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Andrew Curtin Unit Lesson Plan Latin American History for TeachersGrade Level: 11-12th Grade Social Studies ElectiveUNIT SEVEN: Latin America in the Cold War period, 1945-1990 (6 90-minute class blocks)Key Learning (Objective)Unit Essential QuestionsTHE STUDENT WILL BE ABLE TO (TSWBAT):Describe the struggles of Latin American nations during the Cold War period 1945-1990Analyze how Latin American concerns were suborned by foreign powers in their competition during the Cold War Discuss exactly how as historians we should view this period- as a time where Latin America’s struggles were its own, as a time where Latin America was a playing field for a larger conflict, or somewhere in between.Express and defend with historical evidence their beliefs about United States government policy in Latin America during the Cold War.Q: How did Latin America’s struggles in the mid-Twentieth century become a battleground for the Cold War between the United States and the Soviet Union?A: Latin American politics during the Cold War came to be seen by the United States in particular as something which had to be controlled to combat the spread of Communist influence in the world, rather than as independent Latin American events. In their efforts to battle Soviet influence (which may or may not have been present in each case), the United States adopted a policy of intervention when necessary to halt the perceived spread of communism.Q: In what ways were the struggles of Latin America during the Cold War entirely their own, not to be confused with those of the larger world?A: Though inspired by ideologies that may not have originated in Latin America, leaders of Latin American nations during the Cold War had a great many problems to contend with in their nations. Their adoption of Socialist or Capitalist models, while in some cases (Cuba) influenced by a desire for alliance with one of the two “sides” in the Cold War, were often an independent reaction taken by leaders trying to improve the lives of their people with little intention of taking a “side” in the Cold War.Session 1: Introduction, Review of Last Unit, and Overview of the larger Cold War/ Lesson Essential QuestionsUNIT PREVIEW: Guatemala, 1954 Animoto video. Following video, explain that the Cold War was a period of rapid change in Latin America. Brainstorm list of possible topics for discussion based on what they’ve seen in the video and where we ended last unit with students on the Promethean Board. The questions for this class period also serve to preview the unit as a whole.What trends from the end of the previous Nationalism period pointed towards events to come in Latin America?A: Discussion should include: A desire for independence from foreign control, a desire to strengthen local economies, and a rising demand on the part of the people of Latin America to have their voices heard.What were the two predominant ideologies of the Cold War era?A: Discussion to include the fundamentals of Smith-based Capitalism and Marx-based Communism/Socialism. Attention should be paid to the distinction between Marxism and the Soviet model (which despite what many Americans believe are NOT the same thing) and to the fact that Socialism/Communism did not necessarily indicate a rejection of democracy. Readings to be used: The Wealth of Nations (Adam Smith) and The Communist Manifesto (Karl Marx).What parts of those ideologies would have appealed to different demographics in Latin America?A: Capitalism (especially with US support) would have appealed to those in power (the “haves” of L.A. society) and would have been encouraged by U.S. corporate interests with holdings in L.A.; Communism/Socialism would have appealed to those on the bottom rungs of society (the “have nots”).What were some of the results of the conflict between the United States and the Soviet Union outside of Latin America?A: Discussion to include a VERY brief overview of Berlin, Korea, and Vietnam as examples of foreign battlefields in the Cold War. Students should be encouraged to make predictions for Latin America during this period based on these events that occurred elsewhere.Lesson 2: Populism in Latin America / Lesson Essential QuestionsWere Populist leaders so successful in mobilizing and motivating the people of Latin America? Why or why not?A: Discussion to include: Populist leaders successes were often built upon promises of a better life for the common people of Latin America, but they were opposed by those already well-off in their societies (and often by foreign interests as well). Examples of Juan Peron, Cardenas, and Vargas in particular. Reading to be used: Born in Blood and Fire (John Charles Chasteen, p. 243-246)In what ways could the Populist leaders and their successors have been viewed as supporters of one side in the Cold War or the other?A: Efforts to establish a society with values traditionally associated with Socialism could have been seen by the United States as pro-Soviet. Efforts to curry favor with the United States and U.S. corporate interests would obviously be seen as pro-U.S.. Cite examples of nationalization of means of production and of natural resources by many Populist/Progressive leaders.Were Latin American leaders supporting one side or the other, or were these events coincidental with the larger Cold War?A: There is no 100% certain answer to this question (and it varied in degree by Latin American nation in any case), but this question is designed to provoke a student discussion as to what extent Latin America even thought about the greater Cold War conflict as opposed to their own problems and concerns during this period. The goal of such a discussion is to get students to realize that there is no absolute answer to this question; in many cases, Latin American leaders were merely promoting Socialist policy without any real connection to the Soviet Union. Particular note should be made of the fact that the United States had a lot more to fear from an opposing ideology in Latin America, as L.A. is very close to the United States, but a very safe distance from