Ryan+I

Spanish American War Lesson Plan 22June2009 Ryan I. Brown

Background: It is expected the class will have read the assigned reading material pertaining to the reasons for the Spanish American War prior to the class period.

SOL: USII.5a – The student will demonstrate knowledge of the changing role of the United States from the late nineteenth century through WWI by: a) explaining the reasons for and the results of the Spanish American War.

1. Standard: The student will be able to identify the reasons for Spanish American War and will be able to summarize the basic reasons for the war.

2. Anticipatory Set: I will recap with the students the changes that have occurred in the post Civil War United States to include a brief summation to include social movements, the industrial revolution, big business and the positioning of the U.S on the world stage as a formidable economic, political and military power. This will be done in an interactive format, through which I will pose specific questions to the class as a check on previous learning and the responses will be noted on the board/overhead. This will serve as an opportunity to provide the foundation from which we will launch into our next lesson. I will ask the class how the aforementioned relates to the material read last night. I will transition directly into the Learning Objective.

3. Learning Objective and its Purpose: The class will be able to identify the primary reasons for the Spanish American War and will be able to summarize the reasons for the Spanish American War.

4/5. Instructional Input and Modeling: I will be using an LCD projector/Overhead to present a world map and I will ask students to locate, by random selection, the U.S., Spain, and Cuba. Students will also have a world map at their desks. The larger geographical/spatial picture will thus be developed. I will then discuss with the class the reasons for the Spanish American War. The reasons, per USII.5a include: 1. Protection of American business interests in Cuba: protection of our American businesses in the sugar industry, 2. American support of Cuban rebels to gain independence from Spain: Americans supported Cuba’s right to Independence from Spain. It reminded Americans of the American fight for independence from England, 3. Rising tensions as a result of the sinking of the USS Maine in Havana Harbor: The U.S. blamed Spain for the sinking of the USS Maine. The USS Maine had been sent to Cuba to protect Americans working and leaving in Cuba, 4. Exaggerated news reports of events (Yellow Journalism): the news reports of Spanish abuses of the Cuban people influenced public opinion to support further U.S. involvement and potential military involvement. I will expound upon each of the 4 reasons to provide context and factual information to the student.

6. Check for Understanding: I will ask specific questions to gauge the students understanding of the material presented. I will ask survey questions and ask for thumbs up or thumbs down. If there are further questions and clarifications are needed I will do so at this time to ensure students’ understand.

7. Guided Practice: I will distribute to the class a piece of paper titled “Reasons for the Spanish American War” (Please see attached). The students will be formed-up in groups of 4 and they are to discuss the reasons for the war and write done on the paper the 4 reasons for the war, as well as prepare a definition for “Yellow Journalism”. The groups will then present their work to the class. Each group will have their responses tracked using the LCD/overhead or dry erase board.

8. Closure: I will ask randomly selected students to explain to me and the class what they learned. This will serve as closure; however, this will also serve as a post assessment survey for me.

9. Independent Practice: I will break down the class into 2 equal parts. Each student will be given a “Fact Sheet” (See Attatched) containing bullet-pointed information to be used for a news article. One-half the class will take the “Fact Sheet” and prepare a “Yellow Journalism” style article and the other half of the class will prepare a factual/credible news article. The article is to be turned at the beginning of class 2 days later.

**__ Reasons for the Spanish American War (1898)  __** For hundreds of years, Cuba had been a colony of Spain. The Cubans tried many times to gain their independence but each time they were defeated by the more powerful Spanish military.

In the late 1800s as American businesses expanded into Cuba Americans became more sympathetic with the Cuban people and began to support a free and independent Cuba.

1. 2. 3. 4. In the late 1800s, newspapers were still the primary source of information in America. People could be easily misled because there was no way to verify that a newspaper report was accurate.
 * __Four Causes of the Spanish American War__: **
 * __ Yellow Journalism __**

__Yellow Journalism__ –

**__ Reasons for the Spanish American War (1898) __**

For hundreds of years, Cuba had been a colony of Spain. The Cubans tried many times to gain their independence but each time they were defeated by the more powerful Spanish military.

