437234795-AP-8-Kasaysayan-Ng-Daigdig.ppt

HELLO!
I am WILBERT G. BALBOA
I am here because I want to be a channel of blessing.
I am here because its my time to be here.

PAG-UNAWA SA
KASAYSAYAN NG DAIGDIG
(Understanding World History)

Elemento ng Kasaysayan
TAO
LUGAR
PANG
YAYARI
DIYOS/
Puwersang
-iral
PANAHON
Kaudyukan/
Kadahilanan
Katakdaan
Kasinuhan
Karoonan
Kaganapan

Ang kasaysayan o historya (mula
sa Griyegong ἱστορία, historia,
nangangahulugang "inkuwiri, kaalamang
nakukuha mula sa imbestigasyon") ay ang pag-
aaral ng nakaraan, partikular kung paano ito
nakaaapekto sa mga tao sa kasalukuyan.
-Isang agham ng pag-aaral ng mga tala o rekord ng
mga makabuluhang pangyayari ng nakalipas sa
buhay ng tao

PERYODISISASYON
 Nahahati sa2 yugtoang mahabangkasaysayan ng
tao.
 1. Prehistoriko – kapanahunang hindi pa
nakapagbuo ng sistema ng pagsulat ang
mga sinaunang tao.
 2. Historiko – ito ang panahon na
nakalikha ng Sistema ng pagsulat ang
mga tao at naitala na nila ang kanilang
mga karanasan, kaisipan, at kuwento na
siyang batayan ng mga historyador sa
pagsusulat ng kasaysayan.

MGA TEMA SA PAG-AARAL NG
KASAYSAYAN
 1. Kapangyarihan at awtoridad
 2. Paniniwala at Etika
 3. Rebolusyon
 4. Interaksiyon sa Kapaligiran
 5. Ekonomiya
 6. Interaksiyon ng mga Kultura
 7. Pagbubuo ng mga Imperyo
 8. Agham at Teknolohiya

HISTORIAN
Herodotus (c. 484–c. 425 BC) ~
became known as the "father of
history"
> Although Herodotus' overall
emphasis lay on the actions and
characters of men, he also
attributed an important role to
divinity in the determination of
historical events.
https://en.wikipedia.org/wiki/Historian

HISTORIAN
THUCYDIDES (c. 460 – c. 400 BC)
an Athenian Historian and general . His History of the
Peloponnesian War recounts the fifth-century BC
war between Sparta and Athens until the year 411 BC.
has been dubbed the father of "scientific history" by
those who accept his claims to have applied strict
standards of impartiality and evidence-gathering and
analysis of cause and effect, without reference to
intervention by the deities, as outlined in his
introduction to his work.
https://en.wikipedia.org/wiki/Thucydides#/media/File:Thucydides_pushkin02.jpg

HISTORIAN
Xenophon
c. 431 BC – 354 BC As a historian,
Xenophon is known for recording the history
of his time, the late-5th and early-4th
centuries BC, in such works as
the Hellenica, which covered the final seven
years and the aftermath of
the Peloponnesian War (431–404 BC)
- introduced autobiographical elements
and character studies in writing History
https://en.wikipedia.org/wiki/Xenophon

HISTORIAN
Cato the Elder (234–149 BC)
• the Origines, composed by the Roman statesman was
written in Latin, in a conscious effort to counteract Greek
cultural influence
Strabo(63 – c. 24CE)
was an important exponent of the Greco-Roman tradition of combining geography
with history, presenting a descriptive history of peoples and places known to his era
Sima Qian (c. 145 – c. 86 BC) was a Chinese historian of the early Han dynastyis
considered the father of Chinese historiography his Records of the Grand Historian, a
general history of China covering more than two thousand years beginning from the
rise of the legendary Yellow Emperor and the formation of the first Chinese polity to
the reigning sovereign of Sima Qian's time, Emperor Wu of Han.
Christian historiography began early, perhaps as early as Luke-Acts, which is
the primary source for the Apostolic Age. Writing history was popular among Christian
monks and clergy in the Middle Ages They wrote about the history of Jesus Christ,
that of the Church and that of their patrons.
Muslim Historians first began to develop in the 7th century, with the reconstruction of
the Prophet Muhammad's life in the centuries following his death
'Urwah ibn al-Zubayr (died 713) was one of the Muslim historians.

 Leonardo Bruni
(c.1370–1444), the
historian who first
divided history into the
three eras of Antiquity,
the Middle Ages,
and Modern times.

 French philosophe Voltaire (1694–1778)
- had an enormous influence on the art of history writing.
His best-known histories are The Age of Louis XIV (1751),
and Essay on the Customs and the Spirit of the
Nations (1756).
"My chief object," he wrote in 1739, "is not political or
military history, it is the history of the arts, of commerce, of
civilization – in a word, – of the human mind.“
He broke from the tradition of narrating diplomatic and
military events, and emphasized customs, social history,
and achievements in the arts and sciences.
- He was the first scholar to make a serious attempt to
write the history of the world, eliminating theological
frameworks, and emphasizing economics, culture, and
political history.
https://en.wikipedia.org/wiki/Historian

HISTORICAL THINKING
 True historical understanding requires
students to engage in historical thinking: to
raise questions and to marshal solid evidence in
support of their answers; to go beyond the facts
presented in their textbooks and examine the
historical record for themselves; to consult
documents, journals, diaries, artifacts, historic
sites, works of art, quantitative data, and other
evidence from the past, and to do so
imaginatively–taking into account the historical
context in which these records were created and
comparing the multiple points of view of those on
the scene at the time.

Five interconnected dimensions
of historical thinking or
Standards in Historical Thinking
1. Chronological Thinking
2. Historical Comprehension
3. Historical Analysis and Interpretation
4. Historical Research Capabilities
5. Historical Issues-Analysis and Decision-Making

1. CHRONOLOGICAL THINKING
 Chronological thinking is at the heart of historical
reasoning. Without a strong sense of
chronology–of when events occurred and in
what temporal order–it is impossible for students
to examine relationships among those events or
to explain historical causality. Chronology
provides the mental scaffolding for organizing
historical thought.
 students should be able to use their
mathematical skills to measure time by years,
decades, centuries, and millennia; to calculate
time from the fixed points of the calendar
system (BC or BCE and AD or CE); and to

Arrange the following chronologically
A
Reformation
E
Pax Romana
B
Crusades
C
Exploration
D
Renaissance
E
Pax Romana
27 BCE – 180 CE
Augustus to
Commodus
B
Crusades
1095 CE
Pope Urban
A
Reformation
Late 1300’s CE
John Wycliffe
D
Renaissance
1350 CE
Francesco
Petrarch
C
Exploration
1415 CE
Prince Henry of
Portugal

