Trends and Issues Flashcards
Students who are interested in basketball may be encouraged to research on the history of
that game to further understand how it is being played. Students will learn how to collect data
and evaluate historical evidence. Which of the following best captures the above-mentioned
situation?
A. Students are interested to know more their ethnic backgrounds.
B. Students view history as an important in identifying landmarks
around the world, especially if they are on a travel.
C. Students also view history to further cover their areas of interest.
D. Students tend to view history helpful school and at home.
C. Students also view history to further cover their areas of interest.
Teacher Ana observed that her students became interested in learning their lessons in history
after playing the quiz game called Jeopardy, which features questions that are from their history
lessons. Which of the following rationales in learning history best captures the abovementioned situation?
A. Students view history as a form of entertainment.
B. Students tend to view history as a subject that could help them learn everything that
happened in the past and even in our present times.
C. Students also view history to further discover their areas of interest.
D. Students tend to view History as a subject that could help people avoid mistakes in the past.
A. Students view history as a form of entertainment.
Which of the following does NOT belong to the group?
A. History
B. Geography
C. (Social Studies)-Options A, B, and D are Social Science disciplines while Option C
(Social Studies) is a subject in basic education that draws its content from Social
Science disciplines
D. Economics
C. (Social Studies)-Options A, B, and D are Social Science disciplines while Option C
(Social Studies) is a subject in basic education that draws its content from Social
Science disciplines
Head Teacher A observed that the focus of Teacher C is on the lesson itself or the content
while the focus of Teacher D is on the development of more sophisticated understanding
through the use of procedural concepts in history. Which of the following generalizations best
captures the situation?
A. Having mastery of the subject matter is needed.
B. Teachers should help students on how they will understand history through the help of
procedural concepts like causation or continuity, evidence, and change.
C. Historians can serve as a benchmark in relationship to which we can understand what the
less sophistical historical thinkers do.
D. The difference between a novice from an expert history educator is evident.
D. The difference between a novice from an expert history educator is evident.
Master Teacher F learned that her colleagues in the Araling Panlipunan department tend to
have doubts on the capacity of their high school students in doing historical thinking. What will
Master Teacher F do?
A. Advise her colleagues that teachers need to integrate activities in their lessons that will help
learners think like a historian.
B. Advise her colleagues to include source work in their activities that involves identification,
attribution, and judging perspective of historical sources as well as reliability assessment or
corroboration among peers
C. Share a famous saying to her colleagues, which says: “The past is a foreign country and thus
difficult to understand”.
D. Share the recent research finding that learners can do source work as early as seven
years old while high school students can already do it like a historian.
D. Share the recent research finding that learners can do source work as early as seven
years old while high school students can already do it like a historian.
Students and even adults who were not taught how to think historically were said to approach
sources as decontextualized, disembodied, authorless forms of neutral information that appear
to fall out of the sky ready made. What does this statement mean regarding historical thinking?
A. Students who did not learn how to think historically tend to conclude that the past is either
given or inaccessible or both.
B. Students who did not learn how to think historically tend to conclude that the past is
either given or inaccessible or both.
C. Teachers can guide the students to become aware of the fact that historical accounts may be
viewed using a variety of perspectives and that differences in views may be affected by biases
and ideologies of the people.
D. Learners can think historically if teachers can formulate activities that will make them think
like historians.
B. Students who did not learn how to think historically tend to conclude that the past is
either given or inaccessible or both.
Teacher M encourages his students to use a truth-lie dichotomy in assessing the reliability of
historical accounts. What is the effect of truth-lie dichotomy among students in history?
A. Students will have a set of criteria that can be used in order to corroborate pieces of evidence
as historians do.
B. It might only lead the learners to a dead end as they will think that sources are
conflicting because they are not true at all.
C. Learners will be able to make sense of the past by using sources that can provide valid and
reliable pieces of evidence like primary sources which are usually eyewitness accounts.
D. Students can take different historical perspectives.
B. It might only lead the learners to a dead end as they will think that sources are
conflicting because they are not true at all.
