Media and the Spanish-American War of 1898:
Causality or Coincidence?
Title: [Spanish-American War]
Date Created/Published: [no date recorded on shelflist card]
URL: http://www.loc.gov/pictures/item/2004669668/
Michelle Mowery
Fall 2011
CIEP 457: Teaching with Primary Sources Course
2
Prior Knowledge: Students will understand the structure of a news story including use of an effective lead and
use of the inverted pyramid format. Students will understand the First Amendment rights of the press and the
basic ethics of journalists. Students will also understand persuasive writing strategies, such as using ethos,
logos, and pathos. Students have also studied rhetorical strategies and literary devices and visual cues for
persuasion.
Overview: Prior to this series of lessons, the students have viewed a Library of Congress webcast on three
types of journalistic styles that emerged in 1897 during the Great Press War within a journalism class (see
http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=3929).
In the first lesson, students will examine yellow journalism and how William Randolph Hearst was viewed by
his readers beginning in 1897 through political cartoons.
In the second lesson, the students will examine the coverage of a major news event, the sinking of the U.S.S.
Maine, by the New York press through analysis of contemporary newspaper accounts of the sinking.
In the third lesson, students will analyze the effect of early motion picture accounts of the Spanish-American
War of 1898 on the public’s opinion of the war.
3
Lesson 1
Activity Name
William Randolph Hearst and Yellow Journalism in Political Cartoons
Overview
Prior to this lesson, the students have viewed a Library of Congress
webcast on three types of journalistic styles that emerged in 1897
during the Great Press War. They have also studied rhetorical
strategies and literary devices and visual cues for persuasion. In this
subsequent lesson, students will examine yellow journalism and how
William Randolph Hearst was viewed by his readers beginning in 1897
through political cartoons.
Best for:
This activity is best suited for educators of the following grade levels:
•
Grades 11-12
This activity is best suited for educators of the following content areas:
•
•
•
•
English Language Arts
Library Media
Literacy: Reading Language Arts
Social Studies
Goals:
•
•
•
•
•
•
•
•
Understanding primary sources
Analyzing primary sources
Teaching with primary sources
Exploring primary sources and teaching materials from www.loc.gov
Understanding the inquiry process
Creating inquiry activities with primary sources
Analyzing persuasive techniques of diction and imagery
Developing critical questioning skills
Time Required
50 minute class period
Objectives
Students will be able to identify specific rhetorical strategies and
persuasive imagery political cartoonists have used to depict Hearst as
a yellow journalist.
Students will be able to develop critical questioning skills to
formulate interview questions that would lead to an equitable analysis
of a subject.
4
Essential
Questions
•
•
Common Core
Standards
What is “yellow journalism” and how did it affect the
newspaper readers of 1897 and later?
How did political cartoonists of the time period depict
William Randolph Hearst’s brand of journalism?
SL 11-12.1 Initiate and participate effectively in a range of
collaborative discussion with diverse partners on grades 11-12 topics,
texts, and issues, building on each others’ ideas and expressing their
own clearly and persuasively.
RL 11-12.4 Determine the meaning of words and phrases as they are
used in the text.
RL 11-12.5 Analyze how an author’s choices concerning how to
structure specific parts of a text contribute to its overall structure and
meaning as well as its aesthetic impact.
Materials/
Resources
•
•
•
•
•
Preparation
The editorial page and the news columns, 1897 Dec.,
http://hdl.loc.gov/loc.pnp/cph.3b40949
The big type war of the yellow kids, 1898 June 29,
http://www.loc.gov/pictures/item/95508199/
Buster Bill, the Park Row cut-up, 1906 October 24,
http://www.loc.gov/pictures/item/2011645949/
The yellow press , 1910 October 12,
http://www.loc.gov/pictures/item/2011647630/
The Yellow Kid Gee dat must be my conscience coming back,
1897 April 3, http://www.loc.gov/pictures/item/00650390
1. Photocopy the source packet back-to-back. Alternatively, you can
download the images for students to view on computers.
2. Prepare to display the sources during the group presentations by
saving the primary sources and descriptions on the computer
connected to a projector if the students are not using computers.
3. Prepare to use the white board and markers.
4. Prepare desks, if needed, to work in groups.
Procedure
1. Opening: briefly review what the students know about the type of
journalism that William Randolph Hearst practiced in 1897 based on
the webcast that they analyzed in a previous lesson:
http://www.loc.gov/today/cyberlc/feature_wdesc.php?rec=3929.
