Lessons: Day 1
COLD WAR TOPIC: the Cuban Missile Crisis
The Crisis at Hand "SIMULATION": Soviet Nuclear Missiles 90 Miles from the United State!
[NOTE: To complete this topic, The Cuban Missile Crisis, it will take three 50 minute classes, which will be done while studying the Unit on the Cold War]
Teacher will utilize a projector to show the Cuban Missile Crisis web site (http://cubanmissilecrisis1962.weebly.com) on a screen in the classroom, or class will be held in school Multimedia Computer Room, or each student will have their own computer.
Objectives:
1. Have students develop critical thinking skills to evaluate the cause and effect of significant political, geographic, and military events and actions.
2. Teach students to examine and evaluate Primary Sources. Develop map reading and analysis skills utilizing the worksheets provided in the Material tab.
3. Teach students to examine and evaluate Primary Sources. Develop photo analysis skills utilizing worksheets provided in the Material tab.
4. Teach students to examine and evaluate Primary Sources. Audio or Motion Picture analysis skills utilizing worksheets provided in the Material tab.
5 Develop and practice listening skills, reading skills, and writing skills to fill-out the forms. Requires higher level thinking.
Instruction:
1. With the teacher’s prompting and guidance, students will analyze a fictitious Newspaper Headline and story about Amelia Island, Florida being purchased by Russia, and Russia building military bases with nuclear missile launching capabilities.
*(a copy of the fictitious NEWSPAPER can be found under the “Materials” tab, documents)
Is it a real-life, factual article? No!
Ask for students’ first impressions of this article and the situation that it portrays.
Why would an article like this be of any significance?
[Incorporates geography, and reading skills. Requires higher-level thinking.]
2. With the teacher’s prompting and guidance, students be asked if they are aware of anything that actually happened in history that was in a different location,
but of a similar situation?
Give the students some clues, if they don’t answer immediately with the Cuban Missile Crisis. Ask them what they know about this crisis. (K-W-L).
Tell the students we will use a method used by newspaper reporters: the Who, What, Where, When, Why method to analysis what we know.
Teacher or student (with good handwriting) write these words as columns on the class board (Who, What, Where, When, Why) ,
and write entries as students raise their hand with suggestions for each column.
Ask for students’ first impressions of this historic crisis situation.
[Incorporates geography, and listening skills. Requires higher level thinking.]
3. With the teacher’s prompting and guidance, students will analyze maps and photos for geographic and historical understanding.
See Cuban Missile Crisis web site, Lessons: Day 1, which has three maps to review, and many photos from which to select, as well as motion picture film clips.
(use the Map and Photo Analysis Worksheets provided on this web site)
Where were the bases and missiles?
Cuba
How far from US soil?
90 miles
What countries were the major players in this crisis?
the Soviet Union, Cuba, and the United States
Students in be divided into small groups and will interpret the maps and analyze the maps utilizing the Written Document Analysis Worksheet.
(Five or fewer small groups.)
Ask the group to work together to determine what the maps are trying to communicate and individually fill out the analysis sheets.
Walk around to each of the groups to make sure the students are on the right track.
Have a representative from each group talk briefly about his or her group’s map analysis.
[Incorporates geography, audio arts, listening skills, and reading and writing skills to fill-out the form. Requires higher level thinking.]
4. View the reconnaissance photos of Cuba.
Analyze the reconnaissance photos using the Photo Analysis Worksheet for each student to analyze these primary sources. Utilize the same groups. Ask the group to work together to determine what the photos are trying to communicate and to individually fill out the analysis sheets. Walk around to each of the groups to make sure the students are on the right track. Have a representative from each group talk briefly about his or her group’s photo analysis. Use a different representative
[Incorporates geography, listening skills, and reading and writing skills to fill-out the form. Requires higher level thinking.]
