Appendix 1: Programme - eMindanaoemindanao.com/wp-content/uploads/2016/06/Appendices-revised.pdf · Appendix 1: Programme . PROGRAM . 3rd HISTORY SEMINAR-WORKSHOP . Crystal Inn, Iligan

3rd History Seminar-Workshop: Assessing and Sustaining the Enriched History

Curriculum at Mindanao State University

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Appendix 1: Programme

PROGRAM

3rd HISTORY SEMINAR-WORKSHOP Crystal Inn, Iligan City

May 24-25, 2016

Assessing & Sustaining the Enriched History Curriculum at Mindanao State University Goals:

1. To make a final assessment of the USIP Project in the 3 MSU campuses

2. To draw implications and suggest activities to sustain the revised Hist 3 teaching beyond 2015

Participants: 40 Participants from MSU System Date and venue: May 24-25, 2015, Crystal Inn, Iligan City (Schedule is subject to change) Day 1 (May 24, 2015. Sunday) Emcee: Dr. Faina A. Ulindang 7:30-8:30 am: Registration 8:30-9:00 – Opening Remarks, Dr. Emmanuel M. Lagare, Vice Pres. for Academic Affairs, MSU System 9:00-9:45 am – Keynote Address: Dr. Sukarno D. Tanggol, Chancellor, MSU-IIT 9:45-10:30 am – COFFEE BREAK 10:30-11:15 – Inspirational Speech – Atty. Lorenzo R. Reyes, Chancellor, MSU TCTO 11:15-11:45 am - Open Forum 12:00 – 1:30 pm – LUNCH BREAK

PM Facilitator- Prof. Juvanni A. Caballero 1:30-2:00 pm –Film Showing/(open intermission)/current events informal discussion 2:00-2:30- Coordinator’s Report-The MSU-Marawi History 3 Project Assessment- Dr. Samuel E. Anonas

2:30-3:00–Coordinator’s Report- The MSU-IIT History 3 Project Assessment- Dr. Faina Abaya-Ulindang 3:00-3:30 –Coordinator’s Report- The MSU-TCTO History 3 Assessment- Dr. Jamail A. Kamlian 3::30-4:00 – COFFEE BREAK 4:00-4:30 – Dr. Federico V. Magdalena, USIP Project Investigator (PI) - Overview & Assessment of USIP Project on Enriched History & Bridging Cultures in Mindanao 4:30-5:30 –Open Forum & Feedbacks on the Coordinators and PI’s Reports 5:30- Closing for the 1st Day Activities Day 2 (May 25, Monday): Campus Representatives Project Assessment Facilitator: Juvanni Caballero/Violeta Gloria 8:00-8:05 - Introduction/Purpose of Sharing/ Assessment- Dr. Federico V. Magdalena, PI 8:05-8:30 –Sharing of History 3 Project Experiences- Prof. Jihan Bacug, MSU-Marawi 8:30-8:55-Sharing of History 3 Project Experiences-Prof. Alshadat Sabal , MSU-TCTO 8:55-9:20 History 3 Project Experiences – Dr. Cecilia B. Tangian, MSU IIT 9:20-9:45 Hist 3 Manual – Prof. Juvanni A. Caballero 9:45-10:10 – Coffee Break 10:10-11:45– Open Forum 11:45-12:00 – Workshop: Planning for Project Sustainability- Orientation by Project Team



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12:00-1:30 LUNCH BREAK 1:30-2:30 – Workshop Proper, Workshop groups 2:30-3:30 –Plenary-Group Reports, by Campus 3:30-3:45-COFFEE BREAK

CLOSING PROGRAM 3:45-4:00 Closing Remarks & Acknowledgments - PI, Coordinators, AIITAFI representative 4:00-4:30 - Awarding of Certification ALOHA NUI NOA! MABUHAY! DAGHANG SALAMAT SA TANAN! Dr. Faina Abaya-Ulindang, Emcee



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Appendix 2: List of Participants

Campus: MSU-IIT, Iligan City

Name of Participants Email Address

1. Batoto, Rebino [email protected] 2. Bao, Norjannah [email protected] 3. Caballero, Juvanni [email protected] 4. De los Santos, Jay Rome [email protected] 5. Mansueto, Trizer [email protected] 6. Hairulla, Munap [email protected] 7. Langbid, Rose [email protected] 8. Montesclaros, Rey Luis [email protected] 9. Ngo Michael Anthony [email protected] 10. Otano Jed [email protected] 11. Regalado Manolita [email protected] 12. Tangian, Ma. Cecilia [email protected]

13. Torres, Mark Anthony J. (Also representing AIITAFI)

[email protected]

Campus: MSU-Main, Marawi City


1. Abdullah, Tirmizy [email protected] 2. Acmad, Adam [email protected] 3. Ali, Abubacar [email protected] 4. Bacug, Jihan [email protected] 5. Casas, Eduardo 6. Ibrahim, Noralia [email protected] 7. Kadil, Ben [email protected] 8. Lagrio, Ludivena [email protected] 9. Mimbalawag, Minsahle [email protected] 10. Tulba, Janice [email protected]

mailto:[email protected]















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Campus: MSU Tawi-Tawi, Bongao, Tawi-Tawi


1. Aliaza, Nazer 2. Manuel S. Lam 3. Alfredo R. Matolo 4. Mohammad Tahil, Muktar [email protected] 5. Reyes, Lorenzo lorenzo@[email protected] 6. Sabal, Alshadat [email protected] 7. Werble, Magsaysay [email protected]

Campus: MSU-Naawan/ MSU-Maigo


1. Preciado, Desheree Judena [email protected] 2. Togores, Emily [email protected] Project Team: Dr. Federico Magdalena – Project Investigator (Leader), [email protected] Dr. Faina Abaya-Ulindang – Coordiantor for MSU Iligan, [email protected] Dr. Samuel E. Anonas – Coordinator for MSU Marawi Dr. Jamail Kamlian – Coordiantor for MSU Tawi-Tawi Secretariat: Monalinda E. Doro, chair, [email protected] Madid Dicka, [email protected] Ela Ulindang Chanda Pearl Simeon, [email protected] Andrea Tumutod, [email protected]