5
2. Hand out the primary source packet including the observe, reflect,
and question graphic organizer (Handout #1).
3. Divide the class into five groups by having the students count off
using the numbers one through five or designate groups in another
manner suitable to the students’ levels of learning.
4. Explain to students that each number group will examine their
designated primary source (e.g., group one examines Image #1) and
complete the graphic organizer for their primary source.
5. Move the students into their five groups and ask them to begin by
examining the source for diction, specific images used, and
juxtaposition of figures and speech. The bibliographical information
on the back of each image will also aid the students’ interpretation of
the cartoon.
6. Set a timer for 5 minutes and ask students to brainstorm with their
group about the image and then complete the organizer as an
individual for another 5 minutes.
7. Write the following on the board in three columns while students
are discussing:
Rhetorical Strategies
Persuasive Imagery
Definition of Yellow Journalism
8. Gather the groups into a full class discussion. Project the original
images for the class in color. If you do not have a projector, make one
master color copy of the images to show so that the students can view
the effect of color on the subject matter.
9. Several representatives from each group will begin to share their
insights from their brainstorming sessions in a large group format.
Students should take notes on the information that is conveyed by the
other groups (5 minutes per group) and should view the image that is
being discussed.
10. On the board, take notes in categories on rhetorical strategies,
persuasive imagery, and the definition of yellow journalism as the
groups report. Ask students to also write down information in three
columns in their notes.
11. After all groups have reported, review the three columns with the
6
students. Ask the following questions:
•
•
•
Which sources were most effective in conveying a message to
the audience?
Why were these sources effective?
What persuasive strategies did the artist use that made the
source the most effective?
12. As a closing activity, ask:
•
•
Extension
Assessment/
Reflection
How would we depict yellow journalism today?
What words and images would we use now that would be
different from what was used in the 1890s? What words and
images would be the same?
As an extension, ask students to complete a journal entry discussing
the questions in step 11. Students should present a persuasive
argument as to why one particular source was more effective than the
others.
For homework, students will formulate five interview questions as if
they were reporting on William Randolph Hearst that will
demonstrate their understanding of yellow journalism and persuasive
strategies. The interview questions must be expansive, critical
questions that do not just require a “yes” or “no” answer. The
questions should also go beyond who, what, where, and when, and
instead concentrate on why and how.
For example, a student may ask:
How do you determine as an editor of a major New York paper which
stories to highlight on the front page?
(See Lesson 1, Assignment #1 and Rubric.)
7
Image #1
8
Image #1
Title: [The editorial page and the news columns] [graphic].
Published/Created: 1897 Dec.
Biography/History note:
The drawing coincides with an article entitled, "A Great National Newspaper." The text of the article deals with
the merits and faults of American journalism, stressing the growing need for a national newspaper that is broad
in scope, devoid of vulgarity and sensationalism, one that will report the news justly and accurately, and has
integrity as well as sense of humor. The author also states that the editor of such a paper "...will become in the
nation a force for good such as it is seldom granted anyone to wield...."
Summary:
In what appears to be an apotheosis scene, a figure of a man (presumably an editor) adorned with large wings
stands on top of a mound of money (signified by a large dollar sign). Behind him a blazing sun with emanating
rays forms a halo around the man's head. The man gazes upward holding a pen in one hand while raising the
other in a gesture of benediction. A ribbon bearing "Moral Sentiments," appears above his head. Below the
mound of money is an array of people from various walks of life who are often the subjects of sensational or
gossipy news columns.
Notes: Signed, lower right: F.G. Attwood.
Title from The Cosmopolitan.
Published as illustration for: "A Great National Newspaper" / by Harry Thurston Peck. The Cosmopolitan,
December, 1897.
URL: <http://hdl.loc.gov/loc.pnp/cph.3b40949>
9
Image #2
10
Image #2
Title: The big type war of the yellow kids / Leon Barritt.
Creator: Barritt, Leon, 1851-1938, artist
Date Created/Published: 1898 June 29.
Summary: Joseph Pulitzer and William Randolph Hearst, full-length, dressed as the Yellow Kid, each pushing
against opposite sides of a pillar of wooden blocks that spells WAR.
