National History Day | NHD - Source: Strategies to use... · Web view_ The first religious missionaries to arrive in China were the Roman Catholics in the 1400s. 10. ____

You have been given the front page of a newspaper.

Sample 1a is from The San Francisco Call, San Francisco, California, March 26, 1898http://chroniclingamerica.loc.gov/lccn/sn85066387/1898-03-26/ed-1/seq-1/Sample 1b is from The Herald, Los Angeles, California, August 4, 1898.http://chroniclingamerica.loc.gov/lccn/sn85042461/1898-08-04/ed-1/seq-1/

Using the front page that has been provided to you (1a or 1b), analyze and discuss the following:

Break down the newspaper. Highlight interesting phrases. Circle key words that you may (or may not) understand. Comment on the text.

How is this newspaper using visual elements to

grab the reader’s attention?

How is this paper attracting readers on this particular day?

Connect this day in history to three previous events in world history and explain

the connections.

How is this newspaper using textual elements to grab the

reader’s attention?

How does this newspaper demonstrate its opinions about

what is happening?

Connect this day in history to three future events in world history

and explain the connections.

Strategy 1: Analyze a Front Page

http://chroniclingamerica.loc.gov/lccn/sn85042461/1898-08-04/ed-1/seq-1/


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Activity Options: Label as many objects as you can in the cartoon. Look for factual information, symbols, and

clues. List three questions that you have about the cartoon. How does this cartoon connect to what we have already learned about imperialism? What is the opinion of the cartoonist? Support with evidence from the cartoon.

Source: Austin's Hawaiian Weekly, July 22, 1899http://chroniclingamerica.loc.gov/lccn/sn85047152/1899-07-22/ed-1/seq-7/

Strategy 2: Political Cartoon Bell Ringer


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Reading for Detail Challenge – Ask students to read the article, and then offer them a challenge of how many points they can earn. Scaffold the activity as it appropriate to the needs of your students. Some variations can include:

Allow students to preview the questions in advance (or not); Have students take notes on the article that they can use to help answer the questions; Allow students to use the article for part or all of the time to answer the questions; Create a question and answer period in which students can clarify their understanding before

jumping into the game; Double the point value for questions answered correctly without the use of the article, then let

students work with the article to receive more points;This challenge be conducted individually or in small cooperative groups.

Instructions: Based on what you read, answer as many questions as you can:Level 1. Value: 1 point for each correct answer. No partial credit on this section.

1. King Kalukaua ruled the Hawaiian Islands for ______ years.

2. Kalukaua was _______ years old when he took the throne of Hawaii.

3. Kalukaua died because he had ____ _ disease.

4. King Kalukaua visited England because ________________________________________________.

5. What was the Queen’s name in the article? Queen ________________

6. King Kalakaua was the king of _______________________________.

Level 2: Value: 2 points for each correct answer. Partial credit may be given.

7. Why was Hawaii important to countries such as the United States, China, Japan, and Australia?

8. Which country was most connected with Hawaii? Why are these two countries so closely linked at this time?

9. What was the cause of the reform movement and revolution in Hawaii in 1887?

Strategy 3: Reading for Detail Challenge

10. Who was primarily involved in the reform movement?


11. Why might some members of the royal family or administration be disliked by the general public? What is an example of this?

12. What were government funds largely used for by the royal Hawaiian family? How did this upset the people of Hawaii as well as Americans and investors?

13. What were the consequences of the King’s journey to the United States? Give three examples.

14. In what ways can you detect a bias in the newspaper article’s author? Use three examples from the text to support your point of view.

15. Do you think the author of this article would support the annexation of Hawaii? Give three pieces of textual evidence to support your point of view.

Source: “The Death of King Kalakhua,” The Sun, January 21, 1891 http://chroniclingamerica.loc.gov/lccn/sn83030272/1891-01-21/ed-1/seq-1/


ANSWER KEY

Level 1. Value: 1 point for each correct answer. No partial credit on this section.

1. King Kalukaua ruled the Hawaiian Islands for ___17___ years.

2. Kalukaua was ___38____ years old when he took the throne of Hawaii.

3. Kalukaua died because he had ____Bright’s_ disease.

4. King Kalukaua visited England because _______ he was attempting to get better because of his failing health.

5. What was the Queen’s name in the article? Queen __________Kapiolani

6. King Kalakaua was the king of __________the Hawaiian Islands OR Hawaii


7. Why was Hawaii important to countries such as the United States, China, Japan, and Australia? Hawaii is the only North Pacific stopping point between America, Australia, China, Japan, and

Australia Hawaii serves as great commercial importance because of its fertile lands with tropical fruits,

and banana, rice, and sugar exportations.

