Yellow Journalism Lesson

Summary:
For this activity, students will learn about the creation and use of yellow
journalism in the newspapers in the progressive Era. They will use examples of yellow
journalism headlines and political cartoons from the era, in contrast to less
sensationalized headlines of day to determine authors P.O.V. and purpose.

Objectives:
1. Students will extend their abilities to read for a variety of purposes including
gathering and connecting textual information and ideas to their historical context
and authors point of view.
2. Students will analyze, through discussion, the point of view in examples of yellow
journalism to determine the news and true purpose of the author.
3. Students will orally identify the difference between examples of yellow
journalism and other headlines.
4. Students will increase their knowledge about the start of yellow journalism and
the effects it had on the P.O.V. of society at the time.

Standards:
CCSS:
RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
RL.8.4. Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
RL.8.6. Analyze how differences in the points of view of the characters and the audience
or reader (e.g., created through the use of dramatic irony) create such effects as suspense
or humor.
RI.8.1. Cite the textual evidence that most strongly supports an analysis of what the text
says explicitly as well as inferences drawn from the text.
RI.8.4. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
RI.8.6. Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word
choices on meaning and tone, including analogies or allusions to other texts.
RI.8.9. Analyze a case in which two or more texts provide conflicting information on the
same topic and identify where the texts disagree on matters of fact or interpretation.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
RH.6-8.6. Identify aspects of a text that reveal an authors point of view or purpose (e.g.,
loaded language, inclusion or avoidance of particular facts).

Assessment:
The students will have to identify examples of yellow journalism headlines/articles that
are placed among other headlines and articles that are not written in the style of yellow
journalism. The students will also have to turn in one ticket on their way out the door,
listing the thing that they thought was most the important or relevant to remember about
yellow journalism in the progressive era.