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The Spanish-American War's Impact on Cuba and Puerto Rico Featuring Bad Bunny

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    New York evening journal. (New York, NY), Mar. 25 1898. https://www.loc.gov/item/sn86071545/1898-03-25/ed-6/.

    • Preview of Spanish American War_Printable Lesson.pdf - page 1
    • Preview of Gallery Walk - Newspaper Headlines .pdf - page 1
    • Preview of Handout - (Optional) El Apagon Reading.pdf
    • Preview of Handout - Bad Bunny and Puerto Rico in the 21st Century.pdf - page 1
    • Preview of Handout - Did the US Keep Its Promise (Teacher's Guide).pdf - page 1
    • Preview of Handout - Did the US Keep Its Promise.pdf - page 1
    • Preview of Handout - Investigation - What is a Reliable Source.pdf - page 1
    • Preview of Handout - Press Conference Packet (President McKinley).pdf - page 1
    • Preview of Handout - Press Conference Packet (The Press)_V2.pdf - page 1
    • Preview of Handout - Puerto Rico A US Territory.pdf
      Subject Social Studies — US History
      Grade Level Grades 9-12
      Resource Type Handout, Lesson Plan
      Standards Alignment
      Civic Life (C3) Framework for State Social Studies Standards, Common Core State Standards, State-specific
      License

      Attribution Non-commercial NoDerivative

      CC (BY-NC-ND)

      About This Lesson

      In this lesson, students will participate in a press conference scenario and examine newspaper headlines to identify why the Spanish-American War started. Students will then analyze amendments and Bad Bunny’s “El Apagón” music video to identify the impact of American imperialism after the Spanish-American War. Students will complete the lesson with an activity investigating the reliability of internet sources. 

      Resources

      Files

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      EdBrAIn uses AI to customize lesson resources for your students’ needs.

      Spanish American War_Printable Lesson.pdf

      Lesson Plan
      September 30, 2025
      423.95 KB
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      Gallery Walk - Newspaper Headlines .pdf

      Handout
      September 30, 2025
      23.67 MB
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      Handout - (Optional) El Apagon Reading.pdf

      Handout
      September 30, 2025
      77.13 KB
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      Handout - Bad Bunny and Puerto Rico in the 21st Century.pdf

      Handout
      September 30, 2025
      167.91 KB
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      Handout - Did the US Keep Its Promise (Teacher's Guide).pdf

      Handout
      September 30, 2025
      108.4 KB
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      EdBrAIn uses AI to customize lesson resources for your students’ needs.

      Handout - Did the US Keep Its Promise.pdf

      Handout
      September 30, 2025
      173.02 KB
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      EdBrAIn uses AI to customize lesson resources for your students’ needs.

      Handout - Investigation - What is a Reliable Source.pdf

      Handout
      September 30, 2025
      176.27 KB
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      Handout - Press Conference Packet (President McKinley).pdf

      Handout
      September 30, 2025
      163.18 KB
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      EdBrAIn uses AI to customize lesson resources for your students’ needs.

      Handout - Press Conference Packet (The Press)_V2.pdf

      Handout
      September 30, 2025
      166.42 KB
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      beta
      EdBrAIn uses AI to customize lesson resources for your students’ needs.

      Handout - Puerto Rico A US Territory.pdf

      Handout
      September 30, 2025
      86.71 KB
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      External resources
      Videos
      Bad Bunny - El Apagón - Aquí Vive Gente (Video Oficial) | Un Verano Sin Ti

      Standards

      Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
      Read More About D2.His.1.9-12
      Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
      Read More About D2.His.3.9-12
      Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.
      Read More About D2.His.16.9-12
      Analyze multiple and complex causes and effects of events in the past.
      Read More About D2.His.14.9-12
      Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.
      Read More About D2.His.4.9-12
      Distinguish between long-term causes and triggering events in developing a historical argument.
      Read More About D2.His.15.9-12
      Describe the Spanish-American War and U.S. expansion in the South Pacific.
      Read More About US.11.4.2
      Analyze the history, culture and government structure of at least two countries prior to American intervention (e.g., Hawaii, the Philippines, Puerto Rico).
      Read More About 3.US2.30
      Analyze the domestic debates and decisions regarding foreign intervention and the United States’ emergence as an imperial power (e.g., the Spanish-American War, Philippine-American War, intervention in Latin America, the annexation of Hawaii).
      Read More About 3.US2.31
      Analyze reasons for and efforts of different nations to maintain or regain economic and political freedoms following American intervention using primary sources from the perspective of native communities (e.g., Hawaiians, Filipinos).
      Read More About 3.US2.32
      Assess the modern political, social and economic impacts of American imperialism on different territories and governments (e.g., the Philippines, Marshall Islands, Puerto Rico, Guam, American Samoa).
      Read More About 3.US2.34
      the Spanish-American War (1898) and resulting changes in sovereignty for Cuba, Guam, Puerto Rico and the Philippines; the Philippine-American War (1899–1902)
      Read More About USI.T7.5.c
      The Platt Amendment describing the role of the United States in Cuba (1901) and the subsequent occupation of Cuba (1903, 1906–1909)
      Read More About USI.T7.5.f
      Evaluate the role of the media in shaping public opinions and debates about America's emergence as an imperial power (e.g., muckrakers, yellow journalism, propaganda).
      Read More About US.His.1.b
      Analyze how economic and cultural hegemony influenced American perspectives of imperialism at the end of the 19th century (e.g., Cuba, Puerto Rico, Spanish-American War, Annexation of Hawaii and Philippines, dispossession of Latino American lands in the American West).
      Read More About US.His.4.b
      Determine the role geography played in gaining access to raw materials and finding new global markets to promote trade.
      Read More About 6.1.12.EconGE.6.a
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
      Read More About CCSS.ELA-Literacy.RI.9-10.1
      Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
      Read More About CCSS.ELA-Literacy.RI.9-10.4
      Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
      Read More About CCSS.ELA-Literacy.RI.9-10.6
      Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
      Read More About CCSS.ELA-Literacy.RI.11-12.1
      Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
      Read More About CCSS.ELA-Literacy.RI.11-12.5
      Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
      Read More About CCSS.ELA-Literacy.RI.11-12.7
      Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      Read More About CCSS.ELA-Literacy.W.9-10.1
      Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
      Read More About CCSS.ELA-Literacy.W.9-10.2
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.9-10.4
      Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
      Read More About CCSS.ELA-Literacy.W.9-10.7
      Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
      Read More About CCSS.ELA-Literacy.W.11-12.1
      Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
      Read More About CCSS.ELA-Literacy.W.11-12.2
      Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
      Read More About CCSS.ELA-Literacy.W.11-12.4
      Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
      Read More About CCSS.ELA-Literacy.W.11-12.8
      Draw evidence from literary or informational texts to support analysis, reflection, and research.
      Read More About CCSS.ELA-Literacy.W.11-12.9
      Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
      Read More About CCSS.ELA-Literacy.SL.9-10.1
      Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
      Read More About CCSS.ELA-Literacy.SL.9-10.2
      Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
      Read More About CCSS.ELA-Literacy.SL.9-10.4
      Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
      Read More About CCSS.ELA-Literacy.SL.11-12.1
      Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
      Read More About CCSS.ELA-Literacy.SL.11-12.2
      Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
      Read More About CCSS.ELA-Literacy.SL.11-12.4

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