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 non-

military 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.

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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.

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.

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Student cartoon goes here

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