inbound7981731328213537155.pptxxxxhuhuhu

N/A

1. Piet Art History Lesson Y our presentation starts here

2. The course analyzes Philippine history from multiple perspectives through the lens of selected primary sources coming from various disciplines and of different genres. Students are given opportunities to analyze the author's background and main arguments, compare different points of view, identify biases and examine the evidences presented in the document. The discussions will tackle traditional topics in history and other interdisciplinary themes that will deepen and broaden their understanding of Philippine political, economic, cultural, social, scientific and religious history. COURSE DESCRIPTION

3. Priority is given to primary materials that could help students develop their analytical and communication skills. The end goal is to develop the historical and critical consciousness of the students so that they will become versatile, articulate, broad minded, morally upright and responsible citizens. This course includes mandatory topics on the Philippine Constitution, agrarian reform, and taxation. COURSE DESCRIPTION

4. Learn the importance of history. Extensive understanding of government structure of the Philippines and its history. To have a basic understanding of the Philippine Constitution. COURSE LEARNING OUTCOMES

5. Section Section Here you can describe the topic of the section Table of contents

6. INTRODUCTION CHAPTER 1 LEARNING OBJECTIVES: At the end of the lesson, the students should be able to : 1. Make a distinction between primary and secondary sources. 2. Differentiate external criticism from internal criticism. 3. Discuss the repositories of primary sources. 4. Explain the different kinds of primary sources.

7. Meaning and Relevance of History “What is history? An echo of the past in the future; a reflex from the future on the past.” – Victor Hugo

8. As a discipline, Merriam-Webster (2018) defined history as “a chronological record of significant events (such as those affecting a nation or institution), often including an explanation of their causes.” This definition merely pertains to the events that are significant to an organization sequentially arranged to tell a coherent story of the past. HISTORY

9. history’ was derived from the Greek word ‘ historia ,’ which means ‘inquiry or knowledge acquired by investigation.’ Hence, the subject is not just about knowing which event comes first, but it requires readers to examine every information coming from a source to justify the cause of a certain event and to identify the reasons for the actions of the personalities involved. ETYMOLOGY OF HISTORY

10. It refers to how, what, and why history is written. It is about the methods and practices used in producing history, the development of history as a discipline, or the philosophy or significance of historical writing. historiography

11. Encyclopedia Britannica (2017) shortly defines it as the writing of history based on the critical examination of sources, the selection of details from the authentic materials used in those sources, and the synthesis of the details into a narrative that stands the test of critical examination. The term historiography also refers to the theory and history of historical writing. historiography

12. Prehistory and History

13. Prehistory refers to that period were information of the past were recorded in materials other than written documents, which may not be understood by a historian. These include artifacts, drawings, paintings, sculptures and any other forms.

14. history History covers information derived from largely written records of past experiences.

15. Why study history? 3. History contributes to moral understanding 4. History provides identity. 1. History helps us understand people and societies. 2. History helps us understand change and how the society we live in came to be. 5. Studying History Is Essential for Good Citizenship.

16. Peter N. Stearns has identified a few skills that a student may develop in studying history. These include the following: 1. The ability to assess evidence. 2. The ability to assess c o nflicting interpretations. 3. Experience in assessing past examples of change.

17. DISTINCTION BETWEEN PRIMARY AND SECONDARY SOURCES In the study of history, historians give interpretations of the past by investigating historical sources. No interpretations, however, shall be accepted unless it is supported by evidence from the examined sources.

18. Primary sources are original records of a certain event by people who have experienced or witnessed it. These may include original works such as letters, legislations, newspaper articles, diaries, interviews, government documents, reports, photographs, literature and other creative outputs. Secondary sources on the other hand, are records based on primary sources. They explain a certain event of the past through evaluation and interpretation of the records created during a historical period. These may include researches, textbooks, journals, commentaries, biographies, and criticism or reviews of literary and creative works.

19. The use of primary sources is important because of the following reasons: 1. Direct contact with the original records and artifacts invites students to explore the content with active and deeper analysis, and to respond thoughtfully; 2. Critical thinking is developed as students probe the context, purpose, meaning, bias, and perspectives in their analysis of the past; 3. In the interaction with the various sources from the past, a learn-led inquiry is being fostered; 4. There is a realization that history reflects various perspectives of those who interpret the past events; and 5. It brings back to story to history allowing students to share the author’s perspectives.

20. Identify whether the statement is a PRIMARY or SECONDARY source. Write your answer before each number. You were watching news and the reporter said that she had heard bad reviews about a new action film. When she talks about the movie, what is she? You found a letter to one of your classmates in the room after school yesterday. What is the letter? You and your brother found an old wedding dress in your archives. Your mother told you that it belonged to your grandmother. What is the dress? At school you use textbooks to learn about the history of the Philippines. When you use textbooks, what are you using? You like to magazines. You love the articles written by other about airplanes and aviation. When you read these stories, what are you?

21. Identify whether the statement is a PRIMARY or SECONDARY source. Write your answer before each number. Your father has audio files of your grandfather narrating his memorable experience as a pilot. What are you listening to? When you are working on your assignment about the Philippine government, you have read about the commentaries of the Justices in the Supreme Court on landmark cases. What are you reading? Your friend told you that she will be reading a book that she really liked. When she talks about the book, what is she? When you were at summer camp last year, you found an interesting porcelain jar; You researched and found out that it has been made by the precolonial Chinese traders. What is the jar? You are writing a paper on President Rodrigo Roa Duterte for your History class. You used articles from an online encyclopedia and Wikipedia. What are you using?

