ReadInPhilHist Modified Activities

St.
Paul University Surigao

St. Paul University System
8400 Surigao City, Philippines
COLLEGE OF EDUCATION, CULTURE AND ARTS

GENERAL EDUCATION AREA
2nd Semester, AY 2019-2020
COURSE OUTLINE
Course Code : HIST 101

Course Title : READINGS IN PHILIPPINE HISTORY
Class Schedule : MTThF, 8:00 – 11:30 AM
Room No. : Varying
Professor : MR. NIKKO TESIORNA EDERIO
E-mail Address : okkin411@yahoo.com
Consultation Hours : 11:30 AM – 12:30 PM
Course Description :
Philippine history viewed from the lens of selected primary sources in different periods, analysis
and interpretations.
The course aims to expose students to different facets of Philippine history through the lens of
eyewitnesses. Rather than rely on secondary materials such as textbooks, which is the usual
approach in teaching Philippine history, different types of primary sources will be used –written
(qualitative and quantitative), oral, visual, audio-visual, digital-covering various aspects of
Philippine life (political, economic, social, cultural). Students are expected to analyze the
selected readings contextually and in terms of content (stated and implied). The end goal is to
enable students to understand and appreciate our rich past by deriving insights from those who
were actually present at the time of the event.
Context analysis considers the following: (i) the historical context of the source (time and place it
was written and the situation at the time), (ii) the author’s background, intent (to the extent
discernable), and authority on the subject; and (iii) the source’s relevance and meaning today.
Content analysis, on the other hand, applies appropriate techniques depending on the type of
source (written, oral, visual). In the process students will be asked, for example, to identify the
author’s main argument or thesis, compare points of view, identify biases, and evaluate the
author’s claim based on the evidences presented or other available evidence at the time. The
course will guide the students through their reading and analysis of the texts and require them
to write reaction essays of varied length and present their ideas in other ways (debate format,
powerpoint presentation, letter to the editor of the source, etc.)
The instructor may arrange the readings chronologically or thematically, and start with the
present (more familiar) and go back to the earlier periods or vice-versa. (CMO No. 20. Series of
2013)
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 evidence 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. 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.
Adopted and Modified by:
MR. NIKKO T. EDERIO

Professor
Page 1
St. Paul University Surigao
LEARNING OUTCOMES: At the end of the course, students should be able to:
1. Evaluate primary sources for their credibility, authenticity, and provenance;

2. Analyze the context, content, and perspective of different kinds of primary sources;
3. Determine the contribution of different kinds of primary sources in understanding Philippine history;
4. Develop critical and analytical skills with exposure to primary sources;
5. Demonstrate the ability to use primary sources to argue in favor or against a particular issue;
6. Effectively communicate, using various techniques and genres, their historical analysis of a particular event
or issue that could help others understand the chosen topic;
7. Propose recommendations/solutions to present-day problems based on their understanding of root causes
and their anticipation of future scenarios;
8. Display the ability to work in a team and contribute to a group project;
9. Manifest interest in local history and concern in promoting and preserving our country’s national patrimony
and cultural heritage.
CLASS IMPOSED RULES and ACADEMIC POLICIES

1. Gen Ed Courses Grading System: (70% - Formative and Course Rqmts such as
quizzes, home works/assignments, class activities, performance tasks or projects,
journals, and attendances; 30% - Summative and Major Final Rqmts. which refer to final
performance or written examinations)
2. Regardless whether consecutively committed or not, 2 tardies are equivalent to 1
absence. 2 absences (or absences equivalent to 6 hours) will require students for
readmission to the class. 3 absences (above six hours) will mark the student Failed due
to absences (FA). Furthermore, there’s a 15-minute grace period for late coming
students every class time. Students who will arrive at least a minute after the starting
time of the class schedule will be considered late; considered absent if the student will
arrive in the class after the 15-minute grace period.
3. Attendance checking will be done before the start of the class, daily. Students must be
seated in alphabetical order inside the class for the expedited attendance monitoring by
the teacher.
4. Opening Prayer – Paulinian’s Prayer; Closing Prayer – Spontaneous Prayer
5. No special quizzes and requirements shall be given to any student unless decided to be
appropriate or necessary only. Moreover, NO MAKE-UP EXAMINATIONS are to be
given. All missed quizzes and other requirements will be blanked in the class record and
should not be immediately equivalent to zero.
6. Any student caught cheating in any form inside the class will be automatically given with
70 in the term grade.
MR. NIKKO T. EDERIO

