Yellow Journalism Lesson Plan
I. General Information:
Subject:
Unit:
Lesson:
Social Studies
Spanish American War
Yellow Journalism
Teacher: Kelly Vallance
Grade: 7
# Students: 20
II. Question of the day: What is yellow journalism, and how did it affect public
opinion and the government during the Spanish American War, and what is effect
now?
III. Content Narrative/ Rationale: This lesson is designed examine the effects of
yellow journalism on foreign policy in the U.S. The competitiveness of newspapers in the
1890’s pressured journalists to come up with “catchy” and provocative stories in order to
sell more papers than their competitors. Newspaper owners such as William Randolph
Hearst and Joseph Pulitzer were in a constant battle to print the most popular stories, even
if they weren’t always true. For months both newspapers were running stories on the
“Cuban problem” and depicting Spain as a cruel and violent oppressor. The tragic sinking
of the USS Maine in Havana, Cuba gave the publishers the opportunity to blame Spain
for the bombing and print sensational headlines to sell papers. The American public fell
victim to the dramatic headlines and false accusations, even though there was no valid
evidence to support the story. The public soon began to pressure President McKinley to
declare war on Spain and seek justice for what happened on the Maine. In this lesson,
students will examine the meaning of the word yellow, why do they think its named
yellow journalism? Then they will be provided with background information about
yellow journalism and the story of the USS Maine. Students will use this information to
examine the actual headline from the World newspaper after the Maine exploded and
identify ways in which the publishers sensationalized the story. The students will be able
to apply their knowledge of yellow journalism and its effects on public opinion, to
rewrite a current event as if they were a yellow journalist. Students will be able to answer
and discuss these questions: What purpose did yellow journalism serve? What were the
effects on foreign policy during this time period? Do you think yellow journalism still
occurs today? The objective for this lesson is for students to identify yellow journalism
and its affect on governmental decision making and public opinion.
IV. Goal: Students will be able to identify yellow journalism, and explain its connection
to the Spanish American War. Also, students will be able to apply their understanding of
the concept by creating their own piece of present day yellow journalism.
V. How does this lesson fit into the unit? This lesson will be one of the first lessons
taught in the unit on the Spanish American War. The Cooperating teacher will be
describing the situation between Cuba and America leading up to the bombing of the
USS Maine. This lesson will lead into the next lesson on the actual war itself; battles,
dates, people, and places.
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VI. Lesson Objectives
Obj1 1. TSWBAT brainstorm the meanings and images of the word yellow.
(Knowledge)
Obj2 2. TSWBAT identify keywords from the notes handout and place them in the
blank properly. (Comprehension)
Obj3 3. TSWBAT analyze an example of yellow journalism from a primary resource
and identify its effect on public opinion and governmental affairs. (Analysis)
Obj4 4. TSWBAT write an example of yellow journalism based on the primary source
in order to understand the components of a yellow journalism and predict what kind of
impact it would have on public opinion if published. (Synthesis)
VII. NCSS Standards
For this lesson only one of the NCSS standards will be chosen, although there are many
standards that could apply to the lesson.
Individuals, Groups, and Institutions
NCSS V. TSWBAT: identify the influence individuals (Hearst & Pulitzer) and
institutions (Media) have on historical events, decisions making, and public opinion.
VIII. Virginia Standards of Learning
Turmoil and Change: 1890s to 1945
USII.4 The student will demonstrate knowledge of the changing role of the United
States from the late nineteenth century through World War I by
a) explaining the reasons for and results of the Spanish American War;
Skills
USII.1 The student will demonstrate skills for historical and geographical analysis,
including the ability to
a) analyze and interpret primary and secondary source documents to increase
understanding of events and life in United States history from 1877 to the
present;
b) make connections between past and present.
IX. Essential Understandings, Knowledge, and Skills
1.) Explain the effects of yellow journalism on the Spanish American War and the
motives of those who began to participate in this form of journalism. The situation in
Cuba was degrading more quickly and the government was working with Spain to
develop a diplomatic solution to the difficulties Cuba was having with Spain. At the very
same time newspapers were involved in an intense competition for readers, the owners
were soon resulting to unethical practices of printing sensational, emotional, and
sometimes fabricated stories to catch the public’s eye. Such publications used the USS
Maine explosion as another means for inventing a story, they blamed Spain without
evidence and swiftly convinced the American people we needed to go to war against
Spain. Of course there were other factors leading to the war but these news stories gained
the attention of the public and McKinley couldn’t deny it. USII.4a
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2.) Analyze and interpret primary sources such as the articles from the New York Journal,
Washington Post, and various tabloids in order to gain an understanding of the
characteristics of yellow journalism. USII.1a
3.) Draw connections from the primary sources in the New York Journal and present day
resources to synthesize an original piece of yellow journalism. USII.1b
X. Prerequisite Skills
Students must have an understanding of the economic and political situation in America
in the 1890’s. They should have had an introduction into the leading up to the events of
the Spanish American War. They should also have experience using primary sources and
newspapers for the activity.
XI. Lesson Format
Objectives
Method/Activity
Time
Obj 1
Lesson Introduction:
Just Do It! Power Point Slide() Students will have 3 minutes to
complete brainstorm assignment. Then they will be asked to share
their answers with the rest of the class.
5-10
min
•
•
•
Obj 2
USII.4 a
Then the teacher will record all their answers on the board
and create a list of words and meanings.
