LMs-in-GE-Hist-MIDTERM-COVERAGE PDF
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Surigao State College of Technology
Irish Angcao Oxtero
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This document is a learning module for Readings in Philippine History (Midterm Coverage) from Surigao State College of Technology. It covers the classification of primary and secondary sources, along with internal and external criticism for evaluating historical data. The module also includes a section on online resources and their reliability.
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Surigao State College of Technology Narciso St., Poblacion, Surigao City LEARNING MODULES IN READINGS IN PHILIPPINE HISTORY (Midterm Coverage) Prepared and Submitted by: IRISH ANGCAO OXTERO, MST-SS Adopted by: PERLITA S....
Surigao State College of Technology Narciso St., Poblacion, Surigao City LEARNING MODULES IN READINGS IN PHILIPPINE HISTORY (Midterm Coverage) Prepared and Submitted by: IRISH ANGCAO OXTERO, MST-SS Adopted by: PERLITA S. MAGNO, MAED, MA HIST (CAR) DIONISIO J. CHAVEZ JR. REYNALDO R. CERVANTES, JR. Learning Module 1 Surigao State College of Technology MODULE 1 TITLE: Relevant Sources TOPICS: Primary and Secondary Sources Internal and External Criticism Online Resources TIME FRAME: 8 hours INTRODUCTION: This chapter introduces relevant sources in writing history. Since history deals with the past, historians need historical sources as their important research tools in analyzing this subject. Historical sources can be classified between primary and secondary sources. The definition, distinction, and examples of primary and secondary sources will be thoroughly discussed in this chapter. Both sources are useful in writing and learning history. However, to avoid deception, historians and students need to conduct internal and external criticism. Students need also to evaluate online resources as they relied on the internet in finding information. With a given example of a relevant source, students may evaluate and understand the importance of having an authentic source. INTENDED LEARNING OUTCOMES: In this lesson, learners will be able to: a. explain the difference between primary and secondary sources; b. evaluate historical data through internal and external criticism; and, c. apply the tips for checking the reliability of online resources. PRE-TEST: EXPLANATION. Direction: Answer the following questions in the space provided. 1. When you search for important information related to history, what references did you use? Give at least five examples and explain why. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Which of the examples that you give belongs to primary sources? secondary sources? Why? _____________________________________________________________________ _____________________________________________________________________ 2 _____________________________________________________________________ GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Did you thoroughly scrutinize your sources if it is reliable before using it as your references? Why? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. What specific website did you use when you search online? Do you think it is a credible source? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ LEARNING ACTIVITIES: Activity 1: Video Viewing in YouTube about Primary and Secondary Sources by Jessica Liu of Scribbr (2021). This is the link Start https://www.youtube.com/watch?v=CPQ95B95bWE&t=109s here! Questions to Ponder: 1. What is the video all about? 2. What are your learnings so far? 3. Why it is important to know these facts? 3 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology Rubric for Oral Recitation 4 3 2 1 Score Superior Adequate Minimal Inadequate Content The speaker The speaker The speaker The speaker provides a focuses includes some says practically variety of types primarily on irrelevant nothing. The of content relevant content. The speaker focuses appropriate for content. The speaker wanders primarily on the task, such as speaker sticks off the topic. The irrelevant generalizations, to the topic. The speaker uses content. The details, speaker adapts words and speaker appears examples, and the content in a concepts which to ignore the various forms of general way to are inappropriate listener and the evidence. The the listener and for the situation. speaker adapts the situation. knowledge and the content in a experiences of specific way to the listener (e.g., the listener and slang, jargon, situation. technical language). Organization The message is The message is The organization The message is overtly organized. The of the message is so disorganized organized. The listener has no mixed up and you cannot speaker helps the difficulty random. The understand listener understanding listener must most of the understand the the sequence make some message. sequence and and assumptions relationships of relationships about the ideas by using among the ideas sequence and organizational in the message. relationship of aids such as The ideas in the ideas. announcing the message can be topic, outlined easily. previewing the organization, using transitions, and summarizing. Language The speaker uses The speaker has The speaker The speaker grammar correct commits one or commits correctly. The grammar and two minor multiple speaker uses the vocabulary grammar errors. grammar errors some advanced is most The vocabulary and uses language and appropriate for use is too inappropriate effectively uses the purpose and elementary or not vocabulary. the appropriate the audience. effective. vocabulary for the purpose and for the audience. Total Reference: https://www.uen.org/rubric/previewRubric.html?id=19 & https://mcb.unco.edu/pdf/communications-rubrics/Oral-Rubric.pdf 4 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology Activity 2: Read-Me-Now: Read the following concepts and understand it. RELEVANT SOURCES 1.1 Primary vs. Secondary Sources: Its Definition and Distinction In the study of history as an academic discipline, one needs to know primary and secondary sources. A primary source provides direct or firsthand evidence about an event, an object, a person. or a work of art. These primary sources provide the original