TeachRock

Preparation:

1. Display Gallery Walk – Newspaper Headlines around the classroom

Motivational Activity:

1. Ask students:
   • What is fake news? What might be its purpose?
   • What is clickbait? What might be its purpose?
2. Display Image 1, Fake News and Clickbait Definitions 
   • What are some ways a person might identify fake news?
   • What are some ways a person might identify clickbait?
   • What might be the origins of fake news and clickbait?
3. Display Image 2, New York Evening Journal from January 26, 1898 and explain to students that fake news and clickbait are not new types of journalism in American History. Then ask students:
   • What do you notice about the headlines?
   • What do you think the purpose of the headlines were?
   • Are these headlines similar to something you might read today in the news?
4. Display Image 3, Yellow Journalism and inform students that they will be examining the role yellow journalism played in the Spanish-American War in 1898.
   • What do the terms melodrama, romance, and hyperbole mean?

Procedure

Part 1: Spanish-American War

1. Distribute one copy of Handout – Press Conference Packet (President McKinley) to a student volunteer. Distribute Handout – Press Conference Packet (The Press) to the remaining students. Then ask students to read the scenario directions at the top of their packet and the background information.
2. Ask the student representing President McKinley to come to the front of the class and ask members of the press to begin asking their questions to President McKinley. They should record his answers on their press packet.
3. Ask “the press” students to read the directions, then write a headline and subheadline about the explosion on their packet under “Newspaper Headline”. Ask the student who represented President McKinley to follow the directions under “After the Press Conference” on their handout. Then ask that student to: 
   • Read some of the headlines you saw and explain if they are reflective of what you said in the press conference or not.
4. Ask students to walk around the classroom to view the Gallery Walk – Newspaper Headlines. Then ask students:
   • How do the New York Journal headlines compare to the headline you wrote?
   • What do you think the purpose of the New York Journal’s headlines were?
   • How do you think the American public might have responded to these headlines?
   • What would have been a more objective headline based on what President McKinley said in the press conference?
5. Inform students that after two months of pressure from some of the press and the American public, President McKinley officially requested a declaration of war and on April 25, 1898 Congress declared war on Spain. The true cause of the explosion of the USS Maine has never been fully proven and remains unknown. Then ask students:
   • Based on what you have read, what were the long term and short term reasons the U.S.  declared war on Spain?
6. Display Image 4, Treaty of Paris of 1898 and inform students that the war was short, only lasting about 10 weeks. Ask students:
   • How does the U.S. territory possessions gained from the Treaty of Paris relate to imperialism?
   • What impact might territory expansion have had on the United States in 1898?
   • What impact might territory expansion have had on Cuba, Puerto Rico, Guam, and the Philippines?
7. Divide the class into eight groups and distribute the Handout – Did the U.S. Keep Its Promise? (Teacher’s Guide) to each student.  Model the activity for students by completing Step 1 as a class. Next, assign one of the eight stipulations of the Platt Amendment to the eight student groups and ask them to repeat the process for Step 2 for their assigned stipulation. Then ask student groups to share their summaries with the class.
8. Ask students to complete Step 3 independently and then ask students to share their arguments with the class citing evidence from the two amendments. Ask students:
   • What might be the possible impact of the Platt Amendment on Cuba in the years after it was passed?

Part 2: Impact on Puerto Rico

United States Central Intelligence Agency. The Caribbean. [Washington, D.C.: Central Intelligence Agency, 2006] Map. https://www.loc.gov/item/2007629423/.

1. Display Image 5, The Caribbean and ask students:
   • Where is Puerto Rico?
   • What do you know about Puerto Rico?
2. Distribute Handout – Puerto Rico: A U.S. Territory and ask students to read the information on the infographic. Then ask students:
   • What might be the impact for Puerto Ricans when they can not vote in Presidential elections?
   • What might be the impact for Puerto Ricans when they have no voting representative in Congress?
3. Ask students:
   • Who is Bad Bunny?
   • What do you know about Bad Bunny?
4. Distribute Handout – Bad Bunny and Puerto Rico in the 21st Century and ask students to read the vocabulary, background information, and the questions for the video.
5. Play the YouTube video, “Bad Bunny – El Apagón – Aquí Vive Gente (Official Video)” starting at minute 11:00.  (Teacher note: turn on English subtitles and adjust the playback speed to .75.) Then ask students:
   • According to the video, why are wealthy Americans moving and/or buying property in Puerto Rico? (11:00 – 12:00) (tax breaks and tax incentives)
   • What are the repercussions for Puerto Ricans from this influx of wealthy Americans? (12:00 – 13:20) (displaced from their homes)
   • What is happening to the properties that are being bought? (13:00) (turned into vacation properties)
   • What is happening to the public beaches in Puerto Rico? (16:00) (access to public beaches is being taken away from Puerto Ricans)
   • Why do you think the title of the video is “Aquí Vive Gente”?
   • How do you think Puerto Rico’s status as a territory might have impacted the events in this video?
   • Why do you think Bad Bunny included this documentary segment in his music video?
6. Optional: If you cannot access the video, have students read and discuss Handout – “El Apagón” Article.

