Module 6 Content Contextual Analysis of Historical Sources Identification of the Historical Importance of the Text PDF

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MODULE 6Content & Contextual Analysis of Historical Sources:Identification of the Historical Importance of the TextI. Title:Content & Contextual Analysis of Historical Sources: Identification of the Historical Importance of the TextII. Introduction:This topic deals with the analysis of histo...

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MODULE 6 Content & Contextual Analysis of Historical Sources: Identification of the Historical Importance of the Text

I.

Title: Content & Contextual Analysis of Historical Sources: Identification of the Historical Importance of the Text

II.

Introduction: This topic deals with the analysis of historical sources using two different methods such as the content and contextual analysis. It is indeed important that we implement a wide range of looking into the truthfulness, validity and objectivity of any historical facts. Though subjectivity may exist in the historical writings, it is then essential to explore the surrounding facts that may be accepted by a greater number of analysts in any significant events written in Philippine Histor y.

III.

Learning Outcomes: 1. 2. 3. 4.

IV.

To differentiate two kinds of historical analysis. To determine the impact of each kind in establishing validity of historical facts. To identify the historical importance of the text To distinguish viewpoints of Dr. Zeus Salazar in the study of History.

Lesson Proper: Content and Contextual Analysis For historical analysis, it is important to identify the primary and initial difference between context and content. Content refers to the topics, facts and information treated, scrutinized and analyzed in a particular written work or historical data. On the other hand, context refers to the components, elements and data of the text which surround particular historical data and events. Further, context refers to circumstances that shape the setting for an event, idea or statement and in terms of which it can be fully understood. One specific example for this is the period time in which something took place or was created. If we are looking at a past

custom or practice, we cannot understand it properly without looking at the historical context. Context can also refer to the surrounding events and existing situations whereby historical facts are written. This idea may be pictured in a situation when one student activist may write about the 1986 EDSA REVOLUTION versus a student borne of a political official who has patronized the Marcos Regime during the same period. Indeed, a great different story may be shared by two student writers coming from two different cultural and political orientation. To continue, the best way of identifying the difference between context and content is to remember that content is what is contained in the work whereas context is the circumstances that help us to understand the text. DIFFERENCES OF CONTENT AND CONTEXTUAL ANALYSIS CONTENT

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Analysis of the idea of the text What is contained in the work? Study of the documents, communication and artifacts Text of various formats Pictures Audio/video Book, newspaper, magazines Speeches & Interviews

CONTEXTUAL

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For Primary sources- major point and meaning in the historical context

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Analysis of the text Different media-written & oral social media Facts revealing historical and cultural setting Textuality – qualities characteristics, time community What is revealed in the text is contextual analysis. Circumstances that help us understand the text For primary sources – look into the historical situations through which primary source is produced

A contextual analysis considers features of formal analysis as well as the underlying characteristics of “cultural archeology.” Thus, in contextual analysis, it significantly considers systematic study of social, political, economic, philosophical, religious, and aesthetic conditions that were (or can be assumed to have been) in place at the time and place when the text was created . This perspective basically sound complicated, yet it is in reality deceptively simple: it only means “situating” the text within the milieu of its times and assessing the roles of author, readers (intended and actual), and “commentators” (critics, both professional and otherwise) in the reception of the text.

A contextual analysis can proceed along many lines, depending upon how complex one wishes to make the analysis. But it generally includes several key questions: (http://english.unl.edu/sbehrendt/StudyQuestions/ContextualAnalysis.html)

