The Berlin Crisis of 1948 - Harry S. Truman Presidential ... Berlin Crisis of 1948 Was the Berlin Airlift the best option to address the Berlin Blockade? Was there a better option

The Berlin Crisis of 1948

Was the Berlin Airlift the best option to address the Berlin Blockade? Was there a better option

that would have been less draining on the American economy?

Lesson Procedures

Step 1: Background

1. Give students a copy of the background essay to read to get a general idea about the

situation of the Berlin Crisis in Europe during the 1948.

Step 2: Hook Activity

1. Given the scenario of the events currently happening in Berlin, students will be given

four options to address the Berlin blockade. Give the students the options: Do nothing,

Airlift, Evacuate or Negotiate/United Nations support. Create a padlet or bellwork

question and ask them to put themselves in the role of the Harry S. Truman and pick one

of the options and describe why this option best addresses the Berlin blockade.

2. After students have responded to the padlet (online resource tool link provided

https://padlet.com/my/dashboard ) or bellwork question have them share out and discuss

with a partner. Then, as a whole class have them discuss their option and reasonings

behind that choice.

Step 3: Essential Question

Introduce the essential question: Was the Berlin airlift the best option for addressing the

Berlin blockade? Discuss the essential question and explain what was read in the Background

Essay and bring back in those options from the Hook activity. What options did the United

States discuss during the Berlin crisis (Negotiate/UN support, Evacuate, Airlift and Do Nothing.)

Discuss a little about the logistics of using each option prior to digging deeper into the primary

sources (provided in the additional teacher resources folder)

Step 4: Sources (Suggest that documents be handed out individually and not as a packet)

1. Give students Source 1- Point out to students the sourcing information and the note

included with the sourcing information at the top of each document. Note includes

additional information about the source or person(s) mentioned in the primary source.

Give students time to read the source. Teacher should then model how to annotate the

source using the following code: N=Negotiate, E=Evacuate, DN=Do Nothing, A=Airlift

(Suggest that students highlight small sections of strong text to support factors.)

2. Audio and Visual sources will be annotated differently. (Suggest having students answer

the questions and mark what they hear or see with those primary sources.) Students will

have guided questions to complete with those sources as well.

3. Students may choose 7 out of the 10 primary sources to read, watch or listen to and

analyze.

4. Students should then look at the rest of the sources, annotating using the same code,

highlighting, and annotating using the code listed in the first activity with sources.

5. Students have questions over each of the documents that they can answer.

Step 5: Graphic Organizer

After analyzing all of the sources students should complete the Chart Analysis which is

found in the Original Documents folder. Directions for completing the chart are located at the

bottom of the graphic organizer (Suggest students review after reading and annotating each

document.)

Step 6: Group Discussion- hold a class discussion about the essential question. Discussion

could be held in different ways:

● Divide students into small groups and let them compare their graphic organizers.

Let each student defend their answer to the essential questions using text based

evidence.

● Label four walls in the classroom with the four options to addressing the Berlin

Crisis. (Negotiate/United Nations support, Evacuate, Do Nothing, and Airlift.)

Have students go to the wall in which they felt would have been the better option

for addressing the Berlin Blockade. Then, have students move to their second

choice and discuss.Then, have students move to their least favorite option and

discuss. Students can then discuss their reasons for moving or choosing that

wall/option based off of what they found in the primary sources.

Step 7: Student Outcome-(Suggest that students choose one of the following student

outcomes listed below)

1. Students will stake a claim using one of the following formats addressing the essential

question, using text based evidence to support their claim. Students should cite sources

throughout their claims from the primary source documents (Suggest having students

review graphic organizers.)

★ Write a letter to Truman as one of his advisors - what should he do?

★ Write a newspaper account of the Berlin airlift that might appear in a newspaper in

Berlin.

★ Write a diary as someone involved in the Berlin airlift, explaining what is happening and

how you feel about it. (Choices: citizen of Berlin, American pilot)

Additional Student Outcomes-

★ Design a museum exhibit about the Berlin airlift. What should be in the exhibit?

How could you design the exhibit so that it could be “hands on?”

