Close Read: Spanish American War CR
Should the United States invade Cuba in 1898? Or should the
United States not engage Spain in war?
CR
In 1898, the questions above were being debated by Americans across the nation after tension in
Cuba reached a boiling point. Fueled by newspaper reporters & politicians, the intense debate
came to a pinnacle at the start of the Spanish American War.
Objective
Introduction
Pre-Analysis: ​
Before closely analyzing the dawn of the Spanish American War, ​
first watch this video​
to
gather some pertinent background information. Prior to watching the video, read the questions below.
While viewing the video, answer the questions below.
1)
How many miles from the United States is Cuba?
a. 90
b. 70
c. 50
2)
Whose colony was Cuba?
a. Mexico
b. Spain
c. Brazil
3)
What did Cuba export?
a. Sugar, Fruit, and Wheat
b. Sugar, Cotton, and Tea
c. Fruit, Sugar, and Tobacco
4)
Were American businessmen investing money into Cuba?
a. Yes
b. No
5)
What was the name of the Navy ship that President McKinley moved into Havana?
a. USS Oklahoma
b. USS Montana
c. USS Maine
6)
What happened to the US Navy ship that had been moved into Havana?
a. It was destroyed by a storm
b. Nothing happened to it
c. An explosion tore it apart & many died
7)
When did the United States invade Cuba?
a. June 1898
b. December 1899
c. April 1898 Debate - Should America declare war on Spain & invade Cuba?
In 1898, there were many opinions as to whether or not the United States should invade Cuba. In this debate, you
will be assigned a position - for or against war with Spain. In order to prepare for your classroom debate, please
review the documents included below for your position & answer the appropriate questions. Review these
individually. When your whole team has finished reviewing the documents, share & compare answers to the analysis
questions.
When you have completed reviewing the documents take the following steps as both a team & individual to prepare
for the in-class debate:
1)
Begin working on the document titled “Team Position Outline”.
2)
Review the debate protocol & based on student interest, assign roles to each student in your group.
Note: Each role may have up to two students working together - but no more than 2!
3)
Based on the documents provided, and the thoughts your team generates in the “Team Position Outline”,
begin working on your role and assigned task in preparation for the debate. Prepare your remarks or your
questions.
4)
Review the rubric provided. Ensure that you are aware of the expectations for your participation in this
debate.
5)
Be ready to debate!
Debate Documents
“For the invasion of Cuba”
“Against the invasion of Cuba”
Team Position Outline
Debate protocol
Team Roles
Rubric
For the Invasion of Cuba
Document 1​
: Awake US! - song & lyrics by Mary Elizabeth Lamb 1898
This song was written in 1898. It was rushed to print between the sinking of the Maine in February 1898 and the
declaration of war on Spain in April 1898. The lyrics to the song are below:
Eagle soar on high, and sound the battle cry!
Verse 1:
How proudly sailed the warship Maine,
a Nation's pride, without a stain!
A wreck she lies, her sailors slain.
By Treacherous butchers, paid by Spain!
Refrain / Chorus:
Eagle soar on high,
And sound the battle cry
Wave the starry flag!
In mire it shall not drag!
Verse 2:
Why does the breeze such sad thoughts bring,
Like murmuring seas the echoes sing?
Why do clouds thus backward roll.
Like wave on wave, on rock on shoal!
Refrain / Chorus
Verse 3:
Awake! Thy Stars and Stripes unfurl,
And shot and shell and vengeance hurl!
Though clouds gather, they will go,
and sunlight follow after woe.
Refrain / Chorus Awake! it is no dream;
Dost hear the sailors scream?
Comrades will you go?
Avenge the cruel blow!
Refrain / Chorus
And crush their marble heart!
Document 2:​President William McKinley's war message to Congress April 1898
The forcible intervention of the United States as a neutral to stop the war, according to the large dictates of humanity
and following many historical precedents [examples set before] where neighboring states have interfered to check
the hopeless sacrifices of life by involvement in conflicts beyond their borders, is justifiable on rational grounds.