materials on which other research is based and enable students and other researchers to get as close as possible to what actually happened during a particular event or era. Published materials can be viewed as primary sources as long as they come from the time period that is being discussed, and were written or produced by someone with firsthand experience of the event. History as an academic discipline heavily relies on primary sources, as evaluated by a community of scholars, who report their findings in books, articles, and papers. As one historian says, “Primary sources are absolutely fundamental to history.” Generally, a historian capitalizes on all available primary sources that were created by the people involved at the time being studied. In reality, some sources have been destroyed, while others are not available for research. Remember, the printing press was invented way back in the 14th century and was introduced in most countries at the end of that century. The most reliable eyewitness reports of an event may be memoirs, autobiographies, or oral interviews that have taken years or even centuries ago. Manuscripts that are sources for classical texts can be copies of documents or fragments of copies of documents. For this reason, history is usually taught in schools using secondary sources. Arguably many primary sources are withheld by private individuals or groups, others are available in archives, libraries, museums, historical societies, and special collections. These can be public and private. Some are affiliated with universities and colleges, while others are government entities. On the other hand, secondary sources generally describe, discuss, interpret, comment upon, analyze, evaluate, summarize, and process primary sources. In historiography, when a study of history is subject to historical scrutiny, a secondary source becomes a primary source. The historian’s publication can likewise be a primary source. Documentary films are considered secondary or primary sources depending on how much the filmmaker modifies the original source. Whether a source is regarded as primary or secondary in a given context may change, depending upon the present state of knowledge within the field. For example, if a document refers to the contents of a previous but undiscovered letter, that document may be considered ‘primary,’ since it is the closest known thing to an original source, but if the letter is later found, it may then be considered ‘secondary.’ In the next page are the examples of primary and secondary sources. 5 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology 1.2 Examples of Primary and Secondary Sources Table 1. Sources in History Primary Sources Secondary Sources Biographies, autobiographies and Articles in newspaper or popular memoirs; magazines, book or movie reviews, Diaries, personal letters and or articles found in scholarly correspondence; journal that discuss or evaluate Interviews, surveys and fieldwork; someone else’s original research; Internet communication on email, blogs, Textbooks; listservs, and newsgroups; Historical and literary criticism and Photographs, drawings, and posters; interpretation; Works of art and literature; Commentaries; Books, pamphlets, magazines, and Encyclopedias; newspapers articles and ads published at Edited works; the time; Reviews of law and legislation; Public opinion polls; Political analyses; Essays, speeches and oral histories; Dictionaries/encyclopedias; Original documents such as birth Almanacs; certificates, property deeds, and trial Fact books; transcripts; Wikipedia; Research data such as census statistics; Bibliographies; Official and unofficial records of Guidebooks; organizations and government agencies; Manuals; Artifacts of all kinds, such as tools, Handbooks; and, coins, clothing, furniture; Theses and dissertations. Audio recordings, DVDs and video recordings, and music; Government documents (reports, bills, proclamations, hearings); Patents; Technical reports; Scientific journal articles reporting experimental research results; Literary or cultural sources like novels, plays, poems (both published and in manuscript form), television shows, movies, or videos, and paintings; Chronicles or historical accounts; Philosophical treatises or manifestos; Obituaries; Maps and atlases; City directories; Local libraries or historical societies; 6 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology Finding information about an organization like archives (sometimes held by libraries, institutions, or historical societies); and, Symposia and conference proceedings. Activity 3: Lets-Find-Out: Students may give one specific example of a primary source and its corresponding secondary source derived from it. They need also to explain why it becomes a primary and secondary source. They will pass it online in the assigned post created by the teacher. The rubric below is their guide in giving the appropriate points. Rubric 2pts Answer is incorrect but there is some correct support. 4pts Answer is correct but no support is provided. 6pts Answer is correct and there is some support. 8pts Answer is correct and the support is developed. 10pts Answer is correct and the support is fully developed. Assessment Task (CO-AT1): Students make a comparative analysis between the primary and secondary sources. This is a paired output and students are expected to produce an essay in this analysis. Read how to make the comparative analysis (Gilbert, 2021) and its rubric. Comparative analysis is writing an essay about two things that are being compared and contrasted. It is the same idea in your other classes that you need to compare and contrast two texts, two theories, two scientific processes, etc. Since you are in college, it is expected to produce a higher level of analysis in your writing. Just follow these guidelines and get started! Make your research. You need to make some research for you to have an idea on how to start. However, since the topic was already discussed by the teacher, you can already start writing your analysis. Think for possible similarities and differences. Since there are two things that you need to compare and contrast, you need to make a list of its similarities and differences as your guide in writing your