Instructional Plan Cuban Missile Crisis

Background Information

Grade: 11th
Unit/Subject: Cold War/ American Studies
Instructional Plan Title/Focus: The Cuban Missile Crisis: Kennedys Options

a. Instructional Plan Purpose: The purpose of this lesson plan is for students to learn about the Cuban
Missile Crisis by exploring and evaluating Kennedys options for dealing with the crisis. This lesson
plan also continues to build students abilities to analyze primary source texts and to use these analyses
to make arguments about historical events.
b. Alignment to State Learning Standards: Evaluate various explanations for actions or events and
determine which explanation best accords with textual evidence, acknowledging where the text leaves matters
uncertain. (CCSS.ELA-LITERACY.RH.11-12.3)

c. Content Objectives:
SWBAT evaluate the pros and cons of Kennedys options for dealing with the Cuban Missile Crisis to
determine the best response.
Language Objectives:
SWBAT defend an argument about the best response to the Cuban Missile Crisis.
d. Previous Learning Experiences: This is the eleventh lesson in a three-week unit on the Cold War from
1949-1963. In previous lessons, students have learned about several concepts and events relevant to this
lesson including the expansion of the Cold War around the world under Eisenhower, the containment
and massive retaliation strategies, nuclear weapons and the nuclear arms race, and United States support
for anti-communist dictators around the world. Students have also had extensive practice analyzing
primary source texts for evidence to support arguments.
f. Assessment Strategies
Content/Language Objectives
SWBAT evaluate the pros and
cons of Kennedys options for
dealing with the Cuban Missile
Crisis to determine the best
response.

Assessment Strategies
Formative: Student progress towards this learning target will be
formatively assessed on students Option Sheets and in group
presentations. The Option Sheets will serve as evidence of
students abilities to evaluate the pros and cons of a single option
and the group presentations will give the instructor a chance to
address misconceptions or fill in gaps in students understandings
of the options.
Summative: Student achievement of the learning target will be
summatively assessed by the paragraph writing activity.
Paragraphs will be scored on grammar/conventions, taking a
stance, and reasoning. (See attached rubric)

SWBAT defend an argument about

the best response to the Cuban
Missile Crisis using evidence from
primary source texts.

Summative: Student achievement of the learning target will be

summatively assessed by the paragraph writing activity.
Paragraphs will be scored on grammar/conventions, taking a
stance, and reasoning. (See attached rubric)

g. Student Voice:
K-12 students will be able to:
1. Explain student learning targets
and what is required to meet
them (including why they are
important to learn).
2. Monitor their own learning
progress toward the learning
targets using the tools provided.

Student-based evidence to
be collected:
Opener-Closure Sheets

Opener-Closure Sheets

Description of how students will

reflect on their learning.
On their opener sheets, students will
write the learning targets. The class
will also have a brief discussion of
the learning targets at the beginning
of the period.
On their closures, students will rate
themselves from 1 to 4 on their
progress towards the learning
targets and explain why they gave
themselves that rating and how they
can improve.

h. Grouping of Students for Instruction:

a. Students will complete the opener individually initially to activate their prior knowledge. Students
will then share with their partners and the whole class to benefit from the prior knowledge of their
peers.
b. Students will work in small groups when filling out their Option Sheet to analyze the primary
source documents on their option and prepare for their presentation. This will also provide
additional support to ELD and IEP students.
c. Students will complete the final paragraph writing activity individually.

Instruction and Engaging Students in Learning

a. Introduction: Class will begin with students filling out the opener section of their opener-closure
sheets. Students will write down the learning target and answer the opener question individually. The
opener will ask students to brainstorm anything they know about Cuba or the Cuban Missile Crisis to
activate students prior knowledge and front-load some information on the topic of the lesson. After
students individually fill out the openers, the class will have a brief discussion of the learning targets and
their importance. Students will then share their answers to the opener with their elbow partner before
sharing out in a whole-class discussion.
b. Learning Activities:
After completing the opener, the instructor will give a short, ten-minute interactive lecture on the
roots of the Cuban Missile Crisis. The lecture includes Ten-Second Shares to engage students
and encourage cooperative learning.
2