Professor
Page 2
MODULE 1
MEANING AND RELEVANCE OF HISTORY
THE PAULINIAN ESSENTIAL ELEMENTS
RELIABLE, PRODUCTIVE EXPERTS & IMPLEMENTERS

4.2 Accurately describe the knowledge and skills that adept career professionals in their field consistently
demonstrate, and evaluate whether theirs compare favorably.
4.3 Continuously improve their competencies, the quality of their work, and their tangible benefits to fellow colleagues
and clients.
4.4 Develop and accomplish projects related to their work that meet or exceed quality standards within agreed-upon
timelines and resource limits.
AFFIRMATION
“As a Christ-centered Paulinian, I am a Reliable, Productive EXPERT and IMPLEMENTER, competently pursuing my
mission in life.
DAY 1-2
TOPIC : MEANING AND RELEVANCE OF HISTORY
LEARNING 1. Explain the significance of history.
OUTCOMES 2. Evaluate primary sources for their credibility, authenticity, and provenance.
3. Demonstrate an understanding of history.
HOURS : 6 hours
ACTIVITIES :
1. Course Orientation
2. Socialized discussions on the meaning and relevance of history.
a. Pause for a few minutes and think about or reflect on your past. Has your past influenced you in
one way or another? How does your past shape your identity and behavior? Discuss your answers.
b. Give your responses to the following guide questions:
 What is history? How is your understanding of history different from what is explained in
this lesson?
 What does a historian do? As a student of history, what do you think are your tasks?
 What role does history take in the study of Philippine society, culture, and identity?
 How did the word “history” come about? Discuss in etymology and evolution.
3. Comparative analysis of primary and secondary sources using Venn Diagram. Given the excerpts from
the readings, discuss the findings of the two authors on the remains of what was then considered the
earliest known human remains in the Philippines-Tabon Man.
a. Robert B. Fox. The Tabon Caves: Archaeological Explorations and Excavations on Palawan
Island, Philippines
b. William Henry Scott. Prehispanic Source Materials for the Study of Philippine History.
c. Give your responses to the following Guide Questions:
 Which is the primary source and the secondary source between the two reading?
 What is the main distinction between primary source and secondary source?
 Why is primary source important in the study of history?
 What is the purpose of a secondary source?
 At present, how do you discriminate between contradicting reports of a single event
from different sources?
 Why should official records of the government be made accessible to the public?
 Do a credibility analysis of the sources. Who between the two authors is more credible
to talk about the topic?
MR. NIKKO T. EDERIO

Professor
Page 3
Rubric:
Criteria 5-6 Full 3-4 Substantial 1-2 Little or Partial
Accomplishment Accomplishment Accomplishment
Text Support of All statements are Most statements are Few or none of the
comparison supported by the text. supported by the text. statements are supported by
statements the text.
Placement of All statements noting Most statements are Few statements are placed
statements within similarities are placed in placed in the correct in the correct circle.
the Venn Diagram the center circle and all circle, but student has
statements that note mixed up a few
differences are placed in statements
the correct outer circle.
Number of quality Student is able to make 5 Student is able to make Student has made only 2 or
statements or more comparison 3-4 or more comparison fewer comparison
statements in each statements in each statements in each matrix.
matrix. matrix.
4. Think, Pair, Share. Considering the sources used by the Philippines and China in their respective claims
of sovereignty over the Scarborough Shoal, identify which are primary sources. Also look for the ruling of
the Permanent Court of Arbitration and explain the reason for its decision. Present your findings through
the graphic organizer below.
Evidences
Parties Involved Facts Ruling/ Decision
Primary Secondary
Philippines
China
REFLECTION : Express your appreciation of your roots and preservation of Philippine culture in your
desired form: essay, poem, painting or poster, sketch or drawing, etc.
ASSESSMENTS :
1. Define HISTORY.
2. Produce examples of primary sources and the corresponding secondary sources derived from them.
3. Comparative analysis of primary and secondary sources.
ASSIGNMENTS
1. Research on the different sources. Bring a primary source that can be used in the writing of your life
history.
RESOURCES : 1. Candelaria, John Lee P. & Alporha Veronica C. (2018) Readings in Philippine History.
Rex Bookstore.
2. Solmerano, Ernesto Thaddeus M.; Palencia Marjueve M. & Galicia Reynaldo De Mesa
(2018). Readings in Philippine History. Fastbooks Educational Supply, Inc.
3. Torres, Jose Victor (2018). BATIS Sources in Philippine History . C & E Publishing Inc.
Paulinian Essential Elements (For Individual Reflective Journal at the end of the module)
Guide Questions:
1. What have I LEARNED this week that has helped me do all aspects of this better?
2. What have I DONE this week that has made me better at doing all aspects of this?
3. How can I IMPROVE at doing all aspects of this is:
MR. NIKKO T. EDERIO

