Portfolio carrie

Laguna State Polytechnic UniversitySan Pablo City Campus

San Pablo City

PortfolioIn Partial Fulfillment for the DegreeBachelor of Secondary Education

Major in Social Studies

EDUC. 100

Carie Justine P. EstrelladoBSEd, 4 – T

Prof. Cecilia B. DivaSupervisor

A.Y. 2011 – 2012

BRIEF DESCRIPTION OF THE

TEACHER Carie

Rights of Practice TeachingPractice teaching occupies a key position in the programme of teacher

education. It is a culminating experience in teacher preparation. It provides opportunity to beginning teachers to become socialized into the profession (Furlong et.al, 1988). Performance during practice teaching provides some basis for predicting the future success of the teacher. Outgoing popularity and centrality of practice teaching is an important contributing factor towards the quality of teacher education programme. During practice teaching working with students in schools provides a high degree of emotional involvement of a mostly positive nature. Student teachers feel themselves grow through experience and they begin to link to a culture of teaching. During practice teaching, they feel engaged, challenged and even empowered.

Definitions of Practice Teaching

A number of terms such as the practice teaching, student teaching, teaching practice, field studies, infield experience, school based experience or internship are used to refer to this activity (Taneja, 2000). The term practice teaching embraces all the learning experiences of student teachers in schools (Ashraf, 1999). The term practice teaching has three major connotations: the practicing of teaching skills and acquisition of the role of a teacher; the whole range of experiences that students go through in schools; and the practical aspects of the course as distinct from theoretical studies (Stones and morris, 1977).

Practice teaching is the name of the preparation of student teachers for teaching by practical training. It is the practical use of teaching methods, teaching strategies, teaching principles, teaching techniques and practical training and practice / exercise of different activities of daily school life.

Objectives of Practice Teaching

According to Akbar (2002) Following are the objectives of practice teaching:

To provide the prospective teachers with an opportunity of establishing an appropriate teacher pupil relationship.

To provide an opportunity for evaluating the student potential as a teacher and suitability for the teaching profession.

To develop personal relationship with others: administrators, teachers, parents and students.

To provide the future teacher with practical experience in school to overcome the problems of discipline and enable him / her to develop method of control.

To provide with an opportunity to put theories into practice and to develop a deeper understanding of educational principles and their implication for learning.

To enable the student teachers effectively to plan and prepare lessons.

To develop skill in the use of fundamental procedures, techniques and methods of teaching.

To develop desirable professional interests, attitudes and ideas relative to teaching profession.

To enable student teachers to acquire desirable characteristics / traits of a teacher and to display appropriate behaviour.

To provide student teachers with an opportunity to have teaching evaluated and to gain from the benefits of constructive criticism.

To provide an opportunity for self evaluation and to discover own strengths and weaknesses.

To develop skills in future teachers related to teaching like fluent speaking, meaningful reading, using blackboard and other teaching material.

To provide an opportunity to liaise with school environment, its functioning and with community and its resources.

To provide for the exchange of ideas and methods between practicing school and teacher training institution, by teacher training institutions' staff and students, perceiving new ideas material and equipment in use in practicing schools and introducing new ideas, material and equipments into the school.

Stages in Practice teaching

Following are the stages in practice teaching

Primary Stage

It is necessary to make a trip of student teachers to that particular school, where they are going for practice teaching. The main aim of this tour is to see the concerned head teacher, class teachers and school staff in order to acquire information about school and its environment. Student teachers must observe the teaching methods of school, methods of concerned class teacher, copies or notebooks of the students and their usual routine. On return from the tour student teachers must have the details about scheme of studies, age of the students, strength of the class, abilities and specific problems of the students, timing of the school, textbooks and teaching aids.

Preparation of Lesson

For the preparation of lesson student teachers must know the subject, the relevant books and audio visual aids. Which he / she is going to teach. Because already prepared lessons give confidence to the teacher. Student teachers and supervisor can reform the teaching learning process after its evaluation.

Qualities of a Good Lesson

A good lesson has the following qualities:

i) Lesson planning should be in complete detail.

ii) Lesson should be interesting.

iii) Effective and timely use of teaching methods and teaching aids.

iv) Student should be ready for learning.

v) Students should be involved practically in teaching learning process.

vi) Lesson should be taught in professional and friendly environment.

vii) All students should be given same attention by keeping in view their individual differences.