Students will then be spilt into five groups. Each group will be responsible for investigating one
of Kennedys five options for dealing with the Cuban Missile Crisis: do nothing, negotiate,
blockade, air strike and invasion. The groups will read the description of their option and
primary sources from Kennedys advisors about their option. Groups will be responsible for
finding evidence from these sources to support at least three pros and three cons for choosing
their option. The group will then decide if they think their option is a good one.
After groups have finished evaluating their option, each group will present their option, their
pros and cons and their recommendation to the rest of the class. During the presentations,
students will fill out the summary chart with the pros and cons for each option. After each
presentation, the class will briefly discuss the option, focusing on whether the option is a good
one or not.
Finally, students will be given ten minutes to write a paragraph making an argument that one of
the five options is the best response to the crisis. Students will cite evidence from the pros and
cons given in the group presentations to back up their response.

c. Closure: In the last three minutes of class, students will fill out the closure section of their openerclosure sheets. Students will rate their understanding of the learning target from 1 to 4 and explain their
rating. Students will also answer the closure question which will ask students to predict which response
Kennedy chose. The class will then briefly discuss students answers to the closure question.
d. Instructional Considerations:
Multiple means of access: The material will be presented in writing, verbally and visually during
the lecture. Material will be presented in writing during the primary source analysis and verbally
during the presentations.
Multiple means of engagement: Students will be able to participate individually, in partner pairs,
in small groups and in whole-class discussions. Students will also be able to participate by
reading and analyzing the text, discussing their text with the small group, writing their analysis
on their Options Sheet, presenting verbally during group presentations and writing their final
paragraph.
Multiple means of expression: Students can express their learning verbally during the smallgroup and whole-class discussions and group presentations, and in writing on their Options
Sheet and the final paragraphs.
Modifications/Accommodations: Struggling students or students with IEPs can receive help from
their small groups throughout the primary source analysis activity. Students with writing related
IEPs will also be given a modified rubric for the final writing assignment (see attached modified
rubric).
e. Acknowledgements: Lesson plan and all materials created by Ryan Smith.

Name: ______________________________
Period: ____
Cuban Missile Crisis Options
Option 1: Do Nothing

Description: Kennedy could have chosen to do nothing in response to the Soviet missiles in Cuba. Kennedy
could have chosen to ignore the intelligence reports about the missiles and avoided dealing with the threat.
Advisors Advice about this option:
Special CIA Report: If the US accepts the strategic missile buildup in Cuba, the Soviets would continue the
buildup of strategic weapons in Cuba. They will continue to place missiles and weapons in Cuba, posing a
direct threat to the United States. US acceptance of the strategic missile buildup would also provide strong
encouragement to Communists in Latin America and elsewhere. Conversely, anti-Communists and those who
relate their own interests to those of the US would be strongly discouraged. It seems clear that, especially over
the long run, there would be a loss of confidence in US power and determination and a serious decline of US
influence generally.
CIA Director John McCone: Consequences of any major action by the United States will be the inevitable
spilling of blood of Soviet military personnel. This will increase tension everywhere and undoubtedly bring
retaliation against U.S. foreign military installations, where substantial U.S. casualties would result....
Secretary of Defense Robert McNamara: It seems to me almost certain that any...form of direct military action
will lead to a Soviet military response of some type some place in the world. This has the very real possibility of
escalating into a nuclear conflict that would engulf civilization.
National Security Advisor MacGeorge Bundy: The political consequences of inaction are too great. We would
inevitably be seen as weak and scared by the American public, by the Soviet Union and by the entire world.

Option 1: Do nothing
Use the Advisors Advice to identify pros and cons of following this option. Identify at least 2 pros and at least
2 cons.

Pros

Cons

Summary: Is this a good option? Why or why not?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name: ______________________________
Period: ____
Cuban Missile Crisis Options
Option 2: Negotiate

