Talk:Pag-aaral ng Kasaysayan at Lipunang Pilipino: Difference between revisions

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

Prerequisite Knowledge: The class should have discussed Austronesian migration prior to the lesson.<br>

Geographical Grounding: The teacher must first orient students with the spatial layout and rugged terrain of the [https://canva.link/bzvrqfvp29vo529 Central Cordillera] geography. <br>

Theories of Peopling: 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. <br>

[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: 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>

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: The Ethnolinguistic Groups'''<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 some curated resources: <br>