CHAPTER 8- Period of Activism 1970-1972 (1) ORAZON, CH.

Summary

In this educational video, students engage in a 'Draw Me' activity depicting events during the martial law era in the Philippines. The class is split into two groups, with each tasked to illustrate the period's activism. The activity's rubrics include realism, creativity, effort, participation, and explanation, with the most realistic drawing earning bonus points. The discussion then delves into the historical context of youth activism from 1970 to 1972, exploring its causes, the declaration of martial law by Ferdinand Marcos, and the literary revolution that emerged as a form of protest. Students analyze poems that reflect the sentiments of the period, and the lesson concludes with an assignment to write a reflective essay on the topic.

Takeaways

• 📅 The class is discussing the period of activism in the Philippines from 1970 to 1972, which was a time of significant youth involvement and calls for government reform.
• 🙏 The class begins with a prayer, indicating the integration of spiritual elements into the educational setting.
• 🎨 An interactive 'Draw Me' game is introduced to engage students in illustrating events from the martial law period, aiming to foster creativity and historical understanding.
• 🏆 The game activity 'Draw Me' has a scoring rubric that awards points for realism, creativity, effort, group participation, and explanation, emphasizing different aspects of student performance.
• ⏰ Students are given a time limit of 15 minutes to complete their drawings, encouraging time management and quick thinking.
• 🗣️ The discussion includes the reading and analysis of historical and literary texts related to the period of activism, highlighting the importance of language and expression in activism.
• 📚 The class touches on the role of literature during the period of activism, where writers and activists used their work to critique societal and political issues.
• 🔍 Students are encouraged to analyze and interpret poems from the period, deepening their understanding of the sentiments and messages conveyed by activists.
• 📝 An assignment is given to write a reflective essay on the period of activism, promoting deeper thought and self-expression on the topic.
• 📅 The assignment is due on a specific date, emphasizing the importance of deadlines and time management in academic settings.
• 🙌 The class concludes with another prayer, bookending the session with a moment of reflection and gratitude.

Q & A

What is the main activity the class is participating in?

The main activity the class is participating in is called 'Draw Me,' where students are divided into two groups to draw events during the martial law or the period of activism.

What are the criteria for scoring in the 'Draw Me' activity?

The scoring criteria for the 'Draw Me' activity include realism (20 points), use of creativity (15 points), effort put into drawing (15 points), participation of group mates (20 points), and explanation (30 percent).

What is the historical context of the period of activism discussed in the class?

The period of activism discussed in the class refers to the time from 1970 to 1972 in the Philippines when the youth demanded reforms in the government, leading to increased activism and eventually the declaration of martial law in 1972.

Who declared martial law in the Philippines in 1972?

Ferdinand Marcos declared martial law in the Philippines in 1972.

What is the connection between the period of activism and Philippine literature?

The period of activism is connected with Philippine literature as many writers became activists, using their work to express their desire for change and reform in the government.

What is the term 'makibaka' used to describe in the context of the class discussion?

In the context of the class discussion, 'makibaka' refers to the rebellious and activist stance taken by the Filipino youth during the period of activism, which was expressed not only through demonstrations but also in literature.

What was the role of the youth during the martial law period according to the class discussion?

During the martial law period, the youth played a significant role as activists, pushing for reforms and changes in the government, and expressing their frustrations through various forms of protest, including literature.

What was the assignment given to the class at the end of the discussion?

The assignment given to the class was to construct a reflective essay discussing the period of activism, to be written on a yellow sheet of pad paper and submitted by Monday, July 24, 2023.

What is the significance of the poem read by Miss Jane Garcia in the class?

The poem read by Miss Jane Garcia is significant as it reflects the feelings and opinions of the youth during the period of activism, expressing their frustration and desire for change in the government.

How does the class activity and discussion relate to the broader themes of activism and reform?

The class activity and discussion relate to the broader themes of activism and reform by engaging students in a creative exercise that mirrors the actions of the youth during the period of activism, and by analyzing literature that was a product of that time, emphasizing the role of the youth in advocating for change.

Outlines

00:00

📚 Introduction to Class and Draw Me Activity

The class begins with a prayer led by Miss Lanny Paras, followed by a brief discussion about the day's activities. The teacher introduces a game called 'Draw Me' to engage the students in illustrating events from the martial law period or times of activism. The class is divided into two groups, with each group receiving a piece of 'cartolina' to draw on. A representative from each group will explain their drawings, and the most realistic drawing will earn five extra points for the quiz. The rubrics for the game include realism, creativity, effort in drawing, and group participation. The teacher provides a 15-minute window for the activity and encourages students to pause the video for more time if needed.

