INDIGENOUS COMMUNITIES OF MINDANAO

Guiding Question: How have we internalized our families/communities misconceptions about Mindanao, Islamic Filipinos, and indigenous Filipinos? How is this related to colonialism? What are some of the similarities between indigenous, Islamic, and Christian/Catholic Filipinos? How are our perceived differences constructed out of colonialism and hegemony? Purpose/Aim: 1. To deconstruct hegemonic/colonial notions of savage Filipinos 2. To dialogue about the contemporary issues that indigenous communities in the Philippines face 3. To allow students to engage in materials form Mindanao that come directly from the communities being described Materials:
Keynote Footage from Tribal Tour Mindanao 2011 Youtube Footage of Samal Karaoke Videos Main Concepts: CRITICAL Definition and Rationale for choosing this word, VOCABULARY phrase, or concept

Idea for preteaching or frontloading the concept.

SAMAL MAGUINDANAO TBOLI MARANAO MANDAYA/ MANSAKA ORIENTALISM

Pre-requisites: Students should have watched the films Badjao (1945) and the documentary on the Badjao (afajfaklfjfka) in the class prior to this. The previous class should have also had a dialogue comparing and constrasting the two films focusing on the (1) lens of the filmmaker/director, (2) target audience, and (3) portrayal of the Bajdao and other indigenous people in the film. Modifications: Students that were not in class prior can always preview the Badjao films on Youtube at LFAFJKADLASKDKASD:A PART 1: CULTURAL ENERGIZER How will you engage the students? This energizer contributes to setting the culture of the classroom while also connecting the main concepts of lesson plan to the students prior experiences/knowledge/interests.
MindaNOW Changing our perspectives on the Southern Philippines

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DESCRIPTION Have the students do a word blast. Put the word Mindanao on the board and have the students call out what comes to mind when they see or hear that word. Write responses on the board as students call them out.

Lead the class in dialogue as to where these connotations of Mindanao come from. How did we learn these ideas? Where did we learn them? Who taught them to us? When did we learn them? Ask students if any of them have ever been to or have family ties to Mindanao.

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PART 2: CRITICAL CONCEPTS

Indigenous Communities of Mindanao

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DESCRIPTION Pass out the worksheet for students to take notes on prior to beginning the presentation. Start by discussing Edward Saids concept of Orientalism. Explain how the way we view those other Filipinos is the way we were taught by Western theorists and colonizers. Relate that to the misconceptions that people have about MIndanao Show basic facts about Mindanao Island. -original name was Mandanaue Darussalam the land of everlasting peace -60% of all indigenous Filipinos live here -7,080,000 people in 45 different ethno-linguistic communities

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Badjao/Samal -Show differences in Samal communities (di Laut, di Leya, Bihing) and explain the etymology of their names -Show Samal communities throughout Southeast Asia -Show counter-narratives from Samal peoples through karaoke videos TBoli -Show Tboli ancestral homeland (Lake Sebu) on map -Discuss aspects of Tboli arts/culture (Lumad, Hegelung, Beadwork, Tnalak, Polygamy) -Show videos of Tboli chant, music, dance, language, and Tnalak weaving Mandaya & Mansaka -Show location of Mandaya/Mansaka communities in Tagum, Mindanao -Explain the etymology of their names -Show Mandaya/Mansaka music and dance -Show Klagan music and dance -Compare and contrast the sounds and movement of animist and Islamic indigenous communities. Maguindanao -Show location of the Maguindanao communites in Cotabato, Mindanao -Explain the etymology of their name.

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Genealogy of Islam in the Philippines -Go over the myth of Shariff Kabungsuan from his genealogy through the story of Tonina and his return to Johore. -Dialogue with the students about how this deeply ingrained Islam into the indigenous cultures of Mindanao. -Go over the story of the tantawan, the burak and Cotabato (Kuta Wato) Maguindanao Arts & Culture -Show video on kulintang music, dance, and Pagipat ceremony -Talk about the importance of accessing the sprit world through trace. -Explain the purpose and process of the pagipat ceremony. -Discuss the connection between music & dance and religious ceremony Mindanao Cuisine -Show different foods from the various indigenous communities of Mindanao. -Ask students their perceptions of the dishes. Do they look like things that they associate with Filipino food? If not, then what culture do they associate them with? Have they ever eaten similar foods?

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PART 3: COMMUNITY COLLABORATION AND CULTURAL PRODUCTION

Title:

STEP Step 1

DESCRIPTION Have students work in groups of 2-3 and discuss what they put down on their worksheets.

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Have each group come up with one idea about Mindanao and/or an indigenous community. They need to make sure to use evidence from the lecture or films.

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Students will have 15 minutes write one PTEA in their group.

We will come back together as a larger class and share/discuss everyones PTEAs.

PART 4: CONCLUSIVE DIALOGUE/CRITICAL CIRCULAR EXCHANGE Connection: What are some of the similarities between indigenous, Islamic, and us? How are our perceived differences constructed out of colonialism and hegemony? Assessment: Students will be assessed on their worksheets and the content of their group PTEAs. Evaluation: _______________________________________________ RESOURCES AND NOTES

Resources
Notes

Include Hard or Digital Copies of Background Information, Project Instructions, Tests, Handouts, Worksheets, and Images.