Ethnic History

Course Code: HST 303 Course Credit: 3

Course Facilitator: Assoc. Prof. Arlene D. Calara, Ph.D.

Class Schedule (3-6pm Monday)

Venue: St. Raymund Peñafort Bldg.

E-mail arlenefeb11@yahoo.com

Consultation Period (Schedule/Venue) 2:00 -3:00 pm Monday

Course Policies

1. Students are expected to uphold academic standards and adhere to the

accepted norms and rules regarding scholarly work and outputs.
2. All students are expected to attend class and to be on time for class.
3. All term papers should be in the Chicago style format with proper
documentation and citation.
4. Intellectual dishonesty will not be tolerated and offenses such as
plagiarism is a ground for failure in the course.
5. All assignments, tests and term papers must be submitted on time, late
papers will not be accepted.
6. All students should not have an absence not exceeding 20% of the total
hours of the course or three meetings.
7. Students are expected to participate in the discussion of the topics.
Ethnic History of the
Philippines
 The course is a study of the many cultural communities that
comprise the totality of the Filipino nation - more specifically
the indigenous communities which are often marginalized
among the mainstream Christian communities.

 It will present a brief historical background on these

indigenous communities as provided by extant literature,
situating them in the context of the national history of the
Philippines.

 The survey will include archaeological and anthropological

studies on village life, habitat and livelihood, religious beliefs,
upland and lowland interactions, and their adaptation to
outside and/or foreign influences.

 Their role in the history of the nation will also be highlighted

in this course.
 Topics
 Overview of major cultural/linguistic communities

 Background literature on the history of cultural

communities

 Their culture and society

 Cultural communities in the context of national

history

 Relations and interaction between minority cultural

communities and mainstream lowland groups
 Other Relevant Information

Information and publications from government agencies. National Commission on Indigenous Peoples, Mindanao Studies Program, UP-
Diliman, Cordillera Studies Program, UP Baguio,

 Information and publications from non-government entities

 Singsing by Center for Kapangpangan Studies, Holy Angel University

 Bulacan Studies Center, Malolos City

 Cavite Studies Center, De la Salle University

 Luwaran.com.
 Luzon

Apayao Bago Balangao

Bicol Bontoc Ga’dang
Ibaloi Ibanag Ifugao
Ikalahan/Kalanguya Ilocano Ilongot
Isinay Itawit Ivatan/Itbayat
Iwak Kalinga Kankanay
Kapampangan Malaweg Negrito
Palanan Pangasinan Sambal
Tagalog Tinggian Yogad
 Mindoro

Mangyan
 Palawan

Agutayanen Batak Kuyonen

Molbog Pala’wan Tagbanwa
Tau’t Batu
 Visayas

Abaknon Aklanon Bantoanon

Boholano Bukidnon Cebuano
Hiligaynon Kiniray-a/Hamtikanon Masbateño
Rombloanon Sulod Waray
 Mindanao

B’laan Bagobo Butuanon

Ilanun Kalagan Kamayo
Kamiguin Kolibugan Magindanao
Mamanwa Mandaya Manobo
Maranao Sangil (Sangir/Marore) Subanun
T’boli Tasaday Tiruray
 Sulu/Tawi-tawi

Sama Tausug Yakan

Jama Mapun
 Outline
village life
habitat and livelihood
religious beliefs
upland and lowland interactions
their adaptation to outside and/or foreign
influences
their role in philippine history
 Reading List
Arumanen-Manuvu Custodio A. Saliling

Bagobo Sonia D. Mangune

Benguet Belief Systems Wasing D. Sacla

Cagayan Valley: The Ibanag Estrella L. Suyu
Cuyonin Lowland and Cultural Community Dr. Marcelino "Jojo" L.
Tabago
Folk Literature of the Muslim Cultural Communities Calbi A. Asain

Ifugao in a Nutshell Manuel

Dulawan
Ilocano Lowland Cultural Community Ben Pacris
Kinaray-a, Hiligaynon, Ilonggo and Aklanon Speaking People Alicia P. Magos

Lowland Cultural Group of the Tagalogs Grace P. Odal

Manuscript on Kalanguya Cultural Communities Gaspar C.

