A Presidential Decision – the Bay of Pigs

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A Presidential Decision – the Bay of Pigs

Description:

Using a variety of historical sources, students will analyze the causes and consequences of the 1961 attempted coup of Cuba by the United States, and discuss possible alternative courses of action that (under the circumstances) President Kennedy could have taken. In the process, students will familiarize themselves with the fears and dangers that characterized the Cold War.

Education Levels:

9, 10, 11, 12

Subject:

World History, United States History, Process Skills

Resource Type:

Lesson plan

Medium:

PDF

Fee Status:

Free

Beneficiary:

Students

Online provider:

University of Maryland Baltimore County

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Keywords:

John F. Kennedy, Bay of Pigs, Fidel Castro, Cuba, Communism, Cold War, Operation Pluto

Mediator:

Secondary school teachers

Publisher:

UMBC Center for History Education

Contributor:

Jamie S. Binder

Is Part Of:

http://www.umbc.edu/che/tahlessons/

Language:

English

Subjects/Topics

P21 Subject:

Language Arts, History

Learning Outcomes:

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Research to Build and Present Knowledge

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Broad Correlation

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (2010)

Writing Standards

Research to Build and Present Knowledge

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Broad Correlation

National Standards for History, Revised Edition, 1996 (1996)

Standards in Historical Thinking

Standard 2: Historical Comprehension

STANDARD 2
The student comprehends a variety of historical sources:

B. Reconstruct the literal meaning of a historical passage by identifying who was involved, what happened, where it happened, what events led to these developments, and what consequences or outcomes followed.

Broad Correlation

National Standards for History, Revised Edition, 1996 (1996)

Standards in Historical Thinking

Standard 2: Historical Comprehension

STANDARD 2
The student comprehends a variety of historical sources:

C. Identify the central question(s) the historical narrative addresses and the purpose, perspective, or point of view from which it has been constructed.

Broad Correlation

National Standards for History, Revised Edition, 1996 (1996)

Standards in Historical Thinking

Standard 3: Historical Analysis and Interpretation

STANDARD 3
The student engages in historical analysis and interpretation:

B. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions by identifying likenesses and differences.

Broad Correlation

Oklahoma C3 Standards for Social Studies (2012)

United States History, 1878–Present

Content Standard 5: The student will analyze foreign and domestic policies during the Cold War, 1945 to 1975.

1. Cite specific textual and visual evidence to analyze the origins of international alliances and efforts at containment of Communism following World War II.

D. Compare and contrast the domestic and international goals of President Kennedy's administration as expressed in his Inaugural Address to the subsequent building of the Berlin Wall, the Bay of Pigs Invasion, the Cuban Missile Crisis, and the establishment of the Peace Corps.

Broad Correlation

National Standards for History, Revised Edition, 1996 (1996)

Standards in Historical Thinking

Standard 3: Historical Analysis and Interpretation

STANDARD 3
The student engages in historical analysis and interpretation:

B. Consider multiple perspectives of various peoples in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.

This data provided by the Achievement Standards Network

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A Presidential Decision – the Bay of Pigs

A Presidential Decision – the Bay of Pigs

Subjects/Topics

Learning Outcomes:

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