MODULE V

INDIGENOUS PEOPLES OF THE

PHILIPPINES

Prepared by: Jose R. Gaviola

The ethnolinguistic groups or indigenous peoples of the Philippines suffered social
discrimination due to their unique characteristics and culture and lack of awareness of the
Philippine society to warrant respect and recognition of their rights, customs, rituals and other
distinct features.
This module intends to familiarize students with the indigenous peoples of the Philippines,
recognize their cultures, customs, beliefs and religious practices or rituals. The rights of the
IPs as provided in the RA 8371 (IPRA Law) will be taken up with the hope of recognizing
and respecting them to reduce discriminations long suffered by these ethnolinguistic groups.
This consists of five (5) sections. Section 1 focuses on the peopling of the Philippines;
Section 2 is on the IPs of the Philippines; Section 3 deals with the definition of IPs in varied
frameworks; Section 4 tackles the Indigenous Filipino spirituality; and Section 5 takes care of
the provisions of RA 8371 otherwise known as the Indigenous People Rights Act.
Section 1: - The Peopling of the Philippines

Learning Outcome: After studying this section, the learners must have:
  Familiarized themselves with the different theories of the peopling of the Philippines
and the different ethnic or indigenous groups in the Philippines
 Identified the different geographic locations of the IPs in the Philippines
Learning Content
 Archaeological Findings in Palawan (e.g. Tabon Skull fragments)
 Indigenous Peoples of the Philippines
Learning Resources/Resource Materials
 Jocano, L. (1967). Beginnings of Filipino Society and Culture.Philippine Studies, 14
(1), 9-10
 Gaillard J. & Mallari, J. (2004). The peopling of the Philippines: A Cartographic
synthesis
Hukay: Journal of the University of the Philippines. Archaeological Studies, Page
6,
pp. 1-27
 Laptop and other gadgets
 Internet materials
Time Frame: Week 15 (January 24 to 28, 2022)
Pre-Activity
 Read the details of the theories on the peopling of the Philippines –
Peopling of the Philippines – retrieved from
halsh.archives-ouvertes.fr/file/docid/119458/filename/Gaillard_Mallari.doc.
The Peopling of the Philippines: A Cartographic synthesis—Jean Christopher
Gaillard & Joel P.Mallari aboutphilippines.org/documents_etc/Gaillard_Mallari pdf

Theories on the Peopling of the Philippines

Theory 1 – argues that there is an internal development within the Austronesian region, i.e.
there is an internal human evolution within that area.
Theory 2 – Multiple Homeland Hypothesis proposed by Bayer argues there are multiple
origins of the peopling of the Philippines
Theory 3 – the first wave came from Indonesia move to the Philippines; second wave starts
from Indonesia to the Philippines dispersed and proceeded to the different islands; third wave
came from Indochina and the last wave came from mainland China.
Theory 4 – Melanesia Homeland Hypothesis (cited by Dren) movement of people from
Melanesia 3500 B.C
Theory 5 -Unique China Sea Homeland Hypothesis proposed by Solheim argues that
peopling of the Philippines was related to the thriving of trade relations happening around
Borneo, Celebes Sea (Gaillard and Mallari, 2004) Trade brought Nusantao to the Philippines
going north to Taiwan
Theory 6 – Unique Mainland Southeastern China Hypothesis made us of linguistic evidence
(lexicon and morphology) to demonstrate the origin of the movement of people to the
Philippines but till today the route of the people remains in question. Archeologist Heine
Gelden believed that the movement started from South China to the Malay Peninsula to
Borneo to Palawan (Gaillard and Mallari, 2004).
Theory 7 – Slightly different Hypothesis proposed by Thomas and Healey and Thompson
(Gaillard and Mallari, 2004) argues that movement started from Southeastern China to
IndoChina to Borneo entering the Philippines through different routes – one group to
Palawan and Mindoro, the other through the island of Mindanao.
Theory 8 – proposed by Suggs and Shuttle and Marck that the movement started from China
to Formosa, to Batanes Island and scattered around the archipelago and reached as far as
Borneo (Gaillard and Mallari, 2004).
Based on the discussion about the theories on the peopling of the Philippines, plot the
movement of the people to the Philippines in the following map.

