Professional Documents
Culture Documents
Academic Research Group: Importance and Relevance of History
Academic Research Group: Importance and Relevance of History
Academic Research Group: Importance and Relevance of History
As we embark on this new semester, let us embrace this as an opportunity to develop our craft in
facilitating student achievement. The effectiveness of these courseware materials that we have provided
you is only as good as your commitment and passion in delivering them. May you always have the drive
to pursue academic excellence through activities—even going beyond courseware provided these are
aligned to learning objectives—that will continually challenge our students to tap their full potential!
We look forward to seeing you keep the fires of passion burning in making sure that our students achieve
success!
LEARNING OBJECTIVES:
At the end of the topic session, the students should be able to:
LO1: Define history as viewed from the lenses of the various sources;
LO2: Differentiate primary and secondary sources; and
LO3: Evaluate primary sources for their credibility, authenticity, and
provenance.
MATERIALS/EQUIPMENT:
TOPIC PREPARATION:
PRESENTATION OVERVIEW:
A. Introduction 30 min
B. Instructional Input
Defining History 40 min
Define history in both English and Filipino contexts, and
how it can be observed in daily living
Primary and Secondary Sources 60 min
Assess whether a given source material is a primary
source or a secondary source, as well as identify the
types, categories, examples of primary sources, and
where to obtain them
Internal and External Criticism 60 min
Apply internal and external criticism to evaluate a
primary source’s credibility, authenticity, and
provenance
C. Digital Learning Tool 35 min
D. Evaluation 40 min
E. Learning Management System 5 min
Total duration 270 min
TOPIC PRESENTATION:
A. Introduction
2. Remind the class that they would be using the eLMS extensively in
this course. It will be the source of their handouts and most of their
activities, as well as for other additional information related to the
topic. There will also be reviews and quizzes given only in the eLMS.
They must ensure that they have active eLMS accounts. If necessary,
walk the students through the process of activating their eLMS.
Requirements in the eLMS will be part of their grade, such that:
3. Show the 01 Skills Checklist.pdf. Tell the class that this will be
included in the task performance grade. This checklist will measure
how well they have accomplished the goals set for the preliminary
period. It will be rated by their instructor.
5. Tell the class that from this day until the end of the semester, they
will not be treated as students, but as historians. Explain that
historians always ameliorate, or improve the works of other
historians because they all share the common goal, which is to seek
out the truth from the past. Tell the students that they must take
notes of their classmates’ answers during recitation, as well as with
the important details of the discussion and lecture. These will help
them formulate their own answers, which in a way is a form of
helping each other out.
B. Instructional Input
Defining History
Slide 1 1. Present Slide 1 of 01 LCD Slides 1 to the class. Instruct the students
to read the quotation presented to them, and call a few students to
provide a brief interpretation about it. Acknowledge their responses,
If you talk to a man
in a language he
understands, that and tell them to take note of the answers.
goes to his head. If
you talk to him in
his language, that
goes to his heart.
-- Nelson Mandela
2. Explain that the quotation came from Nelson Mandela, a political
activist in South Africa. Connect the students’ responses with the
*Property of STI GE1712
Source: https://www.biography.com/people/nelson-mandela-9397017
Slide 2 3. Show Slide 2 to the class. Divide the class into four (4) groups, and
ask the students to interpret the cartoon present. Each group will
interpret how each nationality interprets the question presented to
them. The groups are as follows:
Source: https://twitter.com/kelimeogren/status/238249266420789248
Group 1: African
Analyze the image, and try to explain
what it means. Group 2: American
*Property of STI GE1712
Group 3: Arabian
Group 4: European
4. After five (5) minutes, call one (1) representative from each group
and instruct them to discuss their answers. Acknowledge their
responses.
5. Finally, ask the students the question, “How are the quotation of
Nelson Mandela and the image presented relevant to the study of
Philippine History?”
Slide 4 7. Proceed to Slide 4. Discuss that history has been around the moment
Defining History humans began to write on basically anything that can leave
• Greek word meaning
learning or inquiry impressions and lines on surfaces, from cavern walls and stoneware
• German word is
geschichte of the ancient times up to the written materials of today. Elaborate
• Related to
geschehen, defined
as to happen
further using the following discussion points:
• The past of mankind
• Chronological record of
significant events
Several historians have their own definition of the
*Property of STI
Source: https://en.wikipedia.org/wiki/History_(European_TV_channel)
GE1712
word. Edward Hallett Carr, an English historian,
defined history as, history is what the historian
makes. Robin George Collingwood, another English
historian, defined it as, history is the re-enactment in
the historian’s mind of the thought whose history he
is studying. And Michael Joseph Oakeshott, an
English philosopher, stated that history is the
historian's experience. Explain what these people
wanted to imply.