Professor
Page 4
MODULE 2
CONTENT AND CONTEXTUAL ANALYSIS
THE PAULINIAN ESSENTIAL ELEMENTS
ETHICAL, PAULINIAN LEADERS & PROFESSIONALS
1.1 Consistently adhere to ethico-moral standards of decision making and behavior in their personal, professional
and organizational affairs;
1.2 Declare, affirm, and manifest the values and principles of honesty, transparency, responsibility, accountability,
and fairness in their professional lives and endeavors;
1.3 Launch and sustain initiatives that openly advocate and tangibly uphold the rights and dignity of those seeking
redress for all forms of injustices committed against them, and reach out to those who are deprived,
marginalized and underserved;
1.4 Articulate, advocate and exhibit Paulinian ideals and values in their private and professional lives nurtured by
prayer and a deep relationship with God; and
1.5 Speak out and take action to expose and redress violations of social and professional norms and principles
whatever the consequences may be.
AFFIRMATION
“As a Christ-centered Paulinian, I am a Christ-centered, Ethical, Paulinian LEADER and PROFESSIONAL,
consciously expressing my Faith.
DAY 3-6
TOPIC : CONTENT AND CONTEXTUAL ANALYSIS OF SELECTED PRIMARY SOURCES
LEARNING : 1. Analyze the context, content, and perspective of different kinds of primary sources.
OUTCOMES 2. Determine the contribution of different kinds of primary sources in understanding
Philippine history.
3. Develop critical and analytical skills with exposure to primary sources.
HOURS : 9 hours
ACTIVITIES :
1. Group Activity. (Interact with a Historical Document) The class will be divided into 6 groups.
a. Given the list of the historical sources below, each group will be assigned to evaluate, assess,
analyze, interpret and appreciate at least 3 historical documents using the template (pls. see
attached templates).
1. Customs of the Tagalogs
2. Kartilya ng Katipunan
3. Paghirang sa Supremo Bilang Hari
4. The Act of Declaration of Philippine Independence
5. Political Caricatures of the American Era 1900-1941
6. Speech of Corazon Aquino before the Joint Session of the United States Congress (1986)
7. Spolarium (1884) by Juan Luna
8. The Making of the Philippine Flag by Fernando Amorsolo
9. Raiders of the Sulu Sea (2008)
10. Jose Rizal: Sa Landas ng Paglaya
11. Bayaning Third World
12. Emilio Aguinaldo: Bayani o Gangster?
13. Anak ng Bayan Tejeros and Hatol at Kamatayan
14. General Goyo: The Gregorio del Pilar Story
15. Apolinario Mabini: Talino at Paninindigan
16. Heneral Luna
17. Marcos 100 Special
18. Aquino Cojuangco Facts They Don’t Want to Know
Sample Document Analysis Template of a Written Document
MR. NIKKO T. EDERIO

Professor
Page 5
Meet the Document

Type (check all that apply):
Letter Speech Patent Telegram
Court document Chart Newspaper Advertisement
Press Release Memorandum Report Email
Identification Presidential Document Congressional Other
Document Document
Describe it as if you were explaining to someone who can’t see it. Think about: Is it handwritten or
typed? Is it all by the same person? Are there stamps or other marks? What else do you see on it?
Observe its Parts
 Who wrote it?

 Who read/received it?
 When is it from?
 Where is it from?
Try to make sense of it
 What is it talking about?