the Soviet Union.Lesson 3 : The Cuban Revolution / Lesson Essential QuestionsWas the Cuban Revolution a Communist revolution in the traditional sense, or was it something different (perhaps uniquely Latin American)?A: As above, this is a subjective question, one that will hopefully provoke discussion from students. The Cuban Revolution was, in many ways, a traditional Communist revolution, but it was its own unique event as well, a product of Cuba’s population, political reality, and even proximity to other powers (primarily the United States). Hopefully students will be able to come to their own conclusions and defend their opinions with historical evidence- this process of approaching history should be the ultimate goal of any secondary level history class in any event. Readings to be used: Born in Blood and Fire (John Charles Chasteen, p. 264-270), Essence of Guerilla Warfare (Che Guevara, from Problems in Modern Latin American History, p. 233-238)How did the Cuban Revolution compare and contrast with other Socialist/Communist movements in Latin America?A: Aside from the enduring degree of success on the part of revolutionary leaders (which in Castro’s case has been almost unprecedented), Cuba is first and foremost a different case because of its unique relationship with the Soviet Union. This question is a great “scaffolding question” to lead into the next class period’s material, where we will talk about US intervention in Latin America during the Cold War. Events in Guatemala, Brazil, Argentina, Nicaragua, and Chile should be covered here up to the point of U.S. intervention (the subject of next class).Lesson 4: The United States and Latin America in the mid-Twentieth Century / Lesson Essential QuestionsHow was the U.S. involved in Latin America during the Cold War?A: Discussion to include the United States government’s efforts to protect U.S. corporate interests and block the expansion of Socialism/Communism in Latin America. Specific examples of Guatemala, Chile, and Nicaragua covered in depth. Reading to be used: The Chilean Road to Socialism (Salvador Allende, from Problems in Modern Latin American History, p. 249-253)Why would the United States government have adopted the policies it did in Latin America during the Cold War?A: This question will be the subject of a student-led discussion which should encourage students to critically assess the actions of the United States and the motives behind them (both good and bad). Understanding these motives objectively now will be helpful in lesson 6, when we will debate whether or not these actions were justified. Readings to be used: Statements of US Foreign Policy Doctrine (from Problems in Modern Latin American History, p. 266-269), Alleged Assassination Plots Involving Foreign Leaders (from Problems in Modern Latin American History, p. 269-274)Lesson 5: The United States and Latin America in the mid-Twentieth Century (continued) / Lesson Essential QuestionsWas the United States government able to intervene in Cuba as effectively as it was in the rest of Latin America? Why or why not?A: Discussion to include the Bay of Pigs (and an analysis thereof) and the Cuban Missile Crisis. Film to be used: Thirteen Days (clips)How was the Cuban Missile Crisis an example of Latin America being used as a battlefield by the United States and Soviet Union?A: Student-led discussion, the goal being the understanding that Cuban interests were less in play during the Missile Crisis as compared to those of the U.S. and U.S.S.R., but also the very real concerns of its leaders (especially after Bay of Pigs) that might have led to their compliance with Soviet desires to place missiles on their soil.At the end of class today, students will be assigned to bring to the next class period three arguments for each “side” of the debate question for that class: Was United States policy in Latin America during the Cold War justified? From what perspectives could it be seen as such? What perspectives would challenge that position?Lesson 6: The United States and Latin America in the mid-Twentieth Century (continued) / Lesson Essential QuestionsWas United States policy in Latin America during the Cold War justified? From what perspectives could it be seen as such? What perspectives would challenge that position? A: This class period will take the format of a debate amongst students of the question above. Students will be divided into two groups by random draw in order to force them to consider both sides of the issue, rather than remaining limited in their own personal perspectives. Students will also complete a “Points of View” diagram containing the major arguments made by each side and a space for them to bullet point their personal conclusion.END OF UNIT ASSESSMENTThe “Major Project” for this Unit- see my Syllabus for more info on Major Projects- will be a three to five page essay describing United States intervention in Latin America during the Cold War period and arguing whether or not it was justified with clear evidence and logical reasoning. This should require students to know their history, but more importantly should force them to honestly assess their beliefs in the wake of the classroom discussion, give them an opportunity lay out their reasoning in an organized format, and teach them to defend them using the information they possess.Essential VocabularyCapitalismCommunismSocialismIron CurtainMonroe DoctrineDiplomacyDétentePopulismMarshall PlanGood Neighbor PolicyDeclaration of CaracasRedistribution of WealthMeans of ProductionGuerilla WarfareNational Security DoctrineAlliance for ProgressJuntaPopular UnitySandinista National Liberation FrontContrasOrganization of American States (OAS)PeronismPRI (Institutional Revolutionary Party)Dirty WarPeople-Places-TermsAdam SmithKarl MarxJosef StalinNikita KruschevJohn F. KennedyRichard NixonJimmy CarterRonald ReaganLazaro CardenasGetulio VargasJuan and Evita PeronJacobo ArbenzCastillo ArmasSalvador AllendeAugusto PinochetUnited Fruit CompanyFidel CastroChe GuevaraBay of PigsCuban Missile Crisis ................
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