Download Roadcap_Julie_IX_Marshall Plan_11.20.08

SOCIAL STUDIES
Lesson Plan Format – MSSE 570/470/571/471
modified by Dr. Cude & Dr. Stern 8/08
Name: Julie Roadcap 102625800
Date: 12/2/08
Original / Revision
Subject/Class: U.S. History Grade Level: 11 Topic: Marshall Plan
NCSS Strand #IX: Global Connections
Substrands: # V b: explain conditions and motivations that contribute to conflict,
cooperation, and interdependence among groups, societies, and nations;
#X f: analyze or formulate policy statements demonstrating an understanding of
concerns, stands, issues, and conflicts related to universal human rights;
#VII g: describe and evaluate the role of international and multinational organizations in
the global arena
# IV h: illustrate how individual behaviors and decisions connect with global systems
Essential Questions/Big Ideas:
Should countries come to each other’s aid?
Does international cooperation better everyone?
General Objective[s]:
VUS.12 The student will demonstrate knowledge of United States foreign policy since
World War II by
a) describing outcomes of World War II, including political boundary changes,
the formation of the United Nations, and the Marshall Plan;
b) explaining the origins of the Cold War, and describing the Truman Doctrine
and the policy of containment of communism, the American role in wars in
Korea and Vietnam, and the role of the North Atlantic Treaty Organization
(NATO) in Europe;
Learning Outcomes:
Students will understand that:
 the Marshall Plan was designed to prevent countries from falling into another
depression
Students will know:
 reasons for the implementing the Marshall Plan
 arguments against the Marshall Plan
 countries involved and how much money they received
 long term effects of the Marshall Plan
Students will be able to do:
 read and analyze primary source documents
 analyze the effects of the Marshall Plan on participating nations then and now
 discuss alternative ideas for war torn nations
Students will value:
 cooperation between each other and nations
Assessment: Methods of Evaluating Student Progress/Performance:
Students will have activities to complete with each assignment. As a group, they will
turn one completed assignments in to be checked over for any misunderstandings. There
will also be a class discussion at the end for the students to talk about what they learned.
Content Outline:
Main idea, support, interesting fact
The United States and its allies, the victors of World War II, took steps to reverse mass
disintegration among the people of Europe, including Turkey. To clear away the damage
in those areas as quickly as possible and to begin economic reconstruction, the Economic
Cooperation Act of 1948 (Marshall Plan) was implemented. The United States included
the former enemies, Germany and Italy, in its plan — thereby preventing a reprise of the
worldwide economic depression of 1929. The Marshall Plan also laid the foundation for
the North Atlantic Treaty Organization (NATO) and the eventual unification of European
countries (European Economic Union).
Europe in 1945 lay in ruins, many of its cities demolished, its economies devastated. Its
war survivors, millions of them displaced, faced famine. The period also marked the
inception of the Domino Theory (the fall of one country after another to communism) and
the resultant attempts to “contain” communism in the Cold War. The Soviet Union's
hegemony over Eastern Europe, and the vulnerability of Western European countries to
continued Soviet expansionism, sharpened the sense of crisis. Rooted in FDR's Four
Freedoms Speech, the Marshall Plan was not originally intended to be a weapon to fight
communism, but it became a bulwark of American foreign policy to manage communist
containment on the Continent, as outlined in the Truman Doctrine, during the Cold
War.Instrumental in crafting the Marshall Plan was George Kennan, leader of the State
Department's Policy Planning Staff under Marshall and Acheson. Kennan was charged
with the responsibility for long-term planning.
Background
The demise of Axis political and military power left a vacuum in the areas of
international life where that power had asserted itself. The Allies got nowhere with
Russia on peace treaties, because they had been unable to agree on how that vacuum
should be filled. The American view was that new and liberalized political governments
should rise from the totalitarian rubble. The former Axis countries would remain
demilitarized and under close allied supervision, but would otherwise enjoy national
independence. The Soviets under Stalin were determined to see new regimes emerge that
would be dominated by communists subservient to Moscow. That would give the
Kremlin effective control over the military and industrial power of those countries, and it
would help them to dominate surrounding regions as well.
The Economic Cooperation Act
In a speech on June 5, 1947, U.S. Secretary of State George Marshall proposed that
European nations should create a plan for their economic reconstruction and that the
United States would provide economic assistance. In practical application, the proposal
involved the constructive solution of thousands of detailed problems of international life.
While attempting to go ahead with the program, the American government found itself
temporarily blocked by the inability of the other Allies to reach agreement on the terms
of treaties of peace with the major axis countries: Germany and Japan. On December 19,
1947, President Harry S. Truman sent a message to Congress that followed Marshall’s
ideas to provide economic aid to Europe. After lengthy hearings in the House Foreign
Affairs Committee — and an alarming Soviet-backed coup in Czechoslovakia on
February 25, 1948 — the Economic Cooperation Act was resoundingly passed by a vote
of 329 to 74. On April 3, 1948, President Truman signed the act that became known as
the Marshall Plan.