Description: Kennedy could have chosen to solve the crisis diplomatically by attempting to talk to Soviet leader
Nikita Khrushchev about a peaceful solution. This would have involved contacting Khrushchev, revealing that
the United States knows about the missiles, and asking him to remove the weapons in exchange for something
from the United States.
Advisors Advice about this option:
Special CIA Report: If the US confronts Khrushchev with its knowledge of the MRBM deployment and
presses for a withdrawal, we do not believe the Soviets would halt the deployment. Negotiations would also
give the Soviets time to complete the missile installations. Any negotiations would also give the Soviets
warning that we are aware of the missiles, removing the element of surprise in a subsequent US attack.
Secretary of Treasury C. Douglas Dillon: I believe that any effort to negotiate the removal of the missiles
would involve a price so high that the United States could not accept it. To agree to negotiations now would be
a disaster for us. We would break up our alliances and convey to the world that we were impotent in the face of
a Soviet challenge. Negotiations alone cannot convey our firm intentions and the Soviets would be unlikely to
back down.
National Security Advisor MacGeorge Bundy: Negotiations are not enough. Something more is needed to get
the missiles out of Cuba.
Secretary of Defense Robert McNamara: It seems to me almost certain that any...form of direct military action
will lead to a Soviet military response of some type some place in the world. This has the very real possibility of
escalating into a nuclear conflict that would engulf civilization. Therefore, I support more peaceful attempts to
end the crisis. Khrushchev does not want a war, so negotiations have a real possibility of success.

Option 2: Negotiate
Use the Advisors Advice to identify pros and cons of following this option. Identify at least 2 pros and at least
2 cons.

Pros

Cons

Summary: Is this a good option? Why or why not?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name: ______________________________
Period: ____
Cuban Missile Crisis Options
Option 3: Blockade

Description: Since the missile sites were not complete yet, Kennedy could have chosen to blockade Cuba to
prevent the rest of the Soviet supplies from reaching the island. The U.S. Navy was more than capable of
surrounding Cuba and preventing Soviet ships from reaching their destination. By blockading Cuba, Kennedy
could buy time to negotiate the removal of the missiles with the Soviet leader, Nikita Khrushchev.
Advisors Advice about this option:
Special CIA Report: While a blockade might delay the completion of the missile sites, it is not certain that they
are not already operational. Furthermore, the Soviets will undoubtedly exert major pressure to end the blockade,
including the use of military force. It is possible that Khrushchev would resort to starting a war to avoid
appearing as though he backed down.
CIA Director John McCone: In my view a blockade is not enough. It is too risky to allow a long drawn-out
period during which the Cubans could, at will, launch the missiles against the United States.
National Security Advisor MacGeorge Bundy: A blockade would not remove the missiles. Its effects are
uncertain and in any event would be slow to be felt. Something more is needed to get the missiles out of Cuba.
Secretary of Defense Robert McNamara: After a blockade, the United States should negotiate for the removal
of the strategic missiles from Cuba. I believe that any other course of action is too risky. A blockade would
cause us the least trouble with our allies, is the only military course of action compatible with our position as a
leader of the free world, and would avoid a sudden military move which might provoke a response from the
USSR which could result in escalating actions leading to nuclear war.

Option 3: Blockade
Use the Advisors Advice to identify pros and cons of following this option. Identify at least 2 pros and at least
2 cons.

Pros

Cons

Summary: Is this a good option? Why or why not?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Name: ______________________________
Period: ____
Cuban Missile Crisis Options
Option 4: Air Strike (bombing the missile sites)

Description: Kennedy could have chosen to launch a surprise airstrike against the missile sites. A large, surprise
airstrike could have destroyed the missiles before they could be launched at the United States.
Advisors Advice about this option:
Special CIA Report: If the US takes direct military action against Cuba, the Soviets would be placed under
great pressure to retaliate. We must of course recognize the possibility that the Soviets, under pressure to
respond, would miscalculate and respond in a way which could escalate to nuclear war. However, we believe
that whatever course of retaliation the USSR elected, the Soviet leaders would not deliberately initiate nuclear
war. Therefore, an air strike offers the real possibility of eliminating the threat without endangering our
interests.
National Security Advisor MacGeorge Bundy: The political advantages are, are very strong, it seems to me, of
the small strike. We would appear strong and decisive, while also keeping the attack small enough that the
Soviets would not be obligated to retaliate. An air strike would be quick and would take out the bases in a clean
surgical operation.
Secretary of Defense Robert McNamara: An air strike would not destroy all the missiles and launchers in
Cuba, and, at best, we could knock out two-thirds of these missiles. It seems to me almost certain that any
form of direct military action will lead to a Soviet military response of some type some place in the world. This
has the very real possibility of escalating into a nuclear conflict that would engulf civilization.
Chief of Staff General Maxwell Taylor: I favor a strike. Now is the time to act, because this is the last chance
we have to destroy these missiles. If they are not destroyed, we will have to live with them with all the
consequent problems for the defense of the United States

10

Option 4: Air Strike

Use the Advisors Advice to identify pros and cons of following this option. Identify at least 2 pros and at least
2 cons.