8. Which country was most connected with Hawaii? Why are these two countries so closely linked at this time?

Hawaii is most associated with the United States. Connections include:

o commercial ties and tradeo “interests of capitalists” o United States’ investment in Hawaii after King Kalakaua’s trip to the United Stateso Specific interest in banana, sugar, and rice trade.

9. What was the cause of the reform movement and revolution in Hawaii in 1887? Misappropriating funds. White capitalists wanted control over public spending (that would benefit them)

10. Who was primarily involved in the reform movement?

“American capitalists and other white residents” interested in fixing the monetary and corruption issues that plagued Hawaiian royalty.


11. Why might some members of the royal family or administration be disliked by the general public? What is an example of this?

excessive use of funds for fancy events and extravagant things for the royal family many native Hawaiians and Hawaiian immigrants felt that the Hawaiian government and royal

family was incapable of ruling, and wasted government funds (example: when Kalakaua was found to have gambled away almost a quarter million dollars during his time in office as the clerk in the Land Commission Board. )

use of gold for “useless and immoral objects” wasting money not accounting for money that was spent

12. What were government funds largely used for by the royal Hawaiian family? How did this upset the people of Hawaii as well as Americans and investors?

parties, obtaining gold, lavish items, material goods, etc. upset the people of Hawaii as well as others because they were seen as not only encouraging

Hawaiians to act “barbaric” by “reverting back” to old customs, but also because they were not investing money in the sugar, rice, or fruit business that many people depended on.

13. What were the consequences of the King’s journey to the United States? Give three examples. “Enlarged the King’s ideas” “Developed his ambition for power” “Sharpened his taste for regal display and military parade” Extravagant coronation ceremony after his return dismissal of missionary advisers “reverted to barbaric customs, revive pagan rites and dances, and lets his native subjects relapse

into their old habits of vice and sloth”

14. In what ways can you detect a bias in the newspaper article’s author? Use three examples from the text to support your point of view.

Answers will vary, but must include textual evidence for credit.

15. Do you think the author of this article would support the annexation of Hawaii? Give three pieces of textual evidence to support your point of view.

Answers will vary, but must include textual evidence for credit.

For this simulation, individual students (or groups of students) will be given one of eight roles. The date is Sunday, April 16, 1899. The basis of the simulation is the article “What Shall We Do with Cuba?” Students will be asked to read their primary source and answer the questions below:

Role 1: T. Estrada Palma, President of the Cuban Junta

Source: “What Shall We do with Cuba?” The San Francisco Call, April 16, 1899http://chroniclingamerica.loc.gov/lccn/sn85066387/1899-04-16/ed-1/seq-18/

Strategy 4: Setup for a Simulation

Establish your Point of View:

What is the alleged purpose of continuing the military occupation of Cuba until the Cubans in despair ask for annexation?

Is annexation desired by the American people? The Cuban people?

Should Cubans be permitted to enjoy recognized independence before the question of annexation is agitated?

When and how should Cuba be evacuated?




Role 2: Ex-Governor G. H. Grosvenor, Ohio, speaking for Congress











Role 3: Edward Atkinson, Boston, speaking for the Anti-Imperialists











Role 4: General M. G. Butler, Cuban Evacuation Committee

Source: “What Shall We do with Cuba?,” The San Francisco Call, April 16, 1899http://chroniclingamerica.loc.gov/lccn/sn85066387/1899-04-16/ed-1/seq-18/









Role 5: Booker T. Washington, speaking for the Southern Negro











Role 6: Bishop Potter, speaking for the Clergy










Role 7: William E. Chandler, speaking for Congress

Source: “What Shall We do with Cuba?” The San Francisco Call, April 16, 1899.http://chroniclingamerica.loc.gov/lccn/sn85066387/1899-04-16/ed-1/seq-18/










Role 8: Henry Clews, speaking for Wall Street










Points of View ChartT. Estrada Palma

Ex-Governor of Ohio, C.H. Grosvenor

Edward Atkinson General M. C. Butler


He has every faith that the U.S. gov’t will uphold their pledge for Cuban independence

They will carry out their pledge to establish a stable Cuban gov’t in stages: first military gov’t, then mixed gov’t (military/civil), lastly a gov’t Congress can direct

By signing the treaty Cuba became a free and independent state and the U.S. has no right to continue to stay there

The troops are there with consent from the Cubans to help them preserve public order and form a stable and durable government


The Cuban people should not and would not consider annexation

Most intelligent Cubans want annexation, something he also favors, as it will be an enormous value to US and benefit the Cuban people

It’s not an open question since Cuba was free from the moment they signed the treaty

It is unclear whether Cubans or Americans want annexation, but given the chance Americans would want it (Cuba has $$). Cubans are divided into 3 classes: Large property owners (pro-annex), middle class, and laboring classes.


