The Berlin Crisis of 1948 Was the Berlin Airlift the best option to address the Berlin Blockade? Was there a better option that would have been less draining on the American economy? Lesson Procedures Step 1: Background 1. Give students a copy of the background essay to read to get a general idea about the situation of the Berlin Crisis in Europe during the 1948. Step 2: Hook Activity 1. Given the scenario of the events currently happening in Berlin, students will be given four options to address the Berlin blockade. Give the students the options: Do nothing, Airlift, Evacuate or Negotiate/United Nations support. Create a padlet or bellwork question and ask them to put themselves in the role of the Harry S. Truman and pick one of the options and describe why this option best addresses the Berlin blockade. 2. After students have responded to the padlet (online resource tool link provided https://padlet.com/my/dashboard ) or bellwork question have them share out and discuss with a partner. Then, as a whole class have them discuss their option and reasonings behind that choice. Step 3: Essential Question Introduce the essential question: Was the Berlin airlift the best option for addressing the Berlin blockade? Discuss the essential question and explain what was read in the Background Essay and bring back in those options from the Hook activity. What options did the United States discuss during the Berlin crisis (Negotiate/UN support, Evacuate, Airlift and Do Nothing.) Discuss a little about the logistics of using each option prior to digging deeper into the primary sources (provided in the additional teacher resources folder) Step 4: Sources (Suggest that documents be handed out individually and not as a packet) 1. Give students Source 1- Point out to students the sourcing information and the note included with the sourcing information at the top of each document. Note includes
additional information about the source or person(s) mentioned in the primary source. Give students time to read the source. Teacher should then model how to annotate the source using the following code: N=Negotiate, E=Evacuate, DN=Do Nothing, A=Airlift (Suggest that students highlight small sections of strong text to support factors.) 2. Audio and Visual sources will be annotated differently. (Suggest having students answer the questions and mark what they hear or see with those primary sources.) Students will have guided questions to complete with those sources as well. 3. Students may choose 7 out of the 10 primary sources to read, watch or listen to and analyze. 4. Students should then look at the rest of the sources, annotating using the same code, highlighting, and annotating using the code listed in the first activity with sources. 5. Students have questions over each of the documents that they can answer. Step 5: Graphic Organizer After analyzing all of the sources students should complete the Chart Analysis which is found in the Original Documents folder. Directions for completing the chart are located at the bottom of the graphic organizer (Suggest students review after reading and annotating each document.) Step 6: Group Discussion- hold a class discussion about the essential question. Discussion could be held in different ways:
Divide students into small groups and let them compare their graphic organizers. Let each student defend their answer to the essential questions using text based evidence. Label four walls in the classroom with the four options to addressing the Berlin Crisis. (Negotiate/United Nations support, Evacuate, Do Nothing, and Airlift.) Have students go to the wall in which they felt would have been the better option for addressing the Berlin Blockade. Then, have students move to their second choice and discuss.then, have students move to their least favorite option and discuss. Students can then discuss their reasons for moving or choosing that wall/option based off of what they found in the primary sources. Step 7: Student Outcome-(Suggest that students choose one of the following student outcomes listed below) 1. Students will stake a claim using one of the following formats addressing the essential question, using text based evidence to support their claim. Students should cite sources throughout their claims from the primary source documents (Suggest having students review graphic organizers.) Write a letter to Truman as one of his advisors - what should he do? Write a newspaper account of the Berlin airlift that might appear in a newspaper in Berlin. Write a diary as someone involved in the Berlin airlift, explaining what is happening and how you feel about it. (Choices: citizen of Berlin, American pilot) Additional Student Outcomes- Design a museum exhibit about the Berlin airlift. What should be in the exhibit? How could you design the exhibit so that it could be hands on? Create a diorama (shoebox scene) about the Berlin airlift. Include information and 3 dimensional objects to teach others about it. Create a giant timeline of the Berlin airlift which includes the events leading up to the airlift and including the end of the airlift. Pretend that a movie is being made about the Berlin airlift. You are in charge of creating a movie poster that would attract people to the movie. Your poster must also include some information about the airlift for those who are unaware of it. Step 8: Visit to the Truman Library- (Suggest using the Truman Library and Museum with a culminating activity) 1. Students will tour the Truman Library and Museum, doing a multitude of activities, (Berlin Airlift section in the Museum includes:information on display and viewing other primary source visuals, audio, videos and a question and answer session.)