Below are guide questions to ensure that contextual analysis is attained. These set of questions somehow applies to analysis of historical facts as well as literary writings that actually reveal the background and the story behind any written genre. These are considered relevant in understanding what is contextual analysis. However, it is to point out that these sets of questions are taken verbatim from the website indicated in the previous paragraph. 1. What does the text reveal about itself as a text? – Describe (or characterize) the language (the words, or vocabulary) and the rhetoric (how the words are arranged in order to achieve some purpose). These are the primary components of style. 2. What does the text tell us about its apparent intended audience(s)? – What sort of reader does the author seem to have envisioned, as demonstrated by the text’s language and rhetoric? – What sort of qualifications does the text appear to require of its intended reader(s)? How can we tell? – What sort of readers appear to be excluded from the text’s intended audiences? How can we tell? – Is there, perhaps, more than one intended audience? 3. What seems to have been the author’s intention? Why did the author write this text? And why did the author write this text in this particular way, as opposed to other ways in which the text might have been written? – Remember that any text is the result of deliberate decisions by the author. The author has chosen to write (or paint, or whatever) with these particular words and has therefore chosen not to use other words that she or he might have used. So we need to consider: – what the author said (the words that have been selected); – what the author did not say (the words that were not selected); and – how the author said it (as opposed to other ways it might or could have been said). 4. What is the occasion for this text? That is, is it written in response to: – some particular, specific contemporary incident or event? – some more “general” observation by the author about human affairs and/or experiences? – some definable set of cultural circumstances?

5. Is the text intended as some sort of call to – or for – action? – If so, by whom? And why? – And also, if so, what action(s) does the author want the reader(s) to take? 6. Is the text intended rather as some sort of call to – or for – reflection or consideration rather than direct action? – If so, what does the author seem to wish the reader to think about and to conclude or decide? – Why does the author wish the readers to do this? What is to be gained, and by whom? 7. Can we identify any non-textual circumstances that affected the creation and reception of the text? – Such circumstances include historical or political events, economic factors, cultural practices, and intellectual or aesthetic issues, as well as the particular circumstances of the author's own life. Identification of the Historical Importance of Texts (https://www.youtube.com/watch) 1. Primary historical sources are essential in understanding the political, economic, social and cultural aspects of Philippine History. 2. First-hand accounts written or in audio visual or digital form have provided 3. different perspectives on specific historical events 4. Analyzing historical facts establish verisimilitude (truthfulness, authenticity, plausibility or credibility of the facts themselves as supported by the analysis of surrounding circumstances. 5. Diminishes or lessen biases and establishes validity of historical events emanating from various writers. 6. Requires the most believable and reliable history 7. Historical Study and analysis is a continuous process of establishing truth behind any written story.

Self-Assessment Question 1. The study of Philippine history is analyzed from multiple perspectives of selected primary sources. Hence, the sources should come from __________________. A. authors with similar background C. different periods in history B. biased authorities in history D. various disciplines and different genres 2. Contextual analysis includes all of the following except __________________. A. author’s background, intent and authority on the subject B. historical context of the source, time, place and situation at the time it was written C. source’s relevance and meaning today. D. traditional topics in history and other interdisciplinary themes 3. Does a book of marriages kept by a civil registrar during the pre- World War II period possess the credibility and authenticity as a source of history? A. Yes, it provides multiple perspectives of history B. Yes, official documents are considered primary source of history C. No, it is unknown source and contains hearsay D. No, because it conflicts with the religious ceremony records 4. What period in Philippine history was Jose Rizal’s novels was set? A. early 1800s B. late 1800s C. early 1900s

D. late 1900s

5. The study of history is often viewed as the record of great mean and their achievements. This is also known as _____________ approach. A. alternative

B. charismatic

C. post- colonial

D. traditional

Answer to Self-Assessment Question 1. D. 2. D. 3. B. 4. B. 5. D.

Activity 1 1. What does the quotation, often attributed to Winston Churchill, “History is written by the victors”, mean?