Teaching in Classroom

The stage of teaching in the classroom is known as practice teaching. Student teachers while teaching in the classroom passes through different steps of his / her teaching (Introduction, presentation, recapitulation) and concerned teacher / supervisor assesses / observes his / her lesson.

Evaluation of Teaching Practice

In order to evaluate the teaching practice supervisor observe the student teacher while teaching in the classroom.Supervisor evaluates / observes the punctuality, lesson planning, teaching methods, use of audio visual aids, adequacy of audio visual aids, pitch of voice, dress, start and end of lesson, interest of the students, discipline of class, use of black /white board, students' notebooks and objectives of the lesson.

Participation in Other routine Works of School

Teaching in the classroom is not only the objective of teaching practice, but also to provide training in all activities / work which student teachers are going to perform in future during their job. For this purpose they have to spend whole day in school as teacher. They have to participate in all the activities of school e.g preparation of timetable, preparation and maintenance of different registers, evaluation of class work and home work, arrangement of tutorial groups, sports / games, morning assembly, co-curricular activities, duty during recess, duty as day master, duty before and

after school timing, decoration of classroom, preparation and maintenance of attendance board, news board, information board, look after and arrangements of A V aids room, home economics room, science laboratories and library.

How to deal with students' parents, officers of the school, school employees and guests are also the part of teaching practice. Duties as invigilators, preparation of question papers for examinations, evaluation of answer scripts and compilation of results is also part of teaching practice.

Role of Supervisor in Teaching Practice

Supervisor has an important role in practice teaching as:

i) A resource person

ii) An adviser

iii) A general moral booster

iv) An interpreter of feedback

v) An assessor

Supervisor's duty is not only to evaluate the lessons of teaching practice, but by using his / her all the abilities to make this experience (All the stages of teaching practice) result oriented. He / she should has all the planning before hand. He / she should have meeting and conversion with teacher educators, experienced teachers of the institution, educationists, concerned school head teachers and other teachers.

Introductory lectures should be arranged before the departure of student teachers to the practicing schools in order to aware the student teachers about the preparation of lesson plans and other assigned activities. During teaching practice it is the duty of supervisors to supervise their lessons, other assigned activities, guidance and counseling as well as provide thestudent teachers with feed back and to enable them so that they can criticize and reform themselves. During the teaching practice student teachers should not be criticized in front of the practicing school staff and students. If there is a need then all the student teachers should be gathered and should be scolded and warned without nominating and asking the name. Supervisors' role is to prepare teachers for future, therefore he / she should act as a facilitator.

Suggestions to Improve Teaching Practice in PHILIPPINES

Here are some suggestions to improve the teaching practice in LAGUNA STATE POLYTECHNIC UNIVERSITY

a) In teacher training institutions teaching methods were not only teach but also practically demonstrated by the teacher educators.

b) The duration of teaching practice should be increased up to 12 weeks at least, so that practical training should be given for a quarter of the year.

c) Teaching practice should not be consisted of classroom teaching only. Other aspects like attendance of students, collection of fee, calculation of fee, preparation of registers, conduct of morning assembly, conduct of co-curricular activities, preparation of question papers, solution of students' problems and meetings with students' parents should be included.

d) Microteaching should be adopted in teacher training institutions and model lessons should be given before student teachers by experts as well as by video films.

e) Student teachers are not given marks only for model lessons and all the aspects of teaching practice should be included in evaluation.

f) In order to make the evaluation of teaching practice more effective, appropriateness of lesson, teaching methods, teaching aids, practical organization of lesson, and interest of students and teachers and students' answers should be included in evaluation.

g) It should be encouraged that student teachers make audio visual aids by them selves and student teachers should be given & provided guidance after every lesson.

h) In order to make teaching practice more effective, it is also proposed that student teachers should watch the lessons of experienced teachers for one week and write evaluation report about them and supervisors should provide guidelines to student teachers in the light of this evaluation report.

i) It should be ensured that student teachers keep the sequence of lessons in such a way, so that they can teach all types of lessons and use different teaching methods.

j) Prior to teaching practice student teachers should practice in their fellows in order to build more confidence in them.

k) During teaching practice student teachers should be given projects, which cover all the aspects of teaching practice i.e. (preparation of teaching kit, planning for decoration of classrooms, betterment of environment and provision of facilities).

l) During practice teaching prospective teachers should be made habitual of preparing daily lesson plan.

m) Practice teaching should be more realistic and suited to the actual class room situations.

