lp5_11_addl_docs

=BA Year 3 LP5 Document Inquiry Example=

In order to gain our own essential understanding of how to incorporate primary source documents into an inquiry-based lesson, let's work with our own document-based question set. Let's begin with an essential question and proceed to taking an inquiry-based approach to a set of documents that connection to this year's theme, standards, and content.

//Part 1//

**What were the attitudes that Americans had toward people in other lands, 1880-1930? How would these attitudes have affected United States immigration policy?**
Today we're going to look at four documents which reveal U.S. opinions about the Filippinos during the Spanish-American (1898) and Philippine War (1899-1902). Then we'll connect the content and point-of-view of each document to our understanding of immigration history.

Think back to the discussion and readings you did for Fall Seminar 1 this year (FS1_11 page on the Wiki and the BA Blog will help you). Now let's proceed with looking at documents with our essential questions in mind.

First think about the U.S. relationship with the Philippines. In 1898, admidst much controversy, the United States helped Cuba gain its independence from Spanish. In the process, the U.S. gained its own colonies of Puerto Rico, Guam, Hawaii, and the Philippines. With the new lands, came new peoples, and a fierce debate about what to do with the people as well as the nature of the U.S. as a colonial empire. Part of the debate centered around whether these far-away people should be seen as equal and protected by the United States Constitution. If so, could they be potential citizens and immigrate to the U.S.?

Then consider how people of the United States saw people of other lands. The documents below (the Thomas Nast cartoon and the two poems, Docs 1-3) will help you. As you do, work to get a sense of what each author's opinion about the person or group depicted. What are the similarities and differences in point of view of the poems and the cartoon? Why are they important? What else would you want to have or to know in order to understand these documents? Look at the use of the term "little brown brother." The phrase seems to have originated with William Howard Taft when he was Governor of the Philippines. According to one historian, Taft meant this term in a benevolent way. Do you agree?

Another view comes from Emilio Aguinaldo, the leader of the Philippine rebel forces aiding the United States during the Spanish-American War. After the conclusion of that war, the Philippines were not granted their independence but instead became an American colony. Aguinaldo then became a leader of the resistance against the United States. Later he would become the first president of the Philippines. Read his first inaugural address (Doc. 4). Focus on the second to last paragraph. Then discus these questions:
 * What was his opinion about what his fellow Filippinos could do?
 * Did he agree with the opinions of the American authors in the documents above? Why or why not?

Then consider the set of documents as a whole:
 * How do these documents speak to each other?
 * How do they answer the essential question above?
 * Does Social Darwinism play a role here?
 * How did it shape foreign policy? Immigration policy?

For the United States 1880-1930, foreign policy and immigration policy was shaped by a series of U.S. Supreme Court cases known as "the Insular Cases." The Court held that the "Constitution does not follow the flag."

Now that you've examined the document set, what is your answer to the essential questions above?

//Part 2//

How would you combine the documents to teach a concept about American immigration 1880-1920?
Now that we've practiced analyzing documents and using them to answer an essential question, let's discuss how primary sources in general can be incorporated into a hands-on inquiry-based lesson.

Discuss together these questions:
 * What essential question would you have students answer by using these primary sources?
 * What other documents would they need to answer that essential question?
 * Are there any documents you would omit?
 * What background information would help?
 * How would you structure the student experience?

As you discuss these questions think about your own students whose families have immigrated, and may have come from the same regions of the world being presented here. How would you help your students understand these opinions of the past? How would you help a immigrant student from the Philippines, for example, understand the history but still feel included in the classroom? What should your non-immigrant students understand? Would it be best to use some of these documents but not all? What does this example say about the process of "Becoming America"?

Finally, think about the backward planning process. What is the essential understanding that your students should gain by completing your lesson? What primary source documents will help them reach that goal? Remember that we start with your learning goal, the standards, and essential questions and work from there to design the learning experience.

Keep these questions in mind as you work with your own documents. Reflect on what we learned about inquiry-method and document-based questions when we work together in Lesson Planning #6.

Documents:
Doc. 1

[|View higher resolution version] (1200 pixel)

Doc. 2

media type="custom" key="11319472" width="180" height="180"

LITTLE BROWN BROTHER, Annie L. Diggs, February 1 1900. from City and State, vol. 8 on Google Books.

Doc. 3



"The Little Brown Brother" by Robert L. Morrison The Morning Herald; Date: 12-13-1903; Volume: 33; Issue: 247; Page: 6; Location: Lexington, Kentucky

Doc. 4

[|Emilio Aguinaldo's Inaugural Address -Wikisource]
(focus especially on second paragraph from the end beginning with "You have justly deserved...")

Additional Resources:
Kansas State Librarian Annie L. Diggs was a Populist and a Suffragist. For a contemporary opinion about Annie L. Diggs see Public Opinion, Vol. 29, p. 166 and Public Opinion, Vol. 29, p. 552 on Google Books.

For a comment on Annie Diggs, see "Exhibition of Igorrotes at Topeka" Kansas City Star 1905-09-01 http://docs.newsbank.com/s/HistArchive/ahnpdoc/EANX/116517205A689AD8/0F20FECAAFCBE6ED

[|PDF]] ===[|Annex the Philippines]=== Adobe PDF - [|View as html] Senator **Henry** **Cabot** **Lodge** in a **speech** before the **Senate** on **March** **7**,**1900**: The taking of the Philippines does not violate the principles of the Declaration of Independence ... **int.danville.k12.pa.us**/teacherweb/aberkey/US_History/...

Henry Cabot Lodge "On the retention of the Philippine Islands" on Internet Archive. Speech to the Senate, March 7, 1900.

[|.. Special Report of Wm. H.] [|Taft] [|, Secretary of War, to the President, on the Philippines] - William Howard Taft, United States War Dept Book digitized by Google from the library of Harvard University and uploaded to the Internet Archive by user tpb.

Biography of William Howard Taft with Governorship of Philippines views.

[|True Version of the Philippine Revolution] - Emilio Aguinaldo Book digitized by Google from the library of the University of Michigan and uploaded to the Internet Archive by user tpb.

[|Second look at America] - Aguinaldo, Emilio http://uf.catalog.fcla.edu/uf.jsp?st=UF000726188&ix=nu&I=0&V=D

NPS-- The Presidio of San Francisco The Philippine War - Suppressing An Insurrection http://www.nps.gov/prsf/historyculture/the-philippine-war-suppressing-an-insurrection.htm footnote 47 cites //Miller//, //Stuart Creighton// (1984-09-10). "Benevolent Assimilation": The American Conquest of the Philippines, 1899-1903. Yale Univ. Press.

@http://philippines1900.tumblr.com/post/265133761/us-notions-of-manifest-destiny-and-benevolent