Calendars and Writing History
 Methods of timekeeping can be reconstructed for
the prehistoric period from at least the Neolithic
period.
 The natural units for timekeeping used by most
historical societies are the day, the solar year, and
the lunation.
 The first recorded calendars date to the Bronze
Age, and include the Egyptian and Sumerian
calendars.
 larger number of calendar systems of the Ancient
Near East became accessible in the Iron Age and
were based on the Babylonian calendar. One of
these was calendar of the Persian Empire, which
in turn gave rise to the Zoroastrian calendar, as

 A great number of Hellenic calendars were
developed in Classical Greece and influenced
calendars outside of the immediate sphere of Greek
influence.
 These gave rise to the various Hindu calendars, as
well as to the ancient Roman calendar, which
contained very ancient remnants of a pre-Etruscan
ten-month solar year.
 The Roman calendar was reformed by Julius Caesar
in 45 BCE. The Julian calendar was no longer
dependent on the observation of the new moon, but
simply followed an algorithm of introducing a leap day
every four years. This created a dissociation of the
calendar month from the lunation.
 The Gregorian calendar was introduced as a
refinement of the Julian calendar in 1582 and is today
in worldwide use as the de facto calendar for secular

 Julian Calendar
> The old Roman year had 304 days divided into ten
months, beginning with March.
 However, the ancient historian, Livy, gave credit to the second
ancient Roman king, Numa Pompilious, for devising a calendar
of twelve months. The extra months
Ianuarius and Februarius had been invented, supposedly by
Numa Pompilious, as stop-gaps.
 Julius Caesar realized that the system had become inoperable,
so he effected drastic changes in the year of his third consulship.
The New Year in 709 AUC (ab urbe condita— year from the
founding of the City of Rome ) began on January first and ran
over 365 days until December 31.
 Further adjustments were made under Augustus, who
introduced the concept of the leap year in 737 AUC (4 CE).
The resultant Julian calendar remained in almost universal use in
Europe until 1582.
 The seven-day week has a tradition reaching back to the Ancient
Near East, but the introduction of the planetary week, which
remains in modern use, dates to the Roman Empire period.

 Gregorian Calendar
> The Gregorian calendar, also called the Western calendar and the
Christian calendar, is internationally the most widely used civil
calendar today.
> It is named after Pope Gregory XIII, who introduced it in October,
1582. The calendar was a refinement to the Julian calendar, amounting
to a 0.002% correction in the length of the year.
> The motivation for the reform was to stop the drift of the calendar
with respect to the equinoxes and solstices—particularly the vernal
equinox, which set the date for Easter celebrations.
> Transition to the Gregorian calendar would restore the holiday to the
time of the year in which it was celebrated when introduced by the early
Church. The reform was adopted initially by the Catholic countries of
Europe. Protestants and Eastern Orthodox countries continued to use
the traditional Julian calendar, and eventually adopted the Gregorian
reform for the sake of convenience in international trade. The last
European country to adopt the reform was Greece in 1923.

Anno Domini v. Common Era
 The terms anno Domini (AD) and before Christ (BC) are
used to label or number years in the Julian and Gregorian
calendars.
 The term anno Domini is Medieval Latin, which means in
the year of the Lord, but is often translated as in the year
of our Lord. It is occasionally set out more fully as anno
Domini nostri Iesu (or Jesu Christi (“in the year of Our Lord
Jesus Christ”).
 Dionysius Exiguus of Scythia Minor introduced the AD
system in AD 525, counting the years since the birth of
Christ. This calendar era is based on the traditionally
recognized year of the conception or birth of Jesus of
Nazareth, with AD counting years after the start of this
epoch and BC denoting years before the start of the era.
 There is no year zero in this scheme, so the year AD 1
immediately follows the year 1 BC.
 This dating system was devised in 525, but was not widely
used until after 800.

Anno Domini v. Common Era
 A calendar era that is often used as an alternative naming of the anno
Domini
is Common Era or Current Era, abbreviated CE.
 The system uses BCE as an abbreviation for “before the Common
(or Current) Era.”
 The CE/BCE designation uses the same numeric values as the AD/BC
system so the two notations (CE/BCE and AD/BC) are numerically
equivalent. The expression “Common Era” can be found as early as
1708 in English and traced back to Latin usage among European
Christians to 1615, as vulgaris aerae, and to 1635 in English as Vulgar
Era.
 Since the later 20th century, the use of CE and BCE have been
popularized in academic and scientific publications, and more generally
by authors and publishers wishing to emphasize secularism or
sensitivity to non-Christians, because the system does not explicitly
make use of religious titles for Jesus, such as “Christ”
and Dominus (“Lord”), which are used in the BC/AD notation, nor does
it give implicit expression to the Christian creed that Jesus is the
Christ. While both systems are thus an accepted standard, the CE/BCE
system is more neutral and inclusive of a non-Christian perspective.

Students should be able
 to analyze patterns of historical duration
for example, by the more than two hundred years
the United States Constitution and the government it
created has endured.
 Patterns of historical succession
for example, in the development, over time, of ever
larger systems of interaction, beginning with trade
among settlements of the Neolithic world; continuing
through the growth of the great land empires of
Rome, Han China, the Islamic world, and the
Mongols; expanding in the early modern era when
Europeans crossed the Atlantic and Pacific, and
established the first worldwide networks of trade and
communication; and culminating with the global
systems of trade and communication of the modern
world.

Historical duration
1.Reconquista 718/722 1492 774 years
2. Anglo-French Wars 1193 1898 705 years
3. Germanic Wars 113 BC 569 681 years
4. Roman–Persian Wars 54 BC 628 681 years
5. Byzantine-Bulgarian
wars
680 1355 675 years
6. Ottoman wars in Europe 1265 1918 653 years
7. Serbian–Ottoman conflic
(wars)
1312 1918 606 years
8. Croatian–Ottoman wars 1443 1878 435 years
9. Arab–Byzantine wars 634 1050 416 years
10. Mexican Indian Wars 1519 1933 414 years
11. Spanish–Moro conflict 1500 1900 400 years
12. Byzantine–Arab wars
(780–1180)
780 1180 400 years
13. Yaqui Wars 1533 1929 396 years
14. Polish–Russian Wars 1558 1939 381 years
15. Philippine revolts
against Spain
1521 1898 377 years
16. Yemeni–Ottoman
conflicts
1538 1911 373 years
17. Moroccan–Portuguese
conflicts
1415 1769 354 years
Reconquista (Portuguese and Spani
sh for "reconquest") was the period in
the history of the Iberian Peninsula of
about 780 years between
the Umayyad conquest of Hispania in
711 and the fall of the Nasrid kingdom
of Granada to the expanding Christian
kingdoms in 1492.
https://en.wikipedia.org/wiki/Reconquis
ta
https://en.wikipedia.org/wiki/List_of_conflicts_by_duration
Anglo-Zanzibar War was a military
conflict fought between the United
Kingdom and the Zanzibar
Sultanate on 27 August 1896. The
conflict lasted between 38 and 45
minutes, marking it as the shortest
recorded war in history.
https://en.wikipedia.org/wiki/Anglo-
Zanzibar