URL: http://www.loc.gov/pictures/item/95508199/
11
Image #3
12
Image #3
Title: Buster Bill, the Park Row cut-up / K.
Creator: Keppler, Udo J., 1872-1956, artist
Date Created/Published: N.Y. : J. Ottmann Lith. Co., Puck Bldg., 1906 October 24.
Summary: Illustration shows William Randolph Hearst painting a donkey yellow from a bucket of paint
labeled "Riot & Rottenness"; he holds the donkey by a bridle labeled "Dem. State Machine". A dog, with the
countenance of James S. Sherman, sits on the right.
URL: http://www.loc.gov/pictures/item/2011645949/
Image #4
Image #4
Title: The yellow press / L.M. Glackens.
Creator: Glackens, L. M. (Louis M.), 1866-1933, artist
Date Created/Published: N.Y. : Published by Keppler & Schwarzmann, Puck Building, 1910 Octob
Summary: Illustration shows William Randolph Hearst as a jester tossing newspapers with headlines
"Appeals to Passion, Venom, Sensationalism, Attacks on Honest Officials, Strife, Distorted News, Pe
Grievance, [and] Misrepresentation" to a crowd of eager readers, among them an anarchist assassinati
politician speaking from a platform draped with American flags; on the left, men labeled "Man who b
comic supplement for the kids, Businessman, Gullible Reformer, Advertiser, [and] Decent Citizen" ca
of money that they dump into Hearst's printing press. Includes note: "The time is at hand when these j
scoundrels have got to stop or get out, and I am ready now to do my share to that end. They are absolu
without souls. If decent people would refuse to look at such newspapers the whole thing would right i
once. The journalism of New York City has been dragged to the lowest depths of degradation. The gr
railleries and libels, instead of honest statements and fair discussion, have gone unchecked."-- From M
Gaynor's letter published in the New York Evening Post.
URL: http://www.loc.gov/pictures/item/2011647630/
15
Image #5
16
Image #5
Title: The Yellow Kid Gee dat must be my conscience coming back / / R.F. Outcault.
Creator: Outcault, Richard Felton, 1863-1928, artist
Date Created/Published: New York : Howard Ainslee & Co., publishers, [1897 April 3] (N.Y. : H.A.
Thomas & Wylie, Lith. [Co.])
Summary: Illustration showing Yellow Kid standing in a parlor, smoking a cigar and drinking absinthe or
some other alcoholic beverage; a black cat rubs against his legs and, in the background, the devil pokes his
head between the curtains.
URL: http://www.loc.gov/pictures/item/00650390
17
Handout #1
Image# ______
Observe primary document.
Reflect on your findings.
Question how this applies to
today.
What did you notice about the
composition?
Does the composition’s
structure reveal meaning?
Would we structure a drawing
this way today and achieve
the same effect?
What words do you notice?
What is the relative
importance of the words?
What do you interpret these
words to mean? What
rhetorical strategies did the
artist use?
What words might be
substituted for a similar effect
today?
Are the images realistic?
If the images are not realistic,
why are they drawn this way?
What figures might we draw
today and how would they be
depicted?
18
Lesson 1, Assignment #1
Formulate five interview questions as if you are personally interviewing William Randolph Hearst. The
questions will demonstrate your understanding of yellow journalism and persuasive strategies. The interview
questions must be expansive, critical questions that do not just require a “yes” or “no” answer. The questions
should also go beyond who, what, where, and when, and instead concentrate on why and how.
For example, you may ask:
How do you determine as an editor of a major New York paper which stories to highlight on the front page?
Question#1:
Question#2:
Question#3:
Question#4:
Question#5:
19
Lesson 1, Assignment #1 Rubric
1. The five interview questions go beyond who, what, where, and when, and instead concentrate on why and
how.
0---------------------5------------------------10
2. The five interview questions demonstrate the student’s knowledge of yellow journalism.
0---------------------5------------------------10
3. The five interview questions demonstrate the student’s knowledge of persuasive strategies.
0---------------------5------------------------10
Total Points: _______/30
20
Lesson 2
Activity Name
The Sinking of the U.S.S. Maine and the Press
Overview
Prior to this lesson, the students studied yellow journalism. They have
also studied rhetorical strategies and literary devices and visual cues
for persuasion. In this subsequent lesson, students will examine the
coverage of a major news event by the New York press by analyzing
newspaper accounts of the sinking.
