Readings in Philippine History PDF - GEC 102 - Laguna State Polytechnic University

Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited LSPU Self-P...

Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited LSPU Self-Paced Learning Module (SLM) Course GEC 102- Readings in Philippine History Sem/AY First Semester/2024-2025 Module No. 1.1 Lesson Title HISTORY AND HISTORICAL RESEARCH Week 1 Duration Date August 26 – 30, 2024 Aims to explore students to different facets of Philippine history through the lens of Description eyewitnesses. Rather than rely on secondary materials such as textbooks, which is the usual of the Lesson approach in teaching Philippine history. Learning Outcomes Intended Students should be able to meet the following intended learning outcomes: Learning Understand the meaning and relevance of History Outcomes Demonstrate the different theories in History Targets/ At the end of the lesson, students should be able to Objectives Evaluate primary sources for their credibility, authenticity and provenance Student Learning Strategies Online Activities A. Online Discussion via Google Meet (Synchronous/ The link will be available in our Google Classroom and will also be sent in Asynchronous) our FB Messenger group chat. Learning Guide Questions: 1. What are the meanings and relevance of learning History? 2. How the theory of history does help us today? 3. Where does history stand today in its relationships with its close relatives in social science and humanities? B. Those in asynchronous learning, this module is available and will be attached in the Google Classroom to serve as your reading assignment. LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcQxOwGqI49vtgsHuaZYM5kjtbjQN-OIy9nbwA&usqp=CAU “Those who cannot remember the past are condemned to repeat it.” – George Santayana Let me ask you four simple questions and you decide for yourself: 1. Why do people do the things we do? 2. Do you appreciate the preservation of our old buildings? 3. Under what circumstances do people take certain actions? In what circumstances do they take surprising actions? 4. Would you watch historical movies or documentaries? One can obtain answers for these questions from an academic discipline known as History. Scrutinizing past events of humans, we can compare their situations to different periods and draw conclusions as to what we can acquire Offline Activities knowledge from these past events. Lessons learned from these can provide understanding of present day phenomenon. We look at the past, but we do so to (e-Learning/Self- learn about people today. “Today’s events are tomorrow’s history” as the saying Paced) goes. Through examining history, we are able to know and understand theory of our nation, trace our roots and identity, find lessons from the past that will address problems of today and be able to use these to move forward to the future. ETYMOLOGY AND DEFINITION History comes from the Greek word Historie or Historia which means learning, inquiry and or investigation. It is a branch of the Social Sciences that deals with the systematic study of significant past, a branch of knowledge that records and explains past events and which concerns people and human nature. Being a branch of the social sciences, History centers on the study of people and the society. The definition emphasizes that it is a “systematic” study. This means that history as a discipline follows a methodology in order to establish and be able to validate facts and evidences. By “significant past” it entails that only past events which has affected the political, cultural, social and economic aspects of the society or of the lives of the people, are considered part of history. It does not follow that everything that happened in the past is considered part of Philippine History i.e On September 11, 2004, Juan threw a ball of paper in the trashcan. That is a past event but cannot be considered as part of Philippine History. Constantly, the definition of history only covers those which are “recorded” or “written” events. It is important to note, that “history” is a western concept which failed to account unrecorded or unwritten sources of history like oral traditions in the case of the Philippines. LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited RELEVANCE OF HISTORY According to E. Kent Rogers, we study History because of the following: To know more about the roots of our current culture. History will provide us with the foundations by which we can understand better different cultural institutions and constructs. For example, why is it that in the modern day Philippines a lot of Filipinos value having white complexions when in fact we are naturally brown skinned? An analysis of our historical background will of course reveal that because we have been colonized by white complexioned people particularly the Spaniards and Americans, having white skin is perceived as somewhat of higher status than the browned skinned. To learn about human nature by looking a trends that repeat through history. Learn about mistakes of those who have gone before us. History deals with analysis therefore, by studying different trends that happened before this could