Detailed Lesson Plan In Readings In Philippine History PDF

**Detailed Lesson Plan** **In** **Readings in Philippine History** Submitted by: Ayesha Nicole D. Laureta Pre-Service Teacher Submitted to: Melvin Jr. G. Alejandro, MST Cooperating Teacher I. **OBJECTIVES** At the end of the lesson, the students will be able to: a. identify key poli...

**Detailed Lesson Plan** **In** **Readings in Philippine History** Submitted by: Ayesha Nicole D. Laureta Pre-Service Teacher Submitted to: Melvin Jr. G. Alejandro, MST Cooperating Teacher I. **OBJECTIVES** At the end of the lesson, the students will be able to: a. identify key political figures and significant events involved in the 1923 cabinet crisis; b. analyze potential outcomes if the Filipino Grievances Against Governor Wood had not been written through an oral recitation; c. reflect through relating a personal experience to the events of the Filipino Grievances Against Governor Wood; and d. summarize the core message of the Filipino Grievances Against Governor Wood in 3-5 words. II. **SUBJECT MATTER** Topic: Filipino Grievances Against Governor Wood References: A. **Printed Resources** a. HIST 1013- Readings in Philippine History Module 5 (USL) B. **Online Resources** b. Materials: Laptop, Powerpoint Value Statement: - "For to be free is not merely to cast off one\'s chains, but to live in a way that respects and enhances the freedom of others." -- Nelson Mandela - "To deny people their human rights is to challenge their very humanity." -- Nelson Mandela - "No one outside ourselves can rule us inwardly. When we know this, we become free." -- Buddha Essential Questions: - Why was the letter of protest written against Governor Wood? - Why is it important for Filipinos to gain control of the government during the American occupation? III. **PROCEDURE** +-----------------------------------+-----------------------------------+ | **Teacher's Activity** | **Student's Activity** | +===================================+===================================+ | A. **Preliminaries** | 1. JOSE ABAD SANTOS | | | | | a. Prayer | 2. JORGE BOCOBO | | | | | b. KKP | 3. CABINET CRISS | | | | | c. Attendance | 4. LEONARD WOOD | | | | | d. Recall the previous | 5. RAY CONLEY | | lesson | | | | Our topic for today focuses on | | B. **Motivation** | the Filipino Grievances Against | | | Governor Leonard Wood. | | Before we start our discussion, | | | let us first have a short | At the end of the lesson, the | | activity titled **CODEBREAKER.** | students will be able to: | | | | | Instructions: | a. identify key political | | | figures and significant | | 1. Students will be grouped | events involved in the 1923 | | into 4. | cabinet crisis; | | | | | 2. A word or phrase will be | b. analyze potential outcomes if | | displayed on a screen for 15 | the Filipino Grievances | | seconds. | Against Governor Wood had not | | | been written through an oral | | 3. Groups must work together to | recitation; | | decipher the encrypted word | | | or phrase. The encryption | c. reflect through relating a | | will be mixed with either | personal experience to the | | forwards or backward. | events of the Filipino | | | Grievances Against Governor | | 4. The first group to correctly | Wood; and | | identify the decoded word or | | | phrase will earn 2 points. | d. summarize the core message of | | | the Filipino Grievances | | 5. If no group can decipher the | Against Governor Wood in 3-5 | | word or phrase within 15 | words. | | seconds, the round will end, | | | and no points will be | These students came from elite | | awarded. | families in the Philippines | | | studying in America during the | | 6. The group with the highest | 20^th^ Century. | | total points at the end of | | | the game will be declared the | They were called Pencionados | | winner. | because they came from the | | | Pensionado Act of 1903, a | | 7. There will be a price given | scholarship sponsored by the | | to the winner. | American Government when the | | | Philippines was a colony of | | EXAMPLE: | America that allowed qualified | | | Filipinos to study in the United | | **ALEJANDRO** | States of America. | | | | | Forwards: BMFKBOESP | In 1921, he was appointed the | | | Undersecretary of Justice but | | Backwards: ZKDIZMCQN | gave up the position at the | | | height of the cabinet crisis in | | Are you ready? Let\'s begin | 1923. | | | | | 1. KPTF BCBE TBOUPT (Forwards) | In 1932, He was appointed | | | Associate Justice of the Supreme | | 2. KPSHF CPDPCP (Forwards) | Court and became the Chief of | | | Justice 9 years later (1941-1942) | | 3. BZAHMDS BQHRHR (Backwards) | | | | On April 11, 1942, the Japanese | | 4. MFPOBSE XPPE (Forwards) | army arrested him in Barili, | | | Cebu, and he was subsequently | | 5. QZX BNMKDX (Backwards) | brought to Mindanao. | | | | | | On May 7, 1942, he was executed | | | in Malabang, Lanao, in the | | C. **Presentation of the | presence of his son Pepito. He | | Lesson** | was 56 years old. | | | | | Now that we have finished our | In 1907, he earned his