Kathleen A. Brown
Associate Professor of History
St. Edward’s University
I. Why Teach w/ Primary Sources?
1. Engage Students
2. Develop Critical
Thinking Skills
3. Construct
Knowledge
Louis Dalrymple, “Misery loves company; - but they hope soon to
be out of it,” Puck 20 March 1901:
http://www.loc.gov/pictures/item/2010651389/
II. Inquiry Learning/Project Based
Instruction
Big Question: What
were the arguments
for and against
American acquisition
of the Philippines?
• J.S. Pughe, “She is getting too feeble to hold them,” Puck 18
Nov. 1896. http://www.loc.gov/pictures/item/95523064/
• “Little Filipino—If I
miss this train I’m
a goner!” Daily
Public Ledger
[Maysville, KY] 6
Aug. 1898, p. 3,
http://chroniclinga
merica.loc.gov/lcc
n/sn86069117/189
8-08-06/ed-1/seq3/
• Uncle Sam You have seen what my sons can do in war now see what my daughters can do in peace.
• Ehrhart, “If they'll only be good,” Puck 31 Jan. 1900.
http://www.loc.gov/pictures/item/2010651302/
1.
•Dispatch from the
Philippines
•Great Battle
•Insurgents Gaining
•More Trouble Expected
•Troops Wanted to Suppress
Rebellion
•Dispatch from the
Philippines
•Great Force of
Insurgents at Iloilo
•Aguinaldo in Hiding
•Trouble Expected
Every Minute
•American Troops
Needed
• “They May Change Masters, But They Can’t Lose Me,” Salt
Lake [UT] Herald 16 Jan. 1899,
II. Inquiry Learning
Big Question: What were the arguments for and
against American acquisition of the Philippines?
Yoke:
“Love one
another”
Medallion:
“In union
there is
strength”
• St. Paul [MN] Globe 27 Nov. 1898, p 1,
http://chroniclingamerica.loc.gov/lccn/sn90059523/1898-11-27/ed-1/seq-3/
• J.S. Pughe, “The Aguinaldo guard,” Puck 17 October
1900, http://www.loc.gov/pictures/item/2010651338/
II. How To Get Started
1. LOC, “Why Use Primary Sources?” pdf
2. LOC, “How to Use Primary Sources: A
Quick Start Guide” pdf
3. Barbara Stripling, “Teaching Inquiry with
Primary Sources,” Teaching with Primary
Sources Quarterly (Summer 2009): 2-4:
http://www.loc.gov/teachers/tps/quarterly/
0907/pdf/TPSQuarterlySummer09.pdf
4. LOC, Professional Development Builder,
“Analyzing Political Cartoons.”
II. How To Get Started
5. LOC, “Analyzing Political Cartoons” pdf
6. Cartoon Analysis Worksheet, Educators
and Students, National Archives.
7. Library of Congress [http://www.loc.gov]
8. Contextualizing & Historical Thinking
A. Avishag Reisman & Sam Wineburg,
“Teaching the Skill of Contextualizing in
History,” The Social Studies Vol. 99
(Sept./Oct.2008):202-207.
III. Using Cartoons & Documents to
Teach the Philippine-American War
“If They'll Only
Be Good,” Puck
31 Jan. 1900,
centerfold.
http://www.loc.g
ov/pictures/item
/2010651302/
• “If They'll Only Be Good” Caption: “Uncle Sam
You have seen what my sons can do in war now see what my daughters can do in peace.”
• Curriculum Standards: (2011-2012)
– §113.41. United States History Studies Since
1877
• (c) Knowledge and skills.
(4) History. The student understands the
emergence of the United States as a world
power between 1898 and 1920. The
student is expected to:
–(A) explain why significant events, policies,
and individuals such as the SpanishAmerican War, U.S. expansionism, …
moved the United States into the position of
a world power;
–(B) evaluate American expansionism,
including acquisitions such as Guam,
Hawaii, the Philippines, and Puerto Rico
• Curriculum Standards:
– §113.41. United States History Studies
• (c) Knowledge and skills.
(29) Social studies skills--critical-thinking skills:
–(H) use appropriate skills to analyze and
interpret social studies information such as
maps, graphs, presentations, speeches,
lectures, and political cartoons.
• Curriculum Connections:
• (c) Knowledge and skills.
–(15) Economics -- domestic and foreign issues
related to U.S. economic growth from the
1870s to 1920.
–(19) Government --explain constitutional
issues raised by federal government policy.
Types of Assignments
• Basic Knowledge
– Chronology -- have groups of students
organize cartoons into chronological order of
development of the Philippine-American War
– Active Learning—provide a cartoon to each
student & have them research the issues,
analogies, or controversies which are
portrayed in the cartoon
Types of Assignments
• Critical Thinking
– Have students identify point of view (sometimes
called “bias”) of a cartoon and evaluate how
someone with a different point of view might
have drawn the cartoon differently
– Analyzing -- have groups of students analyze
cartoons to find the ideological implications of
text and images.