Unit II Content and Contextual Analysis of Selected Primary Sources Module 7 Examination of Author’s Main Argument and Point of View Learning Objectives: At the end of the module, the learners are expected to: 1. Search author’s background and its perspective of readings on primary sources 2. Explain the authors’ point of view. 3. Appreciate the cultural and political context of the various times in history. 4. Create an online discussion on the different viewpoints in history based on readings. The Author and the Historian Historiography or the study of historical writings, helps historians look into the author’s motives and inclinations, including his or her biases. The mind behind the pen may show a self-serving or altruistic person. The historian has evolved from being a mere chronicler to being the conscience of the times. The author or creator of the source may have political, social, and religious beliefs not similar to majority of the populace. As citizens, they may belong to different factions of the times, like the “Pro” and “Anti” during the Common wealth period. As such discussions will tend to deal with prevailing issues of society. Tracing the chronological development of the Filipino race from early periods to the present times requires focusing not only on the political, social and cultural influences that shape the times but also its influence on the author and the creator of history. A contextual analysis of this nature compels a serious researcher to take an impersonal and impartial look at the circumstances surrounding the source or author of material, times he lived, and the author’s background, motive for writing and the influences on his or her life. Contextual Analysis Contextual analysis in history deals with the circumstances prevailing during the times of the author, especially on his/her personal or familiar circumstances, the author’s educational background, political and religious persuasion. A thorough analysis of the existing norm during a certain time and place allows researchers to judge the reliability of sources and come to appreciate works or personages of the past. If no effort is made to contextualize there will be wide gap in the appreciation of history and its lessons. These things are important to consider since it make history alive and relevant. Although a fiction, in case of Rizal’s Noli and El Fili, of real events told in layers of narratives and reflects culture of the times and place. The prominent characters in the novel appear to represent an important personality in the Philippine society that time. Every writer, artist or historian has an audience to satisfy and an issue to raise that is shown on the work. But it is also true that they have personal reflection on their works. Personal beliefs and advocacies could be interpreted as art, literary style or propaganda, whichever applies. Therefore, it

helps if the narrative told by the creator is supported by another authority, a secondary source and at based on a solid foundation of research. The framers of the Philippine constitution from the Revolution against Spain to the EDSA People Power Revolution have a particular set of problems to address when they craft this very important document. The spirits behind its framers are the overarching concerns of its time in history. Thus, they were motivated by a essential different political, social or economic circumstances. To do a contextual analysis of historical writings it is essential to keep in mind the following: 1. 2. 3. 4. 5. 6. 7.

When was the text written? Who wrote the text? What kind of views did the author advocate? What are political, cultural or social factors that could have affected the author? What kind of audience does this person try to reach? What kind of reaction does the writer expect from the audience? Was this text a response to a particular event or a social phenomenon? Does the text prompt readers to a certain action?

https://blog.premium-papers.com/2012/03/01/contextual-analysis-its-definition-goals-and-methods/

Activity 2 Select a primary source of history. It may be an article, photograph, poem, letter or speech. Make a contextual analysis of the source. Give brief background of the author and his or her times. Write how these circumstances influence the work of the author.

History From Below By mustering the skill to contextualize, historians make history relevant and make the players of the ages come alive. Any material could bring out its intended message to its reader or viewer if it will be able to capitalize on the potential power of giving voice to the context of a particular work. Imagine the horrors experienced by victims of WW II through the stories told directly by the survivors and their families. It gives a powerful impact to the students. Traditionally, study of history is often written as the chronicle of the deeds of the high and mighty leaders. This traditional approach of the history written by the “victors” has long been replaced with the emergence of local historiography. Lately, an alternative approach to writing history has emerged as a reaction to traditional or universal history. History from below or popular history is a narrative which attempts to account for historical events from the perspective of the common tao rather than the traditional perspectives that is patriarchal and political. It focuses on common experiences and points of view of the people, offering an alternate to the customary focus on 'great men'. A related concept is the history of the oppressed. Examples are perspectives from the women, indigenous and other marginalized sector of society. Ileto’s, Pasyon and Revolution (1979) exemplify a genre of this approach.