Section 2 – IPs of the Philippines

Learning Outcome
At the end of this section, the learners must have:
1. Familiarized with the different ethnic or indigenous groups in the Philippines
2. Identified the different geographic locations of the IPs in the Philippines
3. Recognized the different indigenous groups in the Philippines and articulate the
reasons for their inclusion based on a well-founded definition of IP

Learning Content
 IPs of the Philippines
 Definition of IP based on the UN, ADB, ILO, and WHO framework
 Qualifications of IPs in the Philippines
Learning Resources
 Philippine map
 Internet Materials (Films, documentaries)
- Indigenous Peoples of Luzon – retrieved from –
guides.library.manoa.hawaii.edu/c.php?q= 10523&p=687381
- Philippine IPs of Mindanao -Research- retrieved from
https://guides.library.manoa.hawaii.edu/c.php?g=105238&p=687428
 Qualifications of IPs in the Philippines
 Internet websites
 Laptop and other gadgets
Time Frame: Week 15 (January 31 to February 4, 2022)
Learning Activities
Pre-activity: (Prior Knowledge) Instructions: Answer these questions briefly:
` 1. What comes to your mind when you hear the word katutubo?
Native or Indigenous people usually comes to my mind when I heard the word
Katutubo.
2. Enumerate the names of groups of people in the Philippines you consider as katutubo.
No. Name of Group Description
1. Tausog They are the Suluk people
2. Ifugao They are indigenous group in Central
Cordillera.
3. Manobo These people are still in a subsistence
level economy and are generally in the
mountains of Bukidnon.
4. Badjao They are referred to as the “sea gypsies
of Sulu and Tawi-Tawi.”
 5. Ivatan They are natives of Batanes
6. Mangyan A generic name referring to the different
indigenous groups of the island of
Mindoro.
7. Aetas or Negritos This group inhabits the province of
Zambales.

3. What do these groups have in common?

Their close attachment to ancestral land, territory and resources. Aside from that, They
all share a history of injustice.
 a. Map the location of 20 Philippine IPs that you know using the Philippine map.Activity
#. 1
b. Film Showing: Watch or view the following films and note their characteristics and
culture of the IP being featured.

- Investigative Documentaries: Indi-Com.

 https://www.youtube.com/watch?v=M1b1bF
- Ifugao: Chanters of Ages
https://www.youtube.com/watch?v=gZVEhy131U8
- Talaandig: Dancing as Moved by the Spirits
https://www.youtube.com/watch?v=NtcN-9hPUYO
- Tiboli: Tribal Sound of the Philippines
https://www.youtube.com/watch?v=cODU3zvo-JA
- Tribal Journeys: The Agtas
https://www.youtube.com/watch?v=XNazuELmZTY

c. Defining IP
Instructions: Access the definition of IPs from these websites, then summarize the
elements based on the existing definitions and the qualifications for a group of people
to be considered an IP.
Access the following internet materials:
1. http://www.un.org/esa/socdev/unpfii/documents/5session_factsheet 1 pdf
2. http://www.iwgia.org/culture-and-identity/iden-of-indi-peoples
3. http://www.adb.org/sites/default/files/publication/28027indi-peoples regional
pdf
4. http://www.who. Int/mediacentre/factsheet/fs326/en/
Guide Questions:
1. Note the definitions of IP according to the United Nations (UN), Asia Development
Bank (ADB), World Health Organization (WHO)and International Labor
Organization (ILO)frameworks. Which definition do you think is most appropriate
and acceptable? Why?
I think the most appropriate and acceptable definition of IP or Indigenous people is
the World Health Organization (WHO). WHO not just only defined it well, but also
provides a modern and inclusive understanding of IPs.
2. Identify IP group which you think matches the definition you think is most appropriate
and acceptable.
The lgorot and Lumad group.

