Spanish-American War Propaganda Lesson

 

 

 

Wreck of the USS Maine

Joel Bishop

Union High School

Summer 2009

 

 

USS Maine Was Sunk - February 15, 1898

 

After an official investigation, the U.S. Navy reported that the USS Maine had been blown up by a mine. The Navy did not blame any person or country for the explosion. Who was to blame? Spain controlled Cuba at the time. So, was it Cuba, or Spain, or was it an accident? Many people in the United States blamed Spain (today, however, many historians believe a malfunction in the ship caused the explosion). The relationship between Spain and the U.S. became so strained that they could no longer discuss the situation. By the end of April, the Spanish-American War had begun. Why did the United States take this extreme position after only a few short months?  Perhaps the stimulus came from the extreme positions taken by the mass media of the day—print journalism. To find out, examine some of the records from that era to decide for yourself the answer to the question. Also, does this example have any lessons for us today?

 

 

 

Overview/ Materials/Historical Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

 

Overview                                                        Back to Navigation Bar

Objectives

Students will:

·        Research online for pertinent information on the effort before the Spanish-American War to build anti-Spanish sentiment that led to the declaration of war.

·        Analyze information to see if it was fair and balanced.

·        Create a poster containing at least 5 different pictures, cartoons, drawings, or other elements using propaganda from the time that would support war with Spain.

·        Observe how the media continued to support our side during and after the war.

Recommended time frame

2 days

Grade level

Grades 9–12

Curriculum fit

American History, World Studies

Materials

Computers with Internet connections for each small group of students, printer (including color if available), markers &/or crayons, poster board, analysis forms from the Truman Presidential Museum & Library (blank forms at end of lesson plan), Google images: “Spanish-American War 1898”, LOC Documents table, Hoover Library Documents table, Assessment rubric (at end of lesson plan).

Iowa Core Curriculum                                 Back to Navigation Bar

 

Understand historical patterns, periods of time, and the relationships among these elements:

1. Identify and interpret the major events that occurred during a time period.

Understand how and why people create, maintain, or change systems of power, authority, and governance:  

1. Explore how government has reacted to problems in the past, such as social, environmental, political and/or economic issues, and how the government’s actions affected individuals. 

2. Evaluate how individuals influenced government actions in past events.

Understand the role of culture and cultural diffusion on the development and maintenance of societies:

3. Analyze and evaluate the ways in which a society deals with the introduction or influence of another society’s culture.

 

Understand the role of individuals and groups within a society as promoters of change or the status quo:

1. Analyze the actions of individuals and groups in the development of historical events.

2. Identify significant individuals who have affected historical development in positive or negative ways.

Understand the effects of geographic factors on historical events:

 1. Identify and analyze the role geography has played during historical events.

Understand the role of innovation on the development and interaction of societies:

1. Evaluate the impact of new technologies on societies.

Understand cause-and-effect relationships and other historical thinking skills in order to interpret events and issues:

1. Interpret actions taken, analyze impact experienced, and evaluate decisions made in history in the context in which they occurred.

2. Determine the validity and accuracy of primary sources and secondary sources and evaluate them for bias.

3. Predict how different decisions might have impacted the outcome of an event.

Procedures                                                     Back to Navigation Bar

 

Day One:

Assign each group to construct a poster following the rubric enclosed in the Evaluation section.

·        Create small groups of two or three students each, depending on class size, number of computers available, physical space available, etc.

·        Assign each group to construct a poster following the rubric enclosed in the Evaluation section.

·        Have students define their individual roles and begin their research using the analysis sheets as appropriate.

Day Two:

·        Students finish research.

·        Students prepare individual contributions for the poster.

·        Students assemble poster with appropriate headings (visible & readable), etc.

·        Students sign or place their personal acknowledgments on the poster.

·        Completed poster is submitted at start of class tomorrow!

Evaluation                                                      Back to Navigation Bar

 

Students will be scored on the rubric with the following categories:

·        Use of class time

·        Originality

·        Contains the required elements

·        Use of color

·        Grammar/spelling

·        Labels

Extension                                                        Back to Navigation Bar

 

·        Collect posters.  Have each group present and explain their posters.

·        Pair/Share Activity:  Have a pair/share on what makes effective propaganda.  Then, students discuss what parallels exist with the start of the Spanish-American War and the second Iraq War of 2003. Students answer what lessons can be learned from this for the future.

 

 

 

Historical Background

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The twisted, burnt wreckage of the Maine's stern and bridge was still above water in the morning. It remained there for years. Two hundred fifty-four seamen were dead, and fifty-nine sailors were wounded. Eight of the wounded later died. The navy conducted an investigation into the cause of the disaster, but it never discovered who was responsible for the explosion.

 

The American press, however, had no doubts about who was responsible for sinking the Maine. It was the cowardly Spanish, they cried. William Randolph Hearst's New York Journal even published pictures. They showed how Spanish saboteurs had fastened an underwater mine to the Maine and had detonated it from shore.

 

As one of the few sources of public information, newspapers had reached unprecedented influence and importance. Journalistic giants, such as Hearst and Joseph Pulitzer of the World, viciously competed for the reader's attention. They were determined to reach a daily circulation of a million people, and they didn't mind fabricating stories in order to reach their goal.

 

A minor revolt in Cuba against the Spanish colonial government provided a colorful topic. For months now the papers had been painting in lurid detail the horrors of Cuban life under oppressive Spanish rule. The Spanish had confined many Cubans to concentration camps. The press called them "death camps." Wild stories with screaming headlines—Spanish Cannibalism, Inhuman Torture, Amazon Warriors Fight for Rebels—flooded the newsstands. Newspapers sent hundreds of reporters, artists, and photographers south to recount Spanish atrocities. The correspondents, including such notables as author Stephen Crane and artist Frederick Remington, found little to report on when they arrived.