★ Create a diorama (shoebox scene) about the Berlin airlift. Include information

and 3 dimensional objects to teach others about it.

★ Create a giant timeline of the Berlin airlift which includes the events leading up to

the airlift and including the end of the airlift.

★ Pretend that a movie is being made about the Berlin airlift. You are in charge of

creating a movie poster that would attract people to the movie. Your poster must

also include some information about the airlift for those who are unaware of it.

Step 8: Visit to the Truman Library- (Suggest using the Truman Library and Museum with a

culminating activity)

1. Students will tour the Truman Library and Museum, doing a multitude of activities, (Berlin

Airlift section in the Museum includes:information on display and viewing other primary

source visuals, audio, videos and a question and answer session.)

Student Outcome Grading Rubric:

0 1- Below Basic 2- Basic 3- Proficient 4- Advanced

P= Your main

idea

Is not able to

demonstrate any

part of this task.

Can create a claim

only with guidance

from the instructor.

Creates an

appropriate claim

on a topic but is

not able to

introduce or give

further

explanation to the

idea.

Clearly introduces

and stakes out a

position on the topic.

Clearly introduces the

range of possible

answers on a topic

while staking out a

clear position that can

be supported with

evidence.

E= Evidence you

have to support

your main idea.

Is not able to

demonstrate any

part of this task.

Includes

generalizations or

other ideas not

aligned to the

prompt

Generally alludes

to evidence but

does not cite it, or

draws from only

one account;

Refers to relevant

and accurate

evidence from more

than one source and

links it directly to

specific accounts,

mentioning the

accounts by name.

Seamlessly integrates

evidence from multiple

sources by accurately

summarizing details

and using source

information to

establish its relevance.

E= Evaluation

and Explanation

of your evidence

Is not able to

demonstrate any

part of this task.

Distinguishes or

sorts between

evidence that is/ is

not relevant to

answering a

question or

explaining a point

of view.

With minor errors

explains how

evidence is

relevant to the

question or point

of view of the

paragraph.

Accurately explains

the significance of

the evidence used to

answer the question.

Accurately explains

the significance of

evidence used and

evaluates the reliability

or utility of the

available sources.

L= Link to

context/content

Is not able to

demonstrate any

part of this task.

Provides a

conclusion that is

confused or is not

relevant to the

evidence.

Provides a

general

conclusion

sentence that

summarizes the

main point of with

no specific link to

the point.

Links the back to the

original point by

summarizing how the

evidence supports

the main idea.

Links back to the

original point by both

placing the evidence

within historical

context and by

summarizing how the

evidence supports the

main idea.

Answering the Question: _____________________________________________

Because document-based activities begin with a question,

the most natural way to assess students’ learning is to have

them answer the question. Typically this involves structuring

and organizing evidence in order to complete a formal essay

writing. While the informational essay is certainly an

important skill in a social studies classroom there are also

many other valid ways to have students create well-

reasoned explanations based on available evidence.

Consider the following options for students to answer the

guiding question.

________________________________________________

1. Write a letter to Truman as one of his advisors - what should he do?

2. Write a newspaper account of the Berlin airlift that might appear in a newspaper in Berlin.

3. Write a diary as someone involved in the Berlin airlift, explaining what is happening and how you feel

about it. (Choices: citizen of Berlin, American pilot)

Additional ideas for student product:

1. Design a museum exhibit about the Berlin airlift. What should be in the exhibit? How could you design

the exhibit so that it could be “hands on?”

2. Create a diorama (shoebox scene) about the Berlin airlift. Include information and 3 dimensional

objects to teach others about it.

3. Create a giant timeline of the Berlin airlift which includes the events leading up to the airlift and

including the end of the airlift.

4. Pretend that a movie is being made about the Berlin airlift. You are in charge of creating a movie

poster that would attract people to the movie. Your poster must also include some information about

the airlift for those who are unaware of it.

