DOCSLIB.ORG

OCOP 5 UBD TM.Indd

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
OCOP 5 UBD TM.Indd VGEOGRAPHY, HISTORY, and CULTURE FOURTH EDITION 5 An Instructional Plan Based on UbD One COUNTRY One PEOPLE Dolores M. Torcuator Evelina M. Viloria, Ed.D. Authorr-Editor Grace Estela C. Mateo, Ph.D. Consultant i This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. V CIVICS AND CULTURE SERIES One Country, One People 5 An Instructional Plan Based on UbD Fourth Edition 2010 ISBN 978-971-07-2691-2 Copyright © 2010 by Vibal Publishing House, Inc. and Dolores M. Torcuator. All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage and retrieval system without permission in writing from the publisher and authors. Published and printed by Vibal Publishing House, Inc. Main Offi ce: 1253 Gregorio Araneta Avenue, Quezon City, Philippines Regional Offi ces: Unit 202 Cebu Holdings Center, Cebu Business Park, Cardinal Rosales Ave. Cebu City Kalamansi St. cor. 1st Avenue, Juna Subdivision, Matina, Davao City Unit 6 144 M. H. del Pilar St., Molo, Iloilo City Bldg. A Unit 4 Pride Rock Business Park, Gusa, Cagayan de Oro City Member: Philippine Educational Publishers’ Association; Book Development Association of the Philippines; Association of South East Asian Publishers; Graphic Arts Technical Foundation ii This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. Preface Teaching Geography, History and Civics is no easy task. This subject essential questions serve as motivation for the students to think and seek area aims to mold students into nationalist young citizens who value the essential understanding. our history and culture and possess a clear vision of their future role as Assessment serves as proof and yardstick for the students’ learning. tomorrow’s leaders. It is therefore imperative that we teachers should be This instructional plan, replete as it is with different kinds of traditional armed with the necessary knowledge and skills so that we could equip assessment, is made even more relevant by the inclusion of different the students with the necessary learning. authentic tasks that students should do to show proof of their under- In light of the above, we offer you, Geography, History and Civics standing of the lessons. These authentic tasks are accompanied by ru- teachers, this Instructional Plan Based on UbD. This learning plan brics (see Appendix) which indicate performance criteria and indicators. is organized based on the teaching-learning framework known as Authentic assessment serves as a valuable tool for you to ensure that Understanding by Design (UbD) introduced by Grant Wiggins and your students achieve higher order thinking skills or HOTS. In adher- Jay McTighe. ence to UbD, this manual also takes into consideration the six facets of understanding which measure and show evidence that the students have This Instructional Plan Based on UbD is designed to help you acquired the essential knowledge. better to teach – and your students to better understand – the lessons contained in Vibal Publishing House’s Social Studies textbook series This instructional plan is organized in accordance with the aims of the One Country, One People (OCOP). It is aligned with the three stages Philippine Elementary Learning Competencies (PELC) of the Department in UbD, namely: of Education. Each lesson or series of related lessons has a correspond- ing instructional plan. Each plan aims to discover, fi rm up and deepen • Stage 1: Identifying Desired Results or Outcomes; the students’ knowledge and skills, after which these are applied in or • Stage 2: Assessment; and transferred to other contexts. • Stage 3: Instructional Plan or Learning Plan. Aside from being in accordance with UbD, another essential feature of this instructional plan is the use of the Filipinism/Makabayan CD- The fi rst two stages are subsumed under each unit’s instructional ROM and weblinks as teaching aids to make learning more enjoyable plan. The four instructional plans in this manual correspond to the four for your students. This instructional plan identifi es lessons contained in units of OCOP or the four grading periods. Meanwhile, the third stage the Filipinism/Makabayan CD-ROM which you could use to impart ad- will serve as your guide in your day-to-day teaching so that your students ditional knowledge to your students. This instructional plan also identi- could realize the desired outcomes or results. fi es appropriate weblinks which your students could access through the Identifying Desired Results or Outcomes is centered on identifying Internet for them to gain additional information about the lessons. It is knowledge (big ideas, concepts, principles and issues) and skills that the imperative that you provide the necessary guidance to your students as students should acquire at the end of the unit. These content and per- they use these