Time: 1 Block period (1:45) National Standards: World History Era 8, Standard 1A: Analyze why European colonial territories and Latin American countries continued to maintain largely agricultural and mining economies in the early 20th century. Era 8, Standard 2A: Analyze the relative importance of economic and political rivalries, ethnic and ideological conflicts, militarism, and imperialism as underlying causes of the war. Era 9, Standard 1C: Analyze the impact of World War II and postwar global politics on the rise of mass nationalist movements in Africa and Southeast Asia. American History Era 7, Standard 2A: Evaluate the Roosevelt administration's foreign policies. Era 7, Standard 2B: Analyze the impact of American public opinion on the Wilson administration's evolving foreign policy from 1914 to 1917. Objectives: The students will place events in the correct sequential order along a timeline The students will explain why certain events led to greater or less freedom for the Philippines The students will be able to understand how the Philippines achieved independence The students will comprehend why America was hesitant to grant the Philippines full independence Initiation: Project the cover of Judge Magazine (Page 3). If the students are unable to read the text, tell them the date at the top is June 1899. The caption reads “The Filipino’s First Bath: McKinley --‘Oh you dirty boy!’” Ask the students to describe what they see – who is the man in the bathing suit? Who is he bathing? What does the water say? What does this represent? Who are the 2 people in background? What is the artist’s purpose in drawing this? Etc. Make sure to explain the racial and gender inferences included in the cartoon since racialization, genderization, and infantilization were key factors in how the United States handled the Filipinos. (10 minutes)
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Time: 1 Block period (1:45)
National Standards:
World History
Era 8, Standard 1A: Analyze why European colonial territories and Latin American countries
continued to maintain largely agricultural and mining economies in the early 20th century.
Era 8, Standard 2A: Analyze the relative importance of economic and political rivalries,
ethnic and ideological conflicts, militarism, and imperialism as underlying causes of the war.
Era 9, Standard 1C: Analyze the impact of World War II and postwar global politics on the
rise of mass nationalist movements in Africa and Southeast Asia.
American History
Era 7, Standard 2A: Evaluate the Roosevelt administration's foreign policies.
Era 7, Standard 2B: Analyze the impact of American public opinion on the Wilson
administration's evolving foreign policy from 1914 to 1917.
Objectives:
The students will place events in the correct sequential order along a timeline
The students will explain why certain events led to greater or less freedom for the Philippines
The students will be able to understand how the Philippines achieved independence
The students will comprehend why America was hesitant to grant the Philippines full
independence
Initiation:
Project the cover of Judge Magazine (Page 3). If the students are unable to read the text, tell them
the date at the top is June 1899. The caption reads “The Filipino’s First Bath: McKinley --‘Oh you
dirty boy!’”
Ask the students to describe what they see – who is the man in the bathing suit? Who is he bathing?
What does the water say? What does this represent? Who are the 2 people in background? What is
the artist’s purpose in drawing this? Etc. Make sure to explain the racial and gender inferences
included in the cartoon since racialization, genderization, and infantilization were key factors in how
the United States handled the Filipinos. (10 minutes)
Learning Activities:
1. Before class begins, place each of the 7 events around the classroom by cutting them and
taping them to the walls (Pages 4-7).
2. Following the warm-up questions, distribute the timeline to students (Page 8). Tell them that
they will be looking at 7 major events over a 50-year period that led to independence for the
Philippines. Some events led to greater independence, while other events took freedom away
from the region. They will analyze each event to determine how it affected the Philippines
and place it correctly along the timeline. (5 minutes for directions)
3. Tell the students to start at the event on the wall closest to their desk. After reading about the
event, they need to determine if it brought greater or lesser freedom for the Philippines. If the
event brought greater foreign control, they should place it on the bottom half of the page. If
the event was getting the Philippines closer to becoming independent, it should go above the
timeline. Students should write the name of the Act/Commission/Event and then briefly
explain what it did.
4. Allow the students about 5 minutes at their station and then have them rotate to the next one
as a group. Adjust the time if the students need more or less time at each until they have
rotated completely around the room and gotten each event on their timelines. (45 minutes)
5. Once the students have completed their timelines have them return to their seats and hand out
the worksheet (Page 9). Have the students create a political cartoon to represent one of the
events for their timeline. After the students have completed their cartoons, ask some students
to sharer and explain their drawing’s viewpoint. Be sure to let the students understand that
each event is evaluated in different ways today and many historians disagree about whether
some led to greater independence or were just lip service. You can also show them some of
the cartoons from the PBS – Crucible of Empire website listed in the “Other Primary
Sources” section. (20 minutes)
Closure:
After students have shared some of their cartoons, as a concluding activity have them answer
the remaining questions on the worksheet. (15 minutes)
Other Relevant Primary Sources:
Library of Congress – The Spanish American War in Motion Pictures