Links to additional information:

Quotes about the Berlin airlift:

http://www.nationalcoldwarexhibition.org/documents/nc/Berlin_Wall_and_Berlin_Airlift_Quotes.pdf

Facts and Figures:

http://www.nationalcoldwarexhibition.org/schools-colleges/national-curriculum/berlin-airlift/facts-

figures.aspx

Background Essay on Berlin Airlift _____________________________________________

One of the most brutal conflicts in recent history, World War II devastated 113

countries from six continents. Beginning in 1939, the Allied forces - primarily Britain,

Russia and the USA - sought to stop Nazi Germany in its conquest for European

domination. In the six years that followed, Adolf Hitler’s Nazi party devastated Europe

and wreaked violence against many social minority groups. By 1945, Western Europe had been ravaged, an

entire race of people had come close to extinction and the dynamic of power in several affected countries had

been forever changed. Hitler committed suicide in May 1945, and the Nazi regime collapsed. Japan

surrendered in August. Even after peace was declared, the world felt the political and economic repercussions

for decades.

Following the war, a defeated Germany was divided into four sections, each of which was to be

occupied by one of the Allied Powers. The Soviet Union took control of the eastern part of Germany, while

France, Great Britain and the United States took control of the western part. The German capital of Berlin was

also divided into four sections, even though Berlin itself was

in the middle of the Soviet-controlled part of Germany.

Although they had been allies during the war, the United

States and the Soviet Union clashed philosophically on

many issues. The superpowers disagreed about how to

rebuild Germany, and tensions quickly rose, resulting in

what later came to be known as the Cold War. Fearing that

the Soviets would try to extend their communist philosophy

to other countries, the United States adopted a policy of

“containment,” which involved rebuilding war-torn Europe

and promoting democracies to halt the spread of

communism. In March 1948, Britain, France and the United

States decided to combine their sections of Berlin into one

unified West Berlin, angering the Soviets further. In June

1948 the Soviet Union, whose territory fully surrounded the

capital, cut off all ground traffic into and out of West Berlin

in an attempt to force the Allies to abandon the city. The

blockade of Berlin had begun.

President Truman suddenly faced a crisis. The citizens of West Berlin were quickly running out of food,

supplies and time. Truman’s advisors suggested several options. They could evacuate the citizens of West

Berlin, try to negotiate with the Soviet Union with the support of the newly-formed United Nations, figure out a

way to get supplies into the city or simply abandon Berlin altogether. Their decision would determine exactly

how involved the United States would be in Berlin - and in rebuilding post-war Europe.

Ultimately, Truman determined that it was of utmost importance that the United States remain a

presence in Berlin. He and the remaining Allies began the Berlin Airlift, an operation that carried food, fuel and

other supplies into West Berlin by plane. The effort required a lot of careful planning and many resources, but

the Airlift allowed the United States to keep a foothold in post-war Germany.

Source 1

Correspondence between Philip Johnston and Harry S. Truman, September 12, 1948.

Note: This is a letter from a private citizen, Philip Johnston, to President Truman. In his letter Johnston is referring to

a recent article from the Los Angeles Times which discusses possible solutions to the Berlin blockade.

_______________________________________________________________________

Sourcing questions:

1) Who was the author of the document?

2) Who was the intended audience? (Who was it meant for?)

3) When was the document written?

4) Why did the author write it? What was their purpose?

5) Do you think Philip Johnston is a supporter of Truman? Why/why not?

Source 2

Report to the National Security Council: U.S. Military Courses of Action with Respect to

the Situation in Berlin, July 28, 1948. Truman Papers, President's Secretary's Files.

Meetings: 17: August 5, 1948.

Note: This source is an excerpt from a report made to the National Security Council by the Secretary of Defense

concerning the situation in Berlin.

_____________________________________________________________________

Sourcing questions:

1) Who was the author of the document?

2) Who was the intended audience? (Who was it meant for?)

3) When was the document written?

4) Why did the author write it? What was their purpose?

5) Does the author support the idea of an airlift? What is the evidence to support that?

Source 3

Michael V. Disalle to Harry S. Truman, with reply from Matthew Connelly, with attached

internal memos, July 23, 1948. Truman Papers, Official File. OF 198: Berlin Blockade

Misc.

Note: This source is a letter from President Truman’s secretary to the mayor of Toledo, Ohio, Michael Disalle.

