Academic Research Group: Importance and Relevance of History

GE1712
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Academic Research Group
Importance and Relevance of History *Property of STI

 courseware.feedback@sti.edu Page 1 of 14
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TOPIC TITLE: IMPORTANCE AND RELEVANCE OF HISTORY
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:
o Computer with speakers

o LCD projector
o Tablets
o Internet Connection
o File/s (01 Importance and Relevance of History)
 01 LCD Slides 1.ppsx
 01 Handout 1.pdf
 01 Handout 2.pdf
 01 Skills Checklist.pdf
 01 Activity 1.pdf
 01 Activity 2.pdf
 01 Audio 1.pdf
 01 Quiz 1.pdf
 01 Quiz 1 Answer Key.pdf
 01 Task Performance 1.pdf
 01 Teaching Material 1.pdf
 01 Teaching Material 2.pdf
 01 Worksheet 1.pdf
 01 Worksheet 1 Answer Key.pdf
 Coggle.pdf
 LMS 101 for Teachers.pdf
o Software requirements
 MS PowerPoint
 Windows Media Player
TOPIC PREPARATION:
o The instructor is encouraged to research for materials that will

help supplement the topics in this session.
o This session involves reviewing and redefining the word history
in terms of the materials present. The instructor is required to
take the initiative to update himself or herself with the changes
and new discoveries of historical fact.

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o The instructor must log in to their eLMS accounts to obtain a copy

of the 01 Handout and 01 Skills Checklist which will be used in
this session. Make sure to make a review about Coggle as well.
o If possible, arrange the students in a circular seating
arrangement, with the instructor’s table being the central piece
of the circle. This promotes student engagement.
o Provide copies of the quizzes, worksheets, activity sheets, and
Teaching Material needed for the discussion, should the students
do not have copies.
o Read the LMS 101 for Teachers manual.
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
1. Welcome the students to the class by introducing yourself and briefly

discussing the syllabus and course outline. Include information about
the grading system, task performance, and expected output of the
students.
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:

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Class Activities (Recitations, HW, quizzes) 20%

Major Examinations 30%
Task Performance (eLMS activities, Skills 50%
Checklist, Task Performance)
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.
4. As a getting-to-know-you activity, tell the students that they will

perform the game entitled, “Never Have I Ever”. Refer to 01 Teaching
Material 1 for more information about the activity, and how it is
executed.
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
interpretation of this quotation, where it states that anything

conversed in a language easily understood by both parties by heart
will be given a deeper connection.
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
 Group 3: Arabian

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 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 3 6. Guide the students’ answers toward interpretation or understanding

of the context. Explain that not everyone has the same interpretation
of a story, or historical entry. Present Slide 3 to the class, and give
Importance and Relevance of
History them a brief overview of what they will expect from this lesson.
 Defining History
 Primary and Secondary Sources
 Internal and External Criticism
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)
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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.
 Several countries have their own interpretation and

word for history. Greeks refer history as 𝜄𝜎𝜏𝜊𝜌𝜄𝛼
(read as historia in Latin), where the English word
story also came. Ι𝜎𝜏𝜊𝜌𝜄𝛼, by translation, also means
knowledge acquired by investigation. How does
history come about from investigations?
 The German word for history, geschichte, originated

from its Middle High German term geschicht,
meaning event or struggle, which is related to the
German verb geschehen, which means to happen.
Why did the Germans associate history with
struggle?

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 What is our own version of the word history?
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

Source: https://bcl.wikipedia.org/wiki/Zeus_Salazar
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.
Source: http://clipart-library.com/clipart/382.htm
10. Elaborate about artifacts, sociofacts, and mentifacts using 01 Audio

Clip 1. Ask students if they have heard the song. Explain the clip using
the discussion points below:
 The song is entitled Taps. It is played on film and

events where fallen soldiers are presented. The song
itself is an artifact credited to Gen. Daniel Butterfield
of the United States during the Civil War. It was
originally intended to signify the last call of taverns
to patron soldiers to go home.
 The sociofact of the song is that it is related to

soldiers as a last call of the day in a military camp.
And the mentifact of the song is that, as the last call
for soldiers to go back to camp, it also signifies the
remembrance of a soldier’s last days of duty before
he was finally laid to rest. As such, the song has now
been associated with military mourning.
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

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 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
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.
Primary and Secondary Sources

Step 1
Activity: Activity Presentation
1. Instruct students to present their presentations in 01 Activity 1. Give

them a maximum of three (3) minutes to explain.
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
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.

