Teacher s Guide Grade Level: 6 8 Curriculum Focus: U.S. History Lesson Duration: Two class periods Program Description Witness how a small group of Texan defenders bravely fought against the Mexican army at the Alamo. Explore the sinking of the U.S.S. Maine and America s role as a colonial power following the Spanish-American War. Then meet a contemporary Mexican family struggling to find the American dream. Looking to Foreign Lands (4 min.) The Story of the U.S.S. Maine (4 min.) Resistance at the Alamo (5 min.) Crossing the Northern Border (35 min.) Onscreen Questions Why did the United States look to Latin America for new territory? How did the media contribute to America s involvement in the Spanish-American War? Why did Mexico want to crush the rebellion at the Alamo? What difficulties do immigrants face in crossing the Mexican border into the United States? Lesson Plan Student Objectives Review the role that newspapers played in the start of the Spanish-American War. Select and explain a political cartoon about the war. Compare the role of the press in the late 1800s with its role today. Materials Battling Beyond U.S. Borders program Computer with Internet access
Teacher s Guide 2 Procedures 1. After watching the program, review the role newspapers played in the start of the Spanish- American War. (Some popular American newspapers had already been attacking Spain s rule in Cuba. When the U.S.S. Maine, which was anchored off Cuba, exploded in 1898, these papers were quick to blame Spain for the explosion. They helped turn public opinion against Spain and sparked war fever around the country. The U.S. declared war, launching the Spanish-American War.) 2. Explain that much of this sensational reporting appeared in two newspapers the New York Journal, owned by William Randolph Hearst, and the New York World, owned by Joseph Pulitzer. In the late 1800s, these two papers were in a fierce newspaper war. To compete for readers and profits, the papers often sensationalized and exaggerated stories. They used large, dramatic headlines and graphics, and the stories often reflected the owners personal bias or the public s growing patriotism rather than the facts. This type of journalism became known as yellow journalism. Show the class a few examples of sensational front-page headlines from the period: Crucible of Empire: The Spanish-American War (select Headline Gallery) http://www.pbs.org/crucible/frames/_journalism.html 3. Next, tell students that newspapers also tried to influence public opinion through political cartoons. Many cartoons reflected the same pro-war sentiment as the stories in Hearst s and Pulitzer s newspapers. These cartoons played an important role in fueling anti-spanish sentiment in the country. However, other cartoons of the time reflected a growing uneasiness with or sometimes anger about America s imperialism in the world. Show students the following cartoons and discuss their portrayal of Spain: The Spanish Brute http://www.boondocksnet.com/cartoons/mcc232.html Spanish Politeness http://www.pbs.org/crucible/cartoon7.html Spanish Misrule http://www.smplanet.com/imperialism/cartoon.html 4. Explain that after exploring the political cartoons at the following Web sites, students will select and print a cartoon and then write a few sentences explaining its message. Have students place their cartoons and explanations on a single page. Life During Wartime: Cartoons from Life Magazine, 1895-1900 http://www.boondocksnet.com/gallery/cartoons/1898/index_life.html Cartoons of the Spanish-American War http://www.boondocksnet.com/gallery/cartoons/1898/index_bart.html Cartoons of Our War with Spain http://www.boondocksnet.com/gallery/cartoons/1898/index_nelan.html Crucible of Empire: The Spanish-American War (select Cartoon Gallery) http://www.pbs.org/crucible/frames/_journalism.html
Teacher s Guide 3 5. Hang students pages in a gallery or make photocopies so that each student has a book to explore on his or her own. 6. Discuss the influence today s press has on politics and public opinion. Ask students: In what section of the paper are political cartoons found today? What makes an effective cartoon? Are you influenced by political cartoons? Why or why not? Although the term yellow journalism is rarely used today, the press is often accused of media bias. What is media bias? What are some examples of it? Assessment Use the following three-point rubric to evaluate students work during this lesson. 3 points: Students were active in class discussions; demonstrated a strong understanding of the influence of the press in the Spanish-American War; wrote clear, logical explanations for their selected cartoons; were able to compare and discuss the influence of today s press. 2 points: Students participated in class discussions; demonstrated a satisfactory understanding of the influence of the press in the Spanish-American War; wrote complete, adequate explanations for their selected cartoons; were able to draw simple comparisons and discuss the influence of today s press. 1 point: Students did not participate in class discussions; demonstrated a weak understanding of the influence of the press in the Spanish-American War; wrote unclear or unpersuasive explanations for their selected cartoons; had difficulty comparing and discussing the influence of today s press. Vocabulary annex Definition: To take over a territory and add it to a country Context: Twelve years later the United States annexed Texas. exile Definition: A person expelled by force from his or her country or a person who chooses to leave voluntarily Context: For years, Cuban exiles in America and others sympathetic to their cause had been calling for the United States to force the Spanish out of Cuba. mission Definition: A building used by a religious group that was sent to a foreign country to minister and spread its faith Context: For years books, paintings, and movies have told of the bloody battle at a mission in San Antonio, where about 185 defenders bravely fought, and lost, against a Mexican army many times larger.