In the late 1800s as American businesses expanded into Cuba and Americans became more sympathetic with the Cuban people and began to support a free and independent Cuba.


 * __Four Causes of the Spanish American War__:**


 * 1) To protect American businesses (sugar manufactures) in Cuba from the Spanish government.


 * 1) Americans supported the Cuban’s right for independence. It reminded them of the American Revolution.


 * 1) Sinking of the battleship USS Maine in Havana Harbor, Cuba. The United States blamed Spain for sinking the battleship. The USS Maine was sent to Cuba to protect Americans living and working in Cuba.


 * 1) Yellow Journalism – exaggerated news reports of Spanish abuses of the Cuban people, which influenced public opinion here in the United States.

=**__Yellow Journalism__**=

In the late 1800s, newspapers were still the primary source of information in America. People could be easily misled because there was no way to verify that a newspaper report was accurate.

__Yellow Journalism__ – //exaggerated news stories that appealed to people’s emotions. Did not report all the facts and only gave one side of the story.//

“Please remain. You furnish the pictures, I’ll furnish the war.” William Hurst to Frederick Remington prior to the Spanish American War = Facts Journalism Article = · January 6, 1898

20 Spanish soldiers in the Cuban village of San Ordino

· 200 Cubans live in the village of San Ordino

· 75 villagers were protesting the Spanish occupation of Cuba

· Cuban villagers started shouting · at the soldiers, “Soldiers go home!”

· Villagers started throwing rocks at the soldiers

· Six soldiers were injured by rocks thrown by the Cuban villagers

· To protect themselves, the soldiers fired on the villagers

· 16 villagers were killed, including 3 women and 2 children (12 & 10)

· 5 Cuban villagers were arrested and put in prison

1. What is a nuance? It is recognizing there will always be grey areas. Nothing is black and white. Absolute correct answers will not be found. 2. What is a Cold Historian? Facts only. A cold historian does make ethical or moral judgements. . . uless absolutely necessary. 3. What constitutes an acceptable question? All questions are acceptable as long as they are intended to enhance the knowledge of the individual and the class. 4. What are 3 techniques to dealing with controversy? Redirect, rephrase, ask for an additional teacher/admin to accompany you if the topic at hand is potentially volatile. 5. When should value judgements be used in social studies? Avoid if at all possible unless the train is about to de-rail. If you are seconds from diseaster then it is your obligation to right the ship and become the Cold Historian. 6. What are the elements of an Iceberg model? The visable, what is above the surface. Determines the basics of the topic discussed. Essentially the who and the what. The next level, just below the water, is the relating and more critical thinking associated with evaluating a given topic. This will help you determine the where, the when and the how. Further below the surface, where visibility is limited, deep into the depths is where the whys are delved into. These are the 3 essential elements of the Iceberg. 7. What are the elements of POV? Points of View. . . evryone has them. All analysis of history is inherently biased. Therefore, create a classroom culture that recognizes, respects and promotes differing POV. 8. What are the six plus one traits? Ostensibly, it is a ruburic that serves as an fair foundation by which you evaluate a student's writing. 9. What are the elements of SOCACA? Supportable, Opinionated, Clear, Analytical, Comprehensive, Arguable 10. What are 2 techniques to use in teaching the essay? Thesis statement, thesis statement, thesis statement. Teach proper research methods to help identify credible sources for the student's work.

Describe the perfect teacher. Role etc.

My, oh my. . . the perfect teacher?? That is a loaded question. A perfect teacher would seek every opportunity to maximize the individual students educational potential. Moreover, a teacher should always be perfecting his craft. What worked yesterday, may not work tomorrow. Be a chameleon. If you always do what you have always done, then you will always get what you already got. The teacher must not be delusional, but rather, the teacher must be self aware.