A Primary Source in Focus: Tandang Bacio Macunat The book Tandang Bacio Macunat, is an early Tagalog text dramatizing issues dealing with the policy of Spanish colonial authorities on the education of the early Filipinos. It was written by Fray Miguel Lucio Y Bustamante, served as a parish priest in Tanay, Rizal from 1880-1888, when he published Si Tandang Basio Macunat . He also served other parishes in Luzon where the Franciscan order was assigned like Santa Cruz, Magdalena and Pakil in Laguna and in San Felipe de Mandaluyong. According to some sources Fray Miguel Lucio y Bustamante was born in Spain in 1842 and died in 1893. He wrote a novel entitled Benito y Rosalia (1882), about the conduct of society, and a guide for priests entitled Breves Instrucciones a los Jovenes Religios Franciscanos destinados a la cura de almas en Filipinas (1886). He also authored an anthology of Tagalog novels, Coleccion de Refranes, Frases y Modismos Tagalos (1890), compiled by Gregorio Martin and Mariano Cuadrado (Tolentino, Jr, 1998). Meanwhile, accounts of his priestly duties are written at length in the Tanay Tercentenary Souvenir 1640-1940 and the Towns of Rizal (Catolos, Bendaña and Santos). Like fellow Franciscan Fray Pedro de San Buenaventura who composed the first SpanishTagalog dictionary (Vocabulario de la lengua Tagala), FrayBustamante was one of the very few who speak and write in the local Tagalog dialect. And as a priest-author who has stayed in the Philippines for a period of years, his knowledge about the conduct of priestly duties, and the practices of the Catholic faithful must have given him insights into the focus of the narratives of Si Tandang Basio Macunat. Like the Cura in the story “he is a Franciscan priest like the ones he replaced and the ones who replaced him, although a Spanish, is very conversant in Tagalog; and having stayed here among the Tagalogs for a long time he knows all the manners and morals of us Indios”. Activity 3 Read Tandang Bacio Macunat, an English Edition. Analyze what views were taken by the author as played by the characters in the book. Explain and compare their views. Answer the following questions. 1. What kind of historical source was Fr. Miguel Lucio Y Bustamante’s Si Tandang Basio Macunat? A. It is a primary source because it is a fictional type of literature. B. It is a primary source because it is a story of real events told in layers of narratives. C. It is a secondary source because it tells about local culture and history. D. It is a secondary source because it is fiction based on narrative of real story. 2. Do the book of Fr. Bustamante possess the credibility and authenticity as a source of history? A. No, it is intended only for its time and does not apply today B. No, it has an unknown source and contains hearsay C. Yes, it provides multiple perspectives of history D. Yes, it makes history alive and relevant 3. Who is Fr. Miguel Lucio Y Bustamante? I. A Franciscan priest assigned to parishes in Laguna and Morong II. A priest who wrote instructions for priests assigned in parishes.

III. A Spanish priest who knew how to speak and write in Tagalog A. All of the above C. I and II only B. None of the above D. I and III only 4. In what chapter in Jose Rizal’s El Filibusterismo was the book of Fr. Lucio mentioned? A. Cabezang Tales C. The Mystery B. Juli D. The Wedding 5. Tandang Basio according to the narrator should have been a Directorcillo had he studied the Spanish language. A Directorcillo is ____________. A. a member of the town’s richest C. an official who supervise schools B. an official of the town performing various small chores D. today’s town or city councilor 6. Tandang Basio was a former cabeza, meaning he has supervision over the barrio or village in the town. A cabeza is _____________. A. a member of the town’s richest. C. a town official in charge tax collection B. today’s equivalent of a town councilor D. the equivalent of a barangay captain today 7. A tribunal is today’ is todays version of a place where ___________. A. local officials hold office C. school children are taught B. religious affairs are held D. Spanish officials are entertained 8. What is the cause or causes of Tandang Basio’s immediate outburst during his initial conversation with the narrator? A. A child is getting married at a young age C. The idea of him learning the Spanish language B. His daughter wants to study in Manila. D. Their property was stolen 9. Which do you think are the most valid reasons why Spanish or any other language should be taught in schools today? I. ASEAN Integration II. Learning another language is a plus factor for employment in call centers or work abroad. III. Spanish is among the most spoken languages...