Students will analyze two primary source documents, then use the collection to make & defend their own decision.
- To give students practice using primary sources
- To expose students to the challenges of government (and executive) decision-making
- To teach students some of the historical context of the time
- Complete a document-analysis form for each of the two supplied documents
- Decide whether they would recognize Israel or not
- Defend their choice above using at least one of the additional documents contained in the “Recognition of Israel” student resource file.
- Common Core: CCSS.ELA-Literacy.RH 11-12.2 , 7 , 8, 9, and 10.
- Common Core: CCSS.ELA-Literacy.RL 11-12.1 and 2.
- Joint Chiefs of Staff memo 21 June 1946 favoring stability
- May 12 meeting notes of Clark Clifford
1 – Clifford interview, items 96-98
2 – George Elsey interview
Computer and internet access
- I hand out hard copies of the two documents in question (JCS memo and Clifford notes) to allow students to take notes and read “offline” if they prefer.
- Options here include handing out overnight to allow more time to read, and/or to use groups.
- Students fill out a Document Analysis sheet for each of the two documents. Teacher monitors, gives feedback. This provides for assessment as well.
- Teacher provides website for students to access entire Student Research file
- https://www.trumanlibrary.gov/library/research-files/joint-chiefs-staff-state-war-navy-coordinating-committee. https://www.trumanlibrary.gov/library/online-collections/recognition-of-state-of-israel?section=1
- Students are required to choose a specific document which supports their decision.
- Option here to have students defend their choice to the class.
- Possibly a simple completion grade: all four parts necessary for an A, 3 for a C, 2 or less is failing.
- Four parts to the assignment: two document analysis sheets, decision on recognition, document justification.
- Break down the assessment into four parts. The decision on recognition and document justification are worth 30 % each (or, say, 30 points each). That is passing. That leaves the two document analysis sheets to be slightly less (20% or 20 points each) and you can feel free to be harsher on the proper/successful completion thereof.