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Appendix 3:

Peacebuilding in the Curriculum and the Peace Process in Mindanao by Sukarno D. Tanggol, PhD

Peacebuilding in the Curriculum and the Peace

Process in Mindanao

SUKARNO D. TANGGOLChancellorMSU-Iligan Institute of Technology

Outline The Context History and Identity Conflict in Mindanao The Peace Process Peace-building in the Curricullum The UH-MSU-USIP Project IPDM of MSU-IIT Parting Notes



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The Context Philippine Historiography: Two histories? Mindanao History: Tri-people Muslim-Christian Image: Mutual bias and

ignorance Dilemma as NCC Commissioner Dearth of materials

History and National Identity Moro Identity: Beyond ethnicity “Saruang-a-Tao”… Grandma was no

“Filipino” Who cares for the IPs? Lumads need

space Implications to education Implications to peace and development



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Peace and Conflict in MindanaoNegative peace in Mindanao: cessation of

hostilities, without addressing the causes of conflict.

Conflicts: Longest communist and Muslim insurgency; “Rido” (family feuds); other communal conflicts (i.e., land conflicts). “Terrorism?”

From Spanish Moro wars to AFP-MILF battles.

Conflict and DevelopmentEffect on scarce government resourcesCreates more internally-displaced persons

(IDPs)Deepens underdevelopment (Human

development indicators: worst for ARMM)Nurtures warlordism, sustains insurgencyPromotes criminality and lawlessnessWorsens bad governanceFurther erodes delivery of basic services (i.e.,

education)



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Peace-making in MindanaoMarcos’ GRP-MNLF peace process and the

1976 Tripoli Agreement (2 RAGs)Aquino’s GRP-MNLF peace process and RA

6734 (ARMM)Ramos’ GRP-MNLF Agreement of 1996 and

RA 9054 (SZOPAD, Amended ARMM)Arroyo’s GRP-MILF peace process and the

aborted MOA-AD (nullified by the Supreme Court)

P-NOY’s Peace Process: The fate of the BBL

Issues with Past Peace Processes and Government ResponseNo coherent policy; unclear definition of

policy problem.Lack of consultations with all stakeholdersLack of political will of national leadershipPolitical opportunism Insincere implementation of agreements Bias of dominant majority, mistrust within

society



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• Role of MSU: in search of peace and conflict resolution in Mindanao through research, extension and instruction.

• The Challenge of Peace and Development in Mindanao: elusive twin-goals

• Mamasapano: Lessons for the Current Peace Process

• (Call for Federalism)

PEACE PROCESS IN MINDANAO

does not only refer to top-level political negotiations between the MILF and the government VERTICAL PEACE PROCESS



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PEACE PROCESS: Horizontal

LUMADKRISTIANOMUSLIM

No peace process would be successful if there is mistrust between the stakeholders



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Mistrust – The Real Obstacle(not tolerance or compromise)

“Such mutual mistrust needs reconciliation.”-from REGIONAL AUTONOMY AND FEDERALISM:Concepts and Issues for the Bangsamoro Government



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PEACEBUILDING in the CURRICULUM

How can the academe intervene?



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USIPUnited States Institute of Peace

University of Hawai’i at Manoa

QUASI-EXPERIMENT on the INTEGRATION of PEACEBUILDING into the CURRICULUM

QUASI-EXPERIMENT on the INTEGRATION of PEACEBUILDING into the CURRICULUM

GOALS:

1. Enhance teacher capacity to implement an enriched curriculum at MSU

2. Prevent conflict and promote a culture of peace among students who belong to Muslim, Christian and Lumad



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THE UH-MSU-USIP Joint PROJECTThe teaching of local history with a peace education

component

TEACHER INVOLVEMENT:

1. Attend trainings/workshops 2. Contribute articles to the History 3 Manual3. Use of the Manual4. Administer pre/post-test surveys in their class

EducationGeared towards peace.IIT as a Peace UniversityIPDM: Peace Research, Education, Action



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Institute for Peace in Mindanao (IPDM)


TRAININGS

CAMPAIGNS

ACTIVITIES



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TRAININGSTeachers’ Training on the Teaching of Mindanao History

Peace Module Writing on Mindanao History


TRAININGSSeries of Peace Education Seminars and Workshops with Dep-Ed Teachers

Orientations on EO 570(integration of peace education in the basic education)

CAMPAIGNS



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CAMPAIGNSCAB and BBL Education Series

disseminating accurate information about the GPH-MILF Peace Process and the BBL


CAMPAIGNSCAB and BBL Education Series

23 Forum Orientations conducted in various communities in LDN, LDS, Iligan and Marawi

ACTIVITIES



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ACTIVITIESYOUTH CAMP FOR PEACE

Annual activity of the MYCOP, which is the youth arm of IPDM


ACTIVITIESCREATIVE PEACE BUILDING for STUDENTS

contests on short films, songs and visual arts



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Parting Notes Opportunities in K-12 ASEAN Integration Proposed New Charter of MSU System:

Peace University Holistic Development: Lessons from

UPF2015 Towards Multi-culturalism: Sustainable

Peace through Education

Thank you. Wasallam…

Appendix 5: The MSU-Marawi History 3 Project Assessment

By Samuel E. Anonas, PhD



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The MSU-MarawiHistory 3

Project AssessmentSamuel E. Anonas, Ph.D.

Project Coordinator for the MSU-Main Campus

Creation of MSU

established under Republic Act No. 1387, as amended by R.A. No. 1893, R.A. No. 3791, and R.A. No. 3868, otherwise known as the MSU Charter, which led then to its birth in 1961



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Main Purpose

The Act provides, among other things, the need for the establishment of learning in the southern part of the Philippines to better implement the policy of the government in the intensification of the education of the Filipino youth, especially among the Muslim and others belonging to the national minorities;

the need for accelerating the program of education among the peoples of the south, particularly the Muslims and other cultural minorities

Main Purpose

to implement the policy of the Government in its desire to integrate the National Minorities into the mainstream of body politics.