provide us with a clear analysis of causes of events that happened. If the result of the event is negative then we could navigate another path to seek for a better state of affairs. On the other hand, if the results of the events are positive then we can recommend to repeat it to get the same result. Either way by analyzing historical facts we can use the result in decision making or future planning. HISTORY DIFFERENTIATED 1. History vs. Past The past is not the same as history. The past involves everything that has ever happened since the dawn of time. By contrast, history is a process of interpreting evidence or records from the past in a thoughtful and informed way. History is the narrative that gives meaning, sense, and explanation of the past. 2. History vs. Prehistory Show differences between them in their nature and substance. The main difference between history and prehistory is the existence of records. History is the record of significant events in the past whereas prehistory is the period of human activity before the writing system's invention. 3. History vs. The Other Disciplines No discipline is an island. In the distant past or so, the methods on how to study, write and teach history have modified, often because of the impact from other disciplines. LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited 4. History, Historicity and Historiography Basically, History is a chronology used to study and evaluate past events. Historicity is the documentation of characters in history, as opposed to legend or myth. Historiography is the writing of history, and the understanding of how the interpretations of historians change over time. 5. History vs. Herstory History is called “history” because history was derived from a greek word “historia” which means to inquire into or knowledge acquired by investigation. On the other hand, the word herstory was invented in the late 20th century to mean history that is written from a feminist perspective emphasizing the role of women, or told from a woman’s point of view. DEFINING HISTORICAL RESEARCH https://i.ytimg.com/vi/2y4gxp5Dm1c/maxresdefault.jpg Historical Research consists of the techniques and guidelines by which historians use primary sources and other evidence, encompassing the data of archaeology, to research and then to write histories in the description of accounts of the past. A. Purposes of Historical Research The main purpose of Historical Research is to illustrate and asses the events of the past, to acknowledge the present, and precede possible future effects. LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited Histories are dominant because they produce and strengthen collective identities. Without history, it is challenging to know who one is, where one comes from or where one is headed. It is hard to belong or have direction. History is like a collective memory, which historians produce about the past. B. Characteristics of Historical Research https://image.slidesharecdn.com/historicalrd-170403162330/95/historical-research-design-4-638.jpg?cb=1491236631 THEORIES OF HISTORY Even among historians, philosophers, thinkers, and social scientists, there are different perspective on how history emerge or a 1. Cyclical View of History https://media- temporary.preziusercontent.com/fra mes- public/8/2/f/1/f/96504834719bd76388 The Greeks thought that events recurred on a regular basis. Herodutus (484-424 BCE) work histories, is the story of men and states as recurring cycles. Thucydides (460-404 BC) envisioned time as recurring in a cyclical fashion, a process which men are unable to control. LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited Petrarch (1304-1374) revived the cyclical concept of history in the 14 th century. Machiavelli (1469-1527) also saw history as being cyclical and suggested that history could be seen as a casebook of political strategy. Arnold Toynbee (1884-1975) and Oswald Spengler (1880-1936), based their work on the premise that history is cyclical: civilizations rise and fall, each new one rising to a greater level. 2. Linear View of History https://lh3.googleusercontent.com/proxy/PR xi8rNaK9_0AMmFBy2Mlv42bkK9fKOd8E9RjsA 6Ma95hc9buolNYeqn7ptGRhEQ59kpRqvX0_y y7xADFIQYqjz9uqY1jSHbuLxvNe0XXDq3j8i0Lx The linear view of history implies the acceptance or subscription to linear time. It views that history is progressive, moving forward and not having a cyclical return. 3. The Great God View of History htp://d1zsvs5aqdlq3k.cloudfront.net/wp- content/uploads/sites/50/2018/01/31021919/GODS-VIEW-header.jpg The most prehistoric attempts to describe the origin and improvement of the world and man are the existence of myths to be introduced among naïve people. We are knowledgeable with the one in Genesis, which associate the making of heaven and earth with all its features and creatures to a Lord God who worked on a six-day schedule. These fanciful stories do not have any scientific validity. 4. Great Man View of History LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited This theory suggests that dominant personalities determine the course of history. Rulers, warriors, statesmen, are the decisive forces in history, and history is the record of great people's deeds. 