History 003- History of the Filipino Muslims and Indigenous Peoples of Minsupala

LESSON 1-The Study of the History of the Filipino Muslims and Indigenous Peoples of Minsupala
MODULE 1

Lesson Objectives:

At the end of the module, the students should be able to:

1. Explain the creation of Mindanao State University System.
2. Comprehend the reason why History 003 become a mandated course in MSU System.
3. Identify the relevance of studying History 003.

Introduction
The study of the history of Filipino Muslims and Indigenous Peoples of Minsupala is mandated in all
campuses of Mindanao State University System. One reason why this subject was made a mandated course is
that it would mainstream Moro and Lumad struggles in Philippine history. Other than that, is it would make
Filipinos understand the culture of the Filipino Muslims and IPs of Mindanao. It means that this subject is
intended to be an avenue where stereotypes and other cultural biases/discriminations about the people can be
corrected, especially the misunderstood aspect of their culture.
This unit would discuss briefly the historical background why the Mindanao State University System in
Minsupala was created, how History 003 (formerly History 3) become a mandated basic subject in the MSU
system and what is the relevance of studying the history of the Filipino Muslims and Indigenous Peoples in
Minsupala.

Activity 1
The students will read the Story of Kamlon.

Analysis
After reading the Story of Kamlon, the students will answer the following questions:
1. Who was Kamlon?
2. Why did he rebel against the government?
3. What were the government’s actions to quell his rebellion?
4. What were the general effects of his rebellion?
History 003- History of the Filipino Muslims and Indigenous Peoples of Minsupala

Abstraction
The general feeling of the Moros that they were not Filipinos resulted to the government’s creation of
several programs and agencies that were supposed to effect the economic, social, political, moral and
educational integration of non-Christian Filipinos into the main body politic of the Philippines in Mindanao. The
Commission on National Integration (CNI), created in 1957 upon the recommendation of a Special Committee of
the Philippine House of Representatives which had been assigned the task of investigating the “the Moro
Problem in 1954, was the first government agency charged with the integration of the non-Christian Filipinos.
The main mandate of the agency then was to create programs and measures to make the Moros feel that they
were an integral part of the Philippine nation. The special task of the agency was the integration of non-Filipinos
through education. But then, the agency was unable to carry out all its mandates because of its enormous tasks,
limited funding, and poor administration. These problems resulted to its abolition in 1975 after 18 years of
servicing.
When the CNI was dissolved, Mindanao State University, created on September 1, 1961 through Republic
Act (RA) 1387, was mandated to carry out the responsibility of educational integration and advancement of the
Moros and other Indigenous Peoples (IPs) in Mindanao, Sulu and Palawan (Minsupala). Its establishment was
possible because of the effort of late Senator Domocao A. Alonto. It was created as the government’s response
to the unrest caused by the Moros and Ips general feeling of not belonging to the Philippine nation. The MSU is
mandated to do the following:
1. Perform the traditional functions of a university namely: instruction, research, and extension service.
2. Provide trained manpower skills and technical know-how for the economic development of Mindanao,
Sulu, and Palawan (Minsupala) region.
3. Help accelerate the program of integration among the peoples of Southern Philippine, particularly, the
Muslims and other cultural minorities.
Integration though education is the most crucial mandate of MSU. To carry out its mandate, steps have
been observed and practice in different MSU campuses. University dormitories have the official policy that no
students coming from one province will become roommates. That is why in the dormitories of MSU, one can see
students with different ethnic, cultural, and religious backgrounds, knowing one another, exhibiting camaraderie,
and creating lifetime friendships after their stay. Performing groups and cultural organizations with mixed
memberships of Muslims, Christians and Lumads student have been formed in campuses for them to learn from
each other’s traditional practices of dances, music, language, poetry, and values.
The course History 003 (History of the Filipino Muslims and Indigenous Peoples of Minsupala) is a basic
subject in MSU System that every student should take. Part of its integration through education mandate is the
offering of this subject. The general idea of requiring History 003 in the MSU curricula stems from the idea that
the struggle and history of the Moros and Lumads are also integral parts of the general struggle and history of
the Philippines.
The general point of studying the Philippine history is for the students to see the Filipinos past mistake as a
people. Learning from their mistake would be unlikely to repeat them. Thus, learning the history of Minsupala
hopes to contribute in correcting the historical biases and cultural discriminations among the Moros and Ips. The
following are the purposes why there is the need to study the History of the Filipino Muslims and Indigenous
People of Mindanao, Sulu, and Palawan (Minsupala):
1. Studying the struggles of the Moros and Lumads would correct the long distorted, incomplete, and
lop-sided “popular history” that had alienated them.
2. Studying the Moros and Lumads in the past would broaden Filipinos understanding of the country’s
present situation particularly understanding the present dynamics of Muslim-Christian-Lumad
relationships (divisions, biases, ancestral claims, etc.)
History 003- History of the Filipino Muslims and Indigenous Peoples of Minsupala

3. By broadening such horizons, Filipinos hope to develop essential values needed in genuine
reconciliation such as empathy, respect, acceptance of the other’s needs and the culture of dialogue.

Today, MSU has campuses in Marawi City (MSU-Marawi, Main), Iligan City (MSU-Iligan Institute of
Technology), General Santos City (MSU-General Santos), Maguindanao (MSU-Maguindanao), Sulu (MSU-Sulu),
Tawi-Tawi (MSU-Tawi-Tawi), Zamboanga Sibugay (MSU-Buug), Misamis Oriental (MSU-Naawan), Lanao del
Norte (MSU-LNAC), Marawi City (MSU-LNCAT), and Misamis Occidental (MSU-Lopez Jaena) catering more
than 70,000 students.

Mandatory Reading: Read Why Study the History of the Filipino Muslims and other Indigenous Peoples
of Minsupala by Juvanni A. Caballero.

Application and Assessment

Make a 500-word reflection paper with the title “______(Your Name): ©MSUAN” with emphasis on your
general feeling/sentiments as a certified student of MSU System and on how can you contribute to the
development of Mindanao and in the promotion of the culture and welfare of the Moros and IPs of Minsupala.

References

About MSU System. Retrieved August 12, 2020 from https://www.msu.edu.ph/about.php

History of Filipino Muslims and Other Indigenous Peoples of Minsupala: A Teaching and Learning Guide (2015).
MSU System resource material for History 003 classes.

Kadil, J. Ben. (2002). History of the Moro and Indigenous Peoples in Minsupala. Marawi City: OVCRE.
The Commission on National Integration and the Generation of Muslim Separatism. Retrieved August 12, 2020
from https://publishing.cdlib.org/ucpressebooks/view?
docId=ft0199n64c&chunk.id=d0e2184&toc.depth=100&toc.id=d0e2176&brand=ucpress