IS101-Bukidnon Cultural Studies

Chapter 1: The Rights of the ICCs/IPs

L earning Outcomes

At the end of the lesson, you are expected to:

a. explain the rights of the ICCs/IPs to ancestral domain/land,
self-governance and empowerment, social justice and human
rights, and cultural integrity
b. analyze cases involving violation against the rights of the
ICCs/IPs to ancestral domain/land, self-governance and
empowerment, social justice and human rights, and cultural
integrity
c. produce a case analysis paper on the violation against the
rights of the ICCs/IPs to ancestral domain/land, self-
governance and empowerment, social justice and human
rights, and cultural integrity

1|
 A Culture-Responsive Workbook

Introduction
This chapter engenders promotion and awareness of the fundamental rights of the
Indigenous Cultural Communities/Indigenous Peoples (ICCs/IPs), which are derived
from the National Commission on Indigenous Peoples Administrative Order No. 1, Series
of 1998 on the rules and regulations implementing Republic Act no. 8371, the Indigenous
Peoples’ Rights Act (IPRA) of 1997. These fundamental rights include the rights of the
ICCs/IPs to ancestral domains/lands, self-governance and empowerment, social justice
and human rights, and cultural integrity. In view thereof, you are expected to explain and
apply these fundamental rights through activities requiring higher level of thinking skills
such as analysis, evaluation, and creation. This chapter also serves as an avenue for you to
venture both on the applicability and the non-applicability of national laws to these groups
of people, imparting insights whether the national laws uphold these rights and without
encroaching the indigenous customary laws and other related indigenous knowledge and
practices.

2|
IS101-Bukidnon Cultural Studies

LOOKING BACK
Activity 1. Visual Analysis
Instructions: Analyze what ideas are being expressed by the following images below in
relation to what you can exercise and access freely before, today, and maybe in the
future (15pts).

Courtesy: Google Photos

Your analysis:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________

Guide Questions:
1. What do you think are the ideas being expressed by the images above?
2. How are these ideas significant to you as a citizen of this country?
3. How would you describe your life without the implementation of such ideas?

3|
 A Culture-Responsive Workbook

UNLOCKING
Activity 2. Brainstorming
Instructions: Read and analyze the following concepts below. Discuss each concept
based on how you understand them. Write your answer in the space provided for each
concept by using keywords and/or phrases (8+2=10pts).

Fundamental Rights Important Points

1. Rights to Ancestral
Domains/Lands

2. Rights to Self-
Governance and
Empowerment

3. Rights to Social Justice

and Human Rights

4. Rights to Cultural
Integrity

4|
IS101-Bukidnon Cultural Studies

MOUNTING
Activity 3. Metacognition

Instructions: Study on the fundamental rights of the ICCs/IPs (see Appendix A) and
provide any representations that explain or summarize your understanding about these
rights. You may sketch images/representations or paste a cut-out picture in the space
provided. Support each representation by providing statements that will further
elaborate your insight (40pts.).

Rights to Ancestral Domains/Lands

Further Explanation:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

5|
 A Culture-Responsive Workbook

Rights to Self-Governance and Empowerment

Further Explanation:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

6|
IS101-Bukidnon Cultural Studies

Rights to Social Justice and Human Rights

Further Explanation:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

7|
 A Culture-Responsive Workbook

Rights to Cultural Integrity

Further Explanation:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

8|
IS101-Bukidnon Cultural Studies

ASSESSING
Assessment 1. Writing a Case Analysis Paper
Instructions: Read and analyze the given situation below and determine what particular
fundamental right of the ICCs/IPs is violated. Following the given template, write a
case analysis paper using the provided answer sheet. You will be rated based on the
provisions provided in the rubric below (16+4=20pts).