In relation to history education, which of the following is the most accurate mission of Social
Studies in basic education?
A. The mission of Social Studies is not to produce historians but to hone citizens who
are informed, educated, thoughtful, critical readers, who appreciate investigative
enterprises, know good arguments when they hear them, and who engage their world
with a host of strategies for understanding it.
B. The mission of Social Studies is to develop historical thinking among learners, which can be
instrumental in the development of citizens who are critical thinkers and can help in nation
building.
C. The mission of Social Studies is to make learners think like historians through historical
interpretations that aim to provide learners with tools that they can use to systematically
compare and evaluate claims about the past
D. The mission of Social Studies is to hone students to become professional historians who can
make their assumptions, concepts and methods explicit, so that they can be critically assessed
by an academic community of practice, and to present arguments for interpretive decisions that
they make.
A. The mission of Social Studies is not to produce historians but to hone citizens who
are informed, educated, thoughtful, critical readers, who appreciate investigative
enterprises, know good arguments when they hear them, and who engage their world
with a host of strategies for understanding it.
Recent research in history education claims that the most important resource in any
classroom remains the teacher. Which of the following recommendations is the most consistent
with this research finding?
A. Teachers should employ different activities like small group discussions where students can
take different perspectives.
B. Teacher education programs should make ways in order to address the needs of teachers for
knowledge and skills development.
C. There is a need to place a premium on teachers’ knowledge of and ability to deploy
resources which enable them to realize their classroom aims and aspirations.
D. Teachers need to have persistence in guiding the learners to develop historical thinking.
C. There is a need to place a premium on teachers’ knowledge of and ability to deploy
resources which enable them to realize their classroom aims and aspirations.
Teacher Z is still using a 35-year-old history textbook instead of a very recently published text
because he believes that there is nothing since this has discussed historical events out so
clearly. Which of the following best explains this situation?
A. Some teachers tend to insist on using their tried and tested resources in history over
primary sources.
B. If teachers are committed to cultivating historical thinking in their students, they must push
hard against constraints, particularly those that retard genuine historical understanding.
C. There is a need for teachers to change their traditional practices in history like the
transmission-based approach where students were assumed to be empty vessels to be filled
with knowledge from the textbooks.
D. In determining the criteria for selecting history textbooks, teachers need to determine the
position, purposes, values, and views of the author as well as the historical background and
setting of the source.
A. Some teachers tend to insist on using their tried and tested resources in history over
primary sources.
Teacher N wants his students to understand the progression of human life from the past up
to the present times. Which of the following is the most appropriate strategy that Teacher N can
use?
A. The teacher should employ inquiries that invite judgment so that students will be able to
tease out patterns, trends and exceptions and so reach their own characterization of the degree
or extent of change.
B. The teacher can make use of popular stories in order to develop historical continuity and
change among students so that a working knowledge of the story will be formed from the
memory of the students.
C. The teacher needs to provide learning activities where students will have intriguing
encounters with the subjective experience of people in the past and opportunity to speculate how people made meaning of that experience through their own temporal
lenses.
D. The teacher should make use of questions that start with when, questions about beginnings
and endings, questions about labelling or periods, and questions about speed or nature of
change.
C. The teacher needs to provide learning activities where students will have intriguing
encounters with the subjective experience of people in the past and opportunity to speculate how people made meaning of that experience through their own temporal
lenses.
Teacher P learned from a Continuing Professional Development (CPD) seminar that causal
explanation, when taught to the students in the proper way, can definitely help the learners in
grasping the content of the lesson. Which of the following strategies can Teacher P use to teach
causal explanation to her students?
A. Students will be asked “what i f^ prime prime questions in order to consider how events might
have turned out differently.
B. Use counterfactual analysis by asking students to consider, create or speculate about events
which did not happen.
C. Use games and analogies to help students understand the causes of various historical
events.
D. Teachers need to employ questions that will guide the learners in discovering the
consequences of a particular historical event.
C. Use games and analogies to help students understand the causes of various historical
events.
History is an infinitely tangled web of cause and effect, or reinforcement and negation,
reflection and refraction, acceleration and hindrance. What does this statement mean?
