Reading Like a Historian: Philippine War Political Cartoons


Resource ID#: 37377 Primary Type: Lesson Plan


General Information

Subject(s): Social Studies, English Language Arts
Grade Level(s): 11
Intended Audience: Educators educators
Suggested Technology: Computer for Presenter, LCD Projector, Microsoft Office
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area:Yes
Freely Available: Yes
Keywords: Philippine War, political cartoons, Spanish-American War, imperialism, sourcing, contextualization, corroboration, close reading
Instructional Design Framework(s): Direct Instruction
Resource Collection: CPALMS

Aligned Standards

This vetted resource aligns to concepts or skills in these benchmarks.

3 Lesson Plans

Reading Like a Historian: Explosion of the Maine

In this lesson, students analyze primary sources in an effort to answer the central historical question: What sank the Maine? The teacher introduces the concept of media sensationalism and shows a painting of the Maine's destruction and a propaganda song blaming the Spanish. Students then receive opposing newspaper accounts from Hearst's New York Herald and the New York Times; for each, they fill out a graphic organizer and/or guiding questions. A class discussion explores how the reporting of news influences readers' opinions. For homework, students explain--using textual evidence--which account they find more believable.

Reading Like a Historian: Soldiers in the Philippines

In this lesson, students analyze primary sources in an effort to answer the central historical question: What accounted for American atrocities during the Philippine War? The teacher first uses a timeline to review basic information about the Philippine occupation and the 1902 Senate hearings regarding atrocities. Students then read numerous source documents from witness and participants in the war: the testimony of U.S. soldiers to the Senate, letters from soldiers to home, and a report from a Filipino soldier. Students use the sources and a graphic organizer to test 3 different hypotheses as to why soldiers were brutal. In a 1-page final response, students write about the hypothesis they find most convincing, using textual evidence. A final class discussion follows.

Reading Like a Historian: Spanish American War

In this lesson, students analyze primary sources in an effort to answer the central historical question: Why did the U.S invade Cuba? The teacher streams a short film (link included) while students take notes as to possible reasons for the invasion. Students then read the following: 1) song lyrics of an anti-Spanish propaganda a song written after the Maine sinking, 2) a telegram sent by Fitzhugh Lee, U.S. Consul-General in Cuba, and 3) a Senate campaign speech from Albert Beveridge. For each, students complete a graphic organizer and guiding questions. A final class discussion goes back to the original class hypotheses and determines which ones are most supported by the evidence.

Related Resources

Other vetted resources related to this resource.

Lesson Plans

Reading Like a Historian: Explosion of the Maine :

In this lesson, students analyze primary sources in an effort to answer the central historical question: What sank the Maine? The teacher introduces the concept of media sensationalism and shows a painting of the Maine's destruction and a propaganda song blaming the Spanish. Students then receive opposing newspaper accounts from Hearst's New York Herald and the New York Times; for each, they fill out a graphic organizer and/or guiding questions. A class discussion explores how the reporting of news influences readers' opinions. For homework, students explain--using textual evidence--which account they find more believable.

Type: Lesson Plan

Reading Like a Historian: Soldiers in the Philippines:

In this lesson, students analyze primary sources in an effort to answer the central historical question: What accounted for American atrocities during the Philippine War? The teacher first uses a timeline to review basic information about the Philippine occupation and the 1902 Senate hearings regarding atrocities. Students then read numerous source documents from witness and participants in the war: the testimony of U.S. soldiers to the Senate, letters from soldiers to home, and a report from a Filipino soldier. Students use the sources and a graphic organizer to test 3 different hypotheses as to why soldiers were brutal. In a 1-page final response, students write about the hypothesis they find most convincing, using textual evidence. A final class discussion follows.

Type: Lesson Plan

Reading Like a Historian: Spanish American War :

In this lesson, students analyze primary sources in an effort to answer the central historical question: Why did the U.S invade Cuba? The teacher streams a short film (link included) while students take notes as to possible reasons for the invasion. Students then read the following: 1) song lyrics of an anti-Spanish propaganda a song written after the Maine sinking, 2) a telegram sent by Fitzhugh Lee, U.S. Consul-General in Cuba, and 3) a Senate campaign speech from Albert Beveridge. For each, students complete a graphic organizer and guiding questions. A final class discussion goes back to the original class hypotheses and determines which ones are most supported by the evidence.

Type: Lesson Plan