COURSE SYLLBUS IN ETHNO-HISTORY

CSSH-HIST-SYL-HIST-107
OF THE LUMAD COMMUNITIES

Republic of the Philippines

MINDANAO STATE UNIVERSITY
General Santos City
http://www.msugensan.edu.ph

COLLEGE OF SOCIAL SCIENCES AND HUMANITIES

Department of History

VISION, MISSION, GOALS AND OBJECTIVES

MSU SYSTEM
VISION “Mindanao State University, a world-class university in Southern Philippines”

MSU-Gensan “To be a globally competitive university committed to the development and promotion of its special areas of concern namely, Engineering,
Campus Fisheries, Agriculture, Education, and Science & Technology while maintaining its programs in Social Sciences and Business Administration to
VISION improve quality of life of the people in its service area.”

To provide
MISSIONtrTo provide trained and skilled human resources for the development of SOCKSARGEN and Southern Mindanao and help improve the living
conditions of Muslims and other tribal communities.

CSSH L-To lead in innovative instruction, pursue relevant research and extension initiatives
GOALS E-To ensure incorporation of cultural integration, peace and development, and civic consciousness in all degree programs of the college
P-To produce competent graduates embodying the values of honesty and integrity, addressing the human resource requirement of the
industry and community.

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 LEARNING PLAN

Learning Outcomes Course Content Teaching Assessment Resource Time

Strategy Material

1.Distinguish the current situation of the Lumad 1.Overview of major Group Graded Recitation LCD projector 6 hours
BA HISTORY 1. Provide a leaning environment for the students to be critically aware of the needs of Tri-People SOCSSARGEN in particular and of the
groupsOBJECTIVES country in general cultural/linguistic Discussion
2. Discuss origin of the2.indigenous communities
peopleto other researches Short written quiz Paper and pen
Expose students and research institutions to equip them with skills to write historical research
3. List down correctly3.the indigenous group in 1.1. origin Maps
Train students to be responsive to the community needs through extension works.
Mindanao 1.2. habitation Map labeling Books
4. Describe the settlement and life situation of Facts
1.3. composition COURSE DETAILS Storming
the Philippine Maps
1.4. condition
indigenous
Coursepeople
No: History 107 Type: Major Credit Units: 3 SemestralOffered : First
5. Construct a timeline on literature of cultural Semester
Communities’ history in Asia and the world. 2. Background Timeline Panel discussion LCD projector 9 hours
Course the
6. Assess Title:cultural
Ethno-history
society ofof Mindanao
the literature on the History
Prerequisite(s): No. of Hours: 3 hours per week
cultural Lumad communities history of cultural1,3,5 Fishbone graph Recitation 54 hours for Paper
18 and pen
communities in Mindanao communities weeks
7. Formulate conclusions on the pre-colonial 2.1. Asian Cultural Summaries Written quiz Books
political, Communities
economic , social and cultural practices 2.2. World Cultural
Course The course is a study
8. Construct a table to show the responses of of the many communities
indigenous communities in Mindanao. It will present a brief historical background on these indigenous
the Description: communities as provided by the extantliterature, situating them in the context of the national history of the Philippines. The survey will
include archaeological
indigenous communities to colonization and 3. Indigenous
anthropological studies onGroup- Oralbeliefs,
village life, religious testingupland and Resettlement 9 hours
lowland interactions, adaptation to outside
and foreign influences.
9. Examine the causes of Lumad disposition and Their culture
role in the history of the discussion
nation will also be highlighted in this map
course. of the
displacement and society Reaction paper Philippines
10. Judge the extent of Lumad disposition and
displacement 3.1. linguistic Timeline Debate LCD projector
situation
COURSE 3.2.REQUIREMNTS,
literature Flowcharts
GRADING SYSTEM Written quiz
AND CLASSROOM Paper and pen
POLICIES
Course 1. Attendance 3.3. education 5. Reflection Paper/ Position Paper
11. Requirements
Examine the type2.ofExamination
responses done 3.4. music, dance Venn diagram Books
(Oralbyand
theWritten) 6. Film Viewing
Lumad to and
: 3. Quizzes and Assignment Arts 7. Group Works
achieve self-determination
4.Community Involvement 3.5. social
12. Submit a research paper on local life 3 hours
Grading 1. Each semester is divided into two preliminary periods, namely:
organization
situation of an
System: 2. Students will be rated based3.6.
ethnic group belong to the Lumad group
onenter-ethnic
the following indicators:
a. Midterm Preliminary Period Relationship
b. Final Preliminary Period Mid. Term Exam
Activity (Group Work, recitation, Assignments) 50%
4. Cultural Lecture Panel discussion LCD projector 12 hours
communities in the 2
context of national Timeline Recitation
history Books/Articles
4.1. Spanish Written quiz
Colonization Group Report
 Exam (written or Oral) 25%
Quizzes 25%
Total 100%
Classroom Attendance Policy
Policies:
Student is expected to attend all class meetings and his/her absences will be duly noted and as per University Policy, three consecutive
absences as well as six non-consecutive absences is considered dropped. Attendance will be checked every meeting. A student is
expected to arrive to class on time and not to leave before the end of the class. Absences without valid reason are not permitted.
Student with valid reason (health / emergency) will be given consideration. It is his/her responsibility to catch up.

