PHILIPPINE HISTORY AND LITERATURE
MODULE 1 – READING AND REVOLUTION Activity 1
1. What do you know about the publication of Noli Me Tangere and how it affected the Philippines? 2. Do you think that novels in the Philippines are as important as they used to be when the Noli was published in 1887? Are people still inspired by novels? 3. What is it about reading long texts, such as short stories or novels that makes it different from reading tweets and Facebook status posts? What is the importance of literature for the Facebook generation? Activity 2
Read the excerpt of The Revolution According to Raymundo Mata by Gina Apostol . Guide Questions:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Why did the Noli Me Tangere have such a big impression on the narrator? Could you relate to the narrator’s experience of reading? Why or why not? Have you ever felt the same about a book that you had read? What book was it? Why did it leave such a huge impression on you? t o those who receive it” mean? Should art be a reproach? What does the the line “Art is a reproach to Should we relate art to society? Explain your views. When you read about how so many people were affected by the novel Noi Me Tangere, what was your reaction? Do you think a book can ever elicit such a strong response in the Philippines? When the narrator narrator says that the act of reading was a historic historic act, what did he mean? Do you think this is true even today? During those times, do you think th ink you would have been moved to fight figh t against the government after reading the novel? They say that the act of reading gives people more empathy and makes them more critical and reflective. Do you think this is true? Given the excerpt, what do you think is the importance of literature to society? Is this still applicable today? Why is the Noli Me Tangere, a book that was banned in the past, now a required reading in Philippine schools? schools? Why did the Catholic Church go against making the Noli a requirement? Do you think there should ever be a time when certain books should be banned? Why or why not?
Evaluation:
1. Is reading still an important activity today? Why or why not? 2. Is the experience of reading literature more important than googling information on the Internet? Why or why not?
MODULE 2 – THE DEATH OF A HERO HERO Activity 1
1. What do you know about Jose Rizal? What do you feel about him? 2. Why do people often compare and contrast Rizal and Bonifacio? 3. Do you consider Jose Rizal a revolutionary? Why or why not? Activity 2
Read the poem Padre Faura Witnesses the Execution of Rizal by Danton Remoto . Guide Questions:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Who is Pepe? Explain. Why does Pepe ask the persona about purgatory? The poem talks about the nature of stars. Can you explain what he means, in terms of science? This discussion of a star is also a metaphor. What is it a metaphor for? Explain. Why was Rizal executed? How is this similar to the idea of a star? Relate this to Philippine history. What do you think the persona felt for Rizal? Give textual evidence. Do you feel the same way? Why or why not? What would you say was Rizal’s greatest contribution to Philippine society? If you were in Rizal’s place, would you have supported the Kat ipunan? Why or why not/ Who do you consider as our national hero? Jose Rizal or Andres Bonifacio?
Evaluation:
1.
Write a poem about Jose Rizal. You can even draw a background of your poem. The rubrics in grading your work will be as follows: 40% Content 40% Critical Thinking 20% Creativity MODULE 3 – AUTHORITARIANISM
Activity 1
1. 2. 3. 4.
What do you know about martial law and Ferdinand Marcos? Why are there people who post Facebook statuses that are nostalgic about martial law? As a new generation of Filipinos, what can we learn from this period in our history? Interview two people and try to find out what they think or feel about martial law. Ask them the following questions: A. What do you remember about Ferdinand Marcos? B. What do you remember about martial law? C. Do you think martial law was a good or bad time in Philippine history? Why do you say so? D. Why should we study this period in our history?
5. Read more about martial law in the following URLs: http:/www.philippine-history.or http:/www.philippine-history.org/martial-la g/martial-law-philippines.htm w-philippines.htm
Activity 2
Read the poem Apo on the Wall by BJ Patino . Guide Questions:
1. 2.
3. 4. 5. 6. 7. 8. 9. 10.
