Some Ideas for Teaching about the Philippines (and the Philippine-American War)

LESSON PLANS

“I have asked myself many times: Is the Filipino worth suffering, or even dying, for? Is he not a coward who would readily yield to any colonizer, be he foreign or homegrown? Is a Filipino more comfortable under an authoritarian leader because he does not want to be burdened with the freedom of choice? Is he unprepared, or worse, ill-suited for presidential or parliamentary democracy?
I have carefully weighed the virtues and the faults of the Filipino and I have come to the conclusion that he is worth dying for because he is the nation’s greatest untapped resource.” – Ninoy Aquino
  • Islands in a Friendly Sea: Some Basics of Filipino History and Culture (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Who are the Filipinos?  What is their history and culture?  How has it been shaped by island geography?  By contact with the outside world?
  • Manila at the Crossroads of World Trade (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): For more than three centuries, Manila was one of the crown jewels of the Spanish Empire, sitting at the intersection of global trade between Asia, the Americas, and Europe.  How did this global trade shape the Philippines – and how did the Philippines shape global trade?
  • The Origins of the Philippine-American War (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): How did the Filipinos gain independence from Spain, only to have it snatched away by their alleged ally, the United States?  How does this experience resonate in both Philippine and U.S. history?
  • The Brutality of the Philippine-American War (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Why was the Philippine-American War so violent?  Did this violence help or hinder the goals of each side?  Should there be rules that govern the conduct of war?
  • The Philippines in the American Empire (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): After nearly 400 years, how did independence finally come to the Philippines?  Was the United States conquest of the Philippines an anomaly in its history, or was it business as usual?
  • “The White Man’s Burden”: Kipling’s Hymn to U.S. Imperialism (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): Full text of this imperialist poem, as well as an answer in the form of an anti-imperialist parody.
  • Stereoscopic Visions of War and Empire (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities): This exhibit juxtaposes the visual message presented by the stereoscopic images with excerpts from the letters written by U.S. soldiers that were first published in local newspapers and later collected in the Anti-Imperialist League’s pamphlet, allowing us to get a glimpse of the Philippine-American War as it was presented to Americans at home, reading the news or entertaining friends in their parlors.
  • In The Trenches: Harper’s Weekly Covers the Philippine-American War (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities):  How did the American media cover the war in the Philippines?  An excerpt from “In The Trenches” by John F. Bass, originally published in Harper’s Weekly.
  • Ninoy and Marcos – “A Pact with the Devil is No Pact at All.” (Free online text suited for middle or high school classroom use, guided reading questions, and suggested activities):  Benigno “Ninoy” Aquino, Cory Aquino, and the People Power Revolution toppled the kleptocratic Marcos regime through nonviolence, answering with their lives the question, “Is the Filipino worth dying for?”

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A Basic History of Morocco

This lesson was reported from:

For Your Consideration:
  1. Describe the geography of Morocco.  How does it compare to the geography of your hometown or country?
  2. What factors have brought foreigners to Morocco over the centuries?
  3. Who was King Hassan II? How did he want to be remembered?  How should he be remembered?
  4. Based on the information in this article – as well as further online research – design a two week tour itinerary of Morocco that focuses on historically and culturally significant sites reflecting Morocco’s history.  Where will you go?  How will you travel between attractions?  Where will you stay?  What will you eat for each meal?  Be sure to explain why each of your stops is significant enough to be included in your itinerary.

Geography

The nation of Morocco is in the northwest corner of Africa, with a coastline along the Atlantic Ocean, reaching past the Strait of Gibraltar into the Mediterranean Sea. It is bordered by Spain to the north (a water border through the Strait and land borders with three small Spanish-controlled exclaves, Ceuta, Melilla, and Peñón de Vélez de la Gomera), Algeria to the east, and Western Sahara to the south. Since Morocco controls most of Western Sahara, its de facto southern boundary is with Mauritania.

Dark green: Undisputed territory of Morocco Lighter green: Western Sahara, a territory claimed and occupied mostly by Morocco as its Southern Provinces
Dark green: Undisputed territory of Morocco. Lighter green: Western Sahara, a territory claimed and occupied mostly by Morocco as its Southern Provinces.

A large part of Morocco is mountainous, which isolates various villages and familial groups from one another, leading to the strong tribal and cultural divisions that have characterized the nation’s at times unstable political history.

atlas
The Atlas Mountains are rich in natural resources. There are deposits of iron ore, lead ore, copper, silver, mercury, rock salt, phosphate, marble, anthracite coal and natural gas among other resources.

The Rif Mountains stretch over the region bordering the Mediterranean from the north-west to the north-east. The Atlas Mountains run down the backbone of the country, from the northeast to the south west. Most of the southeast portion of the country is in the Sahara Desert – in the rain shadow of the Atlas Mountains – and as such is generally sparsely populated and unproductive economically. Most of the population lives to the north of these mountains, while to the south lies the Western Sahara, a former Spanish colony that was annexed by Morocco in 1975. Morocco claims that the Western Sahara is part of its territory and refers to that as its Southern Provinces, though its southern neighbor Mauritania contests this claim.

berber desert 2Morocco’s capital city is Rabat; its largest city is its main port, Casablanca. Other cities recording a population over 500,000 in the 2014 Moroccan census are Fes, Marrakesh, Meknes, Salé and Tangier.

IMG_6070
Casablanca, located in the central-western part of Morocco and bordering the Atlantic Ocean, is the largest city in Morocco. It is also the largest city in the Maghreb region, as well as one of the largest and most important cities in Africa, both economically and demographically. Casablanca is Morocco’s chief port and one of the largest financial centers on the continent. According to the 2014 population estimate, the city has a population of about 3.35 million in the urban area.

The country’s Mediterranean climate is similar to that of southern California, with lush forests in the northern and central mountain ranges of the country, giving way to drier conditions and inland deserts further southeast. The Moroccan coastal plains experience remarkably moderate temperatures even in summer, owing to the effect of the cold Canary Current off its Atlantic coast.

Ocean-Currents-1400x800
The world’s ocean currents have a profound impact upon climates around the globe.  The cold water of the Canary Current keeps temperatures on the coast of Morocco cool year round.

Prehistoric Morocco

Archaeological excavations have demonstrated the presence of people in Morocco that were ancestral to Homo sapiens, as well as the presence of early human species. The fossilized bones of a 400,000-year-old early human ancestor were discovered in Salé in 1971. The bones of several very early Homo sapiens were excavated at Jebel Irhoud in 1991, these were dated using modern techniques in 2017 and found to be at least 300,000 years old, making them the oldest examples of Homo Sapiens discovered anywhere in the world. In 2007, small perforated seashell beads were discovered in Taforalt that are 82,000 years old, making them the earliest known evidence of personal adornment found anywhere in the world.

Figuig
Prehistoric rock engraving from Figuig, Morocco.

In Mesolithic times, between 20,000 and 5000 years ago, the geography of Morocco resembled a savanna more than the present arid landscape. While little is known of settlements in Morocco during that period, excavations elsewhere in the Maghreb region have suggested an abundance of game and forests that would have been hospitable to Mesolithic hunters and gatherers.

During the Neolithic period, which followed the Mesolithic, the savanna was occupied by hunters and herders. The culture of these Neolithic hunters and herders flourished until the region began to desiccate – or dry out – after 5000 BCE.