05:02

🎓 Discussion on the Period of Activism and its Historical Background

The discussion shifts to the period of activism from 1970 to 1972 in the Philippines. The teacher outlines the objectives and historical background, explaining that youth activism was driven by both domestic and global influences. The Filipino youth sought reforms in the government, believing it to be corrupt and in need of change. The period's connection to Philippine literature is highlighted, with many young activists and writers being imprisoned for their views. The teacher prompts students to reflect on the reasons behind Ferdinand Marcos's declaration of martial law in 1972, emphasizing the youth's desire for change and the government's response to it.

10:05

🖋️ Literary Revolution and Expressions of Activism

The class delves into the literary revolution that occurred during the period of activism. Students are encouraged to read about how the youth became more rebellious, using literature as a platform to voice their demands for government reform. The teacher discusses 'makibaka' posters as a form of protest and the importance of literature in expressing societal and political critique. Students are asked to analyze poems from the period, reflecting on the emotions and messages conveyed by the writers. The discussion aims to understand the depth of the youth's frustration and their call for change during the martial law era.

15:06

📝 Conclusion, Quiz, and Assignment on the Period of Activism

The teacher wraps up the discussion by answering questions from students and summarizing key points about the period of activism. A quiz is administered, with students exchanging papers for marking. The teacher emphasizes the importance of keeping notes organized and not on personal belongings. An assignment is given to construct a reflective essay on the period of activism, to be written on a yellow sheet of paper and submitted by Monday, July 24, 2023. The assignment's rubrics include explanation, organization, and grammar. The class concludes with a prayer, and students are dismissed.

Keywords

💡Period of Activism

The 'Period of Activism' refers to the years 1970 to 1972 in the Philippines, a time when Filipino youth, especially students, actively protested against the government, seeking reforms. This period is marked by widespread demonstrations, literature, and art that voiced the frustrations and demands of the youth. In the video, the class discusses the events of this period and their significance in shaping Philippine history and literature.

💡Martial Law

Martial Law in the Philippines was declared by President Ferdinand Marcos in 1972, suspending civil liberties and granting the military increased power. The declaration was partly in response to the activism and unrest of the previous years. The video discusses how this period affected the youth and led to the creation of literature and art that protested against the government.

💡Makibaka

Makibaka is a Filipino term that means 'to struggle' or 'to fight.' During the Period of Activism, it became a slogan symbolizing the youth's fight for change and reform in the government. The video explains how this term was used in posters and literature to rally support against the government's injustices.

💡Youth Activism

Youth Activism during the Period of Activism refers to the involvement of young people, particularly students, in political protests and movements. They demanded reforms and voiced their frustrations through demonstrations, literature, and other forms of expression. The video highlights the role of youth in challenging the status quo and pushing for change.

💡Historical Background

The historical background in the video refers to the context in which the Period of Activism occurred. It discusses the domestic and global factors that led to youth activism in the Philippines, including dissatisfaction with the government. This background helps explain why the youth were driven to protest and how their actions influenced Philippine history.

💡Literary Revolution

The Literary Revolution during the Period of Activism was a movement where literature became a tool for protest and expression against the government. Writers and poets used their works to criticize societal and political issues. The video explains how this period saw a surge in revolutionary literature that reflected the frustrations of the Filipino youth.

💡Reform

Reform refers to the changes that the Filipino youth demanded from the government during the Period of Activism. They sought to address issues like corruption and lack of freedom. The video discusses how the youth's desire for reform led them to protest and create literature that called for significant changes in society.

💡Demonstrations

Demonstrations during the Period of Activism were public protests organized by the youth to express their dissatisfaction with the government. These events were often marked by clashes with authorities and were a key aspect of the activism of the time. The video describes these demonstrations as a major form of resistance against the Marcos regime.

💡Rebel Writers

Rebel Writers were those who used their literary talents to oppose the government during the Period of Activism. Their works were often critical of the political situation and aimed to inspire change. The video mentions how these writers were sometimes imprisoned for their beliefs, highlighting the risks they took to express their dissent.

💡Ferdinand Marcos

Ferdinand Marcos was the President of the Philippines who declared Martial Law in 1972, a significant event discussed in the video. His decision was partly in response to the growing unrest and activism among the youth. The video explains how his actions during this time led to widespread repression but also fueled the activism that sought to challenge his regime.

Highlights

Class begins with a prayer led by Miss Lanny Paras.

Introduction of the 'Draw Me' activity to depict events during martial law.

Groups are tasked to draw on cartolina and explain their drawings, with points awarded for realism.

Rubrics for the game activity include realism, creativity, effort, participation, and explanation.