 Write one sentence summarizing this document.
 Why did the author write it?
 Quote evidence from the document that tells you this.
 What was happening at the time in history this document was created?
Use it as Historical Evidence
 What did you find out from this document that you might not learn anywhere?
 What other documents or historical evidence are you going to use to help you understand the
event or topic?
b. Each group will select a representative to present the group output in the class.
c. Processing follows every after presentation.
d. Synthesis will be done after the discussion.
2. Cooperative Learning will be done on the identification of the Historical Importance of the Text.
a. In groups of 3, the students will be asked to rate the significance of an event using the template
below:
Event: ___________________________
Criteria NAS IS RS NS GS
Level of Significance 1 2 3 4 5
How notable it was at the time: Evidence:
Was it noticed at the time as having

importance?
How widespread and lasting the Evidence:
consequences were:
How deeply felt was it?
How widespread was it?
MR. NIKKO T. EDERIO

Professor
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How lasting were its effects?
How symbolic it is: Evidence:
How has it been memorialized?
Does it represent a historical issue or trend?
Considering the ratings above, this event is:

Not at all significant- No one need to remember the event.
Individually significant- Only the descendants and family of the people involved should know about
the event.
Regionally significant: Most everyone in the region or who belongs to the specific groups affected
should know the event.
Nationally significant- Everyone in the country where it occurred should know about the event.
Globally significant- Most everyone in the world should know about the event.
3. Individual Activity: Rewrite a portion or a condensed version of the Kartilya ng Katipunan in a way that it can
encourage millennials like you to read and practice its teachings. Post it on your Facebook account and see
how your friends will respond to it.
4. Group Activity. Form groups of at least 4 members. Study a part of history in which the Philippines has been
freed from a tyrannical rule. Draft a 1page declaration of independence applicable after the toppling of this
era.
5. Group Activity (Artwork).

a. Work in groups of at least five members.
b. View the latest state of the nation address of President Rodrigo Duterte and discuss among
yourselves its impact on the different sectors of the society (i.e., women, youth, labor sector, etc.)
How is the “state of the nation “ viewed from the perspective of each sector?
c. Produce an artwork that will reflect or express the perspective of each sector and the pressing
social, political or socio-political, economic, or environmental issue in our country. Then share with
the class your work and the rationale for using certain materials or elements in your artwork.
Groups are assigned as follows:
d. Group 1: Cartoon
e. Group 2: Painting
f. Group 3: Photo essay
g. Group 4: Photo Collage
h. Group 5: Sculpture or mixed media
Rubric:
Criteria 3 2 1
Use of Class Time Used class time well to Used some of the Did not use the class
get the activity done. class time to get the time to get the activity
activity done. done.
Relevance of artwork All artworks reflect or Some of the artworks None of the artworks
express pressing reflect or express express pressing
social, political or pressing social, social, political or
socio-political, political or socio- socio-political,
economic, or political, economic, or economic, or
environmental issue in environmental issue in environmental issue in
our country, thus our country. our country.
making the topic easy
to understand.
MR. NIKKO T. EDERIO

Professor
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Accuracy of content At least 5 accurate At least 3 accurate No accurate facts are

facts are displayed on facts are displayed on displayed on the
the artwork. the artwork. artwork.
Attractiveness/ The artwork is The artwork is The artwork is
Creativity attractive in its design, attractive but slightly incredibly messy and
layout, and colors messy. poorly designed.
used.
REFLECTION : Express your insights on the development of a sense of nationalism in youtself through
self giving or self abnegation, unity and cooperation. Produce your outputs in either
written/printed outputs: essay, poem, sketch, drawing, portrait, etc.
ASSESSMENTS :
1. Craft your own 1 page declaration of independence
2. Impact of the President’s SONA on the different sectors
ASSIGNMENTS : Visit a famous place in your town and create a 1-3 minute travel video. Explain in the
video the relevance of the place. Describe what you see, hear, smell and touch. Also try to
taste some famous food and delicacies in the area. Afterwards, present your video in class.
RESOURCES : 1. Candelaria, John Lee P. & Alporha Veronica C. (2018) Readings in Philippine History.
Rex Bookstore.
2. Solmerano, Ernesto Thaddeus M.; Palencia Marjueve M. & Galicia Reynaldo De Mesa
(2018). Readings in Philippine History. Fastbooks Educational Supply, Inc.
3. Torres, Jose Victor (2018). BATIS Sources in Philippine History . C & E Publishing Inc.
Paulinian Essential Elements (For Individual Reflective Journal at the end of the module)
Guide Questions:
1. What have I LEARNED this week that has helped me do all aspects of this better?
2. What have I DONE this week that has made me better at doing all aspects of this?
3. How can I IMPROVE at doing all aspects of this is:
MR. NIKKO T. EDERIO

Professor
Page 8
TEMPLATES
Document Analysis Worksheet: Analyze a Photograph
Meet the photo
Quickly scan the photo. What do you notice first?