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The MSU-Main Campus

the biggest with a total land area of 1,000 hectares as compared to the other 10 campuses of the MSU System

a population of more than 15,000 students who are Muslims, Christians (migrants) and Lumads (indigenous peoples) coming from the Mindanao, Sulu and Palawan (MINSUPALA) region

The MSU-Main Campus

It is on this first campus that the government’s reason of creating the university as an affirmative action to solve the decades of Muslim-Christian conflict was put to the test.

It has become a social laboratory for peace and cultural understanding among the peoples in Mindanao which can be gleaned through its policies in dormitory accommodation and membership in student organizations which do not allow one group of students coming only from one tribe but a mixed composition.



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History 55(History of Muslim Filipinos)

Required to be taken by all undergraduate students coming from different tribes and cultural backgrounds.

Included in the curricula of all academic programs which sought to provide knowledge and exposure about the history of Muslim Filipinos

History 3 (History of Muslims and Lumads)

teaching of the history of Muslims was widened and expanded by including the Lumads or the indigenous peoples of Mindanao

replacement of History 55 with History 3



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The UH-MSU-USIP Joint Project

The main actors of this peace-building project through the teaching of local history with 30% peace education component are the teachers of History 3 and the students enrolled in this particular course in any of the four semesters for the Academic Years 2013-2014 and 2014-2015


On the part of the teachers, they are to be trained to impart a new kind of culture propagated inside the classroom through seminar-workshops and other capacity building measures

They have to participate also by contributing articles to the History 3 Manual, use the Manual in their classes, and help administer the surveys both pretest and posttest to their individual classes.



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The students, on the other hand, shall participate by answering the survey questionnaires at the start and before the end of classes in the particular semester they are enrolled in History 3

Some were also invited to participate in the Focus Group Discussion to gather additional qualitative data to corroborate or negate the findings in the survey.

Faculty Participation of the Joint Project at the Main Campus

The two workshops for the faculty of Hist3 in June 2013 and April 2014 and the two smaller forums in between as part of teacher training were actively participated by them

Administered the pretest-posttest survey questionnaires



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Faculty Handling Hist 3

AY 2013-2014: 1st semester and 2nd

semester

AY 2014-2015: 1st semester and 2nd

semester

Both the pretest and posttest surveys were all administered by the faculty handling Hist 3 in the four (4) semesters of the project

1st Semester, AY 2013-2014

There were 12 faculty who taught Hist 3 in 21 sections with 678 enrolled students

Only two (2) of them used the History 3 Manual/Modules allocating 10% and 15%, respectively, of their total class hours

As to the survey, the Main Campus had only administered the posttest



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2nd semester, AY 2013-2014

There were nine (9) faculty who taught Hist 3 in 25 sections with 678 enrolled students

Of the nine faculty, there were six (6) of them who used the Hist 3 Manual/Modules

They varied in terms of time percentage allocation for the whole contact hours ranging from 10% to 95%

1st Semester, AY 2014-2015

Nine (9) faculty were assigned to teach Hist 3 with 680 students enrolled in 27 sections

As to the percentage allocation in the use of Hist 3 Manual for the whole semester, two (2) faculty had it 90% and 95% respectively, one (1) had it 75%, two (2) used it 50%, one (1) with 30%, while the last three (3) did use the Manual for only 25%.



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2nd Semester, AY 2014-2015

Six (6) faculty handled Hist 3 with 16 sections and 520 enrolled students

As to the time spent using the Hist 3 Manual, they were distributed as follows: one (1) faculty with 75%, two (2) with 50%, one (1) with 30%, and the last two (2) with 25%

All of the above data by semester would reveal that Hist 3 faculty regardless of the number of years in teaching may choose to allocate more or less time using the Manual/Modules for the whole semester

Faculty Assessment on the Teaching of History 3

Faculty Assessment Form Divided into two major parts: teaching

Hist 3 with intervention (i.e., with Hist 3 Manual) and that without intervention (i.e., without Hist 3 Manual)

Similar items to fill up: Problems/Challenges, Solutions/Remedies, and Recommendations.



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WITHINTERVENTION

PROBLEMS/CHALLENGES

SOLUTIONS/REMEDIES

RECOMMENDATIONS/

BEST PRACTICES

WITH HISTORY 3 MANUAL

1.Coherence of modules2.Very ‘selective' approach of discourses in some modules3.Some parts of the discussions are lacking/ no details while others are too long 4.Contents of the Manual cannot be finished in one semester5.There are instances that the Manual became the goal and the focus6.Some modules are still undone/unfinished and need revision

7.Some activities were not applicable for the compositions of the class

1.Summarize thecontents of theManual to facilitatefaster discussion2.The Manual shouldbe re-directed as‘student-centered’and ‘content-centered’3. The Manual shouldbe designed for one-semester use4.Choose the topicsthat are only neededby the students fortheir clearunderstanding5.Complete theunfinished modules6.Improve some ofthe existing modules7.Organize otheractivities that thestudents could relateand learn

1.Relevance of somemodules on peaceand conflictresolution2.Discourse on Moro-Lumad kinshiprelations and Moro-Filipino heritage3.The question andanswer part of theModule is good4.Inculcate peacevalues at the end ofevery module5.Direct/Instructstudents to readother readingmaterials6.Require studentsto browse regularlyrelevant websiteslike www.opapp.gov7.Continue to usethe Manual

WITHOUTINTERVENTION

PROBLEMS/CHALLENGES

SOLUTIONS/REMEDIES

RECOMMENDATIONS/

BEST PRACTICES

WITHOUT HISTORY 3 MANUAL

1.Hist 3 studentshave no books onthe Muslims in thePhilippines and theLumads2.The number ofbooks/referencesrelated to Hist 3 islimited3.Studentscomplained for beingrequired to readmore than just onetextbook4.Without theManual, it wouldentail morepreparations fromthe teacher5.It is hard to finishall the discussionsabout the History ofMuslims and Lumads6.No guide that cankeep on track theteacher on theobjectives of thecourse7.Dicussions arelengthy and focusedon details

