GE 2 Module (Lesson 1)

LEARNING MODULE IN GE 2 (Readings in Philippine History)
AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY

MAIN CAMPUS, BUNAWAN AGUSAN DEL SUR
LESSON 1
OVERVIEW of READING IN PHILIPPINE HISTORY as a course
THE MEANING and RELEVANCE OF HISTORY
SECTION 1: DISTINCTION BETWEEN PRIMARY and SECONDARY RESOURCES
SECTION 2: EVALUATION OF PRIMARY and SECONDARY SOURCES
READY
LESSON OBJECTIVES
This section discuss the basic difference between primary source and secondary source
materials, and their importance in getting a better picture of what really transpired in Philippine
history. It is also identifies the different kinds of primary sources and their responsibilities.
Also explains how to evaluate primary and secondary source materials. This also
elaborates the primary sources over secondary sources. In addition, this presents the different
points of consideration in analyzing both types of sources.
Intended Learning Outcomes

At the end of this section, the students are expected to:
1. Identify the criteria in evaluating primary and secondary source materials.

2. Assess primary and secondary source materials; and secondary source materials.
3. Evaluate the provenance of primary sources.
TARGET SKILLS
Critical thinking, reasoning and problem solving
LEARNERS
GE 2 students
TIME FRAME
This module will be accomplished approximately in 9 hours within 3 weeks to complete all the
activities recommended. This is a distance learning program, thus the time frame is flexible and
largely self-directed.
REFERENCE
Anonymous. (n.d).Historical method. Retrieved from

https://edwardseducationblog.files.wordpress.com/2013/07/historical-method.pdf
Farell, K. (2014). Primary and Secondary sources in the study of history, Encased in Steel.
Retrieved from www.encaseinsteel.co.uk/2014/09/19/primary-and-secondary-soources-
in-the-studyof-history
Saint Mary’s University of Minnesota. (2013). Primary vs secondary sources. Retrieved

form http://www2.smumn.edu/deptpages/tclibrary/tutorials/finding/primary.pdf
COLLEGE OF ARTS AND SCIENCES

INSTRUCTIONAL MATERIALS DEVELOPMENT © 2020
START
ACTIVITY 1: LET’S DIAGNOSE YOUR KNOWLEDGE

The Diagram below shows the definition of terms related to sources. Rewrite each pf them in
your own words on the space provided.
What it really Mean?
Primary – not made or coming Firsthand –coming directly from

from something else; original the original source
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
Source – a person, publication, or

object that gives information
_____________________________
_____________________________
_____________________________
_____________________________
_____________________________
Secondary – coming from or Secondhand- not original; taken

created using an original source from someone or something else
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________

DISCOVER
ACTIVITY 2: FILL IN THE MISSING

Write PS if the item is a primary source, SS if it is a secondary source, and N if it is neither of
the two sources.
_________1. Memoirs
_________2. Annual reports of the governor general
_________3. Philippine History Textbooks
_________4. Newspaper Clippings
_________5. Online Journal article about the role of collaborators in WWII
_________6. Artifacts and relics
_________7. Documentary Reports
_________8. Photo exhibit
_________9. Editorial Cartoons
_________10. Paintings

LEARN
ACTIVITY 3: EXPAND YOUR KNOWLEDGE
The Meaning and Relevance of History

In conducting any historical research, different sources of information are required to
gain extensive knowledge on a particular topic. Some researchers rely on written sources while
others choose to make use of oral sources. No matter what source is being utilized, it is
important to know which among the gathered sources can provide accurate details and
information about the historical event or subject being research on.
It is important to distinguish primary from secondary sources. The degree to which the
author of a piece is removed from the actual event being described illustrates whether the
source is reporting impressions firsthand or secondhand. As such, the primacy of primary over
secondary sources should be considered by every researchers.
Primary resources are considered as contemporary accounts of an event, personally

written or narrated by an individual person who directly experienced or participated in the said
event. Aside from eyewitness testimonies, primary sources also include materials that capture
the event such as photographs, voice and video recording, and like, these materials are
considered as original sources that directly narrate the details of the event. These sources can
be in the form of diary and journal entries, letters, memoirs, journals speeches, and interviews,
official records such as government publication, minutes, reports, artworks, and artifacts.
Primary sources mostly include unpublished works of individuals that were discovered after
some time such as during historical excavations and historical researches done in public and
private libraries. In some instances, newspaper or magazine articles are also considered primary
sources as long as they were written soon after the events and not as historical accounts.
On the other hand, secondary sources serve as interpretations or readings of primary