 

"There is no war," Remington wrote to his boss. "Request to be recalled."

Remington's boss, William Randolph Hearst, sent a cable in reply: "Please remain. You furnish the pictures, I'll furnish the war." Hearst was true to his word. For weeks after the Maine disaster, the Journal devoted more than eight pages a day to the story. Not to be outdone, other papers followed Hearst's lead. Hundreds of editorials demanded that the Maine and American honor be avenged. Many Americans agreed. Soon a rallying cry could be heard everywhere—in the papers, on the streets, and in the halls of Congress: "Remember the Maine! To hell with Spain."

 

 

 

Primary Resources from the Library of Congress

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Image

Description

Citation

URL

 

 

 

 

After the explosion, the wreck of the USS Maine

USS Maine. Jackson, William Henry, photographer. “Wreck of the USS. Maine.” Detroit Publishing Company ca. 1900. Touring Turn-of-the-Century America: Photographs from the Detroit Publishing Company, 1880-1920, Library of Congress.

www.americaslibrary.gov/jb/progress/
jb_progress_maine_2_e.html

 

 

Yellow Journalism

Article

 

Brief history on the influence of the mass media of the day on American public opinion after the sinking of the USS Maine

The Spanish-American War. J. Buschini. 2000. Small Planet Communications, Inc. 29 July 2009 < http://www.smplanet.com/
imperialism/remember.html>.

http://www.smplanet.com/imperialism/remember.html

Effects of the Press on Spanish-American Relations in 1898

 

Article

 

History on the influence of the mass media of the day on American public opinion

Effects of the Press on Spanish-American Relations in 1898. Baker, John. 1996–2001. < http://www.humboldt.edu/~jcb10/
spanwar.shtml>.

http://www.humboldt.edu/~jcb10/spanwar.shtml

 

 

 

 

Proclamation of war against the Kingdom of

Spain

Library of Congress, Rare Book and Special Collections Division.  McKinley's proclamation announcing a state of war with Spain on April 26, 1898.

http://memory.loc.gov/cgi-bin/query/h?ammem/rbpebib:@field(
NUMBER+@band(rbpe+23901800))

 

 

 

 

 

Newspaper showing anti-Spanish feelings when reporting Dewey’s victory at Manila Bay

“Great Sea Victory for America!” Chicago Daily Tribune 7 May 1898. The Spanish-American War. Ken Armstrong. 3 Dec. 2003. Chicago Tribune. 29 July 2009. < http://www.chicagotribune.com/n
ews/politics/chi-chicagodays-spanishamerican-story,0,4632989.story>.

http://www.chicagotribune.com/
media/photo/2008-01/34573170.jpg

 

 

 

 

Surrender of Santiago, Cuba – shows how great our military might is against the Spanish

“Surrender of Santiago” Philadelphia Evening Item 16 July 1898. AP – FDR Library.  The Washington Post. 6 July 2008. <www.washington
post.com/.../ ST2008070303161.html

 >.

http://www.washingtonpost.com/wp-dyn/
content/story/2008/07/03/ST2008070303161.html

 

 

 

 

Teddy Roosevelt leading his troops in Cuba

“Legacies of the Spanish-American War.” Bacevich, Andrew J. 1982 & Diplomat in Khaki. Revised 9/7/05 by Schoenherr.

http://history.sandiego.edu/gen/USPics33/
1898roughrider-puck.jpg

 

 

 

 

Dewey and another victorious American leader after defeating the Spaniards in the Philippines

“Legacies of the Spanish-American War” See preceding citation – lower right on same page.

http://history.sandiego.edu/gen/
for/diplo/legacies.html

 

 

 

 

Uncle Sam & wounded vet

Nelan, Charles. Cartoons of our War with Spain.<library.osu.edu/.../ cartoonists/nelan.html.

http://library.osu.edu/sites/
exhibits/cartoonists/nelan.html

 

 

 

 

Hoover Library & Museum

 

Image

Description

Citation

URL

 

 

 

President Hoover greeting the new Chief of the Spanish War Veterans, 9 Oct, 1931

Herbert Hoover Presidential Library. Album #57.  Image # 52.

 

 

 

 

Spanish-American War Poster Rubric

 

CATEGORY

4

3

2

1

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others.

Graphics – Originality

Several elements   on the poster that reflect an exceptional degree of student creativity in their creation and/or display.

One or two elements on the poster reflecting student creativity in their creation and/or display.

The poster has been created by the students, but is based on the designs or ideas of others.

No elements of the poster have been created by the students.

Required Elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Color

All in color

¾ color

½ color

No color

Grammar/ Spelling

There are no grammatical mistakes or spelling errors on the poster.

There is 1 grammatical mistake or spelling error on the poster.

There are 2 grammatical mistakes or spelling errors on the poster.

There are more than 2 grammatical mistakes or spelling errors on the poster.

Labels

All items of importance on the poster are clearly labeled with labels that can be read from at least 3 feet away.

Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 feet away.

Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 feet away.

Labels are too small to view OR no important items were labeled.

 

Handouts

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Spanish-American War Poster Project

Student Instruction Sheet

 

Students should read through the two online excerpts about the United States’ entry into the Spanish-American War. Then, each will form small groups of two (or three if class size requires it) to construct a poster following the rubric.  Spend the rest of Day 1 doing additional research online—save both materials and new online URLs so this can be shared with your instructor (there will be many new sites and artifacts that I have not visited!).   Make sure you read through the rubric and follow the instructions so you will get a good score on this project!  Assign different tasks according to the abilities that each of you have (give the person with the most creative ability the overall commander assignment!).  Project completion: due at start of class on Day 3.