Summary Activity:

1. Display the PBS Learning Media, “Investigate: What IS a Reliable Source Anyway?” and present the slides to students. 
2. Distribute Handout – Investigation: What is a Reliable Source? and ask students to follow the steps on the handout.

Extension Activities:

1. Explore Puerto Rican migration and Latin Music in New York in the TeachRock lesson Latin Music and Puerto Rican Migration to New York City.
2. Complete this handout to explore more about Puerto Rican artists Bad Bunny and Rafael Hernández from the TeachRock lesson Contemporary Latin Artists and Activism 
3. Using the Handout – Investigation: What is a Reliable Source? to guide research, research the following:
   • What is Guantanamo Bay?
   • What is the history of Guantanamo Bay?
   • What is the current status of Guantanamo Bay?

Gallery Walk – Newspaper Headlines Handout – “El Apagón” Article. Handout – Bad Bunny and Puerto Rico in the 21st Century Handout – Did the U.S. Keep Its Promise? Handout – Did the U.S. Keep Its Promise? (Teacher’s Guide) Handout – Press Conference Packet (President McKinley) Handout – Press Conference Packet (The Press) Handout – Puerto Rico: A U.S. Territory Handout – Investigation: What is a Reliable Source?

College, Career, and Civic Life (C3) Social Studies Standards

History

• D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
• D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
• D2.His.4.9-12. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
• D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
• D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument.
• D2.His.16.9-12. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

California History–Social Science Content Standards

11.4 Students trace the rise of the United States to its role as a world power in the twentieth century.

• 2.Describe the Spanish-American War and U.S. expansion in the South Pacific.
  

District of Columbia Social Studies Standards

US2.30 Analyze the history, culture and government structure of at least two countries prior to American intervention (e.g., Hawaii, the Philippines, Puerto Rico). 

US2.31 Analyze the domestic debates and decisions regarding foreign intervention and the United States’ emergence as an imperial power (e.g., the Spanish-American War, Philippine-American War, intervention in Latin America, the annexation of Hawaii). 

US2.32 Analyze reasons for and efforts of different nations to maintain or regain economic and political freedoms following American intervention using primary sources from the perspective of native communities (e.g., Hawaiians, Filipinos)

US2.34 Assess the modern political, social and economic impacts of American imperialism on different territories and governments (e.g., the Philippines, Marshall Islands, Puerto Rico, Guam, American Samoa). 

Massachusetts History and Social Science Framework Standards

5. Analyze the causes and course of growing role of the United States in world affairs from the Civil War to World War I, researching and reporting on one of the following ideas, policies, or events, and, where appropriate, including maps, timelines, and other visual resources to clarify connections among nations and events:

the Spanish-American War (1898) and resulting changes in sovereignty for Cuba, Guam, Puerto Rico and the Philippines; the Philippine-American War (1899–1902)

The Platt Amendment describing the role of the United States in Cuba (1901) and the subsequent occupation of Cuba (1903, 1906–1909)

Connecticut Secondary Social Studies Framework

US-3. Imperialism and World War I

• US.His.1.b. Evaluate the role of the media in shaping public opinions and debates about America’s emergence as an imperial power (e.g., muckrakers, yellow journalism, propaganda).
• US.His.4.b. Analyze how economic and cultural hegemony influenced American perspectives of imperialism at the end of the 19th century (e.g., Cuba, Puerto Rico, Spanish-American War, Annexation of Hawaii and Philippines, dispossession of Latino American lands in the American West).

New Jersey Student Learning Standards – Social Studies

Era 6. The Emergence of Modern America: Progressive Reforms (1890–1930)

• 6.1.12.EconGE.6.a: Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.

Social Studies – National Council for the Social Studies (NCSS)

• Theme 1: Culture
• Theme 2: Time, Continuity, and Change
• Theme 3: People, Places and Environments
• Theme 4: Individual Development and Identity
• Theme 5: Individuals, Groups, and Institutions
• Theme 6: Power, Authority and Governance
• Theme 9: Global Connections
• Theme 10: Civic Ideals and Practices

Common Core State Standards

College and Career Readiness Reading Information Text Standards for Grades 9-12

• CCSS.ELA-Literacy.RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-Literacy.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
• CCSS.ELA-Literacy.RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
• CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
• CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
• CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

College and Career Readiness Anchor Standards for Writing for Grades 9-12

• CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• CCSS.ELA-Literacy.W.9-10.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• CCSS.ELA-Literacy.W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
• CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
• CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
• CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
• CCSS.ELA-Literacy.W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience;
• CCSS.ELA-Literacy.W.11-12.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

College and Career Readiness Anchor Standards for Speaking and Listening for Grades 9-12

• CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
• CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
• CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
• CCSS.ELA-Literacy.SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Learning for Justice Social Justice Standards

JU.9-12.13 I can explain the short and long-term impact of biased words and behaviors and unjust practices, laws and institutions that limit the rights and freedoms of people based on their identity groups.