sources. Usually, the author of a piece incorporates his or her personal insights and
interpretations, thus detaching the original value of the component of the subject being
discussed. These sources usually contain analyses of primary sources by experts,
academicians, and professionals. These are usually in the form pf published works such as
journals, articles, reviews, books, conferences, papers, and documentaries. They can also be
based on the interpretations of other secondary sources, or a combination of primary and
secondary sources. Many historical researches are also bank on secondary sources to get
different perspectives on a particular topics. However, relying too much on secondary sources
may blur out the actual details of particular historical events.
Therefore, primary and secondary sources should be evaluated. Most scholars use the
following questions in evaluating the validity and credibility of sources of historical accounts.
1. How did the author know about the given details? Was the author present at the
even? How soon was the author able to gather the details of the event?
2. Where did the information come from? Is it a personal experience, an eyewitness
account, or a report made by other person?
3. Did the author conclude based on a single source, or on many sources of
evidence?
If the evaluation of an available source shows any indication that it is an interpretative

work rather that a factual firsthand account, it is considered as a secondary source. Thus, in
conducting historical research, it is important to identify first whether the available sources are
primary or secondary sources. This is to determine how reliable and helpful these sources are.

It is ready common knowledge in the academe that both primary and secondary
sources are important in fleshing out the details of significant events in history. However,
classifying a source as primary or secondary has never been an easy task. Nevertheless, the
primacy of primary over secondary sources has always been recognized. This is due to the fact
that a primary source provides better and more accurate historical details compared to a
secondary source. However the authenticity and reliability of primary sources should be
scrutinized before they are used.
In this day and age, the proliferation of fake news is evident in both print and digital
media platforms. Thus, it becomes more apparent that sources of texts should be scrutinized
for their credibility. However, in a nation where there is minimal documentation of oral history, it
is a very difficult to trace the primary sources of many written historical records that can help in
understanding the relevance of historical events in addressing contemporary social issues.
Although primacy is given to primary sources, there are instances when the credibility of
these sources is contestable. Garraghan (1950) identified six points of inquiries to evaluate the
authenticity of primary source:
1. Date – when was it produced?
2. Localization- where did it originate?
3. Authorship – who wrote it?
4. Analysis – what pre-existing material served as the basis for its production?
5. Integrity - what was its original form?
6. Credibility – what is the evidential value of its content?
The absence of primary documents that can attest to the accuracy of any historical
claim is really a problem in the extensive study of history. In that sense, the significance of
secondary sources should not be discredited. Secondary sources are readily available in print
and digital repositories. Secondary accounts of historical events are narratives commonly
passed on from one generation to the next or knowledge that is shared within a community.
Yet, similar to the usual problem with passing information from one point to another, details can
be altered. As information is relayed from person to person, the accuracy of the source
materials is compromised. Nevertheless, secondary source materials are compromised.
Nevertheless, secondary source materials in the study of Philippine history without conjectures
and refutation have the capacity to fill in gaps caused by the lack or absence of primary
sources.
Louis Gottschalk (1969) emphasized that it is imposible for historians to avoid using
secondary sources due to difficulty in accessing primary sources. Most often, historians
depend on secondary sources to improve their background knowledge of contemporary
documents and detect any errors they may contain. Specifically, Gottschalk suggested that
secondary sources must only be used (1) deriving the setting wherein the contemporary
evidence will fit in the grand narrative of history; (2) getting leads to other bibliographic data;
(3) acquiring quotations or citations from contemporary or other sources; and (4) driving
interpretations with a view of testing and improving them but not accepting them as outright
truth. Historians should be prepared to verify the information provided by secondary sources.
Martha Howell and Walter Prevenier (2001) stated that before any source can be
considered as evidence in historical argument, it must satisfy three preconditions. First, it must
be comprehensible at the most basic level of vocabulary, language, and handwriting. The first
precondition sets the ground for the contentions on the acceptability of the source and for all
the aspects of the debate. Second, the source must be carefully located in accordance with
place and time. Its author, composer, or writer, and the location where it was produced /
published should be noted for the checking of authenticity and accuracy. One example is a
personal letter which usually indicates when (date) and where (place) it was written. The
information can assist in corroborating the details of the source given the whereabouts of its
author as stated in a letter. Third, though the first two preconditions, the authenticity of the
source must always be checked and counterchecked before being accepted as credible source
in any historical findings. Subtle details such as the quality of paper used, the ink or the

