READINGS IN PHILIPPINE HISTORY
(subjectivity)
LESSON 1: HISTORIOGRAPHY AND THE
HISTORICAL METHOD
Historiography
- The study of the process of writing,
analysis, and interpretation of history
(John Tosh)
- History is not the past per say, but
rather an analysis, a recreation, and
interpretation of past events
History
- Branch of knowledge that deal with
significant events that happened in
the past having a continuous,
systematic narrative of events as
relating to a particular people,
country, period, person, usually
written as a chronological account
(Gottschalk, 1951)
- Is an objective discipline that is
reliant on the use of historical paths
- Balances facts and imagination
Kasaysayan
- Isang salaysay na may saysay sa
mga taong sinasaysayan nito
(Salazar, 1989)
*History is both a subjective and objective
discipline
*Historians will not write a history without
establishing historical facts first
*Historians must not use subjectivity that
goes against historical facts
*History must rely on basic historical facts
*Record of the past (objectivity)
Historical facts
*Narratives/interpretation about the past
How can we say that history is
objective?
- Through historical facts that we get
from historical sources
OBJECTIVITY OF HISTORY
2 Types of Historical Sources
1. Primary Source/Primaryang Batis
2. Secondary Source/Sekondaryang
Batis
Primary Source
- Is a firsthand account of an event
- Ex. People who actually experienced
the Spanish Colonial period - you
can rely on the records they left
behind (diaries, letters, government
records)
Secondary Source
- Interpretation of the primary source
- Ex. A writer who wrote a book about
Rizal’s records
*A historian will always prioritize the use of
a primary source; will only use a secondary
source if there is no secondary source
available
Why do we prioritize the use of a primary
source?
- Because secondary sources have
the potential of biased
interpretations of the other author.
SUBJECTIVITY OF HISTORY
Historical Imagination
- The insertion of a historian’s
subjectivity to the historical narrative
→ - Is supposed to bridge two historical
facts

*The use of historical imagination must be
limited, it should not contradict historical
facts
Historical Fiction
- Prioritizes the use of imagination
*The manner on what history highlights will
give the people an idea on which part of our
history as a community today remember
and should they forget, how will they
approach what happened in the past, how
they will see the possibilities of the future,
etc.

Historical Criticism Official Nationalism

- You will criticize the source to ensure
that everything that is written in your
source is correct, believable, and is
with limited biases
2 Types of Historical Criticism
1. External Criticism
2. Internal Criticism
External Criticism
- Check the authenticity of the source
- Does the source come from the
timeframe it alludes to?
- History will inform our memory, will
create an institutional form of
memory that binds the imagined
community together
- How we remember a particular event
in the past
Why History Matters?
- Citizens require critical historical
knowledge to be informed members
of the body politic and to formulate
views and opinions that are
grounded in evidence (Tosh, 2016)

Internal Criticism
- Check the reliability of the source
- What are the potential biases
embedded in the source?
- This will allow you to pull out the
historical facts from the biases the
author have

*A nation is an imagined political community

that is both limited and sovereign. Imagined
members cannot all know each other.
Limited because no nation encompasses all
of mankind, nor even aspires to. Sovereign
because nations came into being during
Enlightenment and for freedom. And
community because a nation is conceived
as a horizontal comradeship of equals.
(Benedict Anderson)

*History informs institutional memory.