1.Cheaper rental ofbooks at the UBC2. Availability of morebooks at theUniversity libraries3.Prompt issuance ofIDs to students4.Give handouts tostudents5. Do workshops withstudents6. Improve and usethe Hist 3 Manual

1.Utilize the booksavailable at the library2. Provide readings orarticles onissues/topics that areBangsamoro-related3.Share personalexperiences withLumads/Moro tostudents4.Faculty should havemore exposure to thelives/cultures of Moroand Lumads5.Film showings onrelevant Moro andLumad issues6.Historicalsimulations inside theclass7. Hist 3 teachersshould continue toread more about theMoro and Lumad



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Focus Group Discussion

Conducted to find out if some of the findings in the survey using the pretest-posttest questionnaire can be corroborated and/or negated by the views and responses of the History 3 students-participants

Facilitated on September 24, 2014 by a History Professor with two junior faculty as documenters at Room 314, CSSH Building, MSU-Main Campus, Marawi City

Composition of the Participants(Students of History 3)

Muslims # Christians # Lumads # Gender

#

Maranao

6 Kamayo 1 Higaonon 1Male 2

Iranun 1 Cebuano 1 Manobo 1

Maranao-Bicolano(Muslim)

1 Surigaonon 1Female

12

Maguindanao-Cebuano

1

Total 8 Total 4 Total 2 Total 14



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Notions or Impressions of the Participants Before Entering MSU

Have negative impressions and pre-conceived ideas about each other as members of the Muslim, Christian and Lumad communities

Imparted either by their parents, grandparents and relatives



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Project Impact and Changed Behaviors/Attitudes of the Students

Students’ knowledge of local history in Mindanao: They gained more information about the people of Mindanao in a broader sense, their common experiences, their identity and the struggles in the past

Based on the statements of some students-participants, it can be inferred that History 3 did contribute to a change on some of their negative impressions and attitudes towards other tribal groups into something positive regardless of how big or small that can be

History 3 and the Strugglefor Self Determination

The teaching of History 3 did create a situation where Muslim, Christian and Lumadstudents can decide on whether or not they favour/support the Comprehensive Agreement for Bangsamoro:

Of the eight Muslims participants only threeexpressed all-out support to the BangsamoroAgreement; two are “fifty-fifty”; the other two chose to remain silent;

Two Christians (Higaonon and Surigaonon) expressed guardedly their opposition

The rest did not say anything



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Reactions if Conflict Arises Between Muslims, Christians,Lumads

The participants were also asked on what they would do or their reaction if conflict may occur between a Muslim, a Christian and /or a Lumad

Reactions range from inaction to intervention

Participation in a Rally or Petitionin Favor of a Muslim/Lumad

Majority of the participants did not participate in any rally or petition that concerns with issues about the Muslims or Lumads while they were in college

There were two who joined such kind of activity but it was during their high school days



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Assessment on the UH-MSU-USIPHist 3 Project at the Main Campus

As to the History 3 Faculty:1. Seminar and workshops and other in-

between forums did help/capacitate them to teach Hist 3

2. Junior and Senior Hist 3 faculty did not vary much on the time percentage allocation during the whole semester in using the Hist 3 Manual/Modules


3. Most, if not all of the Hist 3 faculty, favored

the use of the Hist 3 Manual but it needsmore improvement such as coherenceof modules, contents cannot be finished

inone semester, lacking details, etc.



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As to the Hist 3 Students, the results of the Surveys and Focus Group Discussion tend to corroborate on the following respects:1. There is a significant improvement on the knowledge of local history in Mindanao amongHist 3 students


2. The infusion of peace concepts and principle of non-violence to the curriculum of History 3 through the use of a Manual did affect or change the way the students viewed and looked at one another indicating that they experienced positive changes in certain values and attitudes which led them to accept, relate to, make friends with, and treat equally other ethnic groups



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3. The students at the Main Campus seem to be low in terms of student activism by non-participation in any rally or activity that promotes or protects the interests of minority groups.

Appendix 6: The MSU-Iligan Institute of Technology Two Year Experiment on the Teaching Enriched History 3 with Peace Education (SY2013-2014 &SY 2014-2015):

A Coordinator’s Report and Assessment

By Faina A. Ulindang, PhD



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Appendix 7: Final Report on the History 3 Enriched Curriculum for MSU-Tawi-Tawi

By Jamail A. Kamlian, PhD

Jamail A. KamlianMSU-Iligan Institute of Technology

1. expounds on the findings at the MSU-Tawi-Tawi campus; and

2. gives feedback—not only from the students who were given the pre-test and post-test surveys—but also from the history teachers themselves.



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ATTITUDE

NO IMPROVEMENT OR DETERIORATION

REMOTENESS OF TAWI-TAWI

CONFLICT IN ZAMBOANGA

STRAINED MUSLIM-CHRISTIAN RELATIONS

SOCIAL DISTANCE

INTEGRATION

LEVEL OF TRUST

ATTITUDE

KNOWLEDGEof local history

SHOWED NO SIGNIFICANT CHANGE



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All the factors just mentioned and their influence on the pre-test and post-test

results truly make the campus an interesting area of study for teaching history with the

peace education component.



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• Started as a preparatory high school back in 1964

• Was known as MSU-Sulu College of Technology and Oceanography until 1973

• Offered degree programs and diploma in fisheries technology starting 1969

• Became an autonomous university campus in 1990



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• Tawi-Tawi is part of the Autonomous Region in Muslim Mindanao (ARMM).

• The name Tawi-Tawi is from the Malay word “jaui” which means “far” (“jaui-jaui” or “far away).

• Many in Tawi-Tawi can speak Malay and Indonesian.• The students studying in the campus come from

different ethno-linguistic groups like the Tausogs, the Sama, and the Sebuanos.

MORO SAMA

MORO TAUSUG

CHRISTIAN SEBUANO



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The goal of the study, it must be stressed, is to find out what infusing peace education into the

already existing—and not to mention, pioneering—History 3 course would do to the attitudes of students towards fellow students or

people who belong to other ethno-linguistic groups.