1. [] a. Describe what took place in China in recent days. A boiling over of ethnic tension throughout the Chinese province of Xinjiang. The clash of cultures/civilizations is occuring between the ethnic majority Han Chinese and the ethnic minority Uighur. To date Government forces have killed 156 and have arrested 1434 to purportedly reduce the violence and bring the rioters under control It amazes me that in the entire article there was no specific mention of Islam or Muslims. Interesting. Poor reporting. b. What steps has China taken in the technology fields to curb violence? Government controlled media. Twitter and other media/tech sources have been shut down. c. How does the violence today compare to Tibetian violence in the past? The violence has not reached the Tibetian level.

2. [] Why is the global econmic crisis affecting the political landscape? Why has there been a rise in Nationalism? Why has there been an influx of Islamic immigrants into western Europe? 3. [] Where is Iran and how does Iran fit into the Geo/Political Landscape? Why was there a revolution in Iran in 1979? Many Iranians now live in the U.S. Why?

4.[]

5. []

Material worthy of Showcasing. . . methods/mediums of delivery. . . 1. A theatrical/Play performance: Writers, choreographers, stage hands, artists, engaing all students to use individual skill sets to collaborate on a "Team" project. 2. Art: depecting poverty, hunger, heart

Universal Declaration of Human Rights: To highlight the impact of the 30 Articles of the Universal Declaration of Human Rights the students will prepare a photo or artwork of their choice to depict a representation of each of the 30 Articles. Each picture and piece of artwork will be photographed. This wil be presented in a video format. The video is required to have an introduction, music representative

Comment on the following: 1. Teachers must not be the disseminators of information, despite their expertise. What are the dangers of always being the expert? The danger of the teacher being the expert is. . . were are not the experts. To put for the facade and get busted on it, is a credibility killer. The goal of the teacher is to provide the opportunity for the class (teacher included) to collaborate in order to achieve an educational goal. It will create a sterile environment that does not foster an environment of learning and exploration. The student will ultmately suffer from your miscalculation. 2. Technology allows for independent learning, but must be benchmarked for viable assessment. How does technology allow students to express themselves differently? Technology offers various mediums through which students can communicate their level of learning and understanding. Video, picture, art, writing, music,

3. There is too much information out there for the social studies teacher. Weeding through resources is an essential skill of every teacher. What sources are absolute rubbish? Why? Double check your sources. Verify your work with a known reliable source. Just b/c it is on the internet, does not mean it is true. If it walks like a duck, quacks like a duck, it is probably a duck.

4. Students will perform for others, but not necessarily for you. How does a public display change a student product? It shifts the focus of the student's audience. Suddenly the product is not for the teacher, but for general consumption.

Dinner Party

-You have one long rectangular table with 24 chairs (11 on one side, 11 on the opposite side, 1 chair at the end, and 1 chair at the other end.) -You have a prearranged guest list of 20 guests which include the following:

1 Muhammed Ali (of Egypt) 2 Augustus Caesar 3 Han Wudi 4 John Calvin 5 Akbar the Great 6 Jesus the Christ 7 Sidhartha Gautama 8 Adolf Hitler 9 V.I. Lenin 10 Boudicca 11. Elizabeth I 12 Homer 13 Faxian 14 Zheng He 15 Urban II 16 Jabir Ibn Haiyan 17 Ghengis Khan 18 Suleyman the Magnificent 19 Alexander the Great 20 Mahatma Ghandi

You must invite 4 additional guests from history

21 22 23 24

- You must explain the reason for your decisions. none //Optional:// a note about this edit for the page history log

Discipline:

How do you exercise discipline in your daily lives?

Does discipline play a role in the classroom?

What is your idea of a disciplined student? Class?

Does discipline invoke images of being a behaviorist or an educationalist?


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