Cold War Lesson Plan

Transcription

1 Cold War Lesson Plan Summary: This NATO document is the closing statement following the conclusion of the SHAPE CPX FOUR exercise that took place in the days prior to April 30 th, The closing statement is given by Bernard Montgomery, who was the Deputy Supreme Commander of NATO forces in Europe at the time as well as the DSACEUR (Deputy Supreme Allied Commander of Europe). Essential Question(s): When, if ever, should a nation go to war? Objective(s): Students will research and identify post World War II events (the Iron Curtain, Truman Doctrine, The Marshall Plan, the Division of Germany, Berlin Airlift, and the formation of NATO) that occurred prior to the date of the NATO document (April 30, 1954). Students will analyze an excerpt (pages 1-6) of the closing statement of NATO SHAPE CPX FOUR exercise by Bernard Montgomery with documentary evidence from the document. Students will either refute or support the following statement: The overarching feeling of the post World War II world was that it is not a question of if we will have another World War, but when. Grade Level Expectations (GLE): SS UH 1D a.i. Analyze and evaluate the evolution of American foreign policies SS UH 1E a.i.bi Analyze and evaluate the evolution of United States domestic and foreign policies, including global interdependence SS WH 1G a.i. Examine all of the wars of the twentieth century (i.e. World War I and II) including: causes, comparisons, consequences, and peace efforts Procedures: After the teacher has introduced the Cold War, have students research and identify the following post World War II events: the Iron Curtain, Truman Doctrine, The Marshall Plan, the Division of Germany, Berlin Airlift, and the formation of NATO using the Graphic Organizer and the American Anthem textbook Chapter 15: Section 1 (pages ). Once the students have completed their graphic organizers, have students read and analyze the excerpt (pages 1-6) of the closing statement of NATO SHAPE CPX FOUR exercise by completing a document analysis sheet. Finally have the students either refute or support the following statement: The overarching feeling of the post World War II world was that it was not a question of if we will have another World War, but when using the evidence that they gathered in the graphic organizer and document analysis sheet. Materials/Sources: American Anthem: Modern American History Textbook The Eisenhower Presidential Library: NATO SHAPE CPX FOUR (Primary Source Document) Bernard Montgomery Website Rubric Creator Website The DBQ Project: Document Analysis Sheet

2 Classroom Arrangement: Conducive to individual work Teacher Notes Content that should be taught prior to this lesson: Introduction of the Cold War identify the roots, causes, and expansion of it.

3 Document Analysis Sheet Title of the Document: Source: *Where did the document come from? Date of the Document: Author of Document: Background on Author: What is the overall main idea of the document? What important points does the author make in this document? (Use the provided bullets to list them. You may make additional bullets on the back of this sheet if necessary.) Does the author of the document take into account any other arguments or opposing points in the document? If yes, explain. How can I use this document in my essay? Adapted from a Document Analysis Sheet created by Evanston Township High School History Department Copyright 2002 The DBQ Project

4 Essay Question: Either refute or support the following statement: The overarching feeling of the post World War II world was that it was not a question of if we will have another World War, but when.

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6 Background information on the Author of the Shape CPX Four NATO closing address: Bernard Montgomery Bernard Montgomery, the hero of El Alamein and North Africa, where he succeeded Auchinleck, was one of the most inspirational military commanders of World War Two. Montgomery was also the senior British military commander at D-Day and retained that position within the west European sphere of the war until the war ended. Bernard Montgomery was born in He was educated at St. Paul s School and Sandhurst and in 1908, aged 21, he gained a commission in the Royal Warwickshire Regiment. During World War One, Montgomery served on the Western Front. A highly efficient young officer, he was given a succession of command posts both in Britain and in India and by 1938, he had been promoted to the rank of major-general. At the outbreak of World War Two, Montgomery was part of the British Expeditionary Force that had to withstand the might of the Wehrmacht s 'Blitzkrieg'. Montgomery was given the command of the Third Division (BEF) which had to be evacuated at Dunkirk. After Churchill s sacking of Auchinleck after the failure of the first battle at El Alamein, Montgomery was given command of the Eighth Army in North Africa. He was likened to being like a ferret and being as popular as one! However, unlike many senior officers of the day, he went out of his way to meet the soldiers under his command. He lived a lifestyle that was not typical of a general. Though his command base was a large and luxurious North African house, Montgomery lived in a caravan in the garden. Strictly teetotal and anti-smoking, he made sure that his men had a reasonable access to cigarettes. There is no doubt that he was popular with the men in the Eighth Army. "One always had the curious of being taught and by a great master. In this connection it is interesting to note that he was privately and affectionately known by those who worked for him at TAC HQ as "Master"." Lieutenant-Colonel C P Dawney, Military Assistant to Montgomery His victory at El Alamein was to turn the tide of the war. The defeat of the Germans at El Alamein, was the first they had experienced and within North Africa, the Germans could only retreat and they quit North Africa in May It is difficult to overstate the importance of Montgomery s victory at El Alamein. Monty s Tank used in North Africa At D-Day, Montgomery commanded the British and Canadian units that were given the task of taking on the main bulk of the German forces at Normandy. This enabled the American Twelfth Army Group to move deeply