Quizzes/Examinations

The quizzes and examinations will consist of matching type, short identifications, essay questions and map identification. It will also
cover assigned readings, lectures and everything discussed in the class. The passing score for both is 75% of the total number of items.

Reporting policy

The reporter must master his/her assigned topic and provide summary or handouts of the same for the whole class. The assigned
reporter who cannot deliver his/her report on the scheduled date means that his chance will be forfeited.

Set-in

A Student not officially enrolled in the subject and without valid reason is not allowed to set-in/join the class. A student which hasvalid
reason to enter the class must seek prior permission from the course instructor/professor before entering the class.

Submission of Requirements

Student must submit a requirement on time but extension will be granted in case of documented emergency.
Failure to submit a requirement on time, student will result to an incomplete (INC) grade

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 Student Attire and others

Student is expected to wear proper attire during class time although the school does not require a school uniform.
Personal necessities should be done before or after class session.
Food & Drink s, including gums, are not allowed during class sessions.
Mobile phone should be set on silent mode and should not be used during classes. Laptop, netbook, tablet and other gadgets shall be
kept during classes unless class activity requires them.

Note:
Students will be informed when necessary change(s) in the learning plan isneeded.
REFERENCES
References:
Books

Blair, Emma H. and James A. Robertson. The Philippine Islands, 1493-1898. 55 vols. Cleveland: A.H Clark Co., 1903-1919.

Cultural Center of the Philippines Encyclopedia. Bagobo, B’laan, Mandaya, Manobo Agusanon, Manobo, Mansaka,
Subanon, and Tiruray Ethnic groups.

Duhaylungsod, L, Hydman, David. (1993). Where T’boli Bells Toll. Philippines: IWGIA.

Ocampo, Nilo S. (1985). Katutubo, Muslim, Kristiyano: Palawam, 1621-1901. Kolonya, Alemanya.

Rodil, R. B. (1994). The Minoritization of the Indigenous Communities of Mindanao and the Sulu Archipelago. Davao
City,Philippines: The Alternative Forum for Research in Mindanao, Inc,.

Rodil, R.B. (2002). An Exploratory Study of the Ethno-History of the Subanens of Zamboangan Peninsula.

Rodil, R.B. (2003). A Story of Mindanao and Sulu in Question and Answer. Davao City, Philippines:MINCODE.

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Scott, William Henry. (1995). Looking for the Pre-hispanic Filipino and other Essays in Philippine History. Quezon City, Philippines:
New Day Publishers.

Articles

Adamat, Ronald L. (2003). The Indigenous People’s Last Frontier. Asian Institute of, Management Policy Center, 182-
191.

Aguilar, Carmencita. (1988).Ethnic and Center-Periphery of Mindanao. Paper read at the 9th National-Local HistoryConference,Butuan
City,
Nov. 9-10, 1988. (Compilation of Reading Materials on the Lumad and the Muslim Peoplein the Philippines).

Baquiran, Lorettca L. (ed). (1987). The T’boli of Mindanao. Gimba,1, 1-32.

Boquiren, Rowena R. (2004). Current Situation of the Cordillera. Teachers’ Training Workshop, Crytal Inn, Iligan City, 1-
11.

Brown, Vivian. (1994). The Palawan Ethnolinguistic Groups. National Museum Palawan. (Compilation of Reading Materials on the
Lumad and the Muslim People in the Philippines).

Florendo, Maria Nela B. (2003). Voices from the Margins:Local History and Indigenous People. Philippine: PhilippineNational Historical
Society, Inc,.

Gaspar, Karl M. (2000).The Lumad’s Struggle in the Face of Globalization. Davao City, Mindanao, Philippines: Alternate
Forum For Research in Mindanao, Inc.

Horfilla, Nestor. (1996). Arakan: Where Rivers Speak of the Manobo’s Living Dreams. Davao City, Mindanao, Philippines:
Kaliwat Theatre Collective, Inc,.

Lutero, Ceasar. B’laan: Land and the People. (Compilation of Reading Materials on Lumad and the Muslim People in the Philippines).

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 Madale, Nagasura T. (1986). Higher Education Among Muslims and Other Cultural Communities. Paper delivered at the
APCAS Seventh National Conference, Philippine Normal College, Manila, 11 September 1986.

McDonagh, Sean SSC. (1987). The Future of Tribal Filipinos. Paper read at the 8th National Conference on Local History.
MSUTambler Campus, General Santos City. September 18-20, 1987. (Compilation of Reading Materials on theLumad and the Muslim
People in the
Philippines).

Republic Act 8371. (1997). Indigenous Peoples Rights Act-IPRA.

Rodil, R. B. (1987). Whose Ancestral Domain is Mindanao, Sulu and Palawan? Lecture delivered on the 13th Annual
Seminar Session on Mindanao and Sulu Cultures at the Gowing Memorial Research Center, Dansalan College
Foundation, Islamic City of Marawi, 8 May 1987). (Compilation of Reading Materials on the Lumad and the Muslim
People in the Philippines).

Worcester, Dean C. (1913) The Non-Christian Peoples of the Philippine Islands. National Geographic Magazine, Vol.
XXIV, No. 11
Prepared by: Checked by : Approved:

ELMA M. LUMANTAS PROF. MARILYN T. DURAN PROF. MAULAWI L. CALIMBA

Instructor History Chairperson CSSH, Dean
Date Prepared: August 19, 2015