watermark of the parchment used, the way it was encoded using typeface or the way the tape
was electronically coded should be carefully scrutinized to check if it was forged or mislabelled
by archivist.
Cases of foregery and mislabelling are common in the Philippine historiography. One
example of the latter is Ambeth Ocampo’s discovery of the alleged draft of Jose Rizal’s third
novel, the Makamis. The stack of writings was labelled Borrador del Noli Me Tangere. However,
upon reading the draft, it is clear that it is not connected to Noli Me Tangere and El
Filibusterismo. This is a clear case of mislabelling for the discovered draft seems misplaced in
the stack where it was taken from. A closer look at the characters in the novel, however, reveals
a different setting and story. This falsifies the alleged third novel of rizal. An example of forgery
in historical documents is the story of the great forger, Roman Roque, who allegedly forged the
signature of Gen. Urbano Lacuna that led to the captivity of Gen. Emilio Aguinaldo. Roque
forge the signature of Jose Rizal in the great retraction controversy. Another example, the claim
that the supposed autobiography of Josephine bracken written on February 22, 1897 which
asserts her marriage to Rizal under Catholic rites was badly forged. The penmanship on the
document varies significantly when compared to the other letters written by Bracken.
Given the possibility of forgery and mislabelling, historians not only evaluate the
sources in terms of external characteristics that focus on the questions of where, when, and by
whom. They also evaluate in terms of internal criteria which include seven factors identified by
Howell and Prevenier (2001):
1. The genealogy of the document – refers to the development of the document. The
document may be original, a copy, or a copy of the copy;
2. The genesis of the document – includes the situations and the authorities during the
documents production;
3. The originality of the document – includes the nature of the document whether it is
an eye / ear witness account or merely passing of existing information;
4. The interpretation of the document – pertains to deducting meaning from the
document;
5. The authorial authority of the document –refers to the relationship between the
document’s subject matter and its author.
6. The competence of the observer – refers to the authors capabilities and
qualification to critically comprehend and report information; and
7. The trustworthiness of the observer –refers to the author’s integrity – whether he or
she fabricates or reports truthfully.
In general, the reliability of primary sources is assessed on how these sources are
directly related and closely connected to the time of the events they pertain to. On the other
hand, the reliability of secondary sources depends on the elapsed time form the date of the
events to the date of their creation. More likely, the farther the date if creation from the actual
event, the more reliable the source is. This is because as time passes, more materials are likely
to be made available. With this, those who engage in historical research have the opportunity
to exhaust all available materials in order to come up with extensive outputs.

EXAMINE
ACTIVITY 4: ONE MORE TRY
Primary Sources vs Secondary Sources
Name: ________________________ Section: ___________________________

Instructions:
Using the Venn diagram below, compare and contrast the characteristics of primary and
secondary source materials. Give an explanation for the overlapping characteristics on the
space provided.
Primary Secondary
Explanation for the overlapping concepts:

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
____________________________________________________________________________

EVALUATE
Analyzing Primary Sources
Name: ________________________ Section: ___________________________