“In a statement, the indigenous tribes said pretty stationeries (‘magagarang papel’  lin their
language) are inutile once foreign corporations come to dig and mine their lands or when they
inundate communities and rivers with mega dams. “With the titling of ancestral lands through
the CADT of IPRA, ancestral lands become privately owned, destroying our traditional
communal practice of ownership and land use. With private ownership, foreign companies can
easily coerce or entice IPs to sell their ancestral lands, because instead of getting the consent
of the whole community, only the consent of the individual the CADT is named after is
needed,” they said. IPRA is indeed a viable tool for the government to facilitate the entry of
foreign projects in the indigenous peoples’ ancestral lands “leaving us as squatters in our own
lands, threatened every now and then to be displaced. Worst it breeds animosity and disunity
among our people causing tribal wars over land disputes. Such disputes were always easily
resolved before through traditional settlements but not during the IPRA implementation,” they
also said.”
Source: https://www.bulatlat.com/2004/10/30/indigenous-groups-decry-7-years-of-ipra-law/

Writing a Case Study Analysis or Case Analysis Paper

A case study analysis requires you to investigate a business problem, examine the alternative solutions,
and propose the most effective solution using supporting evidence.

Writing the Case Analysis Paper

Once the necessary information is gathered, a draft of your analysis should include these general
sections, but these may differ depending on your assignment directions or your specific case study:
a. Introduction
- Identify the key problems and issues in the case study.
- Formulate and include a thesis statement, summarizing the outcome of your analysis in 1–2
sentences.
b. Background
- Set the scene: background information, relevant facts, and the most important issues.
- Demonstrate that you have researched the problems in this case study.
c. Evaluation of the Case
- Outline the various pieces of the case study that you are focusing on.
- Evaluate these pieces by discussing what is working and what is not working.
- State why these parts of the case study are or are not working well.
d. Proposed Solution/Changes
- Provide specific and realistic solution(s) or changes needed.
- Explain why this solution was chosen.
- Support this solution with solid evidence, such as: concepts from class (text readings,
discussions, lectures), outside research, or personal experience (anecdotes).
e. Recommendations
- Determine and discuss specific strategies for accomplishing the proposed solution.
- If applicable, recommend further action to resolve some of the issues.
- What should be done and who should do it?
Source: https://writingcenter.ashford.edu/writing-case-study-analysis

9|
 A Culture-Responsive Workbook

(Use this sheet)

A Case Analysis Paper

A. Introduction
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

B. Background
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

C. Evaluation of the case

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

D. Solutions/Changes
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

E. Recommendations
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

10 |
IS101-Bukidnon Cultural Studies

The Case Analysis Paper Rubric

Very Satisfactory Satisfactory Fair Poor

Criteria
(4) (3) (2) (1)
Identification Identifies and Identifies and Identifies and Identifies and
of the main understands all the understands most understands some understands few
issues main issues in the of the main issues of the main issues of the main
case study. in the case study. in the case study. issues in the case
and/or
study.
problems

Analysis of Insightful and Insightful and Insightful and Incomplete

the key thorough analysis of thorough analysis thorough analysis analysis of the
issues all the key issues. of most of the key of some of the key key issues.
issues. issues.

Alternative Alternatives cover all Alternatives cover Alternatives cover Incomplete

solutions the key issues with most of the key some of the key analysis of
and/or method to evaluate all issues with method issues with method alternatives with
equally. to evaluate. to evaluate. no evaluation
options
method.

Observations Well-reasoned, Solid, well-thought Shallow Superficial

and/or logical, relevant out observations observations and observations and
recommenda observations and and recommendations recommendation
recommendations on recommendations on effective s on effective
tions on
effective solutions to on effective solutions to some solutions to a few
effective
most of the solutions to many of the of the
solutions problems/issues. of the problems/issues. problems/issues.
problems/issues.

Total Score: ______

Comments and Suggestions:

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

11 |
 A Culture-Responsive Workbook

DRIVING FORWARD
Activity 4. Writing an English-Binukid Slogan
Instructions: Compose a slogan in English that promotes the fundamental rights of the
ICCs/IPs based on the lessons that you have learned in this chapter. Limit your slogan
from 1 to 2 sentences. Translate your slogan from English to Binukid, and then present
it to an IP community/member to validate your translation. Once finalized, design your
English-Binukid slogan by adding appropriate graphics (15pts). Use the space provided
below (15pts.). (For Sociology students, you may focus your slogan on gender roles, domestic labour
and relationships within the family and for Public Administration students, you may explore on their
governance and politics)

Explanation (Optional):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

12 |