‘The Meaning and Relevance of History Exercise |.2.| sanmunanamennenanmannnncnsiantnniancacnniiin Analyzing Primary Sources Name: Section: Instructions: Read the full transcript of the undelivered Arrival Speech of Senator Benigno $. Aquino, Jr. and answer the following questions. The speech can be accessed at http:// newsinfo. inquirer.net /631394/ undelivered-speech-of-senator- ‘benigno-s-aquino-jr 1. First Impressions A. What are your first impressions about the undelivered speech? B. What kind of document is it (letter, ad, newspaper, etc)? 29Readings In Philippine History Il, Looking More Closely |A. Make a list of unusual or unfamiliar words or phrases you encountered while reading the speech. A. 2 pectin ob et eet ed B. Is there a specific date on the speech? If so, when is it? If there is none, are there clues that might indicate when it was written?‘The Meaning and Relevance of History C. Is there an indicated location? Where is it? | D. Who authored the document? Why did you say so? ms To whom was the written document addressed? How did you know? m What is the purpose of the document? What made you think so? 3Readings in Philippine History Il]. Thinking Further A. What do you think is the most important information that the author of the document was conveying? Why? ee oo — = Does the document convey a certain tone? What is it? ee ————————— Se C. What does it imply? aS Se BS pace Bate Na po ed oy Bt D. What is the point of view of the author? Is it objective? Why? tere emer se Sate restore enereeen en - What is the relationship between the writer and the audience? Explain, pct daonnie ime SE ret emission ne m 32‘The Meaning and Relevance of History IV. Drawing Conclusions Integrate your background knowledge of the context of the speech with the content of the speech. What conclusions can you draw about the historical period when the speech was written? i‘The Meaning and Relevance of History Exerclse 1.2.2 mmmsintitttiiisisia neni sicneasnMiitntiniiiiae Comparative Analysis: Primary vs Secondary Sources Name: Section: _ Instructions: Read the following materials and fill in the table with the necessary information, Readings: * Alvarez, S. (1992). The Katipunan and the revolution: Memoirs ofa general (pp. 82-88). Quezon City, Philippines: Ateneo de Manila University Press, * Agoncillo, T. A. (2002). The Revolt of the masses: The story of Bonifacio and the Katipunan (pp. 201-217). Quezon City, Philippines: University of the Philippines Press, 35Cocos Main points raised by the article Readings in Philippine History ro Agoneilo Texts from the article which support the main points to Philippine history 36The Meaning end Relevance of History Synthesii Compare primary and secondary sources of historical records using the two articles. Which do you think provides a more accurate and detailed information on the story? In 300 words, state and justify your claim. Use an extra sheet of paper if needed.Readings In Philippine History 38| The Meaning ond Relevance ef History Exerclse 1.2.3 mmmacnnnsnaniiininnititiitiiiiiiininentiMenennsiwsiintit Detective Work: Tracing the Roots Instructions: Using the references below, analyze the origin and the development of “fake news” in the Maragtas story and the Code of Kalantiaw. How did the researchers discover that they are hoaxes? Considering the primary and secondary sources below, write a 800 to 1000-word analysis on a separate sheet of paper. Readings and Video Clip: * Halili, C. N. (2004). Philippine history (pp. 8-12). Quezon City, Philippines: REX Book Store Inc. * Torrecampo, R. (2015). Maragtas Story, Code of Kalantiazo et al. ~ “History” that never was. Retrieved from http://www. lifesomundane.net/2015/01/maragtas.html + GMAZ. (2015, November 8). Code of Kalantiaw: Isang historical hoax [Video file]. Retrieved from https://www. youtube.com/watch?v=RKggfCtDx0M 39The Meaning and Relevance of History ASSIQNMeNt 2 eomcnntae innit ANCA DIDMC Metacognitive Reading Report no. 2 ‘Name: Section: Instructions: Read the referenced reading and accomplish the reading report. Readings: * Cabrera, V. (2017, May 29). Fake news also hounded 1896 Philippine revolution. Philippine Daily Inquirer. Retrieved from http:/ /newsinfo.inquirer.net/ 900457 /fake-news-also- hounded-1896-philippine-revolution 1. The three (3) things that | significantly learned from the readings are... 2. The three (3) things that are still unclear to me are... 4l3. - Readings In Philippine History Tused to think that... ee ee oe ee alana arene nee a eee a ee fe Rateenas Beare’ ain se ee eS Slag nian ok Sane ST syste eae eprint eben RE ef a | Webathh a leh settee Vsmelt andi PL wie te eS . The three (3) questions that I want to ask about