______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Type of photo (check all that apply):

Portrait Landscape Aerial/Satelite Action
Architectural Event Family Panoramic
Posed Candid Documentary Selfie
Other
Is there a caption?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Observe its parts
List the people, objects and activities you see.

PEOPLE OBJECTS ACTIVITIES
Answer as best you can. The caption, if available, may help.
Who took this photo?

______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Where is it from?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
What was happening at the time in history this photo was taken?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Why was it taken? List evidence from the photo or your knowledge about the photographer that led you to your conclusion.
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Use it as historical evidence
What did you find out from this document that you might not learn anywhere else?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
MR. NIKKO T. EDERIO

Professor
Page 9
What other documents or historical evidence are you going to use to help you understand this event or topic?
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
Document Analysis Worksheet: Analyze a Written Document
Meet the document

Letter Speech Patent Telegram
Court document Chart Newspaper Advertisement
Press Release Memorandum Report Email
Identification document Presidential document Congressional document Other
Describe it as if you were explaining to someone who can’t see it. Think about: Is it handwritten or types? Is it all by the same
person? Are there stamps or other marks? What else do you see on it?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Observe its parts

Who wrote it?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Who read/received it?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
When is it from?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Where is it from?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What is it talking about?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Write one sentence summarizing this document.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Why did the author write it?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Quote evidence from the document that tells you this
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What was happening at the time in history this document was created?
____________________________________________________________________________
____________________________________________________________________________
MR. NIKKO T. EDERIO

Professor
Page 10
____________________________________________________________________________
What did you find out from this document that you might not learn anywhere else?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Document Analysis Worksheet: Analyze an Artifact
Meet the artifact

Material (check all that apply):
Bone Pottery Metal Wood
Stone Leather Glass Paper
Cardboard Fabric Plastic Other
Observe its parts

Describe it as if you were explaining it to someone who can’t see it. Think about: shape, color, texture, size, weight, age,
condition, movable parts, or anything written on it.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Try to make sense of it.

Answer as best as you can.
Where is it from?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
When is it from?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Who used it? List reasons you think so.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What was it used for? List reasons you think so.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What does this tell you about the people who made and used it?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What does it tell you about technology at the time it was made?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What is a similar item from today?

MR. NIKKO T. EDERIO

Professor
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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

What did you find out from this artifact that you might not learn anywhere else?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What other documents or historical evidence are you going to use to help you understand the event or time in which this artifact
was used?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Document Analysis Worksheet: Analyze a Poster
Meet the poster

Quickly scan the poster. What do you notice first?
Observe its parts

WORDS VISUALS
Does it have a message printed on it? List the people, objects, places, and activities in the poster.
Are there questions or instructions What are the main colors used?
Does it say who created it? Are there any symbols?
Does the poster try to persuade mainly through words , visuals, or both equally?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Write one sentence summarizing this poster.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

When is this from?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What was happening at the time in history this poster was created?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Who do you think is the intended audience?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Why was it created? List evidence from the poster that tells you this.
____________________________________________________________________________
____________________________________________________________________________
MR. NIKKO T. EDERIO

Professor
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____________________________________________________________________________
What did you find out from this poster that you might not learn anywhere else?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Document Analysis Worksheet: Analyze a Map
Meet the map

What is the title?
______________________________________________________________________________________________________
Is there a scale and compass?

____________________________________________________________________________
What is in the legend?

____________________________________________________________________________
____________________________________________________________________________

Political Topographic/Physical Aerial/Satellite Relief (shaded or raised)
Exploration Survey Natural Resource Planning
Land Use Transportation Military Population/ Settlement
Census Other
Observe its Parts

What place or places are shown?
____________________________________________________________________________
____________________________________________________________________________
What is labeled?
____________________________________________________________________________
____________________________________________________________________________
If there are symbols or colors, what do they stand for?
____________________________________________________________________________
____________________________________________________________________________
Who made it?
____________________________________________________________________________
____________________________________________________________________________
When is it from?
____________________________________________________________________________
____________________________________________________________________________
What was happening at the time in history this map was made?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Why was it created? List evidence from the map or your knowledge about the mapmaker that led you to your conclusion.
____________________________________________________________________________
____________________________________________________________________________
MR. NIKKO T. EDERIO