How would you describe the persona and the persona’s father? How H ow would you describe their relationship? Would you say that your relationship with your father is similar or different? Explain. In lines 12 12 and 13 in the poem, there is the use of the words “snappy” and “snapped” respectively. What do these words mean? How do they add to the poem in terms of sound? How do they add to your understanding understanding of the relationship relationship between father and son? Who is Apo in the poem? Cite evidence to support your answer. How would you describe the relationship between the persona’s f ather and Apo? What does do es this tell us about about do the father, bout the father’s perspective about martial law? What kind of values dos the persona’s father want to teach his child, specifically, about what it means to be a man? Do you agree with these values? Why or why not? Why is Apo compared to the “scary” Jesus in the hallway? What do they seem to have in common? What do the father, Apo, and the “scary” Jesus have in common? Read the last line of the poem. What does it mean? How does this regulate the persona’s behavior? Do you think the persona’s perspective about martial law is the same as his father’s? why or why not? How does this poem provide the reader a glimpse of what martial law was like? How did the poem make you feel? MODULE 4 – SURVIVAL
Activity 1
1.
What are you willing to sacrifice for the good of the nation? Would you be willing to die for your country? 2. If you had children, do you think your decision would still be the same? Why or why not? 3. When parents decide to be part of a revolution, how do you think this th is would affect their children? Explain your answer. Activity 2
Read the story The Safe House by Sandra Nicole Roldan. Guide Questions:
1. What is the dictionary meaning of “safe house”? 2. What is the double meaning of the title The Safe House? Why do you think this was used for the title? 3. Why didn’t the narrator feel safe? 4. What makes you feel safe? Can you relate to the narrator? Why or why not? 5. Why did the man in the story have band aids instead of nails? What does this imply about the visitors in the house? 6. Do you sympathize more with the visitors or the narrator? Why do you feel this way?
7. Why did the mother leave? Do you understand this decision? Would you have left as well? Why or why not? 8. How does the narrator’s view of martial law differ from father’s view? Why does she have a different point of view? 9. What effect does reading this story have on you? How does it affect the way you look at martial law? What did you feel about it before you read the story, and after you read the story? 10. Why was it necessary for the narrator to tell us that she locks the door against the visitors nowadays? What does this symbolize? Do you agree with the narrator? Why or why not? Evaluation:
pr otagonist’s decision in the end. Option 1: Write a reflection paper on how you feel about the protagonist’s Would you have made the same decision, or do you think you would have followed in her father’s footsteps? Do you sympathize with her decision or not? You can add personal insights and examples to develop your paper. The rubrics in grading your work will be as follows: 50% Content 20% Language 20% Organization 10% Mechanics Option 2: Create a poster or illustration that would show the Facebook feed of the different characters in the story from 1980 to the present day. If you can create an actual mock – up of the Facebook feed on the Internet, that would be even better. This will show how much you understood the characters in the story and their relationships relationships with each other. The rubrics in grading g rading your work will be as follows: 50% Content 20% Creativity 20% Organization 10% Mechanics PHILIPPINE REALITIES
MODULE 1 – POVERTY Activity 1
1. Why are so many Filipinos poor? 2. When males lose their jobs in the Philippines, does it mean they lose their manhood? 3. Why are so many people numb to the fact that many Filipinos are starving? How do you feel about beggars on the street? Why do you feel that way? Activity 2
Read the story of Lengua Para Diablo (The Devil Ate My Words) (Excerpt from Banana
Heart Summer) by Merlinda Bobis .
Guide Questions:
1. What does Lengua symbolize? 2. What did the father mean by “The devil ate my words”? What happened to him that made him say that? 3. What does this tell us about Philippine society? Do you think this is still true today? Explain. 4. Does the little girl understand what her father means? Why do you say so? 5. How does the girl misinterpret misinterpret his father’s words? 6. In the end, when she is describing the Lengua, how do you think she feels? Why does she feel this way? 7. Why is it necessary to talk about Spaniards, when this is a story that takes place in the Philippines what is their significance in the story? 8. What does the girl wish for in the end? Why does she wish for it? 9. What do you feel toward the little girl? What do you feel toward the father? 10. What do you think the story is trying to say? Evaluation:
Culinary Analysis Read the essays by Doreen Fernandez on food on the Internet, or you can read her books in the library or bookstore. bookstore. She often describes where the food came from, giving a culinary history, and the different ways people can prepare the dish. Pick a food you would like to write about that is significant in your region or province, and interview someone you know about its cultural significance. Describe the different ways to cook it, and why it has evolved into the dish it is now. Afterward, write a short essay, a one - page culinary analysis of the food. The rubric for this should be as follows: 30% content 20% Research and Documentation 20% Language 20% Organization 10% Mechanics MODULE 2 –GENDER INEQUALITIES Activity 1
1. Why does it seem acceptable in Philippine society for husbands to have affairs with other women? 2. Is it acceptable for women? Why or why not? Why do you think or feel about this? 3. Should this attitude be changed? Why or why not? Activity 2
Read the story of Preludes by Daryll Delgado.
