LESSON-2.pptx.pdf

Lesson 3: Content and contextual analysis of selected primary sources; identification of the historical importance of the text; and examination of the author's main argument and point of view. Learning Outcomes: distinguish the difference between primary and secondary sources, and content a...

Lesson 3: Content and contextual analysis of selected primary sources; identification of the historical importance of the text; and examination of the author's main argument and point of view. Learning Outcomes: distinguish the difference between primary and secondary sources, and content and contextual analysis; evaluate primary sources for their historical importance; and criticize primary and secondary sources using internal and external criticisms  History Primary sources Secondary sources Let's review! Internal Criticism External Criticism Historical Criticisms  To become historically and critically conscious, We must learn to look at everything beyond face value. Criteria on Assessing the Historical Importance of Sources RELEVANCE Is it important/relevant to people living at the time? Is something still relevant to our present lives even if it had only a passing importance? RESONANCE Who were/have been affected by the event? Why was it important to them? How were people’s lives affected? Do people like to make analogies with it? Criteria on Assessing the Historical Importance of Sources REMARKABLE Was the event remarked on by people at the time or since? REMEMBERED Was the event/development important at some stage within the collective memory of a group or groups? REVEALING Does it reveal some aspects of the past? Criteria on Assessing the Historical Importance of Sources RESULTING CHANGE Does it have consequences for the future? DURABILITY For how long have people’s lives been affected? A day, a week, a year, or all their lives? REVEALING 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? Criteria on Assessing the Historical Importance of Sources PROFUNDITY Was the event superficial or deeply affecting? How deeply people’s lives were affected? How were people’s lives affected.  "Facts are neither existing in a vacuum nor produced from a blank slate. These are products of the time and of the people. -Candelaria & Alporha, 2018 Content & Context  Content Context refers to the topics, refers to circumstances facts and information that shape the setting for an event, idea or statement treated, scrutinized and and in terms of which it can analyzed in a be fully understood. particular written work or historical data. It can also refer to the surrounding events and existing situations whereby historical facts are written. Content is what is contained in the work Context is the circumstances that help us to understand the text. Content Contextual analysis analysis Analysis of the idea of Analysis of the text the text Different What is contained in media-written & oral, the work? social media Study of the Facts revealing documents, historical and cultural communication and setting artifacts Circumstances that help us understand the text Examining the author's main argument and point of view Who wrote the text? What kind of views did the author advocate? What are political, cultural or social factors that could have affected the author? What kind of audience does this person try to reach? What kind of reaction does the writer expect from the audience? Was this text a response to a particular event or a social phenomenon? Does the text prompt readers to a certain To simplify, we must answer the following core questions: What does the document/artifact say? What was the provenance or source of the document/ artifact? Who authored it (if applicable)? What was the context of the primary source's production?  Let's practice! A Primary Source in Focus: The Kartilya ng Katipunan The Kataastaasan, Kagalanggalangang Katipunan ng mga Anak ng Bayan (KAK) or Katipunan is arguably the most important organization formed n the Philippine history. This organization had envisioned (1) a united Filipino nation that would revolt against the Spaniards for (2)the total independence of the country from Spain. The Katipunan created a complex structure and a defined value system that would guide the organization as a collective aspiring for a single goal. One of the most important Katipunan documents was the Kartilya ng Katipunan. Which among the core questions does this information satisfy? The original title of the document was “Manga Aral Nang Katipunan ng mga A.N.B” or Lessons of the Organization of the Sons of Country. The Kartilya can be treated as the Katipunan's code of conduct. It contains fourteen rules that instruct the way a Katipunero should behave, and which specific values should he uphold. Which among the core questions does this information satisfy? Below is the translated version of the rules in Kartilya: I. The life that is not consecrated to a lofty and reasonable purpose is a tree without a shade, if not a poisonous weed. II. To do good for personal gain and not for its own sake is not a virtue. III. It