5. The Best People View of History This view believes that some elite, the best race, the favored nation, the ruling class alone make history. The Old Testament assumed the Israelites were God's chosen people. The Greeks regarded themselves as the top of culture, better in all respects than the barbarians. Plato & Aristotle looked upon the slave-holding aristocracy as naturally superior to the lower orders. (Novack, n.d.) Hitler thought that the Arian race was the best among race. 6. Ideas or The Great Mind View of History https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9GcR4FaTfH3sshN8 0HHjUGJj3UsuAr5LJOceiddxR1B4RAfMydgHxu4g1jm6H-QYv- bM_gxw&usqp=CAU This study of history is one in which the driving force in history is people’s ideas. The conditions that create history are created or changed by ideas 7. The Human Nature View of History https://cdn.slidesharecdn.com/ss_thumbnails/humannature-111204230458- phpapp01-thumbnail-4.jpg?cb=1323045801 The view believes that history, in the last analysis, has been determined by the qualities of human nature, good or bad. Human nature, like nature itself, was regarded as rigid and unchanging from one generation to another. The historian's task was to demonstrate what these invariant traits of human constitution and character were, how the course of history exemplified LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited them, and how the social structure was molded or had to modify following them. (Novack, n.d.) 8. Gender History https://encryptedtbn0.gstatic.com/images?q=tbn:ANd9GcSmj_kuyj2BqqCI9p cSnjOWYmFHF5cRQNFbMQ&usqp=CAU Gender history looks at the past from the perspective of gender. It considers in what ways historical events and periodization impact women differently from men. Gender historians are interested in how gender difference has been perceived and configured at different times and places, usually assuming that such differences are socially constructed. 9. Post Modern View of History https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTrnm4UjMVc6fLGFPvYnjh_bvZtT8pbTZ1SdA&usqp=CAU Its view of history differs dramatically from that of all other worldviews. While a Christian worldview sees history as the grand unfolding of God's divine plan to redeem fallen humanity, the radical Postmodernist, on the other hand, sees no ultimate purpose in history. LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited SOURCES OF HISTORY Primary Sources https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSY8EW2lel_TlzQPhiJV87ZiAtMbEMxutxJsw&usqp=CAU A primary source is a source of information about a topic, event, person, or object. It was created or narrated by participants and eyewitnesses during or nearly after the event's occurrence and gave direct and first-hand information about the subject being studied. Examples of Primary Sources are eyewitness accounts, statistical data, artifacts, legal documents, pieces of creative writing (song, poetry, short story), audio and video recordings, speeches, art objects, visual materials (photos, paintings, maps, editorial cartoon, graphic arts, and sketches), oral interviews, autobiographies, manuscripts, memoirs, research data & unpublished records (family genealogy, parish, school or business records, diaries, and letters). Secondary Sources https://upload.wikimedia.org/wikipedia/commons/thumb/6/65/HasekuraBookItalian.jpg/800px-HasekuraBookItalian.jpg A secondary source is a material written to interpret, discuss, analyze, and comment on a primary source. Examples of Secondary Sources are newspaper or magazine articles, journal articles, essays, textbooks, summaries, reports, reviews, commentaries, and biographies LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited Tertiary Sources https://www.teachstarter.com/wp-content/uploads/2019/02/preview-8937-2117-0-landscape.png External and Internal Criticism External criticism refers to the genuineness of the documents a researcher uses in a historical study. (Fraenkel & Wallen, n.d.) https://image.slidesharecdn.com/philippine-hx-ppt1- 180701074822/95/introduction-to-history-definitionissuessources-and- methodology-10-638.jpg?cb=1530431455 Internal criticism refers to the accuracy of the contents of the documents. Whereas external criticism has to do with the authenticity of a document, internal criticism has to do with what the paper says. (Fraenkel & Wallen, n.d.) https://image.slidesharecdn.com/philippine-hx-ppt1-180701074822/95/introduction-to-history- definitionissuessources-and-methodology-11-638.jpg?cb=1530431455 LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited Performance Tasks PT 1: Identify the following sources. Read the following scenarios and classify the sources discovered as Primary, secondary and Tertiary sources. Write your answer in the space provided. 1. Hiraya was exploring the library in her new school in Manila. She wanted to study the history of Calamba, Laguna during the nineteenth century. In one of the books, she saw an old photograph of a woman standing in front of an old church, clipped among the pages. At the back of the Photo was a fine inscription that says: ‘’Kalamba, 23 Oktubre 1861. Is the photograph a Primary, secondary or a tertiary source? 