Bachelor | | short activity, what do you think | of Law degree from Indiana | | is our topic for today? | University under the Pensionado | | | program of the colonial | | Before we officially move to the | government. | | lesson proper, here are the | | | learning objectives you are | From 1934 to 1989, he became the | | expected to achieve at the end of | University of the Philippines | | the lesson. Kindly read the | president. | | objectives on the screen. | | | | He was the Associate Justice of | | D. **Lesson Proper** | the Supreme Court. | | | | | Our topic for today will consist | July 23, 1965, at the age of 79. | | of the Filipino Grievances | | | Against Governor Leonard Wood. | He is viewed as a strong | | | antagonist against the Filipino | | **Filipino Grievances Against | political leaders. | | Governor Leonard Wood** | | | | Because he often dismisses the | | Before we tackle the content of | bills that were passed for the | | the letter, let us first know the | flimsiest reasons. He is | | context of the letter. | considered extremely rigid, and | | | this attitude was revered as an | | There are two main proponents or | affront or rude to newly found | | authors of this primary source: | liberties. | | Jose Abad Santos and Jorge | | | Bocobo. | He vetoed 64 out of 217 bills | | | passed by the Legislature, | | But who are these people, and | compared to Harrison, who only | | what are their backgrounds? | vetoed 5. | | | | | **Jose Abad Santos** was born in | The government was in a financial | | San Fernando, Pampanga. He was a | crisis, subsidizing losing | | Pencionado and studied law at | corporations like the Philippine | | Northwestern University in | National Bank, the Manila Railway | | Evanston, Illinois. | Company, and the Manila Coal | | | Company, which became inefficient | | Before we move on, what do you | because of having too many | | think is the meaning of | employees, many of whom were | | Pencionado? | recommended by Filipino | | | officials. | | Why do you think they were called | | | Pencionados? | Wood moved to streamline these | | | corporations and make them | | What was the significant event in | self-sufficient. The threat of | | Santos\'s Life during 1921? | removing officials placed there | | | by the patronage of Filipino | | He also was the chief legal | officials made Wood their enemy. | | counsel of the Senate President | | | and the Speaker of the House of | The confrontation led to the | | Representatives. During this | Cabinet Crisis of 1923. | | time, he joined the Anti-Wood | | | Campaign. | Conley was the head of the vice | | | squad of the Manila Police tasked | | What happened from 1932 through | with running after the operators | | 1942? | of gambling and opium den and | | | their patrons. He was charged | | When and where was he arrested? | with accepting bribes from | | | gambling den operators, | | When and where was he executed? | apparently as revenge by criminal | | | elements because of his efficient | | **Jorge Bocobo** was born in | drive against them. | | Gerona, Tarlac, on October 19, | | | 1886. | Ramon Fernandez, the city of | | | Manila, and Jose P. Laurel, the | | What is his bachelor\'s degree, | Secretary of Interior. | | and where and when did he | | | graduate? | They found the evidence against | | | Conley insufficient and | | He was a close associate of | inconsistent and ordered the case | | Manuel L. Quezon and served as | against the detective dismissed. | | one of his speech writers. | | | | Wood ordered Conley reinstated, | | What happened from 1934 to 1939? | but Conley's enemies wanted him | | | charged administratively with | | What is his position from 1942 to | keeping a mistress and having | | 1944? | made a false statement that the | | | mistress was his wife. | | When did he die? | | | | Jose P. Laurel | | Let\'s move over to the person | | | who is the topic of the letter, | Wood objected, saying that this | | Governor Leonard Wood. | would make Conley's accusers his | | | judges. Wood himself encouraged | | **Leonard Wood** replaced Francis | the investigation of Conley on | | Harrison and became the Chief of | the charge of keeping a mistress | | Staff of the Philippine Islands | and making false statements. | | from 1921 to 1927. | | | | An independent Committee of | | How did the Filipinos view him? | Investigation was convened, and | | | it found Conley not guilty of the | | Why do you think that he is a | charges. | | strong antagonist? | | | | Wood then sent a memorandum to | | What are the actions done by | Laurel ordering Conley's | | Wood? | reinstatement. | | | | | What was the condition of the | Laurel transmitted a letter to | | Philippines when he was appointed | Mayor Fernandez requesting | | Chief of Staff? | compliance and then tendered his | | | resignation as Secretary of the | | What was the action Wood took to | Interior. | | resolve these problems he faced | | | during his term as Chief of | It was sparked by Wood's order to | | Staff? | reinstate an American Police, Ray | | | Conley. | | Because of this, Filipino | | | officials were fed up with | Filipino officials then accused | | Wood\'s behavior and actions, | Wood of meddling in the details | | which led to the confrontation | of the local government, which | | between Wood and the Filipino | should have been handled by the | | Officials led by Quezon. | Filipinos. | | | | | What was the result of this | The Cabinet Crisis caused the | | confrontation? | resignations of Filipino | | | secretaries of the Council State. | | Before we move over to why the | | | Cabinet Crisis happened, we look | Quezon saw this incident as an | | over to the case of Ray Conley. | opportunity to embarrass Governor | | | Wood by resigning from the | | Why is Ray Conley significant in | Council of State. | | the Cabinet Crisis of 1923? | | | | The Mayor of Manila, Speaker of | | Who are the people who believed | the House Manuel Roxas, and all | | that Conley was guilty of the | the Filipino Department | | charge of accepting bribes? | Secretaries also resigned. | | | | | How did the Court of Instance | Wood accepted the mass | | rule the evidence against Conley? | resignation of the Filipino | | | officials. | | What happened after the dismissal | | | of the case? | As President of the Philippine | | | Senate, Quezon refused to confirm | | Who wanted to investigate Conley | for his part and to confirm all | | administratively? | officials appointed by Wood to | | | replace the officials who | | How did Wood react to this? | resigned. | | | | | Who convened with the case? | The Cabinet Crisis plagued the | | | rest of Wood's term until his | | After the investigation, what was | death on August 7, 1927, while | | Wood\'s action? | being operated on for a brain | | | tumor. | | How did Laurel react to Wood\'s | | | action? | It is classified as a protest or | | | a petition letter. | | Conley, who was later reinstated, | | | retired with full benefits. | This letter is a joint resolution | | | expressing the legislature's | | Now that we have discussed | disgust with how Governor Wood | | Conley's Case let us move over to | was running the affairs of the | | the Cabinet Crisis of 1923. | government. | | | | | There was a massive disapproval | In the face of this critical | | of the Filipino people with the | situation, we, the constitutional | | difficulties of Governor Wood. | representatives of the Filipino | | | people, met to deliberate upon | | What sparked the Cabinet Crisis | the present difficulties existing | | of 1923? | in the Government of the | | | Philippine Islands and to | | How did the Filipino officials | determine how best to preserve | | view Wood after Conley's Case? | the supremacy and majesty of the | | | laws and to safeguard the rights | | What was the most significant | and liberties of our people, | | event during this time? | having faith in the sense of | | | justice of the people of the | | Who started the resignations from | United States and inspired by her | | the Cabinet? | patriotic example in the early | | | days of her history, do hereby, | | What happened following Quezon's | in our behalf and in the name of | | resignation? | the Filipino people, solemnly and | | | publicly make known our most | | What was Wood\'s reaction to the | vigorous protest against the | | mass resignation of the Cabinet? | arbitrary acts and usurpations of | | | the present Governor-General of | | Quezon remained President of the | the Philippine Islands, | | Philippine Senate despite | particularly against Executive | | resigning from the Council of | Order No. 37. | | State. What were his actions that | | | strengthened the Cabinet Crisis | It abolished the Board of Control | | of 1923? | that Gov. Gen. Francis Burton | | | Harrison created during his term. | | What was the result of Quezon's | This development stripped the | | action against Wood? | power of Filipino legislators to | | | oversee the sale and management | | Now that we have understood the | of government-owned and | | Context of the Grievances Against | controlled corporations. | | Governor Leonard Wood let us look | | | at the Context of this letter. | The Board of Control was crucial | | | to Filipinos because they were | | What is the classification of the | given voting powers and could | | Filipino Grievances Against | even outvote the governor if they | | Governor Leonard Wood? | voted as a block. | | | | | How was the letter expressed? | For them, the Executive Order was | | | illegal because it violated the | | Now that we have established the | principle of separation of | | kind and purpose of the letter, | powers. | | kindly read aloud the content of | | | the letter. | The document shows that by the | | | 1920s, Filipinos already had the | | What is the purpose of Executive | confidence to debate on equal | | Order No. 37? | footing with top-ranking American | | | colonial officials. | | Why did the Filipinos feel that | | | overseeing the sale and | It insinuates that not all | | management of government-owned | critics