importance and relevance of history *property of sti

GE1712

Importance and Relevance of History *Property of STI [email protected] of 14

Welcome to our journey together in achieving student development and success!

As we embark on this new semester, let us embrace this as an opportunity to develop our craft in

facilitating student achievement. The effectiveness of these courseware materials that we have provided

you is only as good as your commitment and passion in delivering them. May you always have the drive

to pursue academic excellence through activities—even going beyond courseware provided these are

aligned to learning objectives—that will continually challenge our students to tap their full potential!

We look forward to seeing you keep the fires of passion burning in making sure that our students achieve

success!

Yours in the service of student development,

Academic Research Group

mailto:[email protected]

GE1712


TOPIC TITLE: IMPORTANCE AND RELEVANCE OF HISTORY

LEARNING OBJECTIVES:

At the end of the topic session, the students should be able to: LO1: Define history as viewed from the lenses of the various sources; LO2: Differentiate primary and secondary sources; and LO3: Evaluate primary sources for their credibility, authenticity, and

provenance. MATERIALS/EQUIPMENT:

o Computer with speakers o LCD projector o Tablets o Internet Connection o File/s (01 Importance and Relevance of History)

01 LCD Slides 1.ppsx

01 Handout 1.pdf

01 Handout 2.pdf

01 Skills Checklist.pdf

01 Activity 1.pdf

01 Activity 2.pdf

01 Audio 1.pdf

01 Quiz 1.pdf

01 Quiz 1 Answer Key.pdf

01 Task Performance 1.pdf

01 Teaching Material 1.pdf

01 Teaching Material 2.pdf

01 Worksheet 1.pdf

01 Worksheet 1 Answer Key.pdf

01 Worksheet 2.pdf

01 Worksheet 3.pdf

Coggle.pdf

LMS 101 for Teachers.pdf o Software requirements

MS PowerPoint

Windows Media Player

TOPIC PREPARATION:

o The instructor is encouraged to research for materials that will help supplement the topics in this session.

o This session involves reviewing and redefining the word history in terms of the materials present. The instructor is required to take the initiative to update himself or herself with the changes and new discoveries of historical fact.


GE1712


o The instructor must log in to their eLMS accounts to obtain a copy of the 01 Handout and 01 Skills Checklist which will be used in this session. Make sure to make a review about Coggle as well.

o If possible, arrange the students in a circular seating arrangement, with the instructor’s table being the central piece of the circle. This promotes student engagement.

o Provide copies of the quizzes, worksheets, activity sheets, and Teaching Material needed for the discussion, should the students do not have copies.

o Read the LMS 101 for Teachers manual.

PRESENTATION OVERVIEW:

A. Introduction 30 min B. Instructional Input

Defining History 40 min Define history in both English and Filipino contexts, and how it can be observed in daily living Primary and Secondary Sources 60 min Assess whether a given source material is a primary source or a secondary source, as well as identify the types, categories, examples of primary sources, and where to obtain them Internal and External Criticism 60 min Apply internal and external criticism to evaluate a primary source’s credibility, authenticity, and provenance

C. Digital Learning Tool 35 min D. Evaluation 40 min E. Learning Management System 5 min

Total duration 270 min

TOPIC PRESENTATION:

A. Introduction

1. Welcome the students to the class by introducing yourself and briefly discussing the syllabus and course outline. Include information about the grading system, task performance, and expected output of the students.

2. Remind the class that they would be using the eLMS extensively in this course. It will be the source of their handouts and most of their activities, as well as for other additional information related to the topic. There will also be reviews and quizzes given only in the eLMS. They must ensure that they have active eLMS accounts. If necessary, walk the students through the process of activating their eLMS. Requirements in the eLMS will be part of their grade, such that:


GE1712


Class Activities (Recitations, HW, quizzes) 20%

Major Examinations 30%

Task Performance (eLMS activities, Skills Checklist, Task Performance)

50%

3. Show the 01 Skills Checklist.pdf. Tell the class that this will be included in the task performance grade. This checklist will measure how well they have accomplished the goals set for the preliminary period. It will be rated by their instructor.

