Distribute the Kennedy and Cuba Leadership Assessment worksheet. Ask students to complete the graphic organizer to generate a thesis, and then respond to the summative question in a well-written essay, supporting their response with evidence learned in class. Collect the response and assess student work on the provided rubric.
Subjects & Disciplines
- U.S. History
- World History
- identify and describe the causes and outcomes of the Bay of Pigs invasion by reading and discussing an informational text
- describe Castro’s attitude toward Kennedy and the United States by reading and analyzing a primary source document
- evaluate the impact of the Bay of Pigs invasion on Castro’s mindset toward the United States by writing a letter to Nikita Khrushchev arguing for a Soviet-Cuban alliance
- argue in favor of one course of action for President Kennedy in the Cuban Missile Crisis by identifying the pros and cons of that action from primary source evidence
- evaluate President Kennedy’s leadership in the Cuban Missile Crisis by identifying the outcomes of the event
- Object-based learning
- Cooperative learning
- Issue analysis
- Role playing
- 21st Century Student Outcomes
Critical Thinking Skills
Connections to National Standards, Principles, and Practices
What You’ll Need
The resources are also available at the top of the page.
- Internet Access: Required
- Internet access: Required
- Tech Setup: 1 computer per classroom, Projector, Speakers
- Plug-Ins: Flash
For this activity, it would be useful to have desks or tables arranged to facilitate students working in small groups.
- Large-group instruction
This activity is extremely student-centered, involving small group work and student-led discussion.
- For more information on implementing effective group work, please see the following site: CTE-Lilly Teaching Fellows: Group Work and Collaborative Learning: Best Practices
- For more information on facilitating excellent discussions, please see Human Rights Education Associates: Establishing Rules for Discussion
- Understanding of the Cold War and the causes of American-Soviet tensions
- Basic understanding of first-person narratives (e.g., letters, diary entries)
- Understanding of and experience in using historical thinking and producing arguments/persuasive writing
- General understanding of the origins of the Cold War and U.S. distrust of communism and the Soviet Union
- Understanding of the Bay of Pigs invasion
- Basic understanding of the concepts of deterrence and containment
Recommended Prior Lessons
type of economy where all property, including land, factories and companies, is held by the government.
system of organization or government where the people decide policies or elect representatives to do so.
person with complete control of a government.
forced ejection from a country, or a person who feels forced to leave.
having to do with warfare conducted by organized groups of civilians, not soldiers or the military.
overthrow or total change of government.
system of organization or government where all property, industry, and capital is owned by the community, not individuals.
(1922-1991) large northern Eurasian nation that had a communist government. Also called the Union of Soviet Socialist Republics, or the USSR.