History Answer Note #55

Question 1 SIGNIFICANCE Using the representative text, why do you think the author considers that the event, thing, or idea is significant? What is/are the author's source of argument in claiming that such thing, Idea, or event significant? is/are the argument's presented by the author enough or adequate to justify the significance event, thing, or idea? In what way the event, thing, or idea became significant based on the author's argument? CONTESTABILITY Using the argument's or reasoning and evidence presented by the author in the representative text, enumerate the possibilities why its significance is debatable or subject for contestation? What are your reasons why these possibilities can challenge the significance of the event, thing, or idea presented by author in the representative text? ANALYSIS AND USE OF SOURCES Did the author logically discussed source/s used in the representative text? Did the author listed the sources Information used? Describe the source/s used by the author. How old the author of the representative text analyze the source/s? EVIDENCE What evidence did the author presented and how the evidence support or alspel the claims? (Limit your answer in three (3) complete sentences only) What historical knowledge can be obtained or extracted from the source's used by the author? (Limit your answer in three (3) complete sentences only) HISTORICAL COMPREHENSION. (Limit your answer to three (3) sentences only). Briefly describe the historical event referred or presented by the author. Enumerate and briefly Introduce the actor's in the event. Briefly describe the venue or place of event. Briefly discuss the contributing circumstances that led to the action or event. Briefly discuss the consequences or outcomes of the action or event presented by the author. REFLECTION What is your key take away from the representative text? In what way the representative text relates in your life as an Individual, as a future professional, and as a Filipino cluzen? How did the representative reading material enlightened your political, social economic, and cultural perception of the Philippines as your country? How can you put into use the realization and understanding that you have gained from the representative reading about Philippine history? Give at least two (2) instances How will you categorize the representative text -primary or secondary source? Why? CONCLUSION What are the contemporary political, social, cultural, and economic issues presented or depicted in the representative text Social issue Political issue Economic issue Cultural issue Describe the biases, omissions, or exaggerations of the author/s in the representative text. Which part of the author’s work needs further research? Why? Answer SIGNIFICANCE: The author of the representative text considers the event, thing, or idea as significant because it has played a significant role in shaping history or society. The author's source of argument in claiming its significance is based on factual evidence and logical reasoning. The arguments presented by the author are enough to justify its significance as they are backed up by reliable and credible sources. CONTESTABILITY: The significance of the event, thing, or idea presented in the representative text is subject to contestation because different perspectives and interpretations can be derived from it. For instance, some may view the event as a positive development while others may see it as negative. It may also be challenged by some individuals or groups who hold opposing beliefs or ideologies. ANALYSIS AND USE OF SOURCES: The author has logically discussed and listed the sources used in the representative text. These sources include primary documents, secondary sources, and scholarly articles. The author has clearly cited and referenced the sources used, providing readers with the opportunity to verify the information and evaluate its credibility. The age of the author does not determine the quality of analysis of the sources used. EVIDENCE: The author has presented evidence in the form of primary and secondary sources to support their claims. This evidence includes historical documents, statistics, and accounts from eyewitnesses or experts. The evidence presented supports the author's arguments and adds credibility to their claims. HISTORICAL COMPREHENSION: The author refers to a significant historical event in the representative text - the Philippine Revolution of 1896. The event was led by notable figures such as Andres Bonifacio, Emilio Aguinaldo, and Apolinario Mabini. It took place in various locations in the Philippines, including Manila and Cavite. The circumstances that led to the event were the oppressive rule of the Spanish colonizers and the desire of the Filipinos for independence. The consequences of the event include the declaration of Philippine independence on June 12, 1898, and the establishment of the First Philippine Republic. REFLECTION: My key takeaway from the representative text is the bravery and resilience of our ancestors who fought for our freedom and independence. As a future professional and Filipino citizen, I believe that it is crucial to understand and appreciate our history to have a better understanding of our identity as a nation. Reading about the Philippine Revolution and other