![]() ![]() ![]() Distribute poster paper and markers to each group to develop a visual aid that will identify their policy option as well as the pros/cons of that option.Ĥ. Distribute a T-Chart to each group and instruct them to use it to make a pros/cons chart. Tell students they will use these Confidential Files to support their policy choices. Distribute the Confidential Files to each group. Visual aid-on poster paper-to present pros and cons to the classĭivide the class into groups and assign one policy option per group for further exploration.List of pros and cons for the group’s policy choice.Each student group will be assigned one policy option brainstormed earlier and will be responsible for: Tell students they will now be role-playing as national security advisers to President Kennedy, a group known during the Cuban Missile Crisis as EXCOMM. After this failure, Kennedy altered his leadership style, wanting to explore all options before making a decision. Explain to students that during the Bay of Pigs invasion, members of Kennedy’s staff who disagreed with the action refused to voice their negative opinions, not wanting to criticize the larger group. If an idea was bad, Kennedy wanted his advisers to tell him he did not want “yes men” to help him make decisions. Students research Kennedy’s policy options using primary resources and role-playing as EXCOMM.Įxplain to students that after the failure of Bay of Pigs invasion, Kennedy encouraged dissent among his advisers. Invasion: Launch a full force invasion of Cuba and overthrow of Castro.ģ.Air Force to attack all known missile sites. Navy to block any missiles from arriving in Cuba. Warning: Send a message to Castro to warn him of the grave danger he, and Cuba, were facing.Diplomacy: Use diplomatic pressure to get the Soviet Union to remove the missiles.Newly placed missiles in Cuba made little strategic difference in the military balance of power. Do nothing: American vulnerability to Soviet missiles was not new.You may wish to project the list for students to read. Use the discussion to prompt students to include all of the options listed below. List student responses on poster paper or on a whiteboard. ![]() Ask students what options they think Kennedy had. Tell students that President Kennedy had several options in responding to the threat posed by the placement of missiles on Cuban soil. They will need to research and analyze the documents that Kennedy’s real advisers had available to them, and then present their findings to the president (you). Review Kennedy’s policy options in the face of the Cuban Missile Crisis.Įxplain to students that they will be acting as Kennedy’s advisers during this thirteen-day period. Ask: Why did missiles in Cuba pose a threat to the United States?Ģ. For thirteen days, the world teetered on the brink of nuclear war. After, ask: What problem did President Kennedy face in this clip? Explain to students that this problem has come to be known as the Cuban Missile Crisis. Before reading, ask the remaining students to listen to identify what problem President Kennedy faces in this scene. Read an excerpt from the Killing Kennedy script.Īssign students to play the different roles in the Cuban Missile Crisis Scene selection from the Killing Kennedy script. ![]()
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