My Conclusion

Teaching practice is an activity, which can play an important role in the preparation of teachers. Its effectiveness is necessary for the nation. It is a milestone for professional adolescence. It is a combination of personality, professional skills, knowledge and training, which is fuel for an endless journey. Now it is the duty / responsibility of teacher educators and teachers of practicing schools to make this fuel / expenditure endless.

Personal Educational Philosophy

“Never look for mistakes or makes the possible allowance for ignorance”

- Carie Justine P. Estrellado

Education of the Filipino is quite submissive; the former regards man as both means and end of development. So…

I believe the children are our future...

I believe each and every child has the potential to bring something unique

and special to the world. I will help children to develo p their potential

by believing in them as capable individuals. I will assist

children in discovering who they are, so they can express their

own opinions and nurture their own ideas. I have a vision of a world

where people learn to respect, accept, and embrace the

differences between us, as the core of what makes life so fascinating.

Teach them well and let them lead the way...

Every classroom presents a unique community of learners that varies

not only in abilities, but also in learning styles. My role as a

teacher is to give children the tools with which to cultivate their

own gardens of knowledge. To accomplish this

goal, I will teach to the needs of each child

so that all learners can feel capable and

successful. I will present

curriculum that involves the interests of the

children and makes learning relevant to life. I will incorporate themes, integrated units, projects,

group work, individual work, and hands-on learning in order to make children active learners.

Finally, I will tie learning into the world community to help children become caring and active

members of society.

Show them all the beauty they possess inside. Give them a sense of pride...

My classroom will be a caring, safe, and equitable environment where each child can blossom

and grow. I will allow children to become responsible members of our classroom community by

using strategies such as class meetings, positive discipline, and democratic principles. In showing

children how to become responsible for themselves as well as their own learning, I am giving

them the tools to become successful in life, to believe in themselves, and to love themselves.

Let the children's laughter remind us how we used to be...

Teaching is a lifelong learning process of learning

about new philosophies and

new strategies, learning from the

parents and community, learning

from colleagues, and especially

learning from the children. Children

have taught me to open my mind and

my heart to the joys, the innocen ce,

and the diversity of ideas in the world.

Because of this, I will never forget how to

smile with the new, cherish the old, and laugh with

the children.

NEVER to WALK in anyone shadow…

Teaching is one’s fruit of commitment, intensification of values education emphasizing love of

God and country, and pride in the Filipino cultural heritage. And I prospectively students are

expected to create aims, directions leading a prosper independent in different social climate.

Sustain the needs and necessity, projecting their innate minds to stand concomitant in every

laws of nature.

Saint Claire Science School Inc. is located at L. Cosico Avenue, Sambat nearby Puregold and Saint Joseph School,North East of City Proper . This private institution at present, is an interdependent school that continuously give the youth of San Pablo City and the nearby barangays an integrated and upgraded system of education under the leadership and management of its newly Principal – in – charge, Ms. Rodelyn C. Panganiban and supported by Mrs. Lina Alimario Buencillo as directress and currently the Non – formal Education Supervisor of San Pablo City. The School is akin to a dwelling house not a common school to be called, however the officials and its members are making sky – scraping endeavor amid to their rationales.

Republic of the PhilippinesLAGUNA STATE POLYTECHNIC UNIVERSITY

SAINT CLAIRE SCIENCE SCHOOL

San Pablo City CampusDel Remedio, San Pablo City

COLLEGE OF TEACHER EDUCATION

Masusing Banghay ng Pagtuturo sa Araling Panlipunan IV

I. Layunin

Pagkatapos ng aralin, ang mga mag – aaral ay inaasahang:

1. naipapaliwanag ang kahulugan at saklaw ng industriya;2. naihahayag ang mga kahalagahan ng industriya; at3. naipapakita ang partisipasyon sa aralin.