HISTORY THINKING STANDARD 1
The student thinks chronologically:
Therefore, the student is able to:
 Distinguish between past, present, and future time.
 Identify the temporal structure of a historical narrative or story: its
beginning, middle, and end (the latter defined as the outcome of a particular
beginning).
 Establish temporal order in constructing their [students’] own historical
narratives: working forward from some beginning through its development, to
some end or outcome; working backward from some issue, problem, or event to
explain its origins and its development over time.
 Measure and calculate calendar time by days, weeks, months, years, decades,
centuries and millennia, from fixed points of the calendar system: BC (before
Christ) and AD (Anno Domini, “in the year of our Lord”) in the Gregorian calendar
and the contemporary secular designation for these same dates, BCE (before the
Common Era) and CE (in the Common Era); and compare with the fixed points of
other calendar systems such as the Roman (753 BC, the founding of the city of
Rome) and the Muslim (622 AD, the hegira).
 Interpret data presented in time lines and create time lines by designating
appropriate equidistant intervals of time and recording events according to the
temporal order in which they occurred.
 Reconstruct patterns of historical succession and duration in which
historical developments have unfolded, and apply them to explain historical
continuity and change.
 Compare alternative models for periodization by identifying the organizing
principles on which each is based.

2. HISTORICAL COMPREHENSION
 students must develop the ability to read
imaginatively, to take into account what the narrative
reveals of the humanity of the individuals and groups
involved–their motives and intentions, their values
and ideas, their hopes, doubts, fears, strengths, and
weaknesses.
 Requires students to develop historical
perspectives, the ability to describe the past on its
own terms, through the eyes and experiences of
those who were there
 students should learn to avoid “present-
mindedness” by not judging the past solely in terms
of the norms and values of today
 taking into account the historical context in which
the events unfolded.

Historical perspective
 Eudoxus, one of Plato's pupils, proposed a universe
where all objects in the sky sit on moving spheres,
with the Earth at the centre.
 This model is known as a geocentric model – often
named Ptolemaic model after its most famous
supporter, the Greco-Roman astronomer Ptolemy.
 The geocentric model was the predominant
description of the cosmos in many ancient
civilizations, such as those of Aristotle in Classical
Greece and Ptolemy in Roman Egypt.


 Aristarchus of Samos (c. 310-230 BC), a Greek
astronomer, was first to maintain that
the earth rotates on its axis and revolves
around the sun. This was a dangerous assertion
at the time and could not win over supporters of
the geocentric model, a model that persisted for
over a thousand years.
 In 1543, Nicolaus Copernicus (1473 – 1543)
published “On the Revolutions of the Celestial
Spheres”, in which he explained what many had
suspected: that the sun is at the centre of the
universe and we move around it along with all the
other planets. This is called the Heliocentric

Flat disc earth Vs. Round Earth

Living in the era of
body piercing and
tattoos, we need to
adopt a historical
perspective to
understand why
women of the past
endured corsets and
sported bustles.
Library and Archives
Canada / C-115931
https://historicalthinking.ca/historical-perspectives

 Taking historical perspective means
understanding the social, cultural, intellectual,
and emotional settings that shaped people’s lives
and actions in the past.
 Though it is sometimes called “historical
empathy,” historical perspective is very different
from the common-sense notion of identification
with another person. Indeed, taking historical
perspective demands comprehension of the vast
differences between us in the present and those
in the past.

HISTORICAL THINKING STANDARD 2
The student comprehends a variety of historical sources:
 Identify the author or source of the historical document or
narrative.
 Reconstruct the literal meaning of a historical passage by
identifying who was involved, what happened, where it happened, what
events led to these developments, and what consequences or
outcomes followed.
 Identify the central question(s) the historical narrative addresses and
the purpose, perspective, or point of view from which it has been
constructed.
 Differentiate between historical facts and historical
interpretations but acknowledge that the two are related; that the facts
the historian reports are selected and reflect therefore the historian’s
judgement of what is most significant about the past.
 Read historical narratives imaginatively, taking into account what the
narrative reveals of the humanity of the individuals and groups
involved–their probable values, outlook, motives, hopes, fears,
strengths, and weaknesses.
 Appreciate historical perspectives–the ability (a) describing the past
on its own terms, through the eyes and experiences of those who were
there, as revealed through their literature, diaries, letters, debates, arts,
artifacts, and the like; (b) considering the historical context in which the
event unfolded–the values, outlook, options, and contingencies of that

3. HISTORICAL ANALYSIS AND
INTERPRETATION
 Students need to realize that historians
may differ on the facts they incorporate
in the development of their narratives
and disagree as well on how those facts
are to be interpreted. Thus, “history” is
usually taken to mean what happened
in the past; but written history is a
dialogue among historians, not only
about what happened but about why
and how events unfolded.

The student engages in historical analysis and interpretation:
 Compare and contrast differing sets of ideas, values, personalities,
behaviors, and institutions by identifying likenesses and differences.
 Consider multiple perspectives of various peoples in the past by
demonstrating their differing motives, beliefs, interests, hopes, and fears.
 Analyze cause-and-effect relationships bearing in mind multiple
causationincluding (a) the importance of the individual in history; (b) the
influence of ideas, human interests, and beliefs; and (c) the role of chance, the
accidental and the irrational.
 Draw comparisons across eras and regions in order to define enduring
issuesas well as large-scale or long-term developments that transcend regional
and temporal boundaries.
 Distinguish between unsupported expressions of opinion and informed
hypotheses grounded in historical evidence.
 Compare competing historical narratives.
 Challenge arguments of historical inevitability by formulating examples of
historical contingency, of how different choices could have led to different
consequences.
 Hold interpretations of history as tentative, subject to changes as new
information is uncovered, new voices heard, and new interpretations broached.
 Evaluate major debates among historians concerning alternative
interpretations of the past.
 Hypothesize the influence of the past, including both the limitations and
opportunities made possible by past decisions.

4. HISTORICAL RESEARCH CAPABILITIES
 Under these conditions, students will view their inquiries as
creative contributions.
 They will better understand that written history is a human
construction, that many judgments about the past are tentative
and arguable, and that historians regard their work as critical
inquiry, pursued as ongoing explorations and debates with other
historians.
 On the other hand, careful research can resolve cloudy issues
from the past and can overturn previous arguments and theses.
 By their active engagement in historical inquiry, students will
learn for themselves why historians are continuously
reinterpreting the past, and why new interpretations emerge not
only from uncovering new evidence but from rethinking old
evidence in the light of new ideas springing up in our own times.
 Students then can also see why the good historian, like the
good teacher, is interested not in manipulation or
indoctrination but in acting as an honest messenger from
the past–not interested in possessing student’s minds but
in presenting them with the power to possess their own.

