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Panahon ng hapon
 

Panahon ng hapon

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    Panahon ng hapon Panahon ng hapon Presentation Transcript

    • patakaran ng mgaAmerikano sa pananakop saPilipinas
    • 1. Sanayin sa sariling pamamahala2. Gabayan sa pamahalaang demokratiko3. Iangat ang ekonomiya o kabuhayan4. Patnubay sa pamahalaang militar sa bansa5. Hangaring pangkabuhayan6. Pagalanapin ang Protestantismo
    • mga Pilipino ang magtatrabaho omaglilingkod sa pamahalaan
    • nagkaroon ng malayangkalakalan sa pagitan ngAmerika at Pilipinas (1913)
    • pag-aalis ng taripa o buwissa mga produkto na galing saAmerika
    • pagtatatag ng pamahalaangmunisipal o pambayan
    • pagkilala ng mga Muslim sapamahalaang Amerikano atpagrespeto at paggalang ngmga Amerikano sa sultanato(pamahalaan) sa Mindanao
    • pagbibigay ng kalayaansa Pilipinas sa lalongmadaling panahon
    • 10 taong pamahalaang Komonweltsa Pilipinas Komonwelt – Pilipino angmamamahala sa bansa sa ilalim ng mgaAmerikano July 4, 1946 ang araw ng kalayaanng Pilipinas
    • nagpaparusa ng kamatayan ohabambuhay na pagkakakulong samga Pilipino na nagsasalita, nagsusulato tumatangkilik sa pagsasarili atpaghihiwalay ng Pilipinas sa UnitedStates.
    • batas na may kinalaman sapaggamit at paggalang sa watawat ngPilipinas
    • 1. Maraming tatamasahing karapatan ang mga Pilipino2. Pagpapadala ng 2 kinatawan ng Pilipinas sa Washington3. Pagtatatag ng Philippine Assembly o Pambansang Asemblea
    • Paglalarawan ngOkupasyong Hapon
    •  Anu-ano ang mga nakikita ninyo sa larawan?
    •  Anu-ano ang mga nakikita ninyo sa larawan? Anu-anong alaala ng ating kasaysayan ang sinasariwa sa mga larawan?
    •  Anu-ano ang mga nakikita ninyo sa larawan? Anu-anong alaala ng ating kasaysayan ang sinasariwa sa mga larawan? Paano hinarap ng mga Pilipino ang kanilang buhay sa gitna ng digmaan?
    •  Anu-ano ang mga nakikita ninyo sa larawan? Anu-anong alaala ng ating kasaysayan ang sinasariwa sa mga larawan? Paano hinarap ng mga Pilipino ang kanilang buhay sa gitna ng digmaan? Kung nabuhay sa panahon ng pananakop ng mga Hapones sa bansa gagawin mo rin bang ipagtanggol ang ating kalayaan, maging buhay man ang kapalit alang-alang sa bayan?
    •  Sa inyong palagay naging makabuluhan ba ang mga ginawang sakripsyo ng mga Pilipinong nabuhay sa panahon ng Hapon sa bansa? Magbigay ng mga patunay.
    • Awit - Suri
    • Ang bayan kong Pilipinas, Lupain ng ginto’t bulaklakPag-ibig nasa kanyang palad, Nag-alay ng ganda’t dilagAt sa kanyang yumi at ganda, Dayuhan ay nahalinaBayan ko, Binihag ka nasadlak sa dusaIbon mang may layang lumipad, Kulungin mo at umiiyakBayan pa kayang sakdal dilagAng di magnasang makaalpas!Pilipinas kong minumutya, Pugad ng luha kot dalitaAking adhika, Makita kang sakdal laya!
    •  • Anu-ano ang mga natatanging katangian ang sinasabing taglay ng ating bansa na naging dahilan upang tayo’y bihagin ng mga banyaga?
    •  • Anu-ano ang mga natatanging katangian ang sinasabing taglay ng ating bansa na naging dahilan upang tayo’y bihagin ng mga banyaga? • Papaano inihalintulad ng may-akda ang pagsikil ng mga dayuhan sa ating kalayaan?
