Students will be able to use previously learned information from teacher lecture on the purpose and outcomes of the Tehran and Yalta conferences to analyze photographs of the Big Three at the Tehran Conference Nov. 28 – Dec 1, 1943 and the Big Three at the Yalta Conference Feb 4 -12, 1945 and compare/contrast conclusions made; draw inferences into Yalta as possible start of the Cold War to have made sound decisions regarding Soviet control of Eastern Europe.
Students should be able to make inferences as to the tenor of each conference, the state of mind of the participants and the importance of the photographs in relation to their background knowledge to support or refute: FDR was too physically ill at Yalta to have made sound decisions regarding Soviet control of Eastern Europe.
1. Students will analyze primary sources to make inferences
2. Students will analyze photographs
Textbook, teacher lecture/notes on the wartime conferences of the Big 3, newsreel footage of both conferences from YouTube
1- Crimean Conference—Prime Minister Winston Churchill, President Franklin D. Roosevelt, and Marshal Joseph Stalin at the palace in Yalta, where the Big Three met
https://www.loc.gov/item/96522032/
2- Roosevelt, Stalin, and Churchill on portico of Russian Embassy in Teheran, during conference—Nov. 28 – Dec, 1 1943
https://www.loc.gov/item/96522736/
DAY 1
- Students will have reviewed their notes and assignments regarding the Tehran and Yalta conferences as homework
- Students are split into working groups of four people; details of the assignment are given
- Copies of photograph of Big Three at Tehran is distributed
- Students have 3 minutes to study photograph silently before turning over photo analysis worksheet
- Copies of teacher created photo analysis worksheet are distributed
- Students have 10 minutes to discuss and answer photo analysis questions
- Students set aside Tehran Conference photo
- Copies of photograph of Big Three at Yalta is distributed
- Students have 3 minutes to study photograph silently before turning over photo analysis worksheet to side 2
- Students then have 10 minutes to discuss and answer document analysis questions
- Copies of teacher created summation analysis are distributed; students discuss and answer the questions posed
- Students will select one member to report the group’s findings to the class; teacher led whole class discussion following individual reports
- Class reaches consensus on the question: Did FDR’s weakening health lead Stalin to believe that Eastern Europe was, “his for the taking”
DAY 2
- Review class findings from yesterday; answer any left- questions
- Students are divided into new groups of 4 students
- Copies of FDR’s Yalta trip schedule are distributed
- Students have 3 minutes to peruse the primary source document
- Copies of teacher created document analysis worksheet are distributed
- Students have 10 minutes to discuss and answer document analysis worksheets
- Students will select one member to report the group’s findings to the class
- Teacher led whole class discussion of ESSENTIAL QUESTION: Which primary source is the more reliable in determination of whether or not FDR was too ill to have made wise decisions at Yalta, eg allowed Stalin to believe he had a “green light” in Eastern Europe? – photograph or schedule?
- What other types of primary sources could be used to form a more enlightened decision about the topic question?
Name: _____________________________________________________
Class: ______
Date: _____________
Photo Analysis #1: Big 3 at Tehran Conference
Observation: Study the photograph for 2 minutes. Form an overall impression of the photograph. Write down initial impressions below:
Inspection:
1. From left to right in the photo, identify the 3 men in the foreground as to name and country led
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2. Looking closely at the seating and seating arrangement, what do you notice?
3. If “clothes make the man”, what does the apparel of each person tell you about the image he wants to project?
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4. Does any one of the three seem to be dominant/”in charge”? What do you think this says about the tenor/mood of the Conference?
Photo Analysis #2: Big 2 at Yalta Conference
Did FDR’s weakening health lead Stalin to believe that Eastern Europe was “his for the taking”?
From left to right in the photo, identify the 3 men in the foreground as to name and country led
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1. How does this photograph differ from the photo at the Tehran Conference?
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Name: _____________________________________________________
Class: ______
Date: _____________
Document Analysis
1. Type of Document (Check One)
____ Newspaper ____ Map ____ Advertisement ____ Letter
____ Telegram ____ Patent ____ Memorandum ____ Report
____ Press Release ____ Other (explain) __________________________________
2. Unique Characteristics of the Document (Check more than one if applicable)
____ Interesting Letterhead ____ Handwritten _____ Typed
____ Seals applied ____ Signature _____ Notations
____ “received” stamp ____ Other (explain) ________________________
3. Date/s of document: _________________________________
4. Author or creator of document: _______________________________________
Person’s position or title: _________________________
5. What audience was the document written?________________________________________
6. Document information:
A. List three things the author said that you think are important
1. _________________________________________ 2. ___________________________________
3. _________________________________________
B. Why do you think the document was written?
_____________________________________________________________________________________
C. What evidence in the document helps you know why it was written? (Quote from the document)
_____________________________________________________________________________________
D. List two things that the document tells you about life in the United States at the time it was written:
1. _________________________________________ 2. _____________________________________
E. Write a question to the author that is left unanswered by the document:
_____________________________________________________________________________________
- Students will be assessed for group work according to the following rubric
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Category |
Exceeds Expectations 10 pts |
Meets Expectations 8 - 9 pts |
Approaches Expectations 7 pts |
Needs Improvement 2 – 6 pts |
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Attitude and work with others |
Student is always respectful of others, has a positive attitude and does not criticize the ideas of others |
Students is rarely critical of ideas or work of others. Usually has a positive attitude |
Students often or occasionally has a positive attitude about the task and behaves in a respectful manner |
Student is critical of the work or ideas of others and rarely behaves in a respectful manner |
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Focus |
Student is always focused on the task at hand and does what needs to be done; self-directed |
Student is mostly focused on the task and does what needs to be done most of the time |
Student focuses on the task at hand most of the time. Often needs teacher prompting to get work done |
Students rarely focuses on classwork and what needs to be done |
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Contributions |
Routinely provides useful ideas when participating in discussion |
Usually provides useful ideas when participating in discussion |
Sometimes provides useful ideas when participating in discussion |
Rarely provides useful ideas when participating in class discussion; often does not contribute |
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Quality of Work |
Provides work of the highest quality that reflects the student’s best efforts |
Provides quality work that usually reflects student’s best efforts |
Work does not always reflect student’s best efforts |
Work reflects little effort on the part of the student |
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Points Earned |
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Total Points |
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