Recognizing the IPs

Summary of the Elements based on the existing definitions of IPs
1. Self-identification – one belongs to IP if he/she is accepted as belonging to the
group
2. Ancestral roots and descent- common ancestry of lineage
 3. Historical continuity of way of life (religion, tribal system of governance, dress,
means of
livelihood, lifestyle, etc)
4. Ancestral language sustained
5. Ancestral land claim
6. Distinct way of life and Non-Dominance
7. Aspiration for self-preservation and self-determination

Qualifications of IPs?
IPs are commonly termed katutubo. In Mindanao they are called Lumad. Republic Act 8371
(IPRA) refers IPs as synonymous to Indigenous Cultural Communities (ICC) and defines as
having the following qualifications:
a. A group of people or homogenous societies identified by self-aspiration and
ascription
by others who have continuously lived as an organized community bounded and
defined territory.
b. Those who have under claims of ownership since time immemorial, occupied,
possessed and utilized such territories sharing common bonds of language,
customs,
traditions, and other distinctive cultural traits
c. Those who become historically differentiated from the majority of the Filipino
through resistance to political, social and cultural inroads of colonization, non-
indigenous religions and culture
d. People regarded as indigenous on account of their descent from the population
that inhabited the country at the time of conquest or colonization or of inroads of
non-indigenous religions and culture or establishment of present state boundaries
e. People who retain some or all of their own social, economic, cultural and
political institutions
f. People who may have been displaced from their traditional domains o who may
have resettled outside their ancestral domains.
Know More About IPs
Learning Activity
Instructions: View the following Films and take note of their characteristics and
culture
 1. investigative Documentaries: Indi-Com. https://www.youtube.com/watch?
v=M1b1bF
2. Philippine IP Struggle Between Modernization and Heritage -available at
https://www.youtube.com/watch?v=F1d2ygQzqLA
3.A Glimpse into Three IP Culture of the Philippines
https://www.youtube.com/watch?v=drF-Hg.UBo4
Guide questions:
1Describe the culture and the characteristics of the IP/ECC featured in the film.
Aetas have dark to dark-brown skin and curly hair, which is characteristic of their culture.
The majority of Aetas are monotheists and animists. They worship a Supreme Being and
believe in environmental spirits at the same time. They believe that both good and evil spirits
govern various aspects of our environment. They use music and dance to express and
celebrate their love for Apo Namalyari, their God. They had an arranged marriage when they
were young, and the bride’s parents will receive a dowry as a result. They dress in plain red
and simple clothing. They wear wrap around skirts or bark cloth (for women) and loin cloths
(for men) and are skilled in weaving and plating. As for Kalinga, they wear their traditional
clothes , the BAHAG for boys and TAPIS for girls. They have strong Kinship among their
relatives and tribal identify. They had plenty of traditional instruments used in different
occasions. The Peace Rights are accompanied with traditional music and dance. Ifugaos are
brave, fast and sharp in mind. Ifugaos are quite popular for their Banaue Rice Terraces, one
of the most extensive rice terraces built in the world. They are into music, dance and arts as
well. Their primary livelihoods are farming and weaving. Their seasonal harvest are
celebrated with a Thanksgiving feast of rice cake and joyful music and dance. Most
especially, their traditional or original houses , which they consider as one of their treasure.
2. How do you feel about the IPs you viewed from the films?
I am amazed by their unique practices, cultures and characteristics. As I watch them showing
their amazing instruments, music and dances, I felt great especially that they preserved and
conserved their rich cultures. However, I felt bad at the same time seeing them experiencing
social discriminations, and many types of challenges in the society they do not deserve.