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7. Discuss the classifications of historical sources by presenting Slide 8.

Slide 8 Refer to Pages 1-2 of 01 Handout 1 for additional information. Ask
Primary and Secondary Sources
Classifications
students what other sources in the present can be used as historical
Main Classification sources.
• Primary Source
• Secondary Source
Other Classification
• Written and Non-written Source:
http://www.officialgazette.gov.ph/bonifacio- Source: https://en.wikipedia.org/wiki/Diary
150/
• Published and Unpublished

• Textual, Oral, and/or Visual
Sources Source: https://indroyc.com/2014/11/08/the-tradition-of-vedic-chanting/
Slide 9 8. Explain what a primary source is by presenting Slide 9. Refer to Pages

Primary and Secondary Sources 1-2 of the same handout for additional information. Discuss as well
Primary Sources Source:
http://www.filipiknow.net/ar
chaeological-discoveries-in-
the-philippines/
where these can be retrieved. For those living outside National
• Produced by a
contemporary of Capital Region (NCR), instruct them that they can still acquire
the event
• Produced by
people with
historical sources in their local jurisdictions, such as local museums
direct
involvement
• Testimony of an
Source:
http://www.officialgazette.gov.ph/bonifacio-
150/
Source: https://en.wikipedia.org/wiki/Diary
and shrines, among others.
eyewitness
Source: http://town-of-
salem.wikia.com/wiki/Investigator Source: https://indroyc.com/2014/11/08/the-tradition-of-vedic-chanting/
Slide 10 9. Explain what a secondary source is by presenting Slides 10-11. Refer

Primary and Secondary Sources to Page 2 of the same handout for additional information. Discuss
Secondary Sources
that, aside from the given, there are other forms of primary sources:
Secondary Event
sources

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
 Visual sources – include photographs and paintings.
Steps 10-12
Activity: Identifying Primary and Secondary Sources
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.

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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.
Internal and External Criticism
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.
2. Create a mini-debate by asking them, “Is it enough that we find and

use any primary source given to us?”
3. Allow students to discuss among themselves, and try to inject

questions based from their answers. Acknowledge their answers, and
after they have discussed, try to correct any misconceptions.
4. Explain that, in order for a source to be used as evidence in history,

basic matters about its form and content must be settled. Ask them,
“What do we do or use to evaluate a source’s value?”
Slide 12 5. Guide the students to the answer of the aforementioned question,

Internal and External Criticism which is criticism. Once they answered the question, proceed to
Combining History with
Criticism, what do we achieve?
present Slide 12.
- the analysis and judgment of
the merits and faults of a literary 6. Discuss the contents presented in the slide. Then, read the question
or artistic work …
According to definition
Cambridge’s both Martha Howell
states that and Walter
criticism is also the presented in the slide.
Prevenier,
act “Each
of giving yourgeneration
opinion orofjudgment
historians develops
about its
the good
ownbad
or perspectives,
qualities ofand that ourorunderstanding
something of the
someone, especially
past is constantly
books, films, etc. reshaped by the historian and the
world he or she inhabits” … Steps 7-8
*Property of STI GE1712 Source: http://town-of-
salem.wikia.com/wiki/Forger
Activity: Keyword Connect
7. Tell the class that the answer to the question is historical criticism.
Ask them, “What is the definition of historical criticism?”
8. Instruct them to write the definition of historical criticism using only

the highlighted keywords being presented in Slide 12. Give them five
(5) minutes to write it down. After the allotted time, call on a few
students to share their answers.

