![]() ![]() 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. ![]()
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