teaching aids. formance standards are clearly spelled out in the fi rst stage. This stage To sum up, this instructional plan aims to identify essential knowledge also identifi es the essential understanding or the enduring ideas that the and skills which you should be able to effectively teach, and your students students should be able to learn. Such knowledge will be arrived at with should be able to have enduring understanding of. This will serve as our the help of the essential questions, also identifi ed in this stage. These foundation in molding nationalistic Filipino students. iii This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. About the Filipinism CD-ROM — located at the upper right-hand corner of the slide, this icon opens to the additional relevant or trivia information in each slide — these icons will show the enrichment activities integrating Values, Music, Arts, and P.E. (MAPE) — this icon links to the video presentation of topics in each unit — this icon links to interactive quizzes and exercises that provide fun while assessing the pupils’ level of learning 4. Other navigation keys and control keys are readily accessible when exploring specifi c features, thus making the interactive CD-ROM user friendly. The fourth edition of OCOP series has a complementary Filipin- Each CD-ROM is best used in the school computer laboratory ism Interactive CD-ROM for each level. This CD-ROM is designed as a or through a personal computer (PC) at home. With teacher’s supplemental tool in the students’ mastery of the lessons in Geography, assistance and/or parents’ guidance, the pupils can easily follow History and Civics. the instructions under the Things to Learn on My Computer in selected lessons in the textbook. The CD-ROM will automatically run on Windows 98 PC. It has the following features: Some of the activities in the CD-ROM are also published online at www.vibalpublishing.com. Embedded supplementary 1. The content is presented in two languages – English and Filipino. web links may also be conveniently accessed through this website. 2. Unit titles comprise of topics which correspond to those in the The pupils can directly access the OCOP e-learning supplements textbooks. By clicking the title, the user can directly go to the through i-learn.vibalpublishing.com. Guide your students in presentations. accessing the book support site for the OCOP textbook series at 3. Units are presented in slide show and/or video format. Clickable icons i-learn.vibalpublishing.com. guide the user in switching from one slide or video to the next. I-learn — clicking this icon will lead to slide shows of the subtopics under each unit 1. Log-on to i-learn.vibalpub- lishing.com and then click — this icon will enable the user to view the slide presenta- SOCIAL STUDIES from tion with audio subject tabs. — this icon will enable the user to read the text of the slide presentation iv This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. Table of Contents Unit I THE ANCIENT FILIPINOS................................................... 2 3. Choose UNIT then click Chapter 1 System of Government of Ancient Filipinos …………… 2 2. Choose the textbook. LESSON. Chapter 2 The Economic Activities of Ancient Filipinos …………… 6 I-teach Chapter 3 Social Conditions of Ancient Filipinos …………………… 7 Teachers should log on to i-teach.vibalpublishing.com Chapter 4 The Establishment of Spanish Colonial Order ………… 9 for easy access of the book sites. Unit II TOWARDS PHILIPPINE REVOLUTION ................................. 12 Chapter 5 Changes in the Life of Filipinos …………………………… 13 Chapter 6 Filipino Resistance to Colonial Rule ……………………… 14 Chapter 7 The Development of Filipino Nationalism ……………… 15 Chapter 8 The Philippine Revolution ………………………………… 17 1. Log-on to i-teach.vibalpub- 3. Choose UNIT then click Unit III TOWARDS PHILIPPINE INDEPENDENCE ............................. 20 lishing.com and then click LESSON. Chapter 9 The American Colonial Government ……………………… 21 SOCIAL STUDIES from subject tabs. Chapter 10 Socio-Economic Changes During the American Period … 22 Chapter 11 The Commonwealth Period ………………………………… 23 Chapter 12 The Filipinos Under Japanese Rule ……………………… 24 UNIT IV THE PHILIPPINES IN THE PRESENT TIME .......................... 28 Chapter 13 Life in the Third Republic ………………………………… 29 Chapter 14 The Philippines Under Martial Law ……………………… 30 4. Access the PDF of the in- Chapter 15 Restoration of Democracy ………………………………… 32 structional plan/Teacher’s Chapter 16 The Philippines After the People Power 1 Revolution … 33 2. Choose textbook. Manual here. The Authors Appendix ……………………………………………………… 36 v This Teacher's Manual is intended only for teachers who use a Vibal CTLP. © Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE. Scope and Sequence 6. Analyze how Islam religion spread to 3 35 the different parts of the country Lesson Page in 7.
