1
10
37
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Article/Essay
Text
Any textual data included in the document.
<p>History textbooks often ignore the Philippine War (1899-1902), and cover U.S. expansion at the turn of the twentieth century only in Cuba. Yet at the time, the war and occupation in the Philippines provoked widespread debate, resulted in thousands of casualties, consumed significant military expenditures, and helped shape U.S. foreign policy in the twentieth century.</p>
<p>Sparked by the brief Spanish-Cuban-American War, the Philippine War was brutal and prolonged. After defeating Spain in Cuba, the U.S. negotiated possession of the Philippines as part of the peace treaty, much to the dismay of the Philippine nationalists who had been fighting for their independence since 1896. Under the leadership of Filipe Aguinaldo, the Nationalists had formed their own government after the departure of Spanish troops. The U.S. began amassing troops on the islands before Congress approved the peace treaty with Spain, and a small skirmish led the U.S. to declare war. The Philippine army was small and poorly armed, but widely supported by the population. As a result, the U.S. military targeted the civilian population as well, forcing residents to move into concentrated villages that could be patrolled by U.S. troops, and torturing citizens to reveal information about the armed resistance. U.S. soldiers burned many villages and towns to the ground, and historians estimate that over 220,000 Filipinos died of war-related causes. </p>
<p>In the U.S., robust opposition to the war challenged U.S. imperialism and brought together a broad collection of groups and individuals ranging from Mark Twain to Andrew Carnegie, from Filipina activist Clemencia Lopez to Susan B. Anthony, and from labor leaders to volunteer soldiers. The Anti-Imperialist League held meetings and lectures, published newspapers and pamphlets, and supported anti-war political candidates. Some who opposed the annexation did so out of respect for the right of the Filipinos to govern themselves. But many more opposed the idea of granting U.S. citizenship to a group of Asians.</p>
<p>The Philippine War coincided with a series of World's Fairs that took place between 1893 and 1904. Hundreds of thousands of visitors from all over the nation attended the fairs, which were major events that defined and celebrated the era's culture. The exhibits and controversies at the fairs show how assumptions about imperialism and racial superiority were embedded in domestic culture. Just as popular culture helped to shape expansionist policies in the U.S., foreign policies also shaped our national identity and domestic life. </p>
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Title
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Background Essay on Creating an Empire
Description
An account of the resource
This essay re-introduces an often forgotten event—the Philippine-American War—and explains contemporary debates around the war and the ascencion of the United States to the ranks of colonial powers.
Creator
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American Social History Project/Center for Media and Learning
Date
A point or period of time associated with an event in the lifecycle of the resource
2015
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Expansion and Imperialism
Rights
Information about rights held in and over the resource
ASHP
Philippine-American War
-
https://shec.ashp.cuny.edu/files/original/cartoonwords_e7dc5035e5.pdf
75cb86ae1f1f83a4d83030ae1abddd97
Worksheet
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Title
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Imperialism Words for Political Cartoons
Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
This list of words can be used by students to create political cartoons about the Philippine-American War in the activity "Create a Cartoon of the Philippine-American War."
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
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American Social History Project/Center for Media and Learning, 2011.
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Copyright American Social History Project/Center for Media and Learning <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />This work is licensed under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.
Relation
A related resource
1391
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Subject
The topic of the resource
Expansion and Imperialism
Philippine-American War
-
https://shec.ashp.cuny.edu/files/original/1890s-cartoon-analysis_d3f8face7f.notebook
5050d2e02e9d41327f0f261b04d487dd
Teaching Activity
Objectives
<ul><li>
<p>Students will discuss how images and symbols are combined by political cartoonists to convey ideas.</p>
</li>
<li>
<p>Students will analyze a political cartoon about U.S. imperialism in the 1890s. </p>
</li>
</ul>
Materials
626, 1764, 1988
Historical Context
During the United States' imperialist efforts at the turn of the twentieth century, cartoon illustrators used their canvases to convey the arguments for and against the Philippine-American War. Some artists highlighted the "primitive" civilization of the Filipinos as a reason for U.S. intervention, while others bemoaned the intervention as anti-democratic and un-American.