The grounds for such intervention may be briefly summarized as follows:
First, in the cause of humanity and to put an end to the barbarities, bloodshed, starvation, and horrible miseries now
existing there....*
Second, we owe it to our citizens in Cuba to afford them that protection and indemnity for life and property which no
government there can or will afford ....
Third, the right to intervene may be justified by the very serious injury to the commerce, trade, and business of our
people, and by the wanton destruction of property and devastation of the island.
Fourth, and which is of the utmost importance.... With such a conflict waged for years in an island so near us and
with which our people have such trade and business relations; when the lives and liberty of our citizens are in
constant danger and their property destroyed and themselves ruined; where our trading vessels are liable to seizure
and are seized at our very door by warships of a foreign nation, ... -- all these and others ... are a constant menace to
our peace....
I have already transmitted to Congress the report... on the destruction of the battleship Maine... The destruction of
that noble vessel has filled the national heart with inexpressible horror...The destruction of the Maine, by whatever
exterior cause, is a patent and impressive proof of a state of things in Cuba that is intolerable....
The Spanish government cannot assure safety and security to a vessel of the American Navy in the harbor of
Havana on a mission of peace, and rightfully there....
* The first reason refers to the reconcentration camps that the Spanish set up for Cubans to protect them from
warfare in the countryside between Cuban rebels fighting for independence and the Spanish army. The government
of Spain claimed they could protect their Cuban citizens there safely, but newspaper reports revealed horrible
conditions and violence.
Analysis Questions:
1)
McKinley lists 4 reasons he is urging Congress to declare war on Spain. List the four reasons below in your
own words.
a)
b)
c)
d)
2)
Which reason is the most important, according to McKinley? Do you agree or disagree with him? Why or why
not?
3)
How could this primary source be used to gain support for declaring war on Spain?
Document 3:​
The Monroe Doctrine by James Monroe 1823
​
The American continents, by the free and independent condition which they have assumed and maintain, are
henceforth not to be considered as subjects for future colonization by any European powers....
The citizens of the United States cherish sentiments the most friendly, in favor of the liberty and happiness of their
fellow men on that side of the Atlantic. In the wars of the European powers, in matters relating to themselves, we
have never taken any part....
It is only when our rights are invaded, or seriously menaced, that we resent injuries, or make preparation for our
defense. With the movements in this hemisphere, we are, of necessity, more immediately connected....
We owe it, therefore, to candor, and to the amicable relations existing between the United States and those powers,
to declare, that we should consider any attempt on their part to extend their system to any portion of this
hemisphere, as dangerous to our peace and safety. With the existing colonies or dependencies of any European
power we have not interfered, and shall not interfere. But with the governments who have declared their
independence, and maintained it, and whose independence we have, on great consideration, and on just principles,
acknowledged, we could not view any interposition for the purpose of oppressing them, or controlling, in any other
manner, their destiny, by any European power in any other light than as the manifestation of an unfriendly disposition
towards the United States....
Analysis Questions:
1)
When was this primary source written? Who is the author?
2)
In the first paragraph, what does Monroe declare about the people and nations on the American continent?
What does this mean?
3)
In third paragraph, Monroe suggests that there is only one instance in which the United States would get
involved with European powers. What is that instance?
4)
How could this document be used in support of an argument for the US declaring war on Spain?
Document 4:​
Excerpt from Albert J. Beveridge’s Senate campaign speech - March of the Flag, September 16, 1898
​
Fellow citizens, — it is a noble land that God has given us; a land that can feed and clothe the world.... It is a mighty
people that he has planted on this soil.... It is a glorious history our God has bestowed upon his chosen people; ... a
history of soldiers who carried the flag across the blazing deserts and through the ranks of hostile mountains, even to
the gates of sunset; a history of a multiplying people who overran a continent in half a century....
