Who Really Sank the Maine? Yellow Journalism and the Spanish-American War of 1898
Total Page：16
File Type：pdf, Size：1020Kb
Stark County Teaching American History Grant Stark County Educational Service Center 2100 38th Street NW Canton, Ohio 44709 Who really sank the Maine? Yellow Journalism and the Spanish-American War of 1898 Grade Level 10 Created by Ben Hughes GlenOak High School Duration: 2-3 Days Overview: In this lesson students will first be introduced to the situation in Cuba in 1898 through a PowerPoint presentation and will then examine several primary documents about the sinking of the battleship U.S.S. Maine. Students will analyze the documents in order to complete a document analysis worksheet to use in an authentic debate over who sank the Maine. Students will then be introduced to the concept of Yellow Journalism, and will create their own piece of exaggerated and often distorted writing by either blaming the Spanish for the sinking of the Maine, or focusing on another foreign conflict involving the U.S. during this time period. Ohio Academic Content Standards (Current): • History Benchmark C i. Analyze the reasons that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled. ii. Indicator o Trace the development of the United States as a world power with emphasis on: The Spanish-American War. 1 • Skills and Methods Benchmark A iii. Evaluate the reliability and credibility of sources iv. Indicator o Determine the credibility of sources by considering the following: a. The qualifications and reputation of the writer b. Agreement with other credible sources c. Recognition of stereotypes d. Accuracy and consistency of sources e. The circumstances in which the author prepared the source • Skills and Methods Benchmark B v. Use data and evidence to support or refute a thesis vi. Indicator o Analyze one or more issues and present a persuasive argument to defend a position Revised Ohio Academic Content Strands • Topic: Foreign Affairs from Imperialism to Post-World War I (1898-1930) i. The industrial and territorial growth of the U.S. fostered expansion overseas. Greater involvement in the world set the stage for American participation in WWI and attempts to preserve post-war peace. ii. Content Statement #10. o As a result of overseas expansion, the Spanish-American War and World War I, the United States emerged as a world power • Topic: Historical Thinking and Skills iii. Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed and questions of historical inevitability are explored. iv. Content Statement #2 o The use of primary and secondary sources of information includes an examination of the credibility of each source. 2 Enduring Understandings/ Essential Questions: Nations expanded when industrial needs require greater natural resources Nations had altruistic motives for expansion such as expansion of democratic government To what extent should a nation go to protect its interests? Will overseas expansion lead to sustained world power? What role should the media (journalism) play in the affairs of a nation? Historical Background: “The Splendid Little War,” better known as the Spanish-American War of 1898 is significant for launching the United States onto its path as a world power. The war began as an effort to aid the Cubans in their struggle for independence against Spain. But when it was over, the United States found itself in possession of a small overseas empire that included the Philippines, Guam, and Puerto Rico. Cuba retained its independence, but the Platt Amendment to the new Cuban constitution gave the United States the right to intervene militarily at any time. The United States also maintained a permanent lease on naval stations in Cuba, including Guantanamo Bay. The United States entered the conflict mainly because of an independence movement that started in Cuba in 1895. When it became apparent that the Spanish military commander, Valeriano Weyler, was imprisoning hundreds of thousands of Cuban civilians in camps, the United States could identify and sympathize with these Cubans in their desire for freedom and independence. Business and government leaders in the United States were also concerned with protecting sugar plantations in Cuba that generated $30 million dollars a year in revenue for the American economy. Some Cuban rebels set fire to sugar plantations hoping to pressure the United States to intervene. As President William McKinley monitored the situation, he tried to pressure Spain to grant Cuban independence. Spain refused. Then, in February 1898 two events led McKinley to change his mind and approve war. William Randolph Hearst’s New York Journal published a translation of a letter written by the Spanish minister to the U.S. Enrique Dupuy de Lome, criticizing McKinley as weak and telling the United States to stay out of Cuba. McKinley demanded and received