Professor
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____________________________________________________________________________
Write one sentence summarizing this map.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
How does it compare to a current map of the same place?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What did you find out from this map that you might not learn anywhere else?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Document Analysis Worksheet: Analyze a Cartoon
Meet the cartoon
Quickly scan the cartoon. What do you notice first?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What is the title or caption?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Observe its parts

WORDS VISUALS
Are there labels, descriptions, thoughts, or dialogue? List the people, objects, and places in the cartoon.
List the actions or activities.
WORDS VISUALS
Which words or phrases are the most significant? Which of the visuals are symbols?
List adjectives that describe the emotions portrayed What do they stand for?
Who drew the cartoon?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
When is it from?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
MR. NIKKO T. EDERIO

Professor
Page 14
What was happening at the time in history it was created?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What is the message? List evidence from the cartoon or your knowledge about the cartoonist that led you to your conclusion.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What did you find out from this cartoon that you might not learn anywhere else?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What other documents or historical evidence are you going to use to help you understand the event or topic?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Document Analysis Worksheet: Analyze a Video
Anticipate
What is the title? What do you think you will see?

____________________________________________________________________________
____________________________________________________________________________
Meet the video

Animation Propaganda Promotional Training Film

Combat film Newsreel News report Informational
Documentary Entertainment Commercial Other
Elements (check all that apply):

Music Live action Narration Special Effects
Background Noise Color Black and White Animation
Dramatizations
What is the mood or tone?

____________________________________________________________________________
____________________________________________________________________________
Observe its parts

List the people, objects and activities you see.
PEOPLE PLACES ACTIVITIES
Write one sentence summarizing this video.

____________________________________________________________________________
____________________________________________________________________________
When is this video from?

____________________________________________________________________________
____________________________________________________________________________
MR. NIKKO T. EDERIO

Professor
Page 15
What was happening at the time in history it was created?

____________________________________________________________________________
____________________________________________________________________________
Who made it? Who do you think is the intended audience?
____________________________________________________________________________
____________________________________________________________________________
How do you think the creator wanted the audience to respond? List evidence from the video or your knowledge about who made
it that led you to your conclusion.
____________________________________________________________________________
____________________________________________________________________________
What did you find out from this video that you might not learn anywhere else?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Document Analysis Worksheet: Analyze a Sound Recording
Anticipate
What is the title?
____________________________________________________________________________
____________________________________________________________________________
What do you think you will hear?
____________________________________________________________________________
____________________________________________________________________________
Meet the sound recording

Campaign Speech Policy Speech Speech to or in Congress Musical Performance
Entertainment Press Conference Convention Court Arguments
Testimony News Report Interview Discussion
Radio Podcast Other
Elements (check all that apply):

Live broadcast Narration Commentary Studio Recording
Conversation Music Sound Effects Background sounds
What is the mood or tone?

____________________________________________________________________________
____________________________________________________________________________
Observe its parts

List the people and topics you hear.
PEOPLE TOPICS
Write one sentence summarizing this sound recording.

____________________________________________________________________________
____________________________________________________________________________
When is this sound recording from?

____________________________________________________________________________
____________________________________________________________________________
MR. NIKKO T. EDERIO

Professor
Page 16
When was happening at the time in history was created?

____________________________________________________________________________
____________________________________________________________________________
Who made it?

____________________________________________________________________________
____________________________________________________________________________
Who do you think is the intended audience?

____________________________________________________________________________
____________________________________________________________________________
How do you think the creator wanted the audience to respond? List evidence from the sound recording or your knowledge about
who made it that led you to your conclusion?
____________________________________________________________________________
____________________________________________________________________________

What did you find out from this sound recording that you might not learn anywhere else?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Document Analysis Worksheet: Analyze a Historical Writing
Historical writing is an organized account, often in narrative form, of the past of a nation, of a group of people, or of one important
figure. Historical writing generally has the following characteristics: focus (it is concerned with real events in the relatively distant
past), text organization (the events are told in chronological order), author’s style and purpose (it is usually an objective retelling
of facts rather than a personal interpretation. However, the author may have a specific purpose in mind, such as teaching a
moral lesson) and features (the author may incorporate literary devices such as anecdotes-brief stories that focus on an event in
a person’s life to illustrate a point). Use the following characteristics of historical writing and this excerpt from ________________
to complete the chart below.
Historical Writing Elements

Focus Subject:
Time:
Place:
Text Organization
Author’s Purpose and Style:

