Flag Hoover Herbert Hoover Presidential Library and Museum

Home Exhibits Hoover
Information
Museum Coming
Events
Students Educators Laura Ingalls
Wilder
Research Links

Use of Historical Documents in the Classroom

 

Cuban Missile Crisis – Citizen Response

 

 

800 women strikers for Peace,

Library of Congress, Prints and Photographs

 

Myra Kearns

Vinton-Shellsburg Community Schools

Summer 2008

 


Division, New York World-Telegram

and the Sun Newspaper Photograph Collection, [LC-USZ62-128465].

 

 

Students will explore and gain an understanding of the average American citizen’s reaction/response to the Cuban Missile Crisis.  The citizens represented would include Cuban refugees, women, and college students. Students will analyze photos taken during the week of Oct 16–28, 1962.  They will compare this to the itinerary of President Kennedy during the 13 days of the crisis. After gaining an understanding of how others reacted, they will compare and contrast it to how they would have responded then and now to the threat of nuclear war.

 

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

 

Overview                                                        Back to Navigation Bar

Objectives

Students will:

·        Analyze/discuss pictures representing citizen response to the Cuban Missile Crisis.

·        Interpret and infer reasons/causes/purposes for these  actions.

·        Compare/contrast President Kennedy’s calendar/agenda for time period of Oct. 16–28.

·        Compare/contrast their personal predicted responses with those explored/researched.

Recommended time frame

2 days

Grade level

9th–10th grade

Curriculum fit

Cold War Unit: Cuban Missile Crisis

Materials

  • Copies of pictures
  • LCD projector
  • John F Kennedy Presidential Library & Museum website:

        http://www.jfklibrary.org/

  • Photo Analysis Worksheet

 

Illinois State Learning Standards               Back to Navigation Bar

 

 

II. Time, Continuity, and Change:

          Systematically employ processes of critical historical inquiry to reconstruct and reinterpret the past such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, and searching for causality.

 

V. Individuals, Groups, and Institutions:

           Identify and analyze examples of tensions between expressions of individuality and efforts used to promote social conformity by groups and institutions.

 

VI. Power, Authority, and Governance:

Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare.

 

VIII. Science, Technology, and Society:

a.      Identify and describe both current and historical examples of the interaction and interdependence of science, technology, and society in a variety of cultural settings.

b.      Make judgments about how science and technology have transformed the physical world and human society and our understanding of time, space, place, and human-environment interactions.

Procedures                                                      Back to Navigation Bar

 

Day One:

  • Display John F Kennedy’s diary on LCD projector.

http://www.jfklibrary.org/

  • Lead discussion on his activities during the week of the Cuban Missile Crisis, reasons some things are left off, etc.
  • Display photo of people lining up to get newspapers.

http://hdl.loc.gov/loc.pnp/cph.3c28474

·        Role model analysis of photo, comparing it to Kennedy’s diary. Complete Photo Analysis Worksheet.

·        Lead discussion on reasons, differences from technology today, questions on causes/reasons for citizens’ response.

Day Two:

·        Divide students into groups of two or three; give each group a different copy of photo to analyze.

·        Each group would complete handout on photo analysis.

·        Each group would share thoughts and impressions.

 

 

Evaluation                                                      Back to Navigation Bar

 

Assessment would be on group participation as well as completion of Photo Analysis Worksheet.

 

Included is a rubric for use if having students complete the extension of creating a diary.

Extension                                                        Back to Navigation Bar

 

  • Students could create diary entries for individuals presented, either average citizen or President Kennedy, during the Cuban Missile Crisis.
  • Students could create personal diary detailing their responses/activities during the Cuban Missile Crisis.

 


Primary Resources from the Library of Congress

Back to Navigation Bar

 

Image

Description

Citation

URL

 

Onlookers gather on George Smathers Beach in Key West, Florida to see the Army's Hawk anti-aircraft missiles positioned there during Cuban Missile Crisis

Library of Congress, Prints & Photographs Division, NYWT&S Collection, [reproduction number, e.g., LC-USZ62-111157]

http://hdl.loc.gov/loc.pnp/cph.3c28468

 

Group of Cuban refugees gather in a Manhattan Hotel room in front of television as President Kennedy announces a "quarantine" of their home island during the Cuban Missile Crisis in 1962

Library of Congress, Prints & Photographs Division, NYWT&S Collection, [reproduction number, e.g., LC-USZ62-111157]