is rational to be charitable and love one's fellow creature, and to adjust one's conduct, acts and words to what is in itself reasonable. IV. Whether our skin be black or white, we are all born equal: Superiority in knowledge, wealth and beauty are to be understood, but not superiority by nature. V. The honorable man prefers honor to personal gain; the scoundrel, gain to honor. VI. To the honorable man, his word is sacred. VII. Do not waste thy time: wealth can be recovered but not time lost. VIll. Defend the oppressed and fight the oppressor before the law or in the field. IX. The prudent man is sparing in words and faithful in keeping secrets. X. On the thorny path of life, man is the guide of woman and the children, and if the guide leads to the precipice, those whom he guides will also go there. XI. Thou must not look upon woman as a mere plaything, but as faithful companion who will share with thee the penalties of life; her (physical) weakness will increase thy interest in her and she will remind thee of the mother who bore thee and reared thee. XII. What thou dost not desire done unto thy wife, children, brothers and sisters, that do not unto the wife, children, brothers and sisters of thy neighbor. XIII. Man is not worth more because he is a king, because his nose is aquiline, and his color white, not because he is a priest, a servant of God, nor because of the high prerogative that he enjoys upon earth, but he is worth most who is a man of proven and real value, who does good, keeps his words, is worthy and honest; he who does not oppress nor consent to being oppressed, he who loves and cherishes his fatherland though he be born in the wilderness and know no tongue but his own. XIV. When these rules of conduct shall be known to all, the longedfor sun of Liberty shall rise brilliant over this most unhappy portion of the globe and its rays shall diffuse everlasting joy among the confederated brethren of the same rays, the lives of those who have gone before, the fatigues and the well-paid sufferings will remain. If he who desires to enter has informed himself of all this and believes he will be able to perform what will be his duties, he may fill out the application for admission. The document was written by Emilio Jacinto in the 1896. Jacinto was only 18 years old when he joined the movement. He was a law student at the Universidad de Santo Tomas. Which among the core questions does this information satisfy? As a written document for a fraternity whose main purpose is to overthrow a colonial regime, we can explain the content and provisions of the Kartilya as a reaction and response to certain value systems that they found despicable in the present state of things that they struggled against with. In the context of the Spanish colonial era where the indios were treated as the inferior of the white Europeans, the Katipunan saw to it that the alternative order that they wished to promulgate through their revolution necessarily destroyed this kind of unjust hierarchy. Which among the core questions does this information satisfy? Moreover, one can analyze the values upheld in the document as consistent with the burgeoning rational and liberal ideals in the eighteenth and nineteenth century. Jacinto,an ilustrado himself, certainly got an understanding of these values. Which among the core questions does this information satisfy? The teaching of the Katipunan on how women should be treated with honor and respect, while positive in many respects and certainly a significant stride from the practice of raping and physically abusing women, can still be telling of the Katipunan's secondary regard for women in relation to men. ln the contemporary eyes, the Katipunan can be criticized because of these provisions. Indeed, it can be argued that Katipunan's recognition of women as important partners in the struggle, as reflected not just in Kartilya but also in the organizational structure of the fraternity where a women's unit was established, is an endeavor advanced for its time. Which among the core questions does this information satisfy? Generally speaking, the rules in the Kartilya can be classified as either directed to how one should treat his neighbor or to how one should develop and conduct one's self, Both are essential to the success and fulfillment of the Katipunan's ideals. All in all, proper reading of the Kartilya will reveal a more thorough understanding of the Katipunan and the significant role that it played in the revolution and in the unfolding of the Philippine history, as we know it. Which among the core questions does this information satisfy?  Do It Yourself! Source in Focus: A Brief Summary of the First Voyage Around the World by Magellan by Antonio Pigafetta Create 5 groups in the class and have them read and discuss the provided reading material within their respective groups. The core questions for content and contextual analysis will be shown on screen. This will serve as their guide questions in their group discussions. They will be given 20 minutes to read and discuss. Be Ready for a Quiz!