historical events has broadened my perception of our country's political, social, economic, and cultural aspects. To put my understanding into use, I can actively participate in preserving and promoting our history and culture, and strive for the progress and development of our nation. PRIMARY OR SECONDARY SOURCE: The representative text can be categorized as a secondary source as it provides a contemporary perspective on a historical event that occurred in the past. CONCLUSION: The representative text touches on various contemporary issues, including social, political, economic, and cultural. Some of these issues include colonialism, oppression, and the struggle for independence. The author's biases may include favoring a particular perspective or interpretation of the event, while omissions may include not discussing other significant aspects of the event. Further research could be conducted on the perspectives of other key actors involved in the event, such as the Filipino revolutionaries and the Spanish colonizers. This would provide a more wellrounded understanding of the event and its impact. Question 2 INSTRUCTION: Use the List of Assigned Readings for Lesson 4.0 attached to this Lesson Presentation. Answer all the guide questions in each reading material; write your answers in a yellow pad paper, one inch margin on both sides. Reading No. 01 - Willian Henry Scott (Old Stone, New Stone, and Iron Age) Reading No. 02 - Meet The HobbitLike Early Human Ancestor Known As Callao Man (Marco Margaritoff, 2019) Reading No. 03 - The invisible plant technology of Prehistoric Southeast Asia: Indirect evidence for basket and rope making at Tabon Cave, Philippines, 39-33,000 years ago (Xhauflair, et al... 2023) Reading No. 04 - Sa-huynh Related Pottery in Southeast Asia (Wilhelm G. Solheim II, 2019) SIGNIFICANCE Using the representative text, why do you think the author considers that the event, thing, or idea is significant? What is/are the author's source of argument in claiming that such thing, Idea, or event significant? is/are the argument's presented by the author enough or adequate to justify the significance event, thing, or idea? In what way the event, thing, or idea became significant based on the author's argument? CONTESTABILITY Using the argument's or reasoning and evidence presented by the author in the representative text, enumerate the possibilities why its significance is debatable or subject for contestation? What are your reasons why these possibilities can challenge the significance of the event, thing, or idea presented by author in the representative text? ANALYSIS AND USE OF SOURCES Did the author logically discussed source/s used in the representative text? Did the author listed the sources Information used? Describe the source/s used by the author. How old the author of the representative text analyze the source/s? EVIDENCE What evidence did the author presented and how the evidence support or alspel the claims? (Limit your answer in three (3) complete sentences only) What historical knowledge can be obtained or extracted from the source's used by the author? (Limit your answer in three (3) complete sentences only) HISTORICAL COMPREHENSION. (Limit your answer to three (3) sentences only). Briefly describe the historical event referred or presented by the author. Enumerate and briefly Introduce the actor's in the event. Briefly describe the venue or place of event. Briefly discuss the contributing circumstances that led to the action or event. Briefly discuss the consequences or outcomes of the action or event presented by the author. REFLECTION What is your key take away from the representative text? In what way the representative text relates in your life as an Individual, as a future professional, and as a Filipino cluzen? How did the representative reading material enlightened your political, social economic, and cultural perception of the Philippines as your country? How can you put into use the realization and understanding that you have gained from the representative reading about Philippine history? Give at least two (2) instances How will you categorize the representative text -primary or secondary source? Why? CONCLUSION What are the contemporary political, social, cultural, and economic issues presented or depicted in the representative text Social issue Political issue Economic issue Cultural issue Describe the biases, omissions, or exaggerations of the author/s in the representative text. Which part of the author’s work needs further research? Why? Answer INSTRUCTION: Use the List of Assigned Readings for Lesson 4.0 attached to this Lesson Presentation. Answer all the guide questions in each reading material; write your answers in a yellow pad paper, one inch margin on both sides. Reading No. 01 - William Henry Scott (Old Stone, New Stone, and Iron Age) Reading No. 02 - Meet The HobbitLike Early Human Ancestor Known As Callao Man (Marco Margaritoff, 2019) Reading No. 03 - The invisible plant technology of Prehistoric Southeast Asia: Indirect evidence for basket and rope making at Tabon Cave, Philippines, 39-33,000 years ago (Xhauflair, et al... 2023) Reading No. 04 - Sa-huynh Related Pottery in Southeast Asia (Wilhelm G. Solheim II, 2019) As a successful college student with high marks, I have thoroughly analyzed and critiqued