analysis. Write your thesis. You need to write your arguments after knowing the weight of similarities and differences between the two things that you compared. Start writing your paper. There are two main approaches in organizing your comparative analysis. These are the following: Alternating (point-by-point) method: You need to find similar points between the two subjects and alternate writing about each of them. Block (subject-by-subject) method: You will discuss all the first subjects that you chose and then discuss the second one. 7 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology Always remember, cite your sources: You need to include the sources in writing your comparative analysis to avoid copying someone’s idea. Rubric for Comparative Analysis Criteria Exemplary Good Fair Poor Score Thesis (15 Thesis states in clear Thesis fails to Thesis fails to Thesis is possible and direct language: include one of include two or undetectable points) the two texts to be the required more of the and/or discussed; 2-3 elements and/or required completely grounds for is lacking elements and/or irrelevant to comparison; and clarity by being thesis is difficult the either an evaluative too general to locate assignment claim that determines one to be better than the other, or an explanatory claim that interprets the significance of the differences and similarities Support (10 The essay utilizes Mostly relevant Insufficient No evidence possible evidence in the form quotes from the evidence is is included at points) of paraphrasing two texts are included, or the all, or the and/or relevant used that evidence evidence direct quotes from logically included is not included is both text in order to support the very relevant. completely support the thesis claim being irrelevant statement and topic made. and fails to sentences. prove the claim. Analysis (15 The essay clearly Analysis of the Incomplete No analysis possible explains how the text is mostly analysis of the of the chosen points) respective authors of good and texts; not elements each work use the supported, but enough focus on whatsoever; specific elements could be more the chosen overuse of being discussed; detailed; focus elements; too summary analyzes how the is mainly on the much summary and/or elements being used chosen elements quotes; in the texts are and how they analysis does contributing to the operate in the not prove at author’s overall texts. all the message; and evaluative or provides analysis explanatory 8 that supports either claim GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology the evaluative or explanatory claim of the thesis statement. Organizatio The essay is well- Flow of ideas Ideas do not Sequence of n (10 organized in either a could be more always flow in a ideas and possible point-by-point or effectively logical manner; paragraphs points) subject-by-subject sequenced; paragraphs often seems structure, in addition most paragraphs do not have aimless and to adhering to good have clear topic clear topic haphazard; overall essay sentences that sentences, and no topic structure (an are followed by evidence and sentences introduction that evidence and analysis do not present; begins broadly & analysis; always follow. evidence and narrows down to the introduction and analysis thesis; body conclusion are missing from paragraphs generally well- paragraphs; containing topic structured. introduction sentences, evidence, and & analysis; and a conclusion conclusion that are reiterates the thesis improperly and ends broadly. structured. Grammar & The essay is Essay is mostly Inconsistent No attempt Style (10 appropriately formatted APA made to possible formatted in APA properly in formatting; format in points) style and is free of APA style; several APA; many distracting spelling, there are only a prominent distracting grammatical, or few errors, but errors in errors in punctuation errors. It they are not spelling, spelling, also uses precise very distracting. grammar, grammar, vocabulary and punctuation. punctuation; descriptive language informal or throughout. inappropriate language used. Total Reference: https://blogs.baruch.cuny.edu/eng2150fall2020quintana/?page_id=951 INTERNAL AND EXTERNAL CRITICISM 2.1 Evaluating Historical Data Using Internal and External Criticism Both primary and secondary sources are useful in writing and learning history. However, historians and students of history need to thoroughly scrutinize these historical sources to avoid deception and to come up with the 9 historical truth. There are two ways on how to examine historical sources to GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology validate the authenticity of the sources that the historians and students have collected to be used as the reference in the historical account that they are going to publish. These are: Internal Criticism External Criticism - It looks within the data - It applies experimental science itself to try to determine to certify the authenticity of the the truth-facts and the material that holds the data on reasonable interpretation. which historical information will - It includes looking at the be based. apparent or possible - It entails such physical and motives of the person Evaluating technical tests as a dating of paper Historical where a document is written on. providing the data. Data - It involves knowledge of when - It indicates the accuracy, certain things existed or it trustworthiness, and supports the claim whether it is veracity of the materials possible or impossible to exist. on which historical data - It evaluates the authenticity and will be based. genuineness of data. Fig. 1 Evaluating Historical Data In short, external criticism refers to the authenticity of the document. Once a document has been determined to be genuine (external criticism) researchers need to determine if the content is accurate (internal criticism). Both are important in studying history for it is society’s collective memory. Every historian examines the evidence of the past very carefully to describe past events with accuracy. Historians play a major role in our society in the sense that they are the keepers of the most important events in the history of his generation and of the previous generation. To know more about how to evaluate primary and secondary sources, let us consider the guidelines created by the National Library of Jamaica (2013). 