Module 2

LOCATION OF THE
ETHNIC GROUP IN THE PHILIPPINES

Introduction:

The Philippines is a culturally diverse archipelago, home to over a hundred

indigenous groups that are deeply rooted in the country's history, culture, and
geography. Scattered across different islands, these indigenous communities inhabit a
wide range of geographical landscapes—ranging from the rugged highlands of
Northern Luzon to the dense forests of Mindanao and the isolated islands in between.
Each group has developed unique cultural practices, languages, and ways of life that
are closely tied to their specic environment. For instance, the Ifugao people thrive in the
mountainous Cordillera region, known for the world-renowned rice terraces, while the
Badjao people of the Sulu archipelago are traditionally sea dwellers, living on boats or
coastal settlements. Understanding the geographical distribution of these groups is
crucial not only for recognizing their cultural richness but also for addressing their socio-
economic challenges, ensuring that policies and programs are responsive to their
unique contexts and needs.

Learning Outcomes:

At the end of the lesson the Pre-Service Teachers should be able to:

1. familiarize students with the different ethnic or indigenous groups in the

Philippines.
2. identify the different geographical locations of the indigenous peoples of the
Philippines.
3. Promote awareness of indigenous groups in the Philippines.

Explore:

Activity 1: Map it out”

In this activity, students will explore the geographical distribution of ethnic and
indigenous groups in the Philippines through a mapping exercise. Students will be tasked
with locating and labeling where each group is found on the map. Students will be
tasked with locating and labeling where each group is found on the map. They will write
the name of the group in the appropriate area—for instance, “Ifugao – Luzon (Cordillera
Region)” or “T’boli – Mindanao (South Cotabato).” Once labeling is complete, students
will move on to the extension activity, which involves color-coding their maps. They may
either use one color per region (e.g., Luzon in red, Visayas in blue, and Mindanao in
green) or color-code based on environmental setting (e.g., mountain areas in brown,
coastal in blue, and forest in green)
Process Questions:

1. What did you notice about the location of most indigenous groups in the
Philippines?
2. Are they concentrated in specic regions or environments?
3. Why do you think many indigenous groups are found in mountainous or remote
areas?
4. How does geography inuence the lifestyle, culture, and livelihood of each ethnic
or indigenous group?
5. What similarities or differences did you observe among the groups based on their
location?
Explain:
LEARNING CONTENTS:

Although not accurate, the population estimate of indigenous peoples in the

Philippines is 12 million. Many of them reside in the uplands, while some are in coastal
villages (De Vera, 2007). The indigenous population is about 14% of the country’s total
population. The report of De Vera (2007) notes that there are 110 indigenous groups in
the Philippines, many of which reside on the islands of Mindanao (e.g., Manobo) and
Northern (e.g., Ifugao) and Southern Luzon (e.g., Mangyan, Tagbanwa). The indigenous
peoples are generally dependent on agriculture, although some indigenous groups like
those in the island provinces are dependent on shing.

In Region I and CAR, the northern mountain ranges of the Cordillera are home to the
Tingguian, Isneg, northern Kalinga, Bontoc, Sagada, Ifugao, Southern Kalinga, Ibaloi
and Kankanaey. These groups occupy the watershed areas near the Abulag, Tineg and
Chico rivers, or interior of the hills, narrow strips of at land along deep valleys, and
plateaus.

In Region II, the Cagayan Valley and Carabbalo range are home to the Ibanag, Itawes,
Yogad, Gaddang, Ilongot, Ikalahan, Isinai, and some Aeta groups.

In Region III, the Sierra Madre range of eastern Luzon is the home of the Dumagat, Pugot,
and other Aeta groups. The Zambales range and the mountains of Pampanga and
Tarlac are the home of the Aeta and the Sambal.

In Region IV, the Pacic coast of Quezon province, and the islands of Polillo and Alabat
are the home of different Agta groups. The island of Mindoro is the home of seven
Mangyan groups: Iraya, Alangan, Tadyawan, Tao-Buid, Buhid, Hanunoo, and
Gubatnon. The island of Palawan is the home of the Tagbanua, Batak, Palawanon and
Cuyunon.

In Region V, the mountains of Bicol Peninsula are the home of different Agta groups:
Kabihug of Camarines Norte, Agta Tabangnon, Agta Cimarron, and Itom (Camarines
Sur, Albay, and Sorsogon).

In Region VI, the interior foothills and remote coastal areas of Panay and Negros Islands
are the home of the Sulod and the Ati.

In Mindanao, the hinterlands and coastal lowlands of the Zamboanga peninsula, the
plateaus of Bukidnon, the upper headwaters of the Davao, Tinanan, and Kulaman rivers,
the coastal areas along the Davao Gulf and the interior hinterlands of southeastern
Mindanao are the home of the Lumads. “Lumad” is the generic term used to refer to the
indigenous peoples of Mindanao. They are considered to comprise the largest number
of indigenous peoples in the country. The 18 groups that compose the Lumad include
the following: Subanen, B’laan, T’boli, Mandaya, Mansaka, Tiruray, Higaonon, Manobo,
Bagobo, Bukidnon, Tagakaolo, Ubo, Banwaon, Kalagan, Dibabawon, Talaandig,
Mamanwa and Manguangan.
Elaborate:

Activity 2: Culture Awareness Campaign

In this campaign, the students create an awareness material to promote indigenous

groups. Choose from: Poster (with slogan)Social media campaign idea Infographic,
Spoken poem, or short message
Evaluate:
ENRICHMENT ACTIVITIES:
Activity 3: Exit Ticket
To wrap up the lesson on the indigenous and ethnic groups of the Philippines, the
students will reect on what they have learned. This will help them connect today’s
insights with their own thoughts and values.

1. Which indigenous group did you nd most interesting? Why?

(Mention something unique or meaningful that caught your attention.)
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2. What did you learn about the connection between geography and culture?
(Explain how the location or environment of a group affects their way of life.)
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3. What can you do to promote respect for indigenous peoples in your community?
(Suggest a small action or idea to raise awareness or show support.)
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