4. As a getting-to-know-you activity, tell the students that they will perform the game entitled, “Never Have I Ever”. Refer to 01 Teaching Material 1 for more information about the activity, and how it is executed.

5. Tell the class that from this day until the end of the semester, they will not be treated as students, but as historians. Explain that historians always ameliorate, or improve the works of other historians because they all share the common goal, which is to seek out the truth from the past. Tell the students that they must take notes of their classmates’ answers during recitation, as well as with the important details of the discussion and lecture. These will help them formulate their own answers, which in a way is a form of helping each other out.

B. Instructional Input

Defining History

1. Present Slide 1 of 01 LCD Slides 1 to the class. Instruct the students to read the quotation presented to them, and call a few students to provide a brief interpretation about it. Acknowledge their responses, and tell them to take note of the answers.

2. Explain that the quotation came from Nelson Mandela, a political activist in South Africa. Connect the students’ responses with the interpretation of this quotation, where it states that anything conversed in a language easily understood by both parties by heart will be given a deeper connection.

3. Show Slide 2 to the class. Divide the class into four (4) groups, and ask the students to interpret the cartoon present. Each group will interpret how each nationality interprets the question presented to them. The groups are as follows:

Group 1: African

Group 2: American

Group 3: Arabian

Slide 1

*Property of STI GE1712

If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.

-- Nelson Mandela

Source: https://www.biography.com/people/nelson-mandela-9397017

Slide 2


Analyze the image, and try to explain what it means.

Source: https://twitter.com/kelimeogren/status/238249266420789248


GE1712


Group 4: European

4. After five (5) minutes, call one (1) representative from each group and instruct them to discuss their answers. Acknowledge their responses.

5. Finally, ask the students the question, “How are the quotation of Nelson Mandela and the image presented relevant to the study of Philippine History?”

6. Guide the students’ answers toward interpretation or understanding of the context. Explain that not everyone has the same interpretation of a story, or historical entry. Present Slide 3 to the class, and give them a brief overview of what they will expect from this lesson.

7. Proceed to Slide 4. Discuss that history has been around the moment humans began to write on basically anything that can leave impressions and lines on surfaces, from cavern walls and stoneware of the ancient times up to the written materials of today. Elaborate further using the following discussion points:

Several historians have their own definition of the word. Edward Hallett Carr, an English historian, defined history as, history is what the historian makes. Robin George Collingwood, another English historian, defined it as, history is the re-enactment in the historian’s mind of the thought whose history he is studying. And Michael Joseph Oakeshott, an English philosopher, stated that history is the historian's experience. Explain what these people wanted to imply.

Several countries have their own interpretation and word for history. Greeks refer history as 𝜄𝜎𝜏𝜊𝜌𝜄𝛼 (read as historia in Latin), where the English word story also came. Ι𝜎𝜏𝜊𝜌𝜄𝛼, by translation, also means knowledge acquired by investigation. How does history come about from investigations?

The German word for history, geschichte, originated from its Middle High German term geschicht, meaning event or struggle, which is related to the German verb geschehen, which means to happen. Why did the Germans associate history with struggle?

Slide 4


• Greek word meaning learning or inquiry

• German word is geschichte

• Related togeschehen, defined as to happen

• The past of mankind

• Chronological record of significant events

Defining History

Source: https://en.wikipedia.org/wiki/History_(European_TV_channel)

Slide 3


Importance and Relevance of History

Defining History

Primary and Secondary Sources

Internal and External Criticism


GE1712


What is our own version of the word history?

8. Present Slide 5 to explain why the word kasaysayan is the chosen word for history. Elaborate and ask the students if there is a similarity between kasaysayan, historia, and geschichte. Acknowledge their responses.

9. Present Slide 6, and explain that history is based on what is left behind, as provided by the diagram. Elaborate that historians are many times removed from the events under investigation, and use surviving records to formulate their retelling. And to provide meaning to culture, studies about artifacts also include the inclusion of sociofacts and mentifacts. Refer to Page 3 of 01 Handout 1 for more information about the three (3) given terms.

