Talk:Pag-aaral ng Kasaysayan at Lipunang Pilipino

Lesson Notes

ILAYA - IGOROT

A. Peopling through Migration

1. Prerequisite Knowledge: The class should have discussed Austronesian migration prior to the lesson.

2. Geographical Grounding: The teacher must first orient students with the spatial layout and rugged terrain of the Central Cordillera geography. SESSION 1

3. Theories of Peopling: Proceed with historical and anthropological theories regarding how the Central Cordillera was populated. Module "Layers of Cordillera Identity" (Chapter 2, Lesson 1) may be directly used in class. SESSION 1

4. 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.SESSION 1

B. Classifying the People: Deconstructing the Colonial Labels

1. 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.

2. Read also: The Word Igorot by W.H. Scott

C. Particularization: The Ethnolinguistic Groups

1. 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 map is encouraged to help students visually anchor each group within its physical and geographical space.

2. Discussion of the "Igorot" groups may be readings-based. See below some curated resources:
a. Apayao/ Isneg
b. Kalinga
c. Bontoc. Book: Culture of Bontoc Igorots
d. Ifugao, also watch Ifugao on Knowledge Channel and Dayaw: Ifugao
e. Kankanaey (clustered as Igorot in Worcester)
f. Ibaloi (clustered as Igorot in Worcester)
g. Tinggian/ Itneg
h. Gaddang, also watch Mayamang Kultura at Tradisyon ng Ga'dang and Dayaw: Gad'ang part 1 part 2

For a comprehensive list of peoples clustered as Igorots, see this: Wikipedia article

3. Enrichment topics may be provided through film showing and readings. Walang Rape sa Bontoc for an ethnographic film screening on the Bontocs and their indigenous customary laws, gender dynamics, and social harmony pre-contact.

4. On the issue of The Colonial Gaze & Human Exhibits: Discuss the implications of the 1904 St. Louis World's Fair. Use the investigative pieces Maura (Washington Post) and the local investigative follow-up KMJS Maura.

Further readings may be assigned such as The Igorot as Other and Displaying Filipinos (Chapter 6, On Display). A short video on Bul'ul may also be watched.

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