Teacher s Guide 4 republic Definition: A constitutional form of government Context: The newly independent Republic of Panama then signed a treaty allowing the United States the use of a 10-mile-wide strip of land to build a canal. revolutionary Definition: One who strives to bring about important change Context: Cuban revolutionaries had struggled for decades against their Spanish rulers, who had controlled the island for nearly 400 years. Spanish-American War Definition: A brief conflict between the United States and Spain that took place between April and August 1898 over the issue of the liberation of Cuba Context: During the Spanish-American War, the U.S. attacked many of Spain s colonial holdings, including Cuba and Puerto Rico in the Caribbean Sea and the Philippines in the Pacific Ocean. Academic Standards Mid-continent Research for Education and Learning (McREL) McREL s Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education addresses 14 content areas. To view the standards and benchmarks, visit http://www.mcrel.org/compendium/browse.asp. This lesson plan addresses the following national standards: U.S. History: Era 7 Understands the changing role of the United States in world affairs through World War I The National Council for the Social Studies (NCSS) The National Council for the Social Studies (NCSS) has developed national standards to provide guidelines for teaching social studies. To view the standards online, go to http://www.socialstudies.org/standards/strands/. This lesson plan addresses the following thematic standards: Culture Time, Continuity, and Change People, Places, and Environments Individuals, Groups, and Institutions Power, Authority, and Governance
Teacher s Guide 5 Support Materials Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a Custom Classroom account for future use. To learn more, visit http://school.discovery.com/teachingtools/teachingtools.html DVD Content This program is available in an interactive DVD format. The following information and activities are specific to the DVD version. How to Use the DVD The DVD starting screen has the following options: Play Video This plays the video from start to finish. There are no programmed stops, except by using a remote control. With a computer, depending on the particular software player, a pause button is included with the other video controls. Video Index Here the video is divided into four segments (see below), indicated by video thumbnail icons. Watching all parts in sequence is similar to watching the video from start to finish. Brief descriptions and total running times are noted for each part. To play a particular segment, press Enter on the remote for TV playback; on a computer, click once to highlight a thumbnail and read the accompanying text description and click again to start the video. Curriculum Units These are specially edited video segments pulled from different sections of the video (see below). These nonlinear segments align with key ideas in the unit of instruction. They include onscreen pre- and post-viewing questions, reproduced below in this Teacher s Guide. Total running times for these segments are noted. To play a particular segment, press Enter on the TV remote or click once on the Curriculum Unit title on a computer. Standards Link Selecting this option displays a single screen that lists the national academic standards the video addresses. Teacher Resources This screen gives the technical support number and Web site address. Video Index I. Looking to Foreign Lands (4 min.) American expansionism at the turn of the century yielded new economic, political, and cultural opportunities. It also reinforced America s position as a global power, especially in Latin America.
Teacher s Guide 6 II. The Story of the U.S.S. Maine (4 min.) The U.S.S. Maine guarded American interests in Cuba during its revolt against Spain, and its explosion triggered the Spanish-American War. When Spain was defeated, Cuba gained its independence. III. Resistance at the Alamo (5 min.) Vastly outnumbered, Texas rebels battled the great Mexican General Santa Ana in a heroic last stand. Later Texas gained its independence and was annexed by the United States. IV. Crossing the Northern Border (35 min.) Marcelo Ayala, 17, crosses the Mexican border in search of work. Meet the Ayala family on both sides of the border, and discover their patriotism, their strong familial bonds, and their desire for a better life. Curriculum Units 1. America s Expanding Influence Q: Why would countries want to expand beyond their borders? Q: What purpose did American expansionism serve in the late 19 th and early 20 th centuries? A: The United States helped Cuba gain its independence from Spain, and after the Spanish- American War, it gained Puerto Rico and the Philippines among its Spanish territories. The U.S. also built the Panama Canal, which linked the Atlantic and Pacific Oceans and improved global trade. This also made it easier for the U.S. Navy to travel around the world to protect American interests. 2. Remember the Maine! Q: What can happen when people jump to conclusions? Q: How did the media influence the United States decision to declare war on Spain? A: The American media often portrayed Spain as evil and its leaders as inhuman. When the U.S.S. Maine exploded, newspaper publisher William Randolph Hearst blamed Spain and got the public to support the story. The outcry eventually caused President McKinley to declare war.
Teacher s Guide 7 3. Standing Their Ground Q: Are places ever worth fighting for? Q: Why did the Texan rebels fight so hard when they were so outnumbered and outgunned? 4. Dollars and Dreams Q: Why do people want to immigrate to the United States? Q: Do you ever dream of working in another country? 5. Crossing Into the Unknown Q: Why are people willing to risk so much to come to the United States? Q: Could you leave your family and possibly never see them again? 6. Struggling to Provide the Basics Q: What are some basic things families need? Q: Do you think children should help support their families? 7. Two Brothers, Two Dreams Q: Would you ever move to another country? Why? Q: What reasons did Marcelo and Horacio have for immigrating? What was different about each man s experience?
Teacher s Guide 8 A: Answers should include that both wanted to improve their own economic situations, desired to return home eventually, and missed their family and friends. Their differences included the need for medical care, as well as the differing responsibilities of a single person and a married man. 8. Straddling Two Lands Q: What would make you want to live elsewhere permanently? Q: How can Juan help his children learn about their Mexican heritage? A: Answers should include teaching them Spanish, making sure they get to know about his parents and siblings, and visiting Mexico. 9. The Ayala Sisters: Delayed Hopes Q: Have you ever given up something important for another person? Q: Do you think Carmen or Lupe resent having to stay in Mexico instead of going to the U.S? 10. A Michoacán Soul Q: What are you most proud of about your town, city, or country? Q: Why was Marcelo determined to return to the United States, even though he hated to leave home after his visit? A: Answers should include the lure of economic opportunities, as well as his desire to have his initial sacrifice pay off and his pride in making it and being on his own. 11. A Father s Dream Q: What sacrifices have your parents made for you and your family? Q: What does Marcial hope will happen if he gets a work permit? A: Answers should include making extra money, paying for his wife s eye operation, and not relying so much on his children for financial help.
Teacher s Guide 9 12. Better Working Conditions Q: What are some reasons to change jobs? Q: What do you think will happen now that the Ayala brothers have better jobs and legal status?