Slide 5 8. Present Slide 5 to explain why the word kasaysayan is the chosen
Definition word for history. Elaborate and ask the students if there is a similarity
History in the Filipino Language and
Perspective
between kasaysayan, historia, and geschichte. Acknowledge their
responses.
• Narrative
If RELEVANT, for
whom? • Relevance
• Importance
SALAYSAY na may SAYSAY para sa
SINASALAYSAYANG GRUPO ng TAO
-- Zeus Salazar, Filipino historian
Slide 6 9. Present Slide 6, and explain that history is based on what is left
behind, as provided by the diagram. Elaborate that historians are
many times removed from the events under investigation, and use
What remains
USABLE are
utilized by
surviving records to formulate their retelling. And to provide meaning
historians.
to culture, studies about artifacts also include the inclusion of
sociofacts and mentifacts. Refer to Page 3 of 01 Handout 1 for more
information about the three (3) given terms.
*Property of STI GE1712
Source: http://clipart-library.com/clipart/382.htm
Steps 11-12
Activity: Artifacts and Mentifacts
Learning Objective: LO1
11. Instruct the students to form groups of four (4) members, and give
01 Activity 1 to the class. Instruct the groups to choose from one (1)
of the following categories, then brainstorm for their artifact:
Music or Song
Books
Photograph
Painting
Tool
Shelter
Food
Clothing
12. Give them 20 minutes to brainstorm, and tell them that it will be
presented next meeting.
Step 13
Assessment: Quiz
Learning Objective: LO1
13. Give 01 Quiz 1 to the students. Use 01 Quiz 1 Answer Key in checking
their answers before the session ends, and collect their papers.
2. Make a refresher of the past topic, taking into note what they have
recited so far. Call a few students to share their answers.
Acknowledge their responses, and add that historians have to verify
their sources, to date them, locate their place of origin, and identify
their intended functions.
3. Discuss that historians, just like scientists, have their own scientific
method, fittingly called the historical method. Ask the students,
“What do you think is the historical method?”
4. Acknowledge their answers, and add that the historical method is the
process of critically examining and analyzing the records and survivals
of the past, as defined by Louis Gottschalk. And the historical method
always goes hand-in-hand with its tools called historical sources.
Slide 7 5. Present Slide 7 to define what historical sources are. Form a mini-
Primary and Secondary Sources debate by asking the students, “Will history be written if there are no
Historical Sources
• … objects from the past or
written materials to provide a record of the past?”
testimonies concerning the
past on which historians
depend in order to create
their own depiction of that 6. Give students at least two (2) minutes to gather their thoughts, and
past (Martha Howell,
Walter Prevenier)
• Tangible remains of the past
let them share their ideas in order to form a discussion of their own.
(Anthony Brundage) Sources:
Martha Howell: http://worldhistory.columbia.edu/faculty/#martha_howell
Source: https://www.amazon.co.uk/Anthony-
Water Prevenier:
Brundage/e/B001HOFU80
http://www.liberaalarchief.be/Huldezitting%20Albert%20Maertens%20-
%203%20oktober%202015/album/slides/05.%20Walter%20Prevenier.html
Acknowledge their responses, and try to correct any misconceptions
*Property of STI GE1712
as their discussion proceed. Try to inject questions based from their
responses. Once they are done, explain that there are also records
which are not written that are used for writing history.
Other Classification
• Written and Non-written Source:
http://www.officialgazette.gov.ph/bonifacio- Source: https://en.wikipedia.org/wiki/Diary
150/
Primary
interpret and
analyze
primary
Witnesses
Secondary
Entertainment sources – these include novels, plays,
Witnesses
sources. These
can be one (1)
poems, in either published, manuscript, or
or more steps
removed from
the event itself!
Intermediate
Witnesses
unpublished forms. Also included are television
shows, movies, or videos.
Source: http://town-of-
salem.wikia.com/wiki/File:Wheel_Woman.png
Steps 10-12
Activity: Identifying Primary and Secondary Sources
Learning Objective: LO2
10. Give 01 Worksheet 1 to the students. Group the students into two
(2).
11. Assign the groups to form a circle, with the first group being the outer
circle, while the second group as the inner circle facing the outer
circle.
12. Instruct students that from numbers one (1) to 25, the students in
the inner circle will choose a starting partner from the outer circle.
