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SOCIAL STUDIES Lesson Plan Format – MSSE 570/470/571/471 modified by Dr. Cude & Dr. Stern 8/08 Name: Julie Roadcap 102625800 Date: 11/20/08 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: describe and evaluate the role of international and multinational organizations in the global arena 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 each 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.