HISTORICAL THINKING
STANDARD 4
The student conducts historical research:
Therefore, the student is able to
 Formulate historical questions from encounters with historical documents,
eyewitness accounts, letters, diaries, artifacts, photos, historical sites, art,
architecture, and other records from the past.
 Obtain historical data from a variety of sources, including: library and museum
collections, historic sites, historical photos, journals, diaries, eyewitness
accounts, newspapers, and the like; documentary films, oral testimony from living
witnesses, censuses, tax records, city directories, statistical compilations, and
economic indicators.
 Interrogate historical data by uncovering the social, political, and economic
context in which it was created; testing the data source for its credibility, authority,
authenticity, internal consistency and completeness; and detecting and
evaluating bias, distortion, and propaganda by omission, suppression, or
invention of facts.
 Identify the gaps in the available records and marshal contextual
knowledge and perspectives of the time and place in order to elaborate
imaginatively upon the evidence, fill in the gaps deductively, and construct a
sound historical interpretation.
 Employ quantitative analysis in order to explore such topics as changes in
family size and composition, migration patterns, wealth distribution, and changes
in the economy.
 Support interpretations with historical evidence in order to construct closely
reasoned arguments rather than facile opinions

5. HISTORICAL ISSUES
 Because important historical issues are frequently
value-laden, they also open opportunities to consider
the moral convictions contributing to social actions
taken. For example, what moral and political
dilemmas did Lincoln face when, in his Emancipation
Proclamation, he decided to free only those slaves
behind the Confederate lines?
 Teachers should not use historical events to hammer
home their own favorite moral lesson. The point to be
made is that teachers should not use critical events to
hammer home a particular “moral lesson” or ethical
teaching. Not only will many students reject that
approach; it fails also to take into account the
processes through which students acquire the
complex skills of principled thinking and moral
reasoning

 When students are invited to judge morally the
conduct of historical actors, they should be
encouraged to clarify the values that inform the
judgment. In some instances, this will be an easy
task.
 Students judging the Holocaust or slavery as evils
will probably be able to articulate the foundation
for their judgment.
 In other cases, a student’s effort to reach a moral
judgment may produce a healthy student exercise
in clarifying values, and may, in some instances,
lead him or her to recognize the historically
conditioned nature of a particular moral value he
or she may be invoking

The student engages in historical issues-analysis and decision-making:
Therefore, the student is able to
 Identify issues and problems in the past and analyze the interests,
values, perspectives, and points of view of those involved in the
situation.
 Marshal evidence of antecedent circumstances and current factors
contributing to contemporary problems and alternative courses of
action.
 Identify relevant historical antecedents and differentiate from those
that are inappropriate and irrelevant to contemporary issues.
 Evaluate alternative courses of action, keeping in mind the
information available at the time, in terms of ethical considerations, the
interests of those affected by the decision, and the long- and short-term
consequences of each.
 Formulate a position or course of action on an issue by identifying
the nature of the problem, analyzing the underlying factors contributing
to the problem, and choosing a plausible solution from a choice of
carefully evaluated options.
 Evaluate the implementation of a decision by analyzing the interests
it served; estimating the position, power, and priority of each player
involved; assessing the ethical dimensions of the decision; and
evaluating its costs and benefits from a variety of perspectives.


Historical Bias
1. Bias in Historical Writing
-EUROCENTRISM
- Tendency to Indoctrinate
2. Bias in Teaching History
 - platform to promote Advocacy
 - rendered some theory as a facts

UNANG MARKAHAN
Content Learning Competencies
A. Heograpiya ng Daigdig
1. Heograpiyang Pisikal
1.1 Limang Tema ng Heograpiya
1.2 Lokasyon
1.3 Topograpiya
1.4 Katangiang Pisikal ng Daigdig
(anyong lupa, anyong tubig, klima, at
yamang likas)
1. Naipaliliwanag ang Limang Tema ng
Heograpiya
2. Nasusuri ang limang temang
heograpikal bilang kasangkapan sa pag-
unawa sa daigdig
3.Nasusuri ang katangiang pisikal ng
daigdig
a. anyong lupa at anyong tubig;
b. klima;
c. yamang likas

HEOGRAPIYA NG DAIGDIG
 Ang heograpiya (mula sa Griyego geographia,
literal na kahulugan: "paglalarawan sa daigdig")
ay isang larangan ng agham na pinag-aaralan
ang mga lupain, katangian, naninirahan, at hindi
karaniwang bagay sa Daigdig. Ang unang tao na
gumamit ng salitang Griyego ay si Eratosthenes
(276–194 BC)
https://tl.wikipedia.org/wiki/Heograpiya
Kadalasang binibigyan ng kahulugan ang
heograpiya sa dalawang sangay: heograpiyang
pantao at heograpiyang pisikal.
- May kinalaman ang heograpiyang pantao sa pag-
aaral ng tao at ang kanilang mga
pamayanan, kalinangan, ekonomiya, at pakikipag-
ugnayan nila sa kalikasan sa pamamagitan ng pag-
aaral ng kanilang kabuuang ugnayan sa
nasasakupan at lugar.
- Samantalang ang heograpiyang pisikal ay may
kinalaman sa pag-aaral ng proseso at disenyo sa
kalikasan katulad ng atmospera,
hidrospera, biyospera at heospera.

Limang Tema ng Heograpiya
Lokasy
on
(Kinaroroonan sa daigdig)
Lugar
(Katangiang natatangi)
Rehiyon
(pagbubuklod ng
magkakatulad)
Interaksiyon
(Tao + Kapaligiran)
Paggalaw
(paglipat ng tao,bagayat
likas na pangyayari)
1. Lokasyong
Absolute
2. Relatibong
lokasyon
1. Kinaroonan-klima,
anyong lupa atbp.
2. Naninirahan –
wika, relihiyon,
kultura atbp.
1. Katangiang Pisikal
2. Katangiang kultural
1. Kapaligiran –
pinagkukunan ng
pangangailangan
2. Tao-pakikiayon sa
pagbabago sa
kapaligiran
3 uri ng distansya
1. Linear (Layo)
2. Time (Tagal)
3. Psychological
(Pananaw)

2. Heograpiyang Pantao
UNANG MARKAHAN
A. Heograpiya ng Daigdig
2. Heograpiyang Pantao
2.1 Natatanging Kultura ng mga Rehiyon,
Bansa at Mamamayan sa Daigdig (lahi,
pangkat-etniko, wika,at relihiyon sa daigdig )
4. Naipaliliwanag ang kahalagahan ng wika
bilang bahagi ng kultura ng isang rehiyon o
bansa
5. Nasusuri ang bahaging ginagampanan ng
lahi, pangkat-etniko, at relihiyon sa
pagkakakilanlan ng mga rehiyon at bansa
6. Napahahalagahan ang mga natatanging
kultura ng mga rehiyon, bansa at
mamamayan sa daigdig (lahi, pangkat-
etniko, wika, at relihiyon sa daigdig)