Lesson Plan Text
<p><strong>Step 1:</strong> Project the first slide of the Notebook file, where the elements of the political cartoon "Uncle Sam Watches Over Cuba and the Philippines" have been divided up. Ask up to three volunteers to come to the Smartboard. Each volunteer should choose two elements from the cartoon and move them above the line. </p>
<p><strong>Step 2:</strong> For each pairing, discuss what the symbols mean and what message is conveyed by putting them together. </p>
<p><strong>Step 3:</strong>Project the cartoon "Uncle Sam Watches Over Cuba and the Philippines." Pass out copies of the cartoon and either the U.S. Imperialism Cartoon Analysis worksheet. Have students work on Part 1 of the worksheet with a partner.</p>
<p>OR You can hand out “Uncle Sam Watches over Cuba and the Philippines†Analysis Worksheet. Have students complete both parts of the worksheet.</p>
<p><strong>Step 4:</strong> If you used the U.S. Imperialism Cartoon Analysis worksheet, as a group, discuss and complete Part 2 of the worksheet. </p>
<p>If you used “Uncle Sam Watches over Cuba and the Philippines†Analysis Worksheet, as a group, discuss what students put in the venn diagram, and what they think is the cartoon's main idea.</p>
Activity Extension
<p>Teachers may want to use this activity as an introduction to the activity <a href="../show/1391" target="_blank">"Creating a Cartoon of the Philippine-American War."</a></p>
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Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
A name given to the resource
Lessons in Looking: Imperialism Cartoons
Description
An account of the resource
This activity teaches students how to break down different elements of a political cartoon. Students examine how different symbols and images can be combined to convey meaning. Then students analyze a 1902 political cartoon about U.S. expansion overseas and the acquisition of new territories in the Philippines in Cuba. This activity includes a Smartboard Notebook file.
Creator
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American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Relation
A related resource
1391
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Subject
The topic of the resource
Expansion and Imperialism
Lessons in Looking
Philippine-American War
Smartboard
Using Political Cartoons
-
Documentary
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
4:02
Transcription
Any written text transcribed from a sound.
<iframe width="560" height="315" src="https://www.youtube.com/embed/n6Ib3OF4zX4?list=PL6715A1276171FE8E" frameborder="0"></iframe>
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
A name given to the resource
Savage Acts excerpt
Description
An account of the resource
<p>This short excerpt is from ASHP/CML's 30-minute documentary <em>Savage Acts: Wars, Fairs, and Empire 1898-1904.</em> <em>Savage Acts</em> links the pageantry of world's fairs to the story of the Philippine War, America’s first attempt to claim an overseas colony and a turning point in U.S. foreign policy. Philippine diplomats and fighters as well as U.S. politicians and soldiers tell their experiences of the conflict and the opposition it sparked. This documentary is available for <a href="http://ashp.cuny.edu/shop/#savage">purchase</a>.</p>
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning
Relation
A related resource
1468
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Expansion and Imperialism
Philippine-American War
Savage Acts
-
https://shec.ashp.cuny.edu/files/original/bryan(1901)_9d71c7fb21.pdf
e66f67a1da3945d9054c2bb2c9055c64
Speech
Dublin Core
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Title
A name given to the resource
William Jennings Bryan Speaks Out Against Imperialism (with text supports)
Language
A language of the resource
English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
William Jennings Bryan was the Democratic party candidate for President in 1900. He opposed U.S. expansion into the Philippines and often criticized U.S. imperialism in his speeches during and after the 1900 campaign.