Cuban’s should be able to recognize their freedom

unknown Cuba is already free, it’s just a question of whether they can form a stable government

They’re allowed to have independence if they have a stable Republican government that means no harm to the US


Gradual evacuation of troops even before a stable gov’t is established

unknown The military could help to cleanse/police cities they have no authority to be there

Troops will simply withdraw when Cubans prove they can properly manage their own affairs

Other notes Calls for a Constitutional convention with delegates chosen by the Cuban people

The President is overstepping his role by continuing to keep forces there

Points of View ChartBooker T. Washington

Bishop Potter Henry Clewes William E. Chandler


unknown unknown Doesn’t put any stock in the rumors that America wants to prolong their stay militarily so Cuba will ask for annexation

It would be a “breach of our plighted faith and wicked” to militarily stay in Cuba and force annexation


unknown It would be hypocritical and dishonest to force them into annexation because of our promise, and our traditions

It’s best for investors if America upholds their promises, as long as a stable gov’t is in place, investors have nothing to fear

No sentiment has been given by either nation if they want annexation


Cubans should self-govern, even if they make mistakes and don’t live up to U.S. standards

We have to keep our promise to help Cuba establish their own form of gov’t - it’s irrelevant if we agree with it or not as long as they aren’t hostile to us

Annexation may come eventually, but Cuba should have a chance at free gov’t first

Cubans should be allowed to enjoy independence


We should offer protection, support, and encouragement, but that’s all

We should use our power to lift Cuba to its feet, teach it to stand alone, and then leave

Evacuation of troops will take place when a stable gov’t is in place, no sooner than that.

Cuba will soon be evacuated by the troops simply leaving

Other notes Cuba has already solved their race issues, it would be unfair to bring them into America and revive those issues for them

Prompts for Discussion and Further Exploration: There are two men who “Speak for Congress” within this article - split up and look at the

similarities and differences of the two. Who do you agree with more? Why?

The two men who are in Cuba also have differing views. Compare and contrast the President of Cuba Junte, T. Estrada Palma and General M.C. Butler of the Cuban Evacuation Committee.

Let’s get creative - Take a look at Booker T. Washington’s views on Cuban annexation and think about what a white southerner might say. Would it be the same or different?

How would an ordinary Cuban citizen respond? Write his or her response.

Imagine you are a citizen reading this newspaper. Write to your member of Congress and express your opinion on U.S. actions in Cuba.

Compare and contrast the opinion of an American farmer in Iowa versus an immigrant factory worker in New York City. How would they feel about the annexation of Cuba?

Newspapers do a great job to help students understand historical context. In this activity, students are given one page of a newspaper and asked some “buzz-worthy” questions to get them thinking.

“Helen Gould Closely Guarded”

Describe some of the ways Helen stays anonymous even in such a high profile place such as a World’s Fair.

Do you think that those tactics work in today’s world, especially considering the internet?

Do you think this amount of precautions would have been taken if Gould were a man?

“Papillions Becoming Happy” Take a look at the admission to the show. For 25 cents you saw a theater performance, and

enter the garden, cafes, and roof gardens! What can you get for 25 cents today?

How was the performance “sold” to readers?

“Patagonians Becoming Happy”

The article describes Sioux visitors being disgusted over something, what was it?

What was the women’s work that Old Yellow Hair saw the Pawnee men doing?

Do you think white Americans would have considered that women’s work in 1904? Do you think we consider that women’s work today?

Looking at the page as a whole: Take a look at what the articles are generally written about, are they hard hitting news stories?

How does this compare to what is published today?

What was your favorite story on the page?

What does this page tell us about life in 1904?

Source: The St. Louis Republic, May 10, 1904http://chroniclingamerica.loc.gov/lccn/sn84020274/1904-05-10/ed-1/seq-4/

Strategy 5: Generating Buzz


DISCUSSION QUESTIONS:1. Before even reading the advertisement, what is different, and what is the same from advertisements today?

2. What is the goal of this advertisement?

3. What are some of the ways they try to convince readers to come to Cuba?

4. There aren’t many images, but that makes them even more important. Why do you think they chose the few they did?

5. Who do you think paid for this advertisement, and why?

Synthesis activities: Consider the world in 1917 and why people might want to move at this time (consider both

push and pull factors). Have students choose another location and create an advertisement to entice immigrants to come.

