10_PHILIPPINE-INDIGENOUS-COMMUNITY-SYLLABUS (2).docx

SYLLABES

1. REPUBLIC OF THE PHILIPPINES
PROVINCE OF ZAMBOANGA DEL SUR
ZAMBOANGA DEL SUR
PROVINCIAL GOVERNMENT COLLEGE
DIMATALING CAMPUS
COURSE SYLLABUS IN PHILIPPINE INDIGENOUS COMMUNITY
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Vision
The Zamboanga del Sur Provincial Government College (ZSPGC) is envisaged to be the leading institution of
higher learning in the Province, continually pursuing excellence in the formation of globally–competitive local
professionals and technologists who are dedicated and committed to uplift the quality of life among all
Zambosurians.
Mission
The ZSPGC shall endeavor to provide quality higher professionals, technical and special instructions in
various academic fields and discipline, all geared towards enhancing the level of global competitiveness among its
graduates, especially in the area of applied research, extension and community services teaching and proactive
educational leadership, guided by values anchored on integrity and firm morals needed in sustaining a strong
Philippine republic.
Goals
1.To help Zambosurians to obtain quality yet affordable academic degrees on relevant programs and field of
studies
2.Collaborate with various stakeholders from both government and private sectors in pursuit of social and
economic community development
3.To produce technologically skilled graduates who can apply theories into real-life situation
4.To provide a conductive learning environment and enhances quality teaching-learning process.
5.To develop learner’s critical thinking and decision-making abilities