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9. Present the definition by showing Slide 13 to the class. Make a

Slide 13 rapport by asking them, “Why is it important for historians to form
Internal and External Criticism criticisms to a source material presented to them?”
• The analysis and judgment of something or someone that
develops a historian’s perspectives and understanding of the
10. Allow the class to discuss and debate among themselves on the
past
• Required to settle historical basis based on a material’s form question given, and acknowledge their responses. Deepen the
and content
students’ discussion by formulating questions based from their
responses.
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:
Slide 14  External Criticism is a Test of Authenticity based on

Internal and External Criticism the composition and structure, as shown in Slide 14.
External Criticism
• Anachronistic Document
Refer to Page 2 of 01 Handout 1 for more
Date
• Author information. Create a rapport by asking the students,
• Anachronistic Style
• Anachronistic Event
Reference
“What can you say about the image shown?”
Edited from http://www.rocketkapre.com/2011/high-
society-philippine-steampunk-comic-now-on-amazon/
• Provenance or Custody

• Semantics
• Hermeneutics Slide 14 shows an image of a comic strip that was
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.
Slide 15  Internal Criticism, shown in Slide 15, is a Test of

Internal and External Criticism Credibility based on the content, author, and its
Internal Criticism
• Author’s Identification
ability to match the information it has with other
•
•
Date Approximation
Ability to Tell the Truth sources who also share the same facts. Refer to
• Willingness to Tell the Truth
• Corroboration Pages 2-3 of 01 Handout 1 for more information.
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
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

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body, and altered the papers before to

reflect Lincoln’s political views.
o The second image is one (1) of FBI or the

Federal Bureau of Investigation’s actual
PSAs, where PSA stands for “Public Service
Announcement”. It was circulated on every
possible media during the period of
cybercrimes and identity phishing.
o The third image is a fictitious article

containing far-fetched ideas about Nazis
during the World War II.
o The image depicts Emilio Aguinaldo as one

(1) who waved and proclaimed the
Philippine Independence. The question is, “Is
it true?”
o Explain that Emilio was not the one (1) who

waved the flag. Some historians believed
that Aguinaldo only unfurled the flag, and
the one (1) who possibly waved the flag –
and declared the independence of the
country – was Ambrosio Rianzares Bautista,
the author of the Philippine Declaration of
Independence. Also, the Aguinaldo home in
Kawit, Cavite didn’t have a balcony until
1919.
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
before arriving to a certain conclusion. Why?
 Historians also need to be sensitive to the context

provided by the historical sources to avoid
unnecessary arguments. Explain.
 History is not set in stone because newer evidences

provide a deeper perspective of the entire narrative,
either further adding details or changing it in some

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ways. Historians have to be aware of the changes

and new discoveries, while at the same time,
acknowledge that changes still provide a continuity
to the development of the entire narrative.
Steps 14-15
Activity: Identifying Similarities and Differences
Learning Objective(s): LO2 and LO3
14. Group the students to their respective partners, and distribute 01

Activity 2 and 01 Teaching Material 2 to the class. Give them 20
minutes to answer, and collect their papers afterwards.
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
1. Log in to the Coggle website and create a Coggle Map entitled,

“History”. Make sure to select “Teacher” as account type and either
“Concept Map” or “Mind Map” as Map Type.
2. Create the core thematic with the question, “What is History?”
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
1. Give 01 Worksheet 2 and 01 Handout 2 to the students.
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
must be accomplished truthfully. This will serve as the second half of
the grade for 01 Worksheet 2.

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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.
Alvarez, S. V., Malay, P. C. S. [translator], & Paredes, R.R. [Introduction]

(1992). Entry 32. In The Katipunan and the revolution: Memoirs
of a general (with the original Tagalog text) (pp. 82 – 88).
Quezon City: Ateneo de Manila University Press.
Cuadra, J. (2017). Philippine prehistory [PowerPoint slides]. Manila:

Lyceum of the Philippines University – Manila.
Damilig, A., Ph.D. & Cuadra, J. (2017). Historical sources [PowerPoint

slides]. Manila: Lyceum of the Philippines University – Manila.
Damilig, A., Ph.D. & Cuadra, J. (2017). Repositories of primary sources -

EXAM [PowerPoint slides]. Manila: Lyceum of the Philippines
University – Manila.
Damilig, A., Ph.D. & Cuadra, J. (2017). Understanding history [PowerPoint

slides]. Manila: Lyceum of the Philippines University – Manila.
GMANewsTV (2007). Sino ang modelo ng UP oblation?. In News.

