MEANING AND RELEVANCE OF HISTORY

WHY STUDY HISTORY?

People live in the present. They plan for and worry about the future. History, however, is the study of the past. Given all the
demands that press in from living in the present and anticipating what is yet to come, why bother with what has been? Given
all the desirable and available branches of knowledge, why insist on a good bit of history? And why urge many students to
study even more history than they are required to?

Stearns (1988) points out that any subject of study needs justification: its advocates must explain why it is worth attention.
Most widely accepted subjects—and history is certainly one of them—attract some people who simply like the information
and modes of thought involved. But audiences less spontaneously drawn to the subject and more doubtful about why to
bother need to know what the purpose is.

History Helps Us Understand People and Societies

In the first place, history offers a storehouse of information about how people and societies behave. Understanding the
operations of people and societies is difficult, though a number of disciplines make the attempt. An exclusive reliance on
current data would needlessly handicap our efforts. How can we evaluate war if the nation is at peace—unless we use
historical materials? How can we understand genius, the influence of technological innovation, or the role that beliefs play in
shaping family life, if we don't use what we know about experiences in the past?

History Helps Us Understand Change and How the Society We Live in Came to Be

The second reason history is inescapable as a subject of serious study follows closely on the first. The past causes the
present, and so the future. Any time we try to know why something happened—whether a shift in political party dominance in
the American Congress, a major change in the teenage suicide rate, or a war in the Balkans or the Middle East—we have to
look for factors that took shape earlier.

The Importance of History in Our Own Lives

1. History Contributes to Moral Understanding

History also provides a terrain for moral contemplation. Studying the stories of individuals and situations in the past allows a
student of history to test his or her own moral sense, to hone it against some of the real complexities individuals have faced in
difficult settings.

2. History Provides Identity

History also helps provide identity, and this is unquestionably one of the reasons all modern nations encourage its teaching in
some form. Historical data include evidence about how families, groups, institutions and whole countries were formed and
about how they have evolved while retaining cohesion.

3. Studying History Is Essential for Good Citizenship

A study of history is essential for good citizenship. This is the most common justification for the place of history in school
curricula. Sometimes advocates of citizenship history hope merely to promote national identity and loyalty through a history
spiced by vivid stories and lessons in individual success and morality. But the importance of history for citizenship goes
beyond this narrow goal and can even challenge it at some points.

4. History Is Useful in the World of Work

History is useful for work. Its study helps create good businesspeople, professionals, and political leaders. The number of
explicit professional jobs for historians is considerable, but most people who study history do not become professional
historians. Professional historians teach at various levels, work in museums and media centers, do historical research for
businesses or public agencies, or participate in the growing number of historical consultancies.

What Skills Does a Student of History Develop?

1. The Ability to Assess Evidence. The study of history builds experience in dealing with and assessing various kinds of
evidence—the sorts of evidence historians use in shaping the most accurate pictures of the past that they can.

2. The Ability to Assess Conflicting Interpretations. Learning history means gaining some skill in sorting through diverse,
often conflicting interpretations. Understanding how societies work—the central goal of historical study—is inherently
imprecise, and the same certainly holds true for understanding what is going on in the present day. Learning how to identify
and evaluate conflicting interpretations is an essential citizenship skill for which history, as an often-contested laboratory of
human experience, provides training.

3. Experience in Assessing Past Examples of Change. Experience in assessing past examples of change is vital to
understanding change in society today—it's an essential skill in what we are regularly told is our "ever-changing world."
Analysis of change means developing some capacity for determining the magnitude and significance of change, for some
changes are more fundamental than others. Comparing particular changes to relevant examples from the past helps students
of history develop this capacity.
SO WHY STUDY HISTORY? The answer is because we virtually must, to gain access to the laboratory of human
experience. When we study it reasonably well, and so acquire some usable habits of mind, as well as some basic data about
the forces that affect our own lives, we emerge with relevant skills and an enhanced capacity for informed citizenship, critical
thinking, and simple awareness.

