Readings in Philippine History Midterm Examination: Significant Events in Philippine

History through Primary Sources

C.B.H.Decrepito

Instructions:
1. Create a group composed of five to seven members.
2. Choose one among the following themes of Philippine History. You may create your own specific topic as long
as these belongs to the suggested themes below.
3. Look for primary sources that can be used as evidences of your chosen theme: written document; photo;
artifact; editorial cartoon/caricature; video
4. Read and research about each primary source using the competencies of historical literacy; and its relevance
to Philippine History.
5. Identify and elaborate at least five secondary sources of your chosen topic (comprehensive summary;
relevance to your chosen topic/theme).
6. Provide a comprehensive summary; and significance or relevance to Philippine History and to the Filipino
Nation of your chosen theme/topic
7. Answer the five Primary Sources Analysis Worksheets provided below.
8. Answer the integrating guide questions which will serve as the synthesis of the five Primary Sources Analysis
Worksheets.
9. Rate the participation of the group members according to the criteria provided at last part of this examination.

A. Precolonial Philippines
B. Culture Clash and Contact: Spanish Conquest of the Philippine Islands
C. Life under Spain
D. 1896 Revolution Against Spain
E. Reform and Radicalism: Propaganda Movement
F. 1896 Revolution Against Spain
G. 1st Philippine Republic
H. Philippine American War
I. Life under the Americans
J. The Filipino Colonial State under American Rule
K. Filipinization towards the Commonwealth Government
L. Japanese Invasion
M. Life during the Japanese Occupation
N. Philippine Liberation
O. Post War Independence and Recovery
P. Hukbalahap Insurgency
Q. Martial Law
R. EDSA Revolution
S. Recent Natural Disasters: Typhoon Yolanda
T. The Rise of Rodrigo Duterte
Title of your Chosen theme/topic:
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Comprehensive Description:
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Relevance/significance to Philippine history and to the Filipino Nation:

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 Secondary Sources

I. Title of Secondary Source

A. Author
B. Comprehensive Summary
C. Relevance to your chosen theme/topic

II. Title of Secondary Source

A. Author
B. Comprehensive Summary
C. Relevance to your chosen theme/topic

III. Title of Secondary Source

A. Author
B. Comprehensive Summary
C. Relevance to your chosen theme/topic

IV. Title of Secondary Source

A. Author
B. Comprehensive Summary
C. Relevance to your chosen theme/topic

V. Title of Secondary Source

A. Author
B. Comprehensive Summary
C. Relevance to your chosen theme/topic
 Written Document Analysis Worksheet

Title: ________________________________________________________________________________

Attach a photo/printed format of the document:

Comprehensive description and summary of the written primary source:

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Relevance/significance to Philippine history and to the Filipino Nation:
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Type of Written Document (Check one):

___newspaper article ___Letter ___Government documents (what kind):_____________________
___Press release ___Diary ___Others (specify):__________________________________
Historical Literacy Competency Analysis:

I. Sourcing:

Who wrote the document?

What is the author’s perspective or position in

the historical event?

When/Where was it written?

Why was it written?

Who is/are its intended audience?

Where was it published or circulated?

Where is it currently located/stored/found?

Other significant information and insights

about sourcing.

II. Contextualization:
The following guidelines should be answered vis-à-vis with its effect on the content of the
document you are studying.

Significant events in history that were happening

when the document was created (should be
related to the document)

Author’s Background and Motivation

Intended Audience Background

 Information/Insights that were emphasized

How may the content and manner of writing

of the document affected by the significant or
influential events that were happening when
it was written?

Other significant information and insights

about contextualization.

III. Corroboration

Other historical sources with complementing

information, insights and ideas (title; and short
description). Cite and elaborate the significant
points of complementarity

Other historical sources with contradicting

information, insights and ideas (title; and short
description). Cite and elaborate the significant
points of contradiction.

Other historical sources which can give more

description or elaboration of the phenomenon or
personalities described in the document (title;
and short description).

Other significant information and insights about

contextualization.

IV. Close Reading:

What are the significant points/arguments which

the author emphasized? What could have been
the author’s reason of doing so?
Did the author intentionally or unintentionally
left out certain arguments/insights/information?
What could have been the author’s reason of
doing so?

How may the events during the document was

written have influenced the author’s views as
expressed in its arguments/main points?

How do evidences from other sources

complement or contradict the claims of the
document?

What language (words, phrases, images,

symbols) did the author use in order to
communicate and persuade its audience?

What are other significant peculiarities of the

document which implicitly or explicitly connotes
meaning?

Other significant information and insights about

close reading.

Conclusions: __________________________________________________________________________
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Realizations:__________________________________________________________________________
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 Photo Analysis Worksheet

Photo:

Comprehensive description:
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Relevance/significance to Philippine history and to the Filipino Nation:

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Historical Literacy Competency Analysis:

I. Sourcing:

Who took the photo?

What is the photographer’s perspective or

position in the historical event?

When/Where was it taken?

Why was it taken?