Map-MENA-Maghreb-1303-x-652-1-313x200The indigenous – or native – people of North Africa are known as Berbers, and they make up the majority of Morocco’s population both in the modern day and throughout its three thousand year-old recorded history. The Berbers have historically been a people who practiced both settled agriculture and nomadic herding of animals. They have also developed extensive trade routes across the mountains and deserts of Morocco and North Africa generally, a region often referred to as the Maghreb. Berber society has historically been defined not by modern nation-states or empires, but by more local clans or tribes – extended familial and geographic identities. Modern Berbers are largely Sunni Muslim, but historically have practiced their own native religion, as well as Christianity and Judaism.

modern
In the twenty-first century, Berbers pragmatically blend ancient patterns of life – such as the traditional kaftan style of dress – with modern developments – such as cell phones and satellite TV.

Morocco in Antiquity

Northwest Africa and Morocco were slowly drawn into the wider emerging Mediterranean world by the Phoenicians, who established trading colonies and settlements in the early Classical period.

The arrival of Phoenicians on the Moroccan coast heralded many centuries of rule by foreign powers in the north of Morocco. Phoenician traders penetrated the western Mediterranean before the 8th century BCE, and soon after set up depots for salt and ore along the coast and up the rivers of the territory of present-day Morocco.

By the 5th century BCE, the state of Carthage had extended its hegemony across much of North Africa. Carthage developed commercial relations with the Berber tribes of the interior, and paid them an annual tribute to ensure their cooperation in the exploitation of raw materials.

Mauretania was an independent tribal Berber kingdom on the Mediterranean coast of north Africa, corresponding to northern modern-day Morocco from about the 3rd century BCE. It became a client of the Roman empire in 33 BCE, then a full province after Emperor Caligula had the last king, Ptolemy of Mauretania, executed in AD 40.

Rome controlled the vast, ill-defined territory through alliances with the tribes rather than through military occupation, expanding its authority only to those areas, that were economically useful or that could be defended without additional manpower. Hence, Roman administration never extended outside the restricted area of the northern coastal plain and valleys. This strategic region formed part of the Roman Empire, governed as Mauretania Tingitana, with the city of Volubilis as its capital.

 

Christianity was introduced to the region in the 2nd century AD, and gained converts in the towns and among slaves as well as among Berber farmers. By the end of the 4th century, the Romanized areas had been Christianized and inroads had been made among the Berber tribes, who sometimes converted en masse. Schismatic and heretical movements also developed, usually as forms of political protest. The area had a substantial Jewish population as well.

In the Islamic World

The Muslim conquest of the Maghreb, that started in the middle of the 7th century, was achieved by the Umayyad Caliphate early in the following century. It brought both the Arabic language and Islam to the area. The indigenous Berber tribes adopted Islam, but retained their customary laws. They also paid taxes and tribute to the new Muslim administration based in the city of Kairouan.

rightlyguidedumayyad
The Umayyad Caliphate (661–750 CE) was the second of the four major caliphates established after the death of Muhammad. The Umayyads continued the Muslim conquests, incorporating the Transoxiana, Sindh, the Maghreb and the Iberian Peninsula (Al-Andalus) into the Muslim world. At its greatest extent, the Umayyad Caliphate covered 11,100,000 km2 (4,300,000 sq mi) and 33 million people, making it one of the largest empires in history in both area and proportion of the world’s population. The dynasty was eventually overthrown by a rebellion led by the Abbasids in 750.

The Great Berber Revolt of 739/740–743 AD (122–125 AH in the Muslim calendar) marked the first successful secession from the Arab caliphate (ruled from Damascus). The Berber revolt against their Umayyad Arab rulers began in Tangiers in 740, and was led initially by Maysara al-Matghari. The revolt soon spread through the rest of the Maghreb (North Africa) and across the straits to al-Andalus (the Iberian Peninsula).

The Umayyads scrambled and managed to prevent the core of Ifriqiya (Tunisia, East-Algeria and West-Libya) and al-Andalus (Spain and Portugal) from falling into rebel hands. But the rest of the Maghreb was never recovered. After failing to capture the Umayyad provincial capital of Kairouan, the Berber rebel armies dissolved, and the western Maghreb fragmented into a series of small Berber statelets, ruled by tribal chieftains and Kharijite imams.

Some of the first Muslim states outside the Caliphate emerged from this revolt. In particular, this is sometimes regarded as the beginning of Moroccan independence, as Morocco would never again come under the rule of an eastern Caliph or any other foreign power until the 20th century.

Morocco was at its most powerful under a series of Berber dynasties, which rose to power south of the Atlas Mountains and expanded their rule northward, replacing local rulers. The 11th and 12th centuries witnessed the founding of several significant Berber dynasties led by religious reformers, each dynasty based on a tribal confederation that would dominate the Maghreb and Al-Andalus for more than 200 years. These dynasties – the Almoravids, Almohads, Marinids and Wattasids – gave the Berber people some measure of collective identity and political unity under a native regime for the first time in their history.

That is not to say that any of these dynasties were particularly stable or long-lasting – in fact, most rarely survived for more than three or four generations before chaotic in-fighting between heirs to the throne paved the way for the successive dynasty to rise up on the promise of political stability and religious reform, taking the previous dynasty’s place.

The Alaouite dynasty is the current Moroccan royal family. The Alaouite family claim descent from Muhammad through his daughter Fāṭimah az-Zahrah and her husband ‘Alī ibn Abī Ṭālib.

The kingdom was consolidated by Ismail Ibn Sharif (1672–1727), who began to create a unified state in the face of opposition from local tribes. Since the Alaouites, in contrast to previous dynasties, did not have the support of a single Berber or Bedouin tribe, Ismaīl controlled Morocco through an army of slaves. With these soldiers he drove the English from Tangiers (1684) and the Spanish from Larache in 1689. The unity of Morocco did not survive his death — in the ensuing power struggles the tribes became a political and military force once again, and it was only with Muhammad III (1757–1790) that the kingdom was unified again. The idea of centralization was abandoned and the tribes allowed to preserve their autonomy.

saadi
The Saadi dynasty was an Arab Moroccan dynasty, which ruled Morocco from 1549 to 1659. Their tombs, located in their capital of Marrakech, are the final resting place of some sixty members of the family, all buried with their heads toward Mecca, according to the Muslim tradition.

The Colonial Period

As Europe industrialised, Northwest Africa was increasingly prized for its potential for colonisation. France showed a strong interest in Morocco as early as 1830, not only to protect the border of its neighboring Algerian territory, but also because of the strategic position of Morocco with coasts on the Mediterranean and the open Atlantic. In 1860, a dispute over Spain’s Ceuta enclave led Spain to declare war. Victorious Spain won a further enclave and an enlarged Ceuta in the settlement. In 1884, Spain created a protectorate in the coastal areas of Morocco.

Tens of thousands of colonists entered Morocco. Some bought up large amounts of the rich agricultural land, others organised the exploitation and modernisation of mines and harbors. Interest groups that formed among these elements continually pressured France to increase its control over Morocco. Governor general Marshall Hubert Lyautey sincerely admired Moroccan culture and succeeded in imposing a joint Moroccan-French administration, while creating a modern school system.

The 1912 Treaty of Fez made Morocco an official protectorate of France, and triggered the 1912 Fez riots.

morocco_map_history4_318px_01

In 1943, the Istiqlal Party (Independence Party) was founded to press for independence, with discreet US support. That party subsequently provided most of the leadership for the nationalist movement.

In December 1952, a riot broke out in Casablanca over the murder of a Tunisian labor leader; this event marked a watershed in relations between Moroccan political parties and French authorities. In the aftermath of the rioting, the French government outlawed the Istiqlal.