22. INTERNAL AND EXTERNAL CRITICISM Historical method refers to the process of probing primary sources that will be used in writing history. This includes source criticism which studies the external and internal validity of sources.

23. External criticism External criticism , which is also known as lower criticism, is a tool used by historians and exegetes to determine the validity of a document, particularly a document with some sort of historical significance. It is the first of two stages of inquiry for it is followed by internal criticism. internal criticism Internal criticism , aka positive criticism, is the attempt of the researcher to restore the meaning of the text. This is the phase of hermeneutics in which the researcher engages with the meaning of the text rather than the external elements of the document.

24. Our Team You can replace the image on the screen with your own Therese gOUDOT You can replace the image on the screen with your own DianNe Hernandez

25. External criticism It ventures towards inquiry regarding (a) authorship; (b) originality and accuracy of copy; and (c) if errors are found it helps assess the nature of errors found, i.e., if they are scribal errors or other kinds of errors.

26. internal criticism In this stage of investigation, the researcher and exegete engage in positive criticism, which attempts to restore the meaning of statements, and negative criticism, which places doubt on what external and positive criticism have established as reasonable findings.

27. internal criticism While positive criticism simply attempts to ascertain what the text means by analyzing its statements within a context, i.e., literary, historical, geographical, etc.; in negative criticism , the historian conducts (a) tests of competence; (b) gossip, humor and slander; (b) myths, legends and traditions; (c) tests of truthfulness; and (d) discredit statements.

28. Historians may also look into oral traditions as a source of history. These traditions, however, may only be accepted if they satisfy the following conditions: Broad conditions Particular conditions oral traditions

29. Broad conditions a. The tradition should be supported by an unbroken series of witnesses, reaching from the immediate and first reporter of the fact to the living mediate witness from whom we take it from, or to the one who was the first to commit it to writing. b. There should be several parallel and independent series of witnesses testifying to the fact in question. Particular conditions The tradition must report a public event of importance The tradition must have been generally believed, at least for definite period of time. During that definite period it must have gone without protest, even from persons interested in denying it. The tradition must be one of relatively limited duration The critical spirit must have been sufficiently developed while the tradition lasted, and the necessary means of critical investigation must have been at hand. Critical-minded persons who would surely have challenged the tradition – had the considered it false – must have made no such challenge.

30. PRIMARY SOURCE SOURCE CRITICISM: When was the source, written or unwritten, produced? Where was it produced? By whom was it produced? From what pre-existing material was it produced? In what original form was it produced? What is the evidential value of its contents?

31. KINDS AND REPOSITORIES OF PRIMARY RESOURCES Primary sources may be published or unpublished documents. Published documents are those that are intended for public distribution or use. Newspapers, magazines, books, reports, government documents, laws, court decisions, literary works, posters, maps, and advertisements are some of the examples.

32. KINDS AND REPOSITORIES OF PRIMARY RESOURCES Unpublished documents , unlike published ones, may be difficult to locate as they are kept in private and hence, may not be easily accessed by the public. These documents are also confidential and are restricted from public use like personal letters, which are in the possession of the recipients. Documents such as diaries, journals, letters, wills, and other personal papers that are not published may be used as primary sources.

33. KINDS AND REPOSITORIES OF PRIMARY RESOURCES Primary sources may also be unwritten. These may include oral traditions, oral histories, artworks, and artifacts. Traditions and histories or stories transferred through generations may tell us something about the past.

34. KINDS AND REPOSITORIES OF PRIMARY RESOURCES Other unwritten sources include artworks and artifacts . These are visual documents that tell us several views of the past from the perspectives of creators. Drawings, paintings, sculptures, photographs, and artifacts are some of the visual documents that may have captured historic moments and provide evidence to changes that happened over time.

35. KINDS AND REPOSITORIES OF PRIMARY RESOURCES The National Archives of the Philippines Organized under Republic Act No. 9470 passed on May 21, 2007, the National Archives of the Philippines (NAP) was established to store, preserve, conserve, and make available to the public the records, papers, periodicals, books or other items, articles or materials, that have been selected for permanent reservation.

36. KINDS AND REPOSITORIES OF PRIMARY RESOURCES The National Library of the Philippines (NLP) is the repository of the printed and recorded cultural heritage of the country and other intellectual, literary and information sources. It was established by a royal decree on 12 August 1887 and named as the Museo- Biblioteca de Filipinas. Its mission is to acquire, organize, conserve, and preserve Filipiniana materials and provide equitable access to library resources through a system of public libraries throughout the country.

37. KINDS AND REPOSITORIES OF PRIMARY RESOURCES The National Museum of the Philippines As an educational, scientific, and cultural institution, the National Museum (NM) operates the National Museum of Fine Arts, National Museum of Anthropology, National Museum of Natural History, National Planetarium and other branch museums around the country. Its collection covers fine arts, archeology, ethnography, and natural history.

38. KINDS AND REPOSITORIES OF PRIMARY RESOURCES Directions: Provide the address and contact details of the following repositories, and name two primary sources which may found in them.