The Opposition tells us that we ought not to govern a people without their consent. I answer, The rule of liberty that
all just government derives its authority from the consent of the governed, applies only to those who are capable of
self-government. I answer, We govern the Indians without their consent, we govern our territories without their
consent, we govern our children without their consent....
They ask us how we will govern these new possessions. I answer: ... If England can govern foreign lands, so can
America. If Germany can govern foreign lands, so can America. If they can supervise protectorates, so can
America…
What does all this mean for every one of us? It means opportunity for all the glorious young manhood of the
republic—the most virile, ambitious, impatient, militant manhood the world has ever seen. It means that the
resources and the commerce of these immensely rich dominions will be increased....
In Cuba, alone, there are 15,000,000 acres of forest unacquainted with the axe. There are exhaustless mines of
iron.... There are millions of acres yet unexplored….
It means new employment and better wages for every laboring man in the Union....
Ah! as our commerce spreads, the flag of liberty will circle the globe.... And, as their thunders salute the flag,
benighted peoples will know that the voice of Liberty is speaking, at last, for them; that civilization is dawning, at last,
for them—Liberty and Civilization, those children of Christ's gospel....
Fellow Americans, we are God's chosen people....
Analysis Questions:
1)
What emotions is Beveridge trying to evoke in the first paragraph? Cite textual evidence to support your
claims.
2)
Explain, in your own words, the main point of the 2nd paragraph of Beveridge’s speech.
3)
Why does Beveridge support the US invasion of Cuba? What does he think the United States can gain from
Cuba?
4)
Why do you think this speech is called “March of the Flag”?
Against the Invasion of Cuba
Document 1​
: George Washington’s Farewell Address Sept. 19th, 1796
“As avenues to foreign influence in innumerable ways, such attachments are particularly alarming to the truly
enlightened and independent patriot…Such attachment of a small or weak nation to a great and powerful nation
dooms the smaller weaker nation to become a dependent of the great and powerful nation. The great rule of
conduct for us in regard to foreign nations is in extending our commercial relations, to have with them as little
political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect
good faith. Here let us stop. Europe has a set of primary interests which to us have none; or a very remote relation.
Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns.
Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her
politics, or the ordinary combinations and collisions of her friendships or enmities...
It is our true policy to steer clear of permanent alliances with any portion of the foreign world; so far, I mean, as we
are now at liberty to do it; for let me not be understood as capable of patronizing infidelity to existing engagements. I
hold the maxim no less applicable to public than to private affairs, that honesty is always the best policy. I repeat it,
therefore, let those engagements be observed in their genuine sense. But, in my opinion, it is unnecessary and would
be unwise to extend them. Taking care always to keep to ourselves by suitable establishments on a respectable
defensive posture, we may safely trust to temporary alliances for extraordinary emergencies. There can be no
greater error than to expect or calculate upon real favors from nation to nation. …"
Analysis Questions:
1)
Who wrote this primary source? When was it written? Was it written before or after the time period you are
debating in?
2)
Is Washington arguing for or against alliances with other nations? Why?
3)
Is Washington arguing for or against getting involved in foreign affairs? Why?
4)
How can Washington’s suggestions be used as a foundation for an argument against invading Cuba?
Document 2:​
Platform of the American Anti-Imperialist League, 1899​
​
- Following the Spanish American War, the
​
United States occupied Cuba for many years & annexed the Philippines from Spain (formerly Spanish territory). This
was not a popular political maneuver. The American Anti-Imperialist league was founded by a group of protesters who
were against the Spanish - American War & the American occupation of Cuba & the Philippines. Below is their
league’s platform.
We hold that the policy known as imperialism is hostile to liberty and tends towards militarism - as is evidenced in the
case of Cuba, and an evil from which it has been our glory to be free. We regret that it has become necessary in the
land of Washington and Lincoln to reaffirm that all men, of whatever race or color, are entitled to life, liberty, and the
pursuit of happiness. We maintain that governments derive their just powers from the consent of the governed….We
protest against the extension of American sovereignty [supreme power or authority] by Spanish methods.