Load more

Recommended publications
  • Women's Political Participation in the Philippines
    Women’s Political Participation in the Philippines Conversations, reflections and recommendations Written by Aida F. Santos-Maranan, Nancy Endrinal Parreño and Alinaya Fabros With thanks to the following organisations for their insights and contributions: Abanse! Pinay Akbayan Women’s Committee Bangsamoro Women Solidarity Forum Buklod Center Concerned Citizens of Abra for Good Governance (CCAGG) Cordillera Women’s Resource & Research Center (CWRRC) EBGAN Gabriela Women’s Party (GWP) Innabuyog-Gabriela (Baguio) Gender Resource Network (GRN) Kasama-Pilipina Laban ng Masa Women Pambansang Koalisyon ng Kababaihan sa Kanayunan (PKKK) PILIPINA Reproductive Rights Resource Group-Phils. SALIGAN SARILAYA TEBTEBBA UNIFEM – CEDAW SEAP WINGS-Bohol WomanHealth-Philippines Photos: Kat Palasi Contents 1. Introduction 2. Reviewing the Past: Legacy of Women’s Struggles 3. The Marcos Years 4. The Post-Marcos Era 5. Women’s Struggles for Autonomy 6. Mapping identities and initiatives: where are the women? 7. Women Define Women’s Movements 8. What is the Women’s Movement(s)? 9. Bridging attempts 10. Public and Private Spaces: Women Do the Balancing Act 11. The “reluctant” feminists 12. Other factors affecting divisions 13. Electoral Politics and Women 14. Scanning the landscape of electoral politics 15. On women’s electoral agenda 16. On the women’s vote 17. On gender quota 18. Socialist feminism: the road to women’s empowerment? 19. Women’s political participation in international human rights and national laws 20. Women and Budget Advocacy 21. Where Do We Go From Here? The Challenges and Next Steps 22. What Needs to Be Done? 23. Women in Electoral Politics and Legislature: The Abanense! Pinay Case Study 1 24.
    [Show full text]
  • The American Colonization of the Philippines and the Self- Examination, Self-Presentation and Re-Presentation of American Identity
    City University of New York (CUNY) CUNY Academic Works Dissertations, Theses, and Capstone Projects CUNY Graduate Center 2000 The American Colonization of the Philippines and the Self- examination, Self-presentation and Re-presentation of American Identity Jennifer Marie McMahon The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/4273 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge.
    [Show full text]
  • Producing Rizal: Negotiating Modernity Among the Filipino Diaspora in Hawaii
    PRODUCING RIZAL: NEGOTIATING MODERNITY AMONG THE FILIPINO DIASPORA IN HAWAII A THESIS SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN ASIAN STUDIES AUGUST 2014 By Ai En Isabel Chew Thesis Committee: Patricio Abinales, Chairperson Cathryn Clayton Vina Lanzona Keywords: Filipino Diaspora, Hawaii, Jose Rizal, Modernity, Rizalista Sects, Knights of Rizal 2 TABLE OF CONTENTS Acknowledgements……………………………………………………………………..…5 Chapter 1 Introduction: Rizal as a Site of Contestation………………………………………………………………………………………....6 Methodology ..................................................................................................................18 Rizal in the Filipino Academic Discourse......................................................................21 Chapter 2 Producing Rizal: Interactions on the Trans-Pacific Stage during the American Colonial Era,1898-1943…………………………..………………………………………………………...29 Rizal and the Philippine Revolution...............................................................................33 ‘Official’ Productions of Rizal under American Colonial Rule .....................................39 Rizal the Educated Cosmopolitan ..................................................................................47 Rizal as the Brown Messiah ...........................................................................................56 Conclusion ......................................................................................................................66
    [Show full text]
  • A Case Study of Filipina Senators' Bill Proposing