If you made this advertisement for the US in 1917, what would it look like? Use this advertisement as a springboard to discuss other topics that caused challenges in the

U.S.-Cuba relations (Spanish-American War, Platt Amendment, Bay of Pigs, Cuban Missile Crisis, Embargo).

Strategy 6: Using an Advertisement as a Historical Document

ANSWER KEY1. Before even reading the advertisement, what is different, and what is the same from advertisements today?

Different: There are far more words on this page than any advertisement today. In today’s fast paced world marketers know they need to grab readers attention quickly with bright colors/photos and just the bare minimum of words, or else the person will just flip right past their advertisement and not look at the product.

Similar: The most important words are still at the top and in the largest font to grab readers attention.

2. What is the goal of this advertisement? To convince people to immigrate to Cuba, specifically Americans.

3. What are some of the ways they try to convince readers to come to Cuba? They compare Cuba to the US in terms of their ‘stable’ government, clean cities, sanitation, and

police departments. Plentiful fertile land for agricultural men They have the smallest death rate of any country in the world Extremely profitable via exports, which mostly go to the US They have the smallest number of people per square mile, therefore they have plenty of room

for people to come take advantage of all Cuban resources

4. There aren’t many images, but that makes them even more important. Why do you think they chose the few they did?

The pictures show industry, technology (railroads), agriculture, and products (tobacco and sugar) - they are proving that Cuba has everything you could possibly want or need.

5. Who do you think paid for this advertisement, and why? The Cuban government paid for the ad as a way to entice more American businessmen to invest

and move to Cuba so their economy could continue to grow.

Strategy 7: Create an Anticipatory Guide to Access Prior Knowledge

Before reading the article, answer the following questions as True or False. As you read the article, correct your mistakes and correct all false statements to make them true.

Source: Salt Lake City Tribune, June 3, 1906

1. ________ There are more British physicians than American physicians.

2. ________ There are more than 250 mission stations.

3. ________ For everyone one American missionary, there are 375,000 Chinese people.

4. ________ The Board of Foreign Missions of the Presbyterian Church in the United States only deals with organized churches.

5. ________ Tibet has the greatest number of mission stations.

6. ________ Methodist and Congregationalist missionaries are primarily popular in the providence of Chi-li.

7. ________ The American Bible Society is the most influential missionary organization in China.

8. ________ The first Protestant missionary in China was Young J. Allen.

9. ________ The first religious missionaries to arrive in China were the Roman Catholics in the 1400s.

10. ________ Monuments such as those erected by the Nestorians mark the history of the efforts of Christian missionaries in China.

Source: The Salt Lake Tribune, June 3, 1906.http://chroniclingamerica.loc.gov/lccn/sn83045396/1906-06-03/ed-1/seq-21/

ANSWER KEY:

1. ___ False _____ There are more British physicians than American physicians.

2. ___ True _____ There are more than 250 mission stations.

3. ___ True _____ For everyone one American missionary, there are 375,000 Chinese people.

4. ___ False _____ The Board of Foreign Missions of the Presbyterian Church in the United States only deals with organized churches.

5. ___ False _____ Tibet has the greatest number of mission stations.

6. ___ True _____ Methodist and Congregationalist missionaries are primarily popular in the providence of Chi-li.

7. ___ True _____ The American Bible Society is the most influential missionary organization in China.

8. ___ False _____ The first Protestant missionary in China was Young J. Allen.

9. ___ False _____ The first religious missionaries to arrive in China were the Roman Catholics in the 1400s.

10. ___ True _____ Monuments such as those erected by the Nestorians mark the history of the efforts of Christian missionaries in China.

Source: The Washington Times, March 1, 1917, http://chroniclingamerica.loc.gov/lccn/sn84026749/1917-03-01/ed-1/seq-1/

Strategy 8: Write the Article


6. Using this article, write as many comprehension questions as you can. Create three levels of Strategy 9: Write the Headline

6. Using this article, write as many comprehension questions as you can. Create three levels of

Strategy 10: Use Adertisements to Set Historical Context

Source: Arizona Republican, February 29, 1904http://chroniclingamerica.loc.gov/lccn/sn84020558/1904-02-29/ed-1/seq-1/


Documents

National History Day | NHD - Source: Strategies to use... · Web view_____ The first religious missionaries to arrive in China were the Roman Catholics in the 1400s. 10. ________

National History Day | NHD - Source: Strategies to use... · Web view_ The first religious missionaries to arrive in China were the Roman Catholics in the 1400s. 10. ____