Guide Questions:
1. What is a prelude? Why is that the title t itle of the story? 2. What does Nenita feel for her husband? Why do you think she feels that way?
3. 4. 5. 6. 7. 8. 9. 10.
What does her herbalista friend feel about Nenita’s husband? Who was the man that died in the first paragraph? How do you think he died? What clues in the text t ext helped you to reach that conclusion? What is the importance of the dried purple leaves? Do you think that these were used in the s tory? How? Who killed the man? Explain your answer. The story ends with the feeling of heat. What are the many meanings of heat in the story? Why is it ironic that the widow was married to a judge? Do you think, with what happened, that some kind of justice was served? Why or why not? MODULE 3 – THE JUSTICE SYSTEM
Activity 1
1.
What do you know about the impeachment of Chief Justice Reanato Corona? Was it discussed in school? What did people say at that time? 2. Why is it important for government officials officials to declare their SALN or statement of Assets, Liabilities, and Networth? What does it have to do with good governance? governance? 3. Do you think that the process of impeachment is important for a nation, r is it just a distraction from what is more important? Explain your answer. Activity 2
Read the poem Justice by Ralph Semino Galan.
Guide Questions:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Why are symbols important in a poem? Explain what some of the symbols mean, and how they add to the meaning of the poem. Why are symbols important in the life of a nation? What do people get from the symbols of a nation? Why does the poem describe the Philippines as “my uncertain country”? What does the simile “right and wrong can be shuffled like cards” mean? What does this mean when it comes to any of the following: politics and politician, the police, and the justice system? What is the poem trying to say about the difference between justice in the Philippine Philippiness and justice anywhere else? Of all the objects that Justice owns, which one do you think is the most important? Why? Why does Justitia look like she is fading fad ing in the painting, “Is this Philippine Ph ilippine Justice”? Why is money mentioned in the poem? Why was it important for the Chief Justice to be impeached? What is the message for Filipino government officials? Why does the Chief Justice have to “face the music of derision”? Is he derided, not only for his crime, but because he was caught? Evaluation:
Create a PowerPoint Presentation Presentation with your report or insights on the poem.
30% Content 20% Research and Documentation 20% Language 20% Organization 10% Mechanics WORLD HISTORY AND LITERATURE
MODULE 1 – THE FEMALE VOICE Activity 1
Why do you think history is called “history” instead of “herstory”? what does this reveal about the roots of history? 2. Do you think women’s voices, and their perspectives, have been heard and chron icled as faithfully as men’s perspectives? Why do you think so? 3. What is the importance importance of the t he female perspective? 1.
Activity 2
Read the story of A Low Art (Excerpt from the Penelopiad) by Margaret Artwood of
Canada.
Guide Questions:
1. Why does Penelope consider storytelling “a low art”? Penelope’s portrayal differ from the traditional portrayal of Odysseus? What do you 2. How does Penelope’s portrayal think of Odysseus? 3. Based on Penelope’s perspective, how is she different from how the epic portrays her? What do you think of Penelope’s character in the preceding story? s ay about the “official version” of what happened? Why does she point this 4. What does she have to say out? 5. Why does she call herself “a stick used to beat other women with”? do you agree with her? 6. Why does Penelope say that she “sounds like an owl” when she tries to warn other women? 7. How much of ancient history do you think is based on fact, and how much on gossip or exaggeration? 8. Do you think a story is colored by the biases of the storyteller? 9. Do you think history is colored by biases of the historian? 10. Does this story change the way you look at literature and history? Why or why not?
