the berlin crisis of 1948 - harry s. truman presidential ... berlin crisis of 1948 was the berlin...
TRANSCRIPT
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
Is not able to
demonstrate any
part of this task.
Can create a claim
only with guidance
from the instructor.
Creates an
appropriate claim
on a topic but is
not able to
introduce or give
further
explanation to the
idea.
Clearly introduces
and stakes out a
position on the topic.
Clearly introduces the
range of possible
answers on a topic
while staking out a
clear position that can
be supported with
evidence.
E= Evidence you
have to support
your main idea.
Is not able to
demonstrate any
part of this task.
Includes
generalizations or
other ideas not
aligned to the
prompt
Generally alludes
to evidence but
does not cite it, or
draws from only
one account;
Refers to relevant
and accurate
evidence from more
than one source and
links it directly to
specific accounts,
mentioning the
accounts by name.
Seamlessly integrates
evidence from multiple
sources by accurately
summarizing details
and using source
information to
establish its relevance.
E= Evaluation
and Explanation
of your evidence
Is not able to
demonstrate any
part of this task.
Distinguishes or
sorts between
evidence that is/ is
not relevant to
answering a
question or
explaining a point
of view.
With minor errors
explains how
evidence is
relevant to the
question or point
of view of the
paragraph.
Accurately explains
the significance of
the evidence used to
answer the question.
Accurately explains
the significance of
evidence used and
evaluates the reliability
or utility of the
available sources.
L= Link to
context/content
Is not able to
demonstrate any
part of this task.
Provides a
conclusion that is
confused or is not
relevant to the
evidence.
Provides a
general
conclusion
sentence that
summarizes the
main point of with
no specific link to
the point.
Links the back to the
original point by
summarizing how the
evidence supports
the main idea.
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 well-
reasoned 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/facts-
figures.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?
2) Who was the intended audience? (Who was it meant for?)
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?
2) Who was the intended audience? (Who was it meant for?)
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?
2) Who was the intended audience? (Who was it meant for?)
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?
2) Who was the intended audience? (Who was it meant for?)
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?
2) Who was the intended audience? (Who was it meant for?)
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?
2) Who was the intended audience? (Who was it meant for?)
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?
2) Who was the intended audience? (Who was it meant for?)
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?
2) Who was the intended audience? (Who was it meant for?)
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?
2) Who was the intended audience? (Who was it meant for?)
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?
2) Who was the intended audience? (Who was it meant for?)
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.