10. Elaborate about artifacts, sociofacts, and mentifacts using 01 Audio Clip 1. Ask students if they have heard the song. Explain the clip using the discussion points below:

The song is entitled Taps. It is played on film and events where fallen soldiers are presented. The song itself is an artifact credited to Gen. Daniel Butterfield of the United States during the Civil War. It was originally intended to signify the last call of taverns to patron soldiers to go home.

The sociofact of the song is that it is related to soldiers as a last call of the day in a military camp. And the mentifact of the song is that, as the last call for soldiers to go back to camp, it also signifies the remembrance of a soldier’s last days of duty before he was finally laid to rest. As such, the song has now been associated with military mourning.

11. Instruct the students to form groups of four (4) members, and give 01 Activity 1 to the class. Instruct the groups to choose from one (1) of the following categories, then brainstorm for their artifact:

Music or Song

Books

Photograph

Painting

Steps 11-12 Activity: Artifacts and Mentifacts Learning Objective: LO1

Slide 5

*Property of STI GE1712Source: https://bcl.wikipedia.org/wiki/Zeus_Salazar

History in the Filipino Language and Perspective

• Narrative

• Relevance

• Importance

If RELEVANT, for

whom?

SALAYSAY na may SAYSAY para sa

SINASALAYSAYANG GRUPO ng TAO

-- Zeus Salazar, Filipino historian

Definition

Slide 6


Source: http://clipart-library.com/clipart/382.htm

What remains

USABLE are

utilized by

historians.


GE1712


Tool

Shelter

Food

Clothing

12. Give them 20 minutes to brainstorm, and tell them that it will be presented next meeting.

Step 13 Assessment: Quiz Learning Objective: LO1

13. Give 01 Quiz 1 to the students. Use 01 Quiz 1 Answer Key in checking their answers before the session ends, and collect their papers.


1. Instruct students to present their presentations in 01 Activity 1. Give them a maximum of three (3) minutes to explain.

2. Make a refresher of the past topic, taking into note what they have recited so far. Call a few students to share their answers. Acknowledge their responses, and add that historians have to verify their sources, to date them, locate their place of origin, and identify their intended functions.

3. Discuss that historians, just like scientists, have their own scientific method, fittingly called the historical method. Ask the students, “What do you think is the historical method?”

4. Acknowledge their answers, and add that the historical method is the process of critically examining and analyzing the records and survivals of the past, as defined by Louis Gottschalk. And the historical method always goes hand-in-hand with its tools called historical sources.

5. Present Slide 7 to define what historical sources are. Form a mini-debate by asking the students, “Will history be written if there are no written materials to provide a record of the past?”

6. Give students at least two (2) minutes to gather their thoughts, and let them share their ideas in order to form a discussion of their own. Acknowledge their responses, and try to correct any misconceptions as their discussion proceed. Try to inject questions based from their responses. Once they are done, explain that there are also records which are not written that are used for writing history.

Step 1 Activity: Activity Presentation Learning Objective: LO1

Slide 7


Historical Sources• … objects from the past or

testimonies concerning the past on which historians depend in order to create their own depiction of that past (Martha Howell, Walter Prevenier)

• Tangible remains of the past (Anthony Brundage)


Sources:

Martha Howell: http://worldhistory.columbia.edu/faculty/#martha_howell

Water Prevenier:

http://www.liberaalarchief.be/Huldezitting%20Albert%20Maertens%20-

%203%20oktober%202015/album/slides/05.%20Walter%20Prevenier.html

Source: https://www.amazon.co.uk/Anthony-

Brundage/e/B001HOFU80


GE1712


7. Discuss the classifications of historical sources by presenting Slide 8. Refer to Pages 1-2 of 01 Handout 1 for additional information. Ask students what other sources in the present can be used as historical sources.

8. Explain what a primary source is by presenting Slide 9. Refer to Pages 1-2 of the same handout for additional information. Discuss as well where these can be retrieved. For those living outside National Capital Region (NCR), instruct them that they can still acquire historical sources in their local jurisdictions, such as local museums and shrines, among others.

9. Explain what a secondary source is by presenting Slides 10-11. Refer to Page 2 of the same handout for additional information. Discuss that, aside from the given, there are other forms of primary sources:

Entertainment sources – these include novels, plays, poems, in either published, manuscript, or unpublished forms. Also included are television shows, movies, or videos.