A. For students to have a correct chronology, they need to understand the causes of these
historical events.
B. A historical event may have multiple causes.
C. Teachers need to employ questions that will guide the learners on discovering the
consequences of a particular historical event.
D. Counterfactual analysis may also be employed by teachers to help the students understand
their lesson as it can lead to fresh insight into how and why a particular event or process was
caused and into how important particular causes were.
B. A historical event may have multiple causes
The shift to online learning due to the Covil-19 pandemic was coupled with problems and
issues like the rampant spread of fake and biased news and information through social med.
What should be done in terms of history education to address these problems and issues?
A. Teachers should ensure that students will develop essential knowledge, skills, and values
that will help them in searching for reliable and valid information.
B. Enable students to distinguish a judicious and well-informed opinion as opposed to a silly,
ignorant and prejudiced one.
C. Develop among students the skills of historian.
D. Develop an understanding of the nature and status of historical knowledge through a
developed concept of evidence.
D. Develop an understanding of the nature and status of historical knowledge through a
developed concept of evidence.
The existence of different historical accounts is said to be a consequence of historians not
having access to all the bits and inventing things to fill in the gaps. Which of the following
statements best describes learning history?
A. Learning history should be viewed like a Lego puzzle wherein available pieces of
evidence can be put together in different but perfectly valid ways.
B. Learning history is like a jigsaw puzzle which tends to limit the understanding of historical
evidence to a single conclusion.
C. Learning history involves the use of sources or “raw materials” that should be scrutinized and
in turn yield evidence.
D. Learning history involves the use of historical sources based on face-value, which in turn
lead to the conclusion that particular sources should be rejected for their bias and unreliability.
A. Learning history should be viewed like a Lego puzzle wherein available pieces of
evidence can be put together in different but perfectly valid ways.
Research on history education claims that students tend to believe that primary sources are
better than secondary sources and historians are seen as providing second-rate knowledge
because their accounts are second-hand. However, some educators contend that primary
sources or eyewitness accounts are difficult to interpret while a secondary source or a textbook
written by a historian is easier to interpret. This proves that complex understandings can be
developed from limited starting points. Which of the following recommendations can be adopted
by history teachers?
A. Teachers should provide complex ideas in simple ways and avoid the teaching of
simple ideas in complex ways.
B. Teachers should recognize the conceptual complexity of the challenge their students face
and the misconceptions that they have in order to provide appropriate learning experiences for
their students.
C. Sources should not be taken as authority or accepted without question.
D. There is a need to consider the significance of events, people, and developments in their
historical contexts and in the present day.
A. Teachers should provide complex ideas in simple ways and avoid the teaching of
simple ideas in complex ways.
Which of the following does NOT belong to the group?
A. Notion that the significance of an event is uncontested
B. Belief in presentism or seeing history through a present-day lens too much
C. Dependence on the result or consequence of an event
D. Challenging or supporting others’ judgements about significance
Options A, B, and C are the three common distractions when asking students regarding
historical significance while Option D is a way on how students can determine historical
significance
D. Challenging or supporting others’ judgements about significance.
Recent research claims that teachers of history education should consider the place of
moral learning within their subject and to engage in careful reflection as to the ways in which
pupils encounter values within their classrooms. Which of the following statements best
describe the benefit of moral learning in history?
A. The importance of pupils’ moral engagements within history is generally unacknowledged
and, as a result, unanalyzed.
B. The learning of history should involve moral thinking in order to have reasoned
judgments.
C. No one can effectively study history without some form of moral deliberation or judgement.
D. The teacher should be neutral, impartial, and has respect for the moral autonomy of students
in order for them to “develop their own perspectives.
B. The learning of history should involve moral thinking in order to have reasoned
judgments.
One of the challenges in moral learning in history is on which values are to be explored and
promoted as there is no particular list of values that are given to history teachers. How should
history teachers address this challenge?
A. History teachers should engage students with moral questions concerning their decisions and
actions.