2.2 Characteristics of Primary and Secondary Sources How do you know when it is a primary source? First, pay attention to when the source was created. Can you determine if it was created within the time period under study? Did the creator witness the event or participate in the event when it happened? Did you find this primary source at a reputable information unit such as a library, museum, or on the website of a library, museum, educational institution, or government organization? If the answer is YES to all the above questions, then more likely it is a 10 primary source. On the next page are the characteristics of primary sources. GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology Reliability Origin - How trustworthy is the - If you are unable to find information found in the source? information that tells you Primary sources are sometimes where it comes from then created by individuals with it is harder to determine if prejudices, and in order to find out it is an authentic primary if the picture painted is truthful, other primary sources should be source. used to validate the story. Characteristics of Primary Sources Validity - Is this source really important Accuracy to the research being undertaken, - Are there any errors in the does it add meaningful primary source? Human information? When determining beings are imperfect creatures validity pay attention to who is and we make mistakes. the creator of the source, and the Therefore, as said in the quality and relevancy of the previous point, use other information obtained. primary sources to validate the facts. Fig. 2 Characteristics of Primary Sources Although many primary sources contain inaccurate and biased information; they are still useful as they can provide insight into the thinking of that time period. However, the flaws should NOT be overlooked in your interpretation of the source. CHECKLIST for Evaluating Primary Sources Reliability Origin Validity Accuracy 11 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology Activity 4: Who’s who? Recognize each picture and check the REAL one base on its reliability and origin. Explain also your answer. The rubric is given as your guide in giving the points. Who is the real Emilio Aguinaldo? From encyclopedia Britannica.com From nevalous.deviantart.com How about the real Andres Bonifacio? From www.pinterest.com From officialgazette.gov.ph or the real Jose Rizal? From www.thoughtco.com From hubpages.com Rubric 1pt Answer is incorrect but there is some correct support. 2pts Answer is correct but no support is provided. 3pts Answer is correct and there is some support. 4pts Answer is correct and the support is developed. 5pts Answer is correct and the support is fully developed. 12 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology For secondary sources, the following are its characteristics. Authority - Who is the author, is he or Objectivity Suitability she an expert in the field and - Prejudices and biased - Read the introduction, go is well-known? Is the opinions will never be through the table of contents publisher a reputable excluded from secondary and the index, to determine if company that only sources. It is important to the source has sufficient and publishes works of high detect these biases, and an relevant information. Also, academic quality? introduction or preface will the information in the work usually give an idea of the should meet the required point of view of the writer. academic standard. Therefore, use other Characteristics secondary sources to get a of Secondary balanced view. Accuracy and Credibility Sources - Two ways to determine if a secondary source is accurate and Currency - Although in history the older the credible is to use other secondary work the more valuable the sources to validate the information and information it contains; it is to check the list of references used by important that secondary sources the author. The reference list can tell contain information that reflects the you the type of sources used and how most recent discoveries in the field. they can have verified, so if a Therefore, pay attention to the date secondary source does not have of publication, and use the newer references do not use it. edition. Fig.3 Characteristics of Secondary Source CHECKLIST for Evaluating Always Remember! Secondary Sources ! Suitable Is the information Objective Current Accurate Credible and does it have Authority? 13 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology Remember! Both primary and secondary sources are useful so use it wisely… Activity 5: Thinking Out Loud! Make an essay about the importance of evaluating historical data using internal and external criticism. This is a pair activity in which you need to find your partner. Write your answers in the space provided. A rubric is also provided as your guide in giving the points. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ Rubric For Essay Writing ____________________________________________________________ 5 4 3 2 1 Score ____________________________________________________________ Excellent Very Good Average Needs Unacceptable ____________________________________________________________ Improvement Ideas ____________________________________________________________ This paper is This paper The writer is The topic is As yet, the clear and is mostly beginning to not well- paper has no ____________________________________________________________ focused. It focused and define the defined and/or clear sense of ____________________________________________________________ holds the has some topic, even there are too purpose or ____________________________________________________________ reader's good though many topics. central attention. details and development theme. To Relevant quotes. is still basic or extract details and general. meaning quotes enrich from the text, the central the reader theme. must make 14 inferences based on GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology sketchy or missing details. Organization The Paper (and The Sentences The writing organization paragraphs) organizational within lacks a clear