When the Political Becomes Personal: U.S. Imperialism in the Philippines Resources and Standards
Resources and Standards
Resources
GLSEN: LGBTQ Inclusive Sexual Health Education
Resources for understanding and teaching LGBTQ students.
Filipino activist youth network in the United States.
Frontline World: "1898–1933: America’s Colony"
Frontline website page for A Conflicted Land: Rebellions, Wars and Insurgencies in the Philippines on U.S. imperialism in the Philippines.
National Center for Transgender Equality
Group working to raise awareness of and advocating for rights and protections for transgender people in the U.S.
The New York Times: "A Transgender Paradox, and Platform, in the Philippines"
This 2018 article by Aurora Almendral covers the complicated religious, political and community relationship to transgender identity in the Philippines, including transgender congresswoman Geraldine Roman’s passage of legislation protecting transgender rights.
Office of the Historian: "The Philippine-American War, 1899–1902"
This article on the website of the Office of the Historian provides background on the war between the U.S. and the Philippines and Philippine independence.
Savage Acts, a short documentary, links the pageantry of 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.
Standards
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects (http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf)
RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
W.9—10.2d Use precise language and domain—specific vocabulary to manage the complexity of the topic.
W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
SL.11—12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups and teacher-led) with diverse partners on grades 11-12 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.
SL.11—12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
SL.11—12.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis and tone used.
Content Knowledge: (http://www2.mcrel.org/compendium/) a compilation of content standards and benchmarks for K-12 curriculum by McREL (Mid-continent Research for Education and Learning).
Language Arts, Standard 1: Uses the general skills and strategies of the writing process.
Language Arts, Standard 2: Uses the stylistic and rhetorical aspects of writing.
Language Arts, Standard 8: Uses listening and speaking strategies for different purposes.
Language Arts, Standard 9: Uses viewing skills and strategies to understand and interpret visual media.
Sources
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