Spanish-American War Propaganda Lesson
Wreck of the USS Maine
Joel Bishop
Union High School
Summer 2009
USS Maine Was Sunk - February 15, 1898
After an official investigation, the U.S. Navy reported that the USS Maine had been blown up by a mine.
The Navy did not blame any person or country for the explosion. Who was to blame? Spain controlled
Cuba at the time. So, was it Cuba, or Spain, or was it an accident? Many people in the United States
blamed Spain (today, however, many historians believe a malfunction in the ship caused the explosion).
The relationship between Spain and the U.S. became so strained that they could no longer discuss the
situation. By the end of April, the Spanish-American War had begun. Why did the United States take this
extreme position after only a few short months? Perhaps the stimulus came from the extreme positions
taken by the mass media of the day—print journalism. To find out, examine some of the records from that
era to decide for yourself the answer to the question. Also, does this example have any lessons for us
today?
Overview/ Materials/Historical Background/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended
time frame
Grade level
Curriculum fit
Materials
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Students will:
 Research online for pertinent information on the effort before
the Spanish-American War to build anti-Spanish sentiment that
led to the declaration of war.
 Analyze information to see if it was fair and balanced.
 Create a poster containing at least 5 different pictures, cartoons,
drawings, or other elements using propaganda from the time
that would support war with Spain.
 Observe how the media continued to support our side during
and after the war.
2 days
Grades 9–12
American History, World Studies
Computers with Internet connections for each small group of
students, printer (including color if available), markers &/or
crayons, poster board, analysis forms from the Truman Presidential
Museum & Library (blank forms at end of lesson plan), Google
images: “Spanish-American War 1898”, LOC Documents table,
Hoover Library Documents table, Assessment rubric (at end of
lesson plan).
Iowa Core Curriculum
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
Understand historical patterns, periods of time, and the
relationships among these elements: 1. Identify and interpret
the major events that occurred during a time period.

Understand how and why people create, maintain, or change
systems of power, authority, and governance: 1. Explore how
government has reacted to problems in the past, such as social,
environmental, political and/or economic issues, and how the
government’s actions affected individuals. 2. Evaluate how
individuals influenced government actions in past events.

Understand the role of culture and cultural diffusion on the
development and maintenance of societies: 3. Analyze and
evaluate the ways in which a society deals with the introduction
or influence of another society’s culture.

Understand the role of individuals and groups within a society
as promoters of change or the status quo: 1. Analyze the
actions of individuals and groups in the development of
historical events. 2. Identify significant individuals who have
affected historical development in positive or negative ways.

Understand the effects of geographic factors on historical
events: 1. Identify and analyze the role geography has played
during historical events.

Understand the role of innovation on the development and
interaction of societies: 1. Evaluate the impact of new
technologies on societies.
Understand cause-and-effect relationships and other historical
thinking skills in order to interpret events and issues: 1.
Interpret actions taken, analyze impact experienced, and
evaluate decisions made in history in the context in which
they occurred. 2. Determine the validity and accuracy of
primary sources and secondary sources and evaluate them
for bias. 3. Predict how different decisions might have
impacted the outcome of an event.
Procedures
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Day One:
Assign each group to construct a poster following the rubric
enclosed in the Evaluation section.
 Create small groups of two or three students each, depending on
class size, number of computers available, physical space
available, etc.
 Assign each group to construct a poster following the rubric
enclosed in the Evaluation section.
 Have students define their individual roles and begin their
research using the analysis sheets as appropriate.
Day Two:
 Students finish research.
 Students prepare individual contributions for the poster.
 Students assemble poster with appropriate headings (visible &
readable), etc.
 Students sign or place their personal acknowledgments on the
poster.
 Completed poster is submitted at start of class tomorrow!
Evaluation
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Students will be scored on the rubric with the following categories:
 Use of class time
 Originality
 Contains the required elements
 Use of color
 Grammar/spelling
 Labels
Extension
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