HISTORY AND OTHER DISCIPLINES IN SOCIAL SCIENCES

1. Geography. One of the major disciplines with which history has relationship is Geography. There are some histories like
military, religion etc. which cannot be studied without the peculiarities of geography. The first thing we have to do id we have
to place the people (society) in a particular geographical area. People first have to be located geographically. It is difficult to
study history without this. The climate, so in, physical features also affect the way of life of the people. It affects the entire
social organization so the geographical location of people definitely determines the entire pattern of life of those people.

2. Economics. History and economics have almost inherent relationship. Without any economic history, historian cannot write a
sensible history. Men would still participate in economic activities – production, distribution and consumption. And people in a
society get into a definite relationship – How are the people in power of production and distribution give rise to the whole
question of wars, conflict in society, etc. are all related to economic activities in the society.

3. Sociology. It is a science of society with a special focus on interrelationship between individuals and groups. In trying to
study these interrelationships, sociology examines the basic units of the society. And other more organized groups like
professional groups and the basic unit like family. Sociology, therefore obviously cannot ignore the importance of the process
of institutions by which they evolved. For sociology, certain things became very important – like the role of values, norms, role
of conflict and consensus, development of different social units, etc. A historian Is also concerned with these because he
studies the development of these social institutions.

4. Political Science. The most important thing is to understand what political science is. The most important thing that political
scientist study is the science of government and the study of power relationship. Since all societies are governed and the
most important phenomena in society is power relationship in various level. And therefore, it is not possible for historian to
ignore political science because there is always power relationship in society- even among the nomads.

5. Philosophy. It is the study of the system of ideas. Philosophy studies how ideas are generated and how these ideas are
influencing the society. Therefore, philosophy deals with a realm which is very often beyond the physical world, and that is
why, it would appear that philosophy has nothing to do with history.

6. Anthropology. It is an area which has contributed very largely to the study of human society. In brief, it is the study of man.
Physical and cultural anthropology (social anthropology in Britain): Physical anthropology concentrates on the physical
evolution of man. Cultural anthropology studies the way of life of the people. Both these are part of a historical area of study.

DISTINCTION OF PRIMARY AND SECONDARY SOURCES

What is a Primary Source?

 Primary sources are original records of the political, economic, artistic, scientific, social, and
intellectual thoughts and achievements of specific historical periods.
 Produced by the people who participated in and witnessed the past, primary sources offer a variety of points of view and
perspectives of events, issues, people, and places.
 These records can be found anywhere—in a home, a government archive, etc.—the important thing to remember is they
were used or created by someone with firsthand experience of an event.

Examples of Primary Sources:

 Audio—oral histories or memoirs, interviews, music

 Images—photographs, videos, film, fine art
 Objects—clothing (fashion or uniforms), tools, pottery, gravestones, inventions, weapons, memorabilia
 Statistics—census data, population statistics, weather records
 Text—letters, diaries, original documents, legal agreements, treaties, maps, laws, advertisements, recipes, genealogical
information, sermons/lectures

How do Primary and Secondary Sources differ?

 While primary sources are the original records created by firsthand witnesses of an event, secondary sources are documents,
texts, images, and objects about an event created by someone who typically referenced the primary sources for their
information.
 Textbooks are excellent examples of secondary sources.
 Therefore, secondary sources are informational sources that analyze the event. These sources often use several primary
sources and compile the information. Examples of secondary sources:
 Biographies
 Encyclopedias
 History books
 Textbooks

Why is it important for students to use Primary Sources?

1. Direct engagement with artifacts and records of the past encourages deeper content exploration, active analysis, and
thoughtful response.
2. Analysis of primary sources helps students develop critical thinking skills by examining meaning, context, bias,
purpose, point of view, etc.
3. Primary source analysis fosters learner-led inquiry as students construct knowledge by interacting with a variety of
sources that represent different accounts of the past.
4. Students realize that history exists through interpretation that reflects the view points and biases of those doing the
interpreting.

EXTERNAL AND INTERNAL CRITICISMS IN USING PRIMARY SOURCES

A historian should be a good critical thinker, writer and the best story-teller.

1. Step One: Begin with focusing questions. Historical research should ask a broad big picture question and historical
methods to be chosen as the best approach to address the inquiry because of its ability to provide deep and wide insights.