Pros

Cons

Summary: Is this a good option? Why or why not?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

11

Name: ______________________________
Period: ____
Cuban Missile Crisis Options
Option 5: Invasion

Description: Kennedy could have chosen to authorize a military invasion of Cuba. This invasion could have
destroyed the missiles and overthrown the hostile Communist government of Cuba.
Advisors Advice about this option:
Special CIA Report: If the US takes direct military action against Cuba, the Soviets would be placed under
great pressure to retaliate. We must of course recognize the possibility that the Soviets, under pressure to
respond, would miscalculate and respond in a way which could escalate to nuclear war. However, we believe
that whatever course of retaliation the USSR elected, the Soviet leaders would not deliberately initiate nuclear
war. Invasion, therefore, offers a way to deal with the real problem, which is not the missiles, but Castro.
CIA Director John McCone: Consequences of an invasion by the United States will be the inevitable spilling
of blood of Soviet military personnel. This will increase tension everywhere and undoubtedly bring retaliation
against U.S. foreign military installations, where substantial U.S. casualties would result.
Secretary of the Treasury C. Douglas Dillon: Unless the Russians stop their missile buildup at once, we will
have to invade Cuba in the next week, no matter what they say, if we are to save our world position. This is the
only sure way to be rid of the threat. We cannot convey firm intentions to the Russians otherwise and we must
not look to the world as if we were backing down.
Secretary of Defense Robert McNamara: It seems to me almost certain that any form of direct military action
will lead to a Soviet military response of some type some place in the world. This has the very real possibility of
escalating into a nuclear conflict that would engulf civilization.

12

Option 5: Invasion
Use the Advisors Advice to identify pros and cons of following this option. Identify at least 2 pros and at least
2 cons.

Pros

Cons

Summary: Is this a good option? Why or why not?

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

13

Name: ____________________________________
Period: ___
Cuban Missile Crisis Options

Option

Pros

Cons

Do Nothing

Negotiate

Blockade

Air Strike

Invasion

Which option is the best way to deal with the Cuban Missile Crisis? Why?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

14

Taking A
Stance

Reasoning

Grammar/
Conventions

Taking A
Stance

Reasoning

Grammar/
Conventions

Cuban Missile Crisis Paragraph Rubric

4
3
2
Paragraph makes a Paragraph makes a Paragraph makes an
clear and
clear argument for argument for one of
convincing
one of the five
the five options, but
argument for one of options.
the argument is
the five options.
unclear.
At least 3 reasons
At least 3 reasons
At least 3 reasons
are given in support are given in
are given in support
of the argument.
support of the
of the argument.
All reasons are
argument. All
Reasons are not
explained clearly
reasons are
adequately
and explicitly
explained to some explained.
connected back to
extent.
the argument.
Paragraph is free
Paragraph includes Paragraph includes
from any
1-2 grammatical or 3-5 grammatical or
grammatical or
spelling errors.
spelling errors
spelling errors.
Cuban Missile Crisis Paragraph Rubric (modified)
4
3
2
Paragraph makes a Paragraph makes a Paragraph makes an
clear and
clear argument for argument for one of
convincing
one of the five
the five options, but
argument for one of options.
the argument is
the five options.
unclear.
At least 2 reasons
At least 2 reasons
At least 2 reasons
are given in support are given in
are given in support
of the argument.
support of the
of the argument.
All reasons are
argument. All
Reasons are not
explained clearly.
reasons are
adequately
explained to some explained.
extent.
Paragraph includes Paragraph includes Paragraph includes
1-3 grammatical or 4-7 grammatical or 7-10 grammatical
spelling errors.
spelling errors
or spelling errors.

1
Paragraph fails to
make an argument
for one of the five
options.
Less than 3 reasons
are given in support
of the argument.

Paragraph includes
more than 5
grammatical or
spelling errors.

1
Paragraph fails to
make an argument
for one of the five
options.
Less than 2 reasons
are given in support
of the argument.

Paragraph includes
more than 10
grammatical or
spelling errors.

15