MODULE 2 – LOVE IN A STRANGE PLACE Activity 1
1. What do you think of the concept of love at first sight? 2. Is it possible to fall in love with someone even if you don’t share a common language or culture?
3. What do you think of romantic relationships between people from different countries? Do you think they are doomed to fail? Explain.
Activity 2
Read the story of Silk by Alessandro Baricco of Italy.
Guide Questions:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
What does the protagonist feel? Why does he feel this way? What specific parts in the text tell you this? What does the girl feel? Why do you think so? Why did she do what she did? How did you feel when you were reading the text? Do you think what they were experiencing experiencing was love or lust? How can you tell? There seems to be a whole different conversation going on between Herve and the girl, and yet not a word is spoken. How are they able to communicate with each other? Why doesn’t Hara Kei know what is going on? What are the complications involved, and what obstacles can you predict in the relationship? What does the cup symbolize? symbolize? What is the significance of the glances between Herve and the girl? Do you find the text romantic? Why or why not? What does this reveal about the possible attractions attractions of being with someone from a different place?
Evaluation:
What are the nonverbal ways to show one’s love? Write a list of the ways you think people show romantic love. 2. Do you think that when it comes to love, words are more important than actions, or is it the other way around? Write a reflective journal answering these questions. 1.
MODULE 3 –SAMURAI DAUGHTERS Activity 1
1. What do you know about Japanese society? 2. What stereotype exist when we talk about samurai? 3. What are your expectations when it comes to samurai women? Why do you expect this? Activity 2
Research the definitions of the following words and phrases. 1. samurai 2. obsolete 3. suppress 4. figurehead 5. shrewd 6. bankrupt
11. ostentation 12. rickshaw 13. boisterous 14. refinement 15. allure 16. eaves
7. calligraphy 8. literati 9. egalitarianism egalitarianism 10. perquisite
17. innocuous 18. deference 19. haughty 20. Bumpkins
Read the story of The Strangeness of Beauty by Lydia Minatoya of USA.
Guide Questions:
1. How would you describe Chie? 2. Why do you think she is that way? 3. Were you surprised about anything when you read the history of the Fuji family? Why were you surprised? 4. Why is it valuable to point out that samurai women used to be trained for battle? 5. How does this change or alter the way you look at women? 6. How does this change or alter the way you look at samurai? 7. Why is the go – between so upset? What did they do to upset her? 8. What insights about Japanese society did you get from the story? 9. Why would samurai women blacken blacken their teeth? What was their message in doing this? th is? 10. Do you think Chie and Kan will have a happy marriage? Why or why not? MODULE 4 – THE COLONIZER’S TONGUE Activity 1
1. What is the power of the word? 2. The Spaniards also subjugated other cultures and nations. What other countries do you know were colonized by Spain? 3. What problems can occur when there are two cultures and two languages that coexist in one place.
Activity 2
Read the excerpt Malinche (Excerpt) by Laura Esquivel from Mexico.
Guide Questions:
1. What what is the difference between Malinalli’s and Cortes’s vew of the world? 2. Why do you think they have different ways of looking at the world? Is your view closer to Malinalli’s or Cortes’s? explain. 3. From the characterization of Cortez and Malinalli, what kind of relationship do you think will they have? Explain your answer. 4. Do you think that the text was sympathetic toward Malinalli? Malinalli? Why do you say so? 5. How does it change the way people view Malinalli?
6. How would you describe the misunderstanding that happened between Malinalli and Cortes? What kind of relationship do you think they have? 7. Is this something that happens a lot? What are your personal experiences regarding regarding cross – cultural exchanges? 8. Do you agree that words are “the finest of weapons”? do you think this is applicable today? Give examples to prove your answer. 9. What is the power of the word or the power of language according to the text? Do you agree? 10. Compare and contrast the two colonial experiences of Mexico and the Philippines. Evaluation: 1. Create a poster that has a Venn Diagram filled with images about the differences in world view of Malinalli and Cortes. In a short paragraph, discuss how these two different world views somehow create a certain behaviour, a way of interacting with the world. 2. Write an essay about the difference between the colonizer and the colonized, and how two different views of the world create two different worlds. Relate what you have learned from this text to your experiences as a Filipino. Discuss the power of words both in colonizing others and in breaking free.