    •  • Anu-ano ang mga natatanging katangian ang sinasabing taglay ng ating bansa na naging dahilan upang tayo’y bihagin ng mga banyaga? • Papaano inihalintulad ng may-akda ang pagsikil ng mga dayuhan sa ating kalayaan? • Sa iyong palagay papaano ipinakita ng mga Pilipino ang kanilang pagnanasa na makamit ang kalayaan?
    •  • Makatarungan ba ang ginawang pagsakop ng mga Hapones sa ating bansa? Bakit? Patunayan ang inyong sagot.
    •  • Makatarungan ba ang ginawang pagsakop ng mga Hapones sa ating bansa? Bakit? Patunayan ang inyong sagot. • Papayag ka bang muli tayong masakop ng mga banyaga? Ipaliwanag ang inyong kasagutan.
    •  • Makatarungan ba ang ginawang pagsakop ng mga Hapones sa ating bansa? Bakit? Patunayan ang inyong sagot. • Papayag ka bang muli tayong masakop ng mga banyaga? Ipaliwanag ang inyong kasagutan. • Ipahayag sa sariling pangugusap ang pangkalahatang mensahe ng awitin.
    •  • Sa kasalukuyang panahon kung gagawa ka ng isang awitin para ating bayan, ano kaya ang magiging tema at mensahe nito?
    • Ang Pamumuhaynoong Digmaan
    • Gamit ang primaryangsanggunian na sinulat niMinyong Ordonez na inilathalasa pahayagang Philippine DailyInquirer noong December 4,2011.
    • We World War II Kids Can Still Remember by Minyong Ordoñez Philippine Daily Inquirer Sunday, December 4th, 2011
    • On Dec. 8, 1941, Japanese fighterplanes treacherously (pataksil)bombed Pearl Harbor and Clark Field.I was 5 years old.
    • Bakwet (Tagalog for “evacuate”)—the panic word that started the exodus(pagtakas) . The entire population ofMajayjay made bakwet deep into thewoods to ramshackle huts (sira – sirangbahay - kubo), hidden nooks and caveswhere the Japanese could not findthem. Everybody lugged (nagdala onagbaon) something needed forsurvival.
    • I carried a coffee pot in one handand herded our pet goat with theother. Bakwet was triggered byrumors that the Japanese werecoming to massacre people, rapewomen, and burn houses. They justdid in Pagsanjan and Lucban.
    • Zona (mass incarceration of the malepopulace) maramihang pagkulong —Allmen in town were herded (tinipon) andlocked up in school buildings andchurches. Packed like sardines with nofood, no water, no toilet, no sleep, and notalking, they were bullied and beaten inorder to extract information about guerillaidentities and whereabouts. Lolo Elo, mygrandmother’s brother, suffered a heartattack and died inside the zona.
    • My mother took me to the wake. Thenext day, only women and children buriedLolo Elo. All the men were in prison.
    • Pinugutan (beheaded)— The horror ofall horrors. Aunt Naty’s husband, Ka PelisSolisa, the town mayor of Majayjay, wassuspected as a guerilla (kalaban ngpamahalaan) and abducted (dinukot) bythe Japanese. It was rumored that Ka Peliswas pinugutan ng ulo somewhere in theforest of Liliw. His body could not befound. Aunt Naty grieved every day untilshe died of a heart attack. I saw mymother cry a bucket of tears during AuntNaty’s funeral. She was my mother’s bestfriend.
    • Tinubig (water torture)—A farmerfrom barrio Pook, another guerillasuspect, was picked up and brought to themunicipio, and made to lie on his backstripped naked. His captors forced waterthrough his mouth until his stomach wasfull and bloated, then they pummeled(pinalo) his stomach with a palo-palountil he vomited water. The water tortureis repeated many times until the victimpasses out.