Best for:
This activity is best suited for educators of the following grade levels:
Grades 11 -12
•
This activity is best suited for educators of the following content areas:
English Language Arts
Library Media
Literacy: Reading Language Arts
Social Studies
•
•
•
•
Goals:
•
•
•
•
•
•
•
•
Understanding primary sources
Analyzing primary sources
Teaching with primary sources
Exploring primary sources and teaching materials from www.loc.gov
Understanding the inquiry process
Creating inquiry activities with primary sources
Analyzing persuasive techniques of diction and imagery
Developing critical questioning skills
Time Required
50 minute class period
Objectives
Students will be able to identify specific rhetorical strategies and
persuasive imagery that the news and entertainment sources have
used to influence the public.
Students will be able to develop critical analysis skills to gather
evidence for a news lead and news story.
Essential
Questions
•
•
How did news outlets of the time period depict the sinking of
the U.S.S. Maine?
Why did news outlets differ in their depiction of the same
news event?
21
Common Core
Standards
W.11-12.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.11-12.8 Gather relevant information from multiple authoritative
print and digital sources, suing advanced searches effectively; assess
the strengths and limitations of each source in terms of the task,
purpose, and audience.
SL 11-12.1 Initiate and participate effectively in a range of
collaborative discussion with diverse partners on grades 11-12 topics,
texts, and issues, building on each others’ ideas and expressing their
own clearly and persuasively.
RL 11-12.4 Determine the meaning of words and phrases as they are
used in the text.
RL 11-12.5 Analyze how an author’s choices concerning how to
structure specific parts of a text contribute to its overall structure and
meaning as well as its aesthetic impact.
Materials/
Resources
•
•
•
•
•
•
•
Thomas Edison Movie on “Wreck of the Maine,”
http://hdl.loc.gov/loc.mbrsmi/sawmp.0229
Wreck of the Maine, Havana, [1898], c1900,
http://hdl.loc.gov/loc.pnp/det.4a05190
The sun. (New York [N.Y.]) 1833-1916, February 16, 1898,
http://chroniclingamerica.loc.gov/lccn/sn83030272/1898-0216/ed-1/seq-1/
The sun. (New York [N.Y.]) 1833-1916, February 17, 1898,
http://chroniclingamerica.loc.gov/lccn/sn83030272/1898-0217/ed-1/seq-1/
“Crucible of Empire: The Spanish-American War,” 1999
Great Projects Film Company, Inc.,
http://www.pbs.org/crucible/frames/_journalism.html (linked
from http://lccn.loc.gov/2004565899)
"War is Hell"- Sherman [but] peace in Cuba under Spanish
rule is worse than hell, 1898 Apr. 30.,
http://www.loc.gov/pictures/item/2002697704/
The Barnum and Bailey greatest show on earth--The world's
largest, grandest, best, amusement institution--Total
destruction of the Spanish Fleet, on the Cuban coast [...],
c1898, http://www.loc.gov/pictures/item/98500560/
22
Preparation
1. Photocopy the handouts into two packets back-to-back: Packet #1:
Images 2, 3, and 4; and Packet #2: Images 5 and 6. You will display
images 7 and 8 on the projector. If not possible, photocopy images 7
and 8 into packet #3. Alternatively, you can download the images for
students to view on computers.
2. Prepare to use the white board and markers.
3. Prepare desks, if needed, to work in groups.
Procedure
1. Opening: briefly review what the students know about yellow
journalism and how it affected the way news was depicted to the
readers. Explain that the class will be examining a news event that
occurred in 1898.
2. Hand out images 2, 3, and 4 of the primary source packet and the
first graphic organizer (5Ws and how). Explain that the first image
will be a movie that Thomas Edison filmed in 1898, and you will
show it to them as a class on the projector.
3. Divide the class into groups by having the students count off using
the numbers one through four or designate groups in another manner
suitable to the students’ levels of learning.
4. Explain to students that each group will designate one person to
complete the graphic organizer for one of the resources. The students
will then share their graphic organizers with their whole group of four
in order to write the first paragraph of a news story on the event that
is depicted.
5. Move the students into their groups and ask them to begin by
having all of the number 1s examine image 1, and all of the number
2s, examine source 2, and so on.
6. Show the short Edison film (Image 1).
7. Groups should then collect information on their graphic organizers
(Handout #1) about their source. When they are individually
complete, they should discuss each resource with their group.