Truman’s secretary is responding to Disalle’s letter concerning the Berlin blockade.

______________________________________________________________________

Sourcing questions:

1) Who was the author of the document?

2) Who was the intended audience? (Who was it meant for?)

3) When was the document written?

4) Why did the author write it? What was their purpose?

5) Is this source reliable? Why/who not?

Source 4

Recording of former President Harry S. Truman discussing his decisions during the

blockade of Berlin.

Date: 1964

Library: Harry S. Truman Library

Creator: Talent Associates, Ltd. and Screen Gems, Inc.

Permanent Link: https://goo.gl/u7ssfU

http://www.presidentialtimeline.org/#/object/1300

Sourcing questions:

1) Who was the person on this recording?

2) Who was the intended audience? (Who was it meant for?)

3) When was the recording created?

4) Why did the author record it? What was their purpose?

5) What did you learn from the recording that you did not learn from the other sources?

Source 5

1948 Berlin Airlift Newsreel, Universal International ______________________________________________________________________

https://www.youtube.com/watch?v=A2ej9vdn--4&feature=youtu.be

Note: A newsreel is a form of short documentary film that was prevalent from the 1910s

through the 1960s, regularly released in a public presentation place and containing

filmed news stories and items of topical interest.

Sourcing questions:

1) Who was the creator of the video?

2) Who was the intended audience? (Who was it meant for?)

3) When was the video created?

4) What was the purpose of the video?

Source 6

Telegram, Alfred M. Bingham et al., to Harry S. Truman, June 25, 1948. Truman Papers,

Official File. OF 198: Berlin Blockade Misc.

Note: This source is a copy of a telegram of Alfred M. Bingham, the chairman of the American Association for a

Democratic Germany.

______________________________________________________________________

Sourcing questions:

1) Who was the author of the document?

2) Who was the intended audience? (Who was it meant for?)

3) When was the document written?

4) Why did the author write it? What was their purpose?

5) What does the author want Truman to do about the Berlin blockade?

Source 7

Typed diary of Harry S. Truman, January 6-September 14, 1948; Diaries; Memoirs File;

Post-Presidential Files; Truman Papers.

Note: This source is an entry from President Truman’s personal diary.

____________________________________________________________________

Sourcing questions:

1) Who was the author of the document?

2) Who was the intended audience? (Who was it meant for?)

3) When was the document written?

4) Why did the author write it? What was their purpose?

Source 8

War Department Classified Message Center, Incoming Classified Message, April 2, 1948.

Truman Papers, President's Secretary's Files. Berlin Crisis.

Note: This document is a transcript of telegram messages going back and forth from Washington, D.C. to Berlin

between members of the military and President Truman’s staff.

______________________________________________________________________

Sourcing questions:

1) Who was the author of the document?

2) Who was the intended audience? (Who was it meant for?)

3) When was the document written?

4) Why did the author write it? What was their purpose?

5) Why do the words “Top Secret” appear on the document?

6) Is this a reliable source? Why/why not?

Source 9

Motion Picture 342-USAF-17643 - Outtakes from "Operations Vittles", 1948

Note: This source is an excerpt from a U.S. Air Force movie concerning the Berlin airlift.

______________________________________________________________________

https://www.docsteach.org/documents/document/operations-vittles

Sourcing questions:

1) Who was the creator of the video?

2) Who was the intended audience? (Who was it meant for?)

3) When was the video created?

4) What was the purpose of the video?

5) What does the video show?

Source 10

“Yup Sonny” Berlin Airlift Cartoon by Jake Schuffert

____________________________________________________________________

Sourcing questions:

1) Who was the creator of this cartoon?

2) Who was the intended audience? (Who was it meant for?)

3) When was the cartoon created?

4) What was the purpose of the cartoon?

5) What does the cartoon show? Explain the meaning of the cartoon in your own words.

Name: Hour:

The Berlin Blockade

Sources: Negotiations/UN Support:

Evacuate: Airlift: Do Nothing:

*As you read, view or listen to the sources choose the option(s) that is being proposed in the source. Write the sentence from the

source that supports your answer in that category.