2. It was Sebastian’s first day in his first year of college in a big university. His excitement made him come to class unusually early and he found their classroom empty. He explored the classroom and sat at the teacher’s table. He looked at the table drawer and saw a book entitled U.G An Underground Tale: The Journey of Edgar Jopson and the First Quarter Storm Generation. He started reading the book and realized that it was a biography of a student leader turned political activist during the time of Ferdinand Marcos. The author used interview with friends and family of Jopson, and other primary documents related to his works and like. Is the book a primary, secondary, or a tertiary source? 3. Athena was a new teacher of Filipino in a small school in Siniloan, Laguna. Her colleagues gave her the new textbook that she ought to use in class. Before the class started, Athena studied the textbook carefully. She noted that the authors used works by other known historians in writing the textbook. She saw that the bibliography included Teodoro Agoncillo’s The Revolt of the Masses and The Fateful Years: Japan’s Adventure in the Philippines, 1941-45. She also saw that the authors used Ma. Luisa Camagay’s Working Women of Manila During the 19th Century and many others. Is the textbook a primary, secondary, or a tertiary source? 4. Angel visited Canada for a few months to see her relatives who have lived there for decades. Her uncle brought her on tours around Toronto. Khakie visited the Royal Ontario Museum where a golden image of a woman caught her eye. Khakie looked closer and read that the image was called ‘’The Golden Tara’’. It originated from Agusan del Sur and was bought by the museum in 1922. It was believed to be made prior to the arrival of the Spaniards in the Philippines. Is the sculpture a primary, secondary or tertiary source? 5. Amari loved to travel around the country, she liked bringing with her a travel brochure that informs her of the different sites worth visiting in the area. Her travel brochure was usually produced by the tourism department of the province. It shows pictures of destinations visited by tourists and a few basic information about the place like the origin of the name, the historical significance of the place, and some other information acquired by the office’s researchers and writers. Is the travel brochure a primary, secondary, or a tertiary source? LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited PT2. Essay: Differentiate history from the other humanistic or social scientific disciplines Directions: Please provide another sheet for your answer Based on your point of view differentiate history from the other humanistic or social scientific discipline. Explain your answer not exceeded to 200 words (1-2 paragraphs) For the 1st paragraph, it could be including the subject being compared & reasons for comparison. For the 2nd paragraph, it could be including your conclusions. Differentiate history from the other humanistic or social scientific disciplines. (Choose from any or a combination of the following: Sociology, Political Science, Archaeology, Anthropology, Geology, Economics, Art studies, Literature, Linguistics, Psychology, Demography, and Jurisprudence). Understanding Directed Assessment Rubric for Essay (PT 2) Criteria/Points 4 3 2 1 Content The student fully and The student fully The student substantially The student partially excellently accomplished accomplished the relevant accomplished the accomplished the rating (4) the relevant insight insight regarding the differentiations of history chart the differentiations regarding the differentiations of history from the other humanistic of history from the other differentiations of history from the other humanistic disciplines humanistic disciplines from the other humanistic disciplines disciplines Organization The student provides a The student provides a The student provides no The student provides no clear sense of order by slight sense of by sense of order by sense of order by (4) following the given following the given following the given following the given instruction including the instruction including the instruction including the instruction including the subject being compared & subject being compared & subject being compared & subject being compared & reasons for comparison. reasons for comparison. reasons for comparison. reasons for comparison. The supporting points are The supporting points are Few points support the No point supports any in a logical progression. in a logical progression. main argument. main argument. Supporting The student provides three The student provides two The student provides The student does not or more pieces of pieces of supporting supporting evidence to provide the subject being evidence supporting evidence to evidence to strengthen the strengthen the subject compared & reasons for (4) strengthen the subject subject being compared & being compared & reasons comparison. being compared & reasons reasons for comparison. for comparison. for comparison. Understanding the The student demonstrates The student demonstrates The student demonstrates The student