8. Students should then each write one opening paragraph for a news
story on the sinking of the U.S.S. Maine.
9. When the groups have completed their paragraphs, hand out
Images 5 and 6 and the Venn diagram handout (Handout #2).
23
10. In their small groups, have the students compare the news stories
on Images 3 and 4 with the news stories on Images 5 and 6 on their
Venn diagrams. They may brainstorm the comparisons as a group.
11. On the board, draw a Venn diagram similar to the handout.
12. Ask small groups to report out to the whole class and write ideas
on the Venn diagrams on the board. After all groups have reported,
review the diagram with the students. Ask the following questions:
•
•
•
•
Which sources were most effective in conveying a message to
the audience?
Why were these sources effective?
What persuasive strategies did the news articles use that made
the sources effective?
Were both sets of news stories equally accurate? How do you
know?
13. As a closing activity, show Images 7 and 8. Discuss how Hearst
sensationalized the news of the Maine and how other news and
entertainment sources capitalized on the sensationalism.
Assessment/
Reflection
For homework, students will write a news story comparing the four
news stories of the sinking of the Maine. They must include the
journalistic questions and begin with a strong lead (see Lesson 2,
Assignment #1 and Rubric).
24
Image #1
Edison Movie
TITLE: Variant title in C. Musser, Edison motion pictures 1890-1900: Wreck of the "Maine" in Havana Harbor
SUMMARY: From Edison films "war extra" catalog: Taken in Havana Harbor from a moving launch, and
shows the wreck of the "Maine" surrounded by wrecking boats and other vessels. The warped and twisted
remains show how thoroughly this immense mass of iron and steel was blown out of all semblance of a
vessel. The background of this picture is formed by the shores of Havana Harbor, and as the yacht moves
around, a panoramic view of the shores adds an interesting feature. 50 feet.
COPYRIGHT: Thomas A. Edison; 21 April 1898; 25323. Filmed ca. March 17-April 1, 1898, in Havana
Harbor, Cuba.
URL: http://hdl.loc.gov/loc.mbrsmi/sawmp.0229
25
Image #2
26
Image #2
Title: Wreck of the Maine, Havana.
Created/Published: [1898], c1900.
URL: http://hdl.loc.gov/loc.pnp/det.4a05190
27
Image #3
28
Image #3
Published: The sun. (New York [N.Y.]) 1833-1916, February 16, 1898.
Note: Image provided by The New York Public Library, Astor, Lenox and Tilden Foundation
URL: http://chroniclingamerica.loc.gov/lccn/sn83030272/1898-02-16/ed-1/seq-1/
29
Image #4
30
Image #4
Published: The sun. (New York [N.Y.]) 1833-1916, February 17, 1898.
Note: Image provided by The New York Public Library, Astor, Lenox and Tilden Foundation
URL: http://chroniclingamerica.loc.gov/lccn/sn83030272/1898-02-17/ed-1/seq-1/
31
Image #5
32
Image #5
Publisher: “Crucible of Empire: The Spanish-American War,” 1999 Great Projects Film
Company, Inc.
•
URL: http://www.pbs.org/crucible/frames/_journalism.html (linked from
http://lccn.loc.gov/2004565899)
33
Image #6
34
Image #6
Publisher: “Crucible of Empire: The Spanish-American War,” 1999 Great Projects Film
Company, Inc.
•
URL: http://www.pbs.org/crucible/frames/_journalism.html (linked from
http://lccn.loc.gov/2004565899)
35
Image #7
36
Image #7
Title: "War is Hell"- Sherman [but] peace in Cuba under Spanish rule is worse than hell
Date Created/Published: 1898 Apr. 30.
Summary: Bloody brutal figure of Spain trampling on emaciated Cuban child and dead USS
MAINE sailor.
URL: http://www.loc.gov/pictures/item/2002697704/
37
Image #8
Image #8
Title: The Barnum and Bailey greatest show on earth--The world's largest, grandest, best, amusement
institution--Total destruction of the Spanish Fleet, on the Cuban coast [...]
Date Created/Published: c1898.
Summary: Poster showing naval battle.
URL: http://www.loc.gov/pictures/item/98500560/
Handout #1
Image # __________
Type of Image and Title: ___________________________________________________________
Analyze your image and gather as much information as possible about the sinking of the Maine from the image. Fill in the chart below with
information from the image as well as from any evidence in the image’s note or citation.
