Goals & Objectives
Goal –
Students understand the extreme responsibilities and powerful role of a president.
Students will understand the significance of the Cuban Missile Crisis.
Students will learn to use primary sources to develop their own opinions and conclusions about a historical event.
Objective –
Students will be able to answer and justify their responses to 10 questions regarding the Cuban Missile Crisis by observing three primary source documents. (10 questions are listed on the Student Engagement section)
Students understand the extreme responsibilities and powerful role of a president.
Students will understand the significance of the Cuban Missile Crisis.
Students will learn to use primary sources to develop their own opinions and conclusions about a historical event.
Objective –
Students will be able to answer and justify their responses to 10 questions regarding the Cuban Missile Crisis by observing three primary source documents. (10 questions are listed on the Student Engagement section)
- From observing the summary of Executive committee meeting, students will be able to identify different options available for President Kennedy to resolve the Cuban Missile Crisis, and choose the best possible option and explain why.
- Students will be able to identify the tone and the main themes of his message from observing the President’s Address to the Nation.
- Students will be able identify Soviet interest in providing Nuclear warheads to Cubans by observing message from Nikkita Khrushchev to John Kennedy
California State Content Standard
11.9.3 Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
The Bay of Pigs invasion and the Cuban Missile Crisis
The Bay of Pigs invasion and the Cuban Missile Crisis
Lesson Introduction
I will begin this lesson with a brief discussion on different roles of the U.S. president (in hopes that it will help students gage their prior knowledge of the role of the presidents).
The roles I will be particularly interested in would be:
Chief of State - This role requires a president to be an inspiring example for the American people, a shining example of the people of the nation; a symbol of the nation.
Chief Executive – Head of the government workers in the Executive Branch, deciding how the laws of the United States are to be enforced
Commander-In-Chief – The president is in charge of the U.S. armed forces: the Army, Navy, Air Force, and Marines.
Chief Diplomat - With the help of advisers, the president makes the foreign policy of the United States
I will list these roles and their descriptions on the white board for the students to see.
The roles I will be particularly interested in would be:
Chief of State - This role requires a president to be an inspiring example for the American people, a shining example of the people of the nation; a symbol of the nation.
Chief Executive – Head of the government workers in the Executive Branch, deciding how the laws of the United States are to be enforced
Commander-In-Chief – The president is in charge of the U.S. armed forces: the Army, Navy, Air Force, and Marines.
Chief Diplomat - With the help of advisers, the president makes the foreign policy of the United States
I will list these roles and their descriptions on the white board for the students to see.
Vocabulary
Blockade
Quarantine
Strategic
Primary Source
Quarantine
Strategic
Primary Source
Content Delivery
I will lecture briefly about the Cuban Missile Crisis. However, in the middle of the lecture I will allow students to work together as a group to observe three primary source documents. As groups they will complete the questions for each document. Then I will go over the answers during a class discussion and complete the lecture.
Student Engagement & Critical Thinking
I will ask students to form groups of four or five. I will tell the students that as groups they will put themselves in the shoes of President Kennedy. I will provide them with primary source documents and students will be able to observe them and decide if the president successfully carried out different roles as a president. In addition I will ask students to answer few questions for each of the primary source documents.
(I will make sure to print each of the documents from the links below available for each group in a class for this lesson. In addition I will highlight all the important parts from each document to help English learners and struggling readers to focus on certain parts of the documents)
(I will make sure to print each of the documents from the links below available for each group in a class for this lesson. In addition I will highlight all the important parts from each document to help English learners and struggling readers to focus on certain parts of the documents)
1st Document:
Summary of Executive Committee meeting October 18,1962 Theodore Sorensen summarized an October 18, 1962, meeting with President Kennedy and his national security advisors. His notes outline options for removing the missiles from Cuba. Eventually, the President imposed a naval blockade on the island. |
Questions for Document 1:
1) As a group observe the Executive Committee document and list the possible options that were available for the president to choose for his action regarding the Cuban Missile Crisis.
2) As a group come to consensus on which position seemed the most logical. Use the document to justify your response.
3) Observing the document would you say that the president’s decision of going with the Blockade plan met up to his role as a chief executive and commander and chief? (explain your answers)
1) As a group observe the Executive Committee document and list the possible options that were available for the president to choose for his action regarding the Cuban Missile Crisis.
2) As a group come to consensus on which position seemed the most logical. Use the document to justify your response.
3) Observing the document would you say that the president’s decision of going with the Blockade plan met up to his role as a chief executive and commander and chief? (explain your answers)
2nd Document:
Address of the President to the Nation October 22, 1962 President John F. Kennedy’s address to the nation on the buildup of Soviet nuclear weapons in Cuba and the establishment of a United States blockade of Cuba. |
Questions for Document 2:
4) What is the tone of President Kennedy’s message? And why? (think of who he is addressing to and why he would choose this kind of tone to address them)
5) What is the main message of the President?
6) As a group come to a consensus about whether or not this was a successful message from the president to the public. And justify your answer.
7) The role of a president as a Chief of State is to be a symbol of American (and Americans). Observing this document how did President Kennedy represent his country and his people?
4) What is the tone of President Kennedy’s message? And why? (think of who he is addressing to and why he would choose this kind of tone to address them)
5) What is the main message of the President?
6) As a group come to a consensus about whether or not this was a successful message from the president to the public. And justify your answer.
7) The role of a president as a Chief of State is to be a symbol of American (and Americans). Observing this document how did President Kennedy represent his country and his people?
3rd Document:
Text of Khrushchev Message to Kennedy 10/27/1962 Translation of message from Khrushchev to Kennedy concerning proposal put forth by U Thant to resolve Cuban Missile Crisis. |
Questions for Document 3
8) According to Nikita Khruschev what is the purpose behind stationing the Missiles in Cuba?
9) What is it that Khrushchev want from Kennedy?
10) From observing this do you believe that Kennedy handled the crisis correctly? Please explain your answers (There are no right or wrong answers, if you can justify your answers it will be meet my satisfaction).
8) According to Nikita Khruschev what is the purpose behind stationing the Missiles in Cuba?
9) What is it that Khrushchev want from Kennedy?
10) From observing this do you believe that Kennedy handled the crisis correctly? Please explain your answers (There are no right or wrong answers, if you can justify your answers it will be meet my satisfaction).
primary_source_documents_questions.docx | |
File Size: | 15 kb |
File Type: | docx |
Demonstrated Learning
Students will be able to answer each of the questions (all 10 questions listed above). I will ask one student to write all their answers – a designated note taker. After I have given them 30 (or 40 at max) minutes to complete the work I will have each group answer these questions as a class discussion. Then I will collect each groups work to be graded.
Lesson Closure
For my conclusion of the lesson I will complete my lecture, explain how the Crisis was resolved. I will also tell the students that as a President of the United States he or she has many roles to fulfill. It is difficult to fulfill them all successfully.
Accomodations
Definition of the vocabulary words are on the power point
High lighted parts on the Primary Source Documents
Images in the Power point
High lighted parts on the Primary Source Documents
Images in the Power point