Section 3 – Indigenous Filipino Spirituality

Learning Outcome:
At the end of this section, the learners
must have:
  Identified and discussed different religious and spiritual, beliefs and practices among
IPs
 Compose a story about how IPs manifest their religious and spiritual experiences
Learning Content
 Filipino Spirituality
 Aetas of Pampanga, Bataan and Zambales
 Strong Faith and Religious Rituals of Aetas
Learning Resources
 Aeta, Kalinga and Ifugao: A Glimpse into Three Indigenous Cultures of the
Philippines (in Tagalog) http://suprememastertv.com/bbs/board.php?bo-table=feature
&wr-id=767
 Watch film “Mumbaki” – This is an Igorot film about their religious practices –
retrieved from
https://www.youtube.com/watch?v=4a_EOVKeNUO
 Video on the Rituals of IPs in the Philippines
- Video Documentary on IPs of the Philippines – retrieved from
Google.com/search?
q=videodocumentary+on+the+Philippine&aq=video+documentary+on+the+IPs+of
+trhe+Philippines&aqs=chrome.69i
 Laptop and other gadgets, film
 Internet websites
Time Frame: Week 16 (February 7 to 11, 2022)
Pre- Activity
Prior Knowledge (Guide Questions)
 Watch the video “A Glimpse of the Three Indigenous Cultures of the Philippines”
(refer to website listed under the learning resources above)
 List at least ten common religious rituals or practices that you know are practiced by
Filipinos
Learning Activity
 Group processing and sharing
 Discussion
 Film viewing
Processing;
 Watch movie “Mumbaki.” After watching the film, identify religious activities of
Igorots and the importance of these activities or rituals
 Discuss the spirituality of Igorots

Exercise 5.3.1
Activity Sheets
No Religious Rituals Among Filipinos
.
1. Daw-es
2. Canao
3. crucifixions
4. Bulul ritual
5. Baki ritual
6. Hagoho ritual
7. Pahang ritual
8. Pa’bi ritual
9. Ayag ritual
10. Pa’o ritual

Exercise 5.3.2
Instructions: Discuss the spirituality of the Igorots
The Igorots' culture is rich in religious traditions, which include various rituals,
devotions and beliefs. Igorots believed in God and already had different religious
rituals that demonstrated their spirituality. Igorots are also animists who believe that
spirits abound in the environment—in rivers, seas, plants, trees and animals. These
spirits often called Ap-apo under superior deities, kabunyan. They had also Adi kaila as
the creator or the highest God.
Further Readings
 Indigenous Customs and Rituals
 Some Indigenous Rituals in the Philippines
Source: Rosales, Amalia C, Sebastian, Raul Roland and Viray, Joseph Reylan (2020).
Understanding
Philippine History: Reading and Discourse. (Quezon City). LORIMAR
Publishing, Inc.
References
Cava, Propsero (1998). The puwestos of Mt. Banahaw. In T. Obusan (Ed.). Roots of Filipino
Spirituality-221-228 Philippine Namamathala
Fox, R. (1992). The Pinatubo Negritos: Their Useful Plants and Material Culture. The
Philippine Journal of Science 81, 173-414
P. Carunugan (2005, Mar 5). The Aeta of Bataan retrieved from
https://theacultura.blogspot.com/2005/03/aeta-of-bataan.html
Section 4 – Republic Act 8371 or the Indigenous People Right Act (IPRA)
After knowing who the IPs are, their customs and rituals, let’s move on to the rights granted
to them for their protection and existence as ICC or IPs of the Philippines. A special law was
enacted to define their rights as indigenous groups distinct from the majority of the Filipino
population. As citizens of our country, they deserve recognition and respect and not
discriminated.