II. Nilalaman

Paksa: Ang Bahaging Ginampanan ng IndustriyaBatayang Kaisipan: Sektor ng Industriya

Kayamanan IVImperial et.al. pp. 344 – 346Ekonomiks FNB Educ., Inc.Lucila – Perez – de Guzman pp. 285 – 288

Kasangkapan: Cartolina, manila paper, panyo, glue, pins, tape, marker, felt paper.Pagdulog: ‘Constructivism’, ‘Semantism’, at direktibong instruksyon

III. Pamamaraan

Gawaing Guro Gawaing Mag – aaral

A. Paghahanda

1. Pambungad na panalangin2. Pagbati3. Pagtatala ng mga mag – aaral na liban sa

klase

B. Pagbabalik – aral

Kahapon ay tinalakay natin ang sektor ng Agrikultura na mahalaga rin sa pagsukat ng Gross National Product o GNP.

Kung malinaw sa inyo ang naging talakayan maari ninyo bang ibigay ang kahulugan ng agrikultura?

Tama!

Sunod ay ang 4 na nabanggit kahapon na kahalagahan ng agrikultura.

Kung gayon may katanungan pa ba kayo?

C. Pagganyak

Magandang Umaga po Sir

Ito ay nagmula sa Latin na ‘ager cultura’ na nangangahulugang ‘kultibasyon ng bukirin’

1. sa agrikultura nagmula ang pagkain ng mga tao sa mga lugar na rural at urban.2. nagsisilbing basahan ng sektor ng industriya.3. pinatataas ng agrikultura ang kita ng mga tao sa probinsya.4. tumataas ang halaga ng piso at dolyar

Wala na po

Bago tayo tumungo sa bagong talakayan magkakaroon tayo muna ng aktibidad

Kailangan ninyong bumuo ng dalawang grupoMakinig kayo sa aking direksyon. Ang tawag dito ay ‘Finding the red apples’ kailangan nyong pumili ng isang lider na magsisilbing naka – ‘blindfold’ o nakapiring tapos at yung mga ka – grupo niyo ay kailangan ng kooperasyon dahil kayo ang aalalay sa inyong lider para mahanap kung nasaan ang mga sumusunod:

konstruksyon, serbisyo, pagyari, at pagmimina.

at pag – naghudyat ako ng TIGIL lahat kayo ay hindi kikilos maliban sa nakapiring. ang unang makakuha ng 2 mansanas ay siyang tatanghaling nagwagi sa aktibidad.

D. Paglalahad

Koneksyon sa ‘ting aktibidad kung napansin ninyo ang mga salitang ginamit natin na konstruksyon, serbisyo, pagyari, at pagmimina.

Sa tingin ninyo ano kaya ang sunod na paksa natin?

Tama!

Sa inyong ideya ano ang ibig – sabihin ng Idustriya?

Mahusay ang inyong sagot!

Kanina binigyan natin ng depinisyon ang 4 na Gawain na Industriya. Ngayon bibigyan natin ito ng linaw.

Konstruksyon

Serbisyo

Pagyari

Pagmimina

Dahil sa 4 na mekanismo ng industriya, malaki ang naitutulong nito sa atin.

Ang mag – aaral ay bubuo ng 2 grupo at pipili ng kanilang lider

Hahanapin ng lider ang isa sa dalawang mekanismo ng industriya

INDUSTRIYA

- kumakatawan sa sector na tagagawa- sector ng bansang nakatuon sa paglikha

ng mga yaring produkto

Tumutukoy sa pagtatayo ng iba’t – ibang mga gusali, pabrika at iba pang istruktura.

Paglikha at pagbebenta ng mga pangunahing kalakal tulad ng elektrisidad, tubig, at gas

Pagproseso ng mga hilaw na sangkap upang maging isang yaring produkto

Pagkuha ng mga mamahaling metal at mineral

Dahil diyan bibigyan natin ng kahalagahan ang industriya.

Tulad ng agrikultura – malaki ang papel na ginagampanan ng industriya sa pag – unald ng isang bansa.

Batay sa mga lawaran…

Mahusay ang iyong sagot!

E. Pagpapahalaga

Pagpapakita ng larawan at pagsasaayos ayon sa tamang mekanismo ng industriya: konsruksyon, pagyari, pagmimina at serbisyo.

F. Paglalahat

Upang bigyan ng linaw ang ating tinalakay

Ano ang kahulugan ng Industriya?

Saklaw ng Industriya ay __________.