France’s exile of the highly respected Sultan Mohammed V to Madagascar in 1953 – justified by his desire to pursue gradual independence – and his replacement by the unpopular Mohammed Ben Aarafa, sparked active opposition to the French protectorate both from nationalists and those who saw the sultan as a religious leader. Two years later, faced with a united Moroccan demand for the sultan’s return and rising violence in Morocco, the French government brought Mohammed V back to Morocco.

800px-Muhammad_V
Sultan Muhammad V of Morocco wearing a jalaba in 1934. On 20 August 1953, the French who were occupying Morocco at the time forced Mohammed V and his family into exile on Corsica. His first cousin once removed, Mohammed Ben Aarafa, was placed on the throne. Mohammed V and his family were then transferred to Madagascar in January 1954. Mohammed V returned from exile on 16 November 1955, and was again recognized as Sultan after active opposition to the French protectorate. In February 1956 he successfully negotiated with France and Spain for the independence of Morocco, and in 1957 took the title of King.

In late 1955, in the middle of what came to be known as the Revolution of the King and the People, Sultan Mohammed V successfully negotiated the gradual restoration of Moroccan independence within a framework of French-Moroccan interdependence. The sultan agreed to institute reforms that would transform Morocco into a constitutional monarchy with a democratic form of government. Further negotiations for full independence culminated in the French-Moroccan Agreement signed in Paris on March 2, 1956.

On April 7, 1956, France officially relinquished its protectorate in Morocco.

In the months that followed independence, Mohammed V proceeded to build a modern governmental structure under a constitutional monarchy in which the sultan would exercise an active political role. He acted cautiously, intent on preventing the Istiqlal from consolidating its control and establishing a one-party state. He assumed the monarchy in 1957.

Upon the death of Mohammed V, Hassan II became King of Morocco on 3 March 1961. Morocco held its first general elections in 1963. However, Hassan declared a state of emergency and suspended parliament in 1965. In 1971, there was a failed attempt to depose the king and establish a republic. A truth commission set up in 2005 to investigate human rights abuses during his reign confirmed nearly 10,000 cases, ranging from death in detention to forced exile. Some 592 people were recorded killed during Hassan’s rule according to the truth commission.

 

Political reforms in the 1990s resulted in the establishment of a bicameral legislature in 1997 and Morocco’s first opposition-led government came to power in 1998.

With the death of King Hassan II of Morocco in 1999, the more liberal Crown Prince Sidi Mohammed took the throne, assuming the title Mohammed VI. He enacted successive reforms to modernize Morocco, and human-rights record of the country improved. One of the new king’s first acts was to free approximately 8,000 political prisoners held by his father, King Hassan II, and reduce the sentences of another 30,000. He also established a commission to compensate families of missing political activists and others subjected to arbitrary detention.

Morocco was an authoritarian regime according to the Democracy Index of 2014. The Freedom of the Press 2014 report gave it a rating of “Not Free.” This has improved since, however, and in 2017, Morocco was upgraded to being a “hybrid regime” according to the Democracy Index in 2017 and the Freedom of the Press report in 2017 found that Morocco was “partially free.”

Moroccan authorities continue to restrict the rights to peaceful expression, association and assembly through several laws. The authorities continue to prosecute both printed and online media which criticizes the government or the king. Homosexual acts are illegal in Morocco, and can be punishable by 6 months to 3 years of imprisonment. It is illegal to proselytize for any religion other than Islam, punishable by a maximum of 15 years of imprisonment.

On the other hand, tourism in Morocco is well developed, with a strong tourist industry focused on the country’s coast, culture, and history, welcoming 12.3 million tourists to a country of 36 million in 2018. Morocco has been one of the most politically stable countries in North Africa, which has allowed tourism to develop. Tourism is considered as one of the main foreign exchange sources in Morocco and since 2013 it had the highest number of arrivals out of any African country.

The country’s attractions can be divided into several regions:

  • The four Imperial cities — the four historical capital cities of Morocco: Fes, Marrakesh, Meknes, and Rabat, offering fantastic opportunities to learn about Berber history and culture
  • Casablanca — Morocco’s largest city; home of the Hassan II Mosque, which has the world’s tallest minaret at 656 feet
  • Tangier and the surrounding area, including the blue city, Chefchaouen
  • Ouarzazate — a noted film-making location; the fortified village (ksar) of Ait Benhaddou, which lies on the edge of the Sahara and was an important stop on the caravan trade
  • Essaouira, Agadir, and their beautiful Atlantic beaches
  • Fes – Morocco’s second largest city and it is the science and spiritual capital of Morocco, containing a medina, or old city, which is considered as the biggest area in the world where vehicles can’t get in. It is also the home of “Al Qarawyien” the world’s oldest university.

This article was adapted in part from:

  1. History of Morocco
  2. Morocco

A Collision of Worlds: The Legacy of Columbus

Who discovered America? As of this writing, Google gets the answer to that question wrong – while citing an article that gets it right. How can Columbus discover America if he was greeted on the beach? That would be like your friend arriving late to class, bursting through the door, and loudly proclaiming that he had discovered you, your teacher, and your peers. Columbus is certainly consequential. You can accurately say that he discovered the Americas for modern Europeans – but he was late to an already lively party. That party was in full swing, and, it can also be said that Columbus kicked off an unprecedented new era in American history characterized by conquest, colonialism, and exchange.
This lesson was reported from:
A chapter of The United States: An Open Ended History, a free online textbook.  Adapted in part from open sources.

For Your Consideration:
  1. Why did Columbus think sailing west would lead him to Asia?
  2. What was Columbus’s reaction to the indigenous peoples he encountered?
  3. What is the Columbian Exchange?
  4. In your opinion, was the large-scale death of Native Americans in the wake Spanish arrival an example of genocide?
  5. How successful were early English efforts to profit from the Americas?
  6. Listen to the children’s book as read in the video below. Compare and contrast the story told within to the one related in the text on this page. How do you account for the differences? Is it possible to understand Columbus from the storybook alone?

The Age of Discovery

During the fifteenth and the sixteenth century the states of Europe began their modern exploration of the world with a series of sea voyages. The Atlantic states of Spain and Portugal were foremost in this enterprise though other countries, notably England and the Netherlands, also took part. This period is known by historians as the Age of Discovery, or the Age of Exploration.

The Silk Road and spice trade routes later blocked by the Ottoman Empire in 1453 spurring exploration to find alternative sea routes.

The explorers of the fifteenth and sixteenth centuries had a variety of motivations, but were generally inspired by the prospects of trade and wealth – in particular, Portugal and Spain were motivated to circumvent Italian and Muslim merchants who controlled overland and maritime routes linking Europe, Africa, and Asia. The earliest explorations around the coast of West Africa were designed to bypass these trade routes. The improved naval techniques that developed from these experiments allowed Europeans to travel further afield, to India and, ultimately, to the Americas.

In 1492, a Spanish-based transatlantic maritime expedition led by Italian explorer Christopher Columbus (Cristoforo Colombo in his native language) encountered the Americas, continents which were completely unknown in Europe, Asia and Africa.

Contrary to popular belief, most educated Europeans of this period knew well enough that the world was round, a fact established through mathematical conjecture in ancient times by the Greeks and many others. Columbus was the first to sail west in search of the east because he believed that previous estimates about the size of the Earth were too large – he gambled that he could reach Asia before he and his crew ran out of fresh water in the open Atlantic. He was wrong, but it is accurate to say that his error ushered in the modern world.

