Talk:Pag-aaral ng Kasaysayan at Lipunang Pilipino

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.

Discussion of the "Igorot" groups may be readings-based. See below for
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)

Enrichment topics may be provided through film showing. [ Walang Rape sa Bontoc] for ___ and [ Maura] (Washington Post) and [ KMJS Maura] for a discussion of the St. Louis Exposition. Further readings may be assigned such as The Igorot as Other and Displaying Filipinos (Chapter 6, On Display).