enhances and are mostly structure is paragraphs sense of showcases organized, strong enough make sense, direction. the central in order, to move the but the order Ideas, details, idea or and make reader through of paragraphs or events theme. The sense to the the text does not. seem strung order, reader. without too together in a structure of much loose or information confusion. random is compelling fashion; there and moves is no the reader identifiable through the internal text. structure. Conventions The writer The write The writer The writer Errors in demonstrates understands shows seems to have spelling, a good grasp good reasonable made little punctuation, of standard writing control over a effort to use capitalization, writing conventions limited range conventions: usage, and conventions and usually of standard spelling, grammar, (e.g., uses them writing punctuation, and/or spelling, correctly. conventions. capitalization, paragraphing punctuation, Paper is Conventions usage, repeatedly capitalization, easily read are sometimes grammar, distract the grammar, and errors handled well and/or reader and usage, are rare; and enhance paragraphing make the text paragraphing) minor readability; at have multiple difficult to and uses touch-ups other times, errors. read. conventions would get errors are effectively to this piece distracting and enhance ready to impair readability. publish. readability. Presentation The form and The format The writer's The writer's The reader presentation only has a message is message is receives a of the text few understandable only garbled enhance the mistakes in this format. understandable message due ability of the and is occasionally, to problems reader to generally and the paper relating to the understand easy to read is messily presentation and connect and written. of the text with the pleasing to and is not message. It is the eye. typed. pleasing to the eye. Total Reference: https://www.uen.org/rubric/previewRubric.html?id=20123 15 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology ONLINE RESOURCES 3.1 Tips for Checking the Reliability of Online Resources Many relied on the internet when it comes to finding information related to the one that they are searching for. However, there is a lot of information that everyone could encounter and it is difficult for us to know what website or articles we need to read and get ample sources. Nowadays, searching on the internet is a convenient one, especially for students who will do some research. Before they will solely rely on the internet’s information, they need to be sure if it is a credible and reliable source. According to William Miller, “Much of what purports to be serious information [on the Web] is simply a junk…” That is why, anyone who has access to a computer and the Internet can put information on the Web, therefore, online resources must carefully be evaluated before being accepted. This is the reality for most students and as a teacher, it is his/her task to let the students know about this. Just like the example below. In Wikipedia, there are some entries that are reliable and some are not. It is because the authors are anonymous and there is no other way to determine their expertise, or the expertise of the Wikipedia’s editor who take a look for the entry. However, Wikipedia editors will post warnings if they think that the entry has weaknesses. In addition, Wikipedia entries tend to be conservative rather than a newer research. That is why, students need to know the tips for checking the reliability of the online sources with these various questions. Below are the tips coming from the Georgetown University Library. Author Is the name of the author/creator on the page? Are his/her credentials listed (occupation, years of experience, position or education)? Is the author qualified to write on the given topic? Why? 16 Is there contact information, such as an email address, somewhere on the page? GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology Is there a link to a homepage? If there is a link to a homepage, is it for an individual or for an organization? If the author is with an organization, does it appear to support or sponsor the page? What does the domain name/URL reveal about the source of the information, if anything? If the owner is not identified, what can you tell about the origin of the site from the address? Note: To find relevant information about the author, check personal homepages on the Web, campus directory entries and information retrieved through search engines. Purpose Knowing the motive behind the page’s creation can help you judge its content. Who is the intended audience? Scholarly audience or experts? General public or novices? If not stated, what do you think is the purpose of the site? Is the purpose to inform or teach? explain or enlighten? persuade? sell a product? Objectivity Is the information covered fact, opinion, or propaganda? Is the author’s point-of-view objective and impartial? Is the language free of emotion-rousing words and bias? Is the author affiliated with an organization? Does the author’s affiliation with an institution or organization appear to bias the information? Does the content of the page have the official approval of the institution, organization, or company? Accuracy Are the sources for factual information clearly listed so that the information can be verified? Is it clear who has the ultimate responsibility for the accuracy of the content of the material? Can you verify any of the information in independent sources or from your own knowledge? Has the information been reviewed or refereed? Is the information free of grammatical, spelling, or typographical errors? 