A replica of the Niña, one of three ships used in Columbus’s 1492 journey. Technological advancements such as the adoption of the magnetic compass and the astrolabe, improved rudders, and sails made the Age of Discovery possible. The compass was invented by Chinese. It had been used for navigation in China by the 11th century and was adopted by the Arab traders in the Indian Ocean. The compass spread along trade routes to Europe by the late 12th or early 13th century.

Columbus’s crew sighted land on October 12, 1492. Columbus called the island San Salvador, in the present-day Bahamas or Turks and Caicos; the indigenous residents had named it Guanahani. Exactly which island in the Bahamas or Turks and Caicos this corresponds to is an unresolved topic.

The indigenous people he encountered, the Lucayan, Taíno, and Arawak, were peaceful and friendly. He called the inhabitants indios (Spanish for “Indians”). Noting their gold ear ornaments, Columbus took some of the Arawaks prisoner and insisted that they guide him to the source of the gold. From the entry in his journal of 12 October 1492, in which he wrote of them: “Many of the men I have seen have scars on their bodies, and when I made signs to them to find out how this happened, they indicated that people from other nearby islands come to San Salvador to capture them; they defend themselves the best they can. I believe that people from the mainland come here to take them as slaves. They ought to make good and skilled servants, for they repeat very quickly whatever we say to them. I think they can very easily be made Christians, for they seem to have no religion. If it pleases our Lord, I will take six of them to Your Highnesses when I depart, in order that they may learn our language.” Columbus noted that their primitive weapons and military tactics made them susceptible to easy conquest, writing, “these people are very simple in war-like matters … I could conquer the whole of them with 50 men, and govern them as I pleased.”

Landing of Columbus (12 October 1492), a painting by John Vanderlyn, is a heroic depiction of Columbus’s landfall in the Americas. Note the cowering, bowing natives in the shadows. In this light, Columbus is portrayed as bringing light and civilization to a hemisphere of savages. Long after his death, Columbus would become a hero to many, especially in United States during the latter part of the 1800s. This painting was commissioned for the Rotunda of the U.S. Capitol Building.

Since the late 20th century, historians have criticized Columbus for initiating colonization and for abuse of natives. Among reasons for this criticism is the poor treatment of the native Taíno people of Hispaniola, whose population declined rapidly after contact with the Spanish. As governor of the island, Columbus required the natives to pay tribute in gold and cotton. Modern estimates for the pre-Columbian population of Hispaniola are around 250,000–300,000. According to the historian Gonzalo Fernandez de Oviedo y Valdes, by 1548, 56 years after Columbus landed, and 42 years after he died, fewer than 500 Taíno were living on the island. The indigenous population declined rapidly, due primarily to the first pandemic of European endemic diseases, which struck Hispaniola after 1519. There is also ample documentation that they were overworked – subjected to deadly forced labor in gold and silver mines, as well as on large plantations called encomienda on a massive scale.

According to Spanish colonist and Dominican friar Bartolomé de las Casas’s contemporary A Short Account of the Destruction of the Indies, when slaves held in captivity began to die at high rates, Columbus ordered all natives over the age of thirteen to pay a hawk’s bell full of gold powder every three months. Natives who brought this amount to the Spanish were given a copper token to hang around their necks. The Spanish cut off the hands of those without tokens, and left them to bleed to death. Thousands of natives committed suicide by poison to escape their persecution.

The four voyages of Columbus began the Spanish colonization of the Americas. From the perspective of many non-Europeans, the Age of Discovery marked the arrival of invaders from previously unknown continents.

For a long time it was generally believed that Columbus and his crew had been the first Europeans to make landfall in the Americas. In fact they were not the first explorers from Europe to reach the Americas, having been preceded by the Viking expedition led by Leif Erikson in the 11th century; however, Columbus’s voyages were the ones that led to ongoing European contact with the Americas, inaugurating a period of exploration, conquest, and colonization whose effects and consequences persist to the present.

Beginning with the 1492 arrival of Christopher Columbus in the Caribbean and continuing control of vast territory for over three centuries, the Spanish Empire would expand across the Caribbean Islands, half of South America, most of Central America and much of North America (including present day Mexico, Florida and the Southwestern and Pacific Coastal regions of the United States).

Five hundred years of European colonial expansion, kicked off by Columbus on behalf of Spain in 1492.

European overseas exploration led to the rise of global trade and the European colonial empires, with the contact between the Old World (Europe, Asia and Africa) and the New World (the Americas and Australia) producing the Columbian Exchange, a wide transfer of plants, animals, food, human populations (including slaves), communicable diseases and culture between the Eastern and Western Hemispheres. This represented one of the most significant global events concerning ecology, agriculture and culture in history. The Age of Discovery and later European exploration allowed the global mapping of the world, resulting in a new worldview and distant civilizations coming into contact, but also led to the propagation of diseases that decimated populations not previously in contact with Eurasia and Africa and to the enslavement, exploitation, military conquest and economic dominance by Europe and its colonies over native populations.

New World native plants. Clockwise, from top left: 1. Maize (Zea mays) 2. Tomato (Solanum lycopersicum) 3. Potato (Solanum tuberosum) 4. Vanilla (Vanilla) 5. Pará rubber tree (Hevea brasiliensis) 6. Cacao (Theobroma cacao) 7. Tobacco (Nicotiana rustica)
Old World native plants. Clockwise, from top left: 1. Citrus (Rutaceae); 2. Apple (Malus domestica); 3. Banana (Musa); 4. Mango (Mangifera); 5. Onion (Allium); 6. Coffee (Coffea); 7. Wheat (Triticum spp.); 8. Rice (Oryza sativa)

The indigenous population of the Americas plummeted by an estimated 80% in the first century and a half following Columbus’s voyages, primarily through the spread of Afro-Eurasian diseases. This has been argued to be the first large-scale act of genocide in the modern era – the deliberate killing of a large group of people, especially those of a particular ethnic group or nation – although this claim is largely disputed due to the unintended nature of the disease introduction, which is considered a byproduct of Columbian exchange. Racial mixing was a central process in the Spanish colonization of the Americas, and ultimately led to the Latin American identity, which combines Hispanic, Native American, Arabic, Berber, and numerous African ethnicities.

Statues of Christopher Columbus are common throughout the world, especially in the United States. In the twenty-first century, veneration of Columbus has become increasingly controversial. This statue of Columbus is New York’s Central Park was defaced with red paint – representing blood on his hands.

English Competition in the Americas

At the time of Spain’s ascendancy, England was a relatively weak, small country on the periphery of Europe. In 1496, King Henry VII of England, following the successes of Spain and Portugal in overseas exploration, commissioned John Cabot to lead a voyage to discover a route to Asia via the North Atlantic. Cabot sailed in 1497, five years after the European discovery of America, but he made landfall on the coast of Newfoundland, and, mistakenly believing (like Christopher Columbus) that he had reached Asia, there was no attempt to found a colony. Cabot led another voyage to the Americas the following year but nothing was ever heard of his ships again.

No further attempts to establish English colonies in the Americas were made until well into the reign of Queen Elizabeth I, during the last decades of the 16th century. During this time, conflict between England and Spain grew, fueled mainly by English piracy and religious differences.

Sir Francis Drake by Marcus Gheeraerts (1591) and the Armada Portrait of Elizabeth I.

In 1562, the English Crown encouraged the privateers – pirates operating on behalf of a country – John Hawkins and Francis Drake to engage in slave-raiding attacks against Spanish and Portuguese ships off the coast of West Africa with the aim of breaking into the Atlantic slave trade. This effort was rebuffed and later, as the Anglo-Spanish Wars intensified, Elizabeth I gave her blessing to further privateering raids against Spanish ports in the Americas and shipping that was returning across the Atlantic, laden with treasure from the New World.