    THE INFLUENCE OF WOMEN POLITICIANS ON IMPROVING WOMEN’S RIGHTS: A CASE STUDY OF FILIPINA SENATORS’ BILL PROPOSING SINCE 2000S AHHYEONG LEE A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS (HUMAN RIGHTS AND DEMOCRATISATION) FACULTY OF GRADUATE STUDIES MAHIDOL UNIVERSITY 2019 COPYRIGHT OF MAHIDOL UNIVERSITY iii ACKNOWLEDGEMENTS To my advisor at Ateneo Professional School, Ms. Amparita, I am truly thankful for all the kindness you have given me. You were a great support when I first came to Ateneo, especially in my overall thesis work. Your suggestions and good words have helpe me in completing my work, in addition to your quick responses whenever I had troubles and questions about my thesis. To my co-advisor at Mahidol University, Ms. Coeli, I have been very grateful for your hard work whenever I send you my work. You always check my work with comments to improve it, so I can finish my work with your help as well. And lastly, to my parents who were my biggest support, I cannot thank you enough for everything. Ahhyeong Lee Fac. of Grad. Studies, Mahidol Univ. Thesis / iv THE INFLUENCE OF WOMEN POLITICIANS ON IMPROVING WOMEN’S RIGHTS: A CASE STUDY OF FILIPINA SENATORS’ BILL PROPOSING SINCE 2000S AHHYEONG LEE 6137017 HPRD/M M.A. (HUMAN RIGHTS AND DEMOCRATISATION) THESIS ADVISORY COMMITTEE: AMPARITA DE LOS SANTOS-STA. MARIA, LL.M.(LAW), COELI BARRY, Ph.D. (COMPARATIVE GOVERNMENT) ABSTRACT Women have had the same right to vote as men for over one hundred years; however, most of the political sphere is still perceived as the domain of men.
    [Show full text]
  • Educational Leadership Handbook for Philippine Public Schools
    Western Michigan University ScholarWorks at WMU Dissertations Graduate College 8-1973 Educational Leadership Handbook for Philippine Public Schools Telesforo N. Boquiren Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Educational Administration and Supervision Commons Recommended Citation Boquiren, Telesforo N., "Educational Leadership Handbook for Philippine Public Schools" (1973). Dissertations. 2888. https://scholarworks.wmich.edu/dissertations/2888 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. EDUCATIONAL LEADEKSHIP HANDBOOK FOR PHILIPPINE PUBLIC SCHOOLS by Telesforo N. Boquiren A Dissertation Submitted to the Faculty of The Graduate College in partial fulfillment of the Degree of Doctor of Education Western Michigan University Kalamazoo, Michigan August 1973 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGEMENTS This dissertation is the result of much encourage­ ment, cooperation, assistance, work, and faith. Many people in my country (Philippines) and in the United States made possible the completion of my study program. My gratitude goes to the President of the Philip- pines for apc-’oviyif my study leave with pay; to the Secre­ tary of Education and the Director of Public Schools for their deep interest in my study program and to my colleagues in the Philippine Association of School Superintendents and to my co-workers and friends in Baguio City for their encouragements. The financial assistance of the Asia Foundation enabled me to complete this studv program.
    [Show full text]
  • History of the Senate
    History of the Senate Introduction The Spanish Period (1521-1898) The Malolos Congress (1898-1900) Philippine Commission (1900-1916) Philippine Assembly (1907-1916) Philippine Legislature (1916-1935) Commonwealth Congress (1935-1946) Congress of the Philippines (1946-1972) Present Congress of the Philippines Introduction The legislature in any society performs the important function of deliberating policies for the people and passing them in the form of statutes. Although the Philippine Legislature was organized only in 1916, it had deep roots in the past. Long before the Spanish rulers came to the Philippines, the people in their barangays were already governed by a set of rules by their chief. Over the long span of Spanish and American rule, various forms of legislative structures were set up to perpetuate the colonial rulers’ desire to rule the country. The Filipinos, just like other colonized people, fought for independence from colonial rule. During this struggle, they also recognized the critical role that a legislature could play in the movement for independence. After the victory over Spain, they established the Malolos Congress, based on their Constitution. The Philippine Legislature, composed of the Philippine Senate and the House of Representatives, was created under the Philippine Autonomy Act, popularly known as the Jones Law, which was passed by the Congress of the United States and became law on August 29, 1916. It served as the legislative body of the Philippines from October 1916 to November 1935, until it was succeeded by the National Assembly upon the inauguration on November 15, 1935 of the Commonwealth provided in the Constitution of the Philippines.
