de Vera heads Association of Advocates of Historical & Cultural Preservation of Pangasinan (AAHCPP)

De Vera heads AAHCPP

            Dr. Rodrigo P. de Vera, Jr., SHS Coordinator of Bobonan National High School (BNHS) and part-time professor at Lyceum-Northwestern University (LNU), Dagupan City during Saturdays, is the founding chairman of the Association of Advocates of Historical and Cultural Preservation of Pangasinan (AAHCPP).

            AAHCPP is a non-stock and non-profit organization whose primary members are Social Studies teachers from  Pangasinan Division I, Pangasinan Division II, City Schools Divisions of San Carlos City, Dagupan City, and Alaminos City, La Union Division, and other members from the provinces of Tarlac, Pampanga, Zambales, and Baguio City. Most of the members are students of Master in Education (MEd), major in Social Studies.

            AAHCPP is aimed to: 1). preserve the cultural and historical heritage of Pangasinan; 2).  highlight the festivals which feature the different products of Pangasinan; 3). feature products which embody the Pangasinenses’ ingenuity and craftsmanship; 4). to underscore Pangasinan’s tourist spots as well as the industries which are uniquely ours; 5). advance the rights, talents and  skills of the indigenous people in Pangasinan; and finally, 6.)  increase awareness among the people of Pangasinan about the province’s culture and history through published journals.

            The achievements of the group include:1). adoption of the group’s first ancestral house of the Jovellanos-Venezuela, also known as “Baleg ya Abung” where President Emilio Aguinaldo who slept there on November 14, 1899 and where regular clean up drive is conducted. The group conducted a Brigada Historia, a community service on May 26, 2017; 2). Production of the biggest postcard of Pangasinan featuring “Baleg ya Abung” and its launching on May 26, 2017 and was featured on ABS CBN TV Patrol North Central Luzon; 3). coastal clean up and first postcard launching of Tambobong White Beach and Colibra Island, Dasol, Pangasinan on June 26, 2017; 4). coastal clean up and first postcard launching of Umbrella Rocks, Brgy. Boboy, Agno, Pangasinan on August 28, 2017; 5). coastal clean up and first postcard launching of Olanen Beach, Brgy. Dacap Sur, Bani, Pangasinan on August 28, 2017; 6).  tourist site clean up drive and first postcard launching of Sky Plaza, Brgy. Batchelor East, Natividad, Pangasinan on October 22, 2017; and 7). Tourist site clean up drive and first postcard launching of Balungao Hilltop Adventure, Balungao, Pangasinan on October 22, 2017; 8) production of postcards for Pozorrubio’s Jaggery (Sinakob) Production; Veterans Memorial Park in Lingayen, Pangasinan; Osmena White Beach of Dasol, Pangasinan; Cape Bolinao and Binungey of Bolinao, Pangasinan; Eco-Tourism Park and Our Lady of Charity of Agoo, La Union; and Bahay Na Bato of Luna, La Union.

            Joining Dr. de Vera in his association are his fellow faculty members of BNHS: Mr. Reynaldo D. Salayog II, JHS Teacher, Chairman, Committee on Postcard Production; Mrs. Janice Jeane M. Boniol, SHS Teacher II and Chairman, and Mr. Christian R. Lustre, SHS Teacher II and Co-Chairman, Committee on Livelihood Program and Feeding Program.

            The association’s advisers from Pangasinan Division II are: Ms. Flordelisa Eroles, Principal IV of BNHS, Adviser on Journal Writing  and Dr. Jerome S. Paras, Adviser on Indigenous People’s Affair.

( Reference: Writer: Leslie Lalaun/ The Wood Carvers, the official publication of Bobonan National High School, Vol.  XV No. 1, June-November 2017 Issue)

POZORRUBIO CENTER OF HISTORICAL & CULTURAL STUDIES

POZORRUBIO CENTER OF HISTORICAL & CULTURAL STUDIES

By: RODRIGO P. DE VERA, JR., Ed.D.

            Municipal Mayor Ernesto T. Go, guest of honor and speaker, together with Education Program Supervisor I, In-Charge of Araling Panlipunan and IPEd, Dr. Jerome S. Paras, and Mr. Mel V. Jovellanos, President of Pozorrubio Historical & Cultural Society (PHCS), cut the ribbon for the opening of Pozorrubio Center of  Historical and Cultural Studies (PCHCS)  held last October 28 at Gerardo A. Buada E-Library.