Creator
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William Jennings Bryan
Source
A related resource from which the described resource is derived
William Jennings Bryan, “Imperialism,” recorded in 1901; from Michigan State University, Earliest Voices: A Gallery from the Vincent Voice Library, http://www.historicalvoices.org/earliest_voices/bryan.html.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1901
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Expansion and Imperialism
Philippine-American War
Reading Supports
Savage Acts
-
https://shec.ashp.cuny.edu/files/original/a-senator-speaks-in-support-of-empire_33ade0dabe.pdf
99be9f12942aa2de814f5cc65e00386a
Speech
Dublin Core
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Title
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A Senator Speaks in Support of Empire (short version with text supports)
Language
A language of the resource
English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
In this 1900 speech to Congress, the Republican Senator from Indiana, Albert J. Beveridge, strongly calls for the United States to annex the Philippines.
Creator
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Albert J. Beveridge
Source
A related resource from which the described resource is derived
Congressional Record, 56th Congress, 1st Session, 9 January 1900, 704-712; from Vincent Ferraro, ed., "Albert J. Beveridge: In Support of an American Empire," Documents Related to American Foreign Relations 1898-1914, http://www.mtholyoke.edu/acad/intrel/ajb72.htm.
Primary
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1
Date
A point or period of time associated with an event in the lifecycle of the resource
1900
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Expansion and Imperialism
Philippine-American War
Reading Supports
Savage Acts
-
Teaching Activity
Objectives
<ul><li>
<p>Students will be able to define and provide examples of imperialism, nationalism, national interests, and World's Fairs during the period 1898-1904. </p>
</li>
<li>
<p>Students will identify different multiple perspectives on U.S. expansion at the turn of the twentieth century. </p>
</li>
</ul>
Materials
1763, 1616, 1243, 1613, 627, 655, 1614, 1610
Historical Context
U.S. overseas expansion at the turn of the century was not just the concern of government and business; it was the stuff of everyday life. <em>Savage Acts</em> tells the story of how the Philippine War and American domestic culture forged a new U.S. foreign policy. Soldiers' letters, world's fair exhibitions, early films, travel guides, and heroic monuments expressed the growing sense of national mission based on ideas of racial superiority. Bu the victory of imperialist policies as not inevitable; expansion and the way it was expressed in the daily life of the nation, sparked opposition both at home and abroad.
Lesson Plan Text
<p><strong>Step 1:</strong> Introduce the documentary <em>Savage Acts </em>and pass out copies of the Active Viewing of<em> Savage Acts</em> worksheet. </p>
<p>Prepare students by explaining that there is some graphic imagery of battlefield scenes from the long war between the Philippines and the United States. </p>
<p>Divide students into four groups. Assign each group one vocabulary term (Imperialism, National interests, Nationalism, World's Fairs) to listen for examples of and find images of as they watch the film. Before viewing, make sure that students understand the basic meaning of each term. </p>
<p><strong>Step 2:</strong> Play the first three chapters of <em>Savage Acts</em>: The Culture of Imperialism, The Forgotten War, and World's Fairs (0:00--6:13). After viewing, ask each group to share out what images they saw of their term. </p>
<p><strong>Step 3:</strong> Introduce the next set of clips: Philippines gains independence from Spain and the U.S. goes to war to annex them. Identify the Philippines on a map, making sure to note the relative distance between the United States, the Philippines, and Spain. Then, ask students to listen for who participated in the debates about U.S. overseas expansion. Also, warn students that the next section will have graphic battlefield images. Play the following chapters of <em>Savage Acts</em>: Conquest of the Philippines, Imperialist Debate, Update on the War (6:14-17:10).</p>
<p><strong>Step 4:</strong> To each group, pass out the three text documents and the three images, each of which represents a different viewpoint on U.S. annexation of the Philippines. Tell students that they are to match each image to the text document that is most similar in viewpoint. Then ask students to circle one sentence from the text to use as a caption for the image to best represent the viewpoint of the pair. </p>
<p><strong>Step 5: </strong>Have students share out their pairs of image and text and what captions they chose and why. (It may be helpful to project images and texts as they are discussed.) Lead a discussion of national interests and nationalism as evidenced by the documents and cartoons.</p>
<p><strong>Step 6: </strong>Play the last four chapters of <em>Savage Acts</em>: The Midway, Civil Rights and Empire, End of the War? (17:10--end of documentary). As students watch, they should listen for answers to the following question:</p>
<ul><li>
<p>What was the U.S. trying to show off at the World's Fair of 1893?</p>
</li>
</ul><p><strong>Step 7:</strong> After viewing, ask students to respond to the listening prompt, then discuss:</p>
<div>
<ul><li>
<p>What was the U.S. trying to show off at the World's Fair in 1893? Give examples from the film.</p>
</li>
<li>
<p>If the U.S. had a World's Fair today, what national achievements would it show off? </p>
</li>
</ul></div>
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Language
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English
Publisher
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American Social History Project / Center for Media and Learning
Title
A name given to the resource
Active Viewing: <em>Savage Acts</em>
Description
An account of the resource
This activity is designed to help students understand key ideas from the documentary film <em><a href="http://ashp.cuny.edu/ashp-documentaries/savage-acts/" target="_blank">Savage Acts: Wars, Fairs, and Empire 1898-1904</a></em>. The film is divided into short segments with suggested viewing strategies and questions to keep students focused.