Students are given 15 minutes to draw events from the period of activism or martial law.

The class engages in a discussion about the Period of Enlightenment from the previous day.

The historical background of youth activism from 1970 to 1972 is presented.

Activism is linked to changes in government and Philippine literature during the period.

Many activists were imprisoned alongside rebel writers during the period of activism.

The seeds of activism led to the Declaration of Martial Law in 1972, declared by Ferdinand Marcos.

The class discusses the concept of patience and its limits, referencing Jose Rizal.

Literary Revolution is highlighted, where youth became rebellious and demanded government reform.

Makibaka posters are mentioned as a form of expression by the Filipino youth.

Students analyze a poem about the period of activism, expressing frustration and desire for change.

Another poem by Federico is read and analyzed for its meaning during the period of activism.

The class is asked to define the period of activism and discuss the youth's role during martial law.

Students are given an assignment to write a reflective essay on the period of activism.

The class concludes with another prayer before the break.

Transcripts

good morning everyone how's your day

oh you're all good I'm glad to hear that

so before we start our class please

stand up and let's pray

Miss Lanny Paras kindly the prayer

name of the feather and of the son and

of the Holy Spirit Our Father who art in

heaven Hallowed be thy name in The

Kingdom

okay so miss secretary kindly list all

the ads on today

okay very good thank you so before we

proceed to our discussion I prepared an

activity for you do you want a game

activity

okay so this activity is called

draw me so are you familiar with this

game activity called Draw Me

no

okay so this is a draw me game kindly

kindly read everyone

mm-hmm

so as stated on the screen the class

will be divided into two groups each

group will have a piece of

uh what do you call this

uh cartolina on which they will draw the

events during the martial law or the

period of activism

okay each group will have a

representative to explain what you have

drawn

what you have draw the group that has a

realistic drawing will have a plus five

points in their quiz are you ready class

do you understand the mechanics okay

so this is the rubrics for your game

activity kindly read everyone

mm-hmm

okay so as stated on the screen our

rubrics for your game activity is

realistic 20 use of creativity 15

effort put into drawing 15

participation of group mates 20 and

explanation thirty percent so

you have 15 minutes to draw the events

during the period of activism or during

the martial law

okay this is for group one

and this is for the group two

okay

you may pause this video to have more

time

to to have more time to draw and explain

what you have drawn

okay very good everyone thank you for

your participation I can see that you

are all creative and you put so much

effort in our game activity

so

now let us proceed to our lesson

but before that who among you here can

still remember what we have discussed

yesterday

uh-huh okay thank you yesterday we

discussed about the Period of

Enlightenment

so period is Period of Enlightenment is

here can explain what happened during

The Period of Enlightenment anyone

yes Mr Raquel hida

very good

oh I can see that you can still remember

what we have discussed yesterday so now

our topic or our discussion is all about

what do you think class

very good today we are going to to

discuss about the period of activism

1970 to 1972.

so when you hear the word period of

activism what comes into your mind

so you may pause this video to have more

time answering

so very good when we say period of

activism this is the Philippine youth

Corolla during the martial law because

the Filipino youth wants a reform in the

government

okay thank you

everyone so this is the objectives for

our discussion first like everyone

kindly read

okay thank you so let's start our

discussion

so kindly read everyone the historical

background

okay thank you for reading so historical

background is according to function

Pineda youth activism in 1970 to 1972

was due to domestic and worldwide causes

some continued to believe that the

democratic government is stable and that

is the only people running the

government who is at full so the youth

the Filipino youth believed that the

government should

um should take a reform or should have a

change in our country

and activism is connected with the

history of of our Filipino youth so

During the period of activism in our

history this is also connected of our

Philippine literature during this day so

the next slide is kindly read everyone

okay thank you many people became

activists to ask for changes in the

government so as I said earlier the

Filipino youth wants a reform and our

government during 1970 to

1972 because

or the period of activism is a

Filipino people so many young activists

were imprisoned in military accounts

together with Rebel writers so Hindi

language

during the 1970 to 1972 or the period of

activism

writers Rebel writers

During the period of activism government

During the period of activism

so

everyone who is against the government

during that time

so the seeds served activism kindly read

Mr gabica

um

okay thank you very much so the seeds of

activism resulted in the Declaration of

Martial law in 1972. so who have an idea

who declared the martial law during the

1972. during 1972.

everyone

yes very good

Ferdinand Marcos declared the martial

law in 1972.