The FGD given to the students was conducted on September 18, 2014

on campus.



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12 STUDENTS

4 males

8 females

SEBUANO

SAMA

TAUSUG

SAMA/TAUSUG

• Peace means respect and tolerance by embracing and celebrating each other’s differences;

• Peace is understanding other people’s culture;• Culture of peace means an integral approach

to prevent violence and conflict; and• Integration means to live as one, genuine

understanding, and equality among Mindanaoans.



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• The students are aware (from media) that feelings of enmity, suspicion, hostility, and misunderstanding among the Christians, Muslims, and Lumads are still present;

• Majority of them sympathized with the struggle of the Muslims and Lumads for self-determination;

• That the struggle for self-determination is actually for the achievement of peace;

• That the Comprehensive Agreement for the Bangsamoro (CAB) and the Proposed Bangsamoro Basic Law is a political solution to end the conflict; and

• That violent conflicts could be resolved by peace talks.



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The FGD also showed us that even though the student-respondents were very aware

that there were still vestiges of the centuries-old animosities, fears, suspicions,

and bad faith among the present tri-people, the enriched History 3 curriculum introduced them to new concepts of better

relations with other ethnic groups.

JUNE 2013 APRIL 2014



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JUNE 2013

Seminar-Workshop on Strengthening the History 3 Enriched

Curriculum

Participated in by EIGHT (8) faculty members from

MSU-Tawi-Tawi

All FIVE (5) faculty members of Hist. 3

successfully conducted both pretest and posttest

An echo-seminar was conducted for other

Hist 3 teachers

• Generally, they find the new syllabus and new teaching module very relevant, useful, and functional;

• The new module provides new materials, new knowledge, new information, and new insights that were not available in their schools or personal library collections;



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• Majority of the faculty members are very happy to have copies of the syllabus and the module. Some said that before, they were using only three books—those of Majul, Gowing, and Saleeby. They are now exposed to more relevant reading historical materials;

• The students enrolled in History 3 also welcome the new syllabus and the teaching module as good tools and instruments in their class discussions;

• The new syllabus is quite long. It is very difficult to cover all the topics in one short semester; and

• Some faculty find the new module as a new burden for them to read, to study, and to analyze.



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• Module on Heroes: If still possible, a module on local heroes is suggested. It has been observed that only heroes recognized by the colonizers, the national government, and the provincial government are the ones found in our history books, not the heroes recognized by the people themselves;

• Module on local culture and traditions: It is highly recommended that a module on local culture and traditions should be added. It would also be refreshing and rewarding to understand our local cultures while we are studying the culture of other people. It would also be a good instrument to promote unity in diversity.

Appendix 8: Teaching History and Building a Culture of Peace at MSU

By Federico V. Magdalena, PhD



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TEACHING HISTORY AND BUILDING A CULTURE OF PEACE AT MSU

By: Cederico V. Magdalena, PhD

What this Project is About

Project Title: “Teaching Enriched History and Bridging Cultures in Mindanao.”

A curricular initiative for undergrad students implemented by University of Hawaii at Manoa in cooperation with Mindanao State University.



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Enhance teacher capacity to implement a culture of Peace at Mindanao State University (3 campuses)

Early prevention of conflict and promotion of a “culture of peace” (COP)

Hist 3 + Peace Educ = Culture of Peace (COP)

A “quasi-experiment” in attitude change.(result is largely but not completely attributed to curricular intervention)



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COGNITIVE– improve knowledge, enhance awareness

AFFECTIVE – favorable values and attitudes (multiculturalism, non-violence)

BEHAVIOR – action or practice that promotes intergroup relations, protect minorities, environmental concerns

KNOWLEDGE – improve knowledge of Mindanao history, enhance awareness of people/cultures

SOCIAL DISTANCE – deep affection and favorable atttitudes toward other ethnic groups (Christians, Muslims, Lumads); liking others as friends, neighbors

INTEGRATION – enhance variety of interactions, having more friends from other ethnic groups

TRUST – degree of trust with govt, other ethnic groups

HARMONY – frequency of working together in solidarity with other groups



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SYMPATHY – extent of sympathy with the Bangsamoro struggle

PEACE ACTION – (peace activism) joining or initiating protests to alleviate plight of minorities, rallies/demos against mining and other “destructive” projects, etc.

“Quasi-experiment“ to determine the effects of a curricular initiative (enriched Hist 3) on student knowledge, attitudes and behaviors related to the promotion of COP

Conduct of survey every semester using pretestand posttest on the 7 measures (building blocks of COP)

Data analysis through t-test for correlated samples to determine if significant changes happen due to the curricular initiative. Online calculator employed -http://www.graphpad.com/quickcalcs/ttest1.cfm



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First Year (AY 2013-14) - Some significant changes in the other attitudinal and behavioral measures (Trust, Harmony, Peace Activism)

Second Year (AY 2014-15) – More significant changes in attitudinal and behavioral measures (Trust, Harmony, Peace Activism)

Intercampus differences – campus setting is a factor in the way students acquire or display attitudes (MSU main vs MSU IIT). Example -Marawi students have better social distance and integration scores than those in Iligan; but the latter have higher knowledge of Mindanao history.

Generally, there is evidence to show that the curricular initiative has significant impact on cognitive, attitudinal and behavioral changes in all 3 MSU campuses, especially during the second year of implementation.



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Knowledge of Mindanao history has greatly and consistently improved among students in 3 campuses. This cannot be attributed to sheer chance or random error.

Social distance has narrowed among most students, an indication of improved attitudes.

Integration has also improved among most students, shown by significant increases in scores.

Harmony, Trust, Activism: significant changes found in all 3 campuses as time went by.

Curiously, little or no changes found in “Sympathy with the Bangsamoro struggle” –need to analyze uncertain and opposing sentiments about the ongoing peace process (CAB/BBL) especially after the Jan 2015 Mamasapano incident.



