Talk:Pag-aaral ng Kasaysayan at Lipunang Pilipino: Difference between revisions
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'''ILAYA - IGOROT''' <br> | '''ILAYA - IGOROT''' <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 "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 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 "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> | |||
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> | |||
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> | |||
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 | '''Particularization'''<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> | |||
'''The "Igorot" groups''' (Worcester, 1916; Census of 1918) <br> | '''The "Igorot" groups''' (Worcester, 1916; Census of 1918) <br> | ||
Revision as of 11:03, 11 July 2026
Lesson Notes
ILAYA - IGOROT
Peopling through Migration
The class should have discussed Austronesian migration prior to the lesson. The teacher must familiarize students with the geography of Central Cordillera. Discussion may then proceed with the theories regarding the peopling of the Central Cordillera. Module "Layers of Cordillera Identity" (Chapter 2, Lesson 1) may be directly used in class. Pericolonialism (Acabado, et. al.) as an area of study may be introduced as well as the recent studies related to the dating of the terraces.
Classifying the People
The history and layers of classification (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.
Read also: The Word Igorot by W.H. Scott
Particularization
When we discuss the IGOROTS, the discussion should be particularized to the distinct groups clustered under. The use of (ethnic) a map is encouraged to aid discussion for students to visualize in space the groups being tackled.
The "Igorot" groups (Worcester, 1916; Census of 1918)
1. Apayao/ Isneg
2. Kalinga
3. Bontoc
4. Ifugao
5. Kankanai
(clustered as Igorot in Worcester)
6. Ibaloi (clustered as Igorot in Worcester)
7. Tinggian/ Itneg
8. Gaddang
9. Ilongot (not in Beyer)