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Students will be placed in groups to analyze primary documents relating to civil rights during the post-WW1 to 1948 time period (both pro and con regarding desegregation). Together, they will create a timeline of the documents given.

After a short PowerPoint introducing the Berlin Blockade, the students will participate in a cooperative learning activity emphasizing the study of primary sources to increase understanding of Truman's decision to continue the Berlin Airlift.

Students will gain experiences in decision-making processes, analyzing primary source documents, technological research skills, and gain an understanding of President Truman's role in Civil Rights in America.

The students will analyze six groups of primary sources documents related to the desegregation of the armed forces on July 26, 1948. They will work together to gain a broader understanding of both the immediate and long-term ramifications.

Students will analyze and discuss primary source documents pertaining to the Creation of the State of Israel.

After viewing the PowerPoint titled Israel and the American Cyrus which deals with the influences on President Truman's decision to recognize Israel and the birth of Israel as a nation, students will write to prompts.

Using cooperative learning small groups will analyze and summarize key aspects of the Clifford-Rowe Memorandum.

Assignment is both individual and cooperative. Students will use the Norman Rockwell Post cover "Family Squabble". Students will work in pairs to analyze the painting using the attached worksheet.

Students will read a brief passage from the text concerning the Berlin Airlift. Students will watch excerpts from documentaries on the airlift and on Gail Halvorsen. After viewing the dvd/videos, the class will discuss and complete a study guide.

The students will listen to an audio recording of President Truman's address to Congress, which requests that Congress appropriate financial aid to Greece and Turkey.