Instructional Module: Republic of The Philippines Nueva Vizcaya State University Bayombong, Nueva Vizcaya

Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: GEELECTIVE 1-2NDSEM-2020-2021
College of Arts and Sciences

Bambang Campus
DEGREE BSPA COURSE NO. GEELCTIVE 1

PROGRAM
SPECIALIZATION Public COURSE TITLE PHILLIPINEINDIGENOUS COMMUNITIES
Administration
YEAR LEVEL 1 TIME FRAME 6hours WK NO. 2 IM NO. 3
I. UNIT TITLE/CHAPTER TITLE
INDIGENOUS PEOPLES RIGHT ACT (Republic Act 8371)

II. LESSON TITLE
1. Introduction
2. History of IPRA Legislation
3. Four Bundles of IP rights
4. IPs World views and Approaches
III. LESSON OVERVIEW

This lesson provides the students an overview of Indigenous Peoples Right Act. It also provides
an avenue for the learners to unlock concepts relating to IPRA Law. Opportunities will be given to the
students to share their insights on the importance of IPRA Law.
IV. DESIRED LEARNING OUTCOMES

1. discuss the history of IPRA legislation
2. explain the indigenous people’s rights
3. discuss indigenous peoples views and approaches
V. LESSON CONTENT
1. Introduction
Towards the later period of the 1990s, peoples of indigenous cultural communities began to
assert their rights. In 1997, Republic Act 8371, otherwise known as the Indigenous Peoples’ Rights Act
was ratified. The Filipino People cemented their recognition of the Indigenous peoples as the true and
original inhabitants of the Archipelago.
The IPRA was signed into law on October 29, 1997 by then President Fidel V. Ramos.
Landmark legislation to correct Historical Injustice, Enforce Constitutional Mandates, and Observe
International Norms.
2. The Legislative History of the IPRA

It deliberated was to address the centuries-old neglect of the Philippine indigenous peoples that
the Tenth Congress of the Philippines, by their joint efforts, passed and approved R.A. No. 8371, the
Indigenous Peoples Rights Act (IPRA) of 1997. The law was a consolidation of two Bills-- Senate Bill
No. 1728 and House Bill No. 912. (Justice Puno, Separate Opinion)
The Eighth Congress, through Senators Rasul, Estrada and Romulo filed a bill to operationalize
the mandate of the 1987 Constitution on indigenous peoples. The bill was reported out, sponsored an
interpolated but never enacted into law. In the Ninth Congress, the bill filed by Senators Rasul and
Macapagal-Arroyo was never sponsored and deliberated upon in the floor. ( Justice Puno, Separate
Opinion)
“In accordance with section 185. Fair use of Copyrighted Work of Republic Act 8293. The copyrighted works included in
this material may be reproduced for educational purposes only and nor for commercial distribution”.
NVSU-FR-ICD-05-00 (081220) Page 1 of 12

Principally sponsored by Senator Juan M. Flavier. Senate Bill No. 1728 was a consolidation of
four proposed measures referred to the Committees on Cultural Communities, Environment and
Natural Resources, Ways and Means, as well as Finance. It adopted almost en toto the comprehensive
version of Senate Bill Nos. 1476 and 1486 which was a result of six regional consultations and one
national consultation with indigenous peoples nationwide. Senate Bill No. 1728 was co-sponsored
by Senator Macapagal-Arroyo and co-authored by Senators Alvarez, Magsaysay, Revilla, Mercado,
Enrile, Honasan, Tatad, Maceda, Shahani, Osmena and Romulo.
According to Senator Flavier, “while our legal tradition subscribes to the Regalian Doctrine
reinstated in Section 2, Article XII of the 1987 Constitution," our "decisional laws" and jurisprudence
passed by the State have "made exception to the doctrine." This exception was first laid down in the
case of Carino v. Insular Government where: "the court has recognized long occupancy of land by an
indigenous member of the cultural communities as one of private ownership, which, in legal concept, is
termed "native title." This ruling has not been overturned. In fact, it was affirmed in subsequent cases
(Justice Puno, Separate Opinion)
Republic Act 8371 also known as “ The Indigenous Peoples Rights Act of 1997”
The beginning state principles in section 2 of the act declares:
The State shall recognize and promote all the rights of Indigenous Cultural Communities (ICCs)
/Indigenous Peoples (IPs) hereunder enumerated within the framework of the Constitution:
The State shall recognize and promote the rights of ICCs/IPs within the framework of national
unity and development;
The State shall protect the rights of ICCs/IPs to their ancestral domains to ensure their economic,
social and cultural well being and shall recognize the applicability of customary laws
governing property rights or relations in determining the ownership and extent of ancestral
domain;
The State shall recognize, respect and protect the rights of ICCs/IPs to preserve and develop
their cultures, traditions and institutions. It shall consider these rights in the formulation of
national laws and policies;
The State shall guarantee that members of the ICCs/IPs regardless of sex, shall equally enjoy
the full measure of human rights and freedoms without distinction or discrimination;
The State shall take measures, with the participation of the ICCs/IPs concerned, to protect their
rights and guarantee respect for their cultural integrity, and to ensure that members of the
ICCs/IPs benefit on an equal footing from the rights and opportunities which national laws