Learning Outcome
At the end of this section, the learners must have:
1. Familiarized and gained awareness of the rights of IPs stipulated in RA 8371;
2. Listed down the rights granted by the IPRA law
3. Prepared a video documentary on the promotion of the cultural heritage, rights and
values of
IPs in the Philippines.
Learning Content
 Provisions of RA 8371 or IPRA Law –(Indigenous Peoples Rights Act of 1997)
Chapter III -Rights to Ancestral Domain
Chapter IV – Rights to Self-Governance and Empowerment
Chapter V – Social Justice and Human Rights
Learning Resources
 RA 8371- IPRA of 1997 available at
https://www.officaalgazette.google-RA No. 8371-Official Gazette IPRA of 1997
 List of Topics or Videos from the Internet
- A Guide to the Indigenous Tribes of the Philippines-Culture Trip- retrieved from
https://the culture trip.com>article
- Protecting IPs rights in the Philippines – retrieved from –
https//www.youtube.com/watch?v=oxdS8GdfHR4
- The importance of indigenous rights and knowledge in conservation- retrieved from
Youtube.com/watch?v=agQDKkueT-c
 Laptop and other gadgets
 Official Gazette
Time Frame: Week 16-17 (February 14 to 18, 2022)
Learning Activity
Exercise 5.4.1
Instructions: Read the provisions of RA 8371 from above stated website and make a list of
the
 Indigenous Peoples Rights stipulated in Chapters III, IV and V using the table below.
Indigenous Peoples Rights (IPRA Law)
Chapter III-Rights to Chapter IV- Rights to Self- Chapter V- Social Justice
Ancestral Governance & Empowerment and
Domains Human Rights
Right to Participate in Decision- Equal Protection and
Right of Ownership Making. Non-discrimination of
ICCs/IPs

Right to Develop Lands Justice System, Conflict Rights During Armed

and Natural Resource Resolution Institutions, and Conflict.
Peace Building Processes
Right to Stay in the Freedom from
Territories Right to Determine and Decide Discrimination and
Priorities for Development. Right to Equal
Right in Case of Opportunity and
Displacement Means for Treatment.
Development/Empowerment of
Right to Regulate Entry ICCs/IPs. Unlawful Acts
of Migrants Pertaining to
Employment.
Right to Safe and Clean
Air and Water. Rights to Basic Service

Right to Claim Parts of Equal rights for ICC/IP

Reservations women

Right to Resolve The State shall provide

Conflict full access to education,
maternal and child
Right to transfer care, health and
land/property nutrition, and housing
services to indigenous
Right to Redemption women.

Rights to Maintain Rights for Children and

Ecological Balance Youth.

Rights to Restore
Denuded Areas and
observe laws.

Let’s Explore
Instructions: Read the text below.
Promoting Philippine Culture and Values
Cultural awareness is a requirement is a requirement for social inclusion and equity. More
and better interaction among members of a community requires awareness and appreciation
of culture and values that drives people’s attitudes and behavior. It is necessary therefore to
be aware of the challenges affecting diverse culture of the IPs in the Philippines in order to
make amendments in the way non-IP groups react towards the indigenous tribes being
citizens of the country.
Challenges Affecting Diverse Culture in the Region/Country
1. Lukewarm involvement of IPs in the development process
- laidback implementation of the policies, decrees and other related laws that
recognize their
inherent right to claim ownership over their ancestral domain handed to them by their
ancestors since birth. These laws include: -the Universal Declaration of Human Rights
in
1948, the International Convention on the Elimination of Racial Discrimination
(ICERD) and
The United Nations Declaration on the Rights of the IPs (UNDRIP).
Sec.17. Art. XIV of the 1987 Constitution provides that “the State shall recognize,
respect, and
protect the rights of indigenous cultural communities to preserve and develop their
cultures, traditions and institutions. It shall consider these rights in the formulation of
the national plans and policies.
Further Chapter VI. Sec. 32 of RA 8371 on the IPRA of 1997 states that the IPs have
the right to
practice and revitalize their own cultural traditions and customs.
2. IPs suffer from poverty and injustice due to lack of educational, technical knowhow,
security, social facilities, micro financing and land tenure security.
3. Need to fast track resolution of ancestral domain claims and mapping of IP areas- due:
(a) to tedious requirements for application for Certificates of Ancestral Domain Title (CADT)
and manipulation of free and prior inform consent process (FPIC); (b) no funds to implement
the Ancestral Domain Sustainable Development and Protection Plan (ADSDPP).
4. Overlapping of land tenure instruments and support documents
5. Inequity in the delivery of health services, discrimination and insensitivity to culture
and traditions of indigenous tribes.
6. Lack of latest data on the disaggregation of population data by ethnic origin. Latest data
is still as of 1990.
7. Absence of documentation of the culture and practices of the IPs.
Exercise 5.4.2 – Promoting IPs rights and culture
Instructions: Aware of the rights and challenges affecting the IPs in the Philippines, how can
you help promote the rights and cultures among non -IP groups in order to reduce the social
discriminations experienced by the ICCs/IPs? What proposals or recommendations can you
offer to address each of the above listed challenges?
I believe, educating ourselves when it comes to promoting our rights and cultures
properly, making sure that we considered and recognized them as equal to us can help
in reducing social discriminations among the ICCs/IPs. In order to address those
challenges, we should implement certain programs which are effective, beneficial to
them and will surely help them overcome those challenges.