5. Have the students in the small groups return to their regular class seating and resume standard full class teaching.
Incorporating multiple perspectives teaching: Ask students from what perspective American’s viewed this action by Russia. Did the supporters of Cuba’s Fidel Castro or the Russian supporters of Nakita Krushchev have a different opinion? Which side do you think the US media took?
[Incorporates geography, visual arts, map reading skills, and reading and writing skills to fill-out the form. Requires higher level thinking.]
6. Listen to the Audio recording or video of President Kennedy addressing the nation. (17:37)
Selected portions of the recording may be listened to, if necessary, in the interest of time. (The video of this speech can be found on Day 2)
Use the Sound Recording Worksheet for each student to analyze this primary source.
[Incorporates geography, audio arts, listening skills, and reading and writing skills to fill-out the form. Requires higher level thinking.]
7. Discuss the options that President Kennedy had to pick from to handle or respond to this crisis. Tell students that this will be a final project option.
Materials
-A copy of the Written Document Analysis Worksheet, the Sound Recording Analysis Worksheet, Map Analysis Worksheet, and the Photo Analysis Worksheet for each student in the class
-View from website or have one print out of each of the three maps shown on Lessons: Day 1
-View from website or have one photo print out of each of the three maps shown on Lessons: Day 1
-Access to President Kennedy’s audio or video recording as he addresses the nation announcing the Cuban Missile Crisis.
Teaching primary sources: Each student will complete all "Primary Source Analysis Worksheets" from classroom exercises.
Cooperative learning opportunity: Students will be learning through collaborative inquiry during the small group activities.
Assessment: Have each student finish his or her "Primary Source Analysis Worksheets" for homework (minimum 2 types of analysis Worksheets),
and turn it in the next day at the beginning of class . Grade for completion.
END OF DAY ONE LESSON PLAN
The Crisis at Hand "SIMULATION": Soviet Nuclear Missiles 90 Miles from the United State!
[NOTE: To complete this topic, The Cuban Missile Crisis, it will take three 50 minute classes, which will be done while studying the Unit on the Cold War]
Teacher will utilize a projector to show the Cuban Missile Crisis web site (http://cubanmissilecrisis1962.weebly.com) on a screen in the classroom, or class will be held in school Multimedia Computer Room, or each student will have their own computer.
Objectives:
1. Have students develop critical thinking skills to evaluate the cause and effect of significant political, geographic, and military events and actions.
2. Teach students to examine and evaluate Primary Sources. Develop map reading and analysis skills utilizing the worksheets provided in the Material tab.
3. Teach students to examine and evaluate Primary Sources. Develop photo analysis skills utilizing worksheets provided in the Material tab.
4. Teach students to examine and evaluate Primary Sources. Audio or Motion Picture analysis skills utilizing worksheets provided in the Material tab.
5 Develop and practice listening skills, reading skills, and writing skills to fill-out the forms. Requires higher level thinking.
Instruction:
1. With the teacher’s prompting and guidance, students will analyze a fictitious Newspaper Headline and story about Amelia Island, Florida being purchased by Russia, and Russia building military bases with nuclear missile launching capabilities.
*(a copy of the fictitious NEWSPAPER can be found under the “Materials” tab, documents)
Is it a real-life, factual article? No!
Ask for students’ first impressions of this article and the situation that it portrays.
Why would an article like this be of any significance?
[Incorporates geography, and reading skills. Requires higher-level thinking.]
2. With the teacher’s prompting and guidance, students be asked if they are aware of anything that actually happened in history that was in a different location,
but of a similar situation?
Give the students some clues, if they don’t answer immediately with the Cuban Missile Crisis. Ask them what they know about this crisis. (K-W-L).
Tell the students we will use a method used by newspaper reporters: the Who, What, Where, When, Why method to analysis what we know.
Teacher or student (with good handwriting) write these words as columns on the class board (Who, What, Where, When, Why) ,
and write entries as students raise their hand with suggestions for each column.
Ask for students’ first impressions of this historic crisis situation.