Inspired by the creation of Center for Pangasinan Studies (CPS) which serves as a repository of documents, researches, artifacts, printed materials, and media materials by the Provincial Government of Pangasinan  during the celebration of the Agew na Pangasinan on April 5, 2016, the Pozorrubio Center of Historical & Cultural Studies (PCHCS) was born in response to the municipal version  of CPS.

With the permission from the Municipal Mayor who signed the establishment of PCHCS at BNHS on September 27, 2017 and upon the recommending approval of Ms. Flordelisa Eroles, Principal IV of BNHS, Dr. Rodrigo P. de Vera, Jr, SHS Coordinator who is a historian and collector, initiated the putting up of PCHCS.

            Aside from its function as a repository of related materials concerning Pozorrubio, the Pozorrubio Center of Historical & Cultural Studies is aimed to: 1). collect and organize data from various sources featuring the history and culture of the Municipality of Pozorrubio from the past up to the present; 2). preserve historical documents, audio-visual documentaries, vintage photos, books written by Pozorrubians and artifacts that are donated/ lent to the Center; 3). write and publish articles relative to the history  and culture of Pozorrubio in general, history and development of our 34 barangays, cultural heritage, industry (commercial establishments included), successful personalities (educators, political and civic leaders, athletes, entrepreneurs, military personnel, etc.), tourist spots, delicacies/products, Pozorrubian-Chinese merchants, indigenous peoples, other migrants of Pozorrubio,  and other issues and etc.; 4). come up with a journal called the Red Well Journal which will be published semestral and provide a copy to the Center of Pangasinan Studies, Provincial Library, Pozorrubio Municipal Library, etc.; 5). solicit/ buy magazines, newspapers, journals and books that deal  with  articles about Pozorrubio   or books authored by Pozorrubians; and 6). engage in research studies on various topics featuring cultural practices, language, history, pedagogy, anthropology, etc.  as part of our research outputs of our Senior High School students and SHS faculty as part of their professional growth.

            PCHCS features the second copy of the original manuscript of Awaran dated October 10, 1940, the only historical document of the founding of Pozorrubio and was written by Atty. Filomeno Magno, who was a writer and the first attorney-at-law produced by the Municipality of Pozorrubio; vintage magazines and newspapers donated by Mr. Mel V. Jovellanos featuring the Sunday Tribune (November-December 1940 issues; PM Daily of Times Square, New York City covering the Philippine Invasion of Japan in 1944 and other related issues; Licnaan na Pozorrubio, a community newspaper issued from 1988-1989; souvenir programs of  Pozorrubio Town Fiesta since 1968 to the present, and the family documents of Dr. de Vera since 1893 up to post WWII. You can also see and read  century old books of the Jovellanos-Venezuela family and novenas as early as 1902.

ABS CBN reporter, John Germono, who is also a Pozorrubian,  covered the ribbon cutting ceremony.

           

THE FIRST INDIGENOUS PEOPLE’S CENTER IN PANGASINAN DIVISION II

THE FIRST INDIGENOUS PEOPLE’S CENTER IN PANGASINAN DIVISION II

By: Rodrigo P. de Vera, Jr., Ed.D.

            Just like the rest of us, people migrate to other places where opportunities are abundant. When they leave their community, they live in accordance with the prevailing culture. They start embracing the dominant culture and living the life they had before has become an option. Such condition reflects the life   of  the Igorots who are living in the different towns in Pangasinan.

            There is no problem with the older Igorots who have migrated to Pangasinan as they can still live and behave like authentic Igorots. When they converge together during special occasions like wedding, burial, and similar occasions, they proudly wear their bahags or G-strings for men, and tapis for women. They showcase their talents of dancing and playing of indigenous instruments like gong.

            On the contrary, younger generations of Igorots who migrated at an early age and who have been born in Pangasinan have a problem. In the study conducted by me  on the status of indigenous learners in our school,  it showed negative findings. Acculturation, feelings of inferiority and shame  and fear of being bullied have shown in their responses. The only remaining part of their culture is their language. They feel ashamed of wearing their traditional clothes like bahag and tapis during special occasions.  