Student Outcome Grading Rubric: 0 1- Below Basic 2- Basic 3- Proficient 4- Advanced P= Your main idea E= Evidence you have to support your main idea. E= Evaluation and Explanation of your evidence L= Link to context/content Is not able to demonstrate any part of this task. Is not able to demonstrate any part of this task. Is not able to demonstrate any part of this task. Is not able to demonstrate any part of this task. Can create a claim only with guidance from the instructor. Includes generalizations or other ideas not aligned to the prompt Distinguishes or sorts between evidence that is/ is not relevant to answering a question or explaining a point of view. Provides a conclusion that is confused or is not relevant to the evidence. Creates an appropriate claim on a topic but is not able to introduce or give further explanation to the idea. Generally alludes to evidence but does not cite it, or draws from only one account; With minor errors explains how evidence is relevant to the question or point of view of the paragraph. Provides a general conclusion sentence that summarizes the main point of with no specific link to the point. Clearly introduces and stakes out a position on the topic. Refers to relevant and accurate evidence from more than one source and links it directly to specific accounts, mentioning the accounts by name. Accurately explains the significance of the evidence used to answer the question. Links the back to the original point by summarizing how the evidence supports the main idea. Clearly introduces the range of possible answers on a topic while staking out a clear position that can be supported with evidence. Seamlessly integrates evidence from multiple sources by accurately summarizing details and using source information to establish its relevance. Accurately explains the significance of evidence used and evaluates the reliability or utility of the available sources. Links back to the original point by both placing the evidence within historical context and by summarizing how the evidence supports the main idea.
Answering the Question: Because document-based activities begin with a question, the most natural way to assess students learning is to have them answer the question. Typically this involves structuring and organizing evidence in order to complete a formal essay writing. While the informational essay is certainly an important skill in a social studies classroom there are also many other valid ways to have students create wellreasoned explanations based on available evidence. Consider the following options for students to answer the guiding question. 1. Write a letter to Truman as one of his advisors - what should he do? 2. Write a newspaper account of the Berlin airlift that might appear in a newspaper in Berlin. 3. Write a diary as someone involved in the Berlin airlift, explaining what is happening and how you feel about it. (Choices: citizen of Berlin, American pilot) Additional ideas for student product: 1. Design a museum exhibit about the Berlin airlift. What should be in the exhibit? How could you design the exhibit so that it could be hands on? 2. Create a diorama (shoebox scene) about the Berlin airlift. Include information and 3 dimensional objects to teach others about it. 3. Create a giant timeline of the Berlin airlift which includes the events leading up to the airlift and including the end of the airlift. 4. Pretend that a movie is being made about the Berlin airlift. You are in charge of creating a movie poster that would attract people to the movie. Your poster must also include some information about the airlift for those who are unaware of it. Links to additional information: Quotes about the Berlin airlift: http://www.nationalcoldwarexhibition.org/documents/nc/berlin_wall_and_berlin_airlift_quotes.pdf Facts and Figures: http://www.nationalcoldwarexhibition.org/schools-colleges/national-curriculum/berlin-airlift/factsfigures.aspx
Background Essay on Berlin Airlift One of the most brutal conflicts in recent history, World War II devastated 113 countries from six continents. Beginning in 1939, the Allied forces - primarily Britain, Russia and the USA - sought to stop Nazi Germany in its conquest for European domination. In the six years that followed, Adolf Hitler s Nazi party devastated Europe and wreaked violence against many social minority groups. By 1945, Western Europe had been ravaged, an entire race of people had come close to extinction and the dynamic of power in several affected countries had been forever changed. Hitler committed suicide in May 1945, and the Nazi regime collapsed. Japan surrendered in August. Even after peace was declared, the world felt the political and economic repercussions for decades. Following the war, a defeated Germany was divided into four sections, each of which was to be occupied by one of the Allied Powers. The Soviet Union took control of the eastern part of Germany, while France, Great Britain and the United States took control of the western part. The German capital of Berlin was also divided into four sections, even though Berlin itself was in the middle of the Soviet-controlled part of Germany. Although they had been allies during the war, the United States and the Soviet Union clashed philosophically on many issues. The superpowers disagreed about how to rebuild Germany, and tensions quickly rose, resulting in what later came to be known as the Cold War. Fearing that the Soviets would try to extend their communist philosophy to other countries, the United States adopted a policy of containment, which involved rebuilding war-torn Europe and promoting democracies to halt the spread of communism. In March 1948, Britain, France and the United States decided to combine their sections of Berlin into one unified West Berlin, angering the Soviets further. In June 1948 the Soviet Union, whose territory fully surrounded the capital, cut off all ground traffic into and out of West Berlin in an attempt to force the Allies to abandon the city. The blockade of Berlin had begun. President Truman suddenly faced a crisis. The citizens of West Berlin were quickly running out of food, supplies and time. Truman s advisors suggested several options. They could evacuate the citizens of West Berlin, try to negotiate with the Soviet Union with the support of the newly-formed United Nations, figure out a way to get supplies into the city or simply abandon Berlin altogether. Their decision would determine exactly how involved the United States would be in Berlin - and in rebuilding post-war Europe. Ultimately, Truman determined that it was of utmost importance that the United States remain a presence in Berlin. He and the remaining Allies began the Berlin Airlift, an operation that carried food, fuel and other supplies into West Berlin by plane. The effort required a lot of careful planning and many resources, but the Airlift allowed the United States to keep a foothold in post-war Germany.