They are given five (5) seconds to answer each question. After five (5)
seconds, the students will change partners in a rotating manner, until
question 25 is answered. Then, from questions 26-50, the outer circle
will be the ones to rotate. After answering, allow students to defend
their answer during checking.
1. Instruct the students to take out their notes, and ask them to recall
what the previously discussed lesson was all about. Call on a few
students to answer, and acknowledge their responses. Make sure to
try to correct any misconceptions left unanswered in the previous
discussion.
7. Tell the class that the answer to the question is historical criticism.
Ask them, “What is the definition of historical criticism?”
11. Explain that there are two (2) kinds of historical criticisms, namely
external and internal criticisms. Discuss the two (2) criticisms by
presenting Slides 14-16. Elaborate further on the topics using the
following discussion points:
• Provenance or Custody
• Semantics
• Hermeneutics Slide 14 shows an image of a comic strip that was
*Property of STI GE1712
made in 2011 during the reign of the last governor-
general of Spain, Diego de los Rios. But the comic is
littered with literary elements not found in actual
historical accounts. Afterwards, show the tests of
authenticity to the class, and instruct them to
determine what are the things that made the comic
unreliable as a source material.
Source: http://gilcargill.com/undercover-boss-teaches-us/inspect/
Slide 16 Tell the students that they will try to use internal
criticism in analyzing whether a document is credible
or not. Present the images in Slide 16 to proceed
with the tests of internal criticism. The explanations
are as follows:
Source: http://bigthink.com/laurie-
vazquez/how-google-and-
facebook-are-striking-back-
against-fake-news
o The first image is a comparison between
*Property of STI GE1712
Abraham Lincoln and John C. Calhoun. Since
there is no “heroic” images for Lincoln, an
artist by the name of A.H. Ritchie
superimposed Lincoln’s head over Calhoun’s
12. Create a rapport by asking the students, “Now that we know that the
materials we need to use are critiqued and analyzed, do you think
those steps are enough?”
Slide 17 13. Call at least three (3) students to answer the question. Acknowledge
Internal and External Criticism each response provided by the students. After the discussion,
Effective Historical Thinking
• Sensitivity to Multiple Source: https://twitter.com/robertcurrey/status/778254622838366208
proceed with Slide 17. Elaborate on the given information further
Causation
• Sensitivity to Context
Cause
Cause
3 Cause
using the following discussion points:
• Awareness of the Interplay 2 4
of Continuity and change in Source:
http://www.integranets.com
/business-continuity/
human affairs
Cause
1
Effect
Cause
5 Sensitivity to Multiple Causation simply reminds us
historians that we all need to look at different angles
*Property of STI GE1712
before arriving to a certain conclusion. Why?
Steps 14-15
Activity: Identifying Similarities and Differences
Learning Objective(s): LO2 and LO3
15. To wrap up the lesson, ask students, “If we are to connect Nelson
Mandela’s quote with our lesson, why is it important to study
history?”
C. Digital Learning
Steps 1-3
Tool: Coggle
Resources: Tablets and/or Mobile Devices; and Internet
Connection
3. Send the link to the students, and let them build the concept map.
Keep track of what the students are adding.
D. Evaluation
Steps 1-2
Assessment: Comparative Matrix
Learning Objective: LO2 and LO3
2. Stress that although they will be working as a pair, the answers MUST
still be done individually.
Slide 18
E. Learning Management System
: Steps 1-2
Tool: eLMS (Neo - LMS)
eLMS Task Resources: 02 Handout 1; 01 Task Performance 1; and 01
• Log in to your eLMS accounts and make an advanced reading of
Module 02.
Worksheet 3
• Download as well the task performance provided in Module 01.
• Download and answer 01 Worksheet 3.
1. Present Slide 18. Explain that 01 Worksheet 3 is a survey form, and
*Property of STI GE1712
must be accomplished truthfully. This will serve as the second half of
the grade for 01 Worksheet 2.
2. Explain as well that the performance task will be presented one (1)
day before the Preliminary Examination. Divide the class into 12
groups, with at least four (4) to five (5) members per group.
3. Log in to the eLMS and GIVE the task performance and the
worksheet.
REFERENCES:
Agoncillo, T. A. (1956). Seeds of discontent. In The revolts of the masses:
The story of Bonifacio and the Katipunan (pp. 201-217). Quezon
City: University of the Philippines Press.
Sims, L., Ph.D. (1998). Taking an active role in learning history. Retrieved
from http://vccslitonline.vccs.edu/MRCTE/intextcr.htm