Malinaw na ba sa inyo ang lahat?

- nagsisilbing daan upang mapakiabangan ang mga yaring kalakal na nagmula sa mga hilaw na sangkap.

- nagbibigay ng pangangailangan sa agrikultura

- pinanggagalingan ng dolyar - nagbibigay hanapbuhay sa mamamayan

Ilalagay ang larawan sa tamang kinabibilangan nito

Kunakatawan sa sector ng bansang nakatuon sa paglikha ng mga yaring produkto.

KonstruksyonPagyari

PagmiminaSerbisyo

Opo!

IV. PagtatayaAsosasyon: Suriin ang sumusunod na sitwasyon at batay sa wastong kinabibilangan nito ay isulat ang inisyal sa patlang.K – Konstruksyon S – Serbisyo P – Pagyari Pm – PagmiminaK__________________________1. Gusali ng St. Claire Science School.Pm________________________2. Paghuhukay ng Ginto.S__________________________3. Pagbebenta ng Kalakal.S__________________________4. Pagtuturo bilang guro.P__________________________5. Pagluluto ng mga sangkap para gawing kendi.P__________________________6. Paghahabi ng lubid.K & S______________________7. Pagpapatayo ng Mall.P__________________________8. Sardinas tungo sa de lata dahil tulong ng makinarya.S__________________________9. Pagbebenta ng ginawang kendi.Pm________________________10. Metal at di – metal.

V. Takdang Aralin

- Ano ang mga suliraning kinakaharap ng sector ng industriya? magbigay ng 3

Inihanda ni: Iwinasto ni:

Carie Justine P. Estrellado Mrs. Rosalie Gonzales

Binigyang pansin ni:

Ms. Rodelyn C. Panganiban Punong Guro


San Pablo City CampusSan Pablo City


Masusing Banghay ng Pagtuturo sa Araling Panlipunan III

I. Layunin

Pagkatapos ng aralin, ang mga mag – aaral ay inaasahang:

1. naipapaliwanag ang mga katangian ng kabihasnang Babylonian;2. nailalarawan ang mga kronolohikal na pangyayari;3. nailalahad ang opinion ukol sa aralin; at4. naibibigay ang kahalagahan ng bawat isa.

II. Nilalaman

Paksa: Kabihasnang BabylonianBatayang kaisispan: Pag – asa sa kabila ng kaguluhanSangguniang aklat: Kasaysayan ng Daigdig

Vivar, Teofista et.al., pp. 65 – 69Kasangkapan: cartolina, manila paper, pins, larawan, tape, pen

III. Pamamaraan

Gawaing guro Gawaing mag – aaral

A. Paghahanda

1. pambungad na panalangin2. pagbati

Magandang umaga sa inyo!

3. pagtatala ng mga mag – aaral na liban sa klase


kahapon ay tinalakay natin ang kabihasnang Sumerian.Sinong makakapagbigay ng buod ukol ditto?

Mahusay ang iyong sagot!

K. Pagganyak

alam ba ninyo ba ang kasabihang “mata sa mata at ngipin sa ngipin?”

kung gayon, sino ang nakakaalam kung kanino nagmula iyon?

Tama.

D. Paglalahad ng Aralin

ang aralin natin ngayon ay tungkol sa kabihasnang Babylonian. Gaya nga ng nabanggit kanina si Haring Hammurabi ay isa sa magiting na lider ng Babylonia siya ang bumuo ng 283 kalipunan ng mga batas. At tulad ng mga Sumerian, binubuorin ng 3 pangkat ang lipunan ng Babylonian. Anu – ano ang mga nasabing pangkat?

Tama! sino naman si Marduk?

Magaling! ano naman ang hanapbuhay ng mga Babylonian?

Magandang umaga din po sir!

Sir, ang kabihasnang Sumerian ay mayaman sa kultura. Ang kanilang lipunan ay binubuo ng tatlong bahagi: Maharlika, artisan at mangangalakal at magsasaka at alipin. “Polytheism” ang kanilang istruktura ng relihiyon, sila ang nag – ambag ng gulong, karwahe, paghabi ng lana at mga panukat.

Opo

Kay Haring Hammurabi po

Sir, ang 3 pangkat na bumuo sa lipunan ng Babylonian ay ang maginoo, malayang tao at alipin.

