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Yellow Journalism

William Randolph Hearst

Joseph Pulitzer

Spanish-American War

In studying the Spanish-American War, students will be able to:

List and analyze the events that led to US involvement in Cuba during the Spanish-American War.

Evaluate the cause behind the explosion of the USS Maine.

Define yellow journalism and illustrate its connnection to United States involvement in the Spanish-American War.

Identify William Randolph Hearst and Joseph Pulitzer and their connections to the Spanish-American War and the USS Maine explosion.

Construct a piece of yellow journalism based on the cause of the USS Maine's explosion.

Four 45 minute periods

2 sensationalist newspapers such as the National Enquirer

Articles from the "National Briefs" and "World Briefs" sections of local newspapers such as the Pittsburgh Post Gazette or Tribune Review (at least one article per student)

Yellow Journalism PowerPoint
Yellow Journalism.pptx

Spanish-American War PowerPoint
The Spanish-American War.pptx

Yellow Journalism Activity Worksheet - copy for each partner group of two
Yellow Journalism Activity.docx

USS Maine Activity Worksheet - copy for each student
USS Maine activity.docx

Essay Quiz - copy for each student
Essay Quiz.docx

Computers for each student
 

Day One:

Begin class with the yellow journalism PowerPoint and the journal prompt on slide one.  Have the journal prompt on the board when students enter the room and instruct them to begin answering the questions in their journal.  Give students several minutes to answer the questions in their journal; the instructor should float around the room to check for completion and prompt students to remain on task. After several minutes, have students share their responses with a neighbor; responses will then be shared with the class through a discussion. 

After the discussion, the instructor will proceed through the PowerPoint presentation that defines yellow journalism.  Students will learn the strategies of yellow journalism through direct instruction and then watch a short video clip that addresses the origins of yellow journalism, connecting it to the Spanish-American War.  After the video, students will be asked to identify present-day examples of yellow journalism.  The instructor will write student responses on the board. 

The instructor will present students with a current issue of the National Enquirer newspaper.  The teacher will display an article from the newspaper and identify the techniques utilized in the article that make it an example of yellow journalism.  Students will then be divided into groups of two.  Each partner group will receive one copy of the Yellow Journalism Activity worksheet and will have the opportunity to choose one article from the National Enquirer.  The instructor will move to the next slide that provides the directions for Activity One.  The partner groups will work through the worksheet, identifying the yellow journalism techniques in their article.

Students will use the remaining time in class to finish the worksheet with their partner.

Day Two:

To begin class, any groups that were unable to finish the Yellow Journalism Activity worksheet will receive five minutes to complete it.  Those groups that have finished will meet with a different group and share the articles each selected and why they are considered yellow journalism.

After those five minutes, the instructor will choose two groups to share their articles with the class.  Groups will summarize the contents of their article and then why it is considered a piece of yellow journalism.

The instructor will move on to the last slide in the yellow journalism PowerPoint entitled Activity Two.  The instructor will use a National Brief article from a local newspaper to provide students with an example.  The instructor will read the article to the class and then ask students to brainstorm headlines for the article as well as picture ideas.  Students will select a headline for the article and the instructor will write the headline on the board.  Students will then be asked to brainstorm a way to take the 'brief' containing simple facts and turn it into a sensationalist piece of yellow journalism.  The instructor will write the ideas on the board and then verbally construct the new piece of news (if the instructor desires, this can be done before class and handed to students as an example; students can then go over this example with the class.)

Students will then have the opportunity to create their own piece of news.  Provide students with both national and world briefs from the paper.  Students will have the opportunity to choose one article.  Using the directions listed on the Activity Two slide, students will turn their brief into a piece of yellow journalism.  Students will use a computer to complete the activity.  The new article must contain a headline, picture and sensational text to draw in the reader.  Although students may not contradict the facts of the brief, they may expand on its content to fulfill the criteria of a yellow journalism piece.  The article should fill an 8.5x11 sheet of paper--students may adjust the font size to 16 point font. 

Students will have the remainder of the period to complete the activity.  Students must turn in their original brief with their new interpretation.

Day Three:

Begin class by asking a few students to share their news brief/yellow journalism activity.  Have students summarize the brief and then explain what they did to turn it into a piece of yellow journalism.  Then collect each students news brief/yellow journalism piece.  Ask students if they had any difficulties with the activity. Address those concerns and issues with the class.

The instructor will then cover the events that led to the US involvement in Cuba and the beginning of the Spanish-American War by utilizing the the Spanish-American War PowerPoint and direct instruction.  The instructor will incorporate discussion into the PowerPoint by utilizing the questions in the slideshow.

After the PowerPoint, each student will receive the USS Maine Activity worksheet.  The instructor will inform students that they will now create their own piece of yellow journalism as they attempt to determine the cause behind the explosion of the USS Maine.  The instructor will read through the directions with the class and then the grading scale for the assignment; any questions concerning the assignment will be addressed at this point during the lesson.

Students will have the remaining time in class to begin working on the assignment.  The assignment will be due the following day at the beginning of class.

Day Four:

Students will turn in their USS Maine article at the beginning of class.  After the articles have been collected, students will discuss what they believe to be the cause behind the USS Maine explosion.  The instructor will facilitate the discussion to ensure that all students provide a response and a rationale for their response.

After ten minutes, each student will receive a copy of the essay quiz as well as lined paper.  The instructor will read through the directions of the quiz and answer any questions.  Students will have the rest of the period to finish the essay quiz and turn their responses into the instructor.

USS Maine  - This website provides information on the events leading up to the USS Maine explosion as well as the impact of the explosion.
http://www.history.navy.mil/faqs/faq71-1.htm

Crucible of Empire: The Spanish American War - This website addresses the Spanish-American War and the role of yellow journalism.
https://www.pbs.org/crucible/