UNIVERSITY OF THE CORDILLERAS

COLLEGE OF TEACHER EDUCATION

2nd Trimester, AY 2023-2024

SOURCE-BASED STUDY 1
SS ED 122 (DEEPER UNDERSTANDING OF HISTORY)

NAME OF STUDENT (EXAMPLE: JOHN BILLY BARTOLOME SORIANO)

SOURCE-BASED STUDY TITLE

OVERVIEW
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DEFINITION OF WORDS (DEFINE OPERATIONALLY, HOW IT WAS USED IN

THE TEXT)
 Term 1-
 Term 2-
 Term 3-
 Term 4-
 Term 5-
 Term 6-
 Term 7-
 Term 7-
 Term 9-
 Term 10-

CONTENT
The Summary of Sources
 (Source 1 Title- Author)
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 (Source 2 Title- Author)
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 (Source 3 Title- Author)

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 (Source 4 Title- Author)

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 (Source 5 Title- Author)

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MY LEARNINGS
Comparison Chart:
Differences Sources 1 Sources 2 Sources 3 Sources 4 Sources 5
Difference 1
Difference 2
Difference 3
Difference 4
Difference 5

Evidences:
Evidences Sources 1 Sources 2 Sources 3 Sources 4 Sources 5
Evidence 1
Evidence 2
Evidence 3
Evidence 4
Evidence 5

MY REPORT (IN FIRST PERSON POINT OF VIEW) (THIS IS THE LONGEST

PART OF THE OUTPUT)
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SOURCES (IN APA FORMAT)

 Resource 1
 Resource 2
 Resource 3
 Resource 4
 Resource 5

CLASSIFICATION OF SOURCES (BASED ON CLASSIFICATION OF SOURCES

AND WHY?)
 Resource 1

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  Resource 2
 Resource 3
 Resource 4
 Resource 5

TOOLS (SYNCHRONOUS AND ASYNCHRONOUS)

 Tool 1-
 Tool 2-
 Tool 3-
 Tool 4-
 Tool 5-

BASIS IN WRITING YOUR “MY REPORT”:

Accounts
Students understand that accounts of past events are written to answer specific inquiries, and
reflect the focus and points of view of their authors.
Chronology
Students recognize the importance of developing a sense of period and are able to construct a
chronological framework of historical periods to situate new knowledge within its proper
historical context.
Empathy
Students appreciate the value of taking on the perspectives of historical actors, and recognize
the need to become familiar with the latter’s ideas, values, beliefs and attitudes as a means of
making sense of the past events they study.
Evidence
Students are aware that historical sources must be understood within their historical context,
and that they become evidence only if they have been judged to be useful in verifying,
supporting, or substantiating the claims historians make about the past they are studying.
Cause and Effect
Students recognize there are multiple short-term and long-term causes and consequences and
a need to recognize their complex interrelationships. The consequences of events and actions
should be evaluated to establish a hierarchy of causes. There is a need to understand the
interplay between actions of historical actors and the conditions at the time.
Change and Continuity
Students understand that some historical developments show a continuation over time while
others clearly exhibit a break with the past. The varying pace and direction in change as

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events progress over time have to be analyzed and turning points, if any, need to be
identified. There is also a need to use criteria to define periods of history in the areas of study.
Diversity
The differing experiences, perspectives and interpretations of people who lived through
historical periods or who write about them based on research all add to the rich diversity of
viewpoints. The perspectives of historical actors at the various stages of a historical
development are best understood by considering their historical context, or the conditions that
faced them at the time.
Significance
A historical event or personality is historically significant as it resulted in a change in a larger
historical development. The event or the decisions and actions of the historical personality
had deep consequences for many people, states and organizations over a long period of time.
The study of event or personality also might help shed light on current issues.

HOW YOUR FULL OUTPUT WILL BE GRADED

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