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First semester, AY 2013-14 MSU IIT: Of the five measures, significant

changes were found in Knowledge and Trust. Students registered a marked improvement in knowledge, but trust decreased (distrust in govt was high)

MSU Marawi and MSU Tawi-Tawi: No data, pretests/posttests not administered

Second semester, AY 2013-14 In all three campuses, students knowledge



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Research Findings…Pretest-Posttest Comparison MSU Iligan, 1st sem 2013 On the 5 measures, there were significant changes in

trust and knowledge. Trust level decreased, but knowledge increased (improved). Additionally, there is a significant increase in student involvement in “peace activism.”

MSU Marawi and MSU Tawi-Tawi – no data available.

Research Findings…Pretest-Posttest comparison… MSU Tawi-Tawi, 2nd semester 2014 On the 5 measures, there has been a significant

increase in knowledge. No significant change has been detected in the other 4 measures of affect, including student activism though there was a slight increase.

MSU Marawi and MSU Iligan, 2nd semester 2014 – data are still being encoded and analyzed.



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Indicators: Peace Culture

MSU Marawi(n = 120)

MSU Iligan*(n = 555)

MSU Tawi-Tawi(n =148)

1. KnowledgeMarkedly improved/ very significant(t=4.91,p<.01)

Markedly improved/ very significant(t= 16.01,p<.01)

Markedly improved/ very significant(t= 6.90,p < .01)

2. Social Distance

No change/ insignificant(t=0.51,p> .05)

Markedly improved/ very significant(t= 3.42,p <.01)

No change/ insignificant(t=0.39, p >.05)

3.Integration/Intergroup Contact

Improved/very significant(t=3.27, p< .01)

Improved /significant(t=2.03,p < .05)

No change/ insignificant(t=-0.66, p >.05)

4. TrustImproved/significant(t=2.50, p < .05)

No change/ insignificant(t = 0.78,p>.05)


5. HarmonyNo change/ insignificant(t = 0.27,p > .05)

No change/ insignificant(t = 0.36,p > .05)


6. Activism (communit

No change/ insignificant



Indicators: Peace Culture

MSU Marawi(n = 120)

MSU Iligan*(n = 555)

MSU Tawi-Tawi(n =148)

1. KnowledgeMarkedly improved/ very significant(t=4.91,p<.01)

Markedly improved/ very significant(t= 16.01,p<.01)

Markedly improved/ very significant(t= 6.90,p < .01)

2. Social Distance

No change/ insignificant(t=0.51,p> .05)

Markedly improved/ very significant(t= 3.42,p <.01)

No change/ insignificant(t=0.39, p >.05)

3.Integration/Intergroup Contact

Improved/very significant(t=3.27, p< .01)

Improved /significant(t=2.03,p < .05)


4. TrustImproved/significant(t=2.50, p < .05)

No change/ insignificant(t = 0.78,p>.05)


5. HarmonyNo change/ insignificant(t = 0.27,p > .05)

No change/ insignificant(t = 0.36,p > .05)


6. Activism (communit






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Conclusion Cognition and action seem to have been put in p

with the introduction of a revised Hist 3, but th attitudes required to give them further impetus m still be hammered out in the long haul.

In 3 MSU campuses, there is a unanimously signifi increase in knowledge. Further, in 2013 MSU IIT students appear to have become more active (peac activists).

A complete and rounded picture will emerge when project ends in April 2015.

Appendix 9: Relevant Impact of History 3 Enhanced Curriculum Project: The Case of MSU-Iligan Institute of Technology

By Ma. Cecilia B. Tangian, PhD



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Ma. Cecilia B. Tangian, Ph.D.Chair, Department of History

“A world-class institution of higher learning, renowned for its excellence in Science and Technology and for its commitment to the holistic development of the individual and society.”



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“To provide quality education for the industrial and socio-economic development of Mindanao, with its diverse cultures, through relevant programs in instruction, research, extension and community involvement.”

CASS as the conscience of the Institute

Institute’s Core Values



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Peace University Research University

1. To develop critical thinking, inculcate aesthetic and social values, and strengthen moral character through relevant teaching-learning experiences, creative activities and innovative processes.2. To undertake research and special studies relevant to instructional needs and the development needs of society.3. To engage in extension services that contribute to genuine community development.



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Outcomes Based Education (OBE) curricular structure

-Faculty is concerned with individual’s need -Complete pre and post-tests-more careful with pedagogical approaches-Student-centered

Guided with 7 Building Blocks of the Concept of Peace (Knowledge, Social Distance, Integration, Trust)

Liberal Education / Academic Freedom Objective presentation / directed Biases between ethnicity were delimited More research on the 21 Indigenous of

Mindanao, 13 Ethno-liguistic groups and the migrant settlers

The Faculty are more sensitive to the needs of their students



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Peace component in all areas of Social Science curriculum

IPDM as the best extension of IIT

Appendix 10: Sharing of History 3 Project Experiences

By Prof. Jihan S. Bacug

University officials, project director-Dr. Fred Magdalena, project coordinators-Dr. Anonas, Dr. Ulindang and Dr. Kamlian, colleagues and fellow educators, good morning! The last couple of years, since we started engaging with this project in 2013, have been both enlightening and challenging. From our experiences with the last two workshops and two smaller forums, we listened to a number of experts talk about their involvements and expertise in peace education and gained valuable insights on different approaches that we could use to integrate peace education in our classroom discussions. In my case, at the end of every workshop, the eagerness and motivation to immediately apply the things that I learned was always at the highest level. But then, we return to our campus in Marawi and get confronted with the realities that we constantly face there. This is when the challenges begin to happen. In using the Manual, our classroom experience as a junior faculty has been less strenuous. This was because the manual served as a guide especially to first time instructors who are at a loss at where to begin with the topics that need to be covered despite having a syllabus and as a neophyte who lacks the necessary amount of time to read all the important source materials. Although it remains a work in progress since there are still modules that have yet to be finished and would need further improvement, it nevertheless allowed us to structure our discussions in a manner where we work on providing the elements in some modules that are missing important details through individual readings and further research. For the other modules that have been written with a generous amount of details, we became grateful for it and at the same time we developed our skills in summarizing and picking out the very significant information to impart on our students.



