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'''Peopling through Migration''' <br>
'''Peopling through Migration''' <br>


The class should have discussed Austronesian migration prior to the lesson. The teacher must familiarize students with the [https://canva.link/bzvrqfvp29vo529 geography] of Central Cordillera. Discussion may then proceed with the theories regarding the peopling of the Central Cordillera. Module [https://depedph-my.sharepoint.com/:b:/g/personal/frederickjohn_macale_deped_gov_ph/IQCcsokVAfzkSYVW17uK_2RWAfG1ItfWTtHtZ6VNTruFBLA?e=PtAd1T "Layers of Cordillera Identity"] (Chapter 2, Lesson 1) may be directly used in class. [https://www.jstor.org/stable/pdf/26174244.pdf?refreqid=fastly-default%3A01ca027e977e9e49b51fc11674bb294d&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&initiator=&acceptTC=1 Pericolonialism] (Acabado, et. al.) as an area of study may be introduced as well as the [https://www.jstor.org/stable/pdf/48542618.pdf?refreqid=fastly-default%3A2db90b2ee5252e1f22563217b065e870&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&initiator=&acceptTC=1 recent studies] related to the dating of the terraces.  
The class should have discussed Austronesian migration prior to the lesson. The teacher must first orient students with the spatial layout and rugged terrain of the [https://canva.link/bzvrqfvp29vo529 Central Cordillera] geography. Proceed with historical and anthropological theories regarding how the Central Cordillera was populated. Module [https://depedph-my.sharepoint.com/:b:/g/personal/frederickjohn_macale_deped_gov_ph/IQCcsokVAfzkSYVW17uK_2RWAfG1ItfWTtHtZ6VNTruFBLA?e=PtAd1T "Layers of Cordillera Identity"] (Chapter 2, Lesson 1) may be directly used in class. [https://www.jstor.org/stable/pdf/26174244.pdf?refreqid=fastly-default%3A01ca027e977e9e49b51fc11674bb294d&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&initiator=&acceptTC=1 Pericolonialism] (Acabado, et. al.) as an area of study may be introduced as well as the [https://www.jstor.org/stable/pdf/48542618.pdf?refreqid=fastly-default%3A2db90b2ee5252e1f22563217b065e870&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&initiator=&acceptTC=1 recent studies] related to the dating of the terraces.  


'''Classifying the People'''<br>
'''Classifying the People: Deconstructing the Colonial Labels'''<br>


The history and layers of classification ([https://depedph-my.sharepoint.com/:b:/g/personal/frederickjohn_macale_deped_gov_ph/IQCcsokVAfzkSYVW17uK_2RWAcWn9Oo6yKrHhMbn-yW3fVs?e=PLngig see chapter 2, lesson 2]) should be discussed to make ourselves conscious, and hopefully liberate us and the curriculum, of the colonial biases loaded in the use of the term.<br>
The history and layers of classification ([https://depedph-my.sharepoint.com/:b:/g/personal/frederickjohn_macale_deped_gov_ph/IQCcsokVAfzkSYVW17uK_2RWAcWn9Oo6yKrHhMbn-yW3fVs?e=PLngig see chapter 2, lesson 2]) should be discussed to make ourselves conscious, and hopefully liberate us and the curriculum, of the colonial biases loaded in the use of the term.<br>
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Read also: [https://depedph-my.sharepoint.com/:b:/g/personal/frederickjohn_macale_deped_gov_ph/IQCFX0QEkqYFQKWS8ZcmMWM-ATUEbZJ7Dx87ONzHcQEXb9Y?e=WGXKOD The Word Igorot by W.H. Scott]<br>
Read also: [https://depedph-my.sharepoint.com/:b:/g/personal/frederickjohn_macale_deped_gov_ph/IQCFX0QEkqYFQKWS8ZcmMWM-ATUEbZJ7Dx87ONzHcQEXb9Y?e=WGXKOD The Word Igorot by W.H. Scott]<br>


'''Particularization'''<br>
'''Particularization: The Ethnolinguistic Groups'''<br>
When we discuss the IGOROTS, the discussion should be particularized to the distinct groups clustered under. The use of (ethnic) a [https://collections.lib.uwm.edu/digital/collection/agdm/id/6909 map] is encouraged to aid discussion for students to visualize in space the groups being tackled.<br>  
When discussing the "Igorot," it is vital to avoid treating them as a monolith. The discussion must be particularized into the distinct ethnolinguistic groups clustered under the umbrella term. The use of (ethnic) a [https://collections.lib.uwm.edu/digital/collection/agdm/id/6909 map] is encouraged to help students visually anchor each group within its physical and geographical space.<br>  