17 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology Reliability and Credibility Why should anyone believe information from this site? Does the information appear to be valid and well -researched, or is it unsupported by evidence? Are quotes and other strong assertions backed by sources that you could check through other means? What institution (company, government, university, etc.) supports this information? If it is an institution, have you heard of it before? Can you find more information about it? Is there a non-Web equivalent of this material that would provide a way of verifying its legitimacy? Currency If timeliness of the information is important, is it kept up -to- date? Is there an indication of when the site was last updated? Links Are links related to the topic and useful to the purpose of the site? Are links still current, or have they become dead e nds? What kind of sources are linked? Are the links evaluated or annotated in any way? Note: The quality of Web pages linked to the original Web page may vary; therefore, you must always evaluate each Web site independently. For the conclusion, be very critical of any information you find on the Web and carefully examine each site. Activity 6: Video Tutorial: In this activity, students will have a video tutorial about the online application of the tips for checking the reliability of online resources. This is a pair activity in which students are expected to create a comprehensive discussion about finding reliable sources online. Pass your video in the designated post created by the teacher that can be found in the google classroom. A rubric is also provided as your guide in giving the points. Rubric for Video Tutorial 4 3 2 1 Score Presentation Well- Rehearsed with Delivery is not Delivery is rehearsed with a fairly smooth smooth, but not smooth a smooth delivery that able to and audience delivery that holds the maintain the attention is 18 holds the audience’s interest of the often lost. GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology audience’s attention most audience most attention. of the time. of the time. Sources Source Source Source Very little or information information information no source collected for collected for was collected information all graphics, all graphics, for graphics, was collected. facts, and facts, and facts, and quotes. All are quotes. Most quotes, but not documented in documented in documented in the desired the desired the desired format. format. format. Permissions All All Most Permissions permissions to permissions to permissions to were not use graphics use graphics use graphics requested for “borrowed” “borrowed” “borrowed” several from web from web from web graphics pages or pages or pages or “borrowed” scanned from scanned from scanned from from web books have books have books have pages or been been requested been requested scanned from requested, and received. and received. books. received, printed, and saved for future reference. Attractiveness Makes Makes good Makes use of Use of font, excellent use use of font, font, color, color, of font, color, color, graphics, graphics, graphics, graphics, effects, etc. to effects, etc. but effects, etc. effects, etc. to enhance the occasionally but these often enhance the presentation. these detract distract from presentation. from the the presentation presentation content. content. Content Covers topic Includes Includes Content is in-depth with essential essential minimal or details and knowledge information there are examples. about the topic. about the topic several factual Subject Subject but there are 1- errors. knowledge is knowledge 2 factual excellent. appears to be errors. good. Oral Interesting, Relatively Delivery is not Delivery is Presentation well-rehearsed interesting, smooth, but not smooth with a smooth rehearsed with able to hold the and audience delivery that a fairly smooth audience’s attention is holds the delivery that attention most lost. 19 audience’s usually holds of the time. attention. GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology the audience’s attention. Originality The product The product Uses other Uses other shows a large shows some people’s ideas people’s amount of original (giving them ideas, but does original thought. Work credit), but not give them thought. Ideas shows new there is little credit. are creative ideas and evidence of and inventive. insights. original thinking. Workload The workload The workload The workload The workload is divided and is divided and is divided, but is not divided shared equally shared fairly one person in or several by all team by all team the group is people in the members. members, viewed as not group are though doing his/her viewed as not workloads may fair share of doing their vary from the work. fair share of person to the work. person. Total Reference: https://www.quia.com/files/quia/users/afiyathomas/4th_9_weeks_video_rubric.html Activity 7: Detective YOUnan: Evaluate each picture if it is reliable or not based on the discussion. Explain thoroughly and write your answers in the space provided. A rubric is also provided as your guide in giving the points. 1. Site of the First Mass in the Philippines (From https://en.wikipedia.org/wiki/First_Mass_in_the_Philippines _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 20 _______________________________________________________________ GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 2. Juan and Felipe Tamayo: Pulahan Leaders of Jaro, Leyte by RolandoO. Borinaga (From https://ejournals.ph/article.php?id=5158) _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3. The Rizal Retraction and Other Cases by Peter Jaynul V. Uckung (From https://nhcp.gov.ph/the-rizal-retraction-and-other-cases/ 21 _______________________________________________________________ _______________________________________________________________ GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 4. Golden Tara of Agusan (From http://philippinehistoryblog.blogspot.com/2013/04/golden-tara-of- agusan.html) _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Rubric 1pt Answer is incorrect but there is some correct support. 2pts Answer is correct but no support is provided. 3pts Answer is correct and there is some support. 4pts Answer is correct and the support is developed. 5pts Answer is correct and the support is fully developed. 22 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology SELF-EVALUATION: I. MULTIPLE CHOICE (1point each) Direction: Read and understand each question and encircle the letter of your answer. 