This document discusses the history and people of Mindanao. It describes the three main groups - the Bangsamoro (Moro), Lumad (indigenous peoples), and migrant settlers. The Moro are 13 Islamic ethnic groups who first adopted Islam in the 13th-14th centuries through trade. The Lumad are 18 indigenous ethnic tribes. Migrant settlers came from other Philippine regions. Mindanao provides significant resources to the Philippine economy like rice, fish, and minerals. It also discusses the purpose of studying this history - to promote understanding between groups and prevent past conflicts.
This document discusses the history and people of Mindanao. It describes the three main groups - the Bangsamoro (Moro), Lumad (indigenous peoples), and migrant settlers. The Moro are 13 Islamic ethnic groups who first adopted Islam in the 13th-14th centuries through trade. The Lumad are 18 indigenous ethnic tribes. Migrant settlers came from other Philippine regions. Mindanao provides significant resources to the Philippine economy like rice, fish, and minerals. It also discusses the purpose of studying this history - to promote understanding between groups and prevent past conflicts.
This document discusses the history and people of Mindanao. It describes the three main groups - the Bangsamoro (Moro), Lumad (indigenous peoples), and migrant settlers. The Moro are 13 Islamic ethnic groups who first adopted Islam in the 13th-14th centuries through trade. The Lumad are 18 indigenous ethnic tribes. Migrant settlers came from other Philippine regions. Mindanao provides significant resources to the Philippine economy like rice, fish, and minerals. It also discusses the purpose of studying this history - to promote understanding between groups and prevent past conflicts.
Mindanao: The Land of Promise Island Group of Mindanao • Zamboanga Peninsula (Region IX) • Northern Mindanao (Region X) • Davao Region (Region XI) • SOCCSKSARGEN (Region XII) • Caraga (Region XIII) • Autonomous Region in Muslim Mindanao (ARMM) Why the land of promise? • Land area ≈ 10.2 million has. • Population ≈ 20 million • Home of tri-people – 13 islamized ethnic group (Moro) – 18 ethnic indigenous groups (Lumad) – 9 ethnic groups from Luzon & Visayas (migrant groups) • The Philippine economy depends on Mindanao for: – 25% of rice – 67% of cattle and tuna – more than 50% of corn, fish, and chicken -100% of pineapple, rubber, and banana exports -90% of plywood and lumber -63% (1 billion metric tons) of RP's nickel reserve -48.5% (50.3 million metric tons) of gold reserves -38.5% (2.6 million hectares) of forest -38% (3.73 million hectares) of farmland • Of the 20 poorest provinces in the Philippines: -13 are in Mindanao -All the ARMM provinces (12 municipalities in ARMM have no government doctors) The Tri-People of Mindanao The Bangsamoro -Badjao -Molbog -Jama Mapun -Palawani -Iranun -Samal/Sam-a -Kalagan -Sangil -Kalibugan -Tausug -Maguindanao -Yakan -Maranao The Lumad (Tribal) -Manobo -Higaonon -Mangquwangan -Subanen -Bagobo -Ubo -B'laan -Tagakaolo -Ata -Tiboli -Bukidnon -Mansaka -Mandaya -Banwaon -Mamanwa -Teduray -Dibabawon -Kalagan The Settlers (migrant groups, mostly Christians) -Tagalog -Cebuano/Boholano -Bikol -Ilongo -Kapampangan -Waray -Ilocano -Chavacano -Other migrant groups Why study History 3? Hadji Kamlon: A Tausug Hero • A World War II Veteran • From Luuk, Sulu province • Defied government authorities for 8 years • Considered as the biggest threat to the national security • Legendary Folk Hero • Reasons of rebellion – wanted to be a freebooter again – conflict among local leaders – irked by the land registration law • Because of him a special house committee was made Why was the MSU System created? • From Commission on National Integration (CNI) to Mindanao State University (MSU) • Created on September 1, 1961 through RA 1387 • The brainchild of Senator Domocao A. Alonto • “Government's response to the Mindanao Problem.” • Dr. Antonio Isidro- social laboratory for national igtegration is the heart of MSU • Students are of different ethnic, religious, and cultural background • “Unity in diversity” How did History 3 become a mandated course in the MSU System? • Integration Controversy • Salah Jubair- Time will come that one could not distinguish Muslims from the Christians and vice versa. • Mission- “preserve and promote the cultural heritage of the region” • Moro and other IP cultures would be no longer considered marginal, trivial, or minor. • The struggle and history of Moros and Lumads are integral parts of the general struggle and history of the Philippines. What is the purpose of studying History 3? • History helps students see Filipinos' pat “mistakes”. • First- erase the wrong mentality • Second- expand our uderstanding • Third- develop essential values A Story Of Mindanao and Sulu Who are the present people of Mindanao, Sulu and how may they be distinguished front one another? Indigenous A • generally professing belief of Islam, the Muslims • lumad groups Indigenous B • Visayan speaking • indigenous peoples of Northern Mindanao and Eastern Mindanao • Chavacanos of Zamboanga Where did the name Moro came from and what does it mean? • It came from the Spanish colonizers • It was meant to perpetuate an image of the Muslim people as savage and treacherous, while they are simply defending their homeland and faith. Where did the name Lumad came from and what does it mean? • Grew out of the political awakening among various tribes during the martial law regime of President Marcos. • To achieve self-determination for their member tribes, or, put more concretely, self-governance within their ancestral domain in accordance with their culture and customary laws. What do all of them, the Moro, the Lumad, and the other settler inhabitants of Mindanao, Sulu and Palawan have in common?
• Common origin in the Malayo-Polynesian family of
languages • Physical appearances When did Islam come to Mindanao, Sulu, and Palawan? • Sulu- 13th century, about 1280 • Maguindanao- 1460 • Palawan- not clear How did Islam come to Mindanao, Sulu, and Palawan? • It came with trade. • Manila, Melaka, Maluku Peace Challenge • Create solution-providers and trouble-shooters of Mindanao • Initiate actions for “positive change” • “You cannot change the ugly situation of Mindanao, for you are just students!” • Individually, one may not feel his own impact, but collectively, they could prove to be an important key to open more widely the door to the triumph of the culture of peace in this part of the world.