and regulations grant to other members of the population; and Towards these ends, the
State shall institute and establish the necessary mechanisms to enforce and guarantee
the realization of these rights, taking into consideration their customs, traditions, values,
beliefs, interests and institutions, and to adopt and implement measures to protect their
rights to their ancestral domains.
sec. 29 provides:
• The State shall provide equal access to various cultural opprotunities to the ICCs/Ips through
the educational system, public or cultural entities, scholarships, grants and other incentives without
prejudice to their right to establish and control their educational systems and institutions by providing
education in their own language, in a manner appropriate the their cultural methods of teaching and
learning. Indigenous children/youth shall have the right to all levels and forms of education of the
State.Furthermore, Sec. 34 of the same Act talks on the Right to Indigenous Knowledge Systmes and
Practices and to Develop own Sciences and Technologies:
3. Four Bundles of Rights of ICCs/IPs (under IPRA Sec. 7-37)

a. Rights To Ancestral Domain - All areas generally belonging to ICCs/IPs. Held under a claim of
ownership, occupied and possessed by ICCs/IPs by themselves or through their ancestors communally or
individually since time immemorial. Continuously to the present . Necessary to ensure their economic,
social and cultural welfare. It includes, Ancestral lands, Forests, Pasture, Residential, Agricultural, Hunting
grounds, Burial grounds, Worship areas, Bodies of water, Mineral & other natural resources.
Examples are Right of ownership, Right to develop lands and natural resources, Right to stay in
territories, Right in case of displacement, Right to regulate entry of migrants, Right to safe and clean air
and water, Right to claim parts of reservations, Right to resolve conflict, Right to ancestral lands, Right to
transfer land/property, Right to redemption. Responsibilities of the ICCs first, maintain ecological balance
that is to preserve, restore and maintain a balance of ecology in the ancestral domain by protecting the
flora and fauna, watershed areas and other reserves. Second, restore denuded forest that is to actively
initiate, undertake and participate in the reforestation of the denuded areas and other development
programs and projects subject to just and reasonable remuneration. Third, observe laws, to observe and
comply with the provisions of IPRA and the rules and regulations for its effective implementation
b. Right To Self-Governance And Empowerment - Self-governance and self-determination, Justice
system, conflict resolution institutions, and peace building processes, Participation in decision-making ,
Determine and decide priorities for development and Tribal barangays.
c. Social Justice And Human Rights ( Chapter V of IPRA) - this includes Equal protection and non-
discrimination of ICCs/IPs ( Sec 21), Rights during armed conflict ( Sec 22), Right to equal opportunity and
treatment ( Sec 23) , Discrimination against ICCs/IPs on the terms and conditions of employment and
denial of benefits (Sec 24), Basic services (Sec 25), Equal rights for women ( Sec 26) , Children and Youth
( Sec 27)
d. Cultural Integrity examples are Protection of indigenous culture, traditions and institutions,
Educational systems, Recognition of cultural diversity, Community Intellectual Rights, Rights to cultural
sites and ceremonies, Rights to Indigenous Knowledge Systems and Practices (IKSP), Access to biological
and genetic resources, Sustainable agro-technical development, Right to receive from the national gov’t
funds for archeological and historical sites.
3. IPs World Views and approaches

* Land is life ( sacred and precious
* holistic and interrelated view
* folk wisdom and oral tradition
* IKSPs were shaped by customs and traditions, beliefs and institutions.
* intergenerational responsibility and sustainable development

Name: _______________________________________________ Year/ Section: ___________

(PLEASE DO NOT FORGET TO WRITE YOUR COMPLETE NAME YEAR AND SECTION/ SUBMIT
ONLY YOUR LEARNING ACTIVITY SHEETS PER MODULE.)
VI. Learning Activities. (Module 3)