Creator
An entity primarily responsible for making the resource
American Social History Project/Center for Media and Learning
Source
A related resource from which the described resource is derived
American Social History Project/Center for Media and Learning, 2011.
Rights
Information about rights held in and over the resource
Copyright American Social History Project/Center for Media and Learning
<div><br />This work is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a>.</div>
Date
A point or period of time associated with an event in the lifecycle of the resource
2011
Subject
The topic of the resource
Expansion and Imperialism
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Active Viewing
Group Work
Philippine-American War
Savage Acts
-
https://shec.ashp.cuny.edu/files/original/0c7811d49082755a324a7594db25951e.mp4
36c528bcac734778da10be7c98d7f7b9
TV/Film
Dublin Core
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Title
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Advance of Kansas Volunteers at Caloocan
Language
A language of the resource
English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
Motion pictures were still a novelty at the outbreak of the Philippine War, but film’s ability to generate patriotism and public interest in the war encouraged early filmmakers to produce a number of war films. Several cameramen went to the Philippines to film the military efforts, but recreations of battles filmed in rural New York and New Jersey proved to be more popular. This footage recreates a battle between troops under Colonel Frederick Funston and Philippine nationalists. The Edison catalog of 1899 called it “one of the best battle pictures ever made.â€
Creator
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Edison Manufacturing Co.
Source
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Library of Congress
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1899
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Expansion and Imperialism
Philippine-American War
Savage Acts
-
Newspaper/Magazine
Text
Any textual data included in the document.
<p>FILIPINOS ARE PREPOSTEROUSLY MISREPRESENTED <em>– Senor Nepomuceno </em></p>
<p>“The Moros, Negritos and Igorrotes No More Represent the Filipinos Than the Dying Indian Represents the People of the United States.â€Â </p>
<p>FRAGMENTARY TRIBES SHOWN FOR POLITICAL PURPOSESÂ </p>
<p>Honorary Commissioner Declares Mass Meetings Were Held in Manila to Protest Against This Slander of “7,000,000 Civilized Christians.â€Â </p>
<p>Senor Vicente Nepomuceno, a member of the Philipine [<em>sic</em>] honorary commission, now in St. Louis, declares that the so-called Philippine village at the Fair is nothing more than a coup of Machiavelism on the part of the Republican administration. </p>
<p>He protests that the exhibition does not reveal the condition of the Filipino, nor was it ever intended that their true state of advancement should be disclosed. </p>
<p>He asserts that the exhibition is but a foil seeking to justify in the public mind the administration’s insincerity toward the Filipino. </p>
<p>“There are 8,000,000 people in the Philippines,†said Senor Nepomuceno, through an interpreter, to the Post-Dispatch, “and of these 7,000,000 are civilized Christians, orderly, peace-loving and law-abiding. </p>
<p>“The remaining 1,000,000 are made up from among the Moros, Negritos, and Igorrotes, and the anthropoids, who live in the mountains in an uncivilized state, and who, like all backward and non-progressive races, are rapidly dying out. </p>
<p>These Are Only Fragmentary Tribes </p>
<p>“The Moros, Negritos and Igorrtes no more represent the people of the Philippines than the dying Indian represents the American people, and the Americans would resent such an exhibition for more vigorously than we have. </p>
<p>“When the Filipinos learned that these fragmentary tribes were being brought to this country to represent the islands at the Fair a mass meeting was held and a protest was sent to Gov. Taft. </p>