Instructions:
Read the full transcript of the undelivered arrival speech of Senator Benigno S. Aquino and
Reflect
I have returned on my free will to join the ranks of those struggling to restore our rights and
freedoms through nonviolence.
I seek no confrontation. I only pray and will strive for a genuine national reconciliation
founded on justice.
I am prepared for the worst, and have decided against the advice of my mother, my
spiritual adviser, many of my tested friends and a few of my most valued political mentors.
A death sentence awaits me. Two more subversion charges, both calling for death
penalties, have been filed since I left three years ago and are now pending with the courts.
I could have opted to seek political asylum in America, but I feel it is my duty, as it is the
duty of every Filipino, to suffer with his people especially in time of crisis.
I never sought nor have I been given assurances or promise of leniency by the regime. I
return voluntarily armed only with a clear conscience and fortified in the faith that in the end
justice will emerge triumphant.
According to Gandhi, the willing sacrifice of the innocent is the most powerful answer to
insolent tyranny that has yet been conceived by God and man.
Three years ago when I left for an emergency heart bypass operation, I hoped and prayed that
the rights and freedoms of our people would soon be restored, that living conditions would
improve and that blood-letting would stop.
Rather than move forward, we have moved backward. The killings have increased, the
economy has taken a turn for the worse and the human rights situation has deteriorated.
During the martial law period, the Supreme Court heard petitions for Habeas Corpus. It is most
ironic, after martial law has allegedly been lifted, that the Supreme Court last April ruled it can
no longer entertain petitions for Habeas Corpus for persons detained under a Presidential
Commitment Order, which covers all so-called national security cases and which under present
circumstances can cover almost anything.
The country is far advanced in her times of trouble. Economic, social and political problems
bedevil the Filipino. These problems may be surmounted if we are united. But we can be united
only if all the rights and freedoms enjoyed before September 21, 1972 are fully restored.
The Filipino asks for nothing more, but will surely accept nothing less, than all the rights and
freedoms guaranteed by the 1935 Constitution—the most sacred legacies from the Founding
Fathers.
Yes, the Filipino is patient, but there is a limit to his patience. Must we wait until that patience
snaps?
The nation-wide rebellion is escalating and threatens to explode into a bloody
revolution. There is a growing cadre of young Filipinos who have finally come to realize that
freedom is never granted, it is taken. Must we relive the agonies and the blood-letting of the
past that brought forth our Republic or can we sit down as brothers and sisters and discuss our
differences with reason and goodwill?
I have often wondered how many disputes could have been settled easily had the disputants
only dared to define their terms.
So as to leave no room for misunderstanding, I shall define my terms:
1. Six years ago, I was sentenced to die before a firing squad by a Military Tribunal whose
jurisdiction I steadfastly refused to recognize. It is now time for the regime to decide. Order my
IMMEDIATE EXECUTION OR SET ME FREE.

I was sentenced to die for allegedly being the leading communist leader. I am not a communist,
never was and never will be.
2. National reconciliation and unity can be achieved but only with justice, including justice for
our Muslim and Ifugao brothers. There can be no deal with a Dictator. No compromise with
Dictatorship.
3. In a revolution there can really be no victors, only victims. We do not have to destroy in order
to build.
4. Subversion stems from economic, social and political causes and will not be solved by purely
military solutions; it can be curbed not with ever increasing repression but with a more equitable
distribution of wealth, more democracy and more freedom, and
5. For the economy to get going once again, the workingman must be given his just and rightful
share of his labor, and to the owners and managers must be restored the hope where there is
so much uncertainty if not despair.
On one of the long corridors of Harvard University are carved in granite the words of
Archibald Macleish:
“How shall freedom be defended? By arms when it is attacked by arms; by truth when it is
attacked by lies; by democratic faith when it is attacked by authoritarian dogma. Always, and in
the final act, by determination and faith.”
I return from exile and to an uncertain future with only determination and faith to offer—faith in
our people and faith in God.
1. First Impressions
a. What are your first impressions about the undelivered speech?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
______________________________
b. What kind of document is it (letter, ad, newspaper, etc.)?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_____________________________________________________________
2. Looking more Closely
a. Make list of unusual or unfamiliar words or phrases you encounter while reading the
speech
1.____________________________
2.____________________________
3.____________________________
4.____________________________
5____________________________
6.___________________________
7.___________________________
8.____________________________

9.____________________________
10.____________________________
11.____________________________
12.____________________________
13.___________________________
14.___________________________
15.___________________________
b. Is there a specific date on the speech? If so, when is it? If there is none, are there clues
that might indicate when it was written?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_____________________________________________________________
c. Is there an indicated location? Where is it?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_____________________________________________________________
d. Who authored the document? Why did you say so?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_____________________________________________________________
e. To whom was the written document addressed? How did you know?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_____________________________________________________________
f. What is the purpose of the document? What made you think so?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_____________________________________________________________
III. Thinking further
a. What do you think is the most important information that the author of the document
was conveying? Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_____________________________________________________________
b. Does the document convey certain tone? What is it?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_____________________________________________________________
c. What does it imply?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_____________________________________________________________
d. What is the point of view of the author? Is it an objective? Why?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_____________________________________________________________
e. What is the relationship between the writer and the audience? Explain.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________