Retrieved from
http://www.gmanetwork.com/news/news/ulatfilipino/58760/sin
o-ang-modelo-ng-up-oblation/story/
Gottschalk, L. (1969). Understanding history: A primer of historical

method. New York: A.A. Knopf.
Howell, M. & Walter, P. (20010). From reliable sources: An introduction

to historical methods. New York: Cornell University Press.
Orillos – Juan, M. F., Ph.D. (n.d.). Historical method [PowerPoint slides].

Retrieved from
https://www.coursehero.com/file/24809121/Historical-
Methodpdf/

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Palisoc-Romualdo, A. (2011). Tales from UP Diliman: Fact or fiction? In

Features. Retrieved from http://web-old.up.edu.ph/tales-from-
up-diliman-fact-or-fiction/
Scott, W.H. (1984). Prehispanic source materials for the study of

Philippine history (pp. 90 - 135). Quezon City: New Day
Publishers.
Sims, L., Ph.D. (1998). Taking an active role in learning history. Retrieved
from http://vccslitonline.vccs.edu/MRCTE/intextcr.htm


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Yours in the service of student development,

Academic Research Group

Importance and Relevance of History *Property of STI

TOPIC TITLE: IMPORTANCE AND RELEVANCE OF HISTORY

o Computer with speakers

o The instructor is encouraged to research for materials that will

Importance and Relevance of History *Property of STI

o The instructor must log in to their eLMS accounts to obtain a copy

1. Welcome the students to the class by introducing yourself and briefly

Importance and Relevance of History *Property of STI

Class Activities (Recitations, HW, quizzes) 20%

4. As a getting-to-know-you activity, tell the students that they will

interpretation of this quotation, where it states that anything

Importance and Relevance of History *Property of STI

Slide 3 6. Guide the students’ answers toward interpretation or understanding

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 Several countries have their own interpretation and

 The German word for history, geschichte, originated

Importance and Relevance of History *Property of STI

 What is our own version of the word history?

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10. Elaborate about artifacts, sociofacts, and mentifacts using 01 Audio

 The song is entitled Taps. It is played on film and

 The sociofact of the song is that it is related to

Importance and Relevance of History *Property of STI

Primary and Secondary Sources

1. Instruct students to present their presentations in 01 Activity 1. Give

Importance and Relevance of History *Property of STI

7. Discuss the classifications of historical sources by presenting Slide 8.

• Published and Unpublished

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Slide 9 8. Explain what a primary source is by presenting Slide 9. Refer to Pages

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Slide 10 9. Explain what a secondary source is by presenting Slides 10-11. Refer

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 Visual sources – include photographs and paintings.

Importance and Relevance of History *Property of STI

Internal and External Criticism

2. Create a mini-debate by asking them, “Is it enough that we find and

3. Allow students to discuss among themselves, and try to inject

4. Explain that, in order for a source to be used as evidence in history,

Slide 12 5. Guide the students to the answer of the aforementioned question,

8. Instruct them to write the definition of historical criticism using only

Importance and Relevance of History *Property of STI

9. Present the definition by showing Slide 13 to the class. Make a

Slide 14  External Criticism is a Test of Authenticity based on

Slide 15  Internal Criticism, shown in Slide 15, is a Test of

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Importance and Relevance of History *Property of STI

body, and altered the papers before to

o The second image is one (1) of FBI or the

o The third image is a fictitious article

o The image depicts Emilio Aguinaldo as one

o Explain that Emilio was not the one (1) who

 Historians also need to be sensitive to the context

 History is not set in stone because newer evidences

Importance and Relevance of History *Property of STI

ways. Historians have to be aware of the changes

14. Group the students to their respective partners, and distribute 01

1. Log in to the Coggle website and create a Coggle Map entitled,