NY Social Studies 8.3b
The Standard
The Spanish-American War contributed to the rise of the United States as an imperial power.
New York State K–12 Social Studies Framework
Key Idea 8.3
EXPANSION AND IMPERIALISM: Beginning in the second half of the 19th century, economic, political, and cultural factors contributed to a push for westward expansion and more aggressive United States foreign policy.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students analyze yellow journalism about the USS Maine, separating evidence from emotional or unsupported claims. They explain how public pressure helped drive entry into war. They connect victory and territorial gains to a more interventionist foreign policy.
What Mastery Looks Like
- Students compare sources and cite details showing how newspapers shaped public opinion. They explain how the Treaty of Paris and control of overseas territories expanded United States military, political, and economic reach.
Common Misconceptions
- Students may assume Spain sank the USS Maine, although the cause was not proven. They may think the United States annexed Cuba or that people in acquired territories welcomed American rule. Some treat imperialism as identical to westward settlement.
How to Assess It
- Exit ticket: Read the headline, “Destruction of the War Ship Maine Was the Work of an Enemy.” Identify one loaded phrase, one needed piece of evidence, and one result of the war.
Lesson moves
Ways to Teach It
Give pairs printed yellow journalism headlines and evidence cards, then have them sort each claim as supported, unsupported, or uncertain.
Students respond to the prompt, Newspapers caused the war more than other factors, using two source details and one counterclaim.
Run a cause-and-consequence card match linking the Maine, public pressure, war decisions, the Treaty of Paris, and new United States possessions.
Compare a Maine headline with a current breaking-news post, then list three verification questions readers should ask before sharing either claim.
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