PERFORMANCE TASK:
Instructions: Form small groups of three (3) members. Collaborate with your group by
preparing a 3 to 5 -minute Video Documentary on the promotion of IP rights, cultural
heritage and values. Make sure that each member contributes to the accomplishment of the
group task. Include in the documentary the contribution of each member.
Observe the Documentary Rubric below.

MODULE CHECK
Instructions: Supply the data or information called for in each item.
1. Define an Indigenous people or katutubo. (2 points)
Any ethnic group of people living in a region with which they have the earliest known
historical connection, and who to some extent maintain the language and culture of
those original peoples.
2. Name five (5) IPs from Mindanao
1. Manobo, 2. Bagobo 3. Maranao 4. T’boli 5. Mamanwa.
3. List five (5) provinces where the Aetas are located.
Zambales, Tarlac, Panay, Bataan, and Nueva Ecija
4. Name two (2) ethnic groups from each of the following provinces in the Cordilleras: Abra,
Apayao. Ifugao, Kalinga, and Mountain province.
Abra- Banaw and Belwang
Apayao- Isneg and Malaueg
Ifugao- Ayangan and Kalanguya
Kalinga- Bontoc and Kankanaey
Mountain Province- Balangao and Binontok
4. How can you classify or categorize an ethnic group as IP in the Philippines? Cite five (5)
criteria or qualifications.
5 List five (5) religious rituals or practices of IP Filipinos
1. Bulul ritual 2. Baki ritual 3. Hagoho ritual 4. Pahang ritual 5. Pa’bi ritual.
6. Give two (2) rights of the IPs based on the R.A. 8371 or the IPRA Law on the following
categories: (a) rights to ancestral domain, (b) rights to ancestral lands, (c) right to self-
governance and improvement, (d) social justice and human rights
(a) Rights to ancestral domain-- Right of Ownership& Right to Develop Lands and
Natural Resources.
(b) Rights to ancestral lands-- Right to transfer land/property & Right to Redemption.
(c) Rights to self-governance and improvement-- Right to Participate in Decision-Making
and Right to Determine and Decide Priorities for Development.
(d) Social justice and human rights—Rights During Armed Conflict & Freedom from
Discrimination and Right to Equal Opportunity and Treatment.
7. What are included or the composition of the ancestral land domains? (3 points)
Ancestral lands/domains shall include such concepts of territories which cover not only the
physical environment but the total environment including the spiritual and cultural bonds
to the areas which the ICCs/IPs possess, occupy and use and to which they have claims of
ownership.

Looking Back at Your Learning Process

Answer the following questions truthfully and wholeheartedly. Write your

answer
In your Reflection Journal below.

1. Which section/s or part/s is (are) easy for you to study? Why was it easy?
2. Which section/s or part/s is (are) difficult? Why was it difficult?
3. If you were to study the content of the module and do the exercises again, how would you
improve your learnings?
a. Refer to your own exercises
b. Confer with your classmates and ask them of the past exercises in studying
c. Consult your teacher and ask for suggestions
4. What are your concerns about this course/subject (GE-RPH). List them with
Your plans/proposals to overcome them.