2. Course Syllabus
Course Name PHILIPPINE INDIGENOUS COMMUNITY
Course Code GE ELEC 1
Course Credit 3 units
Pre-Requisite None
Course Description This course tackles the indigenous groups in the Philippines, their way of life, role and
contribution to Filipino society. It emphasizes the rights, protection, and preservation of their
culture as they are the identity of the country that needs to be learned continuously. In the end,
students are expected to value and take care of the IP community for sustainable development of
our unique nation. In addition, this course integrates Peace education studies which is about
peace education as a vehicle for promoting the culture of peace. It covers the history of peace
education and culture of peace, the key contributors and their contributions. It emphasizes the
transformative learning and the critical pedagogy approach to peace education. It covers an
overview of the components of the culture of peace and how peace education is a means of
promoting the culture of peace. The course helps students develop hands-on skills and gain
practical experience through peace education projects as well as understanding the different
indigenous group targeting secondary school and tertiary, peers, or older groups
Learning Outcomes 1.Share views and perspectives on the ethnicity and ethnic groups in the Philippines;
2.Appreciate the unique culture of each ethic groups in the Philippines;
3.Analyze the problems and issues confronting the ethnic groups in the Philippines;
4.Appreciate the unique culture of each ethic groups in the Philippines;
5.Discuss the indigenous people in the Philippines;
6.Understand the law protecting the rights of Indigenous People; and;
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3. 7.Describe the components of the culture of peace; and Appreciate peace education as a
main domain of Peace and Conflict Studies.
LEARNING PLAN
Desired Learning
Outcome (DLO)
Course Content/ Subject Matter Teaching and Learning
Activities
Assessment
of Task
Resource
Materials
Time-
table
1. Orientation about
the course Institute,
Vision, Mission,
Goals and
Objectives
-To ensure proper orientation of the
given course of action.
-To Appreciate the core values of the
Institute as well as the mission, goals.
1. Discuss the course
content, Grading System,
Classroom Policies, Rules
and regulations of the
Classroom.
2. Lecture/Discussion on
Institute VMGO and
Corporate Values
Discussion Student
Manual and
VMGO
Week
1
1. Introduction on
the Ethnic Groups
in the Philippines
Introduce the different ethnic
group in the Philippines
-shared views and shared views and
perspectives on the ethnicity and
ethnic groups in the Philippines; and
reflect on how the Philippines was
able to firmly hold ethnic groups
1. Discuss in class the
different ethnic groups in
the Philippines
1. Do the
Activity on
the
geographic
location of
the ethnic
group
Books Week
2
1. Elaborate the The Ethnic Groups in the Discussion Written test Books Week
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4. geographical set-up
of the different
ethnic group
2. Share and
explain the brief
history of the
different ethnic
group
Philippines
1.The geographical set-up of the
different ethnic group
2.Brief history of the Ethnic group
A. Ethnic Groups in Luzon
i.Negrito
ii.Ivatan
iii.Ifugao
iv.Ilocano
v.Ibanag
vi.Kapampangan
vii.Tagalog
B.Ethnic Groups in Visayas
i.Aklanon
ii.Boholano
iii.Cebuano
iv.Hiligaynon
Slideshow Presentation Oral quiz 3-4
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5. v.Waray
C. Ethnic Groups in Mindanao
i.Manobo
ii.Mamanwa
iii.Subanon
iv.Maranao
v.Bagobo
vi.Kamayo
Analyze the
problems
confronting the
different ethnic
group.
-Identify the
problems and
struggles of the
different ethnic
group
-Evaluate how these
ethnic groups cope
up with the
Problems and Issues Confronting
Ethnic Groups
1. Discuss in the class the
problems and issues
confronting indigenous
ethnic group
Coordinate with the
students on the time
schedule
Organize a debate topic
during the class activities
Organize a
debate topic
during the
class
activities
Books Week
5
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6. problems and
issues
1. Differentiate
ethnic group from
indigenous people
2. Discuss ethnic
group and
indigenous people
Ethnic Group vs. Indigenous People Discussion
Cooperative Learning
Role play
activities on
Indigenous
people and
ethnic group
Quizzes,
Assignments
Oral
Recitation
Books Week
6
1. Identify the
different indigenous
people in Northern
Philippines
2. Appreciate the
unique culture of
each indigenous
people in Northern
Philippines
Indigenous People in Northern
Philippines
i. Applai
ii.Bagobo
iii.Balangao
iv.Bontoc
v. Bugkalot/Ilongot
vi.Dumagat
Discussion
Cooperative Learning
Written test Books Week
7-8
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7. vii.Gaddang
viii.Ibaloy
ix.Ibanag
x. Igugao
xi.Kalahan
xii.Isinay
1. Discuss the
indigenous people
in Central
Philippines
2. Appreciate the
unique culture of
each indigenous
people in Central
Philippines
Indigenous People in Central
Philippines
Bantoanon
Magahat
Mangyan/Alangan
Mangyan/Batangan
Manyan/Hanunuo
Mangyan/Iraya
Molbog
Negrito/Aeta
Negrito/Ati
Discussion
Cooperative Learning
Assign students report
about the indigenous
people of Southern
Philippines
Written test
Oral
recitation
Reporting
Books Week
9-10
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8. Cimmaron
Isarug
Palawanon
Tagbanua
Sulod
1. Discuss the
indigenous people
in Southern
Philippines
2. Appreciate the
unique culture of
each indigenous
people in Southern
Philippines
3. Explain the
impact of the
culture of the
Indigenous People
of Southern
Philippines
Indigenous People in Southern
Philippines
i. Badjao
ii.Ubo
iii.B’Laan
iv.Ilianen
v. Kalagan
vi.Mandaya
vii. Manguangan
viii.Manobo
ix.Arumanen
x. Bukidnen
Discussion
Slideshow presentation
Quizzes,
Assignments
Oral
Recitation
Books Week
11-12
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9. xi.Higaonon
xii.Matigsalug
xiii. Tighawanon
xiv. Umayamnen
xv.Sama
xvi. Jama Mapun
xvii.Samal
xviii.Sangil
xix.Subanon
xx. Kalibungan
xxi.Tagakaolo
xxii.T’boli
xxiii.Tasaday
xxiv.Tiruray
xxv.Yakan
1. Understand the
law protecting the
rights of Indigenous
The Indigenous People Right Act
-Key Elements of the Indigenous
People Policy
Discussion
Slideshow presentation
Quizzes,
Assignments
Books Week
13
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10. People
2. Recognize the
rights of indigenous
people in the
Philippines
-The National Commission on
Indigenous People
- Republic Act No. 8371: The
Indigenous People Rights Act
Oral
Recitation
1. Acquaint
themselves on the
agency assigned to
protect the rights of
indigenous people
in the Philippines
National Commission on Indigenous
People
-General Provision
-Rights to Ancestral Domain
-Right to Self - Governance and
Empowerment
-Social Justice and Human Rights
Discussion
Coordinate with the
students on the time
schedule
Assess the students on the
topics
Quizzes,
Assignments
Oral
Recitation
Books Week
14
1. Elaborate the role
of the Government
to the Problem of
the Indigenous
People
2. Understand the
wide range
dimensions of the
Indigenous People’s
Poverty
National Dimensions of Indigenous
People’s Poverty
-Key Elements of the Indigenous
People’s Policy
-Welfare Indices
Discuss in class the Key
policy of the national
dimensions of the
Indigenous People
Coordinate with the
students on the time
schedule
Assess the students on the
topics
Prepared a
group
activity for
the class
Books Week
15
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11. 1. Understand what
is peace studies
2. Discuss the
different concepts
and
3. Elaborate the
ideals and concept
of Peace studies
Peace Studies
-Introduction To Peace Studies
-Ideals of Peace
-Types of Peace
-Different Concept of Peace
Discussion
Coordinate with the
students on the time
schedule
Assess the students on the
topics
Individual
activity
Quizzes,
Assignments
Books
Powerpoint
presentatio
n
Week
16
1. Acquaint
themselves to the
different key
concept of conflict,
violence and Peace
2. Explain the
different theories
and ideas of peace
studies
Conflict, Violence, Peace
-Key Concept to Peace Studies
- Theories and ideas
-Conflict Analysis
Discuss and explain the
class the key terms of
conflict, violence and
peace
Coordinate with the
students on the time
Written
activities
Books
Powerpoint
presentatio
n
Week
17
1. The ability to
independently write
a conflict analysis,
incorporating and
The Scientific Approach to Peace
Studies
- Civil Violence
Discuss and explain the
class the key terms of
conflict, Civil Violence.
Conflict among the
Quizzes,
Assignments
Oral
Books
Powerpoint
presentatio
Week
18
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12. applying the above
mentioned
concepts.
2. Understand key
theoretical
assumptions on the
causes, dynamics
and resolution of
armed conflict, and
to apply these
concepts to explain
the causes,
dynamics and
resolution of armed
conflict
- Conflict among the Minorities and
Indigenous
- Conflict Resolution
-Negotiation
minorities, conflict
resolution and negotiation
Recitation n
COURSE REQUIREMENTS
Regular attendance in class
Active participation in class through board work and recitation
Submit assignments and projects on time and pass the quizzes and examination
Complete outputs
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13. GRADING SYSTEM
Midterm Percentage
Written Long Exam 40%
Class Active Participation
(group work / mini-outputs in
task /among others)
30%
Quizzes / work sheets /
assignment/ attendance
30%
Total 100%
FINALS PERCENTAGE
Quizzes / work sheets /
assignment/ attendance
25%
Summative Exam 30%
Portfolio 20%
Class Active Participation
(group work / mini-outputs in
task /among others)
25%
Total 100%
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14. Final Grade = Midterm Grade + Tentative Final Grade
2