B. History teachers should explore controversial and sensitive issues in the society.
C. History teachers must carefully consider the ethical suitability in selecting topics from which
to develop moral learning.
D. History teachers should select approaches to moral learning within history education based
on character
B. History teachers should explore controversial and sensitive issues in the society.
Research claims that there is currently a scarcity of resources available which explicitly seek
to help history teachers to carry out moral learning in their lessons. Which of the following
statements best describes moral reasoning as an approach of moral learning in history?
A. It is built on the notion that pupils’ moral education should take the form of clarifying the
content of their own personal values.
B. It focuses on the teaching of virtue to students.
C. It promotes the ability of students to reflect on their moral positions, to take
perspectives, and to make rational and reasoned autonomous decisions.
D. It produces not just good historians but also good people.
C. It promotes the ability of students to reflect on their moral positions, to take
perspectives, and to make rational and reasoned autonomous decisions.
Which of the following is included under historical literacy?
A. memorization of facts
B. isolated bits of information like names of people, significant events, famous landmarks, and
popular dates
C. discourse analysis
D. written record of the past
C. discourse analysis
Research indicates that it seems history textbooks are not instructional materials after all, as
they are not serving their purpose to aid in the understanding of students about the lesson.
Which of the following attributes of textbooks are said to be the reason for this?
A. complex vocabulary
B. voiceless and dispassionate
C. matches the needs and inclinations of the students
D. integrate pedagogical principles as well as the cognitive abilities of the students
B. voiceless and dispassionate
Teacher V always enters her class with a Philippine history textbook authored by her favorite
historian. Which of the following statements best describes this situation? .
A. Use of a combination of primary and secondary sources as the foundation of history
instruction.
B. Teachers do not have enough resources like eyewitness accounts in history as acquiring
such could be costly and not practical.
C. Teachers in basic education will not survive without a textbook just like a “mariner
without a compass.”
D. Instructional materials given to history teachers in basic education are mostly textbooks and
not primary sources.
C. Teachers in basic education will not survive without a textbook just like a “mariner
without a compass.”
Which of the following does not belong to the group?
A. author visibility
B. personal narrative
C. personal agency
D. deep historical knowledge
D. deep historical knowledge
- Options A, B, and C are other terms for narrative voice in writing history textbooks while Option
D (deep historical knowledge) is the outcome if history textbooks possess a narrative voice
Master Teacher F learned that her colleagues in the Araling Panlipunan department tend to
have doubts on the capacity of their high school students in doing historical thinking. What will
Master Teacher F do?
A. Advise her colleagues that teachers need to integrate activities in their lessons that will help
learners think like a historian.
B. Advise her colleagues to include source work in their activities that involves identification,
attribution, and judging perspective of historical sources as well as reliability assessment or
corroboration among peers.
C. Share a famous saying to her colleagues, which says: “The past is a foreign country and thus
difficult to understand”.
D. Share the recent research finding that learners can do source work as early as seven
years old while high school students can already do it like a historian.
D. Share the recent research finding that learners can do source work as early as seven
years old while high school students can already do it like a historian.
Students and even adults who were not taught how to think historically were said to
approach sources as decontextualized, disembodied, authorless forms of neutral information
that appear to fall out of the sky ready made. What does this statement mean regarding
historical thinking?
A. Students who did not learn how to think historically tend to conclude that the past is either
given or inaccessible or both.
B. Students who did not learn how to think historically tend to conclude that the past is
either given or inaccessible or both.
C. Teachers can guide the students to become aware of the fact that historical accounts may be
viewed using a variety of perspectives and that differences in views may be affected by biases
and ideologies of the people.
D. Learners can think historically if teachers can formulate activities that will make them think
like historians.
B. Students who did not learn how to think historically tend to conclude that the past is
either given or inaccessible or both.
Teacher M encourages his students to use a truth-lie dichotomy in assessing the reliability of
historical accounts. What is the effect of truth-lie dichotomy among students in history?
A. Students will have a set of criteria that can be used in order to corroborate pieces of evidence
as historians do.
B. It might only lead the learners to a dead end as they will think that sources are
conflicting because they are not true at all.
