Alabama Social Studies SS24.US2.1a

Social Studies11th GradeRise to World Power

The Standard

SS24.US2.1
Summarize conflicting viewpoints over the United States’ role in the world from the Spanish-American War to its entry into World War I.
Explain how yellow journalism, jingoistic sentiments, and economic interests led to American entry into war with Spain.

2024 Alabama Course of Study: Social Studies

Teacher's field guide

What This Standard Means

What Students Need to Do

Students explain how sensational newspaper reports stirred anger toward Spain. They connect calls for war and U.S. business interests in Cuba to growing support for war.

What Mastery Looks Like

A student spots loaded language in an 1898 headline and explains its effect. They link warlike patriotism to public pressure and use Cuba trade data to explain business interests.

Common Misconceptions

Students may think Spain was proven to have sunk the USS Maine. They may treat exaggerated headlines as facts or assume all Americans supported war for the same reason.

How to Assess It

Exit ticket: Show students a headline blaming Spain for the Maine and this fact: U.S. investors owned sugar plantations in Cuba. Ask them to explain how the headline, warlike patriotism, and investments each added pressure for war.

Lesson moves

Ways to Teach It

  1. Give pairs 1898 headlines, patriotic slogans, and Cuba trade figures on cards; have them sort the cards and draw arrows to war.

  2. Ask students to write: Would Americans have supported war as strongly without sensational headlines? Use one headline and one economic fact.

  3. Play Evidence Match: teams match claims about war support to a sensational headline, a patriotic slogan, or a Cuba trade figure.

  4. Bring two recent headlines about one international conflict; have students circle loaded words and compare their tone with an 1898 war headline.

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