7 into France and head the breakout from Normandy. Montgomery wanted a full-scale rush on Berlin via the Ruhr, but this was overruled by the Allies Supreme Commander, Dwight Eisenhower. Montgomery and Eisenhower had a solid professional relationship but Monty did not always agree with the overall strategy of Eisenhower who he believed too frequently favored the plans of the Americans including the maverick General George Patton. On September 1st 1944, Montgomery was promoted to field marshall, the highest rank he could reach in the British Army. By now Montgomery commanded the 21st Army Group that succeeded in taking the vital port of Antwerp in Belgium but was involved in the failure at Arnhem. The 21st Group was also deeply involved in the Battle of the Bulge Germany s ill-fated attempt to push back the Allies. Montgomery s group crossed the River Rhine on March 24th He accepted the formal surrender of the German military at Luneburg Heath on May 4th "Bernard Montgomery was uncompromisingly single-minded. The most conspicuous of all his attributes was his unshakable confidence in himself, an infectious quality which rapidly spread throughout all ranks in the armed forces and among the general public." Norman Kirby After the end of the war, Montgomery consolidated the status he had. From 1946 to 1948, Montgomery served as Chief of the Imperial General Staff and from 1951 to 1958, he was Deputy Supreme Commander of NATO forces in Europe. "His outstanding characteristics were his professional thoroughness in planning set-piece battles and the projection of his self-confidence so as to arouse enthusiasm among his troops." Alan Palmer Montgomery, created a viscount in 1946 in recognition of the part he played in the war, was one of the British Army s most successful generals. He died in

8 Graphic Organizer Formation of NATO Berlin Airlift The Iron Curtain The Division of Germany & Berlin Western Allies responses to Soviet expansion after World War II Truman Doctrine The Marshall Plan

9 Cold War Graphic Organizer Rubric Student Name: CATEGORY Identify identifies all 6 of the ways the Western Allies responded to identifies 5 to 4 of the ways the Western Allies responded to identifies 3 to 2 of the ways the Western Allies responded to identifies 1 to 0 of the ways the Western Allies responded to Impact Grammar & Spelling (Conventions) identifies all 6 the impacts of the Western Allies' responses to Student makes no errors in grammar or spelling that distracts the reader from the content. identifies 5 to 4 impacts of the Western Allies' responses to Student makes 1-2 errors in grammar or spelling that distract the reader from the content. identifies 3 to 2 impacts of the Western Allies' responses to Student makes 3-4 errors in grammar or spelling that distract the reader from the content. identifies 1 to 0 impacts of the Western Allies' responses to Student makes more than 4 errors in grammar or spelling that distracts the reader from the content. Date Created: Aug 01, :31 pm (CDT)

10 Cold War Essay Question Rubric Student Name: CATEGORY Introduction (Organization) Support for Topic (Content) Transitions (Organization) The introduction is inviting, states the main topic and previews the structure of the essay. Student provides 3 quotes from the NATO document and 3 examples from the Cold War graphic organizer that coincides with their position on the essay question. A variety of thoughtful transitions are used. They clearly show how ideas are connected. The introduction clearly states the main topic and previews the structure of the essay, but is not particularly inviting to the reader. Student provides 2 quotes from the NATO document and 2 examples from the Cold War graphic organizer that coincides with their position on the essay question. Transitions clearly show how ideas are connected, but there is little variety. The introduction states the main topic, but does not adequately preview the structure of the essay nor is it particularly inviting to the reader. Student provides 1 quote from the NATO document and 1 example from the Cold War graphic organizer that coincides with their position on the essay question. Some transitions work well; but connections between other ideas are fuzzy. There is no clear introduction of the main topic or structure of the essay. Student provides no quotes from the NATO document and no examples from the Cold War graphic organizer that coincides with their position on the essay question. The transitions between ideas are unclear or nonexistent. Flow & Rhythm (Sentence Fluency) Conclusion (Organization) All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis. The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at." Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand. The conclusion is recognizable and ties up almost all the loose ends. Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand. The conclusion is recognizable, but does not tie up several loose ends. The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand. There is no clear conclusion, the paper just ends. Sources (Content) All sources used for quotes and facts are credible and cited correctly. All sources used for quotes and facts are credible and most are cited correctly. Most sources used for quotes and facts are credible and cited correctly. Many sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly. Grammar & Spelling (Conventions) Writer makes no errors in grammar or spelling that distracts the reader from the content. Writer makes 1-2 errors in grammar or spelling that distract the reader from the content. Writer makes 3-4 errors in grammar or spelling that distract the reader from the content. Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.