot take historical facts at face value. As a result of this potential, historical data must be checked for validity and accuracy. Such an assessment is carried out through criticism, questioning, and research in order to establish data accuracy, bias, omissions, and consistency (Historical Research Methods, n. d.). Criticism hasn't always had a positive image. Higher Criticism of the Scriptures was gaining popularity at the same time as historical criticism, and the latter's murky reputation in circles where the Bible was still venerated as the Inspired Word threw a shadow over the former's usefulness as a constructive science or study into the truth. The following diagram illustrates the distinction between internal and external criticism in the examination of historical source material. External criticism is the element of the historical method that assesses whether or not a source is genuine. The goal is to identify created, forged, or falsified papers and to tell the difference between a hoax and a misrepresentation. = Ina historical investigation, it refers to the authenticity of the documents used by the researcher. - also known as lower critique It examines whether the evidence under evaluation is genuine. The researcher verifies the source's authenticity or validity. Is it what it seems to be or what it promises to be? Is it admissible in court? (Continued on next page)1 Internal Criticism is the portion of the historical method that evaluates if the facts in the text are historically accurate. The document does not have to be proven authentic; even forgeries or documents with abridged facts may include available information. This is the issue of trustworthiness. Relevant details in the paper, as near as possible to what actually occurred based on a rigorous analysis of the best available sources. - -The meaning and trustworthiness of the document's contents -The value and worth of the document's contents, its literal meaning, and the dependability of its claims itself - = t's also known as higher criticism. -The value and worth of the document's contents, its literal meaning, and the credibility of its assertions themselves -The value and worth of the document's contents, its literal meaning, and the reliability of its statements themselves - Can be carried out in either a positive or negative manner, with the one being an approach to uncovering the real meaning of the text and the second being an approach to finding grounds to doubt what the text says. - Credibility is an issue. Is the paper reliable in terms of relevant details? - Verisimilar-as close to the truth as possible based on a rigorous analysis of the best of the best accessible, Give it a try on your own Write a short reflection on how important the process of doing the historical criticism before relying to a particular source or material in studying historical account. (ODTEOMe-sasED ASSESSMENT Assessment: 1.2.1. 1. Ina venn diagram, differentiate primary and secondary sources. 2. State some salient points why primary and secondary sources are important. Assessment 22. 1. Choose one notable historical event in Philippine history, look for two distinct sources or references that can provide detailed information on the event, one primary source and the other one is secondary sources. 2, Make a comparative analysis between the two sources of the story/readings about the historical event chosen. 3. Who among the two authors is more credible to talk about the topic? Prove your answer (Continued on next page)Assessment: 1.2.3. 1. Read the the article below about the story of the Balangiga 1901 incident and do the two types of critical analysis (external and internal criticism) on this. ‘MANILA, Philippines — The Balangiga Massacre was one of the bloodiest events during the Philippine-American War. To this day, the United States considers this as their “worst single defeat” in the history of the 3-year war from 1899 to 1902. The Philippines has also not forgotten Republic Act 6692 enacted on February 10, 1989, declared September 28 of every year as "Balangiga Encounter Day," a special non-working holiday in Eastern Samar to commemorate the uprising of fellow Filipinos and to honor the gallantry of those Killed. In 2008, however, Malacaitang| issued Proclamation No. 1629 moving the commemoration of Balangiga Encounter Day that year to September 30, The provincial government had requested this, since September 28, 2008, fell on a Stnrday. Eastern Samar officials believed the province and its people would be given the "full opportunity” to, observe the occasion ifit were held on September 30, 2008, a Tuesday. Here's what you need to know about the Balangiga Massacre: Why it started In the beginming, residents of Balangiga town and Company C, the 9th US infemtry regiment, had| @ good relationship. According to historians, relations went downhill after nvo American soldiers allegedly tried 10 molest a Filipino woman tending a store. When locals came to the woman's defense, the| soldiers wanted revenge. Since then, people in Balingaga were subjected to forced labor and detention with only little food and water. The locals also protested the move of the US garrison to cut food and other supplies in the town. Balangiga police chief Valeriano Abanador, along with guerilla officers Captain Eugenio Daza and Sergeant Pedro Duran Sr, plotted the uprising against the Americans. According 10 historian Stuart Miller in his book Benevolent Assimilation, Balangiga men disguised as women hid weapons inside small caskets which were brought to the church under the pretext that a cholera epidemic had killed many children. Reinforcements from neighboring towns also entered Balangiga several days before the attack under the guise of preparations for a fiesta. How it happened The plan was executed on September 28, 1901, during the supposed funeral procession for’ children killed by cholera. Abanador initiated the first strike by shooting an American sentry after chatting with him. The church of Balangiga rang its bells, signaling the start of the attack. The men dressed as women pulled out their weapons ~ mainly machetes — and attacked the US troops. Locals also headed to the barracks to attack unsuspecting American soldiers. At least 48 out of the 78 American soldiers were| Killed during the surprise attack. The following day, American forces decided to retaliate. General Jacob H. Smith vowed that he would turn the town into a "howling wilderness," earning him the nickname "Howling Jake." "I want no’ prisoners. I wish you to kill and burn. The more you kill and burn the better it will please me. I want all persons Killed who are capable af bearing arms in actual hostilities against the United States," Smith said. ‘Smith's remark became even more infamous when he instructed his men to "kill everyone over 10.” Soldiers also burned and looted the villages in Balangiga. The killings did not end there, as the US continued to enforce a "scorched-earth policy" until 1902, which meant the total destruction of the town! and its people. There is no exact estimate on the number of Filipinos Killed, despite what some resources have previously said that about 2,500 were killed during the duration of the massacre. Recent study by the Balangiga Research group found that most soldiers "counter-manded" the| Kill-and-burn order, which meant that some soldiers refused to claim innocent lives and resorted only to destruction of homes and livelihood. The Americans brought home the church bells of Balangiga as "trophies of war." Two are under the custody of US troops in the "Trophy Park" of the Francis E. Warren Air Force Base in Wyoming, while the other is with the US military unit in South Korea. Sowee: Evangelta, 4 2018), Renieved from haps. /vappler con/nenshreaighhings 0 now: balangiga: MASSACPEREFERENCES: 1. Peter N. Streams; Peters Seixas; Sam Wineburg, eds. (2000). Introduction, Knowing, Teaching and Learning History, National and International Perspectives. New York & London: New York University Press. 2. Lowethan, David (2000). Dilemmas and Delights of Learning History. New York University Press, 3. Lucas Gavin (2005). The Archaeology of Time. Oxon: Routledge 4. Garcia, Mauro. (1979). Reading in Philippine History. Manila Filipiniana Book Guild 5. Petter Pappas (2012). Types of Primary Sources. Retrieved from www.edteck.com 6. Stearns, P. (2001), Retrieved from httos://www.studentsfriend.com/aids/stearns.ntm| 7. httos://opentextbc.ca/writingforsuccess/chapter/chapter-7-sources-choosing-the-right-ones, 8. Groeneveld, E. (2017), Retrieved from https://www.comarch.de/service-und-support/events-und- webinare/erm-marketing/webinar-loyalt 9. Evangelista, A. (2018), Retrieved from https://rappler.com/newsbreak/ia/things-to-know-balangiga- massacre