Collect posters. Have each group present and explain their
posters.
Pair/Share Activity: Have a pair/share on what makes
effective propaganda. Then, students discuss what parallels
exist with the start of the Spanish-American War and the
second Iraq War of 2003. Students answer what lessons can be
learned from this for the future.
Historical Background
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The twisted, burnt wreckage of the Maine's stern and bridge was still above water in the morning. It remained there
for years. Two hundred fifty-four seamen were dead, and fifty-nine sailors were wounded. Eight of the wounded later
died. The navy conducted an investigation into the cause of the disaster, but it never discovered who was responsible
for the explosion.
The American press, however, had no doubts about who was responsible for sinking the Maine. It was the cowardly
Spanish, they cried. William Randolph Hearst's New York Journal even published pictures. They showed how
Spanish saboteurs had fastened an underwater mine to the Maine and had detonated it from shore.
As one of the few sources of public information, newspapers had reached unprecedented influence and importance.
Journalistic giants, such as Hearst and Joseph Pulitzer of the World, viciously competed for the reader's attention.
They were determined to reach a daily circulation of a million people, and they didn't mind fabricating stories in order
to reach their goal.
A minor revolt in Cuba against the Spanish colonial government provided a colorful topic. For months now the papers
had been painting in lurid detail the horrors of Cuban life under oppressive Spanish rule. The Spanish had confined
many Cubans to concentration camps. The press called them "death camps." Wild stories with screaming headlines—
Spanish Cannibalism, Inhuman Torture, Amazon Warriors Fight for Rebels—flooded the newsstands. Newspapers
sent hundreds of reporters, artists, and photographers south to recount Spanish atrocities. The correspondents,
including such notables as author Stephen Crane and artist Frederick Remington, found little to report on when they
arrived.
"There is no war," Remington wrote to his boss. "Request to be recalled."
Remington's boss, William Randolph Hearst, sent a cable in reply: "Please remain. You furnish the pictures, I'll
furnish the war." Hearst was true to his word. For weeks after the Maine disaster, the Journal devoted more than eight
pages a day to the story. Not to be outdone, other papers followed Hearst's lead. Hundreds of editorials demanded that
the Maine and American honor be avenged. Many Americans agreed. Soon a rallying cry could be heard
everywhere—in the papers, on the streets, and in the halls of Congress: "Remember the Maine! To hell with Spain."
Primary Resources from the Library of Congress
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Image
Yellow
Journalism
Article
Effects of the
Press on
SpanishAmerican
Relations in
1898
Article
Description
Citation
URL
After the explosion,
the wreck of the
USS Maine
USS Maine.
Jackson, William
Henry,
photographer.
“Wreck of the USS.
Maine.” Detroit
Publishing
Company ca. 1900.
Touring Turn-ofthe-Century
America:
Photographs from
the Detroit
Publishing
Company, 18801920, Library of
Congress.
The SpanishAmerican War. J.
Buschini. 2000.
Small Planet
Communications,
Inc. 29 July 2009 <
http://www.smplan
et.com/imperialism/
remember.html>.
www.americaslibra
ry.gov/jb/progress/j
b_progress_maine_
2_e.html
Effects of the Press
on SpanishAmerican Relations
in 1898. Baker,
John. 1996–2001. <
http://www.humbol
dt.edu/~jcb10/span
war.shtml>.
http://www.humbol
dt.edu/~jcb10/span
war.shtml
Brief history on the
influence of the
mass media of the
day on American
public opinion after
the sinking of the
USS Maine
History on the
influence of the
mass media of the
day on American
public opinion
http://www.smplan
et.com/imperialism/
remember.html
Proclamation of
war against the
Kingdom of
Spain
Library of
Congress, Rare
Book and Special
Collections
Division.
McKinley's
proclamation
announcing a state
of war with Spain
on April 26, 1898.
http://memory.loc.g
ov/cgibin/query/h?amme
m/rbpebib:@field(
NUMBER+@band(
rbpe+23901800))
Newspaper
showing antiSpanish feelings
when reporting
Dewey’s victory at
Manila Bay