C. Learners will be able to make sense of the past by using sources that can provide valid and
reliable pieces of evidence like primary sources which are usually eyewitness accounts.
D. Students can take different historical perspectives.
B. It might only lead the learners to a dead end as they will think that sources are
conflicting because they are not true at all.
Teacher Z is still using a 35-year-old history textbook instead of a very recently published
text because he believes that there is nothing since this has discussed historical events out so
clearly. Which of the following best explains this situation?
A. Some teachers tend to insist on using their tried and tested resources in history over
primary sources.
B. If teachers are committed to cultivating historical thinking in their students, they must push
hard against constraints, particularly those that retard genuine historical understanding.
D. In determining the criteria for selecting history textbooks, teachers need to determine the
position, purposes, values, and views of the author as well as the historical background and
setting of the source.
C. There is a need for teachers to change their traditional practices in history like the
transmission-based approach where students were assumed to be empty vessels to be filled
with knowledge from the textbooks.
A. Some teachers tend to insist on using their tried and tested resources in history over
primary sources.
Recent research in history education claims that the most important resource in any
classroom remains the teacher. Which of the following recommendations is the most consistent
with this research finding?
A. Teachers should employ different activities like small group discussions where students can
take different perspectives.
B. Teacher education programs should make ways in order to address the needs of teachers for
knowledge and skills development.
C. There is a need to place a premium on teachers’ knowledge of and ability to deploy
resources which enable them to realize their classroom aims and aspirations.
D. Teachers need to have persistence in guiding the learners to develop historical thinking.
C. There is a need to place a premium on teachers’ knowledge of and ability to deploy
resources which enable them to realize their classroom aims and aspirations.
In relation to history education, which of the following is the most accurate mission of Social
Studies in basic education?
A. The mission of Social Studies is not to produce historians but to hone citizens who
are informed, educated, thoughtful, critical readers, who appreciate investigative
enterprises, know good arguments when they hear them, and who engage their world
with a host of strategies for understanding it.
B. The mission of Social Studies is to develop historical thinking among learners, which can be
instrumental in the development of citizens who are critical thinkers and can help in nation
building.
C. The mission of Social Studies is to make learners think like historians through historical
interpretations that aim to provide learners with tools that they can use to systematically
compare and evaluate claims about the past.
D. The mission of Social Studies is to hone students to become professional historians who can
make their assumptions, concepts and methods explicit, so that they can be critically assessed
by an academic community of practice, and to present arguments for interpretive decisions that
they make.
A. The mission of Social Studies is not to produce historians but to hone citizens who
are informed, educated, thoughtful, critical readers, who appreciate investigative
enterprises, know good arguments when they hear them, and who engage their world
with a host of strategies for understanding it.
Teacher N wants his students to understand the progression of human life from the past up
to the present times. Which of the following is the most appropriate strategy that Teacher N can
use?
A. The teacher should employ inquiries that invite judgment so that students will be able to
tease out patterns, trends and exceptions and so reach their own characterization of the degree
or extent of change.
B. The teacher can make use of popular stories in order to develop historical continuity and
change among students so that a working knowledge of the story will be formed from the
memory of the students.
C. The teacher needs to provide learning activities where students will have intriguing
encounters with the subjective experience of people in the past and opportunity to
speculate how people made meaning of that experience through their own temporal
lenses.
D. The teacher should make use of questions that start with when, questions about beginnings
and endings, questions about labelling or periods, and questions about speed or nature of
change.
C. The teacher needs to provide learning activities where students will have intriguing
encounters with the subjective experience of people in the past and opportunity to
speculate how people made meaning of that experience through their own temporal
lenses.
History is an infinitely tangled web of cause and effect, or reinforcement and negation,
reflection and refraction, acceleration and hindrance. What does this statement mean?
A. For students to have a correct chronology, they need to understand the causes of these
historical events.
B. A historical event may have multiple causes.
C. Teachers need to employ questions that will guide the learners on discovering the
consequences of a particular historical event.