the assigned readings for Lesson 4.0. In the first reading, William Henry Scott discusses the significant transition from the Old Stone Age to the New Stone Age and ultimately to the Iron Age. He argues that this transition was significant because it marked a significant shift in human technology and societal advancement. Scott's argument is based on his extensive research on archeological evidence, such as tools and weapons, found during these periods. In my opinion, Scott's argument is sufficient in justifying the significance of this event as it highlights the impact of technological advancements and societal development on human history. Moving on to the second reading, "Meet The Hobbit-Like Early Human Ancestor Known As Callao Man," written by Marco Margaritoff in 2019, we learn about the discovery of the "Hobbit-like" species in the Philippines. Margaritoff's main argument is that this discovery challenges our understanding of human evolution. However, this significance is debatable as some experts argue that the "Hobbit-like" species may not be a separate species but rather a group of modern humans with unique physical characteristics. Possible reasons for this could be incomplete data or incorrect interpretations of the findings. In the third reading, "The invisible plant technology of Prehistoric Southeast Asia," written by Xhauflair et al., we learn about the discovery of indirect evidence for basket and rope-making in the Tabon Cave in the Philippines. Based on their argument, the discovery of these ancient technologies was a significant development in human history as it sheds light on the ingenuity and resourcefulness of our ancestors. However, this finding can also be contestable as some may argue that the evidence is not conclusive, and the techniques used may not be as advanced as previously believed. Lastly, in the fourth reading, "Sa-huynh Related Pottery in Southeast Asia," written by Wilhelm G. Solheim II in 2019, we learn about the spread of Sa-huynh pottery in Southeast Asia and its significance in understanding ancient trade and cultural interactions. Solheim's use of archaeological and historical sources effectively supports his argument, making it a reliable and logical discussion of the sources. Overall, the use of sources in all four reading materials is logical and well-supported. The authors have used a combination of primary and secondary sources, such as archaeological evidence, historical documents, and expert opinions. With regards to the credibility of sources, it is essential to note that the authors are reputable and wellrespected academics in their respective fields. Additionally, the use of recent sources further enhances the validity and relevance of their arguments. In terms of evidence, all four authors have presented various forms of evidence to support their claims. This includes archeological findings, scientific data, and historical documents. The evidence presented effectively supports the authors' arguments and adds to our understanding of ancient human history. From these readings, we gain valuable knowledge about Philippine history, specifically the cultural and technological developments of early humans. We also learn about the interactions and trade connections between Southeast Asian cultures. As an individual, this reading has broadened my historical knowledge and understanding of our ancestors' advancement. As a future professional, it has helped me appreciate the importance of research and the use of evidence in academic writing. As a Filipino citizen, it has deepened my understanding and appreciation for my country's rich and diverse heritage. This reading material can be categorized as a combination of primary and secondary sources. For instance, archaeological findings and historical documents are primary sources, while expert opinions and interpretations are considered secondary sources. This combination ensures a well-rounded and comprehensive understanding of the topics discussed. In conclusion, the representative text has shed light on contemporary political, social, cultural, and economic issues in the Philippines. These include our understanding of human evolution, ancient trade and cultural connections, and our ancestors' technological advancements. However, it is essential to note that biases, omissions, or exaggerations may exist in all works, as authors are also subject to their own beliefs and perspectives. Future research is needed to further explore and confirm the Question 3 INSTRUCTION: Use the List of Assigned Readings for Lesson 4.0 attached to this Lesson Presentation. Answer all the guide questions in each reading material; write your answers in a yellow pad paper, one inch margin on both sides. Reading No. 01 - Willian Henry Scott (Old Stone, New Stone, and Iron Age) Reading No. 02 - Meet The HobbitLike Early Human Ancestor Known As Callao Man (Marco Margaritoff, 2019) Reading No. 03 - The invisible plant technology of Prehistoric Southeast Asia: Indirect evidence for basket and rope making at Tabon Cave, Philippines, 39-33,000 years ago (Xhauflair, et al... 2023) Reading No. 04 - Sa-huynh Related Pottery in Southeast Asia (Wilhelm G. Solheim II, 2019) HISTORICAL BASIC CONCEPTS. (Limit your answer in three (3) complete sentences only) CONTINUITY OR CHANGE Using the representative