“Great Sea Victory
for America!”
Chicago Daily
Tribune 7 May
1898. The SpanishAmerican War. Ken
Armstrong. 3 Dec.
2003. Chicago
Tribune. 29 July
2009. <
http://www.chicago
tribune.com/news/p
olitics/chichicagodaysspanishamericanstory,0,4632989.sto
ry>.
“Surrender of
Santiago”
Philadelphia
Evening Item 16
July 1898. AP –
FDR Library. The
Washington Post. 6
July 2008.
<www.washington
post.com/.../
ST2008070303161.
html
>.
http://www.chicago
tribune.com/media/
photo/200801/34573170.jpg
Surrender of
Santiago, Cuba –
shows how great
our military might
is against the
Spanish
http://www.washin
gtonpost.com/wpdyn/content/story/2
008/07/03/ST20080
70303161.html
Teddy Roosevelt
leading his troops
in Cuba
“Legacies of the
Spanish-American
War.” Bacevich,
Andrew J. 1982 &
Diplomat in Khaki.
http://history.sandie
go.edu/gen/USPics
33/1898roughriderpuck.jpg
Revised 9/7/05 by
Schoenherr.
Dewey and another
victorious
American leader
after defeating the
Spaniards in the
Philippines
“Legacies of the
Spanish-American
War” See
preceding citation –
lower right on same
page.
http://history.sandie
go.edu/gen/for/dipl
o/legacies.html
Uncle Sam &
wounded vet
Nelan, Charles.
Cartoons of our
War with
Spain.<library.osu.
edu/.../
cartoonists/nelan.ht
ml.
http://library.osu.ed
u/sites/exhibits/cart
oonists/nelan.html
Hoover Library & Museum
Image
Description
President Hoover
greeting the new
Chief of the
Spanish War
Veterans, 9 Oct,
1931
Citation
Herbert Hoover
Presidential
Library. Album
#57. Image # 52.
URL
Spanish-American War Poster Rubric
CATEGORY
Use of Class Time
4
Used time well during
each class period.
Focused on getting the
project done. Never
distracted others.
3
Used time well during
each class period.
Usually focused on
getting the project done
and never distracted
others.
1
Did not use class time
to focus on the project
OR often distracted
others.
One or two elements
on the poster reflecting
student creativity in
their creation and/or
display.
2
Used some of the time
well during each class
period. There was
some focus on getting
the project done but
occasionally distracted
others.
The poster has been
created by the
students, but is based
on the designs or ideas
of others.
Graphics – Originality
Several elements on
the poster that reflect
an exceptional degree
of student creativity in
their creation and/or
display.
Required Elements
The poster includes all
required elements as
well as additional
information.
All required elements
are included on the
poster.
All but 1 of the required
elements are included
on the poster.
Several required
elements were missing.
Color
All in color
¾ color
½ color
No color
Grammar/ Spelling
There are no
grammatical mistakes
or spelling errors on the
poster.
There is 1 grammatical
mistake or spelling
error on the poster.
There are 2
grammatical mistakes
or spelling errors on the
poster.
There are more than 2
grammatical mistakes
or spelling errors on the
poster.
Labels
All items of importance
on the poster are
clearly labeled with
labels that can be read
from at least 3 feet
away.
Almost all items of
importance on the
poster are clearly
labeled with labels that
can be read from at
least 3 feet away.
Several items of
importance on the
poster are clearly
labeled with labels that
can be read from at
least 3 feet away.
Labels are too small to
view OR no important
items were labeled.
No elements of the
poster have been
created by the
students.
Handouts
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Spanish-American War Poster Project
Student Instruction Sheet
Students should read through the two online excerpts about the United States’ entry into the Spanish-American War.
Then, each will form small groups of two (or three if class size requires it) to construct a poster following the rubric.
Spend the rest of Day 1 doing additional research online—save both materials and new online URLs so this can be
shared with your instructor (there will be many new sites and artifacts that I have not visited!). Make sure you read
through the rubric and follow the instructions so you will get a good score on this project! Assign different tasks
according to the abilities that each of you have (give the person with the most creative ability the overall commander
assignment!). Project completion: due at start of class on Day 3.