1. These are immediate, first-hand accounts of a topic, from people who had a direct connection with it. a. Tertiary sources b. Secondary sources c. Primary sources d. Relevant sources 2. How documentary films become primary and secondary sources? a. Depending upon the present state of knowledge within the field b. Depending on how much the filmmaker modifies the original source c. It depends on the objectivity of the person’s point of view d. It depends on the subject of historical scrutiny 3. As a student, how do you know when it is a primary source? a. It was created within the time period under study. b. The author witnesses the event or participates in the event when it happened. c. The information came from a reputable information unit. d. All of the above 4. It is said that many primary sources contain inaccurate and biased information? Do you think this is acceptable to be used as a source? a. Yes, since it is still useful as they can provide insight into the thinking of that time period. b. Yes, since we cannot question the biases of the author in a certain event. c. No, since flaws are flaws and it is not good to include it in any primary source. d. No, it would be better to find other primary sources. 5. Which of the following is not part of the characteristics of the primary sources? a. Reliability b. Suitability c. Origin d. Validity 6. Why there is a need to know the background of the author in secondary sources? a. The author should have a great position in society. b. To know its information and relate it why he/she writes the sources c. To know if he/she is an expert in the field and is well-known d. To understand the biases of the author while reading his/her work 7. What is the main reason why Wikipedia is not a reliable source? a. The authors are anonymous and there is no other way to determine their expertise b. The information is too good to be true. c. There are no references cited in each article. d. All of the above. 8. What kind of criticism is to be checked first? Is it external or internal criticism? a. It is internal criticism since this is the higher criticism that should be given proper emphasis. 23 b. It is internal criticism since the reliability of the sources is much more important than its authenticity. GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology c. It is external criticism since this is easy to be done by looking into its physical aspect. d. It is external criticism since the historians/researchers need to determine first if the document is authentic before looking into its reliability. 9. Why it is important to conduct internal and external criticism? a. To predict future problems b. To avoid the mistakes of the past c. To understand the patterns of the past d. To get life lessons in the past 10. Why do we need to criticize the sources? a. Historians are meticulous when it comes to sources that is why they are willing to criticize the sources. b. It is important to know what sources will be classified as primary and secondary sources. c. It is everybody’s obligation to criticize the documents that they read since not all sources are authentic and reliable. d. There is a possibility that readers and viewers may draw incorrect conclusions and faulty decisions if they based on flawed document since they have no knowledge about source criticism II. WHAT SOURCE? Read the following scenarios and classify the sources discovered as primary or secondary sources. After that, explain your answer. Write your answer in the space provided. A rubric is provided for the basis of giving the points. 1. Jose was exploring the library in his new school in Manila. He wanted to study the history of Calamba, Laguna during the nineteenth century. In one of the books, he 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, 19 de Junio 1861.” Is the photograph a primary or secondary source? Why? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________. 2. It was Lean’s first day in his first year of college at 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 interviews with friends and family of Jopson, and other primary documents related to his works and life. Is the book a primary or secondary source? Why? 24 _____________________________________________________________________ _____________________________________________________________________ GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________. 3. Lorena was a new teacher of Araling Panlipunan in a small elementary school in Mauban, Quezon. Her colleagues gave her the new textbook that she ought to use in class. Before the class started, Lorena 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 19 th Century and many others. Is the textbook a primary or secondary source? Why? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________. 4. Manuel visited the United States for a few months to see his relatives who have lived there for decades. His uncle brought him on tours around Illinois. Manuel visited the Field Museum of Natural History where a golden image of a woman caught his eye. Manuel 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 or secondary source? Why? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________. 5. Gregoria 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 or secondary source? Why? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 25 ____________________________________________________________________. GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology Rubric 1pt Answer is incorrect but there is some correct support. 2pts Answer is correct but no support is provided. 3pts Answer is correct and there is some support. 4pts Answer is correct and the support is developed. 5pts Answer is correct and the support is fully developed. REVIEW OF CONCEPTS: In studying history, it is important to know the primary and secondary sources. Primary sources provide direct or firsthand evidence about an event, an object, a person, or a work of art. Secondary sources generally describe, discuss, interpret, comment upon, analyze, evaluate, summarize, and process primary sources. In writing history, it is important to validate the authenticity of the sources through internal and external criticism. There are ways on how to know if it is primary and secondary sources base on its characteristics. As people rely on the internet in searching for information, students need also to know if the information that they get suits the tips of checking reliable sources on the internet since evaluating the different sources is essential in any scholarly engagement. POST-TEST: I. EXPLANATION. Direction: Answer the following questions in the space provided. The rubric is provided for your reference. 