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At this point I must admit that this perspective is not shared by all of us who have used the manual. A few of my colleagues consider the use of some modules as time-consuming, either because of the liberal amount of details or the suggested activities. Others who have not used it but have read it expressed their dislike of the way some modules were presented by saying for instance that it reduced the role played by the Moros in shaping the history of Mindanao. Again, the manual is still a work in progress thus these comments I believe can be taken as constructive inputs to improve the existing modules and so as not to minimize the efforts of the contributors. Having said that, there is still one more point that I would like to share based on what we have experienced and continues to experience in Marawi. I understand that devising the manual and using it in our teaching of history 3 is a way to capacitate ourselves so we could use history instruction to advance peace-related values such as tolerance, equality, diversity and co-existence. However, I am afraid many of us still do not feel that capable in doing this because we feel our knowledge of the field of peace education is not yet enough. We feel this because we continue to find ourselves at a loss when confronted with actual situations that contradict with the theories that we teach in class. For instance, how do you make your students learn the principles of nonviolence and mutual respect from past events when what they see and observe in the present is the exact opposite? How do you tell them to value equality and diversity when they hear of a classmate or a friend getting killed inside the campus in broad daylight possibly because of his religious affiliation or sexual orientation? What do you say when they ask how do these culprits get away with doing these acts despite the presence of peace-keeping forces? Personally, I have not been asked these things by a student. But a colleague of ours was asked these questions and probably because of the gravity of the emotion behind these queries led her to break down in tears in front of her class. I do not know if that was the right or wrong thing to do but what I know is I have no right to judge. Those questions were tough and maybe at that moment it was the best that she could do, to empathize with her students and feel their pain. I mention this because what we experience in Marawi is one of the reasons why we were so eager and willing to participate in this project. Actually, even before this, we already responded to the invitations of Sir Juvanni to come up with a standardized manual for History 3 that is more responsive to the needs of the time. There were no reimbursements for travel expenses in the beginning but we were willing to shoulder everything because we really wanted to equip ourselves with the necessary knowledge that will allow us to make our instruction relevant and cause change. Although not much time has passed since we started with this effort and a lot has still to be done but we arehopeful that from those weekend meetings to these three-year project with the University of Hawai’I and the USFIP, what was started will be continued and sustained. As such, I would like to take this opportunity to express our deepest appreciation and heartfelt gratitude to the persons and institutions instrumental in giving us the helpful and fruitful learning opportunities that we will take back with us. Thank you.



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Appendix 11: Sharing of History 3 Project Experiences

By Prof. AlShadat B. Sabal

Sometime in April of 2013, Chancellor Reyes asked me to come to his office and invited me to be part of the MSU-TCTO faculty to attend the Seminar-Workshop in History 3 with emphasis on peace education. To say the least, I was overwhelmed and privileged to be included as one of the eight participants. I wish to express my gratitude to and commend MSU-TCTO Chancellor Atty. Lorenzo R. Reyes for his tireless leading and spearheading the Team to travel to Iligan City. To begin with, I have no background in History 3. Neither had I any inkling or interest in “Moro history”. For one, it was not a subject offered or part of the Political Science curriculum in Western Mindanao State University in Zamboanga City where I finished my bachelor’s degree. Of course, I have heard of the struggle of the Moros. As a Muslim and Sama from Tawi-Tawi, I usually hear about it in stories at home. But of the Lumads’ struggle for right to self-determination, I learned from one of my professors in Political Science as his master’s degree thesis in University of the Philippines, Diliman, Quezon City. And I have myself experienced some forms of discrimination, biases and bullying as Muslim Filipino during my college days. I did not have formal lessons on Moro history, as earlier mentioned. I also did not teach History 3 until 2003 and 2008. But I can consider my knowledge of history as ‘intrinsic’ to me because not only am I a Muslim and a pure Tawi-Tawian (from Simunul) where the most famous historical places are located, but as a child, I was exposed to a family of active combatants and their stories are everyday narratives that I listened to as a child, and at such early stage in my life, it helped make me form my own version of history. As I entered the university, the sentiments I used to hear from elders were confirmed by my own experiences of religious discrimination and cultural biases, including bullying by non-Moros. In the early years of my teaching career I have devoted my time studying and doing researches on basic subjects like History 1 and 5, and core subjects in Political Science which I was assigned to teach. History 3 was not part of my regular teaching load until 2012. I had difficulty in teaching History 3 as history wasn’t my major field of specialization. I need to take extra effort and read more literature of the Moros and Lumads to appreciate their history, although as a Muslim and one who have grown in Simunul- by the way, for those who do not know, Simunul is the seat of Islamic mission and it is where the Camp Sophia was located, the training camp where the Jabidah boys were recruited and trained in 1968. It is as part of growing up and socialization in my home place that I understood by heart some highlights in my people’s local narrative. As I went along, I learned and appreciated that MSU is the only university in the Philippines mandated to promote the study of culture and social understanding among the diverse people of Mindanao, particularly the Muslims and indigenous.



