There are over a hundred indigenous groups in the Philippines with varying populations, living primarily in Luzon, Visayas, and Mindanao. In Luzon, the main groups are the Igorots of the Cordillera Mountains, the Negritos including the Agta and Aeta, and the Caraballo tribes. In Visayas, the Mangyans inhabit Mindoro island. In Mindanao, the Lumad are non-Muslim hill tribes while the Moro practice Islam and include groups like the Maranao and Maguindanao. These indigenous communities have maintained distinct cultures and traditions but have also been influenced by colonialism and migration over the centuries.
Social System of Pre-Colonial Period in the PhilippinesAnne Valino
Prepared by: Anne Mariz Valino
Compilation of Articles: Bonita Montina Jusay
Central Luzon State University
College Of Veterinary Science and Medicine
Subject: History 100
Social System of Pre-Colonial Period in the PhilippinesAnne Valino
Prepared by: Anne Mariz Valino
Compilation of Articles: Bonita Montina Jusay
Central Luzon State University
College Of Veterinary Science and Medicine
Subject: History 100
This material is from Filipino Values & Moral Development published by the Economic Development Foundations in November, 1992 The study was sponsored by the Philippine Senate and was headed by Senator Leticia Shahani. It was conducted by a task force headed by Dr. Patricia Licuanan. The findings were based on bibliographic surveys and interviews and consultations with researchers and practitioners in the behavioral and social sciences, education and social welfare, journalists and social analysts; a nationwide survey of 2000 respondents; and, focus group discussions among residents of an urban poor resettlement area in Bagong Bayan, Dasmariñas, Cavite. From the study was developed “A Moral Recovery Program – Building a People, Building a Nation” Submitted to the Philippine Senate.
Chapter III : Early Philippine Society and CultureFranklin Bahian
This Chapter would focus on culture and society of these Filipino to familiarize student of history to different cultural and society patterns such as social stratification , marriage customs, slavery, clothing and ornament and even food and dainties of the barangay.
This is the second chapter of the course Readings in Philippine History as per the Commission on Higher Education.
Course sub-topics:
1. "First Voyage Around the World"
2. "Customs of the Tagalogs"
3. "Kartilya ng Katipunan"
4. "Mga Gunita ng Himagsikan"
5. "Acta de la Proclamacion de la Independencia del Pueblo Filipino"
6. "Philippine Cartoons: Political Caricature of the American Era"
7. "Filipino Grievances Against Governor Wood"
8. "President Corazon Aquino's Speech Before the US Congress"
9. "Raiders of the Sulu Sea"
10. Works of Luna and Amorsolo
American Colonization Period in the Philippines (1901-1935)Shanish Asuncion
I made this powerpoint presentation all by myself for our Readings in the Philippine History course. Well, I'm just so proud of this ppt which I used for our report in the said course, so I thought of sharing this here, and I hope this'll help a lotta people, especially students, in the future. Don't forget to say thank you if this help/helped you. :)
- Shanish
This material is from Filipino Values & Moral Development published by the Economic Development Foundations in November, 1992 The study was sponsored by the Philippine Senate and was headed by Senator Leticia Shahani. It was conducted by a task force headed by Dr. Patricia Licuanan. The findings were based on bibliographic surveys and interviews and consultations with researchers and practitioners in the behavioral and social sciences, education and social welfare, journalists and social analysts; a nationwide survey of 2000 respondents; and, focus group discussions among residents of an urban poor resettlement area in Bagong Bayan, Dasmariñas, Cavite. From the study was developed “A Moral Recovery Program – Building a People, Building a Nation” Submitted to the Philippine Senate.
Chapter III : Early Philippine Society and CultureFranklin Bahian
This Chapter would focus on culture and society of these Filipino to familiarize student of history to different cultural and society patterns such as social stratification , marriage customs, slavery, clothing and ornament and even food and dainties of the barangay.
This is the second chapter of the course Readings in Philippine History as per the Commission on Higher Education.
Course sub-topics:
1. "First Voyage Around the World"
2. "Customs of the Tagalogs"
3. "Kartilya ng Katipunan"
4. "Mga Gunita ng Himagsikan"
5. "Acta de la Proclamacion de la Independencia del Pueblo Filipino"
6. "Philippine Cartoons: Political Caricature of the American Era"
7. "Filipino Grievances Against Governor Wood"
8. "President Corazon Aquino's Speech Before the US Congress"
9. "Raiders of the Sulu Sea"
10. Works of Luna and Amorsolo
American Colonization Period in the Philippines (1901-1935)Shanish Asuncion
I made this powerpoint presentation all by myself for our Readings in the Philippine History course. Well, I'm just so proud of this ppt which I used for our report in the said course, so I thought of sharing this here, and I hope this'll help a lotta people, especially students, in the future. Don't forget to say thank you if this help/helped you. :)
- Shanish
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. Indigenous Peoples/Indigenous refer to a group of
people sharing common bonds of language, customs,
traditions and other distinctive cultural traits.
Indigenous peoples’ communities can be
found in the interiors of Luzon,
Mindanao, and some islands of Visayas.
3. The population data regarding the indigenous peoples in the country vary
according to who has conducted the research. The Episcopal Commission on
Tribal Filipinos (ECTF) distinguishes approximately 40 ethno-linguistic groups
with a population of about 6.5 to 7.5 million (10-11% of the country’s population
in 1995). The National Council of Churches in the Philippines (NCCP)
estimates some 60 such groups. The National Commission on Indigenous
Peoples (NCIP) identifies 95 distinct tribes, which includes the Islamic or Muslim
groups, in 14 regions of the country with an estimated population between 12-15
million members (17-22% of the total population in 1995).