demonstrates a thorough understanding a good understanding of a limited understanding of little understanding of topic of differentiations of differentiations of history differentiations of history differentiations of history (4) history from the other from the other humanistic from the other humanistic from the other humanistic humanistic disciplines disciplines disciplines disciplines Grammar, All sentences are well- Most sentences are well- Some sentences are well- Sentences sound awkward, constructed. There are no constructed. There are a constructed, but there are and there are several vocabulary, and errors in grammar or few errors in grammar or several errors in grammar errors in grammar or fluency spelling. spelling. or spelling that interfere spelling that interfere with (4) with understanding. understanding. LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited Learning Resources Solmerano E., Palencia M., Galicia R. (2018). Readings in Philippine History. Metro Manila, Philippines: Fastbook Publishing Inc. Torres J.V. (2018) Batis: Sources in Philippine History. Quezon City, Philippines: C & E Publishing Inc. Halili, M. (2010). Philippine History. Quezon City, Philippines: Rex Book Store, Inc. Heneral Luna/Full Movie/Jerrold Tarog/John Arcilla /Mon Confiado/Arron Villaflor. (2020, August 28). (Video). TBA Studios. https://youtu.be/SYWo6FoVacY Candelaria J., Alporha V. (2018). Reading in Philippine History. Metro Manila, Philippines: REX Book Store What is HISTORY? What does HISTORY mean? HISTORY meaning, definition & explanation. (2016, April 23). (Video). The Audiopedia. https://youtu.be/G7SsZSVlb5s- Primary vs. secondary sources. (2013, December 3). (Video). Rob Redmon. https://youtu.be/cqXHO7bTPnw LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited LSPU Self-Paced Learning Module (SLM) Course GEC 102- Readings in Philippine History Sem/AY First Semester/2024-2025 Module No. 1.2 Lesson Title CONTENT AND CONTEXTUAL ANALYSIS, IDENTIFICATION OF THE HISTORICAL IMPORTANCE OF THE TEXT AND EXAMINATION OF THE AUTHOR’S MAIN ARGUMENT AND POINT OF VIEW Week 1 Duration Date September 2 – 6, 2024 Aims to explore students to different facets of Philippine history through the lens of Description eyewitnesses. Rather than rely on secondary materials such as textbooks, which is the usual of the Lesson approach in teaching Philippine history. Learning Outcomes Intended Students should be able to meet the following intended learning outcomes: Learning Understand the Template Rating about Event’s Significance Outcomes Identify the Author’s Purpose Identify the historical Importance of the Text Targets/ At the end of the lesson, students should be able to: Objectives Analyze the context, content, and perspective of different kinds of primary sources Determine the contribution of different kinds of primary sources in understanding Philippine History Develop critical and analytical skills with exposure to primary sources. Student Learning Strategies Online Activities A. Online Discussion via Google Meet (Synchronous/ The link will be available in our Google Classroom and will also be sent in Asynchronous) our FB Messenger group chat. Learning Guide Questions: 1. What would be the advantages & disadvantages of Content Analysis? 2. How to use Contextual Analysis in terms of Historical Significance? 3. What possible issues on Assessing Historical Significance? 4. How do we identify the relevance of specific events under criteria on assessing historical significance sources? 5. How to find the author’s purpose in terms of looking for clue words? B. Those in asynchronous learning, this module is available and will be attached in the Google Classroom to serve as your reading assignment. LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited https://www.coursehero.com/thumb/47/30/473072b49d8ea542604dec9df412c7d886bcb246_180.jpg “Study the past if you would define the future.” -Confucius When we analyze a primary source, we start with the content and context. We identify its author, audience, and historical context. We need to understand the attitudes and influences that prompted its creation; otherwise, we might misinterpret its true meaning. Content analysis is a research method for studying documents and communication artifacts, which can be texts of various formats, pictures, audio, or video. In this technique, we ask Offline Activities what was going on during the period the material was written. We search for background (e-Learning/Self- information that can help us explain the facts found in the source. Paced) Goals of Content Analysis Content Analysis is best understood as a broad family of techniques. Influential researchers choose strategies that best help them answer their substantive questions. That said, according to Klaus Krippendorff, six items must be addressed in every content analysis: 1. Which data are analyzed? 2. How are the data defined? 3. From what population is data drawn? 4. What is the relevant context? 5. What are the boundaries of the Analysis? 