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So in teaching the same, I strengthened my confidence in my own identity and was getting more and more interested in our local history. I was able to trace our distant relatives as far as Makassar in Indonesia and am proud to be a Sama. Resulting effect The History 3 Modules help fill the gap in knowledge among the diverse students enrolled in History 3. As teacher, I am personally oriented in my values and learn to organize my thoughts and action according to the socially accepted behavioural ethics of a good citizen of this country. Teaching History 3 renews and reinforces my passion to strive for the highest ideals for my people and to search for the truth to make our society change for the better. In more recent times, my involvement in another project has brought me back to my beloved Simunul. There, I had a serendipitous encounter with one of the so-called Jabidah massacre survivors. My personal encounter with Ernesto “Erning” Sambas of Bakong, Simunul Municipality last April 4, 2015, one of the remnants of the Jabidah Massacre was something long in coming. I have been coming and going to Simunul and to Bakong all these years. But the casual visits have not been as meaningful and full of impact to me as that day when I heard first hand from him that the Jabidah Massacre was a myth and Jibin Arola’s testimony a hoax. If proven true, his claims could shake one of the Moro people’s well-loved narratives of how the MNLF came to be. And somehow it could also shake our best-kept sources of inspiration to continue seeking for justice doubtful and spurious. And that makes me ponder of what a gargantuan task it is for MSU SYSTEM faculty members especially like me who are teaching History 3. This revelation makes it imperative that we revisit historical facts of what really transpired in that infamous carnage. Rewriting our local history and accounts of the beginning of Islamic mission in the Philippines The experience in Module writing has also given me good reasons and compelled me to rewrite our local version of the coming of Islam to Sulu archipelago with the availability of the Salsila among the Sama of Bongao, Tandubas, Simunul, Sibutu, Sapa-Sapa and other island municipalities in the Province of Tawi-Tawi. Part of our academic challenges now is to engage more and more in local history research and writing. (Transitional Justice and Reconcilition for the Bangsamoro) Recently, I became involved with the GPH-MILF commissioned Transitional Justice and Reconciliation Commission or TJRC that is mandated to come up with a recommendation on the mechanism and coverage of justice and reparations to heal and reconcile the Bansamoro legitimate grievances, historical injustices and experiences of human rights violations and marginalization through land dispossession. As one of the facilitators for TJRC-Tawi-Tawi Team 2, I listened to the accounts and testimonials of the people in the community about their experiences of injustice and marginalization and their perceived roots of Bangsamoro grievances. To be able to do this, I have to be sensitive to details especially to questions that they refuse or hesitate to answer in changing topics or shifting their attention elsewhere. Here, my broad knowledge and deep understanding of Bangsamoro history and context of social situation are important to enable me to sharpen my intuition and be sensitive to how certain events in the past make people feel.



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On Peace Education In the context of the Province of Tawi-Tawi, the Sama people are generally described to be quiet and composed as the untroubled sea during April and May. It is generally believed that the attribute of the Sama people to be peace-loving and friendly is a result of the influences of their environment especially on the attributes of the sea-waves as “flowing” and freely permeating to be harmonious with the sea-waves and currents. In Tawi-Tawi, peace is sometimes taken for granted in the sense of it being presumed to be a natural order of things. Peace is the natural state and predisposition of the people that we can say that “Peace is the language of Tawi-Tawi and its people”. There have been many cases of intermarriage between the Sama and other ethno-linguistic groups. It is observed that usually outsiders become amalgamated or acculturated, becoming more open and tolerant. They become as gentle and diplomatic like the average Tawi-Tawian. Migrants from the north or native Suluan themselves who came to settle in Tawi-Tawi have a common testimony of having turned ‘mellow’ or having adapted to the slow and soft culture of the people. In the native tongue we say “toddoh” or calm as the sea - just like the flow of the sea-waves during February-to-June trading winds, and when they speak or act it is “hanunut” (gentle and calm). This same observation was confirmed during the Focus Group Discussion and survey feed backed by the students who participated in the Module test-run conducted last September, 2014 facilitated by this representation. The lessons in the module have contributed a lot in improving Muslim, Christian and Lumad relationships. Although Tawi-Tawi may be an exception – as elaborated above - from most of the accounts of horrible discriminatory encounters and conflicts between Muslims and Christians in other places, the lessons in the module are still relevant in the sense that they brings us to reflect on what is the role of education to maintain stability and foster peace in our places. This is relevant to the proposed Bangsamoro Basic Law on autonomous region. It also encourages us towards better appreciation of others’ cultures. Integration must be inclusive, to embrace other ethno-linguistic groups like the Sama Dilaut. As for the modules, here are some of my observations:

a. There is emphasis on Integration and Interfaith solidarity but less lessons on recognition of our uniqueness, even ‘other-ness’ and diversity :

b. The Modules reflects and emphasizes the MSU mandate of cultural integration. The objective

reality has changed. No less than the Comprehensive Agreement on the Bangsamoro recognizes and affirms the multi-nationhood of the Philippines and that the Bangsamoro is a distinct nation.

I also feel that the MSU mandate should be reviewed with the possibility of re-stating its mandate. We have to move beyond integration now. It is high time to recognize our diversity and the need to live harmoniously in the face of our differences as unique cultural communities. The earlier we do that and are comfortable with our otherness, the better.



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Some Challenges We still have to inculcate much interest and develop the right attitude to studying, appreciating and imparting knowledge on our local history. Teaching History 3 is just the beginning. The bigger challenge ahead is how to ensure that accurate and good analyses will win over political agenda and ideologized motives in utilizing knowledge of history. Recommendations My recommendations are simple and technical. One, I suggest to improve the History 3 module by making the presentations more interesting and concrete, like illustrating the different treaties, countries involved, their dates and effects of the agreements on the signatories for students to have better grasp of the issues. We must motivate the students for them to get interested in studying history, particularly History 3. At the same time, we must train them to have critical, analytical and creative thinking. We must seek means to provide funds to continue the project and to support similar initiatives. The uniformity of the modules in History 3 can be used throughout the MSU System. In relation to that, we can have departmentalized examinations in History 3. Other campuses must be involved in this project, like MSU-Sulu and MSU-General Santos City. Words of gratitude Finally, I would like to express my gratitude and full appreciation to the United States Institute of Peace, especially to Dr. Federico Magdalena (Project Investigator) for conceptualizing and coordinating this project from far afar in the University of Hawaii at Manoa. I would like to thank the MSU-system Management, host campuses of Iligan, Marawi and Tawi-Tawi, and to my colleagues and fellow educators who are part of this project. Thank you so much again to the Chancellor of MSU-TCTO and congratulations to my Team from Sanga-Sanga,Tawi-Tawi. May Allah bless our efforts and forgive our shortcomings.

Documents

Appendix 1: Programme - eMindanaoemindanao.com/wp-content/uploads/2016/06/Appendices-revised.pdf · Appendix 1: Programme . PROGRAM . 3rd HISTORY SEMINAR-WORKSHOP . Crystal Inn, Iligan