 

http://hdl.loc.gov/loc.pnp/cph.3c28476

New Yorkers eager for news of the Cuban crisis line up to buy newspapers

Library of Congress, Prints & Photographs Division, NYWT&S Collection, [reproduction number, e.g., LC-USZ62-111157]

http://hdl.loc.gov/loc.pnp/cph.3c28474

Group of Cuban and Hungarian demonstrators near the Soviet Embassy in New York City carrying placards during the Cuban missile crisis

Group of Cuban and Hungarian demonstrators, Library of Congress, Prints & Photographs Division, New York World-Telegram and the Sun Newspaper Photograph Collection, [LC-USZ62-128477].

http://hdl.loc.gov/loc.pnp/cph.3c28477

 

800 women strikers for peace on 47 St near the UN Bldg / World

 

800 women strikers for peace, Library of Congress, Prints and Photographs Division, New York World-Telegram and the Sun Newspaper Photograph Collection, [LC-USZ62-128465].

 

http://hdl.loc.gov/loc.pnp/cph.3c28465

 

 

Denise Davidson, 5 months old, sleeps peacefully while her mother, Mrs. Donald Davidson, marches with ban-the-bomb group outside the United Nations

 

Denise Davidson, Library of Congress, Prints and Photographs Division,

New York World-Telegram and the Sun Newspaper Photograph Collection,  [LC-USZ62-126854].

 

http://hdl.loc.gov/loc.pnp/cph.3c26854

 

Miami's churches held special masses 10/23 praying for the success on the Cuban-Russian blockade.

 

Miami's churches, Library of Congress, Prints and Photographs Division, New York World-Telegram and the Sun Newspaper Photograph Collection, [LC-USZ62-132435].

 

http://hdl.loc.gov/loc.pnp/cph.3c32435

 

The Army Recruiting Station in Miami was busy 10/23 as they processed volunteers into the Armed Services.

 

Army Recruiting Station in Miami, Library of Congress, Prints and Photographs Division, New York World-Telegram and the Sun Newspaper Photograph Collection, [LC-USZ62-132436].

http://hdl.loc.gov/loc.pnp/cph.3c32436

 

Composite photograph of demonstrators outside the White House during the Cuban Missile Crisis carrying placards: (left) member of Nazi group supporting invasion and (right) woman from Women Strike for Peace against invasion

Demonstrators outside the White House, Library of Congress, Prints and Photographs Division, New York World-Telegram and the Sun Newspaper Photograph Collection, [LC-USZ62-128466].

 

http://hdl.loc.gov/loc.pnp/cph.3c28466

 

 


Other sources:

 

Websites:

 

1. John F. Kennedy Presidential Library and Museum

 

http://www.jfklibrary.org/

 

 

 

2. Something about Everything Military – Cuban Missile Crisis

 

http://www.jcs-group.com/military/navy/1962cuban.html

 

3. The Cuban Missile Crisis in order this week:

 

www.mrpopculture.com/files/October%2024,%201962.pdf

 

 


 

Rubric

Back to Navigation Bar

 

 

 

Citizen Response to Cuban Missile Crisis Diary




Student Name:     ________________________________________

 

CATEGORY

5

4

3

2

1

Mechanics

Spelling/ Grammar/ Punctuation: Perfect!

Spelling/ Grammar/ Punctuation: One or two mistakes in one area.

Spelling/ Grammar/ Punctuation: One or two mistakes in two or more areas.

Spelling/ Grammar/ Punctuation: Many errors in many areas.

Spelling/ Grammar/ Punctuation: Did you edit or proofread?

Number of events

13 or more entries

10 - 12 entries

7 - 9 entries

5 - 6 entries

less than 5 entries

Creativity

Excellent creativity! Many details/descriptions that contribute to enjoyment.

Many creative details/descriptions.

Few creative details/descriptions.

Few creative details/descriptions but they distract from enjoyment.

Little evidence of creativity or imagination.

Content/Accuracy

Excellent content/accuracy. True portrayal of events.

Minor errors to accuracy to time period/events. Good portrayal.

Some questionable accuracy to time period/events. Fair portrayal.

Little accuracy to time period/events. Poor portrayal.

No accuracy to time period/events. No portrayal.

Appearance

Excellent appearance, displays going above and beyond requirements.

Student's finished product is done very neatly; shows time and effort.

Student's finished product is done neatly.

Student's finished product needs more care and effort.

Student's finished product in done very sloppy.

 

Handouts

Back to Navigation Bar

 

Photo Analysis Worksheet

 

 


Back to Use of Historical Documents in the Classroom


 

Herbert Hoover Presidential Library and Museum
210 Parkside Drive
West
Branch, IA 52358

319-643-5301

 

General Questions   |   Web Site Questions   |     Privacy Policy   |   Accessibility