ACTIVITY 6: MAKE ME BELIEVE IN YOU!
Name: ________________________ Section: ___________________________

Instruction: Using any social media site, ask your friends to share their opinions on whether
President Rodrigo Duterte is an elite president or a populist president. Afterwards screenshot,
print, cut, and stick five responses that can either be a primary or secondary source on the
spaces provided. Indicate whether the response is a primary or secondary source of
information. Justify why each response is a primary or secondary source.
Response 1
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Response 2
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Response 3
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Response 4
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Response 5
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Analyze the Photo below about the Primary and Secondary Sources and reflect.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Reflection Paper
Criteria for grading:
Excellent (5) Good (3) Poor (1) Fail (0)
Reflection
Clear Clear Reflection/positio No Reflection
(20%) reflection/position Reflection/positio n is vague and or position is stated
stated in the n stated but not could be clearer. in the paper.
Clear introduction. in the
thesis/position introduction.
stated in the
paper.
Style &
No or minimal Few errors in Grammar, Fails to use proper
Mechanics errors in grammar, punctuation & grammar,
(10%) grammar, punctuation & spelling errors punctuation and
punctuation, & spelling with occur frequently spelling in paper.
spelling. minimal and distract from
Grammar, distraction of the flow and
Punctuation, and paper's flow & understanding of
Spelling main content. the paper's
content.
Organization
Few errors in Paragraph Fail to use proper
& Structure No or minimal
sentence & structure lacks sentence &
errors in sentence
(10%) & paragraph paragraph single supporting paragraph structure
structure, structure point, to organize paper.
Sentence Structure aids Sentences are
Proper use of the paper's convoluted &
structure is
sentence & organization wordy without
strong, varied, &
paragraph Sentence & conveying
mature
structure paragraph succinct thought,
Transitions are
smooth, structure aid flow Few well-
Sent. & parag. of ideas & structured
flow, advance arguments, ideas transitions
development of are logically
thought. organized.
Content &
No or minimal Few lapses in Frequent lapses Fails to clearly state
Development errors in topic topic in the paper's purpose,
(30%) development, development, development of No clear voice/tone.
paper is coherent majority of paper topic and Paper's main point
& arguments are is coherent & supporting is unclear &
Purpose, persuasive, every comprehensible, material unfocused.
topic/argument statement Arguments are Paper is
development, connects to the persuasive, most incoherent,
level of thesis, expands statements Lack of strong
vocabulary main point. expands main accurate,
appropriate to point believable
topic. examples,
Opinions are
unsupported,


1. PS 6. PS
2. PS 7. SS
3. SS 8. PS
4. SS 9. SS
5. SS 10. SS


GE 2 Module (Lesson 1)

Hochgeladen von

Dokumentinformationen

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

GE 2 Module (Lesson 1)

Hochgeladen von

Copyright:

Verfügbare Formate

LEARNING MODULE IN GE 2 (Readings in Philippine History)

AGUSAN DEL SUR STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY

Intended Learning Outcomes

1. Identify the criteria in evaluating primary and secondary source materials.

Anonymous. (n.d).Historical method. Retrieved from

Saint Mary’s University of Minnesota. (2013). Primary vs secondary sources. Retrieved

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 1: LET’S DIAGNOSE YOUR KNOWLEDGE

What it really Mean?

Primary – not made or coming Firsthand –coming directly from

Source – a person, publication, or

Secondary – coming from or Secondhand- not original; taken

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 2: FILL IN THE MISSING

COLLEGE OF ARTS AND SCIENCES

The Meaning and Relevance of History

Primary resources are considered as contemporary accounts of an event, personally

On the other hand, secondary sources serve as interpretations or readings of primary

If the evaluation of an available source shows any indication that it is an interpretative

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

Name: ________________________ Section: ___________________________

Explanation for the overlapping concepts:

COLLEGE OF ARTS AND SCIENCES

Name: ________________________ Section: ___________________________

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 6: MAKE ME BELIEVE IN YOU!

Name: ________________________ Section: ___________________________

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 7: ONE MORE TRY

COLLEGE OF ARTS AND SCIENCES

COLLEGE OF ARTS AND SCIENCES

ACTIVITY 2: ONE MORE TRY

COLLEGE OF ARTS AND SCIENCES

Das könnte Ihnen auch gefallen

Name: Section: ___

Name: Section: ___

Name: Section: ___