LESSON 2: ANALYZING WRITTEN
PRIMARY SOURCES
Remember:
- Written records are the most
common type of primary source
used by historians.
- It may be:
1. Government documents
2. Letters
3. Diaries and journals
4. Books
5. biography/autobiography
6. News, articles, editorials
7. Transcribed interviews
How will you analyze a written record?
1. Transcribe and translate
- If the document is in its raw
form, you will have to
transcribe the document
- Translating documents to
your lingua franca can also
aid you in analyzing
documents
2. Provide Historical Context
(Contextual Analysis)
- Make sure that you have
enough knowledge about the
timeframe in order to provide
additional information and
context about the event
3. Analyze (Content Analysis)
- Point out themes and
patterns in a document
- Try to decipher its main goal
by comparing its themes to
its historical content (why is it
written? What is the
message it wants to convey/)
4. Compare to other Sources
- You may compare it to the
ideas of other primary source
so you may form a
conclusion
Transcribed notes of Emilio Aguinaldo while
negotiating in Biak-na-Bato:
1. Paalisin ang lahat ng mga Frayle, at
ibigay lahat sa Pareng Filipino ang
lahat ng Curato at Obispado
2. Paghihiwalay ng mga Pamahalan at
Simbahan ng Kabanalan
3. Ang lahat ng mga Haciendang
Frayle at ibigay sa kani-kaniyang
bayang nakasasakop
4. Representacion o katatawanin ng
Filipinas sa Corte ng Espana
5. Pantay-pantay na palagay ng
Pamahalaan, sa Tagalog at Kastila
6. Ibigay sa Tagalog ang Kalahati ng
mga Tungkulin sa Pamahalaan
7. Malayang pamamahayag ng isip at
Kalooban ng Tagalog, Katulad ng
Samahan at imprenta
8. Palayain at ipahatid sa Kani-kanila
ang lahat ng Preso politico
9. Tatlong Angao ng piso (P3,000,000)
ang ibibigay sa Pamahalaan ng
Paghihimagsik
Translated:
1. Remove all Spanish priests and
replace them with Filipino priests in
curates and dioceses
2. Separation of Church and State
3. Ownership of all estates shall be
transferred from the priests to the
municipalities that have jurisdiction
over them
4. Philippine representation in Spanish
Court
 5. Tagalog and Spanish citizens shall
be accorded equal treatment by
government
6. Half of government positions shall
be given to Tagalogs
7. Freedom of speech and expression
including freedom of assembly and
of the press
8. Free all political prisoners and send
them back home
9. Three million pesos shall be given to
the revolutionary government
Historical Context:
- Document is written during the
negotiations at Biak-na-Bato
- The Philippines is a Spanish colony
- Filipinos are subjects of the Spanish
crown, not citizens of Spain
- There is union of Church and State
in the colony
Are Aguinaldo’s demands conservative,
moderate, or radical?
- In that timeframe, to demand equal
rights in a Spanish colony, it is
considered to be radical
Analyzing Documents (Declaration of
Philippine Independence):
*It is not signed by Aguinaldo as per
Mabini’s instruction
1. Look for the key sentences,
paragraphs or statements in the
document. The key paragraphs are
the: 4, 5, 7, 10, 12
2. Analyze ideas and identify patterns
in the key paragraphs; use codes to
emphasize emergent themes
3. Compare the emergent themes to
point out the document’s primary
message
Main theme of paragraphs:
5 – Spanish colonization as a contract
between Spaniards and Filipinos
4, 10 – Spanish abuses and maltreatment of
Filipinos
5, 10 – Filipino response to Spanish abuse
7, 12 – Desires, goals, and aspirations of
the Philippines as shown in the Philippine
Revolution
What is the main goal of the Declaration?
- To provide a legal and moral
justification to the Philippine
Revolution
- The Filipinos have the right to
rebel/revolt against Spain because
they failed to follow the contract
Target audience of the Declaration:
- Filipinos and international audience,
particularly with great powers
Compare Documents:
● Aguinaldo’s Notes (Radical
Demands)
- Demand changes in
Philippine society
- Socio-economic change:
changed how power and
resources are distributed
within the Philippines society
- Social Change
● Declaration of Independence
(Conservative)
- Provide moral and legal justification
to the Philippine Revolution
- Political change: Transfer political
power from Spaniards to Filipinos
without disrupting mechanisms of