Make sure to point the key words such as cowardice,
yellow belly, and such.
The Just Do It leads into discussion about yellow
journalism and how it got its name.
Lesson Activity 1:
Students will be asked to follow along in their notes handout and fill
in the proper word based on the listening to the lecture.
•
•
10 min
The lecture will cover some general points on the
beginnings of US involvement in Cuba.
It will also discuss how newspapers owned by Hearst and
Pulitzer sensationalized stories about Spain and the USS
Maine to sell more newspapers.
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Obj 3
USII.1a
USII.1b
Primary Source Activity 2:
• The students will be separated by the teacher into pairs.
• The directions will be on the board. The students will be
given primary sources from The New York Journal and to
examine and a guided question sheet with background info
about the characteristics of yellow journalism will be given
to the students to follow first 5 minutes.
• The objective is for the students to write down observations,
characteristics, and traits they gather from analyzing the
articles and answer the questions on their sheet.
• The students will then be asked to share their findings with
the class in order to establish a common basis of
understanding for the culminating activity (under 5 minutes
left).
15 min
Obj 4
Synthesis Activity:
Individually the students will be given articles and examples of what
yellow journalism is considered to be in today’s terms (tabloids,
propaganda).
The present day examples are fun and interesting, and will also serve as
an inspiration for developing their own story.
The students will then be given a synthesis assignment of creating their
own piece of yellow journalism based on the characteristics and traits
they have learned about in the lesson.
The students have several options: make up their own story, rewrite a
yellow journalism article based on the USS Maine event, or use articles
they find in a legitimate paper and add a yellow journalism slant.
20 min
NCSS
IV
Thinking questions: Do you think these stories are true? What things
stand out about them? How could you find out more about the source?
Do these come from well respected sources? How do you think a bias
article affects public opinion?
Closure:
In closing, the purpose of this activity was to demonstrate the effects of
yellow journalism on historical events such as the Spanish American
War. It also helped to illustrate the influence news organizations can
have over public opinion and governmental decision making.
1 min
4
Assessment:
Formative: Observations will be made based on individual class
participation and group performance.
Summative: This assignment will be graded based on your apparent
understanding of the nature of yellow journalism and its effect on public
opinion in your article.
An “A” article will include:
– Catchy headlines
– Exaggerated or emotional stories
– Opinion/ Bias
– False information
– Answer to thought question
XII. Lesson Modification:
This lesson can be modified by enlarging all pictures and articles for students with visual
impairments, also the notes and articles can read aloud to those students with an IEP
request. There are three options for the synthesis activity so that the students can choose
the level of difficulty that they feel comfortable with. Also, the variation in assignments
ranges from completely independent and creative, to concrete, and moves to a more
difficult concept of adapting an article.
IX. Materials and Equipment
• Material A: Just Do It handout
• Material B: Notes Handout
• Material C: Directions for Activity 2
• Material D: Directions/Assessment for Activity 3
• Material E: Power Point Lecture/Lesson Plan
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Material A
Just Do It!!!
Please brainstorm images, objects, and meanings associated
with the word yellow. What kinds of sayings have you heard
with word yellow in it?
Be prepared to share your answers with the class.
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Material B
Name:_______________
How did Yellow Journalism start??
Setting the Scene:
In the late 1890’s Cuba a small island just off the coast of __________ , revolted
against its ruler ________. Many Americans sided with the Cubans and wanted to help
them to become free from Spain’s rule.
At the same time, two rival newspapers the ____________ and the _________
were competing against each other for readers. The Cuban story was very exciting and
they both filled their newspapers with ________ headlines. In order to sell more
newspapers than their competitors, the World owned by ______________ and the Journal
owned by _____________ would ________ ___ stories. They declared support for local
revolutionaries in Cuba and painted Spain as a cruel villain.
American, Cuban, and Spanish leaders were trying to solve the situation in Cuba
_____________ (through words and compromise) when the U.S.S. Maine exploded in
the harbor of __________ , Cuba. There was much controversy over how it happened,
most newspaper patiently waited for reliable information about the cause of the
explosion, but World and Journal immediately named it a ________ attack on America.
World sold over 5 __________ copies of the story. American citizens and Congress soon
put pressure on President ____________to declare war on Spain based on these false
reports of Spanish attack. In 1976, it was found that there was an explosion from inside of
the Maine and the fire had reached the other explosives on board the ship.__________
was not to blame after all.
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Material C
Directions for Activity #2
•
•
•
I will place you in pairs.
You will be given copies of actual articles printed in the New York Journal to
analyze. Appoint one person to be the recorder and the other person will
present your findings.
Please list things that you see in the articles. What is it that grabs the
public’s attention? What things are different about the layout and
presentation of this newspaper? What stands out to you?
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Material D
Assignment:
Here are your options:
1.) Make up your own story and you use the techniques you have noticed through out
the lesson.
2.) Rewrite a yellow journalism article based on the USS Maine event we discussed
earlier in our notes handout.
3.) Use articles that you find in a legitimate paper and add a yellow journalism slant.
ALL ASSIGNMENTS MUST ANSWER THOUGHT QUESTION:
Do you think that the media (newspapers, magazines, television) is able to influence
public opinion in the world today? Why or why not?
The resources at your table are for you get ideas, you may use any of the stories
as inspiration for your assignment.
How to be successful?
Catchy headlines
Exaggerated or emotional stories
Opinion/ Bias
False information
Answer the thought question
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