because

what everyone

you may pause the video to have more you

may pause the video to have more time

answering my question

okay thank you very much so

Ferdinand Marcos declared the martial

law because he can see that there are uh

[Music]

change it's a government

worldwide or domestic and worldwide

costed Revolution against the powerful

forces in the Philippines can be said to

be the Monopoly of the youth and whose

wins flow the fire and in their blood

so Pineda also said During the period of

bloody placards Pineda also said that

this was the time when the youth wants

more proof that it is not the constant

evasion that shaped our race and

nationalism so

believe that

what Jose Rizal said

is still constant during this day

so there is a limit to one's patience it

may explode like a volcano if it

overstream so

what have you understand of what I read

There is a limit to one's patience it

may explode like a volcano if it's

overstream you may pause the video to

have more time answering

okay the next one is the literary

Revolution kindly read everyone

so during the literary Revolution the

youth became completely rebellious

during this period so as I said earlier

the Filipino youth formed an

organization or group wherein they want

a reform from the government because

they want the they want to emphasize the

importance of their petitions to have a

change in our government during the

period of activism

so this is not only in the bloody

demonstration and in the sidewalk

Expressions but also in literature so

uh the Filipino you could create a

poster wherein

they are they wrote a Mahi back

this is a poster this is a one of the

example of uh makibaka poster created by

the Filipino youth During the period of

activism

also means what do you what do you think

makibaka also called for in the English

term it is

because

uh using the using the poster of the

makibaka

so they want the government to see that

the Filipino youth really wants to have

a change in the government so this was

not only the demonstration

this was not only the bloody

demonstration and in the five

Expressions but also in literature

so they attacked the ills of society and

politics

especially the politics in the

government an establishment become the

symbol became the symbol of the ills

that had to be changed

the frustration of Youth could be felt

in churches and schools not just that

but in there also in the

not just in churches and schools but in

their homes to their parents

and

reform in our country During the period

of activism some of those who rallied to

this revolutionary form of literature

where

Bautista

[Music]

so this is one of the their peace one of

the piece of

uh one of the Peace during the period of

activism wrote by the atheists

so can we read Miss Jane

Miss Jane Garcia

and please explain what you have

understood

and the poem

so you may pause the video to have more

time answered

so very good Miss Jane Jersey this poem

is all about the period of activism

during the 1970s and 1972 we're in uh

they rewrote a poem that to express

their feelings and opinions regarding

the period of activism how frustrated

they are and

During the period of activism this is

also uh one of the piece of Federico

Lexi Espino kindly read everyone

and try to analyze what you what what

this phone

means

so you may pause this video to have more

time answers

okay very good

Miss Margaret Garcia kindly explain what

have you understood in the poem written

by Federico Alexander

okay

yes very good so just like uh the foam I

present earlier this is also a poem

wherein they express what is his idea

During the period of activism

okay

okay

any questions or clarifications about

our discussion everyone questions

clarifications how about at the back

none okay if none then I have a question

please

so

what is period of activism

Mr Jamar pinalyar what is period of

activism

you may pause the video to have more

time answered

okay very good Mr Jamar pinalyar okay my

second question is what can you say

about the youth who rallied during the

martial law

Miss Lenny Paras

kindly answer my question what can you

say about the youth Corolla during the

martial law

you may pause the video to have more

time answering

okay very good Miss Lenny for us very

well said so my third question is what

is your own definition of makibaka

anyone

okay yes Miss Aryan cello

what is your own definition of makibaka

or an English term to there

you may pause the video to have more

time answered

okay very good

so I think you are already and you

understand our discussion very well am I

right

okay thank you very much now if you are

already we will have a queen

okay

the direction of our of your place is

identify what is being asked write your

answers on one full sheet of yellow pod

paper

okay are you ready

okay

keep all your notes I can see that your

notes is on your armchair and that is

not allowed in my class

thank you very much now you have 15

minutes to answer your queen

so you may pause this video to have more

time answering your queen you have 15

minutes to answer it your stuff your

timer Starts Now

okay everyone time's up she exchange

your papers with your sit me because we

are going to check your papers but I see

that you answered is

I am the one who will check it

now this is the correct answer of your

queen

okay Miss president kindly collect for

all the papers

okay thank you

now before you take your break or take

your Stacks I have and I prepared an

assignment for you do you want an

assignment everyone

no

you don't have a choice so your

assignment is kindly read everyone

okay so your assignment is you are going

to construct a reflective essay

discussing the period of activism write

it on yellow sheet of pad paper I will

not accept any white pad paper do you

understand

okay your assignment is minimum of five

sentences and to be passed on Monday

July 24 2023

okay this is your duplex for your

activity

IV your explanation 30 organize twenty

percent grammar 20 a total of 50 percent

okay now please old stand and let's pray

okay glory be to the father and of the

son and of the Holy Spirit as it was in

the beginning

okay goodbye class

okay