The Roanoke Colony was the first attempt at founding a permanent English settlement in North America. It was established in 1585 on Roanoke Island in what is now Dare County, North Carolina, United States.

The initial settlement was established in the summer of 1585, but a lack of supplies and bad relations with the local Native Americans caused many of its members to return to England with Sir Francis Drake a year later, leaving behind a small detachment. These men had all disappeared by the time a second expedition led by John White, who also served as the colony’s governor, arrived in July 1587. White, whose granddaughter Virginia Dare was born there shortly thereafter (making her the first English child born in the New World), left for England in late 1587 to request assistance from the government, but was prevented from returning to Roanoke until August 1590 due to the Anglo-Spanish War. Upon his arrival, the entire colony was missing with only a single clue to indicate what happened to them: the word “CROATOAN” carved into a tree.

The discovery of the word “Croatoan” carved onto a stockade board.

For many years, it was widely accepted that the colonists were massacred by local tribes, but no bodies were ever discovered, nor any other archaeological evidence. The most prevalent hypothesis now is that environmental circumstances forced the colonists to take shelter with local tribes, but that is mostly based on oral histories and also lacks conclusive evidence. Some artifacts were discovered in 1998 on Hatteras Island where the Croatan tribe was based, but researchers could not definitively say these were from the Roanoke colonists.

The article was adapted in part from:

  1. The Age of Discovery
  2. Christopher Columbus
  3. The British Empire
  4. The Roanoke Colony

The Evolution of the Virginia Laws of Servitude and Slavery (1643-1691)

This lesson can be used with The United States: An Open Ended History, a free online textbook.  Adapted in part from open sources.

Virginia laws of servitude and slavery (1643-1691): These laws attempted to set boundaries between different categories of people in Virginia.

  1. In your own words, briefly summarize what each law is saying.
  2. What categories of people are described in these laws?  Note especially when the category of a “white” person was invented, as well as words used to describe people of European descent before its first use. 
  3. According to these laws, how does a child become a slave?
  4. By 1691, is there a such thing as a free black person legally living in Virginia?
  5. Was there a “white” before there was slavery?  What does this evidence seem to suggest about race in America – did it occur naturally or was it invented?

March 1643

Whereas there are divers loytering runaways in the collony who very often absent themselves from their masters service, And sometimes in two or three monthes cannot be found, whereby their said masters are at great charge in finding them, And many times even to the loss of their year’s labour before they be had, Be it therefore enacted and confirmed that all runaways that shall absent themselves from their said masters service shall be lyable to make satisfaction by service at the end of their tymes by indenture double the tyme of service soe neglected, And in some cases more if the comissioners for the place appointed shall find it requisite and convenient. And if such runaways shall be found to transgresse the second time or oftener (if it shall be duely proved against them) that then they shall be branded in the cheek with the letter R. and passe under the statute of incorrigible rogues.

December 1662

WHEREAS some doubts have arrisen whether children got by any Englishman upon a negro woman should be slave or ffree, Be it therefore enacted and declared by this present grand assembly, that all children borne in this country shalbe held bond or free only according to the condition of the mother, And that if any christian shall committ ffornication with a negro man or woman, hee or shee soe offending shall pay double the ffines imposed by the former act.

September 1667

WHEREAS some doubts have risen whether children that are slaves by birth, and by the charity and piety of their owners made pertakers of the blessed sacrament of baptisme, should by vertue of their baptisme be made ffree; It is enacted and declared by this grand assembly, and the authority thereof, that the conferring of baptisme doth not alter the condition of the person as to his bondage or ffreedome; that diverse masters, ffreed from this doubt, may more carefully endeavour the propagation of christianity by permitting children, though slaves, or those of greater growth if capable to be admitted to that sacrament.

virginian-luxuries-1810
Virginian Luxuries, a painting by an anonymous artist, 1810.

October 1670

WHEREAS it hath beene questioned whither Indians or negroes manumited, or otherwise free, could be capable of purchasing christian servants, It is enacted that noe negroe or Indian though baptised and enjoyned their owne ffreedome shall be capable of any such purchase of christians, but yet not debarred from buying any of their owne nation.

June 1680

WHEREAS the frequent meeting of considerbale numbers of negroe slaves under pretence of feasts and burialls is judged of dangerous consequence; for prevention whereof for the future, Bee it enacted by the kings most excellent majestie by and with the consent of the generall assembly, and it is hereby enacted by the authority foresaid, that from and after the publication of this law, it shall not be lawfull for any negroe or other slave to carry or arme himselfe with any club, staffe, gunn, sword or any other weapon of defence or offence, nor to goe or depart from of his masters ground without a certificate from his master, mistris or overseer and such permission not to be granted but upon perticuler and necessary occasions; and every negroe or slave soe offending not haveing a certificate as aforesaid shalbe sent to the next constable, who is hereby enjoyned and required to give the said negroe twenty lashes on his bare back well layd on, and soe sent home to his said master, mistris or overseer. And it is further enacted by the authority aforesaid that if any negroe or other slave shall presume to lift up his hand in opposition against any christian, shall for every such offence, upon due proofe made thereof by the oath of the party before a magistrate, have and receive thirty lashes on his bare back well laid on. And it is hereby further enacted by the authority aforesaid that if any negroe or other slave shall absent himself from his masters service and lye hid and lurking in obscure places, comitting injuries to the inhabitants, and shall resist any person or persons that shalby any lawfull authority by imployed to apprehend and take the said negroe, that then in case of such resistance, it shalbe lawfull for such person or persons to kill the said negroe or slave soe lying out and resisting, and that this law be once every six months published at the respective county courts and parish churches within this colony.

3-tobacco-plantation-granger

April 1691

And for prevention of that abominable mixture and spurious issue which hereafter may encrease in this dominion, as well by negroes, mulattoes, and Indians intermarrying with English, or other white women, as by their unlawfull accompanying with one another, Be it enacted by the authoritie aforesaid, and it is hereby enacted, that for the time to come, whatsoever English or other white man or woman being free shall intermarry with a negroe, mulatto, or Indian man or woman bond or free shall within three months after such marriage be banished and removed from this dominion forever, and that the justices of each respective countie within this dominion make it their perticular care that this act be put in effectuall execution. And be it further enacted by the authoritie aforesaid, and it is hereby enacted, That if any English woman being free shall have a bastard child by any negro or mulatto, she pay the sume of fifteen pounds sterling, within one moneth after such bastard child be born, to the Church wardens of the parish where she shall be delivered of such child, and in default of such payment she shall be taken into the possession of the said Church wardens and disposed of for five yeares, and the said fine of fifteen pounds, or whatever the woman shall be disposed of for, shall be paid, one third part to their majesties for and towards the support of the government and the contingent charges thereof, and one other third part to the use of the parish where the offence is committed, and the other third part to the informer, and that such bastard child be bound out as a servant by the said Church wardens untill he or she shall attaine the age of thirty yeares, and in case such English woman that shall have such bastard child be a servant, she shall be sold by the said church wardens, (after her time is expired that she ought by law to serve her master) for five yeares, and the money she shall be sold for divided as is before appointed, and the child to serve as
aforesaid.

