HISTORY Flashcards
(46 cards)
1
Q
Two questions that are used to investigate facts.
A
Analytical Questions
Descriptive Questions
2
Q
The history triangle shows the relationship between what?
A
Historical Context, Historical Questions/Thesis, Primary Sources, and Secondary Sources.
3
Q
This is the theory of knowledge, and is how social and political context change the writing of history.
A
Epistemology
4
Q
This is the idea that people need to have an empirical or tangible thing upon which to base ideas.
A
Empiricism
5
Q
He is known as the Father of New Philippine Historiography.
A
Zeus A. Salazar
6
Q
Zeus A. Salazar is best known in pioneering an emic perspective in Philippine history called?
A
Pantayong Pantangi (The “We” Perspective)
7
Q
The most famous work about the Philippines during Magellan’s colonization was?
A
Sucesos de las Islas Filipinas (Events in the Philippine Islands) by Antonio de Morga
8
Q
The Filipino term “Kasaysayan” is compound word for ___ and ___.
A
salaysay and saysay
9
Q
Salaysay means?
A
story or narrative
10
Q
Saysay means?
A
value or worth
11
Q
Combing salaysay and saysay, what does Kasaysayan mean?
A
Salaysay na may saysay.
A narrative that has value.
12
Q
These three divided Philippine history into three periods.
A
Rizal. Del Pilar, and Jaena
13
Q
These are three periods of Philippine history divide by Rizal. Del Pilar, and Jaena, in which Salazar referred to this as “tripartite view”.
A
Pre-Colonial Period
Colonial Period
Post-Colonial Period
14
Q
A person who studies and writes about the past and is regarded as an authority on it.
A
Historian
15
Q
The Nature of History
A
- Study of thee present in the light of the past.
- History is the study of man.
- History is concerned with man in time.
- History is concerned with man in space.
- All aspects of the lite of a social group are closely interrelated and historical happenings cover all these aspects of life.
- History is a dialogue between the events of the past and progressively emerging future ends.
- Not only narration but also analysis.
- Continuity and coherence are the necessary requisites of history.
- Relevant to the present lite.
- Comprehensiveness
16
Q
History is a ______ in the sense that it pursues its own techniques to establish and interpret facts.
A
Science
17
Q
The 5 Aims of Teaching History at Secondary Stage
A
- TO PROMOTE AN UNDERSTANDING OF THE PROCESS OF CHANGE
- TO ACQUIRE KNOWLEDGE OF SIGNIFICANT WORD EVENTS
- TO PROMOTE AN UNDERSTANDING OF THE COMMON ROOTS OF HUMAN CIVILIZATION
- TO DEVELOP AN APPRECIATION OF THE CONTRIBUTIONS MADE BY VARIOUS CULTURES
- TO DEVELOP AN UNDERSTANDING OF CASUAL RELATIONSHIPS
18
Q
The 5 Aims of Teaching History at Secondary Stage
- History is the only subject that can unfold the process of change and development through which human societies have evolved to their present stage of development.
A
- TO PROMOTE AN UNDERSTANDING OF THE PROCESS OF CHANGE
19
Q
The 5 Aims of Teaching History at Secondary Stage
- The students through the learning of history get the knowledge of happenings outside the life of the nation which are significant to the life of the world as a social group or significant to some happening in the life of the nation (such as French revolution, the Industrial revolution, etc.)
A
- TO ACQUIRE KNOWLEDGE OF SIGNIFICANT WORD EVENTS
20
Q
The 5 Aims of Teaching History at Secondary Stage
- All major civilizations of the world have common roots, leaving aside some major local characteristics; most of them have common features which point to the basic unity of mankind. One of the important aims of history is to point to this basic unity.
A
- TO PROMOTE AN UNDERSTANDING OF THE COMMON ROOTS OF HUMAN CIVILIZATION
21
Q
The 5 Aims of Teaching History at Secondary Stage
- The cultures of different countries have contributed in one way or the other to the total heritage of mankind. History can bring this to the knowledge of the pupils and that is to be understood and appreciated.
A
- TO DEVELOP AN APPRECIATION OF THE CONTRIBUTIONS MADE BY VARIOUS CULTURES
22
Q
The 5 Aims of Teaching History at Secondary Stage
- By the understanding of the causal relationship between historical happenings, pupils may be able to have some insight into the process of framing historical laws and utilizing them for prediction.
A
- TO DEVELOP AN UNDERSTANDING OF CASUAL RELATIONSHIPS
23
Q
The 7 Objectives of Teaching History at Secondary Stage
A
- KNOWLEDGE
- UNDERSTANDING
- CRITICAL THINKING
- PRACTICAL SKILLS
- INTERESTS
- ATTITUDES
- APPRECIATE CULTURAL VARIATIONS
24
Q
The 7 Objectives of Teaching History at Secondary Stage
- The student should acquire knowledge of terms, concepts, facts, events, symbols, ideas, conventions, problems, trends, personalities, chronology, and generalizations, etc. related to the study of history.
A
- KNOWLEDGE
25
The 7 Objectives of Teaching History at Secondary Stage
- The pupil should develop understanding of terms, facts, principal events, trends, etc., related to the study of history.