an apology from Spain. But on February 15th, the U.S. battleship Maine exploded and sank in Havana harbor, killing 266 crewmembers. After a U.S. Navy investigation declared that the Maine was destroyed by a submerged mine, public and Congressional pressure reached a point that McKinley asked for and received from Congress authority to intervene in Cuba. On April 23rd, Spain declared war on the United States, and the U.S. reciprocated two days later. One of the key factors leading the United States to war was the role of the media. With no evidence or proof of a guilty party, the American press immediately blamed the Spanish for this attack. Using exaggeration and distorted details in their yellow journalism style of writing, they called for President McKinley to declare war on Spain. The press continued to ignite the growing jingoism spirit in the United States and with the help of the media President McKinley had the support of the American people behind him to ask Congress for a declaration of war. The question at the time however, was who was responsible for the destruction of the U.S.S. Maine? There was no visual proof or evidence linking anyone to the responsibility of this ship. Was Spain responsible and blew up the ship as a way to start a war with America? Was it the Cuban rebels further enticing us into a war with Spain? Was it an accident by American sailors? Was it a conspiracy by the American press in an attempt to lure the U.S. into a war with Spain in order to sell more papers? Ultimately it was an 3 internal explosion that sent the Maine to the bottom of the harbor, yet the sinking of the Maine remains as the catalyst that drove the U.S. to war with Spain and fueled the flames of imperialism. Assessment: Through multi-step assessments, students will be evaluated on their understanding of the content by using the evidence gathered in the primary documents to complete a document analysis worksheet and to form an educated thesis in regards to the sinking of the U.S.S. Maine. Students will use these facts to participate in an authentic classroom debate focusing on the Cuban conflict and their desire for freedom in order to create their own Yellow Journalism newspaper that corresponds with their thesis. Resources and Materials: • Documents analysis worksheet • Directions for Yellow Journalism Newspaper • Answer Key for document analysis worksheet • Rubric for Yellow Journalism Newspaper • Primary and Secondary Sources: i. Enrique DuPuy De Lome’s Letter to the Spanish Minister, February 9, 1898 ii. Excerpt: Editorial, New York Journal, February 17, 1898 iii. Excerpt: Editorial, New York Times, February 17, 1898 iv. Personal Letters from Sailors Home, 1898 • Lt. George Blow’s Letter to his Wife, February 16, 1898 • Lt. John Blandin Letter to his Wife, February 16, 1898 v. Excerpts: U.S. Department of the Navy Findings • U.S. Department of the Navy Board of Inquiry Report to Congress, March 21, 1898 • Lars Nelson’s Letter to Congress, March 16, 1898 • H.G. Rickover, Dept. of the Navy, Report to Congress, August 23, 1976 • Ship Designers Helquist and Turner’s Response to the U.S. Department of the Navy’s Second Board of Inquiry, July 24, 1911 vi. Excerpts: Yellow Journalism Examples • Editorial, “Did a Spanish Torpedo Do the Awful Work?”, San Francisco Examiner, February 17, 1898 • Editorial, “Remember the Maine!” New York Journal, March 15, 1898 • Photograph: Front page of New York World, February 17, 1898 4 Instructional Strategies: • Day 1: i. Direct Instruction – PowerPoint: Students will review U.S. foreign policy in the late 1800s and the growing conflict in Cuba. Students will be introduced to several key concepts including the atrocities being committed by the Spanish towards the Cubans, Yellow Journalism, the insult towards President McKinley, and the subsequent explosion and sinking of the U.S.S. Maine. Students will be asked to compare the Cuban’s desire for freedom and independence with that of the United States in the late 1700s. Answers will vary but should include similarities such as throwing off a dictatorship, natural rights, or protecting the citizens. ii. Direct Instruction – Model document analysis: Students will be given copies of several primary documents focusing on the events of 1898. Read one of the documents aloud with the class and ask for responses. Pass out the document analysis worksheet and explain the directions so that all students understand what they are to do. Students will then read the ten remaining documents, completing the document analysis worksheet. • Day 2: i. Independent Work – Document Analysis . Students will continue the document analysis until the class has finished and each student has formed a thesis about who is to blame for the sinking of the U.S.S. Maine, and accordingly, how the United States should respond to the crisis in Cuba.