Students begin by brainstorming possible solutions to postwar devastation, based on the aftermath of World War II. Then, they explore sources of information on the postwar situation. Next, they analyze efforts led by the United States to rebuild Europe, especially through the Marshall Plan. Finally, they evaluate the role of the United Nations.
Students read an overview of the post–World War II context, including the emergence of the United States as a superpower and the widespread destruction in cities such as Warsaw, Poland. They then respond to a collaborative wall prompt by imagining themselves as leaders of a victorious nation and brainstorming steps they might take to address massive postwar devastation.
Teacher MovesIntroduce the experience and review the objectives. Provide brief historical background on Poland’s invasion and the start of World War II. Encourage a wide range of creative responses on the wall, noting that postwar plans like the Marshall Plan initially seemed counterintuitive, and explain that students will learn what U.S. leaders actually did in this situation.
Students read explanatory text about the Allied and Soviet occupations of Germany and Eastern Europe, the division of Germany and Berlin into occupation zones, and the early breakdown of the wartime alliance between the United States, Britain, and the Soviet Union. After examining a map of the Allied occupation zones in Germany, they post questions on a collaborative wall about potential problems created by Germany’s division, then review classmates’ questions and discuss possible answers.
Teacher MovesGuide students in interpreting the map and connecting it to the reading. Facilitate a lively discussion that surfaces historically plausible questions and answers about issues such as the status of West Berlin within the Soviet zone, conflicts among the Allied powers, the role of France, and efforts to limit further Soviet expansion.
Students view an image of postwar construction in Berlin and read Containment and the Marshall Plan to learn how the United States led the rebuilding of Western Europe and Japan, focusing on the goals and implementation of the Marshall Plan and the broader policy of containment. They answer multiple-choice questions about the meaning of containment and how the United States tried to avoid antagonizing the Soviet Union, then respond to a poll selecting what they see as the strongest evidence of the Marshall Plan’s success. Finally, they post an explanation on a collaborative wall, using evidence from the reading to justify their poll choice.
Teacher MovesReview student responses to the questions and poll, and share an interesting or exemplary explanation from the wall to prompt whole-class discussion about the impact of the Marshall Plan and containment. As interest allows, direct students who want to learn more to additional resources such as George C. Marshall—Biographical and Occupation and Reconstruction of Japan, 1945–1952.
Students view an image of United Nations headquarters and read The United Nations, including an excerpt from the UN Charter, to learn about the organization’s founding, structure, activities, and criticisms. Drawing on the article, the Charter excerpt, and their knowledge of the U.S. Declaration of Independence and Constitution, they post a response on a collaborative wall explaining how U.S. founding principles influenced the UN. Next, they read UN at 70: Five Greatest Successes and Failures to examine major achievements and shortcomings of the UN, respond to a poll on whether the organization has been mainly a success or a failure, and then justify their position on a wall using evidence from the article.
Teacher MovesHighlight and share one or more thoughtful student responses about U.S. influence on the UN to launch discussion of connections between the UN Charter and American founding documents. After the success/failure poll, share exemplary evidence-based explanations and facilitate debate about the UN’s effectiveness. As time and interest permit, recommend additional perspectives and information in 70 Ways the UN Makes a Difference, Criticism of the United Nations, and the official United Nations website.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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