Participating countries included Austria, Belgium, Denmark, France, West Germany,
Great Britain, Greece, Iceland, Italy, Luxembourg, the Netherlands, Norway, Sweden,
Switzerland, and Turkey.
Congress appropriated $13.3 billion during the life of the plan for European recovery.
That aid provided much-needed capital and materials that enabled Europeans to rebuild
the European continent’s economy. The Marshall Plan provided markets for American
goods, created reliable trading partners, and supported the development of stable
democratic governments in Western Europe. Congress’s approval of the Marshall Plan
signaled an extension of the multilateralism of World War II into the postwar years. The
plan was to terminate on June 30, 1952, with a possible 12-month extension. The plan
was not a simple cash handover, but the temporary creation of an entire bureaucratic
structure and extension of American government management in Europe. The generosity
and commitment of the United States to its European allies during World War II, plus the
Marshall Plan, made the European Union of today possible.
To become eligible for assistance under the act, each participating country was required
to conclude an agreement with the United States Government that committed it to the
act's purposes. Participants stabilized their currency, promoted production, cooperated
with other participating countries in the interchange of goods, furnished the United States
with needed materials, submitted progress reports and took other measures to expedite a
return to economic self-sufficiency.
Non-European countries affected
Under provisions of title IV of the Foreign Assistance Act of 1948, China and Korea,
although not participants in the Marshall Plan, were furnished assistance in a similar
manner. After January 1, 1949, the ECA took over from the U.S. Army the
administration of the program for relief and economic rehabilitation of Korea. The view
by the Truman Administration in the spring of 1948, of the on-going Chinese revolution
was that the Communists under Mao Zedong would fail to control China with one
government, if they won over the Nationalists under Chiang Kai-shek at all. In either
case, non-industrialized China still struggled to shed centuries of feudalism and was
judged incapable of mounting any threat to the western hemisphere.
The communists did win the civil war in China. Mao declared formation of the People's
Republic of China on October 1, 1949. The Soviet Union was the first country to
recognize the PRC. While other countries recognized the new government, the United
States, vigilant against the spread of communism, refused to formally recognize the
People's Republic until three decades later with the visit of President Richard M. Nixon.
Until that visit, the American government recognized only the Nationalist government on
Taiwan as the legitimate government of China.
The Marshall Plan benefited the American economy as well. Marshall Plan money was
used to buy goods from America, and the goods had to be shipped across the Atlantic on
American merchant vessels. By 1953 America had pumped in $13 billion, and Europe
was on the way to standing on its feet again. The aid was economic in nature; it did not
include military aid until after the Korean War.
Japan, the World War II adversary of the U.S. in the Far East, had to be rescued from the
threat of communist revolution. Under the administrative leadership of Douglas
MacArthur and American economic aid, it was put back on its feet. The same
consideration applied to South Korea and Taiwan. The former had communist North
Korea as its neighbor. The latter was considered by China to be a province. In addition,
both North Korea and China were allies of the Soviet Union. Accordingly, the Truman
Doctrine had to apply both to Western Europe and the Asian Far East. Logically, the Far
East had to have its own version of a Marshall Plan.
To make the Marshall Plan acceptable to the governments of so many countries, several
unique sub-plans were offered by some countries to resolve local issues. One was the
proposal of the Schuman Plan, which was the basis for the European Coal and Steel
Community (ECSC) established in 1952. Six countries: Belgium, France, Italy,
Luxembourg, the Netherlands and West Germany, pooled its coal and steel resources.
Another was the European Atomic Energy Community (Euratom) Treaty, designed to
ensure the establishment of the basic installations necessary for the development of
nuclear energy in the Community, and to ensure that all users in the Community receive a
regular and equitable supply of ores and nuclear fuels.
In many ways, the Marshall Plan satisfied both those who wanted American foreign
policy to be generous and idealistic and those who demanded practical solutions. It
helped to feed the starving and shelter the homeless, and at the same time helped stem the
spread of communism and put the European economy back on its feet.
DEAN CHART
vocab. word
Economic aid
D=define
E=examples
When countries Marshall Plan,
give help to
economic relief
A=attributes
People helping
people with
N=nonexamples
Everyone
looking out for
Cooperation
other countries
or people by
way of money
and supplies
The process of
people working
together
of current
companies,
New Deal
financial
problems
their own best
interest, not
helping
NATO,
European
Union, group
work
People working
together for the
benefit of
everyone
Isolationism,
individual
work
Student and Teacher Activities with Estimated Time Blocks: 90 minutes
Activity/ time allotment
Teacher Activity
Student Activity
Hook (5 minutes)
Place the pictures of
Look at the pictures. In a
German cities on the
think pair share, answer the
overhead. Ask the question question.