<p>“It was of no avail, but as a sort of sop the Philippine honorary commission was appointed and 50 representative citizens were named to tour the United States. Of course, the damage had been done; the impression has gone abroad that we are barbarians; that we eat dog and all that sort of thing; and no matter how long we stay here we cannot convince the public to the contrary. </p>
<p>“The Filipino people are being preposterously misrepresented at the Fair. </p>
<p>“We are entirely ready for self-government and we were not prepared for it by the United States, but the administration does not seem to want to let it go. </p>
<p>“In furtherance of this determination to hold our reins of government they have gone into the remotest corners of the islands, gathered the lowest types of the inhabitants and brought them to this country to exhibit in an attempt to justify their paternal grip on the islands. . . .</p>
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Title
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"Filipinos Are Preposterously Misrepresented"
Language
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English
Publisher
An entity responsible for making the resource available
American Social History Project / Center for Media and Learning
Description
An account of the resource
This newspaper article from the St. Louis Post-Dispatch, provided one of the few opportunities for a Filipino to address a U.S. audience about the Philippine Reservation exhibit at the 1904 World’s Fair. The article extensively quotes Vicente Nepomuceno, a Philippine lawyer, member of the Philippine honorary commission, and critic of the U.S. occupation. The honorary commissions was created in response to Filipino protests against the St. Louis fair’s portrayal of the Philippines.
Creator
An entity primarily responsible for making the resource
St. Louis-Dispatch
Source
A related resource from which the described resource is derived
<em>St. Louis Post-Dispatch</em>, 19 June 1904; New York Public Library
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1904
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Expansion and Imperialism
Relation
A related resource
1756
Philippine-American War
Savage Acts
-
https://shec.ashp.cuny.edu/files/original/bagoboswomen_00bca24055.tif
91ec66fb40a8e77d81748f4b2f167041
Omeka Image File
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Height
1688
Width
3144
Photograph
Original Caption
"Domestic Arts of the Bagobos Women, in the Philippine Village, St. Louis World's Fair. Copyrighted, 1904, by T. W. Ingersoll."
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Title
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"Domestic Arts of the Bagobos Women, in the Philippine Village, St. Louis World's Fair, 1904"
Language
A language of the resource
English
Publisher
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American Social History Project / Center for Media and Learning
Description
An account of the resource
The Philippine Village exhibition at the 1904 St. Louis World’s Fair included over one thousand Filipino men and women, many from indigenous tribes who were displayed in several “villages.” The Philippine Reservation promoters claimed that U.S. fair visitors could view and come to understand life in the Philippines as it was really lived. Many of the villages featured women’s work, especially the weaving of textiles and newspaper articles referred to their industrious nature. Stereographs such as this one were sold by the millions to individuals and schools for entertainment as well as education.
Creator
An entity primarily responsible for making the resource
T.W. Ingersoll
Source
A related resource from which the described resource is derived
"Domestic arts of the Bagobos women, in the Philippine Village, St. Louis World's Fair," black and white stereoscopic image (photograph); from Library of Congress http://www.loc.gov/pictures/item/94512206/.
Primary
Is this Primary or Secondary? Enter 1 for Primary or 2 for Secondary.
1
Date
A point or period of time associated with an event in the lifecycle of the resource
1904
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Industrialization and Expansion (1877-1913)
Subject
The topic of the resource
Expansion and Imperialism
Philippine-American War
Savage Acts