Si Marduk po ay itinuturing diyos ng mga Babylonian.

Pangangalakal

Tama! gaya ng ibang kabihasnan may sanhi kung bakit sila umunlad at ito nga ay maayos na pamumuno ng pamahalaan. Ngunit bakit sa kabila ng lahat ay bumagsak pa rin sila?

Tama! kahit na natalo sila ng mga Kassite ay di ito nangangahulugan sila mahina. Dahil sa kabila nito ay marami silang nagging ambag tulad ng Kodigo ni Hammurabi kontratang pangkalakalan.

E. Pagpapahalaga

sino ang kilalang hari ng Babylonian?

tama! sino naman ang kanilang Diyos?

magaling! ano ang dahilan ng kanilang pag – unlad at pagganyak?

Tama! nagayon, magbigay naman kayo ng kanilang nagging ambag sa kasaysayan

Magaling!

Handa na ba kayo sa inyong pagsusulit?

IV. Pagtataya

Tukuyin ang sumusunod:

1. hari ng Babylonia2.3. Pangkat ng Babylonian4.5. sanhi ng pagbasak ng Babylonian.

V. Takdang Aralin

1. sino ang mga Pharaoh sa kahariang Ehipto?2. ano ang kinahinatnan ng mga mamamayan

ng Ehipto sa panahon ng emperyong Khufu?

Bumagsak po sila dahil sa paglusob ng pangkat ng Indo – Europe (Kassite)

Hammurabi

Marduk

Dahil po sa kanilang pag – unlad ay bunsod ng maayos na pamumuno

Kodigo ni Hammurabi

Opo!

1. Hammurabi2. Maginoo3. Malayang Tao4. Alipin5. Kassite

Inihanda ni:

Estrellado, Carie Justine P.BSEd, IV – T

Binigyang Pansin ni:

Ms. Rodelyn C. PanganibanPrincipal




DETAILED LESSON PLAN IN SOCIAL STUDIES II

I. Objectives

1. narrate the beginnings of Japan;2. note sequence of important periods of Japan;3. explain the rise of the shogunate; and4. participate actively in class discussion.

II. Subject matter

General Topic: Civilization of Early JapanTopic: Beginnings of JapanReferences: Turning Points II

Samson et.al., pp. 213 – 215Materials: Cartolina, tape, pins, manila paper, map of Asia, pens, chalkboard

III. Procedure

Teacher’s Activity Student’s Activity

A. Preparatory Activity

- Prayer- Greeting to the class- checking of attendance

Call some student to lead the prayerGood Morning Sir!Nobody is absent Sir

B. Review of the past lesson

Muslims influence in India

What do you remember in our yesterday’s lesson?

Okay, what more?

Very good!

C, Motivation

Presenting an Asian Map and flag of Japan for 3 minutes

What countries are nearest to Japan?

Based on Japan’s proximity to Korea and mainland China, shoud it be possible for Japan to have borrowed something from these civilizations?

Does the sea of Japan serve as a protection for this country? why?

D. Presentation

So in relation to our next topic - Japan

Japan’s location and picturesque topography have shaped its people and its history. Its distance from other Asian countries prevents invasion. At the same time, it is actually near enough to be able to borrow from other country’s civilization. Its picturesque scenery, on the other hand, has helped develop Japanese appreciation for nature as reflected in all aspects of their culture.

In your reference the original inhabitants of Japan were?

Very good!

Means “human”

What else…

Although there was limited distinction between the Hindus and Muslims in India, the Hindus were able to adopt some of the Muslim way of life. As mentioned before, the suttee came from the Muslims. They also adopted pudah, the seclusion of women, a practice wherein women were not allowed to go out or meet with any man outside.

They also left and introduced new styles of architecture that mixed the Indian and Islamic features. One of the most famous of this Islamic feature are minarets.

- Korea- China- Taiwan

Yes!

Ainus

The Ainus later on succeeded by immigrants

Until the 4th century B.C.E., the Japanese had no written language. Eventually, Kojiki, the records of Japan’s ancient History, and Nihongi, “ the chronicles of Japan”.

According to tradition, Jimmu who founded the Yamato ascendend the throne in 660 B.C.E. in time, the emperor of Japan was given the title ____

For the Nara Period…

How about Prince Shotoku?