1. Terminologies. Directions: Define the words in the first column using your own words. Use the
rubrics below in defining the terms.
Terms Definition
IPRA
Ancestral Domain
Self - governance
Self - empowerment
Social Justice
Human Rights
Cultural Integrity
Rubrics
3 The concept was clearly defined using own words. No spelling, punctuation, and grammatical
errors.
2 The concept was defined but some of it were copied from the book or from a seatmate. Few
spelling, punctuation, and grammatical errors.
1 The concept was not defined clearly. It doesn’t show originality. Most of it shows spelling,
punctuation, and grammatical errors.
2. Table Matrix. Analyze the provisions in the first column. State how was implemented in your
community and the reason why it is not implemented. (You may answer in Filipino).
Provision How was it implemented Why not implemented

“The State shall recognize and
promote all the rights of Indigenous
Cultural Communities (ICCs) /
Indigenous Peoples (IPs)
hereunder enumerated within the
framework of the Constitution;”
“The State shall recognize and
promote the rights of ICCs/IPs
within the framework of national
unity and development”
“The State shall protect the rights of
ICCs/IPs to their ancestral domains
to ensure their economic, social
and cultural well - being and shall
recognize the applicability of
customary laws governing property
rights or relations in determining
the ownership and extent of
ancestral domain”
“The State shall recognize, respect
and protect the rights of ICCs/IPs to
preserve and develop their
cultures, traditions and institutions.
It shall consider these rights in the
formulation of national laws and
policies”

“The State shall guarantee that

members of the ICCs/IPs
regardless of sex, shall equally
enjoy the full measure of human
rights and freedoms without
distinction or discrimination”
“The State shall take measures,
with the participation of the
ICCs/IPs concerned, to protect their
rights and guarantee respect for
their
cultural integrity, and to ensure that
members of the ICCs/IPs benefit on
an equal footing from the rights and
opportunities which national laws
and regulations grant to other
members of the population”
“ The State shall institute and
establish the necessary
mechanisms to enforce and
guarantee the realization of these
rights, taking into consideration
their customs, traditions, values,
beliefs, interests and institutions,
and to adopt and implement
measures to protect their rights to
their ancestral domains”
Sec.29 The State shall provide
equal access to various cultural
opprotunities to the ICCs/Ips
through the educational system,
public or cultural entities,
scholarships, grants and other
incentives without prejudice to their
right to establish and control their
educational systems and
institutions by providing education
in their own language, in a manner
appropriate the their cultural
methods of teaching and learning.
Indigenous children/youth shall
have the right to all levels and
forms of education of the State”
Sec. 34 “Right to Indigenous
Knowledge Systmes and Practices
and to Develop own Sciences and
Technologies”.
3. Table Checklist. Check the column of your preference if you are aware or not of the different rights
of Indigenous Peoples. (You may answer in Filipino)
Aware Not Reason for being not aware of the

Aware rights of Indigenous Peoples
A. Rights to Ancestral Domain
1. Right of ownership

2. Right to develop lands and natural

resources
3. Right to stay in territories
4. Right in case of displacement
5. Right to safe and clean air and water
6. Self-governance and self-determination
7. Participation in decision-making ______ _____ ________________________________
8. Determine and decide priorities for
development
9. Equal protection and non-discrimination of
ICCs/IPs
10. Rights during armed conflict
11. Basic services
12. Children and Youth
13. Recognition of cultural diversity
14. Community Intellectual Rights
15. Rights to cultural sites and ceremonies
If you are aware of the indigenous rights, list down at least 5 sources of your information about
this rights.
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
B. Project (Module 3)
1. Directions. Interview your barangay captain about the implementation of IPRA in your community.
Include picture for documentation. Formulate your interview guide questions. Organize your
interview by considering the rubric below. There must be an introduction, body or discussion,
summary and conclusion. Write your output in a clean paper or bond paper. 30 points. You can use
the back part of your learning activities for your answer sheet.
Example. Interview guide question. Refer to your copy on the beginning principles of IPRA on on
your module (this module).
1. What is the extent of the implementation of IPRA in our community?

2. What among the provisions of IPRA is being implemented in our community?
3. What are the reasons why it is not implemented in our barangay?
4. What are your programs in implementing the provisions of IPRA?
Criteria Exceptional Acceptable 4 Marginal 3 Unacceptable 2 Score

5 or 1
Introduction You describe You describe You describe You describe
the interview the interview the interview little about the
event in event and event but say interview
detail and introduce the little about event or
skillfully person you the person person you
introduce the interviewed. you interviewed.

person you interviewed.