Source 1 Correspondence between Philip Johnston and Harry S. Truman, September 12, 1948. Note: This is a letter from a private citizen, Philip Johnston, to President Truman. In his letter Johnston is referring to a recent article from the Los Angeles Times which discusses possible solutions to the Berlin blockade. Sourcing questions: 1) Who was the author of the document? 3) When was the document written? 4) Why did the author write it? What was their purpose? 5) Do you think Philip Johnston is a supporter of Truman? Why/why not?
Source 2 Report to the National Security Council: U.S. Military Courses of Action with Respect to the Situation in Berlin, July 28, 1948. Truman Papers, President's Secretary's Files. Meetings: 17: August 5, 1948. Note: This source is an excerpt from a report made to the National Security Council by the Secretary of Defense concerning the situation in Berlin. Sourcing questions: 1) Who was the author of the document? 3) When was the document written? 4) Why did the author write it? What was their purpose? 5) Does the author support the idea of an airlift? What is the evidence to support that?
Source 3 Michael V. Disalle to Harry S. Truman, with reply from Matthew Connelly, with attached internal memos, July 23, 1948. Truman Papers, Official File. OF 198: Berlin Blockade Misc. Note: This source is a letter from President Truman s secretary to the mayor of Toledo, Ohio, Michael Disalle. Truman s secretary is responding to Disalle s letter concerning the Berlin blockade. Sourcing questions: 1) Who was the author of the document? 3) When was the document written? 4) Why did the author write it? What was their purpose? 5) Is this source reliable? Why/who not?
Source 4 Recording of former President Harry S. Truman discussing his decisions during the blockade of Berlin. Date: 1964 Library: Harry S. Truman Library Creator: Talent Associates, Ltd. and Screen Gems, Inc. Permanent Link: https://goo.gl/u7ssfu http://www.presidentialtimeline.org/#/object/1300 Sourcing questions: 1) Who was the person on this recording? 3) When was the recording created? 4) Why did the author record it? What was their purpose? 5) What did you learn from the recording that you did not learn from the other sources?
Source 5 1948 Berlin Airlift Newsreel, Universal International https://www.youtube.com/watch?v=a2ej9vdn--4&feature=youtu.be Note: A newsreel is a form of short documentary film that was prevalent from the 1910s through the 1960s, regularly released in a public presentation place and containing filmed news stories and items of topical interest. Sourcing questions: 1) Who was the creator of the video? 3) When was the video created? 4) What was the purpose of the video?
Source 6 Telegram, Alfred M. Bingham et al., to Harry S. Truman, June 25, 1948. Truman Papers, Official File. OF 198: Berlin Blockade Misc. Note: This source is a copy of a telegram of Alfred M. Bingham, the chairman of the American Association for a Democratic Germany. Sourcing questions: 1) Who was the author of the document? 3) When was the document written? 4) Why did the author write it? What was their purpose? 5) What does the author want Truman to do about the Berlin blockade?
Source 7 Typed diary of Harry S. Truman, January 6-September 14, 1948; Diaries; Memoirs File; Post-Presidential Files; Truman Papers. Note: This source is an entry from President Truman s personal diary. Sourcing questions: 1) Who was the author of the document? 3) When was the document written? 4) Why did the author write it? What was their purpose?
Source 8 War Department Classified Message Center, Incoming Classified Message, April 2, 1948. Truman Papers, President's Secretary's Files. Berlin Crisis. Note: This document is a transcript of telegram messages going back and forth from Washington, D.C. to Berlin between members of the military and President Truman s staff.
Sourcing questions: 1) Who was the author of the document? 3) When was the document written? 4) Why did the author write it? What was their purpose? 5) Why do the words Top Secret appear on the document? 6) Is this a reliable source? Why/why not?
Source 9 Motion Picture 342-USAF-17643 - Outtakes from "Operations Vittles", 1948 Note: This source is an excerpt from a U.S. Air Force movie concerning the Berlin airlift. https://www.docsteach.org/documents/document/operations-vittles Sourcing questions: 1) Who was the creator of the video? 3) When was the video created? 4) What was the purpose of the video? 5) What does the video show?
Source 10 Yup Sonny Berlin Airlift Cartoon by Jake Schuffert Sourcing questions: 1) Who was the creator of this cartoon? 3) When was the cartoon created? 4) What was the purpose of the cartoon? 5) What does the cartoon show? Explain the meaning of the cartoon in your own words.
Name: Hour: The Berlin Blockade Sources: Negotiations/UN Support: Evacuate: Airlift: Do Nothing:
*As you read, view or listen to the sources choose the option(s) that is being proposed in the source. Write the sentence from the source that supports your answer in that category.