We demand the immediate cessation of the war against liberty, begun by Spain….
If an Administration may with impunity [freedom from punishment] ignore the issues upon which it was chosen,
deliberately create a condition of war anywhere on the face of the globe, debauch [violate] the civil service for spoils
to promote the adventure, organize a truth suppressing censorship and demand of all citizens a suspension of
judgment and their unanimous support while it chooses to continue the fighting, representative government is itself
imperiled [endanger].
We hold, with Abraham Lincoln, that “no man is good enough to govern another man without that other’s consent.
When the white man governs himself, that is self-government, but when governs himself and also governs another
man, that is more than self-government - that is despotism”.
Analysis Questions:
1)
According to the American Anti-Imperialist league, “...imperialism is hostile to liberty and tends towards
militarism…”. What does this mean? What are the members of this league fearful or weary of?
2)
What does “...governments derive their just powers from the consent of the governed…” mean? How could
that idea be used to argue against the war with Spain for Cuba’s independence?
3)
The American Anti-Imperialist league was morally opposed to the invasion of Cuba. Why do you think that
was based on this platform?
Document 3:​
-​
What is yellow journalism? What was its impact on the Spanish American War? Below is an excerpt of
an article that appears on the ​
website of the US Department of State​
. It summarizes the concept of yellow journalism
it’s impact on the support for the Spanish American War.
U.S. Diplomacy and Yellow Journalism, 1895–1898
Yellow journalism was a style of newspaper reporting that emphasized sensationalism over facts. During its heyday in
the late 19th century it was one of many factors that helped push the United States and Spain into war in Cuba and
the Philippines, leading to the acquisition of overseas territory by the United States.
The term originated in the competition over the New York City newspaper market between major newspaper
publishers Joseph Pulitzer and William Randolph Hearst. At first, yellow journalism had nothing to do with reporting,
but instead derived from a popular cartoon strip. Published in color by Pulitzer’s New York World, the comic’s most
well-known character came to be known as the Yellow Kid, and his popularity accounted in no small part for a
tremendous increase in sales of the World. In 1896, in an effort to boost sales of his New York Journal, Hearst hired
Outcault away from Pulitzer, launching a fierce bidding war between the two publishers over the cartoonist. Hearst
ultimately won this battle, but Pulitzer refused to give in and hired a new cartoonist to continue drawing the cartoon
for his paper. This battle over the Yellow Kid and a greater market share gave rise to the term yellow journalism.
Once the term had been coined, it extended to the sensationalist style employed by the two publishers in their
profit-driven coverage of world events, particularly developments in Cuba. Cuba had long been a Spanish colony and
the revolutionary movement, which had been simmering on and off there for much of the 19th century, intensified
during the 1890s. Many in the United States called upon Spain to withdraw from the island, and some even gave
material support to the Cuban revolutionaries. Hearst and Pulitzer devoted more and more attention to the Cuban
struggle for independence, at times accentuating the harshness of Spanish rule or the nobility of the revolutionaries,
and occasionally printing rousing stories that proved to be false. This sort of coverage, complete with bold headlines
and creative drawings of events, sold a lot of papers for both publishers.
The peak of yellow journalism, in terms of both intensity and influence, came in early 1898, when a U.S. battleship,
the Maine, sunk in Havana harbor. The naval vessel had been sent there not long before in a display of U.S. power
and, in conjunction with the planned visit of a Spanish ship to New York, an effort to defuse growing tensions
between the United States and Spain. On the night of February 15, an explosion tore through the ship’s hull, and the
Maine went down. Sober observers and an initial report by the colonial government of Cuba concluded that the
explosion had occurred on board, but Hearst and Pulitzer, who had for several years been selling papers by fanning
anti-Spanish public opinion in the United States, published rumors of plots to sink the ship. When a U.S. naval
investigation later stated that the explosion had come from a mine in the harbor, the proponents of yellow journalism
seized upon it and called for war. By early May, the ​
Spanish-American War had begun​
.
