Truth vs Type Slides Truth vs Type
Yellow Journalism & The Spanish-American War
History Grade 7-8
Headline Hype
Clickbait Headlines
"You won't BELIEVE what this celebrity ate for lunch - Number 4 will SHOCK you!"
"Scientists are SCARED: The moon is doing something TERRIFYING!"
Factual Headlines
"Local actor dines at downtown cafe while visiting family."
"NASA study observes natural cooling and contraction of the lunar surface."
Which one gets more clicks? Which one is more truthful?
Yellow Journalism
A sensational style of reporting that uses eye-catching headlines to drive sales and shape public opinion.
"If it bleeds, it leads."
Eyewitness: 1898
Watch: 0:00 - 3:11
Embedded media
Look for: How do people react to the newsstand headlines?
Listen for: What happened to the USS Maine? Was there proof?
The Sinking of the USS Maine
The Factual Report
"An explosion occurred in the forward magazine of the USS Maine. Investigations suggest an internal accident, though external causes have not been ruled out. 266 sailors lost."
Yellow Journalism Headline
"SPAIN ATTACKS! USS MAINE BLOWN UP BY TREACHEROUS ENEMY MINE!"
Why did this work?
1 Played on national pride and fear
2 Created a clear villain (Spain)
3 Easier to believe than "It was an accident"
Your Turn: Headline Havoc
Read
The factual events on your worksheet.
Write
One factual headline and one sensational headline.
Design
Sketch a sensational front page "Yellow Page."
The Big Questions
Q1.
The video mentioned there was no evidence Spain sunk the USS Maine. Why didn't that matter to the public?
Q2.
Do people today still prefer sensational stories over boring facts? Why?
Q3.
How can a country make fair decisions if the information they get is biased?
Exit Ticket
Why is Yellow Journalism dangerous in a democracy?
Write one clear sentence on your worksheet before you leave.
Truth vs Type Worksheet Volume I • No. 1898
January 19, 2026
The Daily Scandal
Name: __________________________ Date: ________________
"All the news that fits the narrative"
Warm-up: Headline Hype
Compare the "Clickbait" vs. "Factual" headlines on the screen. Why do you think the clickbait ones are more successful at getting people's attention?
Video Dispatch: 0:00 - 3:11
Observation 1
Describe the headlines shown at the New York newsstand. What words did they use to grab people's attention?
Observation 2
How did the newspapers report the sinking of the USS Maine before they had any evidence?
Activity: Rewriting History
Report #1: The Maine
"On February 15, 1898, the USS Maine exploded in Havana Harbor, killing 266 crew members. While investigators found that the explosion likely occurred in the ammunition storage area, the exact cause—whether internal accident or external mine—remains unproven."
Factual Headline
Yellow Journalism Headline
Report #2: Reconcentration
"Spanish General Valeriano Weyler implemented a policy to move Cuban civilians into fortified towns to isolate rebel forces. Due to overcrowding and a lack of sanitation, thousands of civilians have died from diseases like yellow fever and starvation."
Factual Headline
Yellow Journalism Headline
The "Yellow Page" Sketch
In the box below, design a sensationalized front page for one of the reports above. Include a large dramatic headline, a rough sketch of a "shocking" image, and eye-catching sub-headers.
Exit Ticket
In one sentence, explain why Yellow Journalism is dangerous in a democracy:
Truth vs Type Teacher Guide Teacher Guide: Truth vs Type
Topic: Yellow Journalism & The Spanish-American War
Grades 7-8
Duration: 50-60 mins
Goal: Media Literacy & Historiography
Assessment: Worksheet & Exit Ticket
Pacing Guide
0-5m
Warm-up: Clickbait Discussion
Students compare modern "clickbait" to factual news. Focus on the emotional triggers (fear, shock, FOMO).
5-15m
Video Viewing (0:00-3:11)
Analyze the newsstand scene. Ask: "How did the visual layout of these papers make people feel?"
15-35m
Activity: Headline Havoc
Students rewrite factual paragraphs into sensationalist headlines. Circulate to ensure they are using "emotive" language (e.g., "treachery," "horror," "blood").
35-50m
Class Discussion & Exit Ticket
Debrief the activity and discuss the long-term dangers of media bias in a self-governing society.
Activity Key & Exemplars
Scenario 1: The USS Maine
Factual Exemplar
"U.S. Battleship Explodes in Havana; Cause Under Investigation."
Yellow Journalism Exemplar
"DESTRUCTION BY SPANISH TREACHERY! HUNDREDS MURDERED IN COLD BLOOD!"
Scenario 2: Reconcentration Policy
Factual Exemplar
"Spanish Relocation Policy Leads to Civilian Deaths in Cuba."
Yellow Journalism Exemplar
"DEATH CAMPS! CUBAN BABIES STARVED BY CRUEL SPANISH BUTCHER!"
Discussion Facilitation
Prompt 1: Why did the lack of evidence matter so little?
Discussion Point: People often "feel" their way through news before they "think" through it. The imagery of dead sailors was more powerful than the technical details of a gas leak investigation.
Prompt 2: The Role of Incentives.
Discussion Point: Hearst and Pulitzer were in a business battle. They weren't just reporting history; they were selling paper. Ask students if social media "likes" are the modern version of newspaper sales.
What to look for in Exit Tickets
Strong student responses should mention:
Democracies rely on well-informed citizens to make decisions.
Biased news can lead to unnecessary wars or conflicts.
Yellow Journalism manipulates emotions rather than providing facts.