6. What is to be measured? Kinds of Text There are five types of texts in content analysis: 1. Written text, such as books and papers 2. Oral text, such as speech and theatrical performance 3. Iconic text, such as drawings, paintings, and icons 4. Audio-visual text, such as TV programs, movies, and videos 5. Hypertexts, which are text found on the Internet Types of Content Analysis: Conceptual Analysis – helps establish the existence and frequency of concepts in the text. Relational Analysis – examines the relationship among concepts in the text LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited https://thumbs.dreamstime.com/b/contextual-analysis-concept-gearwheels-d-rendering-78439760.jpg Contextual Analysis is an analysis of the text (including multimedia) that helps us assess the text within the context of its historical and cultural setting, and also in terms of its textuality – or the qualities that characterize the text as a text. It combines the features of formal analysis with elements of cultural archaeology, or the 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. Key Questions to Ask in Contextual Analysis: 1. What does the text reveal about itself as a text? Description of the language, arrangement of words 2. What does the text tell us about its apparent intended audience Kinds and number of audience 3. What seems to have been the author’s intention? What the author said/did not say, how did he say it 4. What is the occasion for this text? A particular event, author’s general observation about it 5. Is the text intended as some sort of call to-or for –action? 6. Can we identify any non-textual circumstances that affected the creation and reception of the text? Political events, economic factors, cultural practices, and intellectual or aesthetic issues, as well as the particular circumstances of the author’s own life. The subtext of the document or object refers to its secondary and implied meanings. It embraces the emotional or intellectual messages embedded in, or indicated by the document of the text. IDENTIFICATION OF THE HISTORICAL IMPORTANCE OF THE TEXT “Let us study things that are no more. It is necessary to understand them if only to avoid them.” - Victor Hugo Teachers often tell students what is essential instead of asking them to consider what is significant. The key to understanding significance understands the distinction between teaching significant history and asking students to judge significance. (Solmerano E., Palencia M., & Galicia R. 2018). The historical significance is the process used to evaluate the importance of selected events, people, and developments in the past. LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited Criteria on Assessing the Historical Significance of Sources: (Solmerano E., Palencia M., & Galicia R. 2018). RELEVANCE Is it necessary/relevant to people living in the time? Is something still relevant to our present lives, even if it had only passing importance? RESONANCE Who were/have been affected by the event? Why was it necessary for them? How were people’s lives affected? Do people like to make analogies with it? Is it possible to connect with experiences, beliefs, or attitudes across time and place? REMARKABLE Was the event remarked on by people at the time or since? REMEMBERED Was the event/development significant at some stage within the collective memory or a group or groups? REVEALING Does it reveal some other aspects of the past? RESULTING IN Does it have consequences for the future? CHANGE DURABILITY For how long have the people’s lives been affected? A day, a week, a year, or all their lives? QUANTITY How many people were affected? Did the event affect many, everyone, or just a few? A whole barrio, a town, a province, a country, or the entire race? PROFUNDITY Was the event superficial or deeply affecting? How deeply were people’s lives affected? Examination of the Author’s Main Argument and Point of View https://study.com/cimages/videopreview/videopreview-full/kurm5la1xn.jpg Study history, study history. In history lies all the secrets of statecraft.” –Winston Churchill LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited The author’s purpose is not always clear. Sometimes, the author intentionally states the purpose in the text itself, sometimes, not at all. But the author’s purpose is still reflected in the way he writes about the topic or subject matter. https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSiBcE-LtyFETWV7wDdUMKsrqpycFXj3HHrhg&usqp=CAU Purposes in Writing: (Solmerano E., Palencia M., & Galicia R. 2018). PURPOSE DEFINITION EXAMPLES to Persuade The author wants you to believe, Advertisements, do, or buy something. Campaign Speeches, Persuasive letters, This type of writing is called opinions, etc. persuasive writing. to Inform The author wants to give you Documents, Contracts, information or instructions. Agreements, Law, Rules, Expository Essay or This type of writing is called articles, Instructions or expository writing. Directions, Encyclopaedias or other reference texts, Business letters, textbooks, etc. to Narrate or The author wants to relate a story or History texts, non-fiction Recount recount past events. books, biographies, anecdotes, newspapers, This type of writing is called etc. narrative writing. to Describe The author wants you to visualize Stories, Poems, Drama, or experience what something Songs, etc. looks like, sounds like, or feels like. This type of writing is called descriptive writing. to Explain The author wants to tell you how to Instructions, directions, do something or how something step-by-step procedures, works. How-to-recipes, Operations Manual, etc. This type of writing falls under an expository essay. to Entertain The author wants to amuse you or Novels, Stories, Poems, for you to enjoy the writing itself. Drama, Songs, etc. This type of writing is called creative writing. LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited https://study.com/cimages/multimages/16/authors_purpose_11204691233676329890.jpg How to Identify Purpose (Solmerano E., Palencia M.,& Galicia R. 2018). 