source distribution
- Political/Regime Change
 FOUNDATION OF EARLY CHILDHOOD Roles of a Teacher
EDUCATION - Facilitator
- Instructor
Unit 1: The Teacher - Play provider
● Who is the early Childhood - Manager
educator? - Observer
● The teacher as a person - Evaluator
● The teacher as a professional - Planner
● Finding your path - Friend and counselor
- Counselor
Who is the Early Childhood Educator?
- A teacher who works with young The Teacher as a Person
children from infancy to age 8 Personal Qualities
- Their role consists mostly of - Refer to the qualities that stem from
providing nursing and instruction in the teacher’s personality, interests,
the most basic aspects of formal attitudes, and beliefs; and his
education. behavior and working relationships
with his students and peers
A professional educator should:
- Work in a collegial manner with A teacher must possess the following
colleagues personal qualities:
- Associate with and learn from - Presentable appearance, good
positive mentors manners, courtesy, and a pleasant
- Join a professional organization voice
- Continue to learn through classes, - Intelligence, emotional stability, and
workshops, conferences, in-service self-control
meetings, books, journals, tapes and - Sympathy, kindness, helpfulness,
advances degrees and patience
- Integrity, trustworthiness, honesty,
4 Beliefs of an Effective Teacher: and loyalty
- It is the teacher who makes the - Sociability, friendliness, and
difference in the classroom cooperativeness
- By far the most important factors in - Flexibility, creativity, and
school learning is the ability of the resourcefulness
teacher - Fairness, impartiality, and tolerance
- There is an extensive body of - Sense of humor, cheerfulness, and
knowledge about teaching that must enthusiasm
be known by the teacher
- The teacher must be a decision 1. Passion for Teaching
maker able to translate the body of - It is the teacher’s drive,
knowledge about teaching into which makes him care more
increased student learning for their students guided by
reformative actions. It is the
 sense of living and dying as connects teachers to
a teacher parents.
2. Humor 6. Commitment
- This makes him magnetic. - It is a “solemn promise” to
This builds rapport as a clean perform duties and
joke will always bring responsibilities mandates by
laughter to the class, which the laws and code of ethics
promotes the spirit of of the profession
togetherness. This also helps - Teacher commitment is a key
merge the 2 world - youth factor influencing the
(happy and carefree) and teaching-learning process. It
maturity (responsible one) is the psychological
3. Values and Attitudes identification of the individual
- Teachers are models of teacher with the school and
values, implicitly and the subject matter or goals,
explicitly. These connote and the intention of the
standards, code of ethics, teacher to maintain
and strong beliefs among organizational membership.
teachers.
- The teacher must be: The Teacher as a Professional
open-minded, fair and - The professional teacher is the
impartial, sincere and honest, “licensed professional who
professional possesses dignity and reputation
4. Patience with high moral values as well as
- This refers to a teacher’s technical and professional
uncomplaining nature, competence. They adhere to,
self-control, and persistence. observe, and practice a set of ethical
Patient teachers forgo and moral principles, standards, and
momentous frustrations and values.”
disappointments. They - A professional teacher also is the
calmly endure their students’ one who undergoes rigorous
limitations and difficulties. preparation on teaching for about
5. Enthusiasm 4-5 years. He is registered in the
- Enthusiastic teachers are full roster of professional teachers at the
of energy and dynamism. RPS as he passed the LET given by
Their passion and love for the PRC and after he fulfilled the
children are easily felt. requirements prescribed by the law
Everyone anticipates an
interesting and enjoyable Personal Qualities
learning activity. A professional teacher possesses the
- Enthusiasm is a gift. It is following:
contagious and can instantly - Dispositions and skills to approach
affect children’s mood. It all aspects of his work in a reflective,
 collegial, and problem-solving
manner

