Annotated Resource Set (ARS) s3

Title / Content Area: Spanish American War

Developed by: LaTonya Amboree, Secondary Social Studies Helping Teacher, Fort Bend Independent School District (TX)

Grade Level: 10th grade World History

Essential Question: What were the underlying causes of the Spanish-American War?

Contextual Paragraph: On April 25, 1898 the United States declared war on Spain following the sinking of the Battleship Maine in Havana harbor on February 15, 1898. The war ended with the signing of the Treaty of Paris on December 10, 1898. As a result Spain lost its control over the remains of its overseas empire: Cuba, Puerto Rico, the Philippines Islands, Guam, and other islands. But, was the sinking of the USS Maine the only cause, or was that event just the straw that broke the camel’s back? Key Events Surrounding the Spanish-American War . 1500—Spanish Colonize Cuba . July, 1845—Journalist John O'Sullivan coins the term “Manifest Destiny” . 1846–1848—Mexican-American War . 1861–1865—U.S. Civil War . 1868–1878—Cuban War for Independence . 1884–1885—Berlin Conference: Africa divided into colonies by Europe . 1890- Mahan book advocates U.S. taking Caribbean as colonies . 1893—Frederick Jackson Turner’s “Frontier Thesis” . April 1898—U.S. declares war on Spain . 1898—Spanish-American War ended with the Treaty of Paris

Teaching with Primary Sources - Annotated Resource Set 1 Annotated Resource Set (ARS)

Resource Set

Former Slaves in Puerto Teller Amendment Imperialism Political Theodore Roosevelt’s The Mambises The USS Maine Rico, Cartoon Rough Riders

Leaders of the Puerto In April 1898, Senator Puck magazine The "Rough Riders" The Mambises were The blowing up of the Rican abolitionist Henry M. Teller published the following were the most famous Cuban guerilla war battleship USS Maine in movement, including proposed an cartoon depicting unit to fight in the fighters who urged the Havana was a critical José Julián Acosta, amendment to the U.S. Cuba's difficult situation Spanish-American War slaves to revolt and event on the road to the Francisco Mariano declaration of war in the 1890s. and was the name given whose tactics led the Spanish-American War. Quiñones, Julio L. de against Spain that to the First U.S. Spanish to adopt Vizcarrondo, Ramón proclaimed that the Volunteer Cavalry under inhumane Emeterio Betances and United States would not the leadership of reconcentration policies Segundo Ruiz Belvis, establish permanent Theodore Roosevelt. in Cuba. waged a long struggle to control over Cuba. end slavery on the island.

http://www.loc.gov/rr/ http://www.loc.gov/rr/ http://theomahaproject http://www.loc.gov/rr/ http://www.latinameric http://www.loc.gov/rr/h hispanic/1898/slaves.ht hispanic/1898/teller.ht .org/module_display.ph hispanic/1898/roughrid anstudies.org/mambises ispanic/1898/intro.html

Teaching with Primary Sources - Annotated Resource Set 2 ml ml p? ers.html .htm mod_id=93&review=yes

Teaching with Primary Sources - Annotated Resource Set 3 Political Cartoon: Political Cartoon: Song: Awake United Newspaper: The San Monroe Doctrine (1823) Spanish Cruelty Spanish Politeness Hooray for the Fourth of States Francisco Call July

The Spanish-American The Spanish-American This song was rushed Newspaper from 1898 The Monroe Doctrine Picture of Spanish War is considered the War is considered the into print between the after the sinking of the signified a departure colonial cruelty in Cuba world’s first media war. world’s first media war. sinking of the Maine on USS Maine. from the U.S. policy of from a book by Gonzalo Before the Spanish- Before the Spanish- February 16, 1898 and isolationism. The de Quesada in 1896 American War began, American War began, the declaration of war principles he laid out in called The War in Cuba. drawings depicting drawings depicting on April 25, 1898. the speech would Such books aroused Spain as evil, Cuba as Spain as evil, Cuba as influence policy American opinion innocent, and President innocent, and President decisions thereafter. against Spain. McKinley as a coward, McKinley as a coward, helped rally sympathy helped rally sympathy for the Cuban people for the Cuban people and fuel a pro-war and fuel a pro-war feeling in America. feeling in America.

http://www.pbs.org/cru http://www.pbs.org/cru http://library.duke.edu/ http://chroniclingameric http://memory.loc.gov/ http://spanishamerican cible/cartoons.html cible/cartoons.html digitalcollections/hasm_ a.loc.gov/lccn/sn850663 cgi-bin/ampage? war.info/causes.htm a8934/ 87/1898-04-05/ed- collId=llac&fileName=04 1/seq-1/ 1/llac041.db&recNum=4

Foundations Annotations

Teaching with Primary Sources - Annotated Resource Set 4 Curriculum Connections

Texas Essential Knowledge and Skills for World History 1E: Identify major causes and describe the major effects of the following important turning points in world history from 1750 to 1914: the Scientific Revolution, the Industrial Revolution and its impact on the development of modern economic systems, European imperialism, and the Enlightenment’s impact on political revolutions.