How about the city of Nara?

Well done!

Heian Period

What are the important events happened?

Rise of the Shogunate

Under the shogunate…The Feudal System

Yes! the key to the power and strength of the shogunate was the moral tie between the landlord and samurai. During this age, Yoritomo divided the land to the Greater Lords called Daimyos or “great names”

from the Asian mainland. Modern Japan is now a mixture of Mongols, Chinese, Malays, and Ainus.

“Tenno” (son of heaven)

Chinese written language was introduced through Wani

A Confucian scholar who tutored the Japanese crown prince.

Prince in ancient Japan. Real name was “Umayato” – “door of stable” & drew up a written plan of government known as “17 article constitution. first code of laws in Japan.

City of Nara as the first capital in Japanese history.

- the capital was transferred from Nara to Heian – Kyo. the present Kyoto.

- native language for women is Kana- Lady Murasaki Shikibu was the leading

writer of this time. “the tale of Genji”- Minamoto Ypritomo, became the first

Shougun of Japan. the Shogun was the only chief military officer of the central government.

Yoritomo, founder of Japan’s military government known as “shogunate” or Bakufu.

Feudal age. the latin word “feudal”. the following were considered to be the great shogunate of J apan. others were short lived.

- kawamura- ashikaga- tokugawa

E. Appllication

Classify the following elements of culture if legitimately Chinese or Japanese. Write C for Chinese and J for Japanese.

1. kana

2. samurais

3. medical knowledge

4. Confucian ideas

5. Harakiri

F. Generalization

Who can give the summary of our lesson?

Very good!

Any Question?

Our you ready for your test?

J

J

C

C

J

Jjapan developed a unique civilization- according to tradition, Jimmu Tenno

founded the Yamayo – the first state of Japan

- Japan reached its golden era during the Heian age

- eventually the shogunate rose to power. This started the feudal system in Japan until the time of the Kamakura Shogunate.

None, sir

Yes, sir!

IV. Evaluation

Knowledge of Specific Facts: Identify what is referred to. Choose your answer from the list in the box below.

______________1. the original inhabitants of Japan. (ainu)______________2. the record of Japan’s ancient history. (kojiki)______________3. the chronicles of Japan. (nihongi)______________4. the first human emperor of Japan. ( kimmu tenno)______________5. the Korean Scholar who became the tutor of the Japanese crown prince in 405.______________6. the father of the Japanese culture. (yoritomo)______________7. the first written code of laws of Japan. (17 articles)______________8. the first capital in Japanese history. (nara)______________9. the golden Era of Japan (heian)______________10. the native written language of Japan. (kana)

Ainu Kojiki Shogunate Bakufu Nara Jimmu Tenno Bushido Nihonji

Tale of Genji Heian Sei – I – tai shogun wani Kana Seventeen Articles Yoritomo

V. Assignment

1. what are the causes of the decline of the Kamakura shogunate?2. who are the people of South East Asia?

Prepared by:

Carie Justine P. Estrellado

Checked and Approved by:

Rodelyn C. PanganibanPrincipal




MASUSING BANGHAY NG PAGTUTURO SA ARALING PANLIPUNAN III

I. Layunin

Pagkatapos ng talakayan, inaasahang ang mag – aaral ay:

1. nailalahad ang mahahalagang kaganapan sa daigdig na nagbigay – daan sa Cold War; at2. nasusuri ang epekto ng Cold War sa kalagayang panseguridad ng daigdig.

II. Nilalaman

A. Yunit – Ang Daigdig Ngayon at sa Hinaharap B. Konsepto

- Kapayapaan- Demokrasya- Komunismo

C. Paglalahat – ang Cold War ay tunggalian ng demokrasya at komunismo.D. Kagamitan – mapa, mga larawan

III. Pamamaraan

Gawaing Guro Gawaing Mag - aaral

A. Paghahanda

- Pagdadasal- Pagbati- Pagtatala ng liban sa klase


Anu – ano ang mga idelohiyang sumiklab pagkatapos ng digmaang pandaidig?

Mahusay!

C. Pagganyak

Pabigyang – kahulugan ang larawan na nasa p. 441.

Itanong: may kaugnayan ba ito sa paksang tatalakayin?

