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 http://www.loc.gov/teachers/classroommaterials/connections/spanish-american/ Library of Congress Puerto Rico at the Dawn of the Modern Age http://www.loc.gov/teachers/classroommaterials/connections/puerto-rico/ PBS Crucible of Empire Yellow Journalism Cartoon Gallery http://www.pbs.org/crucible/cartoons.html The Birth of the American Empire as Seen Through Political Cartoons http://www.oah.org/pubs/magazine/1898/martinez-lesson.pdf Cartoons of the Spanish American War http://www.archive.org/details/cartoonsspanamer00bartrich Students of History - https://www.teacherspayteachers.com/store/students-of-history
The Taft Commission was created by President William McKinley on March 16, 1900. The Commission acted as the Philippine s legislature with William Howard Taft as its first head, hence its name. Taft served as head of the Commission until 1904. Between its inception and August 1902, the Commission issued 499 laws, established a judicial system, including a Supreme Court, drew up a legal code to replace antiquated Spanish ordinances and organized a civil service. The 1901 municipal code provided for popularly elected presidents, vice presidents, and councilors to serve on municipal boards. In January 1899, President McKinley appointed Dr. Jacob Gould Schurman to chair a commission to investigate conditions in Philippines and make recommendations. Fighting had erupted between U.S. and Filipino forces in February, and the nonmilitary commission members found General Otis looking at the commission as an infringement upon his authority when they arrived in March. In the report that they issued to the president the following year, the commissioners acknowledged Filipino aspirations for independence; they declared, however, that the Philippines was not ready for it. Specific recommendations included the establishment of civilian control over Manila, creation of civilian government as rapidly as possible, especially in areas already declared pacified including the establishment of a bicameral legislature, autonomous governments on the provincial and municipal levels, and a system of free public elementary schools.
The Philippine Organic Act of July 1902 approved, ratified, and confirmed President McKinley s Executive Order establishing the Philippine Commission and stipulated that their legislature would be composed of a lower house, the Philippine Assembly, which would be popularly elected, and an upper house consisting of the Philippine Commission. The act also provided for extending the United States Bill of Rights to Filipinos. It was written by Wisconsin Congressman Henry A. Cooper (pictured to the right). The Jones Act, also known as the Philippine Autonomy Act of 1916, replaced the Philippine Organic Act of 1902 that earlier served as a constitution for the Philippine Islands. The Jones Act created a framework for a more autonomous government in preparation for the grant of independence by the United States. While the 1902 act provided for an appointed upper house, the Jones Act provided that both houses of the Philippine Legislature would be elected. The Jones Act was enacted by the Congress on August 29, 1916 and contained the first formal and official declaration of the United States commitment to grant independence to the Philippines. However, the law provides that the grant of independence would come only as soon as a stable government can be established. The Bill was named for its sponsor, Congressman William Atkinson Jones, but was written by Manuel L. Quezon (pictured to the left), one of the Philippines' two commissioners to the House of Representatives.
The Tydings McDuffie Act (also called the Philippine Independence Act) was approved on March 24, 1934 and provided for self-government of the Philippines and Filipino independence after a period of 12 years. It was authored by Maryland Senator Millard E. Tydings (top right) and Alabama Representative John McDuffie (bottom right). The Tydings McDuffie Act provided for the drafting and guidelines of a Constitution for a 10-year transitional period which became the government of the Commonwealth of the Philippines before the granting of Philippine independence, during which the US would maintain military forces in the Philippines. Furthermore, during this period the American President was granted the power to call into military service all military forces of the Philippine government. The act permitted the maintenance of US naval bases, within this region, for two years after independence. Japan launched a surprise attack on Philippines on December 8, 1941, just 10 hours after the attack on Pearl Harbor. Aerial bombardment was followed by landings of ground troops on Luzon. Defending Filipino and American forces withdrew to the Bataan Peninsula and to the island of Corregidor at the entrance to Manila Bay. The Philippine defense continued until the final surrender of United States-Philippine forces on the Bataan Peninsula in April 1942. President Quezon left for the United States, where a government in exile was established. The Japanese military authorities immediately began organizing a new government structure in the Philippines and established the Philippine Executive Commission. The Japanese-sponsored republic headed by President José P. Laurel proved to be unpopular. The Philippines suffered great loss of life and tremendous physical destruction by the time the war was over. An estimated 1 million Filipinos had been killed, a large portion during the final months of the war, and Manila was extensively damaged. The occupation of the Philippines by Japan lasted until Japan's formal surrender in September 1945.
On July 4, 1946, representatives of the United States and of the Republic of the Philippines signed a Treaty of General Relations between the two governments. The treaty provided for the recognition of the independence of the Republic of the Philippines as of July 4, 1946, and the relinquishment of American sovereignty over the Philippine Islands. Manuel Roxas was elected the first President. However, some Filipino historians point out that independence came with numerous strings attached. For instance, legislation was passed by the U.S. Congress to ensure that the Philippines would remain an economic ward of the U.S., for the time being. The US was also granted a 99-year lease on designated military bases in the country.
Name Directions: After reading about each event, place it in the correct year along your timeline and add a brief note about its significance. If the event leads closer towards Filipino independence it should be located above the timeline. If this event moves away from independence toward greater foreign control, place it toward the bottom of the page. Greater Independence 1899 1910 1920 1930 1940 1950 Greater Foreign Control
Name 1. Create a political cartoon to represent one of the Acts, Commissions, or events listed on your timeline. Think of symbols cartoonists use for America that you could use as well. Your cartoon should have a message or viewpoint that you show visually. Draw your cartoon in the box to the right. 2. What is the message or viewpoint of your cartoon? 3. Why did it take so long for the Philippines to achieve cull independence? 4. Who wrote the Jones Act? a. William F. Jones b. Manuel L. Quezon c. Dr. Jacob Gould Schurman d. William Howard Taft 5. How do you think a Filipino would feel about the Jones Act? 6. Which Act or Commission do you feel was the most progressive? Explain your answer.
Name Answer Key / Teacher Guide 1. Create a political cartoon to represent one of the Acts, Commissions, or events listed on your timeline. Think of symbols cartoonists use for America that you could use as well. Your cartoon should have a message or viewpoint that you show visually. Draw your cartoon in the box to the right. Student cartoon goes here 2. What is the message or viewpoint of your cartoon? Open to many possible student responses based on the cartoon that they create. 3. Why did it take so long for the Philippines to achieve cull independence? Open to various answers but students could note how WWI and WWII delayed independence along with America s reluctance to let go. 4. Who wrote the Jones Act? a. William F. Jones b. Manuel L. Quezon c. Dr. Jacob Gould Schurman d. William Howard Taft 5. How do you think a Filipino would feel about the Jones Act? Open to various answers. Students should likely note their excitement at the prospect for independence but might also recognize some distrust Filipinos might have had about whether it would be followed quickly based on the language in the bill. 6. Which Act or Commission do you feel was the most progressive? Explain your answer. Open to various answers based on your students opinions. Students of History - https://www.teacherspayteachers.com/store/students-of-history