(TPS) The war is now over.
If your city looked like
these, how would you start
to rebuild your life?
Opening discussion (5
Lead discussion about
Participate in discussion.
minutes)
peoples fears coming out of
the war. What were the
main targets of bombings
during WWII? How would
this affect the economies
after the war? What are
some ideas you have for
rebuilding Europe.
Make sure to call on a
variety of students.
Jigsaw: Home groups (5
Place students in groups of
Students move into home
minutes)
three. Have students move groups and receive all
to their new groups. Assign materials for the lesson.
experts in each group.
Jigsaw: Expert groups (30
Have students move into
Move to their expert groups
minutes)
their expert groups
and complete their task.
Group 1: read Marshall’s
Students can choose to
speech at Harvard where he work individually or as a
outlines his plan and fill out group.
a document analysis
Group 2: read Rep. Charles
W. Vursell against the
Marshall plan and fill out a
document analysis
Group 3: look and fill out
the data analysis of the
Marshall Plan. Analyze the
Jigsaw: Home groups (20
minutes)
Video (12 minutes)
Discussion (10 minutes)
Exit Card
two political cartoons.
Have students move back
into home groups and report
what they learned.
Everyone fills out sheets on
the other tasks and the
groups choose to turn in one
completed set to the teacher.
Show video “Seeing The
Victory Through:
Fiftieth Anniversary Of
The Marshall Plan”
Lead discussion. Was the
Marshall Plan effective? Is
it important to aid other
countries in order to further
our own goals? Does
helping one country help
the global community?
Pretend you were in the
Congress voting on the
Marshall plan. Would you
vote for or against it? Why
or why not?
Experts share their
information while other
students copy it down.
Each group turns in one
copy.
Watch video and take notes
on key points.
Participate in class
discussion?
Write their answer on an
index card and hand in on
their way out the door.
Materials Needed for the Lesson:
Overhead, TV, DVD player
Bibliography/Resources Used:
Data Analysis:
Farmer, Tim. The Marshall Plan: Data Analysis. Learning to Give.
http://www.learningtogive.org/lessons/unit231/lesson3.html
Overview:
Marshall Plan. http://www.u-s-history.com/pages/h1852.html
Movie:
Seeing The Victory Through: Fiftieth Anniversary Of The Marshall Plan.
http://www.usaid.gov/multimedia/video/marshall/index.html
Speeches and cartoons:
Charles W. Vursell (R-IL). Speech on the Marshall Plan. December 4, 1947.
http://www.teachingamericanhistory.org/library/index.asp?document=855
George C. Marshall. Speech at Harvard University. June 15, 1947.
http://www.trumanlibrary.org/whistlestop/study_collections/marshall/large/
documents/index.php?documentdate=1947-06-15&documentid=
0&studycollectionid=mp&pagenumber=1
Political Cartoon by Herblock, It's the Same Thing, Without the Mechanical Problems.
Washington Post, January 26, 1949:
http://www.loc.gov/rr/print/swann/herblock/images/s03386u.jpg (accessible via
the EDSITEment-reviewed site History Matters
Political Cartoon by Edwin Marcus. While the Shadow Lengthens. New York Times.
March 14, 1948:
http://www.loc.gov/exhibits/marshall/images/bearwtext.jpg (accessible via the
EDSITEment-reviewed site History Matters)
Differentiation:
ELL/struggling
readers
ADHD
Gifted
Those students will be responsible for analyzing the data from the
Marshall Plan and look at two political cartoons. The other students
will report the information learned from the two primary
documents.
Students will move multiple times during the lesson. A video and
discussion is incorporated in as well as two different groupings.
Those students will be responsible for the longer reading and report
back to the other students what they learned.
Subject Matter Integration/Extension:
This lesson would be taught in a unit on the Cold War. The first lesson would be an
overview of post World War II Europe set up the struggle between the Soviet Union and
the United States. The following lessons will focus on the Korean War, the Cuban
Missile Crisis and the arms race.
Reflections on Lesson Plan
I wanted the students to learn about the Marshall Plan though primary documents. I saw
the big idea as economic cooperation and aid between nations. I wanted the students to
explore their opinions about the United States providing assistance to other nations. The
Marshall Plan is an example of foreign aid that really helped the countries who received
it. I want my students to come out of my class knowing that it is important to think of
themselves as global citizens as well as U.S. citizens. We are all better when we help
others. I got the data analysis worksheet from a lesson from learningtogive.org. I think it
is important for the students to see where the money went, but I did not want to
overwhelm them with numbers. It is more important for them to take away the value of
international cooperation.