And forasmuch as great inconveniences may happen to this country by the setting of negroes and mulattoes free, by their either entertaining negro slaves from their masters service, or receiveing stolen goods, or being grown old bringing a charge upon the country; for prevention thereof, Be it enacted by the authority aforesaid, and it is hereby enacted, That no negro or mulatto be after the end of this present session of assembly set free by any person or persons whatsoever, unless such person or persons, their heires, executors or administrators pay for the transportation of such negro or negroes out of the countrey within six moneths after such setting them free, upon penalty of paying of tenn pounds sterling to the Church wardens of the parish where such person shall dwell with, which money, or so much thereof as shall be necessary, the said Church wardens are to cause the said negro or mulatto to be transported out of the countrey, and the remainder of the said money to imploy to the use of the poor of the parish.

 

“The Goal of Capitalism:” Soviet Anti-American Propaganda

Examine the Soviet propaganda posters on this page and answer the following questions.

  1. What were the primary Soviet critiques of the United States, and what symbols did these posters use to communicate them?
  2. Do you find any of this criticism of the United States convincing?
  3. Is there value in studying a rival’s propaganda against your own country?
  4. Is there danger in studying a rival’s propaganda against your own country?
  5. Propaganda like this shaped the Soviet people’s view of the United States. Imagine you are an American – how would you explain the criticisms leveled in these posters to a Soviet citizen?
  6. Often, the qualities we criticize in others reveal something about how we see ourselves.  What do Soviet criticisms about the United States reveal about their own national self-image?

“Orchestra.” E. Gelms, 1953.

Dollar
“Dollar.” E. Gelms, 1953.

Peace
“Peace.” E. Gelms, 1953.

According to the Old Fascist Road
“According to the Old Fascist Road.” V, Briskin, 1953.

The Goal of Capitalism
“The Goal of Capitalism.” B. Semenov, 1953.

US Diplomats
“U.S. Diplomats.” V. Briskin, 1953.

Washington's Pigeon
“Washington’s Pigeon.” B. Efimov, 1953.

In the Soviet Union - in the United States
“In the Soviet Union – in the United States.” V. Briskin / M. Ivanov, 1953.

Soviet anti-American posters. Friendship, American - style. Soviet poster,
“Friendship, American-style.” V. Briskin, 1954.

Freedom Is Not for the People
“Freedom is not for the People.” K. Vladimirov, 1957.

US Deputy Career
“U.S. Deputy Career.” V. Slychenko, 1958.

Remember Hiroshima
“Remember Hiroshima.” B. Prorokhov, 1959.

Georgiev
“Untitled.” K. Georgiev, 1963.

First Lesson
“First Lesson.” K. Georgiev, 1964.

Stop the Killers
“Stop the Killers.” E. Arcrunyan, 1965.

Jail
“Jail.” V. Koretsky / Y. Kershin, 1968.

In the Concrete Jungle
“In the Concrete Jungle.” A. Zhitomirsky, 1970.

American Freedom - 70
“American ‘Freedom – 70.'” B. Efimov, 1970.

In The Trenches: Harper’s Weekly Covers the Philippine-American War

This lesson is a part of a larger unit on the Philippines: At the Crossroads of the World.  
This lesson was reported from:

The Philippine–American War was an armed conflict between the First Philippine Republic and the United States that lasted from February 4, 1899, to July 2, 1902. While Filipino nationalists viewed the conflict as a continuation of the struggle for independence that began in 1896 with the Philippine Revolution, the U.S. government regarded it as an insurrection. The conflict arose when the First Philippine Republic objected to the terms of the Treaty of Paris under which the United States took possession of the Philippines from Spain, ending the short Spanish–American War.  The war resulted in the deaths of at least 200,000 Filipino civilians, mostly due to famine and disease.  Some estimates for total civilian dead reach up to 1,000,000.  Harper’s Weekly, A Journal of Civilization was a widely read news magazine which offered extensive coverage of the war for its American readers.  One of its most prominent correspondents during that war was John F. Bass, the author of this dispatch from Manila in March, 1899, a month after open hostilities between the Filipinos and the occupying American army commenced.

Answer the following questions using details from the text to support your answers:

  1. To whom does Bass assign blame for the war?
  2. What does Bass think of the American project of bringing self-government and civilization to the Philippines?
  3. What are Bass’s ideas about race?  How does this shape his understanding of the war?
  4. Does he seem to think that the Americans deserve their bad reputation among the insurgents?
  5. What is the purpose of Bass’s anecdote about the Spaniard?
An excerpt from “In The Trenches” by John F. Bass, originally published in Harper’s Weekly.
Manila, March 9, 1899.

john bass
John F. Bass was a correspondent for the American magazine Harper’s Weekly, covering the Philippine-American War from Manila. He is pictured here with a cage full of homing pigeons which he used to file breaking news dispatches from the field.

New comers in Manila keep asking where the blame lies for this outbreak. Is the responsibility alike for American and Filipino deaths with our government or with the leaders of the Filipino people? At such a time as this it is difficult for a good American not to throw the blame on Aguinaldo and his followers. The American army has done so well that one feels like overlooking the past. Although the true cause does not lie within the scope of any generalization, but rather in a multitude of small detached facts, still I believe that the fundamental reason for our present fight lies in an unrestrained race antipathy. Americans differ so absolutely in mind, body, and soul from Filipinos that the two could not live together in harmony under the then existing conditions. First among these conditions was an American and a Filipino volunteer force, both more or less undisciplined and longing to jump at each other’s throats; and, secondly, a want of any consistent policy in our government. Moreover, both American and Filipino leaders have been so provincial in their point of view that at no time during the military occupation of Manila has the least good feeling existed between the American and Filipino governments. We have ignored Aguinaldo and his followers in so far as it is possible to ignore an army which for months has been encircling Manila in a peaceful siege. Aguinaldo has stuck out through thick and thin for the independence of his people. Instead of getting what he wanted, he received the hard-and-fast declaration of our President that the islands were American property, that the army would proceed to take possession of them, and that any one resisting our authority would be suppressed by force of arms. Since this manifesto was issued there has been no hope of a peaceful settlement.

Image result for wilcox harper's weekly philippines
Illustration from Harper’s Weekly, April 24, 1899 edition, drawn by G.W. Peters.

The bone of contention is the sovereignty of the islands. It is said that the Filipinos will not be able to establish a good government, but the same argument would apply to many of our own communities at home which have wretched local self-government. Much as one may dislike the native – and I must say that I have never met with a more unlovable people – it is important occasionally to get his point of view. No doubt the government which the natives would establish would not please the Anglo-Saxon, but would it not be good enough for the natives themselves?

The natives soon learned to dislike us. We plastered the town from end to end with beer and whiskey advertisements. And, so far, Americans who have followed the army have their time and money into saloons. No other business attracts them. According to native standards, the American soldier has been rough and tyrannical, while from our point of view the natives have been tricky and dishonest. The extreme East and the extreme West have learned to hate each other. The importance of these things is great as indicating what the future has in store. The immediate cause of the outbreak was that the insurgent officers and soldiers, being under less control than our men, became so hostile and insulting that we had either to fight or to leave the islands. The outbreak was hastened and made inevitable by the unsettled state of public opinion in the United States, the absence of any fixed policy in Washington, and the consequent contradictory and restricting orders on our local government in Manila. The fact of the matter is that the policy of ignoring the insurgents completely has had its origin in Washington. It reminds one of the ultra-idealistic philosopher who ignored the hard-and-fast world of environment, and while absorbed in thought bumped his head against a stone wall. The insurgent government is here and must be dealt with.

iloilo
Harper’s Weekly, A Journal of Civilization – “Our New Citizens – A Native Family in Iloilo,” January 14, 1899.