2. Step Two: Specify the domain for the enquiry. The issue of deciding on the appropriate scope for the research is critical.
Most historians would consider looking back only twenty years as barely touching the tip of the iceberg. If not, this will raise
another area of concern that the findings of the research will be dismissed as out-of-date and irrelevant.
3. Step Three: Gather evidence, using both primary and secondary source. When using historical methods, the availability
of data is a key issue, if there is no data, there is no story. At an early stage the researcher needs to establish if there is
enough information available to answer the research question. One frustration with this research was the difficulty of finding
accurate sources.

4. Step Four: Critique the evidence. Is it authentic and credible? The use of newspapers for historical research raises
questions about whether such materials are a good source for historical truth, as reporting can be biased and inaccurate.
Some steps were taken to address this, such as cross checking events across a range of publications, and using reports
produced by independent bodies, but it does need to be acknowledged that newspapers can be fallible.

5. Step Five: Determine patterns using inductive reasoning. Mason, McKenney & Copeland have outlined three approaches
that can be used for this: conceptual frameworks, causal chain analysis and establishing empathy with the main participants.
It is important for the researcher to decide at an early stage which approach they are going the use, as this will affect both the
research question and the approach taken to data gathering.

6. Step Six: Tell the story. The main goal of historical research is to produce a narrative. However due to the extensive data
collection, that use of historical methods usually involves, that story is often rather long and very detailed.

7. Step Seven: Write the transcript. The researcher needs an understanding of where there work fits in with previous studies,
they should be aware of previous research in this area, and what contribution will be made by their study.

COMPONENTS OF AN EFFECTIVE HISTORICAL THINKING

HISTORICAL THINKING

 Historical thinking is a set of critical literacy skills for evaluating and analyzing primary source documents to construct a
meaningful account of the past.
 Sometimes called historical reasoning skills, historical thinking skills are frequently described in contrast to history content
such as names, dates, and places.
 Furthermore, as described by Dr. T. Mills Kelly, characteristics of historical thinking develop sourcing skills, the ability to
construct and support an argument, and, "the ability to present the past in clear ways, whether in writing or in other media,
saying what can be said and not saying what cannot."

HISTORICAL THINKING MODELS

1. SCIM-C Strategy
Created by David Hicks, Peter E. Doolittle, E. Thomas Ewing, the SCIM-C strategy of historical thinking focuses on
developing self-regulating practices when engaging in analyzing primary sources. The SCIM-C strategy focuses on the
development of historical question to be answered when analyzing primary sources.
This strategy provides a scaffold for students as they build more complex investigation and analysis practices identified in
the "capstone stage". The capstone stage in the SCIM-C model relies on students having analyzed a number of historical
documents and having built some historical knowledge about the time, event, or issue being studied.

 Summarizing is the process of finding information using the primary source. This information can include the type of source
(e.g. text, photograph), creator, subject, date it was created, and the opinion or perspective of the author.
 Contextualizing is the process of identifying when and in what context the primary source was created. By placing the
primary source in context the source can more easily be treated a historical document separate from contemporary morals,
ethics, and values.
 Inferring is the ability to use the information gathered during the summarizing and contextualizing of a source to develop a
greater understanding of the sub-text of a primary source. This stage relies on the ability to ask questions requiring inference
on what is not stated directly in the source.
 Monitoring (Capstone Stage) is the ability to identify initial assumptions that may have been a part of the historical question
asked. This stage requires an analysis of the original question and whether the historical information found has answered that
question or whether more questions need to be considered.
 Corroborating is the final stage that can only occurs once several historical documents have been analyzed. This stage
involves comparing evidence from a number of sources. This comparison includes looking for similarities and differences in
perspectives, gaps in the information, and contradictions.

2. Benchmarks for Historical Thinking

Peter Seixas, Professor Emeritus from the University of British Columbia and creator of The Historical Thinking Project,
outlines six benchmarks for historical thinking literacies in students. The benchmarks focus on developing the skills necessary
for students to create an account of the past using primary source documents and narratives, or what Seixas terms "traces"
and "accounts." Although these benchmarks provide a model to develop historical literacies, Seixas states that the concepts
only can be applied with substantial content learning about the past.