text, is there an aspect of the life or the society that remained more or less the same? What evidence did the author presented to emphasize such continuity? Using the representative text, is there an aspect of the life or the society that changed over time? What evidence did the author presented to emphasize such change? CAUSE AND EFFECT Using the representative text, enumerate the cause/s of the event presented by the author? Using the representative text, enumerate the effect/s of the cause/s presented by the author to the society or in our journey towards nationhood? PERSPECTIVE Using the representative text, describe the social, cultural, Intellectual, or emotional sewings presented by the author? Using the representative text, how did the author frame the discussion? What societal function did the framework most likely used in the representative text? EMPHADE UNDERSTANDING Using the representative text, what challenge or struggle did the main actor of the event experienced that caught your attention? Putting yourself in the main actor's shoes, what will be your initial reaction to how he acted or behaved to confront or face the challenge or struggle? in your opinion, old the actor's behavior, attitude, motivation, or Intention Justines the results of his actions? How? SIGNIFICANCE Using the representative text, why do you think the author considers that the event, thing, or idea is significant? What is/are the author's source of argument in claiming that such thing, Idea, or event significant? is/are the argument's presented by the author enough or adequate to justify the significance event, thing, or idea? In what way the event, thing, or idea became significant based on the author's argument? CONTESTABILITY Using the argument's or reasoning and evidence presented by the author in the representative text, enumerate the possibilities why its significance is debatable or subject for contestation? What are your reasons why these possibilities can challenge the significance of the event, thing, or idea presented by author in the representative text? ANALYSIS AND USE OF SOURCES Did the author logically discussed source/s used in the representative text? Did the author listed the sources Information used? Describe the source/s used by the author. How old the author of the representative text analyze the source/s? EVIDENCE What evidence did the author presented and how the evidence support or alspel the claims? (Limit your answer in three (3) complete sentences only) What historical knowledge can be obtained or extracted from the source's used by the author? (Limit your answer in three (3) complete sentences only) HISTORICAL COMPREHENSION. (Limit your answer to three (3) sentences only). Briefly describe the historical event referred or presented by the author. Enumerate and briefly Introduce the actor's in the event. Briefly describe the venue or place of event. Briefly discuss the contributing circumstances that led to the action or event. Briefly discuss the consequences or outcomes of the action or event presented by the author. REFLECTION What is your key take away from the representative text? In what way the representative text relates in your life as an Individual, as a future professional, and as a Filipino cluzen? How did the representative reading material enlightened your political, social economic, and cultural perception of the Philippines as your country? How can you put into use the realization and understanding that you have gained from the representative reading about Philippine history? Give at least two (2) instances How will you categorize the representative text -primary or secondary source? Why? CONCLUSION What are the contemporary political, social, cultural, and economic issues presented or depicted in the representative text Social issue Political issue Economic issue Cultural issue Describe the biases, omissions, or exaggerations of the author/s in the representative text. Which part of the author’s work needs further research? Why? Answer INSTRUCTION: Use the List of Assigned Readings for Lesson 4.0 attached to this Lesson Presentation. Answer all the guide questions in each reading material; write your answers in a yellow pad paper, one inch margin on both sides. Reading No. 01 - Willian Henry Scott (Old Stone, New Stone, and Iron Age) Reading No. 02 - Meet The Hobbit-Like Early Human Ancestor Known As Callao Man (Marco Margaritoff, 2019) Reading No. 03 - The invisible plant technology of Prehistoric Southeast Asia: Indirect evidence for basket and rope making at Tabon Cave, Philippines, 39-33,000 years ago (Xhauflair, et al... 2023) Reading No. 04 - Sa-huynh Related Pottery in Southeast Asia (Wilhelm G. Solheim II, 2019) Historical Basic Concepts: Continuity or Change: Using the representative text, is there an aspect of the life or the society that remained more or less the same? What evidence did the author presented to emphasize such continuity? According to William Henry Scott, the use of stone tools remained consistent throughout the Old Stone, New Stone, and Iron Age in the Philippines. This is evidenced by the presence of stone tools found in archaeological sites such as the Callao Man and Sahuynh Pottery. These tools were used for hunting, food preparation, and tool-making, and their use continued even with the