interviewed.
Questions Prepares Prepares and Prepares and Questions
and asks largely asks question and their
asks relevant that delivery
relevant questions that demonstrate indicate little
questions demonstrate a minimal preparation
that are aptly an understanding and attention
informed by understanding of the to context,
the , if not context, and and the
context and mastery, of the subjects’ subjects’
the subject’s the initial query. initial query.
initial query context and
the subject’s
initial query.
Listening Demonstrate Demonstrates Gives little Gives little or
Skills s careful attentiveness evidence of no evidence
listening by by interjecting careful of listening;
interjecting follow-up listening by marches
effective questions to largely through
follow up responses ignoring prepared
questions to that may have potentially questions
significant greater relevant without
responses. significance, if responses regard to
Effectively pursued. May and moving responses.
elicits elicit some on to the next Does not elicit
relevant relevant prepared elaborated
elaboration elaboration of question. responses.
of answers. answers. Elicits little
elaboration.
Summary You provide You provide a You provide You provide a
a detailed summary of a cursory perfunctory
summary of the interview summary of summary of
the interview with indication the interview the interview.
with a clear of the with little
indication of questions indication of
the asked and the questions
questions answers asked and
asked and received. answers
answers received.
received.
Conclusion You identify You identify at You convey You convey
at least three least two main little sense of little, if any,
main points points you what you sense of what
you learned learned from learned from you learned
from the the interview the interview from the
interview and convey a or how you interview.
and sense of what might apply it
convey a you learned in the future.
clear sense and how you
of what you might apply it
learned and in the future.
how you
might apply
it
in the future.

Writing Your writing Your writing is Your writing Your writing is

Mechanics demonstrate accomplished lacks clarity unfocused,
sa in terms of or rambling, or
sophisticated clarity and conciseness contains
clarity, conciseness and contains serious
conciseness, and contains numerous errors; your
and only a few errors; your report is
correctness; errors; your report lacks poorly
your report is report is well - organization. organized.
extremely organized.
well
-organized.
VII. Assignment. (Module 3)

1. State and discuss the provisions of the 1987 constitution in the recognition, promotion and
protection of Indigenous Peoples Rights. Use the rubrics below as your guide. (20 points)
Rubrics
Criteria Excellent Satisfactory Good Poor Score
(4) (3) (2) (1) (0) Multiplier
Content The essay is The essay is Answer is The essay The essay
complete; complete brief with has did not
sufficient however, insufficient excessive answer the
detail insufficient detail. discussion of question
provided to details were Unrelated unrelated Answer is
support provided to issues were issues and/or incomplete.
assertions. support the introduced significant x2
The answer assertions. and/or errors in
focuses only The answer minor errors content.
on issues focuses only in content.
related to the on issues Gives the
question; related to the impression of
factually question; writing just to
correct. factually complete for
correct. compliance.
Organizatio Essay shows Essay is Essay is Essay lacks
n high degree coherent and coherent and logical
of attention logically logically organization.
to logic and organized organized. It shows
reasoning of with Some some
points. Unity transitions points remain coherence
clearly leads used misplaced but ideas x1
the reader to between and lack
the ideas and stray from unity.
conclusion paragraphs the topic. Serious
and stirs to create Transitions errors.
thought coherence. evident but
regarding Overall unity not
the topic. of used
ideas is throughout
present. essay.
Grammar Essay is free Essay has Essay has Essay is

and of distracting occasional frequent dominated by
mechanics spelling, errors in errors of errors in

punctuation, spelling, spelling, spelling,

capitalization punctuation, punctuation, punctuation, x1
, sentence capitalization capitalization capitalization
structure and , sentence , sentence , sentence
grammatical structure and structure and structure and
errors. grammar, but grammar; grammar;
meaning is meaning meaning at
not confused or times
obscured. obscured. unidentifiable
Originality The essay The essay The essay The essay The entire
exhibits has at least has 3-5 ideas has 6 or essay was
original ideas 1-2 ideas that were more ideas copied
of the that were copied from that were from a x1
student. No copied from books, copied from book,
copy pasted books, internet or books, internet or
ideas from internet or from fellow internet or from fellow
books, from fellow student. from fellow student.
internet or student. student.
student.
VIII. EVALUATION (Module 3)