Who
What
Where
When
Why and How
What persuasive strategies were used in the image?
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________
Handout #2
The Sinking of the U.S.S. Maine: Differing News Accounts
After viewing the sources, use the Venn diagram below to compare and contrast the stories about the sinking of the U.S.S.
Maine in Images 3 and 4 (The Sun) and Images 5 and 6 (New York Journal).
The Sun
New York Journal
Similarities
Lesson 2, Assignment #1
Write a news story comparing the four news accounts about the sinking of the U.S.S. Maine.
Use the inverted pyramid method. Also, begin with a strong lead using one of the following
methods:
•
•
•
•
•
Descriptive
Question
Quotation
Direct Address
Surprise
Remember to use the journalistic questions to guide your analysis.
Lesson 2, Assignment #1 Rubric
1. The story begins with a strong lead using one of the methods allowed.
0---------------------5------------------------10
2. The story is structured using the inverted pyramid method.
0---------------------5------------------------10
3. The story compares the sources well and is accurate.
0---------------------5------------------------10
4. The story is guided by the journalistic questions.
0---------------------5------------------------10
Total Points: _______/40
Lesson 3
Activity Name
Depiction of the Spanish-American War by the Press
Overview
Prior to this lesson, students examined the coverage of the sinking of
the U.S.S. Maine by Hearst’s New York press. In this lesson, students
will analyze the effect of motion picture accounts of the war on the
public.
Best for:
This activity is best suited for educators of the following grade levels:
• Grades 11 -12
This activity is best suited for educators of the following content areas:
English Language Arts
Library Media
Literacy: Reading Language Arts
Social Studies
•
•
•
•
Goals:
•
•
•
•
•
•
•
•
Understanding primary sources
Analyzing primary sources
Teaching with primary sources
Exploring primary sources and teaching materials from www.loc.gov
Understanding the inquiry process
Creating inquiry activities with primary sources
Analyzing persuasive techniques of imagery
Developing critical questioning skills
Time Required
50 minute class period
Objectives
Students will be able to identify visual imagery that the motion
picture industry used to influence viewers.
Students will be able to develop critical analysis skills to understand
the influence of the media.
Students will be able to gather evidence for a research topic analyzing
the media’s influence in a modern day news story.
Essential
Questions
•
•
How did the news outlets of 1898 work together to depict the
Spanish-American War?
What persuasive strategies did the motion picture industry use
to depict war and were they effective?
Common Core
Standards
W.11-12.1 Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
W.11-12.8 Gather relevant information from multiple authoritative
print and digital sources, suing advanced searches effectively; assess
the strengths and limitations of each source in terms of the task,
purpose, and audience.
SL 11-12.1 Initiate and participate effectively in a range of
collaborative discussion with diverse partners on grades 11-12 topics,
texts, and issues, building on each others’ ideas and expressing their
own clearly and persuasively.
RL 11-12.4 Determine the meaning of words and phrases as they are
used in the text.
RL 11-12.5 Analyze how an author’s choices concerning how to
structure specific parts of a text contribute to its overall structure and
meaning as well as its aesthetic impact.
Materials/
Resources
1. “The Motion Picture Camera Goes to War, Films from the
Spanish-American War and the Philippine Revolution,” by Karen C.
Lund, http://www.loc.gov/loc/lcib/9803/film.html
2. Title: Burial of the Maine Victims, Created/Published: United
States: Edison Manufacturing Co., 1898.
URL: http://hdl.loc.gov/loc.mbrsmi/sawmp.1511
3. Title: United States troops landing at Daiquirí, Cuba,
Created/Published: United States: Edison Manufacturing Co., 1898.
URL: http://hdl.loc.gov/loc.mbrsmi/sawmp.0499
4: Title: War Correspondents, Created/Published: United States:
Edison Manufacturing Co., 1898.
URL: http://hdl.loc.gov/loc.mbrsmi/sawmp.1217
5. New York Clipper, May 21, 1898, 1996–2009, Roy Rosenzweig
Center for History and New Media,
http://chnm.gmu.edu/aq/war/biograph.htm
6. “The Spanish-American War: American Wars and the Media in
Primary Documents,” by W. Joseph Campbell,
http://academic2.american.edu/~wjc/spanish.html, also referenced at
http://www.loc.gov/today/pr/2010/10-238.html
Preparation
1. Students will need to use a computer to view the films.
Alternatively, the teacher can show the films to the entire class on a
projector.