Style Purpose:
Features
MR. NIKKO T. EDERIO

Professor
Page 17
Rubric

Content Student completed the Student completed the Student has difficulty
chart in a clear and chart but do so in a completing the chart
consistent manner. somewhat consistent consistently.
manner.
Organization Answers are clearly Writing needs to be Writing and
written and ideas are polished organization of ideas
well-presented need improvement.
Document Analysis Worksheet: Film Review
Approach/Technique: Technology Based Approach, Creative Thinking and Writing Skills
Rationale: In this activity, students will discuss some film review vocabulary through pair- work discussions. Then
they will write their own film review after analyzing a model. Then they will read each other’s views and have a class
vote about which film looks most interesting.
Objectives: The students will:

1. be encouraged to join in a class discussion;
2. develop their writing skills; and
3. be trained to spend time in planning before they write.
Time Frame: 1.5 hrs.

Concepts: Film review, critical writing skill
Materials: A film to be watched by the entire class, pad paper, pen.
Procedures:
1. Research in the internet or the library about the topic or subject matter
2. Watch the film
3. After watching the film, five students will be chosen at random to be critics. Here is how it works: after the
whole class watch the film, you will be given 15-20 minutes to prepare individual presentations. Then
everyone’s name will be placed in a box, and the teacher will take five names out of the box. Those five
students will present their film reviews. The presentation should be organized as follows:
 Provide a brief summary of the film. (two or three sentences are fine; you don’t’ need to include a lot of
details.)
 State your opinion of the film. What are the strengths and weaknesses? Provide specific examples
(scenes, situations) from the film.
 What character(s) do you most identify with? What are the main personality traits of this (these)
characters?
 In your opinion, what was the director’s intention or message? How does the film relate to present
condition of the country? Specifically, how does it relate to the era in which it was made?
 Finally give the film a “thumbs up” or “thumbs down.”
4. Share your observation about the film with the class.
Rubric

Content Student wrote their film Student wrote their film Student has difficulty
reviews in a clear and reviews but do so in a writing their film reviews
consistent manner. somewhat consistent consistently.
manner.
Organization Answers are clearly Writing needs to be Writing and
written and ideas are polished organization of ideas
well-presented need improvement.
MR. NIKKO T. EDERIO

Professor
Page 18

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St.

Paul University Surigao

COLLEGE OF EDUCATION, CULTURE AND ARTS

Course Code : HIST 101

MR. NIKKO T. EDERIO

1. Evaluate primary sources for their credibility, authenticity, and provenance;

CLASS IMPOSED RULES and ACADEMIC POLICIES

Adopted and Modified by:

MR. NIKKO T. EDERIO

THE PAULINIAN ESSENTIAL ELEMENTS

RELIABLE, PRODUCTIVE EXPERTS & IMPLEMENTERS

Adopted and Modified by:

MR. NIKKO T. EDERIO

Adopted and Modified by:

MR. NIKKO T. EDERIO

THE PAULINIAN ESSENTIAL ELEMENTS

ETHICAL, PAULINIAN LEADERS & PROFESSIONALS

Sample Document Analysis Template of a Written Document

Adopted and Modified by:

MR. NIKKO T. EDERIO

Meet the Document

Observe its Parts

 Who wrote it?

 What is it talking about?

Use it as Historical Evidence

Was it noticed at the time as having

How deeply felt was it?

How widespread was it?

Adopted and Modified by:

MR. NIKKO T. EDERIO

How lasting were its effects?

How has it been memorialized?

Does it represent a historical issue or trend?

Considering the ratings above, this event is:

5. Group Activity (Artwork).

MR. NIKKO T. EDERIO

Accuracy of content At least 5 accurate At least 3 accurate No accurate facts are

Adopted and Modified by:

MR. NIKKO T. EDERIO

Document Analysis Worksheet: Analyze a Photograph

Meet the photo

Quickly scan the photo. What do you notice first?

Type of photo (check all that apply):

Observe its parts

List the people, objects and activities you see.

Try to make sense of it

Answer as best you can. The caption, if available, may help.

Who took this photo?

Use it as historical evidence

Adopted and Modified by:

MR. NIKKO T. EDERIO

Document Analysis Worksheet: Analyze a Written Document

Meet the document

Type (check all that apply):

Observe its parts

MR. NIKKO T. EDERIO

Document Analysis Worksheet: Analyze an Artifact

Meet the artifact

Observe its parts

Try to make sense of it.

Who used it? List reasons you think so.

What was it used for? List reasons you think so.