Visual sources – include photographs and paintings.

10. Give 01 Worksheet 1 to the students. Group the students into two (2).

11. Assign the groups to form a circle, with the first group being the outer circle, while the second group as the inner circle facing the outer circle.

Steps 10-12 Activity: Identifying Primary and Secondary Sources Learning Objective: LO2

Slide 8


Classifications

Main Classification

• Primary Source

• Secondary Source

Other Classification

• Written and Non-written

• Published and Unpublished

• Textual, Oral, and/or Visual Sources


Source:

http://www.officialgazette.gov.ph/bonifacio-

150/

Source: https://indroyc.com/2014/11/08/the-tradition-of-vedic-chanting/

Source: https://en.wikipedia.org/wiki/Diary

Slide 9


Source: http://town-of-

salem.wikia.com/wiki/Investigator

Primary Sources


Source: https://en.wikipedia.org/wiki/Diary

Source: https://indroyc.com/2014/11/08/the-tradition-of-vedic-chanting/

Source:

http://www.officialgazette.gov.ph/bonifacio-

150/

Source:

http://www.filipiknow.net/ar

chaeological-discoveries-in-

the-philippines/

• Produced by a

contemporary of

the event

• Produced by

people with

direct

involvement

• Testimony of an

eyewitness

Slide 10


Event

Primary Witnesses

Secondary Witnesses

Intermediate Witnesses

Secondary Sources


Source: http://town-of-

salem.wikia.com/wiki/File:Wheel_Woman.png

Secondary

sources

interpret and

analyze

primary

sources. These

can be one (1)

or more steps

removed from

the event itself!


GE1712


12. Instruct students that from numbers one (1) to 25, the students in the inner circle will choose a starting partner from the outer circle. They are given five (5) seconds to answer each question. After five (5) seconds, the students will change partners in a rotating manner, until question 25 is answered. Then, from questions 26-50, the outer circle will be the ones to rotate. After answering, allow students to defend their answer during checking.


1. Instruct the students to take out their notes, and ask them to recall what the previously discussed lesson was all about. Call on a few students to answer, and acknowledge their responses. Make sure to try to correct any misconceptions left unanswered in the previous discussion.

2. Create a mini-debate by asking them, “Is it enough that we find and use any primary source given to us?”

3. Allow students to discuss among themselves, and try to inject questions based from their answers. Acknowledge their answers, and after they have discussed, try to correct any misconceptions.

4. Explain that, in order for a source to be used as evidence in history, basic matters about its form and content must be settled. Ask them, “What do we do or use to evaluate a source’s value?”

5. Guide the students to the answer of the aforementioned question, which is criticism. Once they answered the question, proceed to present Slide 12.

6. Discuss the contents presented in the slide. Then, read the question presented in the slide.

7. Tell the class that the answer to the question is historical criticism. Ask them, “What is the definition of historical criticism?”

8. Instruct them to write the definition of historical criticism using only the highlighted keywords being presented in Slide 12. Give them five (5) minutes to write it down. After the allotted time, call on a few students to share their answers.

Steps 7-8 Activity: Keyword Connect Learning Objective: LO3

Slide 12

*Property of STI GE1712 Source: http://town-of-

salem.wikia.com/wiki/Forger

Combining History with

Criticism, what do we achieve?

- the analysis and judgment of the merits and faults of a literary or artistic work …


According to both Martha Howell and Walter

Prevenier, “Each generation of historians develops its

own perspectives, and that our understanding of the

past is constantly reshaped by the historian and the

world he or she inhabits” …

Cambridge’s definition states that criticism is also the

act of giving your opinion or judgment about the good

or bad qualities of something or someone, especially

books, films, etc.


GE1712


9. Present the definition by showing Slide 13 to the class. Make a rapport by asking them, “Why is it important for historians to form criticisms to a source material presented to them?”

10. Allow the class to discuss and debate among themselves on the question given, and acknowledge their responses. Deepen the students’ discussion by formulating questions based from their responses.

