The rivalry between William Randolph Hearst's New York Journal and Joseph Pulitzer's World in the 1890s is one of the most memorable parts of the story of 1898. Traxel's narrative shows how competition for readers pushed papers toward dramatic headlines and stories about Cuba. For teachers, this episode connects history to media literacy in a way students find relevant. Essays on the topic can assess both historical understanding and critical reading skills.

A good prompt asks students to evaluate the press's role rather than simply describe it. Did sensational coverage cause the war, or did it reflect opinions already forming? Students can use headlines, cartoons, and the book's narrative to build an argument. Prompts like this require them to weigh evidence and avoid the easy conclusion that newspapers alone were responsible.

Grading these essays is complicated by the popular myth that Hearst single-handedly started the war. Many students arrive with this belief and write essays that repeat it. A rubric that rewards nuance, such as noting the role of political leaders, public sympathy for Cuba, and the Maine incident, helps move students beyond the myth. Teachers can use the assignment as a chance to teach how historians test popular stories.

Rubric Criteria That Capture Media Literacy

A media literacy rubric should include criteria for evaluating sources, recognizing bias, and distinguishing fact from interpretation. Students might analyze a headline and explain how word choice shapes a reader's reaction. They should also identify the economic motives of the publisher, since selling papers was part of the story. Scoring these skills separately from the historical argument lets teachers provide more specific feedback.

• Identifies techniques such as loaded language, dramatic imagery, and selective detail
• Explains how the publishers' business interests shaped coverage
• Distinguishes between influence on opinion and direct cause of policy
• Tests the popular myth against evidence from the period
• Connects the 1898 example to one modern media situation with a clear explanation

Handling Modern Comparisons

Many students will want to connect 1898 to current news and social media. These comparisons can be insightful, but they can also become shallow or politically charged. Setting clear expectations, such as requiring that comparisons focus on media techniques rather than partisan judgments, keeps the assignment on track. A rubric line on the quality of the analogy rewards careful thinking.

Teachers should also be ready for students to draw conclusions the teacher does not share. As with any contested topic, the safest policy is to grade the reasoning and evidence, not the conclusion. Sharing this principle in advance builds trust and encourages honest writing. It also models the kind of fair-minded evaluation students should practice in their own analysis.

Feedback That Builds Critical Reading

Effective comments on media literacy essays push students to look closely at language. For instance, asking which specific words in a headline create an emotional response invites close reading. Feedback might also ask how a reader at the time could have checked the story. These questions help students develop habits they can use whenever they encounter news.

Since many essays will make similar points, a comment bank can speed up grading. Common comments might address the need to distinguish correlation from causation or to support claims about public opinion with evidence. Using AI tools to apply the rubric and draft initial feedback can make this process more efficient. Teachers can then spend their time on the most thoughtful comments for each student.

Extending the Unit

A follow-up activity might ask students to rewrite a sensational headline from 1898 in a neutral tone, then explain what changed. This exercise reinforces how language shapes perception. The explanation can be graded using the same media literacy criteria. It is short, creative, and revealing of how well students understand the techniques.

Pairing the history unit with a media literacy lesson gives students practice in a skill that will matter for the rest of their lives. They leave with a better understanding of 1898 and a sharper eye for how information is presented. Essays on the topic can show whether that learning has taken hold. Careful grading helps teachers see and support it.