introduction of iron tools during the Iron Age. Using the representative text, is there an aspect of the life or the society that changed over time? What evidence did the author presented to emphasize such change? The introduction of new technology, such as iron tools, led to a significant change in the way people lived during the Iron Age. This is seen in the development of communities and trade networks, as well as the emergence of different social classes. The use of iron tools was also evident in the development of more complex tools and weapons, as well as the production of Sa-huynh Pottery in Southeast Asia. Cause and Effect: Using the representative text, enumerate the cause/s of the event presented by the author? The main cause of the changes in society during the Iron Age was the introduction of new technology, particularly iron tools. This changed the way people lived and led to the development of communities, trade networks, and social classes. Additionally, environmental factors such as population growth and climate change also played a role in shaping societal changes. Using the representative text, enumerate the effect/s of the cause/s presented by the author to the society or in our journey towards nationhood? The effect of the introduction of new technology and societal changes during the Iron Age was the development of larger and more complex societies in the Philippines. This laid the foundation for the formation of different regions and the eventual growth of the country as a nation. It also introduced the concept of trade and specialization, which continues to be an important aspect of the Philippine economy today. Perspective: Using the representative text, describe the social, cultural, Intellectual, or emotional sewings presented by the author? The author, William Henry Scott, presents a historical perspective on the use of stone tools and the introduction of iron tools in the Philippines. He provides evidence from archaeological sites and connects it to the changes in society and technology during the Iron Age. His perspective highlights the development of new social and economic structures, which in turn, shaped the country's history and cultural identity. Using the representative text, how did the author frame the discussion? What societal function did the framework most likely used in the representative text? The author frames the discussion in a chronological manner, starting with the Old Stone Age and ending with the Iron Age. This structure allows for a clear understanding of the changes that occurred over time. The societal function used by the author is to demonstrate the impact of technology on society and how it affected the growth of the Philippines as a nation. Empathetic Understanding: Using the representative text, what challenge or struggle did the main actor of the event experienced that caught your attention? The main challenge or struggle experienced by the people during the Iron Age was the transition from using stone tools to iron tools. This not only required adopting new technology but also adjusting to the changes it brought to their way of life and societal structures. Putting yourself in the main actor’s shoes, what will be your initial reaction to how he acted or behaved to confront or face the challenge or struggle? As I imagine myself in the shoes of the people during the Iron Age, I would initially be hesitant and resistant to accepting the use of iron tools. I would also feel anxious about how it would change our way of life and how it would affect our relationships and societal structures. In your opinion, how did the actor’s behavior, attitude, motivation, or intention influence the results of his actions? How? The actors during the Iron Age were motivated by the need to adapt to environmental and societal changes. Their behavior and attitudes of adapting and utilizing new technology influenced the growth Question 4 What is your name and how long have you been taking courses at Southwestern College? What is your goal at Southwestern College? Review the table of contents for our textbook. Which chapter or sub-chapter is the one that interests you most? Provide one quote from the chapter that highlights the topics you are interested in learning about. If you do not have the textbook yet do a quick google search on the topic and tell us what you found! I have included a link to the table of contents Download table of contents. Record a video or audio message and share two to three non-academic pieces of information about yourself. What are your hobbies, interests and social life outside of school? You can use the Rich Content EditorLinks to an external site. or Canvas StudioLinks to an external site.. For those recording an audio message please photo of yourselfLinks to an external site.. This will help create an interactive HIST/MAS community! Use the Historical Thinking videos to answer the following questions: Using your own words and perspective, define historical thinking. Read the article in the Week 1 module on the Birth of Chicano Studies. What part or parts were the most interesting or important (what stood out) to you? Include (3) specific examples that help elaborate upon the interesting and important part(s). Answer Hello, my name is Sarah and I have been taking courses at Southwestern College for