Lesson Idea – Spanish American War: The war started by “Fake News”

MS.9-12.USH. UNITED STATES HISTORY FROM POST-RECONSTRUCTION TO PRESENT (one credit)

Global Affairs

9-12.USH.3. Understand how the global position of the United States has evolved as a result of imperialism, economics, technological changes, and involvement in international wars and conflicts.

9-12.USH.3.a. Analyze the effects of imperialism on the foreign policy of the United States from Reconstruction to World War I. (DOK 3)

Objectives:

1. Students will identify the importance of keeping foreign countries at a distance for the security of the United States.
2. Students will interpret a passage and summery from the Monroe Doctrine.
3. Students will evaluate the media’s influence on the American public.

Possible Grade levels: 

10th or 11^th grade US History

Key Terms:

Yellow journalism- Journalism that is based upon sensationalism and crude exaggeration.

Monroe Doctrine- a principle of US policy, originated by President James Monroe in 1823, that any intervention by external powers in the politics of the Americas is a potentially hostile act against the US.

Resources:

Ask: Why would the United States send military force to a nearby country?

https://www.loc.gov/item/2016805154/  - actual photo of the USS Maine heading to Cuba.  (primary)
https://www.state.gov/s/d/rm/rls/dosstrat/2007/html/82977.htm

Show map of US and Cuba so students can see how close the two are.

The importance of this picture is to show that the American Military is being used to inforce the Monroe Doctrine. The importance of the map is to show exactly how close Cuba is to a part of the United States.

Ask: Why did we send ships to Cuba?

Does the United States have the right to send military forces to Cuba? What gives the government the right to do so?

After students give speculative answers to these questions, provide them with this quotation and summery of the Monroe Doctrine:

https://memory.loc.gov/cgi-bin/ampage?collId=llac&fileName=041/llac041.db&recNum=4

December 2, 1823. Monroe warned European countries not to interfere in the Western Hemisphere, stating "that the American continents. . .are henceforth not to be considered as subjects for future colonization by any European powers." The Monroe Doctrine became a cornerstone of future U.S. foreign policy.

The importance of this primary source and the summary is to explain to the students that although this declaration was stated nearly 75 years earlier the United States was going to take action to protect other countries in the Western Hemisphere. Especially ones that the United States interested in and are located so close to the United States.   

Ask: What European Country was involved in Cuba?
Give hint if needed (what is the language spoke in Cuba?)

Why would the United States help Cuba against Spain?

After students answer the questions allow the students to look at the following secondary source (painting) and the Primary Source of the media’s take on the event:

http://www.loc.gov/pictures/item/2003673011/ - artist rendition of USS Maine explosion (secondary )

https://www.pri.org/stories/2016-12-08/long-and-tawdry-history-yellow-journalism-america - Actual news article of USS Maine Explosion

These are important because of the event that took place and how the media’s views lead a nation to go to war.

Ask: What happened to the ship? Who is responsible for this action?

After students write down their answers on a sticky note with their names and it has been taken up then explain what actually happened with the USS Maine by using the video that follows. (For a part of a grade take up  the sticky notes)

https://www.loc.gov/pictures/resource/ppmsca.27675/ - Political cartoon about yellow journalism

This is important in order to explain the what the purpose of yellow journalism was.

Ask: What is the artist trying to express in this political cartoon?

Next have students get into groups and have them write down their answers to the following questions:

1. Should the media share some responsibility for the Spanish American War? Explain ….(two sentence minimum)
2. Should America have taken action pertaining to the issues between Cuba and Spain? Why or why not? (two sentence minimum)
3. Do you think the American people were influenced by the media of that time? Explain (two sentence minimum)
4. Could the war have been prevented? Explain (two sentence minimum)
5. How does this begin the start of America being the “police of the world”? Explain.

(Group work to be turned in. This also will help check for understanding)

Wrap up:

Lastly Ask: Does the media still practice Yellow Journalism? Explain and give an example. (Take up for the other part of the grade)

At home: Have the students bring in newspaper articles that could be considered “yellow journalism”.

Primary Sources Pedagogy:

1. Investigate issues of cause and effect, causality, context, and continuity and change
2. Draw conclusions about questions and hypotheses
3. Examine primary sources closely to form conjectures about their meaning and intent.
4. Examine political cartoon about Yellow Journalism.

  Social Studies/History 9 - 12 USHistory SpainishAmericanWar YellowJournalism FakeNews