Activity Plan: The Spanish American War via Motion Pictures:
Spinning a Story with Thomas Edison
Rationale: Analyzing Motion Pictures can be an effective medium by which to increase student
engagement and improve overall comprehension of a subject. The identification of and observation of
the details, actions and people in the film clips help students conduct a "close reading" of primary source
materials. After noting the details, students begin to reflect and ask questions about the motion
picture(s) in order to develop enduring understandings about the subject.
Sample Common Core standards this lesson addresses:
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether
earlier events caused later ones or simply preceded them.
CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in
diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem.
Materials:
1. Motion Pictures from LOC.gov about the Spanish American War
http://www.loc.gov/collection/spanish-american-war-in-motion-pictures/

I pre-selected the films I wanted to use and created Hyperlinks on a single PowerPoint slide
2. For each student--the LOC Analysis Guide for Motion Pictures http://www.loc.gov/teachers/primary-source-analysis-tool/
3. Notebooks or paper for writing assignment
Procedure:
1. Select motion pictures to use and create Hyperlinks on PowerPoint slides.
2. Print a copy of the graphic organizer for each student.
3. View the motion pictures one at a time.
 First viewing: Just watch the motion pictures, do not take notes.
 Second viewing: Watch the motion picture again and take notes on the details, objects,
people and actions you observe.
 Watching the films twice should be enough for students to make observations but you
may want to consider viewing some motion pictures three times.
 Each student should write one question he/she has about the film.
 Repeat this process for each motion picture.
4. Discussion, as needed, after each motion picture.
 Develop word bank for writing activity: As you discuss the films, consider writing key
words, descriptive words, names of places and people, etc. on the board in order for
students to easily access vocabulary which may enhance their writing.
5. Create a Snapshot or Thoughshot (from Reviser's Toolbox by Barry Lane
https://stineteacher.wikispaces.com/file/view/revision+strategies+barry+lane.pdf)
 Snapshot: "Writing gets better the more we can zoom in on specific concrete details to
make powerful feelings come alive" (p.74 from Reviser's Toolbox)
 Thoughtshot: "Go inside with thoughts of how you feel, what you're thinking, dreaming,
imagining to write your reflections and ideas" (p.74)
 "All writing moves from thoughts to physical detail and back again, sometimes in the
same sentence, but sometimes writers get stuck in one place or another." (p.74)
 "Snapshots and thoughtshots are simple tools to help shift gears as a writer. The point is
not to write perfect snapshots or thoughtshots, but to hear the difference between the
two and choose what works for your writing." (p.74)
 Students write 5-7 sentences, which describe one motion picture they viewed.
6. Once students have a written description of a single film, he/she should share with a peer or small group.
7. Ask a few students to share with the whole class. If the class is able to determine which film their
peer was describing then we have success in writing!
8. Review the Questions students asked about the motion pictures. At the end of each film students
were to ask one question about the film. As time allows, revisit those questions in order to
determine if the questions were answered throughout the discussion.
9. Examples of other writing activities to use with Motion Picture Analysis...

Create an essay based on the five senses. Students would be able to use the films to help
describe what they see. Creating a "scene" based on what the people on screen may have
felt, touched, tasted, heard and smelled will require a little more imagination on the part
of students and the incorporation of any background knowledge they may know.

Other ideas?
Spanish-American War Films sources
Thumbnail photo
Title and permanent URL
Spanish-American War through Motion Pictures
The Spanish American War in Motion Pictures
http://www.loc.gov/collections/spanish-american-war-in-motionpictures/articles-and-essays/the-motion-picture-camera-goes-to-war/
Rights and
Reproductions
No known
Restrictions
http://www.loc.gov/collection/spanish-american-war-in-motionpictures/
(There are 72 films in the collection)
Films used
http://www.loc.gov/item/98500970 Wreck of Battleship “Maine” (1
min 1 sec) April 21, 1898
http://www.loc.gov/item/00694179 Colored Troops Disembarking
(1 min 25 sec) (May 20, 1898)
http://www.loc.gov/item/98500974 9th Infantry Boys Morning Wash
(50 sec) (May 20, 1898) - Filmed ca. May 1898 in Tampa, Florida.
http://www.loc.gov/item/98500976/ Cuban Refugees Waiting for
Rations (May 20, 1898) (36 sec.)
http://www.loc.gov/item/98501030 Blanket Tossing a New Recruit
(1 min 2 sec) (June 22, 1898)
http://www.loc.gov/item/98501025 Troops ship out for the Philippines
(2 min 22 sec) June 22, 1898
http://www.loc.gov/item/98501035 Roosevelt's Rough Riders leave for
Santiago June 22, 1898
http://www.loc.gov/item/98501080 Troops making military road in
front of Santiago (June or July 1898)
http://www.loc.gov/item/98501077/ Pack mules with ammunition on
the Santiago Trail, Cuba (1 min 6 sec) Filmed ca. June or July 1898,
probably near Daiquirí or Santiago, Cuba
http://www.loc.gov/item/98500744 25th Infantry (1 min 08 sec) (March 23,
1900)
No Known
Restrictions