 Establishing Historical Significance is the ability to identify what events, issues, and trends are historically significant and
how they connect. Historical significance will vary over time and from group to group allowing for the criteria in deciding what
to study to vary (e.g. Canadians will study Canadian history due to national connections).
 Using Primary Sources as Evidence is the ability to locate, choose, understand and provide context for the past using
primary sources. This approach to reading a source will be dependent on the kind of source being used and the kind of
information the user is trying to find (e.g. reading to a book for factual information)
 Identifying Continuity is the ability to understand how issues change or stay the same over time and identify the change as
progress or decline. Placing historical events in chronological order is a way of identifying continuity and the ability to group
events into identifiable periods helps to better understand their interconnection.
 Analyze Case and Consequences is the ability to recognize how humans can cause change that impacts present day
social, political and natural (e.g. geographic) issues.
 Taking a Historical Perspective is the ability understands different social, cultural, intellectual, and emotional perspectives
that formed the experiences and actions of people from the past.
 Understanding the Moral Dimension of History is the ability to learn about moral issues today by examining the past. This
is an important step in historical literacy because it requires reserving present day moral judgments to understand actions
from the past without approving of those actions.

LOCAL HISTORIES OF NEGROS ISLAND AND KABANKALAN CITY

NEGROS: THE LAND OF SWEET SURPRISES

Negros is the fourth largest island of the Philippines, with a land area of 13,309.60 km2 (5,138.87 sq mi). Negros is one of
the many islands that comprise the Visayas, in the central part of the country. The predominant inhabitants of the island
region are mainly called Negrenses (locally Negrosanons). As of 2015, Negros' total population is 4,414,131 inhabitants.
Negros was originally called Buglas, an old Hiligaynon word thought to mean "cut off", as it is believed that the island was
separated from a larger landmass by rising waters during the last ice age. Among its earliest inhabitants were the dark-
skinned Ati people, one of several aboriginal Negrito ethnic groups dispersed throughout Southeast Asia that possesses a
unique culture. The westernmost portions of the island soon fell under the nominal rule of the Kedatuan of Madja-as from the
neighboring islands of Panay and Guimaras, while the easternmost areas were influenced by the Rajahnate of Cebu from
neighboring Cebu Island.

Negros Island under Spain

Upon arriving on the island in April 1565, the Spanish colonizers called the land Negros, after the dark-skinned natives they
observed. Two of the earliest native settlements, Binalbagan and Ilog, became towns in 1573 and 1584, respectively, while
other settlements of the period included Hinigaran, Bago, Marayo (now Pontevedra), Mamalan (now Himamaylan), and
Candaguit (now a sitio of San Enrique).
After appointing encomenderos for the island, Miguel López de Legazpi placed Negros under the jurisdiction of the governor
of Oton in Panay. In 1734, however, the island became a military district with Ilog as its first capital. The seat of government
was later transferred to Himamaylan until Bacolod became the capital in 1849. In 1865, Negros and its outlying minor islands
along with Siquijor was converted into a politico-military province.

In 1890, the island was officially partitioned into the present-day provinces of Negros Occidental and Negros Oriental. The
Spanish Governor, D. Isidro Castro y Cinceros, surrendered to the Negros Revolutionaries, led by Aniceto Lacson and Juan
Araneta, on 6 Nov. 1898. General Miller appointed Aniceto, Governor of the Island in March 1899.
On 9 April 1901, the Second Philippine Commission under the chairmanship of William H. Taft arrived in Dumaguete. Weeks
later on 1 May, the civil government under American sovereignty was established, and on 28 August, Dr. David S. Hibbard
founded what is now Silliman University, with the help of Meliton Larena as the first Mayor of Dumaguete, as well as Demetrio
Larena.

The Cantonal Republic of Negros

From 3 to 6 November 1898, the Negrense peoples rose in revolt against the local Spanish colonial government headed by
politico-military governor Colonel Isidro de Castro. The Spaniards decided to surrender upon seeing armed troops marching
in a pincer movement towards Bacolod. The revolutionaries, led by General Juan Araneta from Bago and General Aniceto
Lacson from Talisay, bore fake arms consisting of rifles carved out of palm fronds and cannons of rolled bamboo mats
painted black. By the afternoon of 6 November, Col. de Castro signed the Act of Capitulation, thus ending centuries of
Spanish colonial rule in Negros Occidental.