            With this alarming result, the author a came up with the idea of putting up an Indigenous People’s Center in our school. With the approval of my school principal, this project was born during the Brigada Eskwela in May 2017. Turning the stockroom where discarded materials and equipment of the school as an IP Center became a gigantic task. After the Brigada Eskwela, the next step was filling up the empty space with Indigenous learning materials. With faith and determination, I shook the world upside down. 

            On September 26, 2017,  the first  IP Center in Pangasinan Division II was finally opened for public. Attendees and guests during the ribbon cutting were Dr. Enrique P. delos Santos, Jr., Provincial Officer of the National Commission on Indigenous People (NCIP); Dr. Jerome S. Paras, Education Program Supervisor of Araling Panlipunan and IPED; Mr. Nestor R. Sinlao, Association President of Association of Advocates of Historical and Cultural Preservation of Pangasinan (AAHCPP); Ms. Rianna Jane D. Ortega, Municipal Tourism Officer-Pozorrubio, and Mrs. Irene E. Culbengan, Administrative Officer IV, NCIP-Pangasinan.

What can we see in our IP Center?  Our IP center features the traditional clothes of the different Cordilleran tribes-the bahag or G-string for men and the tapis for women, indigenous musical instruments like gong and solibao, headgears, spear, magazines, books on Cordilleran history and culture, wood carvings of Banaue, and many other items on display.

 Most of my townmates are not aware  that the Igorots were the early settlers of Pozorrubio before they were displaced by other migrants who came from other places in Pangasinan and Ilocos during the Spanish period. Thus, having an IP Center is just the right move to give due recognition to the early settlers of this town which was once part of San Jacinto, Pangasinan.

Now that the IP Center is here, may this Center serve as an instrument in revitalizing the cultural identity and cultural practices of our indigenous learners and their families but more importantly, may this  serve as an eye opener  to our fellow non-indigenous learners to learn and respect the wonderful world of the Igorots.

HISTORY EXHIBIT, AN ALTERNATIVE FOR FIELD TRIP

HISTORY EXHIBIT, AN ALTERNATIVE FOR FIELD TRIP

By: Rodrigo P. de Vera, Jr., Ed.D.

The suspension of field trip by the Department of Education (DepEd)  has lead to the confinement of students inside their classes, As an alternative mode to field trip, history teachers can have their history exhibit on special occasions.

 If a history teacher collects stamps, then, he/she could have them on display during November as Stamp Collecting Month. President Fidel V. Ramos declared November as Stamp Collecting Month under Presidential Proclamation Number 494. In 2013. Philippine stamps feature our national heroes, culture, and history. Stamps are mementoes of yesteryears. They tell the history of a nation from its people, historical places up to the unfolding of events to the present. Stamps are amazing materials to learn our own history and world history in general.

August is declared as History Month by virtue of Proclamation No. 339 signed on Feb. 26, 2012 by then President Benigno Aquino III. The proclamation moved History Week  from Sept. 15 to 21, to August and made it a month-long celebration. These transfer and extension were made in view of major events in  Philippine history that happened in August. What do you put in your exhibit? You can make use of postcards featuring our heroes, commemorative coins featuring our National Heroes, WW II heroes, etc. You can also put on display WW II mementoes like helmet, paper money, guerrilla notes, ancient coins etc.

With these exhibit materials of historical value, teaching history is not boring after all but it creates curiosity in the minds of our students. Putting exhibit materials that reflect a particular period is of great value to students who see and touch them. Visual aids may help the  conceptual understanding of the students but artifacts, like Ancient Roman coins, presented during an exhibit is a different level of experience. Ask your students to contribute. Let them bring their artifacts and return them later.

You might wonder where to get your exhibit materials like ancient coins, artifacts. Today, there is no problem acquiring these history-related materials as there are many online stores available. Online stores and auctions are available on Facebook. Just search and add yourself in the group. Then, start investing in your collections.

PAPER MONEY AND COINS AS TEACHING MATERIALS IN SOCIAL STUDIES

PAPER MONEY AND COINS AS TEACHING MATERIALS

IN SOCIAL STUDIES

By: Rodrigo P. de Vera, Jr., Ed. D.

