Cuban Missile Crisis Lesson Plan

Objectives: Mississippi Social Studies Framework Understand how the global

position of the United States has evolved as a result of imperialism, economics,
technological changes, and involvement in international
wars and conflicts.
d. Analyze the origins and development of the Cold War between the United
States and
the Soviet Union and their respective allies, including ideology,
technology,economics,
and geography. (DOK 3)
e. Explain and analyze Americas role in international organizations,
humanitarian relief,
and post-war reconstruction efforts throughout the 20th century. (DOK 3)
C3 Framework: D2.His.16.9-12. Integrate evidence from multiple relevant historical
sources and interpretations into a resound argument about the past.
D2.His.12.9-12. Use questions generated about multiple historical
sources to pursue further inquiry and investigate additional sources.
Common Core State Standards: CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem.
Materials: Paper, pen or pencil, copy of primary source documents, Grading Rubric.
Opening Set: Students along with teacher will read Statement by President John F.
Kennedy on Cuba Sept. 4, 1962
1. Teacher will review the Cuban Missile Crisis from previous days powerpoint
2. Teacher will separate students into 7 groups of 4 by numbering them off
3. Teacher will pass out primary source document pages and instructions for
completing assignment.
Learning Tasks (Procedures):
1. Teacher hands out a document with acronyms of different missile types to
groups. students use this sheet along with primary sources to complete
assignment
2. Students read/look at primary sources and analyze them as a group.
3. Students work on CIA: Memorandum writing assignment must finish it during
class.
Closing:
1. Teacher reviews the Cuban Missile crisis documents
2. Teacher asks questions based on the students findings in the documents
3. Teacher checks for understanding by asking open ended discussion
questions.
Differentiated Instruction:
Enrichment: Groups are giving different types of sources, which
helps them navigate through the assignment.
Intervention: Not all sources are text sources, so the reading
amount is cut down so students can focus on the task.
Accommodation: Groups are evenly split so that weaker students
are paired with higher achieving students, providing them with more
support.