CHAPTER 8- Period of Activism 1970-1972 (1) ORAZON, CH.
Summary
TLDRIn 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
- π 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.
- π The class begins with a prayer, indicating the integration of spiritual elements into the educational setting.
- π¨ 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.
- π 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.
- β° Students are given a time limit of 15 minutes to complete their drawings, encouraging time management and quick thinking.
- π£οΈ 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.
- π 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.
- π Students are encouraged to analyze and interpret poems from the period, deepening their understanding of the sentiments and messages conveyed by activists.
- π An assignment is given to write a reflective essay on the period of activism, promoting deeper thought and self-expression on the topic.
- π The assignment is due on a specific date, emphasizing the importance of deadlines and time management in academic settings.
- π 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
π 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.
π 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.
ποΈ 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.
π 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.
Mindmap
Keywords
π‘Period of Activism
π‘Martial Law
π‘Makibaka
π‘Youth Activism
π‘Historical Background
π‘Literary Revolution
π‘Reform
π‘Demonstrations
π‘Rebel Writers
π‘Ferdinand Marcos
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
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