    • Kinulata (beaten with a rifle butt)—After a truckload of them were ambushedby the guerillas, the Japanese rounded offall the men in our neighborhood andkinulata sila. They were beaten with riflebutts hard on the chests, waists, butts andlegs, leaving them maimed and crippledfor several months.
    • Binilad (sunburnt anddehydrated)—For failure to bowbefore Japanese sentries (guwardiya),failure to understand garbled(nakalilito) Japanese orders, theoffender was forced to standmotionless under the hot sun forhours until he collapsed due toheatstroke or dehydration.
    • Pinagsasampal (slapped repeatedlyon the face)—When a Japanese guardaccosted or interrogated a person, hetalked fast, harsh and boorish,punctuating his blabbermouth (dimarunong magtago ng sikreto) tiradeswith slaps on the face. Expletives andcurses (mura at sumpa) were spoken inNippongo. For forgetting to bow before aJapanese sentry, our neighbor, MangLeocadio, was pinagsasampal. Was hisface red! Bloody red!
    • Buslo (mystery man)—Thisbizarre creation of the Japanese was aFilipino traitor who appeared on thescene with his head fully covered bya buslo (a pandan-woven shoppingbag) with two holes to serve as hiseyes. When the Japanese assembledthe men in town, Buslo would point afinger at the guerilla on the lineup,true or not.
    • Makapili (collaborator)— Thisshadowy individual was a Filipinowho rendered service to the Japanesegovernment. He acted as themouthpiece for Japanese policies,persuading people to cooperate withJapanese efforts in managingpolitical affairs and governance.After the war, the Makapilis weretried by the Philippine governmentfor treason (pagtataksil sa bayan).
    • It’s been 70 years since then. Havewe forgiven the brutal andmasochistic Japanese regime? Thedestruction and mayhem (kaguluhan)they’ve caused? Can we, World WarII kids, forgive? We did. It must beour Christian culture, plus a lot ofhelp from the power of consumerism.
    • By the ’60s, we had welcomed thereturn of the Japanese, wittingly orunwittingly. We bought Sonytransistor radios, Akai tape recorders,Casio calculators, National electricfans and refrigerators. In the ’70s, myfirst car was a Toyota Crown sedan.My teenage daughters went crazyover Sanrio characters.
    • In 2002, our family toured Japan.We marveled at Japanese art,costumes, cuisine and the colorfulfestivals. Japanese politeness andsocial graces are admirable. Theircleanliness is superb. My currentvehicle is a Toyota Fortuner. I’mwearing a Seiko watch.
    • But we have not forgotten thesufferings. In fact, some anger stilllingers in the hearts of Filipinocomfort women. Now in their 90s,comfort women were young,innocent girls in the early 1940s thatwere forcibly taken by the Japanesearmy to be used as their sex slaves (20to 30 soldiers raped them daily.) Theysurfaced in 1993 to seek justice andretribution from the Japanesegovernment.
    • Us World War II kids are agingand dwindling (kumokonti) fast. In afew years we’ll all be gone. Will ourchildren and grandchildren everremember our tragic past? Methinksnot. They are creatures of Steve Jobs,wired and immersed in dataoverload, knowledge clutter, and ashort attention span.
    • a. Bakit nagbabakwet ang mgaPilipino noong panahon ngdigmaan?
    • b. Ano ang Zona? Bakit at papaanoito isinasagawa?
    • c. Ano ang ginagawa ng mgaHapon sa mga pinaghihinalaangmga Guerilla?
    • d. Ano ang buslo? Sino ang mgaMakapili? Ilahad ang kanilangpapel na ginagampanan bilangtagapaglingkod ng Hapon.
    • e. Batay sa karanasan ng may-akdapapaano niya nasasabing napatawadna niya ang mga Hapones? Tukuyinang mga inilahad niyang patunay okatibayan.
    • Ibahagi ang inyong sagot sa klase
    •  Module 3, Gawain 3 Teaching Guide by Cluster TAPJ pp. 1 - 20
    • http://www.slideshare.net/jaredram55 E-mail: jaredram55@yahoo.com
    • THANK YOUVERY MUCH!