    [Show full text]
  • The Role of the Phillipine Education System in National Development During and After the New Society 1972-1986
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1987 The Role of the Phillipine Education System in National Development During and After the New Society 1972-1986 Loudres Rayla Baluga Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Baluga, Loudres Rayla, "The Role of the Phillipine Education System in National Development During and After the New Society 1972-1986" (1987). Dissertations. 3128. https://ecommons.luc.edu/luc_diss/3128 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1987 Loudres Rayla Baluga THE ROLE OF THE PHILIPPINE EDUCATION SYSTEM IN NATIONAL DEVELOPMENT DURING AND AFTER THE NEW SOCIETY 1972 - 1986 by Lourdes Rayla Baluga A Dissertation Submitted to the Faculty of the Graduate School of Education of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Education May 1987 Lourdes Rayla Baluga Loyola University of Chicago THE ROLE OF THE PHILIPPINE EDUCATION SYSTEM IN NATIONAL DEVELOPMENT DURING AND AFTER THE NEW SOCIETY 1972 - 1986 Ever since a system of education was established in the Philippines, the school had been the principal and foremost agent of modernization and economic development. There were also some attempts to use the school as agents of social change, especially in health and sanitation.
    [Show full text]
  • Filipino Women and Their Citizenship in Australia: in Search of Political Space
    CERTIFICATION I, Glenda Lynna Anne Tibe-Borufacio, declare that this thesis, submitted in fulfillment of the requirements for the award of Doctor Philosophy, in the School of History and Politics, University of Wollongong, is wholly my own work tmless otherwise referred or acknowledged. The document has not been submitted for qualifications at any other academic institution. GLENDA LYNNA ANNE TIBE-BONIFACIO 26 August 2003 Ill TABLE OF CONTENTS Chapters Page I Infroduction A. Background of the Study 1 1. Objectives 2. Significance of the Study B. Review of Related Studies 4 1. Filipino Women and Migration 2. Migrant Women and Citizenship C. Methodology 12 1. Research Instrument 2. Research Locale 3. Respondents 4. Short Biographies D. Chapter Summary 25 II Theoretical Premises: Gender, Race and Citizenship 27 III Stracturing Citizenship: Philippines and Australia A. Constmct of Filipino Women: East-West Paradigmatic Mix 41 1. Women in Pre-colonial Philippines 2. Women and Spanish Colonialism 3. Women and American Rule 4. Women m Post-Independence Philippines B. Migration and Citizenship in Australia 74 1. Racial and Gender Biases in Immigration 2. Ausfralian Citizenship C. Conclusion 89 IV Becoming Australian Citizens: In Search of Political Space A. Filipina Migration to Australia 92 B. Shaping the Practise of Australian Citizenship 98 C. Reasons for Becoming Austrahan Citizens 103 D. Conclusion 121 V Practising Ausfrahan Citizenship at Home A. The Home 123 B. Relationships with Husbands 125 1. Filipmas in Bi-cultural Homes 2. Filipinas in Filipino Homes 3. Domestic Violence C. Relationships with Children 134 1. Discipline 2. Formation of Values D. Conclusion 139 VI Practising Ausfrahan Citizenship at Work A.