Formerly we might have compromised with them; now we must crush them. There are a few men of education and ability who are managing the insurrection; the rest of the army follows blindly, misled by false reports about our cruelty, and they look upon us now as a species of ogre. We have fallen heir to the hatred which the natives felt for the Spaniards, and the same stories are told about us that were told about our predecessors. The Spaniards and the priests have done what they could to make trouble by circulating false reports in both camps. These reports have been believed by the insurgents and in many instances by our own officers.

The Spaniards are jubilant over the present state of affairs. One of them said to me:

“I speak to you as a Spaniard and an enemy of the United States. If fifty insurgents are killed, good; if the insurgents kill one hundred Americans, better; if the Americans in turn kill two hundred insurgents, best all.”

Read more on this subject -> The Origins of the Philippine-American War  ◦  The Brutality of the Philippine-American War  ◦  The Philippines in the American Empire  ◦  “The White Man’s Burden”: Kipling’s Hymn to U.S. Imperialism  ◦  Stereoscopic Visions of War and Empire  ◦  In The Trenches: Harper’s Weekly Covers the Philippine-American War Ninoy and Marcos – “A Pact with the Devil is No Pact at All.”

FURTHER READING

Harper’s History of the War in the Philippines edited by Marrion Wilcox.

History of the Philippines: From Indios Bravos to Filipinos by Luis Francia.

hawaii annex

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Read more of Harper’s Weekly’s coverage of the Philippine-American War.

Stereoscopic Visions of War and Empire

This exhibit juxtaposes the visual message presented by the stereoscopic images with excerpts from the letters written by U.S. soldiers that were first published in local newspapers and later collected in the Anti-Imperialist League’s pamphlet, allowing us to get a glimpse of the Philippine-American War as it was presented to Americans at home, reading the news or entertaining friends in their parlors. 

It is a part of a larger unit on the Philippine-American War.  

Students can use the Stereoscopic Visions of War and Empire Analysis Form to organize their thoughts while viewing this exhibit.

Image result for stereoscopic viewer
The stereoscopic viewer was a popular form of middle class entertainment in the United States during the late 1800s and early 1900s.  In the days before radio or television, these stereoscopic cards gave Americans a 3-D (albeit black and white) window into the world abroad.

The War from a Parlor

By Jim Zwick

The Philippine-American War was the United States’ first protracted counterinsurgency war in Asia. It started on February 4, 1899, just months after the end of the Spanish-American War, a war ostensibly fought to free Cuba from Spanish oppression. Like the Cubans, the Filipinos had been fighting for their independence from Spain since 1896. Many people within the United States objected to the annexation of Spain’s former colonies at the close of the Spanish-American War and, in November of 1898, an Anti-Imperialist League was formed in Boston to mobilize this opposition. When the war in the Philippines began three months later, it quickly became the League’s primary focus. The Philippine-American War would become the most divisive overseas war in United States history and it would retain that status for more than sixty years, until the war in Vietnam.

The counterinsurgency war for the “hearts and minds” of the Filipinos was mirrored in the domestic debate about the war. Politicians and editorialists who supported imperialism spoke and wrote of the civilizing mission of the United States, of taking up the “white man’s burden” of national sacrifice for the benefit of peoples they believed to be racially inferior and incapable of governing themselves. This rhetoric was matched with assessments of the value of Chinese commercial markets that lay “just beyond the Philippines” and the need to establish naval bases throughout the Pacific to expand and protect U.S. commerce.

The anti-imperialists highlighted the “un-American” nature of imperialism by quoting such documents as the Declaration of Independence, Washington’s Farewell Address, and Lincoln’s Gettysburg Address. To them, imperialism was a threat to the country’s anti-colonial and democratic traditions. Many anti-imperialists also opposed the annexation of foreign territories on racial grounds. They initially believed that any territory annexed by the United States would eventually become a state, and they opposed giving what they also believed to be racially inferior peoples a voice in the U.S. government.

From 1898 until July 4, 1902, the date Theodore Roosevelt symbolically used to declare the war over, nearly 200,000 U.S. soldiers served in the Philippines. About 5,000 of them were killed in battle. Most of the soldiers who initially fought in the Philippines had volunteered to fight in the Spanish-American War and, as several of the letters excerpted here indicate, not all of them supported the war in the Philippines. Their appeals for return to the United States were eventually heeded, and the Army Bill of 1901 nearly quadrupled the official size of the standing army so that an adequate number of professional soldiers could be employed to serve in the Philippines.

The number of Filipinos who died from the war is staggering. Some 16,000 to 20,000 Filipino soldiers were killed. Estimates of the number of civilians who were killed or died from war-related causes range from 200,000 to 600,000. Evidence of the brutality of U.S. troops in the Philippines was used by the Anti-Imperialist League to argue for the independence of the Philippines. Their most effective ammunition came from the official reports to the War Department by the generals in charge of U.S. forces in the Philippines. Their reports of Filipino casualties showed that for every Filipino wounded, fifteen were killed. In contrast, during the United States’ Civil War, five soldiers were wounded for every one killed.

The U.S. military censored press dispatches from the Philippines, but many local newspapers published the letters sent home by soldiers fighting there. These contained racial slurs, stories of atrocities, and assessments of the army’s morale that were not allowed to be reported over the cable from Manila. They also provided local significance to the news from abroad. In May of 1899, the Anti-Imperialist League collected many of these letters in a pamphlet, Soldiers’ Letters: Being Materials for the History of a War of Criminal Aggression. It was immediately controversial. Supporters of the war discounted the accounts of atrocities as the boasting of soldiers wanting to impress their friends and families at home or, because the identities of some of the writers were withheld from publication, as outright fabrications. Although their truthfulness was hotly debated, the letters were an important part of how the U.S. public learned about the war as they read their daily newspapers.

Visual images of the war were also widely distributed. At the turn of the century, the viewing of stereoscopic images was an extremely popular form of parlor entertainment. Stereoscopic images were created by taking two photographs of the same scene from slightly different angles. These would then be pasted to a card made to fit a special stereoscope viewer. If a picture is worth a thousand words, the realistic 3-D effect obtained by stereoscopic images was worth at least two thousand more because it added credibility to the images. Although ostensibly meant as entertainment, they contain implicit — and sometimes explicit — messages about the nature of the war, and about the Philippines and the Filipino people the U.S. government was trying to conquer.

This exhibit juxtaposes the visual message presented by the stereoscopic images with excerpts from the letters written by U.S. soldiers that were first published in local newspapers and later collected in the Anti-Imperialist League’s pamphlet. That both contained partisan messages — often racial, violent, and disturbing — is highlighted here by their juxtaposition. While the Anti-Imperialist League’s collection of the letters marks them as having partisan value, we do not often think of the stereoscopic images in the same way. But they were also an important means through which opinions about the war were shaped. The stereoscopic images and the soldiers’ letters allow us to get a glimpse of the war as it was presented to the people at home, reading the news or entertaining friends in their parlors.

“The Filipinos”

1 - the filipinos
“Better Class of Filipinos — who welcome American Rule — Manila, Philippines.” Underwood & Underwood, 1899.

traffic suspended
“Traffic suspended –their first look at a Camera, San Nicholas, Island of Cebu, Philippine Islands.” Underwood & Underwood, 1900.

a favorite costume
“A Favorite Costume for Boys at Jaro, Philippine Islands.” Underwood & Underwood, 1900.

the right way
“The right way to Filipino Freedom –Boys in Normal High School, Manila, Philippine Islands.” Underwood & Underwood, 1900.