Analysis Questions:
1)
How did yellow journalism impact the start of the Spanish-American War?
2)
According to this excerpt, was popular opinion and support for the war based on factual knowledge or
shaped by a biased opinion? How do you know?
Document 4: ​
Yellow Kid - Cartoon - the below cartoon was published in June of 1898 by Leon Barritt. It depicts two
“yellow kids” - Joseph Pulitzer on the left the William Randolph Hearst on the right. Each man is pushing back on a
set of blocks that spell war. The letters are large to reference the notion that the headlines both newspapers used to
sensationalize an anti-Spanish sentiment & encourage war were getting bigger and bigger, until the front pages of
their respective newspapers were simply three or four word headlines. Pulitzer and Hearst were two major
newspaper owners in the 1890’s and are popularly known to have encouraged the brand of journalism known as
“yellow journalism” - sensationalizing and exaggerating the news to sell papers.
On the left Putlizer’s yellow kid costume reads “Say young feller, vatch de tome. I’m de tome. You can’t but it. I’m a
goot ting put don’t push me. See!” Putlizer’s odd accent here is mimicked to say “Say young feller - watch the tome.
I’m the tome. You can’t buy it. I’m a good thing but don’t push me. See!” The word tome here means a book or
scholarly work. Essentially, Pulitzer here is claiming that Hearst should watch his words & that Pulitzer is the “good
thing” - or a scholarly newspaper that is providing people with knowledge. Implying that he is ethically, accurately
and morally reporting on the tensions in Cuba & the potential Spanish - American War. But if he is pushed, he will
do unethical things.
Hearst’s yellow smock reads “Say. This is my war - I bought and paid for it. And if you don’t stop bothering me about
it, I’ll have you put off the earth - see!” This suggests that Hearst is threatening Pulitzer - he wants Pulitzer to stop
reporting on the war because Hearst bought and paid for it - so he sees himself as the owner of the war & the news
reporting on the war.
The cartoonist here is mocking these two men, criticizing the American government for allowing the media to create a
war, and informing citizens that the news reports they are reading, which urge strongly for war, are heavily biased.
Analysis Questions
1)
How could this depiction of Yellow Journalism be used to argue against the US invasion of Cuba?
Team Position Outline
Team: _______________________________________
Use this document to outline your team’s argument & position. EVERY student should fill this out.
Teams are expected to complete this document as a group.
Debate Context:​
It is March 10th 1898, a mere few weeks after the Maine has been destroyed in
Havana Harbor. The country is closely watching and debating whether or not it should declare war
on Spain & invade Cuba in support of the Cuban independence movement.
Debate Question:​
Should the US declare war on Spain & invade Cuba?
​
Team response to debate question (should be a COMPLETE sentence):
Reason / Argument 1:
Reason / Argument 2:
Reason / Argument 3:
Argument #1 (from above):
Supporting Evidence from Primary Source Documents:
Reasoning:
Argument #2 (from above):
Supporting Evidence from Primary Source Documents:
Reasoning:
Argument #3 (from above):
Supporting Evidence from Primary Source Documents:
Reasoning:
Debate Protocol
Debate Question:​
Should the United States declare war on Spain and invade Cuba?
Debate Format:
For the invasion of Cuba - Team position - 4 minutes
● Description of team’s argument
● WHY do they believe the US should invade Cuba?
Cross-Examination (of the argument presented by the “For” team, conducted by the “Against” team) - 3 minutes
● Team “Against” the invasion of Cuba questions the arguments made by the “For” team
○ Minimum of 3 questions
○ Maximum of 5 questions
○ Each question may have 1 follow up question ONLY
Against the invasion of Cuba - Team position - 4 minutes
● Description of team’s argument
● WHY do they believe the US should NOT invade Cuba?