In memory of this event, every November 5 is observed as a special non-working holiday in the province through Republic
Act № 6709. On 27 November 1898, the Cantonal Republic of Negros unilaterally proclaimed independence, but this was
short-lived as the territory became a protectorate of the United States on 30 April 1899. The state was renamed the Republic
of Negros (Spanish: República de Negros) on 22 July 1899, and eventually dissolved by the United States and annexed by
the U.S. Military Government of the Philippine Islands on 30 April 1901. The leaders of the short-lived republic were:
 Aniceto Lacson, November 05, 1898 – July 22, 1899 (to November 27, 1898, in Negros Occidental)
 Demetrio Larena, November 24, 1898 – November 27, 1898 (in Negros Oriental)
 President of the Constituent Assembly José Luzuriaga, July 22, 1899 – November 06, 1899
 Secretary of War Juan Araneta
 Civil Governor Melecio Severino, November 06, 1899 – April 30, 1901
 Secretary of Justice Antonio Ledesma Jayme, November 05, 1898 – July 22, 1899

BACOLOD CITY: THE CITY OF SMILES

Bacolod City, situated on the northwestern part of the island of Negros, is bounded by the Guimaras Strait on the west, the
municipality of Talisay on the north, the municipality of Murcia on the east, and Bago City on the South.
The City has land area of 162.67 square. In 1970, it had a population of 187,300. It has a cool invigorating climate with
abundant rainfall. The majority of the people speak Hiligaynon and the rest speak Cebuano.

Bacolod, the "Sugar Bowl of the Philippines," is one of the most progressive and elite cities in the country. Along its highway,
sugarcane plantation is a typical scene; coconut and rice are also grown. The people are engaged in livestock, fishing, and
pottery. The City’s name was derived from the Ilonggo word "bakolod" meaning "stonehill" since the settlement was founded
in 1770 on a stonehill area, now the district of Granada and the former site of the Bacolod Murcia Milling Company.

Due to the Muslim raids in 1787, Bacolod was transferred towards the shoreline. The old site was called "Da-an Banwa,"
meaning old town. In 1894, by order of Governor General Claveria, through Negros Island Governor Manuel Valdeviseo
Morquecho, Bacolod was made the capital of the Province of Negros. Bernardino de los Santos became the first
gobernadorcillo and Fray Julian Gonzaga the first parish priest.

The success of the revolution in Bacolod was attributed to the low morale of the local Spanish detachment-due to its defeat in
Panay and Luzon and to the psychological warfare of Generals Aniceto Lacson and Juan Araneta.

In 1897, a battle in Bacolod was fought in Matab-ang River. A year later, on November 5, 1898, the Negrense
"Revolucionarios," armed with knives, bolos, spears, and rifle-like "nipa" stems, and pieces of "sawali" mounted in carts,
captured the convento where Coronel de Castro y Cisneros, well-armed "casadores" and platoons of civil guards,
surrendered. Two days later, on the 17th, most of the revolutionary army gathered together to establish a Provisional Junta
and to confirm the elections of Aniceto Lacson as president, Juan Araneta as war-delegate, as well as the other officials.

On March 1899, the American forces led by Colonel James G. Smith occupied Bacolod, the revolutionary capital of the
Provisional Republic of Negros.

Bacolod City was occupied by the Japanese forces on May 21, 1942. Three years after, it was liberated by the American
forces on May 29, 1945.

By virtue of Commonwealth Act No. 326, enacted by the National Assembly, the City of Bacolod was created on June 18,
1938.

DUMEGUETE CITY: THE CITY OF GENTLE PEOPLE

The boot-shaped island of Negros is located in central Visayas. The province of Negros Oriental is bounded on the north and
west by Negros Occidental, the east by Tanon Strait and the islands of Cebu and Bohol, and on the south by the Mindanao
Sea. The island is a mountainous area with wide coastal plains on the west, which is Negros Occidental, and a narrow
coastal strip on the east, which is Negros Oriental. The latter has a total land area of 5,402 sq. km. and an average
temperature of 82o Fahrenheit.

