Students learn why the Spanish-American War is considered a turning point in U.S. history. First they engage with the topic by learning the source of “yellow journalism,” a term that originated in relation to the Spanish-American War. Then they examine the Cuban and Philippine campaigns of the war. Next they explain the U.S. interests in annexing Hawaii. Finally, they analyze the causes and outcomes of the Spanish-American War.
Students are introduced to the Spanish-American War as a turning point in U.S. history and review the lesson objectives. They brainstorm phrases that use colors to describe qualities or people in a word cloud, then learn how the term “yellow journalism” emerged from competition between Pulitzer’s New York World and Hearst’s New York Journal. Students examine a political cartoon showing the publishers as the Yellow Kid advocating for war and consider how sensationalist reporting influenced public opinion about intervention in Cuba.
Teacher MovesReview the experience objectives and connect students’ color phrases to the idea of “yellow journalism.” Clarify how sensational headlines and fictionalized stories were used to sell newspapers and shape public opinion about Cuba and the sinking of the U.S.S. Maine. Ask students, “How does the media affect popular opinion about wars?” and use their responses to guide discussion of media influence.
Students view The Spanish-American War video and read related background articles, including Spanish American War and Remember the Maine, to learn about the explosion of the U.S.S. Maine, U.S. entry into war with Spain, and the course of the conflict. Using information from these resources and a map of the Cuban campaigns, they complete a graphic organizer by creating a timeline of four key events in the Spanish-American War.
Teacher MovesHighlight major events such as the sinking of the U.S.S. Maine, U.S. declarations of war, the Cuban land campaigns, and the Treaty of Paris. Use student timelines to check that events are sequenced correctly and that both causes and outcomes of the war are represented, addressing any gaps or misunderstandings before moving on.
Students examine a map of the Manila Bay campaigns and read The Spanish-American War and Its Consequences and the concluding paragraphs of The Spanish-American War, 1898 to understand the Pacific front of the war. They post to a class wall explaining the role of the Philippines in the Spanish-American War, including the naval battle at Manila Bay and the transfer of the Philippines to U.S. control.
Teacher MovesInvite students to share and discuss selected wall posts that clearly explain the Philippines’ strategic and economic importance. Emphasize that the U.S. victory at Manila Bay and the Treaty of Paris gave the United States control of the Philippines, Guam, and Puerto Rico, providing a Pacific foothold for pursuing interests in Asia.
Students learn that during the same period as the Spanish-American War, the United States annexed Hawaii. They use the video Annexation of Hawaii and the articles Sanford Dole and Hawaiian Annexation to investigate U.S. political, economic, and military interests in the islands. They answer a multiple-choice question about Sanford Dole’s role in annexation, then post on a class wall explaining U.S. economic and military reasons for annexing Hawaii and how these interests related to the Spanish-American War.
Teacher MovesReview student responses to the Sanford Dole question to confirm understanding of his role in establishing the Republic of Hawaii and supporting annexation. Share strong wall posts that clearly connect U.S. sugar interests and Hawaii’s strategic location in the Pacific to broader expansionist goals during the Spanish-American War era, and use these examples to prompt whole-class discussion.
Students first summarize their learning by completing a graphic organizer listing at least three causes and three outcomes of the Spanish-American War. They then reflect on U.S. intervention in Cuba by considering what the United States hoped to gain and whether those goals were achieved. Next, they post an opinion on a class wall stating whether the United States was justified in entering the war, supporting their view with evidence from the experience, and respond to at least two classmates with questions or positive comments to extend the discussion.
Teacher MovesUse the provided examples of causes and outcomes to check student organizers for accuracy and completeness. Introduce Theodore Roosevelt’s justification for war to deepen discussion of national interest, honor, and humanitarian motives. Encourage students to reference specific events, territories gained, and economic interests when arguing whether U.S. entry into the war was justified, and prompt them to engage respectfully with differing viewpoints in the wall discussion.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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