KNOW HISTORY
KNOW SELF
History
Memory
Perspective
Introduction
Aurelio Agcaoili* –
Coordinator, Professor
of Ilokano
Felicia Flores –
M.Ed Candidate,
Ford Fellow
In Philippines*
Theresa Navarro –
MA, American Studies;
Museum Studies
Rebecca Hirakami –
Teacher (4th Grade),
Kalihi Kai Elementary
• Resource Analysis:
(1) key events, people
and places mentioned
(2) historical
perspective(s)
presented
(3) media type
• Discuss: how does
this resource
contribute to your
knowledge of
Philippine history?
Debrief: HW
Overview
• Perspectives & Directions
• Media & Texts
• Structure
– Activities
Official History
Elites
• 68% rarely to never
integrate Philippine
culture, history and issues
into my teaching*
Textbooks
STATUS QUO
– Resources
• 60% poor knowledge of
Philippine history*
– Tools
• 72% don’t think critically
about Philippine history*
• Goal: Critical Connections
* Per 2010 FAEI Survey responses
Social History
Common
People
Memory
LIBERATION
Social
Justice
Looking Back, Moving Forward
Ang hindî marunong
lumingón sa
pinanggalingan ay
hindî makaráratíng
sa paroroonan.
He that does not look back
to where he came from will
never make it to his
destination.
- José Rizal
Marcos Regime
& Martial Law PRESENT
1965 –
1986 *
1986
Japanese
Occupation
1940 –
1946
U.S.
Occupation
1898 –
“1946”
Pre-“Contact”
>1500s
Spanish
Occupation
1500 –
1898
INTRODUCTION
Agenda
•
ROOTS
Activity: New Beginnings
II.
ROUTES
Activity: Click, Clack, Moo
Tools: ILEs & “Digital Natives”
LUNCH
III.
REFLECTIONS
Activity: Bayani Break-Through
Lecture: Aquino Now & Then
Activity: Biyuti & Kayumanggi
CONCLUSION
Activity: Balikbayan Capsule
Cover of The Forbidden Book: The Philippineamerican War in Political Cartoons (T’boli, 2004)
Objectives
By participating in this module, teachers will gain skill in:
• Describing the workings of Philippine issues
(Concept/Content)
• Interpreting Aural, Material, Visual Culture
(Sensory-stimulation/knowledge-building)
• Relating and narrating historical events
(Storytelling/Praxis)
Standards & Strategies
•
•
•
•
•
HCPS Standards (see FAEI website)
ELL Strategies
Informal Learning Environments (ILE)
“Digital Natives”
Concepts: Diversity, Gender, Indigeniety,
Philippines/World
• Critical Praxis: What, Why, How
Roots
I prefer mythology to history
because history starts from the
truth and goes towards lies and
mythology starts from lies-fantasy-- and goes toward truth.
--Jean Cocteau
Keywords
•History
•Memory
•Perspective
•Myths & Legends
Original Artwork by Ojay Tambio
(2010)
Activity
New Beginnings (Middle School)
Instructions: Imagine you’re an ELL student tasked with
presenting a popular myth or legend to your class. Find a
creative way to tell this story without speaking or writing.
Break – Songs of Yoyoy Villame
Routes
Ang kalagayan ng bansa sa
isang panahon ay lumilikha
ng natatanging kalipunan ng
mga bayani.
The situation in a country at a
particular time creates its own
breed of heroes and heroines.
-Teresa Magbanua
Key Words
•Colonization
•Resistance
•Resilience
•Revolution
Krista by Pablo Baen Santos (1984)
Resources
Book Title: Click, Clack, Moo! Cows that
Type (Reviewer: Akio)
Have you ever wished you could see
cows type? Well, in Click, Clack, Moo!
There are cows that type! This book is
funny because the cows want electric
blankets, but Farmer Brown, the owner,
takes out his typewriter and types
back: NO WAY!!!
The cows and hens go on strike, but the
cows make a deal: they’ll turn in their
typewriter for electric blankets. They
make the duck send the typewriter back,
but the duck steals it. You are going to
have to read to see what happen next…..
I would recommend this book because
it is very funny and the pictures are very
funny. Who ever heard of cows that type!
Rating: Three Stars
ILE
• Informal Learning
Environment (ILE)
• Edutainment
• Case Study:
Diorama Experience
at Ayala Museum
– The nerve cente[r]…
among our people,
particularly our youth
(Ayala Foundation, 2004)
Critical ILE Engagement
• Museum as a critical
discursive space
• Mindful encounter
with the exhibition
and its interpretation
of content through
appropriate context
of production,
perspective and
politics
Lunch
LUNCH
Reflections
Beauty is how feel inside
and it reflects in your eyes. It
is not physical.
- Sophia Loren
Key words
•B(i)yuti (Beauty)
•Bayani (Hero)
•Kayumanggi (Brown Skin)
•Liberation
Original Artwork by Ojay Tambio
(2010)
Activity
Bayani Break-through
(Middle School)
Instructions: Mobilize
students “digital
resourcefulness” to
enhance textbook
narratives. Consider
where students might
find resources for your
assigned perspective.
25 years of Hidden History
• Historical Tsismis
– Last presidents: Marcos,
C. Aquino, Ramos, Erap,
GMA, Noynoy Aquino
– Politics Palimpsest:
Kinship, celebrity, church
– U.S. dis/interest
• Personal Anecdote
Felicia Flores
• Break - Bayan Ko
Activity
Byuti & the Kayumanggi (Elemantary)
Instructions: Explore concepts of beauty
and diversity through a simple art walk.
This activity can be adjusted by age group
through varying levels of engagement.
This can be even more integrated to lesson
plan through “themed” images (historical
figures, etc.)
Debrief
• Closing Activity: Balikbayan Time Capsule
• What have you learned about Philippine history through this
module? What were you surprised to learn? What were you
surprised to know you already knew?
• Why is it important to engage with Philippine history? In
this digital age, why is it more important than ever to
provide students with critical tools for learning history?
• How can you apply activities, resources and tools from this
module to your work with students? How can this
knowledge help you better connect with your students?