Professional Qualities
- Refer to the teacher’s knowledge of
the subject matter, his understanding
of the psychological and educational
principles and his understanding of
the teaching profession
- A mastery of the subject matter
- An understanding of the learners.
This pertains to the teacher’s
knowledge about the learners and
the principles of human growth and
development
- Liking and loving learners. A teacher
who has genuine and sincere love
for learners can imbue them with
love for learning
- Knowledge of the teaching principles
and skills. A teacher must know the
WHATS and HOWS of teaching
including the needed skills and
teaching methods.
- General understanding of the
different branches of knowledge
along with their interrelationship and
interdependence to solve life’s
problems. Knowledge and
background study of arts,
languages, philosophy, math,
literature, and physical science are
deemed necessary. A teacher must
also be knowledgeable of ICT as in
the use of computers.
- An appreciation of the teaching
profession
EARLY LEARNING ENVIRONMENT
Core Beliefs and Our Image of the Child
Fundamental Beliefs
- Are values founded on deep-seated
feelings of who we are, how people
view us, how the universe is, and
what our future holds
- Are part of the prism through which
we can see and experience life and
influences how we view a situation
Core Beliefs
- Are signals we may or may not be
conscious of
- We come to accept as a result of our
personal experiences, natural nature
and/or cultural factors
- On a subconscious level, we build
perceptions of the world depending
on what happened and how people
viewed us in that situation
Negative Core Beliefs
- Will develop in children as they tend
to assume that their actions or the
way an individual disciplines them is
because of how they are – that they
are deficient
The Image of the Child in Reggio Emilia
The teacher’s perspective (in children
and education)
- The entrance to the school makes a
first impression on those visiting the
school and is also critical in
engaging with tourists on the work
undertaken with children, both how
the work is done and why it is done
as it is
Philosophy of Reggio Emilia
- Believes in a good presence in the
classroom environment
- Clear channels for exchanging
knowledge, connectivity,
collaboration and relationship with
parents
- Children are encouraged to wonder
and think
Key Values of the Reggio Approach
- Relationships
- Creativity
- The environment
- Time
- Learning and teaching
- Reflective practice
Incorporating the Reggio Emilia
Philosophy in the Classroom
Learning Environment
- Think of your classroom
environment as the third teacher
- Take some time to look around your
classroom and ask yourself, is it
inviting and captivating?
- Materials need to be accessible,
uncluttered and inviting
- Create a nurturing, home-like
environment
- Little touches can help create a
home-like environment
- Try to use as much natural light as
possible and don’t overload the
classroom with bright colors
- Use colors that are neutral and
ensure a strong theme throughout
- Areas are themed for particular
learning areas (ex: Math Exploring
Area, Science Exploring Area)
- These areas can have items that
relate to the topic you are currently
teaching under the curriculum
The Domains of Child Development
Stages of Development
● A One-year-old Child
 - Is considered a young
toddler or an older infant
- Is full of risks and new
experiences
- Will begin eating regular
table food and begin walking
● A Two-year-old Child
- Considered a toddler
- Are often considered a
handful
- Will be testing boundaries
and limits
- Will be learning to
communicate verbally
● A Three-year-old Child
- Considered a preschool child
- Will learn to use the toilet
independently
- Can now speak in sentences
and communicate with peers
- Will now begin to develop an
attention span of about 10
minutes
- Should know colors and
shapes and begin
recognizing their name
● A Four-year-old Child
- Considered a pre
kindergartener
- Should now have an
attention span of 10 to 15
minutes
- May even be able to write
their name
Physical Development
- It is your duty to understand and
teach the entire child
- The physical, cognitive, linguistic,
social and emotional growth of each
child can take place at an individual
pace
- When considering the level at which
children should mature, both the age
group and the particular child should
be considered
Before entering kindergarten around the
age of five, they should:
- Know and able to write most of the
letters of the alphabet
- Have one-to-one correspondence
- Have some understanding of
abstract concepts
Gross Motor (Large-motor Skills)
Refers to a child’s ability to move the entire
body and their spatial awareness
- Includes: hopping, jumping,
skipping, running, and climbing
- By the age of four, their play and
gross-motor activities will become
more adventurous and they will take
more risks
- Its development takes practice;
encourage daily exercise of the
large-motor skills through the use of
outside equipment to improve
coordination
- Encourage them to practice
locomotor skills inside by moving
their body to various types of music
Fine Motor
Refers to a child’s ability to use and have
control over the small muscles in their
hands
- Are essential in being able to color,
write, paint, cut
- Fine-motor development changes
drastically at the age of three to five
- At three years of age, they will be
able to string large beads and stack
three blocks but will struggle and will
try to fit small manipulatives into
incorrect openings
- At five years of age, they will be able
to put small puzzle pieces together,
 trace around an object, draw
shapes, and hold writing implements
appropriately (may also be able to
write letters)
Cognitive Development
- Cognitive ability refers to a child’s
ability to focus on an activity,
perform a task, and remember
patterns, colors, groupings, and
alphabet letters
- Exposure is the secret to helping the
infant develop social skills
- Provide children with practical
games and opportunities to discover
and rediscover it
- When children learn everything on
their own, it provides meaning and
persists in their long-term memory
- Giving children circumstances in
which items need to be sorted,
counted and manipulates greatly
leads to cognitive growth
Cognitive Abilities of a Prekindergartner
Prekindergartner children should be able to
complete certain simple tasks
- A four or five year old who begins to
assemble a puzzle or work on a
matching or sorting activity should
be able to tend to the task until it’s
complete
- A five year old should be able to
recite the alphabet, recognize most
of the letters, and possibly recognize
simple words in print (these are the
beginning stages of learning how to
read)
As children grow, so do their abstract
thinking skills
- A two or three year old will have
difficulty understanding the concept
of time (tomorrow = events in the
future, yesterday = events in the
past)
- At age five, they have a simple
understanding of time (they will
understand the parts of a day and be
able to distinguish seasons)
Language Development
- Refers to the ability of a kid to
communicate, learn, and write
- The child’s ability to talk depends as
much on human growth as on
learning to walk
- At two, a kid would be able to utter a
word or two, then eventually may
begin to bring words together
Things that you can do to help with
language development:
- Give the child time to think about
what they want to say
- Stuttering also may begin to develop
somewhere around three or four
(children at this age often think
faster than they can speak, which
results in a stutter; if it’s becoming
an issue, contact the child’s doctor)
- Actively listen to what the child is
saying
- Encourage the child to talk about
things they know about (it is easy for
them to talk about something with
which they are familiar)
Social-Emotional Development
The Family Dynamics
- There are a variety of different family
structures in today’s culture
- These circumstances are important
factors influencing the social and
emotional development of a kid
Some types of family situations are:
(You must be open-minded and respectful of
each of these families as a teacher)
- Two-parent families with mother and
father
- Separated or divorced parents who
share the responsibility of raising the
child together
- Single parents
- Same-gender parents
- Blended families
- Grandparents who are raising the
child
- Families where one parent is in the
workforce while the other parent
stays home with the child

● When you observe a dramatic

difference in the actions of your child
within a brief amount of time, ask
your parents if this has changed in
the family setting
● The way you and your parents deal
with the situation will have either a
positive or a negative influence on
the child, which is why
teacher-parent contact is crucial

Synchronous Notes (Oct. 25, 2022):

- There are a lot of factors that affect
a child’s development
- “It takes a village to raise a child”
(everyone must make a conscious
effort in raising the child)
- Mistaken behavior (something might
have triggered the child),
misbehavior (repeated behavior)