Who is/are its intended audience?

Where was it published or circulated?

Where is it currently located/stored/found?

Other significant information and insights about

sourcing.

II. Contextualization:

Significant events in history that were happening

when the photo was taken (should be related to
the photo)

Photographer’s/Publisher’s Background and

Motivation

Intended Audience’ Background

 How may the objects; people; and activities
projected in the photo affected by the
significant or influential events that were
happening when it was taken?

Other significant information and insights

about contextualization.

III. Corroboration

Other historical sources with complementing

information, insights and ideas (title; and short
description). Cite and elaborate significant points
of complementarity.

Other historical sources with contradicting

information, insights and ideas (title; and short
description). Cite and elaborate significant points
of contradiction.

Other historical sources which can give more

description or elaboration of phenomenon or
personalities described in the document

Other significant information and insights about

corroboration.

IV. Close Observation:

People:
Information/Insights that were emphasized

Objects:

Activities:
Inference:
1. What could be the possible message or
meaning of the photo?
2. Base from your observation what can you
infer or conclude about the photo’s
implication.
3. What questions/ideas do this photo
projects to its audience/observer?

How do evidences from other sources

complement or contradict what is/are shown in
the photo?

What are significant peculiarities of the photo

which implicitly or explicitly connotes meaning?

Other significant information and insights about

close reading.

Conclusions:___________________________________________________________________________
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Realizations:__________________________________________________________________________
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 Artifact Analysis Worksheet

Photo of the artifact (whole artifact; close up of significant parts)

Comprehensive description:
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Relevance/significance to Philippine history and to the Filipino Nation:

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 1. Describe the material from which it was made of: pottery; metal; wood; stone; other materials.
Describe how it looks and feels: color, texture; weight etc.
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Historical Literacy Competency Analysis:

I. Sourcing:

Who made the artifact?

What is the maker’s perspective or position in the

historical event?

When/Where was it made?

Why was it made?

Who is/are its intended audience/user?

Where/When was it used/displayed?

Where is it currently located/stored/found?

Other significant information and insights about
sourcing.

II. Contextualization:

Significant events in history that were happening

when the artifact was created (should be related
to the artifact)

Creator’s Background and Motivation

Intended Audience/Users’ Background

Parts and details that were emphasized

How may the design and details of the artifact

affected by the significant or influential events
that were happening when it was made?

III. Corroboration

Other historical sources with complementing

information, insights and ideas (title; and short
description). Cite and elaborate points of
complementarity.

Other historical sources with contradicting

information, insights and ideas (title; and short
description). Cite and elaborate points of
contradiction.

Other historical sources which can give more

description or elaboration of phenomenon or
personalities described in the artifact.
Other significant information and insights about
corroboration.

IV. Close Observation:

What does it tell us about the technology of the

time when the artifact was created and utilized?

What does it tell us about the life and times of the

people who made and used it?

How may the events during the artifact was made

have influenced the creator as expressed in its
parts/details?

What are other significant peculiarities of the

artifact which implicitly or explicitly connotes
meaning?

Other significant information and insights about

close reading.

Conclusions: __________________________________________________________________________
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Realizations:__________________________________________________________________________
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 Editorial Cartoon/Caricature Analysis Worksheet

Editorial Cartoon/Caricature

Comprehensive description:
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Relevance/significance to Philippine history and to the Filipino Nation:

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Historical Literacy Competency Analysis:

I. Sourcing:

Who made the editorial cartoon/caricature?

What is the creator’s perspective or position in

the historical event?

When/Where was it made?

Why was it made?

Who is/are its intended audience?

Where was it published or circulated?

Where is it currently located/stored/found

Other significant information and insights

about sourcing.

II. Contextualization:

Significant events in history that were happening

when the editorial cartoon/caricature was
created (should be related to the editorial
cartoon/caricature)

Creator’s Background and Motivation

Intended Audience Background

 How may the objects; people; and activities
portrayed in the editorial cartoon/caricature
affected by the significant or influential events
that were happening when it was created?

Other significant information and insights

about contextualization.

III. Corroboration

Other historical sources with complementing

information, insights and ideas (title; and short
description). Cite and elaborate significant points
of complementarity.

Other historical sources with contradicting

information, insights and ideas (title; and short
description). Cite and elaborate significant points
of contradiction.

Other historical sources which can give more

description or elaboration of phenomenon or
personalities described in the editorial
cartoon/caricature (title; and short description).

Other significant information and insights

about corroboration.

IV. Close Observation:

People:
Information/Insights that were emphasized

Objects:

Activities:
 Phrases/Words:

Inference:
1. Identify and elaborate the symbolisms
and representations emphasized in the
editorial cartoon/caricature.
2. What could be the possible message or
meaning of the editorial
cartoon/caricature?
3. Base from your observation what can you
infer or conclude about the editorial
cartoon/caricature’s implication.
4. What questions/ideas does this editorial
cartoon/caricature project to its
audience/observer?

