1. Using the "Background for the Spanish-American and Philippine-American War" and the "Key Leaders" handouts (follow) in conjunction with the photographs, students will be able to identify key leaders and consequences of the United States being a world power in the beginning of the 20th century.

2. Students will be able to understand and use the following terms regarding this topic:
   1. Nationalism - To be devoted to one's country. To be patriotic. The beliefs that the interests of ones country and its security are more important than international considerations.
   2. Imperialism - The policy and practice of maintaining an empire; in modern times it is characterized by a struggle for the control of raw materials and world markets, the subjugation and control of territories, the establishment of colonies.
   3. Colony - A group of people who settle in a distant land but remain under the political jurisdiction of their native land.

   In 1521 Portuguese explorer Ferdinand Magellan landed in the Philippines. The archipelago consists of approximately 7,100 islands. Its people speak eight different languages and some eighty known dialects. The Philippine islands are volcanic in origin. High mountains and thick sub-tropical jungle made travel in the Philippines difficult. The Philippines, over time, had become home to a variety of peoples from China and Indonesia. The difficult terrain forced the people of the islands to live in isolated tribal communities.

   In the 10th century, Malays from Indonesia brought and converted many of the people in the Southern islands to the Moslem religion. In April 1521 Magellan attempted to convert to Catholicism (by force) a local tribal chief, Lapu Lapu, on the island of Mactan. Lapu Lapu and his warriors killed Magellan in a battle.

   While this action made Lapu Lapu the first national hero of the Philippines, it did not stop the Spaniards. Survivors of the expedition returned to Spain and soon returned with more soldiers who seized control of the archipelago. The Philippines became a colony of Spain. During the Spanish colonial period most Filipinos became converts to the Roman Catholic religion.

Why would America want to control the Phylippines?

   When Alfred Thayer Mahan wrote his book Influence of Sea Power on History  in 1889 he did not realize that he had planted the seed which would lead the United States to seize the Philippines. Mahan's book was a study of the rise of the British Empire in the 17th century. He maintained that a country could become a world power by controlling maritime trade. In order to defend trade routes a powerful navy was required. Strategically located colonies and bases were needed to support the navy.

   The Philippine archipelago is located between the South China Sea and the Pacific Ocean. From the Philippines, the major markets of all of Asia were within a few days sail. Subic and Manila Bays on the island of Luzon were excellent natural harbors where large fleets could be stationed. The Spaniards had built Manila into one of the most productive and beautiful cities in Asia.

   As the power of the Spanish Empire declined, Mahan's disciples in Germany, Japan and the United States made plans to take control of the Philippines. These governments believed that who ever controlled the Philippines could control the trade to Asia. These policies were examples of imperialism.

   In June 1898 an American army arrived in the Philippines. The Spanish were soon trapped in Manila by both the Americans and the Filipinos. The Spaniards refused to surrender to the Filipinos. Instead they struck a deal with the Americans to fight a fake battle to preserve their honor, then surrender Manila. The fake battle was fought on August 13. The Americans occupied Manila while the Philippine army surrounded the city.

1. bias - to present evidence in favor of a particular point of view.
2. insurgents - Filipino rebels considered to be an undisciplined mob, unable to employ any but guerilla methods.
3. garrote - strangling by means of an iron collar. Spanish method of execution by strangulation with an iron collar tightened by a screw.
4. conscripted - military draft service; forced to serve in the military.
5. guerilla war - hit and run methods employed against an invading army.

Cost: Field Trips to the MacArthur Memorial can be taken without charge.

1. If intending to take your class on a field trip to the MacArthur Memorial, please contact Dr. Preston Burton, MacArthur Memorial Education Coordinator, to arrange the date and time of the visit.
2. Confirmation of the visit will be sent to the lead teacher, with pre-visit information and a parking map.

Procedure:

   Enlarge and copy (zerox) all of the photographs to be used by the students in the appropriate exercises. Copies of the original photographs may be obtained at cost from the MacArthur Memorial Archives (757/441-2965) if desired.

Suggested Activities:

Activity #1:

1. Give students theWar Leader Backgrounds handout with information about each key leader.
2. Divide the class into five groups of students.
3. Assign each group an identity using the name of one of the leaders in the Spanish-American War and Philippine-American War.
4. Circulate copies of each photograph (without identity) to the groups. (Larger copies of the photographs may be obtained by contacting the MacArthur Memorial staff at (757) 441-2965.)
5. Have the groups match their assigned identity to the proper photograph.
6. Have each group report, telling why they believe the leader they have picked matches the assigned identity of the group.

(If two groups pick the same leader, help them work out the proper answer.)

Activity #2:

The students can research each leader and report the information they have discovered.

Activity #3:

Using photo 3 answer:

1. Why would he serve as an inspiration to Filipinos?
2. Would he be your idea of a leader?