Afro-asiatic
Sino-tibetan
Niger-Congo
Indo-
European
Austronesian
Pamilya ng
Wika

How many major races are there in
the world?
Caucasian Mongoloid Negroid
https://blog.world-mysteries.com/science/how-many-major-races-are-there-in-
the-world/

Another popular division recognizes
4 major races
 The world population can be divided into 4 major
races,
namely white/Caucasian, Mongoloid/Asian, Ne
groid/Black, and Australoid.
 This is based on a racial classification made by
Carleton S. Coon in 1962. There is no universally
accepted classification for “race”, however, and
its use has been under fire over the last few
decades.
 The United Nations, in a 1950 statement,
opted to “drop the term ‘race’ altogether and
speak of “ethnic groups”. In this case, there are
more than 5,000 ethnic groups in the
world, according to a 1998 study published in the

The racial diversity of Asia's ethnic groups, Nordisk familjebok (1904)
https://en.wikipedia.org/wiki/Ethnic_group#/media/File:Asiatiska_folk,_Nordisk_familjebo
k.jpg

UNANG MARKAHAN
B. Ang Pagsisimula ng mga
Kabihasnan sa Daigdig
(Preshistoriko1000 BCE)
1. Kondisyong Heograpiko sa
Panahon ng mga Unang Tao sa
Daigdig
7. Nasusuri ang kondisyong heograpiko sa
panahon ng mga unang tao sa daigdig
2. Pamumuhay ng mga Unang
Tao sa Daigdig
8. Naipaliliwanag ang uri ng pamumuhay ng
mga unang tao sa daigdig
3. Mga Yugto sa Pagunlad ng
Kultura sa Panahong
Prehistoriko
9. Nasusuri ang yugto ng pag-unlad ng kultura
sa panahong prehistoriko a. Panahon ng
Lumang Bato, Panahon ng Bagong Bato,
Panahon ng Metal

Sinaunang-tao
 Ang Paleolitiko ay ang panahon kung saan makikita/nakikita
ang pagbabagong-anyo ng tao.
 Isa sa mga pinakamahalagang pangyayari dito ay ang
pagdiskubre ng apoy.
 Ang mga tao sa Paleolitiko ay mga nomadiko, o walang
permanenteng tirahan.
 Hinahati ang panahong Paleolitiko sa tatlong bahagi: Mababa,
Gitna at Itaas.
 Ang Panahon ng Mababang Paleolitiko ay sinasabing panahon
ng pagbabago ng anyo ng tao. Dito nakita ang isa sa mga
pinakamahalagang yugto ng tao na tawag
ay Australopithecine. Sinasabi ang nahukay na si Lucy ay
isang Australopithecine.
 Ang Panahon ng Gitnang Paleolitiko ay sinasabing panahon ng
pagkontrol ng mga Hominid sa kanilang kapaligiran. Sa
panahon ring ito nagsimula maihayag ng mga tao ng artistikong
mga abilidad. Gumuguhit sila sa mga bato at pinipinta nila ang
kanilang mga katawan.
 Ang Panahon ng Itaas na Paleolitiko ay sinasabing panahon ng
pagbuo ng kalinangan ng mga tao. Sa panahon ring ito

UNANG MARKAHAN
C. Ang mga Sinaunang Kabihasnan
sa Daigdig
1. Pagbuo at Pag-unlad ng mga
sinaunang kabihasnan sa Daigdig
10. Naiuugnay ang heograpiya sa pagbuo at
pagunlad ng mga sinaunang kabihasnan sa daigdig
2. Pinagmulan at batayan ng mga
sinaunang kabihasnan sa daigdig
11. Nasusuri ang pag-usbong ng mga sinaunang
kabihasnan sa daigdig: pinagmulan, batayan at
katangian
3. Sinaunang Kabihasnan sa daigdig
batay sa politika, ekonomiya,
kultura, relihiyon, paniniwala at
lipunan
12. Nasusuri ang mga sinaunang kabihasnan sa
daigdig batay sa politika, ekonomiya, kultura,
relihiyon, paniniwala, at lipunan
4. Kontribusyon ng mga sinaunang
kabihasnan sa daigdig
13. Napahahalagahan ang mga kontribusyon ng
mga sinaunang kabihasnan sa daigdig

River Valley Civilizations
 The first civilizations formed in river valleys, and
were characterized by a caste system and a
strong government that controlled water access
and resources.
 The first civilizations formed on the banks of
rivers. The most notable examples are the
Ancient Egyptians, who were based on the Nile,
the Mesopotamians in the Fertile Crescent on
the Tigris/Euphrates rivers, the Ancient
Chinese on the Yellow River, and the Ancient
India on the Indus. These early civilizations
began to form around the time of the Neolithic
Revolution (12000 BCE).
BAKIT SA ILOG-LAMBAK
NAGSISIMULA ANG SIBILISASYON
NG TAO?

A hydraulic empire
 (also known as hydraulic despotism, or water
monopoly empire) is a social or governmental
structure which maintains power through
exclusive control over water access.
 This system of government arises through the
need for flood control and irrigation, which
requires central coordination and a specialized
bureaucracy. This political structure is commonly
characterized by a system of hierarchy and
control based around class or caste.