            Are you a numismatist? If you collect coins or paper money, you are a numismatist or a collector of coins and paper money, including tokens and medals. This is an appropriate hobby for a Social  Studies teacher to engage into.

            As to the history of coins, coins were introduced as a means of payment at around 6^th or 5^th century BCE, but its invention is still shrouded in mystery. Nobody knew exactly how it started, but according to to Herdotous, coins were first minted by the Lydians, while Aristotle claimed that the first coins were minted by Demodike of Kyrme, the wife of King Midas of Phrygia.

            As to the history of paper money, the Chinese started it. They  started carrying folding money during the Tang Dynasty (A.D. 618-907),  mostly in the form of privately issued bills of credit or exchange notes. They used it for more than 500 years before the practice began to catch on in Europe in the 17th century.

            Regardless who should receive the credit of starting the use of coins and paper money, one thing is for sure, both items are valuable materials for teaching Social Studies subjects.

            Why use paper money and coins as teaching materials?

        Coins and paper money tell the history of nation. Coins and paper money are the “living” witness of the rise and fall of nation, even for a civilization. Ancient coins are still unearthed and found at the bottom of the sea. Coins have longer life span than to its makers. Ancient coins featured their leaders/ emperors during their reign. Today, we have witnessed  the fall of a nation. Yugoslavia, Czechoslovakia, U.S.S.R., East Germany and West Germany, North Vietnam and South Vietnam, to name a few, have been gone and have become part of  history; however, their coins and paper money during their existence remain intact and preserve among the hands of collectors and enthusiasts. Even ancient coins from the time of the Roman Empire or earlier, we can still see and own one. That is why, when your topic is about the Roman Empire, you can show to your class ancient coins on the said period. This will surely make your class alive and interesting as your students can touch the coins used during the Roman Empire. You can buy ancient coins and paper money  online for your class and they are affordable.

            Coins and paper money show the economy of a nation. The value of a coin and paper money is determined by its gold reserve. The value of a paper money and the coin depends on the political and economic condition of that country. In times of war, inflation is a threat to a nation in crisis. During war, you can see a paper money in billions or millions but in reality it has a little value. After the war, these paper monies eventually lost their value and ended up souvenir items just like what happened to former Yugoslavia.

        Paper money features the culture of a nation. Festivals, occupations, recreation, historical landmarks, beliefs, religious institutions, etc. are featured at the back of the notes. Color and designs of our paper money today make these notes interesting among students.

          Paper money and coins can be a great decoration in your classroom. You can put them in frames and hang them in your classroom. In order to protect your paper money, you can cover them with acetate film.

            Start collecting now and enjoy the fun!

POSTAGE STAMPS AS TEACHING MATERIALS IN SOCIAL STUDIES

POSTAGE STAMPS AS TEACHING MATERIALS IN SOCIAL STUDIES

By: Rodrigo P. de Vera, Jr., Ed. D.

Bobonan National High School (BNHS)-Senior High School Subject Group Head

            Its small size might not be qualified as a visual aid, but such size breaks the rule. Truly, value  of a postage stamp is greater that its size.

            For most people, postage stamp is only used when one goes to a post office and sends his/her letter, postcard, a gift or any item to be sent for his/her relatives and friends in another place. However, for a stamp collector, the use of a stamp does not end in the post office or at the hand of the recipient, it is just the beginning of its great journey.

A teacher who is a stamp collector considers stamps  as his/ her valuable teaching materials. Stamps  can be used in almost all subjects.

“Small but terrible” is appropriate expression for the use of stamps. We use the term “terrible” from the positive point of view which we may refer to great use of stamps in teaching.

Why use stamps as teaching materials?

Stamps existed because of a teacher.   Rowland Hill who was a British schoolteacher designed and introduced the world’s first adhesive stamp on May 6, 1840. His first design featured the young Queen Victoria and was printed in black and was priced at one penny. Thus, the term “Penny Blacks”.

