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<h2 class="hd hd-2 unit-title">Welcome to the Course</h2>
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<p>Welcome to the course "Visualizing Imperialism & the Philippines, 1898-1913." </p>
<p>Today, meet your professors. They introduce the objectives of the course and its unique premise: the use of images, photographs, and cartoons to understand past societies and events. </p>
<p><strong>Chris Capozzola (Professor of History, MIT)</strong></p>
<p><strong>John W. Dower (Professor Emeritus of History, MIT; Co-Founder of Visualizing Cultures)</strong></p>
<p><strong>Ellen Sebring (Creative Director of Visualizing Cultures, MIT & Postdoc, Duke University) </strong></p>
<p>The following professors will join the roundtable discussions at later dates:</p>
<p><strong>Genevieve Clutario (Professor, Harvard University)</strong></p>
<p><strong>Shigeru Miyagawa (Professor, MIT; </strong><strong> Co-Founder of Visualizing Cultures</strong><strong style="font-size: 1em;">)</strong></p>
<p><strong>Carla Sinopoli (Professor, University of Michigan)</strong></p>
<p>Begin by watching the introductory video below!</p>
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<h3 class="hd hd-2">Welcome to the Course</h3>
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<h2 class="hd hd-2 unit-title">Learning Objectives</h2>
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<p>Here, your professors introduce the MIT Visualizing Cultures project, and the four modules that will follow. This course uses powerful images and photographs to expose the largely forgotten story of the United States in the Philippines. The deeply connected histories of the two countries were built upon many moments of cross-cultural understandings and misunderstandings, and would help define the political contours of both for the twentieth century.</p>
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<p style="margin: 0px 0px 1.41575em; font-family: 'Open Sans', Verdana, Geneva, sans-serif, sans-serif; font-size: 16px;">Before moving on, we want to stress that this course <b style="line-height: 1.4em;">will <em style="line-height: 1.4em;">not</em> provide a comprehensive survey </b>of the United States and the Philippines. It studies history through visual sources as presented in the four units published on Visualizing Cultures. This means that certain important topics, such as the experiences of Filipino settlers and migrants to the mainland United States or its other Pacific Territories, will not receive much attention.</p>
<p style="margin-right: 0px; margin-bottom: 1.41575em; margin-left: 0px; font-family: 'Open Sans', Verdana, Geneva, sans-serif, sans-serif; font-size: 16px;">Please also note that we expect all students to participate with respect for one another. It is important to recognize that by showing certain images or discussing certain topics, <strong style="line-height: 1.4em;">we do not endorse the views or opinions they present</strong>. Rather, we seek to understand the complexity of the past, even when the past is distasteful or offensive to us in the present. This course does not reflect the views of Harvard University, MIT, HarvardX, MITx, EdX or Visualizing Cultures.</p>
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<h2 class="hd hd-2 unit-title">Visualizing Imperialism: Cartoons, Photography & Power</h2>
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<p>In this video, your professors lay out the global context for U.S. imperialism in the Philippines, as the United States built its own empire in the age of empire. This course asks critical questions about representation, race and the many forms of power, from military to culture power. The images presented will be dynamic, contentious, and often unsettling and painful. However, they are artifacts from the past and reflect how many Americans perceived their role in the world.</p>
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<legend id="7e2c4df76f8947a4abdb49fc52a2051b_2_1-legend" class="response-fieldset-legend field-group-hd">Which of the following statements about the "Age of Imperialism" is NOT true?</legend>
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<h2 class="hd hd-2 unit-title">About the Module "Civilization and Barbarism: Cartooning and Global Imperialism"</h2>
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<p>Professor Sebring introduces the module "Civilization and Barbarism: Cartooning and Global Imperialism." Watch the two videos below. In the first, we will examine the themes of race, imperialism and progress that political cartoons from this moment bring to light. In the second, we will overview some of the images that will be analyzed.</p>
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<h3 class="hd hd-2">About Module II "Civilization and Barbarism: Cartooning and Global Imperialism"</h3>
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<p>Look at this image from <em>Judge</em>, which aimed to illustrate the "white man's burden," a concept we will explore in-depth later in this module. </p>
<p><img src="/assets/courseware/v1/6eb39369d6b83354d89ea11364fc67e5/asset-v1:MITx+VPx+1T2019+type@asset+block/cb25-141_1899_Judge_d_10386_osurop_1500w.jpeg" alt="" type="saveimage" target="[object Object]" preventdefault="function (){r.isDefaultPrevented=n}" stoppropagation="function (){r.isPropagationStopped=n}" stopimmediatepropagation="function (){r.isImmediatePropagationStopped=n}" isdefaultprevented="function t(){return!1}" ispropagationstopped="function t(){return!1}" isimmediatepropagationstopped="function t(){return!1}" width="937" height="610" /></p>
<p>The poll below lists three possible interpretations of "the white man's burden" that this image conveys. Which one do you find the most convincing? There is no correct answer, but do pay attention to the figures and who they might represent, as well as the writings on the mountain.</p>
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<p>After looking at the image, which interpretation of "the white man's burden" do you find most compelling?</p>
</legend>
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<label class="poll-answer-text" for="poll-2d3a5328341e4fd28139856f74989a7e-answer-R"><p>The "white man's burden" presents a challenge too difficult to mount for Western countries to bear alone.</p></label>
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<input type="radio" name="choice" id="poll-2d3a5328341e4fd28139856f74989a7e-answer-B" value="B"
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<label class="poll-answer-text" for="poll-2d3a5328341e4fd28139856f74989a7e-answer-B"><p>The "white man's burden" is not a feasible plan because uncivilized peoples are not forward-looking enough as to be self-reliant or aspire to civilization.</p></label>
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<label class="poll-answer-text" for="poll-2d3a5328341e4fd28139856f74989a7e-answer-G"><p>With the powers of Western determination, the "white man's burden" is a feasible responsibility; all peoples will one day attain civilization.</p></label>
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<span>Thank you.</span>
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<h2 class="hd hd-2 unit-title">About the Module "Conquest by the Camera: the Philippine-American War"</h2>
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<p>Professor Capozzola introduces the facts of the U.S. conquest and occupation of the Philippines, which lasted until 1946 but has largely been forgotten in American popular memory. The Philippine-American War, through which the U.S. cemented its control over the islands, will be the subject of Module III.</p>
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<h2 class="hd hd-2 unit-title">About the Module "Photography and Power: Dean Worcester's photographic record of the colonial Philippines"</h2>
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<p>Finally, your professors introduce the module "Photography and Power: Dean Worcester's Photographic Archive of Colonial Philippines." This module will yield key insight into "the colonial gaze," which constituted a critical component of colonial "soft power."</p>
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