[Incorporates geography, and listening skills. Requires higher level thinking.]
3. With the teacher’s prompting and guidance, students will analyze maps and photos for geographic and historical understanding.
See Cuban Missile Crisis web site, Lessons: Day 1, which has three maps to review, and many photos from which to select, as well as motion picture film clips.
(use the Map and Photo Analysis Worksheets provided on this web site)
Where were the bases and missiles?
Cuba
How far from US soil?
90 miles
What countries were the major players in this crisis?
the Soviet Union, Cuba, and the United States
Students in be divided into small groups and will interpret the maps and analyze the maps utilizing the Written Document Analysis Worksheet.
(Five or fewer small groups.)
Ask the group to work together to determine what the maps are trying to communicate and individually fill out the analysis sheets.
Walk around to each of the groups to make sure the students are on the right track.
Have a representative from each group talk briefly about his or her group’s map analysis.
[Incorporates geography, audio arts, listening skills, and reading and writing skills to fill-out the form. Requires higher level thinking.]
4. View the reconnaissance photos of Cuba.
Analyze the reconnaissance photos using the Photo Analysis Worksheet for each student to analyze these primary sources. Utilize the same groups. Ask the group to work together to determine what the photos are trying to communicate and to individually fill out the analysis sheets. Walk around to each of the groups to make sure the students are on the right track. Have a representative from each group talk briefly about his or her group’s photo analysis. Use a different representative
[Incorporates geography, listening skills, and reading and writing skills to fill-out the form. Requires higher level thinking.]
5. Have the students in the small groups return to their regular class seating and resume standard full class teaching.
Incorporating multiple perspectives teaching: Ask students from what perspective American’s viewed this action by Russia. Did the supporters of Cuba’s Fidel Castro or the Russian supporters of Nakita Krushchev have a different opinion? Which side do you think the US media took?
[Incorporates geography, visual arts, map reading skills, and reading and writing skills to fill-out the form. Requires higher level thinking.]
6. Listen to the Audio recording or video of President Kennedy addressing the nation. (17:37)
Selected portions of the recording may be listened to, if necessary, in the interest of time. (The video of this speech can be found on Day 2)
Use the Sound Recording Worksheet for each student to analyze this primary source.
[Incorporates geography, audio arts, listening skills, and reading and writing skills to fill-out the form. Requires higher level thinking.]
7. Discuss the options that President Kennedy had to pick from to handle or respond to this crisis. Tell students that this will be a final project option.
Materials
-A copy of the Written Document Analysis Worksheet, the Sound Recording Analysis Worksheet, Map Analysis Worksheet, and the Photo Analysis Worksheet for each student in the class
-View from website or have one print out of each of the three maps shown on Lessons: Day 1
-View from website or have one photo print out of each of the three maps shown on Lessons: Day 1
-Access to President Kennedy’s audio or video recording as he addresses the nation announcing the Cuban Missile Crisis.
Teaching primary sources: Each student will complete all "Primary Source Analysis Worksheets" from classroom exercises.
Cooperative learning opportunity: Students will be learning through collaborative inquiry during the small group activities.
Assessment: Have each student finish his or her "Primary Source Analysis Worksheets" for homework (minimum 2 types of analysis Worksheets),
and turn it in the next day at the beginning of class . Grade for completion.
END OF DAY ONE LESSON PLAN
day_1lessonplan.docx | |
File Size: | 138 kb |
File Type: | docx |
day_1lessonplan.docx | |
File Size: | 134 kb |
File Type: | docx |
President John F. Kennedy addressing the nation about missiles in Cuba (17:37)
Motion Picture: Thirteen Days (Cuban Missile Crisis) 139 mins
The Missiles of October CD1 (77 mins)
The Missiles of October CD2 (78 mins)
audio-jfkennedyaddressonthebuildupofarmsincuba.ogg | |
File Size: | 4986 kb |
File Type: | ogg |