Yellow Journalism and the Spanish-American War
Diana VandenBoogaard, Matrena Davis
Cocoa Beach Jr./Sr. High School and Viera High School
Brevard County, Florida
Caribbean Diversity Brevard Public Schools
Title:
Yellow Journalism and the Spanish American War
Overview:
Unrest in Cuba in the mid 1890’s led to the involvement of
the U.S. in the Spanish-American War.
Fast Facts:
-Cuba was the last major Caribbean island to remain a Spanish colonial power in the 19th
century.
-Sensational coverage of events in Cuba by key newspaper publishers in New York,
Hearst and Pulitzer, whipped up American sentiment against Spain, contributing to the
U.S. decision to enter the Spanish American War.
These activities came to be known as “yellow journalism.” The movie “Citizen Kane”
(1941, directed by Orson Wells) is a striking visualization of the power of these
journalists.
-American victory resulted in independence for Cuba, along with American takeover of
Puerto Rico, and also the Philippines.
Objective:
This lesson is designed to enhance reference and research skills while expanding
knowledge of the topic across curriculums (journalism, social studies and language arts).
Target Audiences:
Journalism students, 9 - 12
English, 9- 12
World Literature & Foreign Language, 9-12
Materials Required:
Journalism “Citizen Kane” DVD
KWL chart
Graphic Comparison Chart (comparing Hearst vs Orson Wells)
Time Frame:
One Week (5 days) – Day 5 entails whole class evaluation of the lesson plan; what went
right, what can be improved.
Language Arts : Access to media center to research William Randolph Hearst; computer
lab to access VoiceThread (www.voicethread.com) , and Thinking Map templates
(http://www.bookladymel.com/thinkingmaps.htm)
World Literature/Foreign Language: Geographic locations and languages spoken in
those areas. Assignment by foreign language students: Create “newspaper” in foreign
language with sensational headlines and pictures/captions
Cross-curricular connections:
Journalism – Connect to Language Arts
Language Arts – Connect to social studies and history and journalism
Lesson Objectives and SSS:
Journalism
•
Demonstrate awareness of the history and evolution of journalism and the
responsible and ethical use of information (e.g., First Amendment, copyright,
intellectual freedom).
LA.D.2.4.6 Understand that laws control the delivery and use of media to protect the
rights of authors and the rights of media owners. Analyze varied
journalistic documents or electronic media.
LA.A.2.4.5 Identify devices of persuasion and methods of appeal and their
effectiveness.
LA.D.2.4.1 Understand specific ways in which language has shaped the reactions,
perceptions, and beliefs of the local, national, and global communities.
LA.D.2.4.2 Understand the subtleties of literary devices and techniques in the
comprehension and creation of communication.
LA.D.2.4.5 Critically analyze specific elements of mass media with regard to the
extent to which they enhance or manipulate information.
Language Arts:
•
•
•
•
•
910.1.6.1, 2, 3 and 10 Vocabulary Development
910.1.7.5 Reading Comprehension - Chronological order
910.2.1.9 Literary Analysis - compare differences in language between 1898 and
2010
910.3.5.1 and 3 Publishing: Create VoiceThread for William Randolph Hearst,
and comment on existing VoiceThread on American Imperialism
910.5.2.5. Listening and Speaking: Oral communication and presentation
(thinking maps)
World Literature – Foreign Language
• 910.6.2.1. and 6.3.2. Reference and Research on William Randolph Hearst using
digital technology, a Web 2.0 tool.
Teaching activities (for all students)
Students will research and complete a one-question sheet about Cuba prior to its
independence and use a K-W-L chart to tap in to background knowledge about
journalism and the movie “Citizen Kane.”
Show pertinent portions of 120 minute DVD “Citizen Kane,” particularly those that show
Kane (as Hearst) insisting on publishing incendiary articles on going to war.
Working in teacher-assigned cooperative learning groups with clearly defined roles,
students will create two thinking maps: a flow chart to show a timeline of the Spanish
American War, and a bubble chart to define yellow journalism. Group Roles: Presenter,
writer, artist, facilitator-timekeeper.
Students will use VoiceThread program to create a history of William Randolph Hearst
making sure to emphasize yellow journalism, and add comments to the existing
VoiceThread title “American Imperialism in the Caribbean.”
World Literature – Foreign Language
Students will provide geographic maps and news articles in Spanish and English
representing the countries at war. (www.dloc.com)
Assessments for all students:
Complete K-W-L, Quiz with short response questions on ethics of journalism, and short
(under 5 minute) oral presentation to explain Thinking Maps.
ESOL Accommodations:
Students will create a newsletter in Spanish emphasizing sensational headlines and
articles that are designed to illicit uproarious response from the public.
Extension Activities: Students will be given the following assignment:
1)
Bring in news articles that contain sensational headlines
(Tabloids, Newspaper, etc.)
2)
After reading the article, they are to re-write the headline to better reflect
the true content of the article.
3)
Then, write a “mock” article to reflect the original
sensational headlines.
Sample Comparison Chart
Similarities (and Some Differences) Between Kane and Hearst
Kane
Hearst
Charles Foster Kane
William Randolph Hearst
Similarities with Jules Brulatour,
millionaire head of distribution for
Eastman Kodak and co-founder of
Universal Pictures
New York Inquirer
San Francisco Examiner, New
York Journal
Multi-millionaire newspaper
publisher, and wielder of public
opinion, called "Kubla Khan"
Same kind of press lord, "yellow
journalist," and influential political
figure
Political aspirant to Presidency by Political aspirant to Presidency by
campaigning as independent
becoming New York State's
candidate for New York State's
Governor
Governor, and by marrying the
President's niece, Emily Monroe
Norton
Extravagant, palatial Florida
mansion, Xanadu filled with art
objects
"The Ranch" palace at San
Simeon, California, also with
priceless art collection
Souring affair/marriage with
A beloved mistress - a young, and
talentless 'singer' Susan Alexander successful silent film actress
(the Hays Code wouldn't permit
Marion Davies
extra-marital affair)
(Difference: No breakdown in
(Difference: Susan Alexander
Davies' unmarried relationship
suffers humiliating failure as opera with Hearst)
singer, attempts suicide, separates
from Kane)
Similarities between mistress/wife
Ganna Walska of Chicago heir
Harold Fowler McCormick who
bought expensive voice lessons for
her and promoted her for the lead
role in the production of Zaza at
the Chicago Opera in 1920
Kane bought Susan an opera
house, and although Susan said
that her ambition was to be a
singer, this career goal was mostly
her mother's idea
Excessive patronage of Davies Hearst bought Cosmopolitan
Pictures - a film studio - to
promote Davies' stardom as a
serious actress, although she was
better as a comedienne
Similarities between Chicago
Utilities tycoon Samuel Insull who
built the Chicago Civic Opera
House in 1929 for his daughter
Character of Walter Parks
Thatcher
Similarities with financier J.P.
Morgan
Character of Boss James 'Jim' W.
Gettys
Similarities with Tammany Hall
(NYC) Boss Charles F. Murphy