    [Show full text]
  • The Filipina Bordadoras and the Emergence of Fine European-Style Embroidery Tradition
    The Filipina Bordadoras and the Emergence of Fine European-style Embroidery Tradition in Colonial Philippines, 19th to early-20th Centuries By Marlene Flores Ramos A thesis submitted to the Faculty of Graduate Studies in partial fulfillment of the requirements for the degree of Master of Arts in Women and Gender Studies at Mount Saint Vincent University Halifax, Nova Scotia 25 August 2016 Copyright 2016 Marlene Flores Ramos Abstract This thesis examines three anonymous embroidered textiles from the Philippines, created in the nineteenth century and collected by museums in Great Britain and Spain. These textiles, pañuelos (shawl) and handkerchief, are made of piña and intricately embroidered by young women in beaterios (convent schools) and asilos (orphanages) run by the Catholic Church. I argue that the study of these objects reveals three important new ways to discuss textile production in the Philippines through art historical and material culture lenses: first, an analysis of social class differences between the embroidered textile works of privileged young Filipina women which were authored and acknowledged by collecting institutions, and those like the pañuelos which were created by anonymous working class Filipina women. Second, the importance of acknowledging the works of hybrid or mixed race artists whose blending of cultures is still unrecognized and/or unclassified within major international museums. Third, the tension between displaying and categorizing textile works by non-European artists as ethnographic curiosities and those of European artists displayed as works of art. ii Acknowledgments The journey of completing this thesis has been a long and rough one. This would not have been possible to write without the encouragement and support of many wonderful people who believed that this would be done.
    [Show full text]
  • The American Colonial Public Health System in the Philippines, 1901 to 1927
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarBank@NUS Prerequisites to a Civilized Life: The American Colonial Public Health System in the Philippines, 1901 to 1927 MA. MERCEDES G. PLANTA Bachelor of Arts, Master of Arts in History University of the Philippines, Diliman A Dissertation Submitted For The Degree of Doctor of Philosophy Department of History National University of Singapore 2008 ACKNOWLEDGEMENT This dissertation could not have been written without the help and patience of my supervisor, Greg Clancey, who encouraged and challenged me throughout my academic program. The painful process of rewriting and reorganizing my draft was made easy because of his comments and suggestions for improving my work. I will always be grateful of how he sacrificed his own Christmas vacation to go over my draft and see me every week so that I could make it to my deadline. I am grateful to Rey Ileto whose work on cholera introduced me to new perspectives in Philippine history. At the time I read his work, I realized the value of the academic discipline I chose and the possibilities of carrying out my own work. I am grateful to Paul Kratoska for his kindness and support of my endeavors. The process of adjustment in Singapore would not have been easy without his guidance. I thank my former teachers in NUS – Steve Keck and Goh Beng Lan – whose modules introduced me to new perspectives in anthropology, cultural studies, and politics. I will remember the kindness of Maitrii Aung Thwin who was always willing to share his own ideas.
    [Show full text]
  • Can the Subaltern Play?
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarBank@NUS CAN THE SUBALTERN PLAY? POSTCOLONIAL TRANSITION AND THE MAKING OF BASKETBALL AS THE NATIONAL SPORTS IN THE PHILIPPINES BY LOU APOLINARIO ANTOLIHAO (MA, Ateneo de Manila) A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR A DEGREE OF DOCTOR OF PHILOSOPHY IN SOCIOLOGY NATIONAL UNIVERSITY OF SINGAPORE 2009 ACKNOWLEDGEMENTS Just like scoring in a basketball game, writing a dissertation involves the selfless effort of other players and coaches who made sure that the shooter has a clear look of the goal to complete the play. At various stages in conceptualizing the research, in data gathering, writing the dissertation, and in my everyday life as an aspiring scholar, I was a recipient of various forms of assistance, intellectual stimulation, and warm encouragement from colleagues, teachers, and friends to whom I am very grateful. My heartfelt thanks to Anne Raffin, my PhD supervisor for patiently going through my drafts. Deenesh Sohoni, Misha Petrovic, Maitrii Aung-Thwin, Daniel Goh, and Reynaldo Ileto; members of my dissertation committee, were helpful in the initial drafting of my research plan and in the final reconstruction of my dissertation. The wisdom and guidance of my teachers and mentors, both in Manila and Singapore; Hing Ai Yun, Tong Chee Keong, Maribeth Erb, Bryan Turner, Habibul Khondker, Chua Beng Huat, Eric Thompson, Reynaldo Ileto, Goh Beng Lan, Wilfredo Arce, Emma Porio, Manuel Diaz, Ricardo Abad, Fernando Zialcita, Raul Pertierra, Germelino Bautista, and Filomeno Aguilar, Jr., have left a welcome influence on my thinking.
    [Show full text]