They will never surrender until their whole race is exterminated. They are fighting for a good cause, and the Americans should be the last of all nations to transgress upon such rights. Their independence is dearer to them than life, as ours was in years gone by, and is today.
–Ellis G. Davis, Company A, Twentieth Kansas

Some think the insurgents are disheartened, but I think they will make a desperate struggle for what they consider their rights. I do not approve of the course our government is pursuing with these people. If all men are created equal, they have some rights which ought to be respected.
–J. E. Fetterly, a Nebraska soldier

“The Place”

2 - the place
“Escolta, the principal business Street in Manila, Philippine Islands.” Underwood & Underwood, 1899.

typical filipino farming scene
“Typical Filipino Farming Scene, a rice field and Water Buffalo–resting between furrows, Luzon, P. I.” Underwood & Underwood, 1900.

The building had been taken possession of by a United States officer, and he looted it to a finish. I suspected something and followed one of his men to the place. I expected to be jumped on by the officer as soon as I found him there, as I was away from my post, but it seems he was afraid I would give him away; in fact, we were both afraid of each other. He was half drunk, and every time he saw me looking at anything he would say, “Tennessee, do you like that? Well, put it in your pocket.” … The house was a fine one, and richly furnished, but had been looted to a finish. The contents of every drawer had been emptied on the floor. You have no idea what a mania for destruction the average man has when the fear of the law is removed. I have seen them — old sober business men too — knock chandeliers and plate-glass mirrors to pieces just because they couldn’t carry it off. It is such a pity.
–D. M. Mickle, Tennessee Regiment, at Iloilo

We sleep all day here, as we do our duty all night, walking the streets. We make every one get into his house by 7 p.m., and we only tell a man once. If he refuses, we shoot him. We killed over three hundred men the first night. They tried to set the town on fire. If they fire a shot from a house, we burn the house down, and every house near it, and shoot the natives; so they are pretty quiet in town now.
–A Corporal in the California Regiment

“The US Army”

3 - The US Army
“Gallant defenders of the flag Dewey raised over the Philippines – 1st Battalion, Washington Vols. at Pasig.” Underwood & Underwood, 1899.

lookouts
“Lookouts on the church top – watching the Filipinos – Taquig, Philippine Islands.” Underwood & Underwood, 1900.

The town of Titatia was surrendered to us a few days ago, and two companies occupy the same. Last night one of our boys was found shot and his stomach cut open. Immediately orders were received from General Wheaton to burn the town and kill every native in sight, which was done to a finish. About one thousand men, women, and children were reported killed. I am probably growing hard-hearted, for I am in my glory when I can sight my gun on some dark-skin and pull the trigger.
–A. A. Barnes, Battery G., Third United States Artillery

We can lick them, but it will take us a long time, because there are about 150,000 of the dagos back in the hills, and as soon as one of them gets killed or wounded there is a man to take his place at once; and we have but a few men in the first place, but we are expecting about 8,000 more soldiers every day, and I hope they will soon get here, or we will all be tired out and sick…. This is an awful bad climate and there have been from two to four funerals every day. The boys have chronic diarrhea and dysentery, and it just knocks the poor boys out.
–Martin P. Olson, Fourteenth Regulars

“The Dead”

3 - The Dead
“Gen. Lawton’s remains, Paco Cemetery Chapel. — ‘A Hero as great as he was modest.'” Underwood & Underwood, 1900.

necessary
“The necessary Result of War –an Insurgent killed in the trenches at the Battle of Malabon, P. I.” Underwood & Underwood, 1899.

Sacrifice to Aguinaldo's ambition
“A Sacrifice to Aguinaldo’s Ambition – Behind the Filipino Trenches after the Battle of Mala.” Underwood & Underwood, 1899.

departed
“Praying for the souls of departed friends –Santa Cruz Cemetery, Manila, Philippines.” Underwood & Underwood, 1899.

I deprecate this war, this slaughter of our own boys and of the Filipinos, because it seems to me that we are doing something that is contrary to our principles in the past. Certainly we are doing something that we should have shrunk from not so very long ago.
–General Reeve, Thirteenth Minnesota Regiment

The boys are getting sick of fighting these heathens, and all say we volunteered to fight Spain, not heathens. Their patriotism is wearing off. We all want to come home very bad. If I ever get out of this army I will never get into another. They will be fighting four hundred years, and then never whip these people, for there are not enough of us to follow them up…. The people of the United States ought to raise a howl and have us sent home.
–Tom Crandall, Nebraska Regiment

“Civilized Warfare”

4 - Civilized Warfare
“Insurgent Families coming into the American Lines with the flag of truce, Philippines.” Underwood & Underwood, 1899.

prisoners
“Filipino prisoners of war at Pasig, Philippine Islands.” Underwood & Underwood, 1899.

peace
“Bringing Peace to the fertile Philippines –some of the 9th Infantry Boys at Las Pinas.” Underwood & Underwood, 1899.

The boys go for the enemy as if they were chasing jack-rabbits…. I, for one, hope that Uncle Sam will apply the chastening rod, good, hard, and plenty, and lay it on until they come into the reservation and promise to be good “Injuns.”
–Colonel Funston, Twentieth Kansas Volunteers

Soon we had orders to advance, and we rose up from behind our trenches and started across the creek in mud and water up to our waists. However, we did not mind it a bit, our fighting blood was up and we all wanted to kill “niggers.” This shooting human beings is a “hot game,” and beats rabbit hunting all to pieces.
–A private of Company H of the First Regiment, Washington State Volunteers

“The Hospital”

stricken
“Stricken with fever –more deadly than Filipino bullets– 1st Reserve Hospital, Manila, Philippine Islands.” Underwood & Underwood, 1899.

5 - Civilized Warfare
Civilized Warfare — restoring men we had to shoot — Reserve Hospital, Manila, P.I. Underwood & Underwood, 1899.

I never saw such execution in my life, and hope never to see such sights as met me on all sides as our little corps passed over the field, dressing wounded. Legs and arms nearly demolished; total decapitation; horrible wounds in chests and abdomens, showing the determination of our soldiers to kill every native in sight. The Filipinos did stand their ground heroically, contesting every inch, but proved themselves unable to stand the deadly fire of our well-trained and eager boys in blue. I counted seventy-nine dead natives in one small field, and learn that on the other side of the river their bodies were stacked up for breastworks.
–F. A. Blake, of California, in charge of the Red Cross

Our Country Victorious and Now a Happy Home

A Spanish-American War Drama in Six Parts

This six-card set of stereoscopic cards was copyrighted in 1899 by Strohmeyer & Wyman and published by both it and Underwood & Underwood. The sets were available in at least two versions, one with Jack going off to fight in Cuba and the other with him fighting in the Philippines. The photographs and captions are identical except that “Manila” in the caption on card three is replaced by “Santiago.”

 

 

This essay and exhibit, originally presented online in the early 2000s, were the work of the late historian Jim Zwick.  Since Mr. Zwick’s passing, they have disappeared from the internet, as has the original host site.  It is truly a shame for his important exhibition to disappear, especially considering its seemingly perpetual relevance.  I present them here – with an expanded collection of stereoscopic images – in a purely academic spirit, with all due respect to Mr. Zwick and the educational value of his original work.  Openendedsocialstudies.org does not profit in any financial sense by hosting this lesson.

Read more on this subject -> The Origins of the Philippine-American War  ◦  The Brutality of the Philippine-American War  ◦  The Philippines in the American Empire  ◦  “The White Man’s Burden”: Kipling’s Hymn to U.S. Imperialism  ◦  Stereoscopic Visions of War and Empire  ◦  In The Trenches: Harper’s Weekly Covers the Philippine-American War Ninoy and Marcos – “A Pact with the Devil is No Pact at All.”