2. UNDERSTANDING
26
The 7 Objectives of Teaching History at Secondary Stage
- The subject should enable the pupils to develop critical thinking Identify the problems; Analyze the problems; Collect evidence; Sift evidence, facts and opinion; Select relevant evidence and facts and weigh them.
3. CRITICAL THINKING
27
The 7 Objectives of Teaching History at Secondary Stage
- The subject should enable the pupils to develop practical skills helpful in the study and understanding of historical facts.
4. PRACTICAL SKILLS
28
The 7 Objectives of Teaching History at Secondary Stage
- The subject should enable the pupil to develop interest in the study of history. Participate in historical dramas and mock sessions of historical events; Visit places of historical interests, archeological sites, museums and archives;
5. INTERESTS
29
The 7 Objectives of Teaching History at Secondary Stage
- The subject should enable the pupil to develop healthy social attitudes. Possess the sense of patriotism. Show respect towards other people’s opinion, ideas, beliefs and ways of life; Read about other faiths and religions; Establish friendship with pupils of other communities and faiths.
6. ATTITUDES
30
The 7 Objectives of Teaching History at Secondary Stage
- Contributions made by various countries, interdependence of nations and peoples and the need for settling disputes among nations in a peaceful manner through world organizations like the U.N.
7. APPRECIATE CULTURAL VARIATIONS
31
This is the experience or fruit which one gets in the path of achieving aim whereas aim is a conscious and active purpose that we always keep before our mind. It always remains before us in the path of achievement.
Value
32
The 9 Values of Teaching History
1. Disciplinary Value
2. Informative Value
3. Cultural Value
4. Political Value
5. Nationalistic Value
6. Internationalistic Value
7. Educational Value
8. Intellectual Value
9. Ethical Value
33
History is quite fruitful for mental training. It trains the mental faculties such as critical thinking, memory and imagination. It quickens and deepens understanding, gives an insight into the working of social, political, economic, and religious problems.
1. DISCIPLINARY VALUE
34
History is a wonderful treasure-house of information and can offer guidance for the solution to all human problems pertaining to science and art, language and literature, social and political life, philosophical speculation and economic development. History shows us the roots without uprooting the tree.
2. INFORMATIVE VALUE
35
It is essential that one should understand the importance of his/her own cultural and social values. We should also develop attachment towards our cultural heritage. History makes us able to understand our present culture. It expounds the culture of the present time by describing the past. It explains the origin of existing state of things, our customs, our usages, our institutions. It enables us to understand that the transformations in human history were brought about by change of habits and of innovation.
3. CULTURAL AND SOCIAL VALUES
36
History is regarded to be the past politics. According to T.S. Seeley, “The historian is a politician of the political group or organization, the state being his study. To lecture on political science is to lecture on history.” History stands as a beacon of hope when some nation is overcast with dark clouds.
History is extremely necessary for completing the political and social sciences which are still in the making. History supplements them by a study of the development of these phenomena in time
4. POLITICAL VALUES
37
- History teaching renders an effective service in the young minds with a sense of patriotism.
5. NATIONALISTIC VALUE
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- History shows the dependence and interdependence of nations which is the root of internationalism. The domain of history is very extensive and wide. Through a survey of world history, the young learners will come to realize that although different peoples had and still have different customs, habits, laws, and institutions; they have been striving towards the same end.
- The realization of essential unity of human race is the first step towards fostering universal understanding based on the virtues of tolerance, kindliness, love, sympathy, and goodwill.
6. INTERNATIONALISTIC VALUE
39
- History has unique value and importance because it is the only school subject which is directly and entirely concerned with the behavior and action of human beings. The imagination of the children is developed through the teaching of history. It is logical to treat history as a temporal canvas against which the facts learned in other subjects can be arranged.
7. EDUCATIONAL VALUE
40
- A large number of intellectual values accrue from the teaching of history. It sharpens memory, develops the power of reasoning, judgement and imagination. It cultivates the qualities of reading, analyzing, criticizing, and arriving at conclusions. In historical writings our past is alive and treasured in the form of chronicles, biographies, stories and other forms of literary tradition.
8. INTELLECTUAL VALUE
41
- History is important in the curriculum because it helps in the teaching of morality. Through it a child comes close to the valuable thoughts of saints, reformers, leaders, important persons and sages. The children get inspired by the life stories of these great leaders. There are other arguments that go against this notion that history gives ethical teaching.
9. ETHICAL VALUE
42
The 4 Different Approach in Arrangement of Content in History
1. Topical Approach
2. Chronological Approach
3. Concentric Approach
4. Regressive Approach
43
It suggests dividing the history course into small units called topics, each topic representing an idea or a particular movement in history. These topics are generally selected on the basis of their suitability for the age, ability and interest of children.
1. Topical Approach
44
- This approach spreads the whole course of history over the entire period of school instruction. Contents are taught in a chronological sequence year by year. In other words, the whole course of history is divided into certain marked stages called periods which have to be taught in chronological order. The ground once covered is never repeated.
2. Chronological Approach
45
This approach was initiated by Pestalozzi. Under this approach the prescribed course of history is taught again and again with increasing fullness in every successive class, each time giving more and more details.
3. Concentric Approach
46
- The famous educational maxim, “go from the known and the familiar to unknown and the unfamiliar” lends support to this approach. Here we start from the present and work backwards. The past is studied as an outgrowth of the present.
4. Regressive Approach