Curriculum Standards

ELA writing standards

Content & Thinking Objectives

Texas Essential Knowledge and Skills for World History 29B: explain how historians, when examining sources, analyze frame of reference, historical context, and point of view to interpret historical events; 29C: Explain the difference between primary and secondary sources and examine those sources to analyze frame of reference, historical context, and point of view. 29F: Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time. 29G: construct a thesis on a social studies issue or event supported by evidence

Inquiry Activities & Strategies

Have a set of documents on each table, and have students examine the documents in small groups. Then, have the small groups use the documents to brainstorm a list of causes of the Spanish-American War. Give students the opportunity to conduct further research on classroom computers, mobile library, or smart phones, and then have them rank the causes in order of significance. Based on their rankings, have students perform a RAFT of their choice showing how their cause was instrumental in starting the Spanish-American War.

Assessment Strategies

Teaching with Primary Sources - Annotated Resource Set 5 RAFT Rubric

4 3 2 1

Accuracy Information, details in RAFT Provides accurate information Provides information in RAFT Provides information in RAFT always accurate. Properly in RAFT but could use more that has some inaccuracies or that is incomplete and/or reflects information, ideas, support. omissions. inaccurate. and themes related to the subject.

Perspective RAFT maintains clear, Explains how character would Shows little insight into how Does not accurately develop consistent point of view, tone, feel about the event(s). character would feel or act characters, thoughts or and ideas relevant to role during the event(s). reactions to the event(s). played; ideas and information always tied to role and audience.

Focus RAFT stays on topic, never Spends most of the RAFT Spends some time discussing Spends most of RAFT on issues drifts from required form or discussing issues on topic, but issues off topic. that do not directly deal with type; details and information occasionally strays from the the RAFT chosen. are included that are pertinent focus. only to developed purpose.

Class Time Uses class time appropriately Seldom needs to be reminded Uses library and computer Treats research time as an to research the era and create to get back on task. time to do work for other open period to be seen well-written stories. classes and/or chat with chatting with friends and friends or lounge on couches. hanging out on the couches.

Mechanics Essay contains few to no Essay contains some Essay contains several Essay contains mechanical fragments, run-on sentences; fragments, run-ons or other sentence errors and mistakes; is marred by rare errors or mechanical errors; occasional mistakes; mechanical mistakes that may numerous errors. mistakes; writing is fluent. writing is generally clear. interfere with ideas and clarity of ideas in writing.

A+ (20) A (19) A- (18) B+ (17) B (16) B- (15) C+ (14) C (13) D (12) F (11 and below)

Other Resources

Teaching with Primary Sources - Annotated Resource Set 6 Web Resources

Library of Congress: Spanish American War in Motion Pictures http://memory.loc.gov/ammem/sawhtml/sawhome.html Spanish American War History Resources http://www.historesearch.com/spainamwarmil.html

Secondary Sources

Boorstin, Daniel J. and Brooks Mather Kelley. A History of the United States. Needham, Massachusetts: Pearson, Prentice Hall, 2005. Chapter 19: The United States and the World. Section 3: War with Spain Pages: 510–517 (up to “A new status for Puerto Rico”) Appleby, Joyce, Alan Brinkley, Albert S. Broussard, James M. McPherson, and Donald A. Ritchie. The American Vision. New York, NY: Glencoe, McGraw-Hill, 2003. Chapter 17: Becoming a World Power; Section 2: The Spanish-American War; Pages: 527–531. Danzer, Gerald, J. Jorge Klor de Alva, Larry S. Krieger, Louis E. Wilson, and Nancy Woloch. The Americans: Reconstruction to the 21st Century (California Edition). McDougal Littell, 2006.Chapter 10: America Claims an Empire; Section 2: The Spanish-American War; Pages: 346–351 Ayers, Edward L. and Robert D. Schulzinger, Jesus F. de la Teja, and Deborah Gray White. American Anthem: Modern American History (California Ediion). Orlando: Holt, Rinehart and Winston, 2007.Chapter 7: Entering the World Stage; Sections 1 & 2; Pages 200–201 and 206–212.

Print and Other Media Resources

The Crucible Empire (PBS Film) http://www.pbs.org/crucible/

Teaching with Primary Sources - Annotated Resource Set 7