 Reading List
Oral Literature of the Tuwali Ifugao in Kiangan Manuel Dulawan
Sites and Sights in Ifugao Manuel Dulawan
Southern Mindanao Lourdes C. Manzano
The Ati of Negros and Panay Daisy Y. Noval-Morales

The Batak Noel Jagmis

The Batanes Islands Francisco A. Datar
The Bicolanos Adela Cano-Beringuela

The Bikol Agtas Ricardo Ma. Nolasco

The Blaans Datu Garot's
The Higaonon Datu Mansuduyan's
The History of the Muslim in the Philippines Hannbal Bara
 Reading List
The Ifugao Rice Terraces Manuel Dulawan
The Islands of Leyte and Samar Joycie Dorado-Alegre
The Kalinga John B. Donqui-is
The Kapampangan Rosita Muñoz-
Mendoza
The Lowland Cultural Community of Pangasinan Fe L. Andico
The Mandaya Ethnic Group Manuel B. Ompang
The Mansaka Bernardo Limikid
The Remontados of the Sierra Madre Mountains Daisy Y. Noval-
Morales
The Riverine People of Mindanao Ruelo Baya
The T'boli Lourdes C. Manzano
The Talaandig Victorino L. Saway
 The course is a study of the many cultural communities that
comprise the totality of the Filipino nation - more specifically
the indigenous communities which are often marginalized
among the mainstream Christian communities.

 It will present a brief historical background on these

indigenous communities as provided by extant literature,
situating them in the context of the national history of the
Philippines.

 The survey will include archaeological and anthropological

studies on village life, habitat and livelihood, religious beliefs,
upland and lowland interactions, and their adaptation to
outside and/or foreign influences.

 Their role in the history of the nation will also be highlighted

in this course.
 TASADAYS
 Are they or Aren’t they? (Film Viewing)
 The Skeptics
 Supporters of the Early Reports on the Tasaday
 New Perspectives on Some Old Data
 Comment from Outside Scientists
 Conclusion

 Assessing the evidences, bibliographic sources

 Periodization
 For your presentation
 Location, neighboring groups, influences of the neighboring groups, upland and lowland interactions,
their adaptation to outside and/or foreign influences

 Language – learn about the past through their language

 Timeline – highlight the characteristics of the period check whether they possess the characteristics of
the people during the era

 folklores, rituals, practices (from birth to death), religion beliefs

 habitat and livelihood, descriptions of the tools that they used, economic life

 Diet because this will also highlight their economic activity (hunting, gathering or agriculture)

 Anthropologist, Ethnologist, Linguistic Anthropologist, archaeologist \

 Social structure, political structure, challenges faced

 Ethnographic Research
 Ethnography provides us with descriptive data on the people’s way
of life – that is their culture.

 Documentation

 Test for reliability and validity

 Documentation
 Gathering data from written and material documents
 Written documents consists of official records, diaries and published
works of other researches.
 Material documentation includes studying material objects (built
structures) as part of the people’s way of life.

A. Library Documentation
 Census Materials – determine the size and composition of the
population of the society to be studied and find out the pattern of
demographic distribution in the are
 Maps important in plotting the spatial distribution of population, in
calculating distances to specific points, and in describing the ecological
situation in the community being studied.
 Weather reports – economic life of the people depends much upon the fluctuations of
weather conditions

 Soil Reports – necessary for evaluating the land tenure system or in gaining insights
into the agricultural activities of the people

 In Panay, for example, areas with brown reddish soil, are planted to sweet potatoes
and cassava; sandy soil to corn, tobacco, watermelons, tomatoes and vegetables.
Bananas thrive in almost all kinds of soil while rice thrives best in black loam soil

 Historical records- know what important events had taken place in the village or
town; when was the village founded? Who were the founders? When did the shift in
technology start, if modern agriculture has reached the community? What happened
when the shift took place?
 55 volumes of Blair and Robertson’s The Philippine Islands is a comprehensive sourcebook of
information about the early history of the villages, towns, and provinces in the country.
 Published articles – journals, books, magazines and newspapers are major sources of
additional information about a number of things concerning village life.
B. Official Records

 Economic Records – has to do with documents on the economic

activities of the people in the community

 Demographic – records about the people in the community

 Municipal Records -

 Church Records

 Police blotters
 Ethnographic Documentation – refers to the use of the material aspects
of the people’s life as a source of information in assessing the level of
socio-cultural integration of community organization; material artifacts
are closely related to the people’s aesthetic taste, religious ideas, social
status and technological skills; activities of the people
 Domestic artifacts – house-types, attires, weapons and household utensils
 Of what materials are most houses made? What are the sizes? What
sociological values are placed on houses? Constructing houses is often
associated with certain cultural beliefs; what kind of attire is common in the
area? Do people weave their own clothes? If they do not, where do they
purchase them? What is the dominant color preference in the community? Are
there different attires for different occasions? What do people wear during
ordinary days? What do they war during holidays? What do they wear when
working in the field? How do they wear the attires?; what kind of weapons do
most people carry?
 Religious paraphernalia – what is the nature of the belief system? Is
there any definite place of worship? What are the paraphernalia
used made of ? How are these materials acquired? How are these
and other objects integrated into the religious belief system?

 Technological materials – these materials must be described because

they document the activities of these local specialists

 Arts