11. Explain that there are two (2) kinds of historical criticisms, namely external and internal criticisms. Discuss the two (2) criticisms by presenting Slides 14-16. Elaborate further on the topics using the following discussion points:

External Criticism is a Test of Authenticity based on the composition and structure, as shown in Slide 14. Refer to Page 2 of 01 Handout 1 for more information. Create a rapport by asking the students, “What can you say about the image shown?”

Slide 14 shows an image of a comic strip that was made in 2011 during the reign of the last governor-general of Spain, Diego de los Rios. But the comic is littered with literary elements not found in actual historical accounts. Afterwards, show the tests of authenticity to the class, and instruct them to determine what are the things that made the comic unreliable as a source material.

Internal Criticism, shown in Slide 15, is a Test of Credibility based on the content, author, and its ability to match the information it has with other sources who also share the same facts. Refer to Pages 2-3 of 01 Handout 1 for more information.

Tell the students that they will try to use internal criticism in analyzing whether a document is credible or not. Present the images in Slide 16 to proceed with the tests of internal criticism. The explanations are as follows:

o The first image is a comparison between Abraham Lincoln and John C. Calhoun. Since there is no “heroic” images for Lincoln, an artist by the name of A.H. Ritchie superimposed Lincoln’s head over Calhoun’s

Slide 13



• The analysis and judgment of something or someone that develops a historian’s perspectives and understanding of the past

• Required to settle historical basis based on a material’s formand content

Slide 14


Edited from http://www.rocketkapre.com/2011/high-

society-philippine-steampunk-comic-now-on-amazon/

External Criticism• Anachronistic Document

Date

• Author

• Anachronistic Style

• Anachronistic Event Reference

• Provenance or Custody

• Semantics

• Hermeneutics


Slide 15


Internal Criticism• Author’s Identification

• Date Approximation

• Ability to Tell the Truth

• Willingness to Tell the Truth

• Corroboration


Source: http://gilcargill.com/undercover-boss-teaches-us/inspect/

Slide 16


Source: http://bigthink.com/laurie-

vazquez/how-google-and-

facebook-are-striking-back-

against-fake-news


GE1712


body, and altered the papers before to reflect Lincoln’s political views.

o The second image is one (1) of FBI or the Federal Bureau of Investigation’s actual PSAs, where PSA stands for “Public Service Announcement”. It was circulated on every possible media during the period of cybercrimes and identity phishing.

o The third image is a fictitious article containing far-fetched ideas about Nazis during the World War II.

o The image depicts Emilio Aguinaldo as one (1) who waved and proclaimed the Philippine Independence. The question is, “Is it true?”

o Explain that Emilio was not the one (1) who waved the flag. Some historians believed that Aguinaldo only unfurled the flag, and the one (1) who possibly waved the flag – and declared the independence of the country – was Ambrosio Rianzares Bautista, the author of the Philippine Declaration of Independence. Also, the Aguinaldo home in Kawit, Cavite didn’t have a balcony until 1919.

12. Create a rapport by asking the students, “Now that we know that the materials we need to use are critiqued and analyzed, do you think those steps are enough?”

13. Call at least three (3) students to answer the question. Acknowledge each response provided by the students. After the discussion, proceed with Slide 17. Elaborate on the given information further using the following discussion points:

Sensitivity to Multiple Causation simply reminds us historians that we all need to look at different angles before arriving to a certain conclusion. Why?

Historians also need to be sensitive to the context provided by the historical sources to avoid unnecessary arguments. Explain.

History is not set in stone because newer evidences provide a deeper perspective of the entire narrative, either further adding details or changing it in some

Slide 17


Source:

http://www.integranets.com

/business-continuity/

Source: https://twitter.com/robertcurrey/status/778254622838366208

Effective Historical Thinking• Sensitivity to Multiple

Causation

• Sensitivity to Context

• Awareness of the Interplay of Continuity and change in human affairs


EffectCause

1

Cause 2

Cause 3

Cause 4

Cause 5


GE1712


ways. Historians have to be aware of the changes and new discoveries, while at the same time, acknowledge that changes still provide a continuity to the development of the entire narrative.

14. Group the students to their respective partners, and distribute 01 Activity 2 and 01 Teaching Material 2 to the class. Give them 20 minutes to answer, and collect their papers afterwards.

