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How Should We Remember Emilio Aguinaldo?

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How Should We Remember Emilio Aguinaldo? Imperialism Inquiry How should we remember Emilio Aguinaldo? “Rebel Leader of the Philippine Forces,” c. 1899. Library of Congress, Accessed from http://www.loc.gov/rr/hispanic/1898/aguinaldo.html Supporting Questions 1. Why did Aguinaldo align with the United States against the Spanish? 2. What consequences did the Spanish-American War have for the Philippines? 3. Why did Aguinaldo fight against the United States in the Filipino War? 4. To what extent did Aguinaldo’s actions reflect the reasons he argued for independence? THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 1 Imperialism Inquiry How should we remember Emilio Aguinaldo? D2.Civ.12.9-12. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. C3 Framework D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their Indicators actions changes over time and is shaped by the historical context. D4.7.9-12. Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Staging the Generate questions about the staging sources, paying close attention to origin, medium, and context. Question Supporting Question 1 Supporting Question 2 Supporting Question 3 Supporting Question 4 Why did Aguinaldo align What consequences did the Why did Aguinaldo fight To what extent did Aguinaldo’s actions reflect with the United States Spanish-American War against the United States in against the Spanish? have for the Philippines? the Filipino War? the reasons he argued for independence? Formative Formative Formative Formative Performance Task Performance Task Performance Task Performance Task Generate a list of reasons Create a graphic organizer Write a paragraph that Create a claim about the why Aguinaldo chose to that illustrates expectations describes Aguinaldo’s extent to which Aguinaldo’s align with the United and results of the Spanish- reasons for fighting against government reflected the States. American War. United States occupation. independence movement’s ideals. Featured Sources Featured Sources Featured Sources Featured Sources Source A: Timeline Source A: Video, Results of Source A: Proclamation of Source A: Aguinaldo’s Source B: Excerpt from the Spanish-American War War, 1899 obituary, 1964 Where in the World is the Source B: Proclamation of Source B: Aguinaldo’s Philippines? Independence, 1898 Letter to the American Source C: Treaty of Peace People, 1900 between the United States and Spain, 1898 Source D: Philippine Constitution, 1899 ARGUMENT How should we remember Emilio Aguinaldo? Construct an argument (e.g., detailed outline, poster, Summative essay) that discusses the compelling question using specific claims and relevant evidence from historical and Performance contemporary sources while acknowledging competing views. Task EXTENSION Assess the textbook’s depiction of Aguinaldo and determine if revisions are needed. UNDERSTAND Investigate the relationship between the United States and a country with whom there is a tense Taking diplomatic relationship and determine the cause(s) for tension. Informed ASSESS Analyze the reasons for tension and determine whether opposition to the United States is justified or not. Action ACT Contact the country’s ambassador, or other stakeholder, sharing your perspective on how the opposition should be approached. THIS WORK IS LICENSED UNDER A CREATIVE COMMONS ATTRIBUTION- NONCOMMERCIAL- SHAREALIKE 4.0 INTERNATIONAL LICENSE. 2 Overview Inquiry Description This inquiry leads students through an investigation of geopolitical relationships, particularly through an imperialistic lens. Focusing on the Philippines, students investigate the compelling question—how should we remember Emilio Aguinaldo?—in order to examine questions of foreign intervention, self-determination, and national sovereignty. By investigating the compelling question, students will examine the United States’ relationship with the Philippines and, likewise, apply historiographical thinking in assessing this time in history. By completing this inquiry, students will begin to understand how historical context shapes interpretation of geopolitical questions. Using Aguinaldo as a case study, this inquiry allows students to consider the factors impacting international relationships, as well as historical perspectives. NOTE: This inquiry is expected to take four to five 45-minute class periods. The inquiry time frame could expand if teachers think their students need additional instructional experiences (i.e., supporting questions, formative performance tasks, and featured sources). Inquiries are not scripts, so teachers are encouraged to modify and adapt them to meet the needs and interests of their particular students. Resources can also be modified as necessary to meet individualized education programs (IEPs) or Section 504 Plans for students with disabilities. Structure of the Inquiry In addressing the compelling question “How should we remember Emilio Aguinaldo?” students work through a series of supporting questions, formative performance tasks, and featured sources in order to construct an argument supported by evidence while acknowledging competing perspectives. 3 Staging the Compelling Question In staging the compelling question, teachers may prompt students with sources depicting Emilio Aguinaldo in both positive and negative ways. It is assumed that students have already been introduced to Aguinaldo during instruction on the Spanish-American War. The staging task asks students to reflect back on previous learning, as well as be introduced to vastly different depictions. Using these sources, teachers should have students generate questions, paying close attention to the origin, type of source (medium), and context of each source. For example, the sources from the time of the Filipino War are very critical of Aguinaldo, whereas his obituary presents glowing descriptions from President Lyndon B. Johnson. In addition to students’ generation of questions, teachers should ask questions to have students scrutinize the origin and purpose of each source. Supporting Question 1 The first supporting question—“Why did Aguinaldo align with the United States against the Spanish?”—helps students refer back to previous learning, focusing specifically on Aguinaldo’s role. Likewise, it helps position Aguinaldo and the Philippines within larger imperialist progressions. The formative performance task has students organize evidence by generating a list of reasons. This list can be a simple list of reasons, or be more complex, further organizing evidence into categories. For example, teachers could scaffold the task by having two categories—reasons related to Spain and reasons related to the United States. These categories would help students further parse out the factors, considering the complex questions around imperialism and national sovereignty for the Philippines. In addition to students’ textbooks, the featured sources support this task. The first featured source is a timeline, created for this inquiry, listing events in and around the Filipino War. The timeline can be used for the entire inquiry. The second source is an excerpt from a book written by a Filipino diplomat, describing the assurances made to Aguinaldo by the United States, urging him to fight alongside the United States and secure an independent Philippines. Supporting Question 2 For the second supporting question—“What consequences did the Spanish-American War have for the Philippines?”—students build on their knowledge of the Spanish-American War by assessing the war’s outcomes. The formative performance task has students create a graphic organizer that illustrates expectations and results of the Spanish-American War. Teachers may have students build directly off of their first performance task, linking Aguinaldo’s expectations to the results and the Philippine responses. The first featured source is a brief video from C-SPAN, describing the 1898 Treaty between the United States and Spain. The subsequent sources are excerpts from the Proclamation of Independence (1898), the Treaty of Paris (1898), and the Philippine Constitution (1898). These sources show a series of conflicting events—the Philippines declare independence, followed by the Treaty of Paris, where possession of the archipelago is transferred to the United States. Aguinaldo and the revolutionary government reaffirm Filipino sovereignty in the Philippine Constitution, declaring a free and independent Republican government. Teachers are encouraged to have students draw comparisons between these events and the American Revolution and/or other revolutions they have studied. Teachers should also point out that Aguinaldo is proclaimed as a dictator—though a dictator in this context is not 4 necessarily the authoritarian style of government from the 20th century, with which students’ are more likely familiar, proclaiming himself as such complicates narratives of Aguinaldo as a democratic freedom fighter Supporting Question 3 The third supporting question—“Why did Aguinaldo fight against the United States in the Filipino War?”—has students connect the first two supporting questions to one another in order to consider Aguinaldo’s reasoning for fighting against the United States. The formative performance task is a summary paragraph describing Aguinaldo’s reasoning.
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