Cross-Examination (of the argument presented by the “Against” team, conducted by the “For” team) - 3 minutes
● “For” the invasion of Cuba questions the arguments made by the “Against” team
○ Minimum of 3 questions
○ Maximum of 5 questions
○ Each question may have 1 follow up question ONLY
4 MINUTES PREP TIME - TEAM MEETINGS
“For” team Rebuttal - 3 minutes
● “For” team defends argument after questioning
“Against” team Rebuttal - 3 minutes
● “Against” team defends argument after questioning
Team Roles
(2) Team Leaders:
- Responsible for the presentation of the team’s main argument
- Responsible for organizing group
Task:​
Presentation of team’s argument & field questions under cross examination
- Must have a clearly constructed argument with at least 3 claims
- Each claim should be supported by both evidence from the documents, and relevant outside
information
Student #1 ______________________________________________
Student #2 ______________________________________________
(2) Cross Examiners:
- Responsible for understanding team’s argument
- Must review opposing team’s primary sources & predict opposition’s argument
- Must make questions for opposing team to illustrate weaknesses in their argument
Task: ​
Cross examine opposing team with a minimum of 3 questions, maximum of 5 questions
- ONLY one follow up question per question
- Do NOT become hostile or rude
- Be persistent
Student #1 ____________________________________________
Student #2 ____________________________________________
(2) Rebuttal:
- Responsible for strengthening argument after questioning
- Responsible for emphasizing main points of the team’s argument
Task:​
Team Rebuttal
- Clarifying position after cross examining & debate
Student #1 ___________________________________________
Student #2 ___________________________________________
Every student should know the team’s main arguments & their position
Rubric
Debate - Should the US
invade Cuba?
3
2
1
Argument
Arguments are clearly
articulated, consistently.
Arguments are coherent.
Argument has at least 3
claims. When taken
together, the arguments
clearly articulate the
team’s position.
Arguments are
articulated, maybe unclear
at times, or at times are
not coherent. Argument
does not have 3 distinct
claims. When taken
together, the arguments
do not clearly articulate
the team’s position.
Arguments are not
articulated, are unclear, or
at times are not coherent.
Argument does not have 3
distinct claims. When
taken together, the
arguments do not clearly
articulate the team’s
position. Argument is
rather weak.
Evidence
Evidence from both the
primary sources &
relevant outside sources
are presented. Evidence
supports and enhances
the argument. Evidence
has been thoughtfully
selected & well
articulated.
Evidence is only
presented from the
primary sources or
relevant outside sources,
not both. Evidence at
times supports the
argument. Evidence is not
clearly explained or
articulated.
Evidence is only
presented from the
primary sources or
relevant outside sources,
not both. Evidence at
times supports the
argument. Evidence is not
clearly explained or
articulated.
Questioning
Questions are clearly
articulated, suggest that
the argument has been
closely analyzed &
listened to, and illustrate
the cross examiner's
understanding of the
opposing argument.
Questions are not always
clearly articulated,
suggest that the argument
has been vaguely
analyzed & listened to.
Questions are rhetorical,
unclear, or too
challenging to answer.
Questions suggest that
the cross examiners did
not pay attention to the
opposing team’s
argument. Questions are
vague or have yes or no
answers. Questions show
little to no thought.
Defense
Answers to questions
under cross examination
are clear & illustrate a
strong understanding of
team’s position.
Answers to questions
under cross examination
are vague & illustrate a
moderate understanding
of team’s position.
Answers to questions
under cross examination
are weak & illustrate no
understanding of team’s
position.
Rebuttal
Clarifies teams position
following cross
examination - emphasizes
all of the main points of
the argument.
Some what clarifies teams
position following cross
examination - emphasizes
some of main points of
the argument.
Does not clarify teams
position following cross
examination - emphasizes
few of the main points of
the argument.
Speaking Voice &
Preparation
Speakers are clear, can
be heard, and
demonstrate a high level
of preparedness.
Speakers are unclear at
times, can be heard
mostly, and demonstrate
a level of preparedness.
Speakers are unclear,
often times can’t be
heard, and demonstrate a
low level of preparedness.