How do evidences from other sources

complement or contradict what is/are shown in
the editorial cartoon/caricature?

What are significant peculiarities of the editorial

cartoon/caricature which implicitly or explicitly
connotes meaning?

Other significant information and insights

about close reading.

Conclusions:___________________________________________________________________________
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Realizations:__________________________________________________________________________
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 Video Analysis Worksheet

Title:_________________________________________________________________________________

Comprehensive description:
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Relevance/significance to Philippine history and to the Filipino Nation:

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Type of Written Video (Check one):

___video clip ___movie ___advertisement ___news report __government order
___newsreel ___series ___vlog ___documentary __propaganda material
___Others (specify):______________________________________________________________________
Historical Literacy Competency Analysis:

I. Sourcing:

Who made/produced/published the video?

What is the creator’s perspective or position in

the historical event?

When/Where was it made?

Why was it made?

Who is/are its intended audience?

Where was it published or circulated?

Where is it currently located/stored/found

Other significant information and insights

about sourcing.

II. Contextualization:

Significant events in history that were happening

when the video was created (should be related
to the video)

Creator’s Background and Motivation

Intended Audience Background

 How may the objects; people; and activities
projected in the video affected by the
significant or influential events that were
happening when it was taken?

What does the video convey and emphasize

about the life and the times it was created?

Other significant information and insights

about contextualization.

III. Corroboration

Other historical sources with complementing

information, insights and ideas (title; and short
description). Cite and elaborate points of
complementarity.

Other historical sources with contradicting

information, insights and ideas (title; and short
description). Cite and elaborate points of
contradiction.

Other historical sources which can give more

description or elaboration of phenomenon or
personalities described in the document ideas
(title; and short description).

Other significant information and insights about

corroboration.
 IV. Close Observation:
People:
Information/Insights that were emphasized

Objects:

Activities:

Phrases/Words:

Inference:
1. What could be the possible message or
meaning of the video?
2. Base from your observation what can you
infer or conclude about the video’s
implication.
3. What questions/ideas do this the video
projects to its audience/observer?
4. Does this video appeal to the emotion or
reason of its viewers? How do you think
its creators wanted the audience to
respond or react?

What language (words, phrases, images,

symbols) did the creator use in order to
communicate and persuade its audience?

How do evidences from other sources

complement or contradict what is/are shown in
the video?

What are significant peculiarities of the video

which implicitly or explicitly connotes meaning?
Other significant information and insights about
close reading.

Conclusions:___________________________________________________________________________
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Realizations:__________________________________________________________________________
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 Primary Sources Analysis Worksheets: A Synthesis

Instructions:
Write a comprehensive argumentative essay as synthesis of your analysis of your chosen theme/topic of
Philippine History using the five primary sources worksheets through the guide questions/directions
below:
1. Write a comprehensive narrative base from the findings and conclusions of the five primary
sources analysis worksheets.
2. Identify and elaborate the causes and consequences of the events/experiences in your chosen
theme/topic of Philippine History vis-à-vis your analysis using the five primary sources analysis
worksheets.
3. Describe the life and times (socio-politico-economic conditions) vis-à-vis with your chosen primary
sources as evidences and references of your exposition.
4. Base from our chosen primary sources, recreate how is it to live as an ordinary person in the time
of your chosen theme/topic of Philippine History.
5. What did you learn and realize from this activity? Did it confirm or contradict what you learn from
textbooks; teachers; popular media about your chosen theme/topic of Philippine History.
Elaborate your answers.

Your argumentative essay must have a title and body with various paragraphs (preferably with subtitles).
Write this using your own words and thoughts. Plagiarism is strictly prohibited and will be dealt with
accordingly.
 Peer Evaluation

Instructions:

Evaluate the contribution and participation of each member using the metrics indicated below. Rate
each member in the scale of 1-10; with 10 as highest and 1 as lowest. Get the total score of each and
sum up total scores from all the members. Obtain the average by getting the dividing the number of
members to the accumulated total score.

Member I:____________________________________________________________________________

Metrics Rating (1-10) Rating (1-10) Rating (1-10) Rating (1-10) Rating (1-10) Rating (1-10) Rating (1-10)
Contribution to
Content
(Information)
Contribution to
Content
(Analysis)
Contribution to
Content
(Presentation)
Teamwork
(Cooperation;
Attentiveness)

Attendance

TOTAL

Members Total Rating

Member I
Member II
Member III
Member IV
Member V
Member VI
Member VII
Member VIII
TOTAL
AVERAGE (Total/Number of Members)
 Format for Presentation (PPT)

Reminders:
1. All members must be given a part or role in the presentation.
2. Each group is given 12 minutes for the presentation.
3. You must bring your own laptop and speaker.s

I. Title of Chosen Topic/Theme

II. Comprehensive Description:
III. Relevance/significance to Philippine history and to the Filipino Nation:
IV. Editorial Cartoon Analysis Worksheet
V. Video Analysis Worksheet
VI. Primary Sources Analysis Worksheets: A Synthesis
Significant points/arguments