– Provide a group of cartoons from divergent
points of view about the issue. Have students
evaluate the issues and arguments involved and
arrive at their own conclusions about the issue or
event.
Types of Assignments
• Transference
– Have students connect what they are studying
with what they have already learned. Ask
students, for instance, to make connections
between ideals of American Revolutionaries
and founders of the Constitution and the AntiImperialists who criticized American acquisition
of the Philippines.
W.A. Rogers,
“Uncle Sam's
New Cl[ass in]
the Art of Selfgovernment,”
Harpers
Weekly 27
Aug. 1898.
http://www.loc.gov/pictures
/item/91705456
“A Voice from
the Imperial
Dressing Room,”
St. Paul [Mn]
Daily Globe, 19
May 1899, p.1.
• http://chroniclingameric
a.loc.gov/lccn/sn900595
23/1899-05-19/ed1/seq-1/
“In the Same Fix,” Houston Daily
Post, 14 Nov. 1901, p. 1.
• http://chronicling
america.loc.gov/l
ccn/sn86071197
/1901-11-14/ed1/seq-1/
“Right [Human
Liberty] Must
Triumph Over
Might
[Imperialism],”
Washington
[Wash., DC]
Sentinel 18
Nov. 1899, p. 1.
http://chroniclingamerica.loc.gov/lccn/sn82016354/1899-1118/ed-1/seq-1/
“It is Reported That
We Are Now to Be
Severe With the
Filipinos,” St. Paul
[Minn.] Globe 21
Nov. 1900, p. 1.
http://chroniclingamerica.
loc.gov/lccn/sn900595
23/1900-11-21/ed1/seq-1/
“The Monroe Doctrine Dead,” San
Francisco Call 2 Dec. 1898, p. 6
http://chroniclingamerica.loc.gov/lccn/sn85066387/1898-1202/ed-1/seq-6/
Further images & articles one might use
• “Two Points of
View,” Houston
Daily Post 19 July
1899, p. 1.
• http://chroniclingameri
ca.loc.gov/lccn/sn8607
1197/1899-07-19/ed1/seq-1/
“Aguinaldo Takes
the Oath of
Allegiance,”
Salt Lake City
[Ut] Herald 4
Apr. 1901, p. 1.
• http://chroniclingamer
ica.loc.gov/lccn/sn85
058130/1901-0404/ed-1/seq-1/
• [“Workingman—
‘Is this
protection for
American
Labor?’”],
Washington
[Wash., DC]
Sentinel 3 Feb.
1900, p. 1.
http://chroniclingameri
ca.loc.gov/lccn/sn8201
6354/1900-02-03/ed1/seq-1/
• “Imperialism’s
Burdens,”
Washington
[Wash., DC]
Sentinel 3 Feb.
1900, p. 1.
http://chroniclingameri
ca.loc.gov/lccn/sn8201
6354/1900-08-11/ed1/seq-1/
“American
Savagery in the
Philippines,”
Honolulu [H.I.
Terr.]
Independent 6
May 1902, p. 1
& 4.
•
•
http://chroniclingameri
ca.loc.gov/lccn/sn8504
7097/1902-05-06/ed1/seq-1/
http://chroniclingameri
ca.loc.gov/lccn/sn8504
7097/1902-05-06/ed1/seq-4/
• Andrew Carnegie, “Carnegie’s Statement on
Imperialism,” San Francisco Call 11 May 1899, p. 1.
http://chroniclingamerica.loc.gov/lccn/sn85066387/189905-14/ed-1/seq-1/
• “’Water Cure’ of Filipinos is Followed by Court-Martial of
General Jacob H. Smith,” San Francisco Call 22 Apr.
1902, p. 1.
http://chroniclingamerica.loc.gov/lccn/sn85066387/190204-22/ed-1/seq-1/
• “Natives Will Be Avenged,” San Francisco Call 16 Apr.
1902, p. 1 & 3.
http://chroniclingamerica.loc.gov/lccn/sn85066387/190204-16/ed-1/seq-1/ &
http://chroniclingamerica.loc.gov/lccn/sn85066387/190204-16/ed-1/seq-3/
Further Resources
• Teaching with Cartoons: Web-based Resources.
http://faculty.stedwards.edu/kathyb/Teaching_Reso
urces/Cartoons.htm
• Research Guide, “Teaching with Primary Sources
from the Library of Congress,” St. Edward’s
University Library.
http://stedwards.libguides.com/tps
• Library of Congress, Teachers Resources.
http://www.loc.gov/teachers/professionaldevelopm
ent/tpsdirect/pdplanbuilder/