2. Prepare to use the white board and markers.
3. Prepare desks, if needed, to work in groups.
Procedure
1. Opening: briefly review what the students know about yellow
journalism and how it affected the way news was depicted to the
readers. Explain that the class will be examining the SpanishAmerican War and how news agencies, including motion pictures,
depicted the war.
2. Have students read the article “The Motion Picture Camera Goes to
War” on their computers:
http://www.loc.gov/loc/lcib/9803/film.html.
3. Divide the class into groups of 4 students. Have the students
briefly discuss the highlights of the article in groups and answer the
questions on the worksheet (Handout #1).
4. Ask each group to share their answers from the worksheet with the
entire class. Type the ideas on a Word document and display on the
projector. Alternatively, create a list of reactions on a white board.
5. In their groups, have students watch the first two Edison movies on
their computers and record the answers to the worksheet questions
after discussing with their group:
http://hdl.loc.gov/loc.mbrsmi/sawmp.1511 and
http://hdl.loc.gov/loc.mbrsmi/sawmp.0499.
6. In a large group, gather views on the two films on a Word
document and display on projector. Alternatively, create a list of
reactions on a white board.
7. As a whole class, watch the Edison film “War Correspondents” at
http://hdl.loc.gov/loc.mbrsmi/sawmp.1217. On the Word document,
record the students’ reactions to the newspapermen running to the
cable office. Ask the following questions:
•
•
•
Why did the Edison company film this scene?
How would the public react to this scene?
How does it affect the public’s view of the newspapers?
8. Have the students view the advertisement for The American
Mutoscope Company in their small groups on their computers after
you explain that this is advertising the types of movies that the
students viewed in small groups:
http://chnm.gmu.edu/aq/war/biograph.htm. Students should answer
the worksheet questions (Handout #1) after they view the
advertisement and discuss within their small groups.
9. In a large group, discuss the interaction between the film
companies and the newspapers and record the reactions on the Word
document. Ask the following questions:
•
•
•
Are the news sources more effective in collaboration when
conveying a message to the audience?
What persuasive strategies did the motion pictures use that
made them effective in conveying the news? How does this
differ from the strategies of the newspapers?
Were both types of news sources equally accurate? How do
you know?
13. As a closing activity, ask students if they feel that the war was
caused and/or prolonged by the sensationalism of the newspapers and
the motion pictures? The students will complete a one paragraph
reflection on this question as an exit ticket.
Assessment/
Reflection
For homework, students will read Campbell’s article at
http://academic2.american.edu/~wjc/spanish.html (Campbell is also
referenced at http://www.loc.gov/today/pr/2010/10-238.html). In one
complete paragraph typed, the students will write a journal entry on
whether they agree or disagree with Campbell’s argument that the
press did not cause the Spanish-American War (see Lesson 3,
Assignment #1 and Rubric).
Extension: Students will research a major news event such as
Watergate and present an argument as to whether or not the press had
a role in the consequences of the event.
Resources for Lesson 3 (in order of use):
1. “The Motion Picture Camera Goes to War,Films from the Spanish-American War and the
Philippine Revolution,” by Karen C. Lund, http://www.loc.gov/loc/lcib/9803/film.html
2.
Title: Burial of the Maine Victims
Created/Published: United States: Edison Manufacturing Co., 1898.
Summary: From Edison films "war extra" catalog: Taken at Key West, Fla., March 27, 1898.
First comes a detachment of sailors and marines in the left foreground, while at the right is seen a
crowd of small colored boys, which precedes any public procession in the South. Then follow
the nine hearses, each coffin draped with THE FLAG. At the side of each wagon walk the pall
bearers, surviving comrades, their heads bowed in attitudes of grief. Next come naval officers
and marines, and lastly a procession of carriages, followed by a large crowd on foot. The scene is
reproduced as it actually occurred. The figures are life size and well in the foreground. 150 feet.
URL: http://hdl.loc.gov/loc.mbrsmi/sawmp.1511
3.
Title: United States troops landing at Daiquirí, Cuba
Created/Published: United States: Edison Manufacturing Co., 1898.