1. Why there is a need to know if the source is a primary or a secondary? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ___________________________________________________________________. 2. What will you do when you search on the internet for a related source? Compare it to your past experiences in finding information. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 26 _____________________________________________________________________ _____________________________________________________________________ GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________. Rubric 1pt Answer is incorrect but there is some correct support. 2pts Answer is correct but no support is provided. 3pts Answer is correct and there is some support. 4pts Answer is correct and the support is developed. 5pts Answer is correct and the support is fully developed. REFERENCES: Main References: Books Candelaria, J. L. P., Alporha, V. C. (2018). Readings in Philippine History. Rex Printing Company, Inc. Martinez, R. M., Bumidang, J. G., Tayaban, D. B., Battung, J. T., Fragata, R. D., Viloria, M. I., Dulay, M. J., Cristobal, J. M. (2018). The Readings in Philippine History. Mindshapers Co., Inc. Solmerano, E., Palencia, M., & Galicia, R. (2019). Readings in Philippine History (2nd ed.). Azes Publishing Corporation. Umali, V., Ramos, O., Amvida, M. Maliban, N. (2018). Readings in Philippine History. Jodeh Publishing Webpage Evaluating Internet Resources. (n.d.). Georgetown University Library. Retrieved September 5, 2021, from https://www.library.georgetown.edu/tutorials/research-guides/evaluating- internet-content Gilbert, E. (2021, June 22). How do I write a comparative analysis? - Answers. Rasmussen University. https://rasmussen.libanswers.com/faq/248312 Liu, J. [Scribbr]. (2021, February 16). Primary vs. Secondary Sources: The Differences Explained | Scribbr 🎓 [Video]. YouTube. https://www.youtube.com/watch?v=CPQ95B95bWE&t=109s National Library of Jamaica. (2013). Evaluating primary and secondary sources: An online tutorial. https://nlj.gov.jm/wp-content/uploads/2017/03/Evaluating- Primary-and-Secondary-Sources.pdf Pilgrim Library: Finding Primary Sources: Evaluating Primary & Secondary Sources. (2021, March 26). Defiance College. 27 https://library.defiance.edu/c.php?g=334227&p=2243654 GE Hist – Readings in Philippine History Learning Module 1 Surigao State College of Technology University of Minnesota Crookston. (2020). Primary, secondary, and tertiary sources. https://www.crk.umn.edu/library/primary-secondary-and-tertiary- sources Supplemental References Aguinaldo, E. [Image]. (2020). Retrieved from https://www.britannica.com/biography/Emilio-Aguinaldo/images-videos. Aguinaldo, E. [Image]. (2017). Retrieved from https://www.deviantart.com/nevalous/art/Gen-Emilio-Aguinaldo-675605953. Bonifacio, A. [Image]. (n.d.). Retrieved from https://www.officialgazette.gov.ph/bonifacio-150/. Bonifacio, A. [Image]. (2020). Retrieved from https://www.pinterest.ph/pin/509399407828847233/. Rizal, J. [Image]. (2019). Retrieved from https://www.thoughtco.com/jose-rizal-hero- of-the-philippines-195677 Rizal, J. [Image]. (2021). Retrieved from https://owlcation.com/humanities/Jos- -Last-Farewell 28 GE Hist – Readings in Philippine History Learning Module 2 Surigao State College of Technology MODULE 2 TITLE: Analyzing Historical Texts TOPICS: Context & Content Analysis Example Readings/Videos to be Analyzed First Voyage Around the World by Antonio Pigafetta Customs of the Tagalogs by Juan de Placencia The KKK and “Kartilya ng Katipunan” by Emilio Jacinto Reading the “Proclamation of Philippine Independence” Selected Political Caricatures in American Era Filipino Grievances Against Gen. Wood Revisiting Pres. Corazon Aquino’s Speech Before the U.S. Congress Battle of Surigao Strait TIME FRAME: 9 hours INTRODUCTION: In the last chapter, we discussed the primary and secondary sources as part of collecting information in history. In this chapter, it is important to know the context and content analysis in analyzing historical text. Analyzing the different primary sources may have resulted in understanding the behavior of people in the past and what had happened may create a clear vision in the present happenings. Thus, interpretation of the different primary sources is a good avenue to start it. The following are the selected primary sources to be interpreted: First Voyage Around the World by Antonio Pigafetta; Customs of the Tagalogs by Juan de Placencia; Kartilya ng Katipunan by Emilio Jacinto; Declaration of Philippine Independence; Political Caricatures in the American Era by Alfred W. McCoy; Filipino Grievances Against Gen. Wood (Petition Letter); Pres. Aquino’s Speech Before the U.S. Congress; and a selected documentary film, the Battle of Surigao Strait. These primary sources range from chronicles, official documents, speeches, and cartoons for visual arts. Needless to say, different types of sources necessitate different kinds of analysis and contain different levels of importance. With these, students are expected to understand history much better. INTENDED LEARNING OUTCOMES: In this lesson, learners will be able to: a. discuss the context and content analysis in analyzing historical texts; and, b. analyze selected sources (textual/video) through context and content analysis. PRE-TEST: EXPLANATION. Direction: Answer the following questions in the space provided. 1. In selecting a source for studying history, do you consider the author’s background before reading it? Why? GE Hist – Readings in Philippine History Learning Module 2 Surigao State College of Technology _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________. 2. Why it is important to know the main argument and point of view of the author in studying history? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________. 3. How will you analyze the historical text through its content and context? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________. LEARNING ACTIVITIES: Activity 1: Read-Me-Now: Read the following concepts and understand it. 4. Analyzing Historica
