Florida and the Spanish-American War of 1898

Structured Academic Debate on African-American Participation in the War
9th-12th Grade Lesson Plan

Overview

When war between the United States and Spain became imminent in 1898, the African-American community was somewhat divided over how to respond. If war were declared, African-Americans would be called upon to participate in the fight. Some community leaders believed this was a good opportunity for African-Americans to demonstrate their loyalty to the United States and their worthiness of equality. Others argued that African-Americans had no business fighting for a government that had failed to protect their rights as citizens.

In this activity, students examine examples of newspaper editorials arguing both sides of this debate along with documents describing Floridian attitudes toward black soldiers. Using this evidence, students will explore ideas about the meaning of black participation in the Spanish-American War.

Objectives

Students will:

• Analyze primary source documents.
• Use the primary source documents to articulate the historic arguments for and against African-American involvement in the Spanish-American War.
• Synthesize the information to reach consensus or identify a way to resolve the disagreements.

Grade

9-12

Next Generation Sunshine State Standards

• SS.912.A.2.5: Assess how Jim Crow Laws influenced life for African-Americans and other racial/ethnic minority groups.
• SS.912.A.4.3: Examine causes, course, and consequences of the Spanish-American War.
  Examples may include, but are not limited to, Cuba as a protectorate, Yellow Journalism, sinking of the Maine, the Philippines, Commodore Dewey, the Rough Riders, acquisition of territories, the Treaty of Paris.
• SS.912.A.4.11: Examine key events and peoples in Florida history as they relate to United States history.
  Examples may include, but are not limited to, the Spanish-American War, Ybor City, José Martí.

Florida Standards

• LAFS.910.RI.2.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
• LAFS.910.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
• LAFS.910.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
• LAFS.910.RH.3.9: Compare and contrast treatments of the same topic in several primary and secondary sources.

• LAFS.1112.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• LAFS.1112.RH.1.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• LAFS.1112.RH.2.6: Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence.

Materials Needed

1. Student worksheet
2. Documents

Procedure

Part I: Form Small Debate Groups

1. Divide student into groups of four (or six, depending on your preference and the size of the class). Within each group, half of the students will defend one side of this issue (advocating African-American participation in the war effort), and the other half will defend the other side (opposing African-American participation). Drawing numbers or slips of paper may speed up the process of dividing the students into groups and subgroups.

2. Distribute copies of the documents to each group.

3. Distribute copies of the student sheet, which contains instructions for the activity.

Part II: Subgroups Argue Their Case

1. In their subgroups, students will study the documents and construct a defense for their assigned viewpoint.

2. Both subgroups will argue their cases, drawing on as much documentation as possible to support their positions.

3. As each subgroup makes its case, the students on the opposing side should take notes and ask questions to clarify points they do not understand.

4. Once both sides have presented their cases, students briefly summarize their understanding of their opponents’ viewpoint, giving them the opportunity to clarify any misunderstandings.

Part III: Small Groups Analyze the Debate and Synthesize the Information

1. Students from both sides discuss their opposing viewpoints, identifying at least two or three points of agreement and disagreement.

2. Students should try to reach consensus on at least a few points or identify a way to resolve their disagreements.

Part IV: Wrap-Up

After these debates are complete, you may choose for the class to debrief as a whole, or you may direct students to write a brief written summary of the debate as it unfolded in their respective groups.