A picture is worth a thousand words -Look at the following editorial cartoons. -Identify the overall message/point/event in history outlined in these cartoons

-How do these cartoons speak to this point? -How are the five techniques of editorial cartoons used to convey the message of this cartoon?

Standards (MH): 1) Standard Number: 5.0 History Standard: History involves people, events, and issues. Students will evaluate evidence to develop comparative and

causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

Learning Expectations: The student will 5.1 understand the nature and major events of the Cold War.

2) Standard Number: 6.0 Individuals, Groups, and Interactions Standard: Personal development and identity are shaped by factors including culture, groups, and institutions.

Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

Learning Expectations: The student will 6.1 understand the impact of individual and group decisions on citizens and communities.

Standards (CCSS): 1) CCSS.RH/11-12/1: Cite specific textual evidence to support analysis of primary and secondary sources,

connecting insights gained from specific details to an understanding of the text as a whole. 2) CCSS.RH/11-12/6: Evaluate authors’ differing points of view on the same historical event or issue by assessing

the authors’ claims, reasoning, and evidence. 3) CCSS.RH/11-12/8: Evaluate an author’s premises, claims, and evidence by corroborating or challenging them

with other information. 4) CCSS.RH/11-12/9: Integrate information from diverse sources, both primary and secondary, into a coherent

understanding of an idea or event, noting discrepancies among sources.

Learning Objectives:

1) Students will formulate specific justifications for the Soviet Union’s placement of nuclear missiles in Cuba.

2) Students will distinguish five possible responses by John F. Kennedy to the Cuban Missile Crisis. Students will also use textual primary source evidence to evaluate the pros and cons of each of the aforementioned possible responses that John F. Kennedy could have pursued.

3) Students will use secondary source materials to conclude lasting outcomes of the Cuban Missile Crisis.

4) Students will use various primary and secondary sources to evaluate the impact that the Cuban Missile Crisis and the decisions of individuals had on the daily lives of Americans during the Cuban Missile Crisis.

Essential Question

What were the causes, consequences, and lasting

impacts of the Cuban Missile Crisis?

Reasons for putting missiles in Cuba

-Strategic nuclear balance -To protect Cuba -Strategic attempt to remove western influences from Berlin -To bolster Soviet prestige -To probe American intentions

Who is Who?

Meet the Key Players in the Cuban Missile Crisis

U.S. President John F. Kennedy In 1960, at the age of 43, John F. Kennedy

became the youngest elected President in U.S. history, during a period of growing tensions in the U.S.-Soviet Cold War rivalry. Soon after taking office in 1961, he authorized the “Bay of Pigs” invasion led by the CIA and exiles from Cuba, whose government had been overthrown by communist rebels in 1959. This failed to overthrow leader Fidel Castro, and was a major embarrassment to Kennedy. Tensions with the Soviet Union further escalated during the 1961 Berlin Crisis. These events set the stage for the Cuban Missile Crisis.

Soviet Premier Nikita Khrushchev Khrushchev became First Secretary of the

Communist Party of the Soviet Union in 1953 after a power struggle following Stalin’s death, and served as Premier from 1958 to 1964. Khrushchev began efforts to “de-Stalinize” Soviet society. However, in 1961 tensions between the superpowers escalated over the Berlin Crisis. In the spring of 1962 Khrushchev made the decision to place Soviet missiles in Cuba secretly in order to give a quick boost to Soviet missile power, and to strengthen the USSR’s bargaining position regarding the Berlin question.

Prime Minister of Cuba Fidel Castro In January 1959 Fidel Castro’s revolutionary

forces seized power. While the Cuban leader initially claimed this was not a communist revolution, a year later Cuba formally aligned itself with the Soviet Union. Relations with the United States deteriorated further in 1961when the U.S. supported CIA-trained anti-Castro exiles in the Bay of Pigs invasion – a failed attempt to overthrow Castro and a major blow for President Kennedy. In this context, in the summer of 1962 Castro accepted the Soviet offer to install missiles in Cuba as a deterrent to a U.S. invasion.

President Kennedy’s Cabinet

Secretary of the Treasury C. Douglas Dillon

National Security Advisor McGeorge Bundy

General Maxwell Taylor Chairman of the Joint Chiefs of Staff

Secretary of Defense Robert McNamara

Secretary of State Dean Rusk

CIA Director John McCone

JFK’s Five Options 1. Do nothing; ignore the missiles in Cuba. 2. Open direct negotiations with Khrushchev asking that the missiles

be withdrawn. 3. Order a blockade of Cuba until the missiles are removed. 4. Send a warning to Castro and Khrushchev, and if the dismantling of

the missile sites is not underway within 24 hours, order an air strike against the sites.

5. Order an air strike against the missile sites with no prior warning.