Breadcrumb

Global Connections: Using US Involvement in the Middle East

Lesson Author
Course(s)
Required Time Frame
1-3 class days
Grade Level(s)
Lesson Abstract
Analysis of primary documents relating to US involvement in the Middle East.
Description

The lesson will combine individual, co-operative, peer teaching and primary sources to be used in government during a unit with emphasis on global connections between our government and others.  Students will be given a brief time line of US involvement with some events of Middle East history from 1947 to the present, documents and excerpts to read, analyze and share with fellow classmates.  As a final project, the student will write and draw conclusions about US involvement in the Middle East and effects on both US and world politics.

Rationale (why are you doing this?)
  • This lesson will allow students to explore US involvement with the various nations of the Middle East    across a time frame of US administrations. The goal of this exploration is to open students to realization that they are members of a global community and to understand that US actions and the actions of citizens of one country affect people and nations in other parts of the world.
  • In Missouri, state mandated testing for Government does not include global connections, but often curriculum does.  This could be used as a post standard test mini unit to illustrate the US government as a member of the global community.
Lesson Objectives - the student will
  • Read and analyze excerpts and documents.(complete analysis sheet)
  • Draw conclusions about why US President took action, consequences of actions taken and explore controversy that actions may have created in our country and abroad.
  • Respond to writing prompt using facts and opinions supported by documents and events.
District, state, or national performance and knowledge standards/goals/skills met
  • CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
  • 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.
Secondary materials (book, article, video documentary, etc.) needed
  • Brief time line of US/Middle East involvement-scanned at end of lesson for each student
  • Power point of lesson, background information, vocabulary, document list –power point
  • Definition of vocabulary needed-included on power point
  • Kissinger shuttle diplomacy timeline –scanned at end of lesson
  • Source analysis sheet-scanned at end of lesson (others available at trumanlibrary.org or nara.gov)
  • Optional-Butcher sheet with timeline dates for students to use during sharing of material-maybe add Presidential pictures
Primary sources needed (document, photograph, artifact, diary or letter, audio or visual recording, etc.) needed
  • Truman-recognition of Israel (1948) scanned at end of lesson-primary
  • Eisenhower-CIA coup in Iran  (1953) scanned at end of lesson-secondary
  • Eisenhower Doctrine  (1954)-milestone documents-scanned at end of lesson-secondary
  • Johnson-Hot Line communication (Six Day War-1967)-pdf file-primary
     
    Hotline page 1
Hotline page 2 (translation)
Hotline page 3

 

  • Ford-Shuttle Diplomacy memo (1975)-pdf file-primary

 

Ford page 1

 

Ford page 2

 

Ford page 3
  • Carter-Iran hostage diary entry (1977)-scanned at end of lesson-primary
  • Reagan-speech following marine barracks bombing (1983)-scanned at end of lesson-primary
  • Bush (41)-First Gulf War (1990)-National Security Directive 45-pdf file-

 

Bush page 1