15. To wrap up the lesson, ask students, “If we are to connect Nelson Mandela’s quote with our lesson, why is it important to study history?”

C. Digital Learning

1. Log in to the Coggle website and create a Coggle Map entitled, “History”. Make sure to select “Teacher” as account type and either “Concept Map” or “Mind Map” as Map Type.

2. Create the core thematic with the question, “What is History?”

3. Send the link to the students, and let them build the concept map. Keep track of what the students are adding.

D. Evaluation Steps 1-2 Assessment: Comparative Matrix Learning Objective: LO2 and LO3

1. Give 01 Worksheet 2 and 01 Handout 2 to the students.

2. Stress that although they will be working as a pair, the answers MUST still be done individually.

E. Learning Management System Steps 1-2 Tool: eLMS (Neo - LMS) Resources: 02 Handout 1; 01 Task Performance 1; and 01 Worksheet 3

1. Present Slide 18. Explain that 01 Worksheet 3 is a survey form, and must be accomplished truthfully. This will serve as the second half of the grade for 01 Worksheet 2.

Steps 14-15 Activity: Identifying Similarities and Differences Learning Objective(s): LO2 and LO3

Steps 1-3 Tool: Coggle Resources: Tablets and/or Mobile Devices; and Internet Connection

Slide 18


:eLMS Task

• Log in to your eLMS accounts and make an advanced reading of Module 02.

• Download as well the task performance provided in Module 01.

• Download and answer 01 Worksheet 3.


GE1712


2. Explain as well that the performance task will be presented one (1) day before the Preliminary Examination. Divide the class into 12 groups, with at least four (4) to five (5) members per group.

3. Log in to the eLMS and GIVE the task performance and the worksheet.

REFERENCES: Agoncillo, T. A. (1956). Seeds of discontent. In The revolts of the masses:

The story of Bonifacio and the Katipunan (pp. 201-217). Quezon

City: University of the Philippines Press.

Alvarez, S. V., Malay, P. C. S. [translator], & Paredes, R.R. [Introduction]

(1992). Entry 32. In The Katipunan and the revolution: Memoirs

of a general (with the original Tagalog text) (pp. 82 – 88).

Quezon City: Ateneo de Manila University Press.

Cuadra, J. (2017). Philippine prehistory [PowerPoint slides]. Manila:

Lyceum of the Philippines University – Manila.

Damilig, A., Ph.D. & Cuadra, J. (2017). Historical sources [PowerPoint

slides]. Manila: Lyceum of the Philippines University – Manila.

Damilig, A., Ph.D. & Cuadra, J. (2017). Repositories of primary sources -

EXAM [PowerPoint slides]. Manila: Lyceum of the Philippines

University – Manila.

Damilig, A., Ph.D. & Cuadra, J. (2017). Understanding history [PowerPoint

slides]. Manila: Lyceum of the Philippines University – Manila.

GMANewsTV (2007). Sino ang modelo ng UP oblation?. In News.

Retrieved from

http://www.gmanetwork.com/news/news/ulatfilipino/58760/sin

o-ang-modelo-ng-up-oblation/story/

Gottschalk, L. (1969). Understanding history: A primer of historical

method. New York: A.A. Knopf.

Howell, M. & Walter, P. (20010). From reliable sources: An introduction

to historical methods. New York: Cornell University Press.

Orillos – Juan, M. F., Ph.D. (n.d.). Historical method [PowerPoint slides].

Retrieved from

https://www.coursehero.com/file/24809121/Historical-

Methodpdf/


GE1712


Palisoc-Romualdo, A. (2011). Tales from UP Diliman: Fact or fiction? In

Features. Retrieved from http://web-old.up.edu.ph/tales-from-

up-diliman-fact-or-fiction/

Scott, W.H. (1984). Prehispanic source materials for the study of

Philippine history (pp. 90 - 135). Quezon City: New Day

Publishers.

Sims, L., Ph.D. (1998). Taking an active role in learning history. Retrieved

from http://vccslitonline.vccs.edu/MRCTE/intextcr.htm


importance and relevance of history *property of sti

Documents