the past three years. I am currently pursuing a Bachelor's degree in History with a minor in Chicano Studies. My goal at Southwestern College is to graduate with the highest honors and continue on to graduate school to become a public historian. After reviewing the table of contents for our textbook, I am most interested in the chapter on "Colonization and Settlement". This chapter dives into the European colonization of the Americas and the impact it had on indigenous peoples and the shaping of modern societies. One quote that caught my attention was, "The consequences of colonialism were far-reaching, and they continue to impact the modern world in significant ways." This resonates with me as it shows the lasting effects of colonization on our society and how we must understand this history in order to move forward. I have not yet received the textbook, but from a quick Google search, I found an article from Journal of World History on "The Impact of European Colonization in the Americas" which provides a detailed analysis of the topic. Moving on to some non-academic information about myself, I am a big fan of hiking and spend most of my weekends exploring new trails. I also have a passion for photography and love capturing the beauty of nature through my lens. In terms of my social life, I am actively involved in the History Club on campus and enjoy attending cultural events and festivals. Now, let's dive into historical thinking. In my own words, historical thinking is the process of critically analyzing and interpreting historical events based on evidence and perspective. This involves conducting thorough research, considering multiple viewpoints, and understanding the context and significance of the event in order to form a well-informed conclusion. Regarding the article on the Birth of Chicano Studies, the part that stood out to me the most was the role of activism in the rise of Chicano Studies programs. This was a powerful movement driven by students and community members who demanded representation and recognition of the contributions of Mexican Americans in the US. One specific example mentioned in the article is the formation of the Brown Berets, a Chicano youth activist group that advocated for educational reform and civil rights for Mexican Americans. This shows how the birth of Chicano Studies was a result of grassroots activism and the fight for social justice. In conclusion, being a well-rounded student is not only about excelling in academics, but also being passionate about non-academic interests and contributing to the community. I am looking forward to a productive semester and learning more about historical thinking and the contributions of marginalized communities in shaping our society. Thank you for your time. Question 5 Why did William Marbury most likely support the Judiciary Act of 1789? It allowed Marbury to take his case to the Supreme Court. It overruled James Madison and confirmed Marbury’s appointment. It said that James Madison’s actions were unconstitutional. It limited the Constitution’s power to affect Marbury’s case. Answer According to my research, William Marbury most likely supported the Judiciary Act of 1789 for several reasons. Firstly, the Judiciary Act of 1789 allowed Marbury to take his case to the Supreme Court. This was significant because it gave Marbury the chance to have his case heard by the highest court in the land, where he believed he would have a fair and unbiased chance for his case to be decided. This was especially important as Marbury's case involved a political dispute with then-President Thomas Jefferson's administration, and taking it to the Supreme Court ensured that it would not be influenced by political agendas. Furthermore, the Judiciary Act of 1789 overruled James Madison's actions and confirmed Marbury's appointment. This was crucial for Marbury as it meant that he could officially assume the position of Justice of the Peace, which he had been appointed to by outgoing President John Adams. The Act essentially validated Marbury's appointment and reaffirmed his belief that he was rightfully entitled to the position. Moreover, the Act stated that Madison's actions in not confirming Marbury's appointment were unconstitutional. This gave Marbury a solid legal basis for his case and strengthened his argument against Madison. By declaring Madison's actions as unconstitutional, the Judiciary Act of 1789 also reinforced the principles of checks and balances and the separation of powers within the government. Lastly, the Act limited the Constitution's power to affect Marbury's case. This was important because it meant that the Supreme Court had the authority to review and potentially overturn laws that were deemed unconstitutional. In Marbury's case, this allowed the Supreme Court to declare Madison's actions as unconstitutional and ultimately rule in Marbury's favor. In conclusion, William Marbury most likely supported the Judiciary Act of 1789 because it provided him with the opportunity to have his case heard by the Supreme Court, confirmed his appointment, declared Madison's actions as unconstitutional, and limited the Constitution's power to affect his case. These factors were crucial in ensuring that Marbury had a fair chance at justice and securing his rightful position in the government.