4. The indigenous peoples in the Philippines continued to live in their
relatively isolated, self-sufficient communities, at the time when most
lowland communities had already been integrated into a single colony
under Spain in the 1700s and 1800s.
They were able to preserve the culture and traditions of their
“ethnos” or “tribe” as reflected in their communal views on land,
their cooperative work exchanges, their communal rituals, their
songs, dances, and folklore. Instead of hierarchical governments,
each of these communities had its own council of elders who
customarily settled clan or tribal wars to restore peace and unity.
5. But with the long years of colonial rule in the Philippines,
from the 1700s to the early 1900s, and the influx of migrants into
indigenous peoples’ territories, many influences have been
introduced that gradually changed the indigenous way of life
Indigenous communities at present are still characterized by
these phenomena but are definitely no longer in their pure and natural
state, showing varying degrees of influence from outside culture
6. Indigenous Peoples in the Philippines
There are various indigenous Filipino
ethnic groups and tribes in the
Philippines.
8. Cordillera Peoples: This is the indigenous population of
the Cordillera mountain range, which covers six provinces in the middle of
Northern Luzon – Abra, Apayao, Benguet, Ifugao, Kalinga, and Mountain
Province. They are collectively called Igorots, meaning “mountain
people” .There are eight ethno-linguistic groups in the Cordillera, namely,
Bontoc,, Isneg, Kalinga, Kankanaey, Tingguian, and Yapayao, Ibaloi,
Ifugao
Bontoc Ibaloi
11. Caraballo Tribes: These are the five ethnolinguistic
groups – Ibanag, Ilongot, Gaddang, Ikalahan and
Isinai – who together with the Agta peoples inhabit the
Caraballo mountain range in Eastern Central Luzon. This range
connects the provinces of Nueva Vizcaya, Quirino and Nueva
Ecija..
Ibanag Ilongot
13. The Negrito also come from Luzon.
Negrito: The term Negrito is a Spanish word, a diminutive of the word
Negro. In this case, Negritos refers to a large group of indigenous tribes in
Philippines. It includes the subgroups called the Agta, Aeta, Ati, Ayta, Dumagat
and 25 more tribes from the Philippines. Although the Negritos of the
Philippines possess some physical similarities with the pygmies of Africa, they
are completely unrelated in terms of genetics.
Agta and Aeta/Negrito: These short, dark-
skinned and kinky-haired peoples are considered the
earliest inhabitants of the Philippines. Aside from having
been perpetually pushed into the hinterlands of Central
Luzon, mainly in the provinces of Zambales, Bataan and
Pampanga, and in other parts of the country, they also
suffer from racial discrimination. With a population of
about 160,000, they are the most widely distributed
among indigenous peoples.
14. Visayas The “Manyan” People
The indigenous groups in the Visayas –mostly
in Mindoro – are called Mangyan. Again, there are
many ethnic groups such as the Tadyawan,
Tagbanwa, Palawano, Molbog and Kagayanan.
Mangyan: It is a common name used to refer to eight
ethnic tribes in Philippines. The Mangyan people come
from the Mindoro islands and their population is around
100,000. The Mangyan people practice subsistence
agriculture and they cultivate a number of varieties of the
sweet potato along with taro and rice. They follow a
religion called Animism.
15. Mangyan of Mindoro: This is a generic name for
the six ethno-linguistic groups spread over the mountains and
foothills of Mindoro, an island southwest of Luzon, namely,
Batangan, Iraya, Hanunoo, Alangan, Ratagnon, Buhid, and
Tadyawan. They are described as the first inhabitants of the
island, and until today, they are one of the few groups that still
practice a pre-Spanish form of writing. Their present
population is about 150,000.
16. Palawan hill tribes: These are the non-Muslim
tribal people of Palawan island located further west of
Mindoro. This group is composed of four ethnic groups –
Tagbanua, Batak, Kalamianes,Cuyonin, and Ken-uy, and
they number at least 120,000.
17. Mindanao The Lumad and Moro
There is some differentiation of the indigenous people in
Mindanao. The Moro and the Lumad. The Moro practice Islam
and the Lumad do not. Moro is Spanish for the word Moor.
Lumad means indigenous or native.
18. Mindanao Lumad: This is a generic term embracing all non-Muslim hill
tribes of Mindanao. Lumad is a Visayan term that means “born and grown in the
place”.
The Lumad peoples are composed of some eighteen ethnic groups and they form
the largest grouping of indigenous peoples in the country. They have a total
population today of 2.1 million and are concentrated in varying degrees in the hilly
portions of the provinces of Davao, Bukidnon, Agusan, Surigao, Zamboanga,
Misamis, and Cotabato. They can be found in almost all provinces of Mindanao
and they include the Subanen, Manobo, B’laan, T’boli, Mandaya, Mansaka,
Tiruray, Higaonon, Bagobo, Bukidnon, Tagkaolo, Banwaon,
Dibabawon, Talaandig, Mamanua, and Manguangan.
19. The Moro or Muslim Groups: These are the Muslims in Mindanao
composed of fourteen groups, namely, Maranao, Maguindanao, Tausug,
Samal, Yakan, Sangil, Palawani, Badjao, Kalibugan, Jama-Mapun,
Ipanun, Kalagan, Molbog, and Muslim.