of Wood's administration | | and controlled corporations or | were clean and with noble | | board control is essential? | intentions when they campaigned | | | for Philippine independence. | | How did the Filipinos see | | | Executive Order No. 37? | It showed that independence can | | | be achieved through diplomatic | | What is the historical relevance | and non-violent means. | | of this letter? | | | | I can relate to one experience | | What personal experience can you | where my parent was so strict to | | relate to events leading up to | the point that I often walked on | | the creation of the Filipino | eggshells around them because of | | grievances against Governor Wood? | the consequences. But I learned | | What did you learn? | to voice my feelings, and they | | | are still strict but lenient. | | What would be our present if the | | | Filipino Grievances Against | If this was not passed, the | | Governor Wood was not written? | people governing our country | | | would still be Americans, and we | | E. **Generalization** | would have our independence and | | | sovereignty. | | What would it be if you were to | | | summarize the events leading up | **Limited autonomy, colonial | | to the Filipino Grievances | rule, and suppression.** It is | | Against Governor Wood in 3-5 | evident that the U.S. has | | words? Why? | complete control of the | | | Philippine government as we are | | Why are these relevant to learn | under their colony. We should | | about? | have control as we should have | | | independence. | | What are the main messages of | | | these oral and written sources? | It provides insight into how our | | | history affects the occurrences | | | in the country and how it | | | influences the present decisions. | | | | | | The protest against Governor Wood | | | shows that we are independent | | | people, and we fought for the | | | right to govern our own country | | | without the intervention of | | | foreign bodies. | | | | | | During martial law, it is a | | | testament that even if we put a | | | premium on his legacies, which we | | | undeniably enjoy now, let us | | | forgive but not forget the | | | lessons of the past. We should | | | never allow anyone to take away | | | our hard-earned freedom and | | | democracy. | +-----------------------------------+-----------------------------------+ IV. **EVALUATION** Name of the Task: **Alternative-Response Test** Directions/Mechanics: This is a 10-item test to assess your understanding of the lesson. Write your answers on a ¼ sheet of paper. Write **TRUE** if the statement is true and **FALSE** if otherwise. Write in **CAPITAL LETTERS**. 1. V. **ASSIGNMENT** Name of the Task: **From Oppression to National Aspiration (Essay Writing)** Directions/Mechanics: You are tasked to create an essay answering the question below. The essay must contain an introduction, body, and conclusion. Limit your answers from 400 to 500 words. Cite your resources in creating the essay. Questions: How did the grievances expressed by Filipinos against Governor Wood and the experiences under Martial Law contribute to the development of Filipino nationalism and the desire for independence? Rubrics: +-------------+-------------+-------------+-------------+-------------+ | **CRITERIA* | **EXCELLENT | **GOOD** | **NEEDS | **POOR** | | * | ** | | IMPROVEMENT | | | | | | ** | | +=============+=============+=============+=============+=============+ | **Content** | Provides a | Provides a | It provides | Does not | | | comprehensi | solid | a basic | demonstrate | | **(10 | ve | analysis of | understandi | a basic | | points)** | and | the topic, | ng | understandi | | | insightful | demonstrati | of the | ng | | | analysis of | ng | topic but | of the | | | the topic, | a good | may lack | topic or | | | demonstrati | understandi | depth or | its | | | ng | ng | insight | historical | | | a deep | of the | into the | context. | | | understandi | historical | historical | | | | ng | context and | context or | | | | of the | the | the | | | | historical | relationshi | relationshi | | | | context and | p | p | | | | the | between | between | | | | relationshi | grievances, | grievances, | | | | p | nationalism | nationalism | | | | between | , | , | | | | grievances, | and | and | | | | nationalism | independenc | independenc | | | | , | e. | e. | | | | and | | | | | | independenc | | | | | | e. | | | | +-------------+-------------+-------------+-------------+-------------+ | | 8-10 | 5-7 | 2-4 | 0-1 | +-------------+-------------+-------------+-------------+-------------+ | **Evidence | Uses | It uses | It uses | Do not use | | and | various | relevant | relevant | relevant | | Support** | relevant | sources to | sources to | sources to | | | and | support | support | support | | **(7 | credible | arguments | arguments | arguments | | points)** | sources to | and claims | and claims | and claims, | | | support | but may | but may | or evidence | | | arguments | need more | need more | is | | | and claims. | breadth or | evidence. | insufficien | | | Evidence is | depth of | Evidence | t | | | effectively | evidence in | may not be | or | | | integrated | the | effectively | irrelevant. | | | into the | excellent | integrated | | | | essay and | category. | into the | | | | used to | Evidence is | essay. | | | | illustrate | generally | | | | | key points. | well-integr | | | | | | ated | | | | | | into the | | | | | | essay. | | | +-------------+-------------+-------------+-------------+-------------+ | | 6-7 | 4-5 | 2-3 | 0-1 | +-------------+-------------+-------------+-------------+-------------+ | **Organizat | The essay | The essay | The essay | The essay | | ion | is | is | is somewhat | could be | | and | well-organi | generally | organized | better | | Clarity** | zed, | well-organi | but may | organized | | | with a | zed | need a | and more | | **(5 | clear | but may | clearer | accessible, | | points)** | introductio | need to | structure | with | | | n, | improve the | or help to | unclear or | | | body | structure | transition | coherent | | | paragraphs, | or clarity | between | ideas. | | | and | of ideas. | ideas. | | | | conclusion. | Transitions | | | | | Ideas are | are mostly | | | | | presented | smooth. | | | | | logically | | | | | | and | | | | | | coherently, | | | | | | and | | | | | | transitions | | | | | | are smooth. | | | | +-------------+-------------+-------------+-------------+-------------+ | | 5 | 3-4 | 2 | 0-1 | +-------------+-------------+-------------+-------------+-------------+ | **Mechanics | The essay | The essay | The essay | The essay | | ** | is free of | has few | has some | needs to | | | errors in | errors in | errors in | improve | | **(3 | grammar, | grammar, | grammar, | grammar, | | points)** | punctuation | punctuation | punctuation | punctuation | | | , | , | , | , | | | and | and | and | and | | | spelling. | spelling. | spelling. | spelling. | | | The | Sentence | Sentence | Sentence | | | sentence | structure | structure | structure | | | structure | is | may be | often needs | | | is varied | generally | repetitive | to be | | | and | varied and | or awkward. | clarified | | | effective. | effective. | | or | | | | | | corrected. | +-------------+-------------+-------------+-------------+-------------+ | | 3 | 2 | 1 | 0 | +-------------+-------------+-------------+-------------+-------------+ | **TOTAL: 25 | | | | | | POINTS** | | | | | +-------------+-------------+-------------+-------------+-------------+ Name of the Task: **SULAT NG PAG-AALSA** Directions/Mechanics: - This activity will be an individual project. - Choose one current social or political adversary in the Philippines. - Write a protest placard based on the chosen adversity. - Put the message on a short paper. It should contain 3- 12 words. - On the back of the paper, explain why you chose the message for protest. Limit your answers in 3-5 sentences. - It will be encoded but ensure a design fit for a protest. Rubrics: +-------------+-------------+-------------+-------------+-------------+ | **CRITERIA* | **EXCELLENT | **GOOD** | **NEEDS | **POOR** | | * | ** | | IMPROVEMENT | | | | | | ** | | +=============+=============+=============+=============+=============+ | **Content** | The message | The message | The message | The message | | | addresses a | addresses | is vaguely | does not | | **(7 | current | the issue | related to | address a | | points)** | social or | but could | a current | current | | | political | be more | issue or | issue. | | | issue in | specific or | needs more | | | | the | impactful. | clarity. | | | | Philippines | | | | | |. | | | | +-------------+-------------+-------------+-------------+-------------+ | | 6-7 | 4-5 | 2-3 | 0-1 | +-------------+-------------+-------------+-------------+-------------+ | **Originali | The message | The message | The message | The message | | ty | is unique | is original | is generic | is entirely | | and | and | but could | or | unoriginal | | Creativity* | creative, | be more | unoriginal. | or copied | | * | showing | creative. | | from | | | original | | | another | | **(5 | thought. | | | source. | | points)** | | | | | +-------------+-------------+-------------+-------------+-------------+ | | 4-5 | 3 | 2 | 0-1 | +-------------+-------------+-------------+-------------+-------------+ | **Grammar | The message | Messages | The message | The message | | and | is free of | contain | contains | contains | | Spelling** | grammatical | minor | several | numerous | | | errors and | grammatical | grammatical | grammatical | | **(3 | uses | errors but | errors that | errors and | | points)** | correct | do not | affect the | needs to be | | | spelling | significant | meaning. | clarified. | | | and | ly | | | | | punctuation | impact the | | | | |. | meaning. | | | +-------------+-------------+-------------+-------------+-------------+ | | 3 | 2 | 1 | 0 | +-------------+-------------+-------------+-------------+-------------+ | **TOTAL: 15 | | | | | | POINTS** | | | | | +-------------+-------------+-------------+-------------+-------------+