What is civilization?
The 10 Oldest Ancient
Civilizations That Have
Ever Existed
Last updated:
June 25, 2019 by Saugat
Adhikari
10. The Incan Civilization
Civilization Name: Incan civilization
Period: 1438 AD–1532 AD
Original Location: Present-day Peru
Current Location: Ecuador, Peru, and Chile
Major Highlights: Largest empire in South America
in the pre-Columbian era
9. The Aztec Civilization
Civilization Name: Aztec civilization
Period: 1345 AD–1521 AD
Original Location: Southcentral
region of pre-Columbian Mexico
Current Location: Mexico
Major Highlights: Nahuatl became
the major language
8. The Roman Civilization
Civilization Name: Roman civilization
Period: 550 BC–465 AD
Original Location: Village of the Latini
Current Location: Rome
Major Highlights: Most powerful ancient civilization
7. The Persian Civilization
Civilization Name: Persian civilization
Period: 550 BC–331 BC
Original Location: Egypt in the west to Turkey in the north,
and through Mesopotamia to the Indus river in the east
Current Location: Modern-day Iran
Major Highlights: Royal road
6. The Ancient Greek Civilization
Civilization Name: Greek civilization
Original Location: Italy, Sicily, North Africa,
and as far west as France
Current Location: Greece
5. The Chinese Civilization
Civilization Name: Chinese civilization
Original Location: Yellow River and Yangtze
region
Current Location: Country of China
Major Highlights: Invention of paper and silk
4. The Mayan Civilization
Civilization Name: Mayan civilization
Period: 2600 BC–900 AD
Original Location: Around present-day Yucatan
Current Location: Yucatan, Quintana Roo, Campeche,
Tabasco, and Chiapas in Mexico and south through Guatemala,
Belize, El Salvador, and Honduras
Major Highlights: Complex understanding of astronomy
3. The Ancient Egyptian Civilization
Civilization Name: Egyptian civilization
Original Location: Banks of the Nile
Current Location: Egypt
Major Highlights: Construction of pyramids
2. The Indus Valley Civilization
Civilization Name: Indus Valley civilization
Original Location: Around the basin of the Indus river
Current Location: Northeast Afghanistan to Pakistan and northwest India
Major Highlights: One of the most widespread civilizations, covering 1.25
million km
1. The Mesopotamian Civilization
Civilization Name: Mesopotamian civilization
Original Location: Northeast by the Zagros mountains,
by the Arabian plateau
Current Location: Iraq, Syria, and Turkey
Meaning: Land between rivers (ancient Greek)
Major Highlights: First civilization in the world

IKALAWANG MARKAHAN
A. Pag-usbong at Pagunlad ng mga Klasikong
Lipunan sa Europa
1. Kabihasnang Klasiko sa Europa ( Kabihasnan ng
Minoan at Mycenean )
1. Nailalarawan ang
kabihasnang Minoan at
Mycenean
1.1 Napaghahambing ang 2 kabihasnan
1.2 Nasusuri ang kabihasnang Minoan at Mycenean

Kabihasnang Minoan
 Crete, 3100 BCE
 Haring Minos
 Mahuhusay gumamit ng metal
 Knossos pinakamakapangyarihang lungsod

Kabihasnang Mycenaean
 Matatagpuan sa aplaya ng karagatang Aegean
 1400 BCE nakilala bilang napakalakas na
mandaragat ng magupo nila ang Crete
 1100 BCE ginupo sila ng mga Dorian Ang iba ay
nagtungo sa may lupain sa Asia Minor sa may
hangganan ng karagatang Aegean at doon
nanirahan bilang mga IONIAN
 Nagkaroon ng 300 taon na madilim na panahon
(dark ages)

IKALAWANG MARKAHAN
A. Pag-usbong at Pagunlad ng mga Klasikong Lipunan sa
Europa
1. Kabihasnang klasiko ng Greece (Athens, Sparta at mga
city - states )
2. Natatalakay ang pag-usbong at pag-unlad ng
Sparta at Athens bilang isang city-states
2.1 Napaghahambing ang Sparta at Athens
2.2 Nasusuri ang dahilan at epekto ng Digmaang
Peloponnesian
3. Nailalarawan ang Imperyong Macedonian
2.4 Nasusuri ang kabihasnang klasiko ng Greece.

SPARTA
 Sparta was a prominent city-state in ancient Greece
situated on the banks of the Eurotas River in Laconia in
southeastern Peloponnese.
 It emerged as a political entity around the 10th century
BCE, when the invading Dorians subjugated the local, non-
Dorian population. Around 650 BCE, it rose to become the
dominant military power in ancient Greece. Given its
military preeminence, Sparta was recognized as the
overall leader of the combined Greek forces during the
Greco-Persian Wars. Between 431 and 404 BCE, Sparta
was the principal enemy of Athens during the
Peloponnesian War, from which it emerged victorious,
though at great cost.
 Sparta’s defeat by Thebes in the Battle of Leuctra in 371
BCE ended Sparta’s prominent role in Greece. However, it
maintained its political independence until the Roman
conquest of Greece in 146 BCE.

ATHENS
 Athenian democracy developed around the
5th century BCE, in the Greek city-state of Athens.
It is the first known democracy in the world. Other
Greek cities set up democracies, most following
the Athenian model, but none are as well
documented as Athens. Athenian democracy was
a system of direct democracy, in which
participating citizens voted directly on legislation
and executive bills. Participation was open to
adult, land-owning men, which historians estimate
numbered between 30,000 and 50,000
individuals, out of a total population of
approximately 250,000 to 300,000.

The Age of Pericles
 . After peace was made with Persia in the 5th century
 BCE, what started as an alliance of independent city-
states became an Athenian empire. Athens moved to
abandon the pretense of parity among its allies, and
relocated the Delian League treasury from Delos to
Athens, where it funded the building of the Athenian
Acropolis, put half its population on the public payroll, and
maintained the dominant naval power in the Greek world.
With the empire’s funds, military dominance, and its
political fortunes as guided by statesman and orator
Pericles, Athens produced some of the most influential and
enduring cultural artifacts of Western tradition, during what
became known as the Golden Age of Athenian democracy,
or the Age of Pericles. The playwrights Aeschylus,
Sophocles, and Euripides all lived and worked in Athens
during this time, as did historians Herodotus and
Thucydides, the physician Hippocrates, and the

IKALAWANG MARKAHAN
A. Pag-usbong at Pagunlad ng mga Klasikong
Lipunan sa Europa
3. Kabihasnang klasiko ng Rome (mula sa
Sinaunang Rome hanggang sa tugatog at
pagbagsak ng Imperyong Romano)
3. Naipapaliwanag ang mahahalagang pangyayari sa kabihasnang klasiko
ng Rome (mula sa sinaunang Rome hanggang sa tugatog at pagbagsak
ng Imperyong Romano)
4. Pag-usbong at Pagunlad ng mga Klasiko na
Lipunan sa Africa, America, at mga Pulo sa Pacific
4. Nasusuri ang pag-usbong at pag-unlad ng mga Klasiko na Lipunan sa
Africa, America, at mga Pulo sa Pacific
5. Kabihasnang Klasiko sa Africa (Mali at Songhai) 5. Naipapaliwanag ang mga kaganapan sa mga
klasikong kabihasnan sa Africa (Mali at Songhai).
6. Kabihasnang Klasiko sa America 6. Nasusuri ang mga kaganapan sa kabihasnang
klasiko ng America.
7. Kabihasnang Klasiko sa pulo ng Pacific 7. Nasusuri ang kabihasnang klasiko ng pulo sa Pacific
8. Kontribusyon ng Kabihasnang Klasiko sa Daigdig
Noon at Ngayon
8. Naipapahayag ang pagpapahalaga sa mga kontribusyon ng
kabihasnang klasiko sa pag-unlad ng pandaigdigang kamalayan

Kabihasnang klasiko ng America.
 Kabihasnang Maya (250 CE – 900 CE)
 - Yucatan Peninsula (Timog mexico-Guatemala)
 - halach uinich (pinuno)
 - pyramid , pagtatanim ng mais, kalabasa, pinya
at cacao
 - sa pagitan ng 850-950 CE ang karamihan sa
sentrong Maya ay tuluyang inabandona o iniwan
sa di matukoy na tiyak na dahilan.