A. ESSAY: Answer the question comprehensively with not less than 100 words and not more than 150
words. Be guided by the rubrics below. (20 points)
1. How you as a student contribute to the preservation, protection and promotion of traditional
knowledge? Justify your answer by citing specific example.
2. How would you evaluate the usage of your traditional language at home? Justify your answer.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Rubrics
Criteria Excellent Satisfactory Good Poor Score
(4) (3) (2) (1) (0) Multiplier
Content The essay is The essay is Answer is The essay The essay
complete; complete brief with has did not
sufficient however, insufficient excessive answer the
detail insufficient detail. discussion of question
provided to details were Unrelated unrelated Answer is
support provided to issues were issues and/or incomplete.
assertions. support the introduced significant x2
The answer assertions. and/or errors in
focuses only The answer minor errors content.
on issues focuses only in content.
related to the on issues Gives the
question; related to the impression of
factually question; writing just to
correct. factually complete for
correct. compliance.
Organizatio Essay shows Essay is Essay is Essay lacks
n high degree coherent and coherent and logical
of attention logically logically organization.
to logic and organized organized. It shows
reasoning of with Some some
points. Unity transitions points remain coherence
clearly leads used misplaced but ideas x1
the reader to between and lack
the ideas and stray from unity.
conclusion paragraphs the topic. Serious
and stirs to create Transitions errors.
thought coherence. evident but
regarding Overall unity not
the topic. of used
ideas is throughout
present. essay.
Grammar Essay is free Essay has Essay has Essay is

and of distracting occasional frequent dominated by
mechanics spelling, errors in errors of errors in
punctuation, spelling, spelling, spelling,
capitalization punctuation, punctuation, punctuation, x1
, sentence capitalization capitalization capitalization
structure and , sentence , sentence , sentence
grammatical structure and structure and structure and
errors. grammar, but grammar; grammar;
meaning is meaning meaning at
not confused or times
obscured. obscured. unidentifiable
Originality The essay The essay The essay The essay The entire
exhibits has at least has 3-5 ideas has 6 or essay was
original ideas 1-2 ideas that were more ideas copied

of the that were copied from that were from a x1

student. No copied from books, copied from book,
copy pasted books, internet or books, internet or
ideas from internet or from fellow internet or from fellow
books, from fellow student. from fellow student.
internet or student. student.
student.
IX. REFERENCES
Bates P. etal. (2009). Learning and knowing in indigenous societies today. UNESCO, Paris.
Sapao (2018). Cultural profiling awareness and practices of students: Towards the creation of cultural
center. Saint Mary’s University, Bayombong Nueva Vizcaya
National Commission on Indigenous Peoples
Prepared by:
ALICIA D. SAPAO, PhD

Faculty

Instructional Module: Republic of The Philippines Nueva Vizcaya State University Bayombong, Nueva Vizcaya

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Instructional Module: Republic of The Philippines Nueva Vizcaya State University Bayombong, Nueva Vizcaya

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

College of Arts and Sciences

DEGREE BSPA COURSE NO. GEELCTIVE 1

I. UNIT TITLE/CHAPTER TITLE

INDIGENOUS PEOPLES RIGHT ACT (Republic Act 8371)

III. LESSON OVERVIEW

IV. DESIRED LEARNING OUTCOMES

2. The Legislative History of the IPRA

NVSU-FR-ICD-05-00 (081220) Page 1 of 12

The beginning state principles in section 2 of the act declares:

unity and development;

national laws and policies;

NVSU-FR-ICD-05-00 (081220) Page 2 of 12

rights to their ancestral domains.

3. Four Bundles of Rights of ICCs/IPs (under IPRA Sec. 7-37)

3. IPs World Views and approaches

NVSU-FR-ICD-05-00 (081220) Page 3 of 12

Name: _______________________________________________ Year/ Section: ___________

NVSU-FR-ICD-05-00 (081220) Page 4 of 12

VI. Learning Activities. (Module 3)

Provision How was it implemented Why not implemented

NVSU-FR-ICD-05-00 (081220) Page 5 of 12

“The State shall guarantee that

Aware Not Reason for being not aware of the

NVSU-FR-ICD-05-00 (081220) Page 6 of 12

2. Right to develop lands and natural

1. What is the extent of the implementation of IPRA in our community?

Criteria Exceptional Acceptable 4 Marginal 3 Unacceptable 2 Score

NVSU-FR-ICD-05-00 (081220) Page 7 of 12

person you interviewed.

NVSU-FR-ICD-05-00 (081220) Page 8 of 12

Writing Your writing Your writing is Your writing Your writing is

VII. Assignment. (Module 3)

Grammar Essay is free Essay has Essay has Essay is

NVSU-FR-ICD-05-00 (081220) Page 9 of 12

punctuation, spelling, spelling, spelling,

VIII. EVALUATION (Module 3)

NVSU-FR-ICD-05-00 (081220) Page 10 of 12

Grammar Essay is free Essay has Essay has Essay is

NVSU-FR-ICD-05-00 (081220) Page 11 of 12

of the that were copied from that were from a x1

ALICIA D. SAPAO, PhD

NVSU-FR-ICD-05-00 (081220) Page 12 of 12

You might also like

Name: _____________________________________ Year/ Section: _