D. Counterfactual analysis may also be employed by teachers to help the students understand
their lesson as it can lead to fresh insight into how and why a particular event or process was
caused and into how important particular causes were.
B. A historical event may have multiple causes.
Teacher P learned from a Continuing Professional Development (CPD) seminar that causal
explanation, when taught to the students in the proper way, can definitely help the learners in
grasping the content of the lesson. Which of the following strategies can Teacher P use to teach
causal explanation to her students?
A. Students will be asked “what if?” questions in order to consider how events might have
turned out differently.
B. Use counterfactual analysis by asking students to consider, create or speculate about events
which did not happen.
C. Use games and analogies to help students understand the causes of various historical
events.
D. Teachers need to employ questions that will guide the learners in discovering the
consequences of a particular historical event.
C. Use games and analogies to help students understand the causes of various historical
events.
The shift to online learning due to the Covid-19 pandemic was coupled with problems and
issues like the rampant spread of fake and biased news and information through social media.
What should be done in terms of history education to address these problems and issues?
A. Teachers should ensure that students will develop essential knowledge, skills, and values
that will help them in searching for reliable and valid information.
B. Enable students to distinguish a judicious and well-informed opinion as opposed to a silly,
ignorant, and prejudiced one.
C. Develop among students the skills of a historian.
D. Develop an understanding of the nature and status of historical knowledge through a
developed concept of evidence.
D. Develop an understanding of the nature and status of historical knowledge through a
developed concept of evidence.
The existence of different historical accounts is said to be a consequence of historians not
having access to all the bits and inventing things to fill in the gaps. Which of the following
statements best describes learning history?
A. Learning history should be viewed like a Lego puzzle wherein available pieces of
evidence can be put together in different but perfectly valid ways.
B. Learning history is like a jigsaw puzzle which tends to limit the understanding of historical
evidence to a single conclusion.
C. Learning history involves the use of sources or “raw materials” that
should be scrutinized and in turn yield evidence.
D. Learning history involves the use of historical sources based on face-value, which in turn
lead to the conclusion that particular sources should be rejected for their bias and unreliability.
A. Learning history should be viewed like a Lego puzzle wherein available pieces of
evidence can be put together in different but perfectly valid ways.
Which of the following does NOT belong to the group?
A. Notion that the significance of an event is uncontested
B. Belief in presentism or seeing history through a present-day len too much
C. Dependence on the result or consequence of an event
D. Challenging or supporting others’ judgements about significance.
D. Challenging or supporting others’ judgements about significance
Options A, B, and C are the three common distractions when asking students regarding
historical significance while Option D is a way on how students can determine historical
significance.
Research on history education claims that students tend to believe that primary sources are
better than secondary sources and historians are seen as providing second-rate knowledge
because their accounts are second-hand. However, some educators contend that primary
sources or eyewitness accounts are difficult to interpret while a secondary source or a textbook
written by a historian is easier to interpret. This proves that complex understandings can be
developed from limited starting points. Which of the following recommendations can be adopted
by history teachers?
A. Teachers should provide complex ideas in simple ways and avoid the teaching of
simple ideas in complex ways.
B. Teachers should recognize the conceptual complexity of the challenge their students face
and the misconceptions that they have in order to provide appropriate learning experiences for
their students.
C. Sources should not be taken as authority or accepted without question.
D. There is a need to consider the significance of events, people, and developments in their
historical contexts and in the present day.
A. Teachers should provide complex ideas in simple ways and avoid the teaching of
simple ideas in complex ways.
Recent research claims that teachers of history education should consider the place of
moral learning within their subject and to engage in careful reflection as to the ways in which
pupils encounter values within their classrooms. Which of the following statements best
describe the benefit of moral learning in history?
A. The importance of pupils’ moral engagements within history is generally unacknowledged
and, as a result, unanalyzed.
B. The learning of history should involve moral thinking in order to have reasoned
judgments.
C. No one can effectively study history without some form of moral deliberation or judgement.
D. The teacher should be neutral, impartial, and has respect for the moral autonomy of students
in order for them to “develop their own perspectives.