 Kabihasnang Aztec(1200 CE – 1521 CE)
 - Lambak ng Mexico
 - Tenochtitlan isla sa gitna ng lawa ng Texcoco
 -Huitzilopochtli = diyos ng araw
 - nag-aalay sila ng tao para rito
 Mahuhusay na inhinyero at tagapagpatayo ng
mga kalsada, kanal o aqueduct a, irigasyon, dam
at pamilihan
 1519 dumating si Hernando Cortes at mga
Espanyol sa Mexico , inakala ni Montezuma II
na ito ay pagbabalik ni Quetzalcoatl
 1521 bumagsak ang Tenochtitlan

 Kabihasnang Inca(1200 CE – 1521 CE)
 - kanlurang bahagi ng Lake Titicaca, Lambak ng
Cuzco
 - sakop nito ang 3,220 km2 ng baybayin ng
Pacific
 1438, Cusi Inca Yupagqui o Pachakuti –tinatag
ang lipunang Inca
 Huayna Capac –nasakop ang imperyo ng
Ecuador
 1532 Francisco Pizzaro
 1572 –pinugutan ng ulo ang huling lider nito na si
Tupac amaru

klasikong kabihasnan sa Africa (Mali at
Songhai).
 Kalakalang Trans- Sahara
 Ag Axum bilang sentro ng kalakalan
 Imperyo ng Ghana
 Imperyong Mali
 Imperyong Songhai

IKALAWANG MARKAHAN
B. Ang Daigdig sa Panahon ng
Transisyon
1. Mga pangyayaring nagbigay-
daan sa pagusbong ng Europa
sa Gitnang Panahon
9. Nasusuri ang mga pangyayaring nagbigay-daan sa
Pag-usbong ng Europa sa Gitnang Panahon
2. Ang paglakas ng Simbahang
Katoliko bilang isang institusyon sa
Gitnang Panahon
10. Nasusuri ang mga dahilan at bunga ng paglakas ng
Simbahang Katoliko bilang isang institusyon sa
Gitnang Panahon
3. Ang Holy Roman Empire 11. Nasusuri ang mga kaganapang
nagbigay-daan sa pagkakabuo ng “Holy
Roman Empire”
4. Ang Paglunsad ng mga Krusada 12. Naipapaliwanag ang mga dahilan at
bunga ng mga Krusada sa Gitnang
Panahon
5. Ang buhay sa Europa noong
Gitnang Panahon: Piyudalismo
Manoryalismo, at Pagusbong ng mga
Bayan at Lungsod
13. Nasusuri ang buhay sa Europa noong Gitnang
Panahon: Manoryalismo, Piyudalismo, at ang
pagusbong ng mga bagong bayan at lungsod
6. Epekto at kontribusyon ng ilang
mahahalagang pangyayari sa Europa
sa pagpapalaganap ng pandaigdigang
kamalaya
14. Natataya ang epekto at kontribusyon ng ilang
mahahalagang pangyayari sa Europa sa
pagpapalaganap ng pandaigdigang kamalayan.

Holy Roman Empire
 The Holy Roman Empire
was a multi-ethnic complex of territories
in Western and Central Europe that developed
during the Early Middle Ages and continued until
its dissolution in 1806 during the Napoleonic
Wars
> On 25 December 800, Pope Leo III crowned
the Frankish king Charlemagne as Emperor,
reviving the title in Western Europe, more than
three centuries after the fall of the earlier
ancient Western Roman Empire in 476

IKATLONG MARKAHAN
A. Paglakas ng Europa
1. Pag-usbong at kontribusyon ng bourgeoisie,
merkantilismo, National monarchy, Renaissance,
Simbahang Katoliko at Repormasyon)
1. Nasusuri ang pag-usbong ng bourgeoisie,
merkantilismo, National monarchy, Renaissance,
Simbahang Katoliko at Repormasyon
2. Napahahalagahan ang mga kontribusyon ng
bourgeoisie, merkantilismo, National monarchy,

RENNAISSANCE
 The Renaissance was a fervent period of
European cultural, artistic, political and economic
“rebirth” following the Middle Ages. Generally
described as taking place from the 14th century
to the 17th century, the Renaissance promoted
the rediscovery of classical philosophy, literature
and art. Some of the greatest thinkers, authors,
statesmen, scientists and artists in human history
thrived during this era, while global exploration
opened up new lands and cultures to European
commerce. The Renaissance is credited with
bridging the gap between the Middle Ages and
modern-day civilization.
https://www.history.com/topics/renaissance/renais
sance

Humanism
 During the 14th century, a cultural movement called
humanism began to gain momentum in Italy. Among its
many principles, humanism promoted the idea that man
was the center of his own universe, and people should
embrace human achievements in education, classical arts,
literature and science.
 In 1450, the invention of the Gutenberg printing press
allowed for improved communication throughout Europe
and for ideas to spread more quickly.
 As a result of this advance in communication, little-known
texts from early humanist authors such as those
by Francesco Petrarch and Giovanni Boccaccio, which
promoted the renewal of traditional Greek and Roman
culture and values, were printed and distributed to the
masses.
 Additionally, many scholars believe advances in
international finance and trade impacted culture in Europe
and set the stage for the Renaissance.
https://www.history.com/topics/renaissance/renaissance

Medici Family
 The Renaissance started in Florence, Italy, a
place with a rich cultural history where wealthy
citizens could afford to support budding artists.
 Members of the powerful Medici family, which
ruled Florence for more than 60 years, were
famous backers of the movement.

Renaissance Geniuses
 Some of the most famous and groundbreaking Renaissance intellectuals, artists, scientists and
writers include the likes of:
 Leonardo da Vinci (1452–1519): Italian painter, architect, inventor,
and “Renaissance man” responsible for painting “The Mona Lisa”
and “The Last Supper.
 Desiderius Erasmus (1466–1536): Scholar from Holland who defined
the humanist movement in Northern Europe. Translator of the New
Testament into Greek.
 Rene Descartes (1596–1650): French philosopher and
mathematician regarded as the father of modern philosophy. Famous
for stating, “I think; therefore I am.”
 Galieo (1564-1642): Italian astronomer, physicist and engineer
whose pioneering work with telescopes enabled him to describes the
moons of Jupiter and rings of Saturn. Placed under house arrest for
his views of a heliocentric universe.
 Nicolaus Copernicus (1473–1543): Mathematician and astronomer
who made first modern scientific argument for the concept of a
heliocentric solar system.
 Thomas Hobbes (1588–1679): English philosopher and author of
“Leviathan.”
 Geoffrey Chaucer (1343–1400): English poet and author of “The
Canterbury Tales.”