Summary: From Edison films catalog: First U.S. Troops to land, June 22, 1898. Transports in the
distance. Soldiers clamber up from boats on the long railroad pier and come forward. 50 feet.
$7.50.
From The Phonoscope, October 1898, p. 15: These are the first U.S. troops to land on Cuban
soil, June 22, 1898. The picture shows a long perspective view of the pier at Baiquiri [sic], the
point chosen so strategically for the landing of General Shafter's army. At the end of the wharf
are the coal dumps and ore elevators used by the mining company operating the famous iron
mines at Juragua, five miles away. On the right of the picture is seen the stern of a huge transport
as she rides at anchor, and in the distance, stretching far out to the horizon, are other vessels of
the fleet. (C. Musser, Edison motion pictures 1890-1900, p. 450)
From the Theodore Roosevelt Association Film Collection catalog, p. 162: U.S. troops in
lifeboats are landing at a wooden pier in Daiquiri, Cuba; the men are part of Gen. William R.
Shafter's expeditionary force sent to fight in Cuba during the Spanish-American War in June,
1898. The men alight from boats as earlier arrivals walk along the dock toward the camera; the
soldiers are equipped with blanket rolls, haversacks, and rifles. One of the transport ships is
visible in the background next to a high metal pier. Daiquiri was recommended to General
Shafter as a landing site by Gen. Calixto Garcia because of the two piers built by an American
mining company and the availability of fresh water. The actual landing proved to be disordered,
but was fortunately unopposed by Spanish troops.
URL: http://hdl.loc.gov/loc.mbrsmi/sawmp.0499
4:
Title: War Correspondents
Created/Published: United States: Edison Manufacturing Co., 1898.
Summary: From Edison films "war extra" catalog: Shows a phase of the war excitement as it
affects newpaper men at Key West, Florida. About a dozen war correspondents of the different
New York papers are running up the street in a bunch to get to the cable office to get copy of
cablegrams to be in turn transmitted to their different papers. They rush directly toward the
audience, turn a corner in the immediate foreground and disappear down a side street. A goodnatured struggle occurs here, to see who will make the turn first. Curious natives watch the
unusual scene. A horse and carriage follow at a seemingly slow pace, showing by comparison
what a rapid head-on foot race has been witnessed. 50 feet.
URL: http://hdl.loc.gov/loc.mbrsmi/sawmp.1217
5.
New York Clipper, May 21, 1898, 1996–2009, Roy Rosenzweig Center for History and New
Media, http://chnm.gmu.edu/aq/war/biograph.htm
6. “The Spanish-American War: American Wars and the Media in Primary Documents,” by W.
Joseph Campbell, http://academic2.american.edu/~wjc/spanish.html, also referenced at
http://www.loc.gov/today/pr/2010/10-238.html
Handout #1
Name: ________________________
Answer the following questions for each of the three types of sources listed.
Source 1: “The Motion Picture Camera Goes to War”
What is the author’s thesis?
List three facts that the author used to support her thesis:
1.
2.
3.
What is the author’s conclusion?
Sources 2 and 3: “Burial of the Maine Victims” and “United States Troops Landing in
Daiquiri, Cuba”
What persuasive strategies do the filmmakers use to influence the viewer?
Imagine that you are viewing the films in 1898. How would the films affect your view of the
world?
Do the films represent an accurate view of events? How do you know?
Source 5: The American Biograph Advertisement
As a reader of The New York Clipper newspaper in 1898, what would your view of the American
Mutoscope Company be after viewing this advertisement? Why?
What persuasive strategies has the advertisement used to influence the reader?
Lesson 3, Assignment #1
Read Campbell’s article at http://academic2.american.edu/~wjc/spanish.html. In one complete
paragraph typed, write a journal entry on whether you agree or disagree with Campbell’s
argument that the press did not cause the Spanish-American War of 1898.
Include the following:
•
•
•
•
A strong introductory statement
Use of the 5Ws and How
Use of one quotation from the article with correct citation
Use of a concluding statement
Lesson 3, Assignment #1 Rubric
Use of introductory statement to paragraph:
0 -----------------------------5---------------------------10
Use of 5Ws and how:
0 -----------------------------5---------------------------10
Use of one quotation from the article with the correct citation:
0 -----------------------------5
Strength of argument:
0 -----------------------------5---------------------------10
Use of concluding statement to paragraph:
0 -----------------------------5---------------------------10
Total Points: _____/45