Discussion of the "Igorot" groups may be readings-based. See below for  <br>
Discussion of the "Igorot" groups may be readings-based. See below some curated resources: <br>
1. [https://www.jstor.org/stable/pdf/3629119.pdf?refreqid=fastly-default%3A90b62b7e522960c51ca628fdac26ac3e&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&initiator=&acceptTC=1 Apayao/ Isneg]<br>  
1. [https://www.jstor.org/stable/pdf/3629119.pdf?refreqid=fastly-default%3A90b62b7e522960c51ca628fdac26ac3e&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&initiator=&acceptTC=1 Apayao/ Isneg]<br>  
2. [https://depedph-my.sharepoint.com/:b:/g/personal/frederickjohn_macale_deped_gov_ph/IQDIO_RtYdOrR6OFc8tRUoRCAetTdK_Fua_Bu0k3nD3shr4?e=1Lni96 Kalinga] <br>
2. [https://depedph-my.sharepoint.com/:b:/g/personal/frederickjohn_macale_deped_gov_ph/IQDIO_RtYdOrR6OFc8tRUoRCAetTdK_Fua_Bu0k3nD3shr4?e=1Lni96 Kalinga] <br>
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9. Ilongot (not in Beyer) <br>
9. Ilongot (not in Beyer) <br>


Enrichment topics may be provided through film showing. [https://depedph-my.sharepoint.com/:v:/r/personal/frederickjohn_macale_deped_gov_ph/Documents/Desktop/THE%20WORK%20I%20DO/PKLP/PKLP%20Movies/Walang%20Rape%20sa%20Bontok.mp4?csf=1&web=1&e=UhcZPv Walang Rape sa Bontoc] for a docufilm ethnography of the Bontocs and [https://www.youtube.com/watch?v=3LyM-SIfXD0 Maura] (Washington Post) and [https://www.youtube.com/watch?v=0tlgvLziKPs KMJS Maura] for a discussion of the St. Louis Exposition. Further readings may be assigned such as [https://www.jstor.org/stable/pdf/42633435.pdf?refreqid=fastly-default%3A4ab22e95b6428c5ae21232d0ccce2149&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&initiator=&acceptTC=1 The Igorot as Other] and [https://depedph-my.sharepoint.com/:b:/g/personal/frederickjohn_macale_deped_gov_ph/IQDQoV7O3EqqRJuXTKxsfMVhAQ8Fk0vJcWApCbrUiXbzY_U?e=dqNpkb Displaying Filipinos] (Chapter 6, On Display). A short video on [https://www.youtube.com/watch?v=q1i_x5OnylI Bul'ul] may also be watched. <br>
Enrichment topics may be provided through film showing and readings. [https://depedph-my.sharepoint.com/:v:/r/personal/frederickjohn_macale_deped_gov_ph/Documents/Desktop/THE%20WORK%20I%20DO/PKLP/PKLP%20Movies/Walang%20Rape%20sa%20Bontok.mp4?csf=1&web=1&e=UhcZPv Walang Rape sa Bontoc] for an ethnographic film screening on the Bontocs and their indigenous customary laws, gender dynamics, and social harmony pre-contact. <br>
 
On the issue of The Colonial Gaze & Human Exhibits: Discuss the implications of the 1904 St. Louis World's Fair. Use the investigative pieces [https://www.youtube.com/watch?v=3LyM-SIfXD0 Maura] (Washington Post) and the local investigative follow-up [https://www.youtube.com/watch?v=0tlgvLziKPs KMJS Maura]. <br>
 
Further readings may be assigned such as [https://www.jstor.org/stable/pdf/42633435.pdf?refreqid=fastly-default%3A4ab22e95b6428c5ae21232d0ccce2149&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&initiator=&acceptTC=1 The Igorot as Other] and [https://depedph-my.sharepoint.com/:b:/g/personal/frederickjohn_macale_deped_gov_ph/IQDQoV7O3EqqRJuXTKxsfMVhAQ8Fk0vJcWApCbrUiXbzY_U?e=dqNpkb Displaying Filipinos] (Chapter 6, On Display). A short video on [https://www.youtube.com/watch?v=q1i_x5OnylI Bul'ul] may also be watched. <br>


Suggested PETA: <br>  
Suggested PETA: <br>  
Armchair Ethnography.  Students will be grouped, conduct research, and shall report on an assigned ethnolinguistic group. They will also provide study guides (zine).<br>
Armchair Ethnography.  Students will be grouped, conduct research, and shall report on an assigned ethnolinguistic group. They will also provide study guides (zine).<br>
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