B. The learning of history should involve moral thinking in order to have reasoned
judgments.
One of the challenges in moral learning in history is on which values are to be explored and
promoted as there is no particular list of values that are given to history teachers. How should
history teachers address this challenge?
A. History teachers should engage students with moral questions concerning their decisions and
actions.
B. History teachers should explore controversial and sensitive issues in the society.
C. History teachers must carefully consider the ethical suitability in
selecting topics from which to develop moral learning.
D. History teachers should select approaches to moral learning within history education based
on character
B. History teachers should explore controversial and sensitive issues in the society
Research claims that there is currently a scarcity of resources available which explicitly seek
to help history teachers to carry out moral learning in their lessons. Which of the following
statements best describes moral reasoning as an approach of moral learning in history?
A. It is built on the notion that pupils’ moral education should take the form of clarifying the
content of their own personal values.
B. It focuses on the teaching of virtue to students.
C. It promotes the ability of students to reflect on their moral positions, to take
perspectives, and to make rational and reasoned autonomous decisions.
D. It produces not just good historians but also good people.
C. It promotes the ability of students to reflect on their moral positions, to take
perspectives, and to make rational and reasoned autonomous decisions.
Which of the following is included under historical literacy?
A. memorization of facts
B. isolated bits of information like names of people, significant events, famous landmarks, and
popular dates
C. discourse analysis
D. written record of the past
C. discourse analysis
Research indicates that it seems history textbooks are not instructional materials after all, as
they are not serving their purpose to aid in the understanding of students about the lesson.
Which of the following attributes of textbooks are said to be the reason for this?
A. complex vocabulary
B. voiceless and dispassionate
C. matches the needs and inclinations of the students
D. integrate pedagogical principles as well as the cognitive abilities of the students.
B. voiceless and dispassionate
Which of the following features of history textbooks are said to be foundational aspects of
true historical writing? biographical descriptions
I. Short of the authors, along with introductory chapters describing the area of their research
II. Struggles during the data collection and writing process
III. Footnotes, endnotes, parenthetical comments IV. Techniques designed I to lay bare the fact-finding process.
A. I, II, IV
B. I, III, IV
C. II, II, IV
D. I, II, II, IV
D. I, II, II, IV
Which of the following does not belong to the group?
A. author visibility
B. personal narrative
C. personal agency
D. deep historical knowledge.
D. deep historical knowledge
Options A, B, and C are other terms for narrative voice in writing - history textbooks while Option
D (deep historical knowledge) is the outcome if history textbooks possess a narrative voice.
Teacher V always enters her class with a Philippine history textbook
authored by her favorite historian. Which of the following statements best describes this
situation?
A. Use of a combination of primary and secondary sources as the foundation of history
instruction.
B. Teachers do not have enough resources like eyewitness accounts in history as acquiring
such could be costly and not practical.
C. Teachers in basic education will not survive without a textbook just like a “mariner
without a compass.”
D. Instructional materials given to history teachers in basic education are mostly textbooks and
not primary sources.
C. Teachers in basic education will not survive without a textbook just like a “mariner
without a compass.”
Teacher A checks first the author of a textbook before he will use it in his lesson. Which of
the following practices is close to this situation?
A. reconstruct an author’s beliefs, assumptions, purposes, goals, and worldviews
B. incorporate rhetorical facts
C. employ sourcing heuristics
D. rarely question the trustworthiness of their textbooks, nor do they question author’s intent or
search for possible bias
C. employ sourcing heuristics
History textbooks are said to be dull and lifeless, erroneous, with overly broad coverage,
and difficult to understand. Thus, there were several suggestions in order to make history
textbooks better. Which of the following suggestions was not approved due to politics on the
ideas that should be transmitted to students like patriotism and democracy?
A. Just teach history as a discipline and deviate from using textbooks
B. To have a first-person approach to history like using “I” in narrating the events
C. The use of good, lively writing, and a critical approach to history
D. To have an anonymous authoritative author that uses a third-person voice and discourages
questioning by the reader
A. Just teach history as a discipline and deviate from using textbooks