D. Dahil diyan anu ang pagkakaunawa ninyo sa ‘Cold War’?

Tama! Para mas mabilis nating maunwaan igugrupo ko kayo sa tatlo

Ang unang grupo ay

Marshall plan

Ang pangalawa ay

Apat na Puntos

At ang panghuli ay

Truman Doctrine

Ang mga paksang iyan ay kailangan ninyong bigyan ng kahulugan at mga mahahalagang gampanin nito sa panahon ng cold war, bibigyan ko lang kayo ng 10 minuto para isulat sa pisara ang inyong nalalaman.

MARSHALL PLAN

Magandang Umaga po Sir!

DemokrasyaPasismoNasismoKomunismo

Opo ! dahil matapos ang ikalawang pandaigdig itinatag ang UN bilang isang kasangkapan ng kapayapaan. Isang bagong uri ng labanan ang lumitaw sa mundo…

Ginagamit ang larawan sa pagitan ng US at ng USSR. Ito ay labanan na hindi gingamitan ng dahas kundi sa pamamagitan ng diplomasya, propaganda, at pangkabuhayang pwersa.

1….2….3….

Unang grupo

Pangalawang grupo

Pangngatlong grupo

- Iminungkahi niya sa mga bansa sa Europe na magkaisa

- Iminungkahi pa rin niya na maglaan ang United States ng pondo upang makaahon ang mga bansa sa Europe sa mga kasariaang dulot ng digmaan at mapatatag

APAT NA PUNTOS

Truman’s Doctrine

Mahusay! May katanungan pa ba kayo?

ang kanilang ekonomiya.- Tinatawag din itong European

Recovery Program

- Iminungkahi ni Pangulong Truman noong 1949 na bigyan sila ng mga payo at tulong teknikal

- Inirakomenda rin niya na maglagak ng puhunan ang mga Americano sa mga pook na ito.

- Tinuruan ang mga magsasaka sa paggamit ng siyentipikong paraan sa pagsasaka. Nagbigay rin ito ng payo sa larangan ng industriya, edukasyon, at medisina.

- Ang ganitong ulong para sa timog – silangang asya ay napailalim sa Colombo Plan.

- Natakot ang Us na kapag nagging komunista ang Turkey at Greece, mahahawakan at mapipigilan ng Soviet Union ang Silangang Mediterranean.

- Kayat ang kongreso ng US sa rekomendasyon ni Pangulong Truman ay nagkaloob ng 400,00,00 dollars bilang tulong pang – ekonomiya at pangmilitar para sa Turkey at Greece

- Wala na po!.

IV. Pagtataya

Iayos ang ginulong mga letra upang makuha ang wastong salita.

1. Labanan na ginagamitan ng diplomasya (DOLC RAW)2. Bansang namuno sa Free World (DUTINE SETSAT)3. Ang bansang namuno sa komunistang mga bansa (NGOYNU VETISO)4. Isang ideolohya na ang namumuno sa bansa ay isang partido pulitikal (SIMOMUNOK)5. Isang tulong upang labanan ang kahirapan na ipinagkaloob ng United States (LALHMARS

LANP)6. Ang pangulo ng United States na nagpanukala sa pagbibigay tulong teknikal sa mga

bansang nangangailangan (NATMUR)7. Ang tulong para sa timog – silangang Asia upang mapabuti ang kanilang industriya at

edukasyon na ipinagkaloob ng U.S. (MOBOLCO)8. Ang bansang tinulungan ng Albania, Bulgaria, at Yugoslavia upang mapasakamay nila

ang Mediterranean (REEGCE)9. Ang tugon ng Russia sa tulong pangkabuhayan ng America (VOMOTOL PALN)10. Ang bansang pinagmulan ni Ho – Cho Minh (DNIOHINAC)

V. Takdang Aralin

Suriin ang mga pahayag/tanong at ipaliwanag.

A. Bakit tinawag na balisa ang kapayapaan pagkaraan ng Ikalawang Digmaang Pandaigdig?

B. Bakit mahigpit na magkaribal ang U.S. at Russia?C. Paano nakaapekto ang mga alyansya sa kapayapaan ng mundo?D. Dapat bang tumanggap ng tulong ang mahihirap ng bansa sa mamamayang bansa?

Bakit?

Portfolio carrie

Education

Transcript of Portfolio carrie