Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 37365 Primary Type: Lesson Plan Direct Link: https://sheg.stanford.edu/history-assessments/explosion-uss-maine
Reading Like a Historian: Explosion of the Maine In this lesson, students analyze primary sources in an effort to answer the central historical question: What sank the Maine? The teacher introduces the concept of media sensationalism and shows a painting of the Maine's destruction and a propaganda song blaming the Spanish. Students then receive opposing newspaper accounts from Hearst's New York Herald and the New York Times; for each, they fill out a graphic organizer and/or guiding questions. A class discussion explores how the reporting of news influences readers' opinions. For homework, students explain--using textual evidence--which account they find more believable.
Subject(s): Social Studies, English Language Arts Grade Level(s): 11 Intended Audience: Educators
Suggested Technology: Computer for Presenter, LCD Projector, Microsoft Office
Instructional Time: 1 Hour(s) Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: Spanish-American War, the Maine, propaganda, yellow journalism, sourcing, corroboration, close reading Instructional Component Type(s): Lesson Plan, Worksheet, Assessment, Presentation/Slideshow, Image/Photograph, Text Resource Instructional Design Framework(s): Direct Instruction, Writing to Learn Resource Collection: CPALMS
ATTACHMENTS Stanford Lesson 7.1 POWERPOINT.ppt Stanford Lesson 7.1 DOCUMENTS.pdf.doc Stanford Lesson 7.1 GRAPHIC ORGANIZER.pdf
Additional Information/Instructions By Author/Submitter This is the first lesson plan in a unit of study focusing on American Imperialism produced by the Stanford History Education Group.
SOURCE AND ACCESS INFORMATION Contributed by: Robert Gordon Name of Author/Source: Stanford History Education Group District/Organization of Contributor(s): Florida State University Is this Resource freely Available? Yes Access Privileges: Public License: Attribution-NonCommercial 3.0 Unported
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Related Standards Name LAFS.1112.RH.1.1: LAFS.1112.RH.1.2: LAFS.1112.RH.1.3: LAFS.1112.RH.2.6: LAFS.1112.RH.3.8: SS.912.A.1.1:
SS.912.A.1.2:
Description Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. Describe the importance of historiography, which includes how historical knowledge is obtained and transmitted, when interpreting events in history. Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period. Remarks/Examples: Examples of primary and secondary sources may be found on various websites such as the site for The Kinsey Collection. Examine causes, course, and consequences of the Spanish American War.
SS.912.A.4.3:
Remarks/Examples: Examples may include, but are not limited to, Cuba as a protectorate, Yellow Journalism, sinking of the Maine, the Philippines, Commodore Dewey, the Rough Riders, acqusition of territories, the Treaty of Paris.
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