The City of Dumagute is picturesque as one views it from an approaching boat. Historical accounts reveal that the first
civilization of Dumaguete flourished along the northern entrance of what is presently known as Banica River. Clusters of
Malays and Negritos settled there for the water was plentiful and it is a strategic location that shelters people from devastating
typhoons that pass through Luzon and Northern Visayas, for it lies south of the typhoon paths.
The majestic view of Cuernos de Negros (Horns of Negros), an inactive volcano on its western part is a remarkable
geographical scenery that Dumaguete can showcase to its visitors. It is dubbed as “The City of Gentle People” by our
National Hero Gat Jose Rizal, when the ship which conveyed him for his exile in Dapitan passed by Dumaguete City. Thus,
the 750 meter stretch of breakwater near Silliman University was named after him - the famous Rizal Boulevard. An article
from The Silliman Truth reveals that Dumaguete back then needs a breakwater very badly since the coastal area was ugly
and severely inhabitable during bad weather.

Today Dumaguete City serves as the home for almost 45,000 college students from different parts of the country and the
world. Since it has been chosen by Presbyterian missionaries as the site of Silliman University (as founded, Silliman Institute)
in 1901, the once unsophisticated town became a hub for education, that even former President Carlos P. Garcia, a native of
Bohol spent his high school years in Silliman University. In 1904, the missionaries of St. Paul de Chartres from Iloilo City
established a school in Dumaguete, the St. Paul University. Other sectarian and non-sectarian academic institutions was later
established to cater various needs of diverse people migrating to Dumaguete, seeking for education. The government also
established its own school, the Negros Oriental Trade School which aimed to train young people on Industry and Home
Economics, the school was later renamed into Central Visayas Polytechnic College, which is presently known as the Negros
Oriental State University.

Dumaguete City Hall (formerly Dumaguete Presedencia), was completed in the year 1937 with Sr. Pedro Teves as the first
mayor. It houses the executive and legislative offices of the city and is located adjacent to the Campanario de Dumaguete
near Quezon Park. The bill creating the municipality of Dumaguete into a full-fledged City was sponsored by Hon. Lorenzo
Teves when he was elected as the representative of the first district of Negros Oriental. The House Bill No. 1922 passed by
the congress without much difficulty and was later signed by President Elpidio Quirino into law to be known as Republic
Act No. 327, “An Act Creating the City of Dumaguete”.

At present, Dumaguete City is enjoying a comparative degree of peace and order, an improved road and traffic system, the
cleanest and most orderly market in the whole country, and it is a city where cultural presentations and academic pursuits are
heightened by the presence of four universities and many colleges.

KABANKALAN CITY: THE LITTLE SPAIN

According to historians, the first inhabitants of Kabankalan were people who came from neighboring towns and Panay island.
They derived the name Kabankalan from the word “Bangkal”, a species of a tree that is abundant in the place. The settlers
established the Barangay form of government, with which every group has its own leader, called the Kapitan.

In early years, Kabankalan started as a barrio of Ilog, a neighboring town of the city today. When Kabankalan turned into a
town in 1903, its first town president was Capitan Lorenzo Zayco. But in mid-1907, a group of rebels called “pulahan” led by
Papa Isio, raided the town and burned down all the houses. However, the people of Kabankalan quickly recovered and rebuilt
the town from the destruction caused by the dissidents.

Way back during the Spanish regime, Spaniards taught the people the Spanish language and introduced to them the Roman
Catholic religion. When the Americans came, they introduced the democratic form of government. During this time, a lot of
improvements came to the town and new modern techniques of farming were introduced by the Americans to the local
farmers that improved their products.

After the American regime, the Japanese occupied the town of Kabankalan. During this time, a recognized guerrilla unit and
the local troops of the Philippine Commonwealth Army military were formed to oppose the foreign aggression and many
people fled to the mountains to avoid the Japanese military abuse. When the Americans returned to the island to aid Filipino
soldiers under the Commonwealth Army and Constabulary and the recognized guerrillas, they helped the people be freed
from the Japanese occupation.

After the second World War, the town progressed and started to regain its economy. The establishment of two sugar mills in
the 1960s and early 1970s gave the town a boost into the list of the top improving towns of Negros.

The town of Kabankalan was declared by then President Fidel V. Ramos as a chartered city on August 2, 1997, under
Republic Act No. 8297.