1. Ask, “Why did the author create/write this text?” 2. If the author’s purpose isn’t obvious, ask, “How did this make me feel?” 3. Look for CLUE WORDS. Compare: The author wants to show similarities between ideas Both, similarly, in the same way, like, just as Contrast: The author wants to show differences between ideas However, but, dissimilarly, on the other hand Criticize: The author wants to give a negative opinion about an idea Words that show the author’s negative opinion; judgment words Describe/Illustrate: The author wants to paint a picture of an idea Adjectives Explain: The author wants to break down an idea into simpler terms Words that turn a complicated process into simple language Identify/List: The author wants to tell the reader about an idea or series of ideas Text that identifies or lists will name an idea or series of ideas without providing much description or opinion Intensify: The author wants to make an idea greater Additional details to the idea; superlative adjectives Suggest: The author wants to propose an idea Positive opinions; proving of a point LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited Performance Task Direction Provide a piece of Philippines History that has a historical significance in alignment with the Criteria on Assessing a Source. Example of a criteria: Revealing Answer: My piece of history that I considered Revealing is when I watched an interview of Ninoy Aquino before he was assassinated, based on the video I watched Sen. Ninoy Aquino had returned from his trip from the United State to Manila. Based on the video, Sen. Ninoy Aquino knew that once he got off the airplane's tarmac, he knew that his life would be in danger. 1. Criteria: Revealing ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________ 2. Criteria: Resonance ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________________ ____________________________________________________________________________________ Criteria/Points 4 3 2 1 Content The student fully and The student fully The student The student partially excellently accomplished the substantially accomplished the (4) accomplishedthe relevantinsight accomplishes the activity relevant insight regarding the criteria activity regarding the criteria in a assesses a in a assesses a historical source historical source Organization The student provides a The student provides a The student provides no The student provides clear sense of order by slight sense of by sense of order by no sense of order by (4) following the given following the given following the given following the given instruction instruction instruction instruction. Grammar, All sentences are well- Most sentences are Some sentences are Sentences sound constructed. There are well-constructed. well-constructed, but awkward,and there vocabulary, and noerrors in grammar or There are a few errors there areseveral errors in are several errors in fluency spelling. in grammar orspelling. grammaror spelling that grammar or spelling (4) interfere with that interfere with understanding. understanding. Contents/facts Facts were accurate Facts were accurate Facts were accurate for Facts were often for all given events for at least at least 60% of inaccurate for events by the students 80% of all all given events reported on the given events by the students timeline by the students TIME Submitted one day after Submitted on or the deadline COMPLETION before the deadline (4) LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY  Republic of the Philippines Laguna State Polytechnic University ISO 9001:2015 Certified Province of Laguna Level I Institutionally Accredited Learning Resources Solmerano E., Palencia M., Galicia R. (2018). Readings in Philippine History. Metro Manila, Philippines: Fastbook Publishing Inc. Torres J.V. (2018) Batis: Sources in Philippine History. Quezon City, Philippines: C & E Publishing Inc. Halili, M. (2010). Philippine History. Quezon City, Philippines: Rex Book Store, Inc. Heneral Luna/Full Movie/Jerrold Tarog/John Arcilla /Mon Confiado/Arron Villaflor. (2020, August 28). (Video). TBA Studios. https://youtu.be/SYWo6FoVacY Autobiography of Gregoria de Jesus, Philippine Magazine, Volume XXVII, No 1, June 1930 (from the collection of the University of Michigan Digital Library, 2005) What is Historical Significance.(2020, April17). (Video). History Skills. https://youtu.be/6EWlZzuQ-3Y LSPU SELF-PACED LEARNING MODULE: GEC 102 - READINGS IN PHILIPPINE HISTORY