the readingsAnalyzing the Significance of Primary Sources to the History of the Filpino People Exercise 2.1.4 unnnmsieniitiiitiiitinniniinnnieMinsisnnnnaiin Assessing the Importance of the Primary Sources In Understanding the Grand Narrative of Philippine History Name: Section: Instructions: Give three (3) reasons why Plasencia’s Customs of the Tagalogs is important to the grand narrative of Philippine history. L | 57‘Analyzing the Significance of Primary Sources to the History of the Fillpino People Reference DBM ANE LDTE Blair, B. H. & Robertson, J. A. (2004). Juan de Plasencia, Customs of the Tagalogs. In The Philippine Islands, 1493- 1898 (Vol. 7) (pp. 165-187). Retrieved from https:// www.gutenberg.org/files/13701/13701-h/13701 -hhtm#d0e1500 59son the documentary, Raiders ofthe Sut 3 films. The documentary depicts how es of the Sulu seas, went along with their trade before the arrival of the Spaniards in Zamboanga, jt narrates how slave raiding was done by indigenous peoples of the region to retaliate against the colonizers. bh etnen gested OI wemontiahs Intended Learning Outcomes LALA lents are expected to: This section focuse Sen, produced by Oak the raiders, known as pirat ‘At the end of this section, the stud 1. determine the different points presented in the documentary in understanding the long-standing peace problem in Southern Philippines; 2. identify the possible causes of the persisting cultural and religious issues that contribute to the tension between Islam and Christianity in the Philippines; 3, explain the importance of the Raiders of the Sulu Sea to the grand narrative of Philippine history; and 4, evaluate the relevance of the document to present time. 60‘Analyzing the Significance of Primary Sources to the History of the Filipino People Diagnostics wmnmnmsannsnnecnnaennananmnanvannianiiiinisite Southern Philippines has long been plagued with conflict rooted to religious discrimination and prejudices. Moro Muslims have been fighting for self determination for them to have a voice and be recognized in a country where Christianity is the norm. Using a Venn Diagram, identify cultural traits, practices, or philosophies by each religion and their possible point of interaction or commonality. 61Readings in Philippine History Background of the Producer 7 sof the Sulu Sea is a historical documentary prog, by cso Flos Established in 1996, Oak3 Films a8 foungel by Zaihirat Banu Codelli (CEO) along with Lim Suay 7 (COO) and Jason Lai (Director of Content). It became Populge because they co-produced a documentary with Discovery Asis titled “The Gods Must Be Hungry,” which earned Discovey. Asia's highest viewership in 10 years. y The documentary was the product of a Co-Production agreement between the Media Authority of Singapore and the Korean Broadcasting Commission in 2007 for Q Channe} Korea. It was distributed internationally by Looking Glas, International through Discovery Channel and History Chane} (for Asia) in 2008. It was directed by Idzwan Othman. Historical Background of the Documentary Raiders of the Sulu Sea (2008) depicts the slave-raiding activities perpetrated by the Balangingi Samal and the Ianun people under the command of the Sultanate of Sulu. Key informants of the documentary were Icelle D. Borja; Samuel K. Tan, PhD; Barbara W. Andaya, PhD; Julius Bautista, PhD; Margarita D. Cojuangco, PhD; and Halman Abubakar (Councilor, Jolo, Sulu). The documentary shows the Moro resistance to the Spanish and American colonial governments in Southern Philippines. The raids were facilitated by different indigenous groups of the Sulu region including the lanuns, Balangingi Samals, and Tausugs. Such raids on the coastal areas of the Spanish settlements were sanctioned by the Sultans to retaliate against the colonizers. The sophisticated ancient maritime vessels were launched to raid the coasts of the Philippines and capture the natives to be later sold to slavery. 62‘Analyzing the Staniticance of Primary Sources tothe History ofthe Filipino People Throughout the hundreds of years that the Philippines was tuled by colonizers, the armed struggle against the Spanish, American, and Japanese colonial governments are considered by Moro leaders as part of the four-century long “national liberation movement.” The long-standing Moro-conflict is rooted in the Spanish and American wars against the Moros. Under the Spanish rule, the propagation of Christianity heightened the prejudice against the Moros. In addition, Spain's efforts to control maritime trade caused Moros to lose sources of livelihood, putting many of them in poverty. Under the American rule, thousands of Moros were killed by American soldiers in the Moro Crater Massacre. 63