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15. FINALS PERCENTAGE
Quizzes / work sheets /
assignment/ attendance
25%
Summative Exam 30%
Portfolio 20%
Class Active Participation
(group work / mini-outputs in
task /among others)
25%
Total 100%
Final Grade = Midterm Grade + Tentative Final Grade
2
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Prepared by:
ROY T. MEGIO
Program Head/Coordinator
Verified by:
ARNOLD S. CONSOLACION
Campus Administrator
Approved by:
JOEFE P. SUSON
Acting School President
Prepared by:
AIMEE GRACE H. PRIETO
Program Head/Coordinator
Verified by:
SHARON ROSE T. SENCIO, EdD
Campus Administrator
Approved by:
JOEFE P. SUSON
Acting School President

16. FINALS PERCENTAGE
Quizzes / work sheets /
assignment/ attendance
25%
Summative Exam 30%
Portfolio 20%
Class Active Participation
(group work / mini-outputs in
task /among others)
25%
Total 100%
Final Grade = Midterm Grade + Tentative Final Grade
2
13
Prepared by:
AIMEE GRACE H. PRIETO
Program Head/Coordinator
Verified by:
SHARON ROSE T. SENCIO, EdD
Campus Administrator
Approved by:
JOEFE P. SUSON
Acting School President
Prepared by:
NOLASCO OLEDAN
Program Head/Coordinator
Verified by:
ROSELYN M. DULOGUIN, Ed.D
Campus Administrator
Approved by:
JOEFE P. SUSON
Acting School President

17. FINALS PERCENTAGE
Quizzes / work sheets /
assignment/ attendance
25%
Summative Exam 30%
Portfolio 20%
Class Active Participation
(group work / mini-outputs in
task /among others)
25%
Total 100%
Final Grade = Midterm Grade + Tentative Final Grade
2
13
Prepared by:
NOLASCO OLEDAN
Program Head/Coordinator
Verified by:
ROSELYN M. DULOGUIN, Ed.D
Campus Administrator
Approved by:
JOEFE P. SUSON
Acting School President
Prepared by:
NICHOLAS GABATO
Program Head/Coordinator
Verified by:
MARY LYN D. RUDINAS, Ed.D
Campus Administrator
Approved by:
JOEFE P. SUSON
Acting School President

18. FINALS PERCENTAGE
Quizzes / work sheets /
assignment/ attendance
25%
Summative Exam 30%
Portfolio 20%
Class Active Participation
(group work / mini-outputs in
task /among others)
25%
Total 100%
Final Grade = Midterm Grade + Tentative Final Grade
2
13
Prepared by:
NICHOLAS GABATO
Program Head/Coordinator
Verified by:
MARY LYN D. RUDINAS, Ed.D
Campus Administrator
Approved by:
JOEFE P. SUSON
Acting School President

19. 13
Prepared by:
KEVIN REY A. TARDO
Program Head/Coordinator
Verified by:
VERNON SOTERO M. FERNANDEZ, Ed.D
Campus Administrator
Approved by:
JOEFE P. SUSON
Acting School President