Renaissance Geniuses
 Some of the most famous and groundbreaking Renaissance intellectuals, artists, scientists and writers include the likes of:
 Dante (1265–1321): Italian philosopher, poet, writer and political thinker who authored “The
Divine Comedy.”
 Niccolo Machiavelli (1469–1527): Italian diplomat and philosopher famous for writing “The
Prince” and “The Discourses on Livy.”
 Titian (1488–1576): Italian painter celebrated for his portraits of Pope Paul III and Charles I
and his later religious and mythical paintings like “Venus and Adonis” and
"Metamorphoses."
 William Tyndale (1494–1536): English biblical translator, humanist and scholar burned at
the stake for translating the Bible into English.
 William Byrd (1539/40–1623): English composer known for his development of the English
madrigal and his religious organ music.
 John Milton (1608–1674): English poet and historian who wrote the epic poem “Paradise
Lost.”
 William Shakespeare (1564–1616): England’s “national poet” and the most famous
playwright of all time, celebrated for his sonnets and plays like “Romeo and Juliet.”
 Donatello (1386–1466): Italian sculptor celebrated for lifelike sculptures like “David,”
commissioned by the Medici family.
 Sandro Botticelli (1445–1510): Italian painter of “Birth of Venus.”
 Raphael (1483–1520): Italian painter who learned from da Vinci and Michelangelo. Best
known for his paintings of the Madonna and “The School of Athens.”
 Michelangelo (1483–1520): Italian sculptor, painter, and architect who carved “David” and
painted The Sistine Chapel in Rome.

IKATLONG MARKAHAN
B. Paglawak ng Kapangyarihan ng
Europa
1. Unang Yugto ng Imperyalismo at
Kolonisasyon
3. Nasusuri ang unang yugto ng imperyalismo at
kolonisasyon sa Europa.
2. Dahilan at Epekto ng unang yugto
ng Imperyalismo at Kolonisasyon
4. Natataya ang mga dahilan at epekto ng unang
yugto ng imperyalismo at kolonisasyon sa Europa.
3. Kaganapan at Epekto ng
Enlightenment pati ng Rebolusyong
Siyentipiko at Industriyal.
5. Nasusuri ang kaganapan at
epekto ng Enlightenment pati ng
Rebolusyong Siyentipiko at
Industriyal.
4. Ikalawang Yugto ng Kolonyalismo
at Imperyalismo
6. Naipaliliwanag ang Ikalawang Yugto ng
Kolonyalismo at Imperyalismo
5. Dahilan at Epekto ng Ikalawang
Yugto ng Imperyalismo
7. Nasusuri ang mga dahilan at epekto ng ikalawang
Yugto ng Imperyalismo at Kolonisasyon. A

IKATLONG MARKAHAN
C. Pagkamulat
1. Kaugnayan ng Rebolusyong
Pangkaisipan sa Rebolusyong
Pranses at Amerikano
8. Naipapaliwanag ang kaugnayan ng
Rebolusyong 3 Pangkaisipan sa
Rebolusyong Pranses at Amerikano.
2. Pag-usbong ng Nasyonalismo sa
Europa at iba’t ibang bahagi ng
daigdig.
9. Naipapahayag ang pagpapahalaga sa pagusbong ng
Nasyonalismo sa Europa at iba’t ibang bahagi ng
daigdig

IKA-APAT NA MARKAHAN
A. Ang Unang Digmaang Pandaigdig
1. Mga Dahilang nagbigay-daan sa
Unang Digmaang Pandaigdig.
1. Nasusuri ang mga dahilang
nagbigay-daan sa Unang Dimaan
Pandaidig
2. Mahahalagang pangyayaring
naganap sa Unang Digmaang
Pandaigdig
2. Nasusuri ang mahahalagang pangyayaring naganap
sa Unang Digmaang Pandaigdig
3. Epekto ng Unang Digmaang
Pandaigdig
3. Natataya ang mga epekto ng Unang Dimaang
Pandadig
4. Pagsisikap ng mga bansa na
makamit ang kapayapaang
pandaigdig
4. Nasusuri ang pagsisikap ng mga bansa na makamit
ang kapayapaang pandaigdig at kaunlaran

IKA-APAT NA MARKAHAN
B. Ang Ikalawang Digmaang Pandaigdig
5. Mga Dahilang nagbigay-daan sa Ikalawang
Digmaang Pandaigdig.
5. Nasusuri ang mga dahilan na
nagbigay-daan sa Ikalawang
Digmaang Pandaidig
6. Mahahalagang pangyayaring naganap sa
Ikalawang Digmaang Pandaigdig
6. Nasusuri ang mahahalagang pangyayaring
naganap sa Ikalawang Digmaang Pandaigdig.
7. Epekto ng Ikalawang Digmaang Pandaigdig 7. Natataya ang mga epekto ng Ikalawang
Digmaang Pandaigdig
8. Pagsisikap ng mga bansa na makamit ang
kapayapaang pandaigdig
8. Natataya ang pagsisikap ng mga bansa na
makamit ang kapayapaang pandaigdig at
kaunlaran.
9. Mga Ideolohiya, Cold War, at Neokolonyalismo 9. Nasusuri ang mga ideolohiyang politikal at
ekonomiko sa hamon ng estabilisadong institusyon
ng lipunan.
10. Natataya ang epekto ng mga ideolohiya, ng
Cold War at ng Neo-kolonyalismo sa iba’t ibang
bahagi ng daigdig.
10. Mga Pandaigdigang Organisasyon, Pangkat at
Alyansa
11. Nasusuri ang bahaging ginampanan ng mga
pandaidigang organisasyon sa pagsusulong ng
pandaigdigang kapayapaan, pagkakaisa,
pagtutulungan, at kaunlaran.
11.1 Mga organisasyon at alyansa ( Europaan
Union (EU), Organization of American States (OAS),
Organization of Islamic Countries , ASEAN, at iba
pa)
11.2 Mga pangekonomikong organisasyon at
trading blocs ( GATT, World Trade, IMF/World
Bank, APEC, ASEAN Economic Community, OAS,
NAFTA, AFTA, OPEC, at iba pa)

RESPECT
“GAWIN MO SA IBA
ANG IBIG MONG
GAWIN NG IBA SA
IYO”.
97

LOVE
“Love your neighbor as
you love yourself”.
98

Closing
DEPARTMENT OF EDUCATION
“The more we sweat in the
TRAINING, the less we bleed in
the war”
Remember why we are all here:

More importantly, remember why you are all here:
“With great power comes great
responsibility!”

Closing
Be a teacher,
Together let us change the world:
Be a hero!

437234795-AP-8-Kasaysayan-Ng-Daigdig.ppt

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