Stamps record history. They serve as the eye witness of the past. People die, but stamps live longer. The history of a nation is chronicled on stamps. Did you know that 14 years after the first postage stamp was invented in England, the first stamp featuring Queen Isabella II of Spain  was issued in the Philippines?  Stamps have become a valuable source of records of our own history and culture. Even the rise and fall of a nation stamps rose and fell with them, too. Czechoslovakia, Yugoslavia, U.S.S.R., to name a few, cease to exist anymore, but stamps issued during their years of existence are still circulated and preserved in the hands of  stamp collectors worldwide. Stamps commemorate the founding of a nation, its occupation, independence, its leaders and among others.

Stamps teach us geography. All countries issue stamps bearing their names, except United Kingdom. You might wonder the names of some countries. We have Eire for Ireland, Island for Iceland, Hvvatska for Croatia, Magyar for Hungary, Nippon for Japan, Norge for Norway, Polska for Poland, Sverige for Sweden. If you encounter difficulty in finding a stamp with unique name, refer to stamp identifier on the net for your assistance. When you have a foreign stamp  with you, use your world map to locate that country. Stamps increase our knowledge on geography. Do you know where Kiribati is?

Stamps promote culture. Religious institutions, cathedrals, mosques, religious leaders are featured on stamps. Festivals or culture-related activities are also presented. Foods and drinks are also shown on stamps. People in their traditional clothes are featured on stamps.

Stamps keep us to love nature/ environment. Stamps teach us to appreciate the beauty of nature with its beautiful scenery and wild animals in their natural habitat. Activities related to the preservation of the environment are also featured on stamps.

As a teacher, you can organize your stamps according to themes- animals, archeology, astronomy, costumes, environmental protection, manned flights, maps (modern & antiques),  minerals, etc.

You can also promote philately among your students and organize a stamp club in your school. During Stamp Collecting Month of November, organize a stamp exhibit. In order to protect your stamps, you can cover your stamps with acetate film before mounting them in a special paper.

Isn’t it great to engage in stamp collecting? Start now!

STATUS OF MIGRANT INDIGENOUS PEOPLE

STATUS OF MIGRANT INDIGENOUS PEOPLE

By: Rodrigo P. de Vera, Jr., Ed. D.

Bobonan National High School (BNHS)-Senior High School Subject Group Head

Migration is a social phenomenon that is affecting every society. This phenomenon happens everywhere and anywhere. People migrate from their birthplaces to other places, either from the provinces to the cities or vice versa. They have many reasons why they migrate to other places, but obviously, people migrate primarily for economic reasons.

Indigenous people are not exempted from this phenomenon. They migrate from their indigenous communities to other places. They are looking for better employment and business opportunities. In this case, many Igorots are already migrating to other places, particularly in the  lowlands. They either buy or rent lands for their farming and wood craft and carving activities.

In the Municipality of Pozorrubio, there is a  growing number of  Igorots living in different barangays. Igorots who are living in the interior barangays of this town are mostly from Benguet Province. They are known for their farming activities. However, Igorots who live along the national roads are mostly from Ifugao Province. They are known for their woodcraft/ woodcarving industry where their business shops are found  in Barangays Rosario, Alipangpang, Palacpalac, Bobonan, and Batakil.

As these Igorots have found their new home in the Municipality of Pozorrubio, they brought along with them their families. As a result of their long stay in this place, their children have suffered the consequences of such migration.

Thus, their children learn to live and study  together with the children of the lowlanders. Consequently, these indigenous children have become vulnerable to acculturation, leaving their parent’s cultural heritage in abeyance and worse, oblivion of their indigenous culture. The culture of the dominant group has been adopted and adapted in order to avoid any discrimination.

 In effect, these children experience an ethnic identity crisis as they are growing up in the midst of non-indigenous children and non-indigenous community.

In order to revitalize the cultural identity and cultural practices of indigenous students of Bobonan National High School, Pozorrubio, Pangasinan, an Indigenous People’s Center has been put up by the author together with his technical adviser, Mr. Reynaldo D. Salayog II, during the Brigada Eskwela 2017.

 This IP Center features the traditional clothes of the Cordilleran tribes-the bahag or G-string for men and the tapis for women, indigenous musical instruments like gong and solibao, headgears, spear, magazines and books on Cordilleran history and culture, wood carvings of Banaue, and many other items on display. This is open for public viewing, not just only for the indigenous people but more importantly to the lowlanders in order for them to understand the rich cultural practices of the indigenous people who are living in a non-indigenous community.