Students begin by brainstorming possible solutions to postwar devastation, based on the aftermath of World War II. Then, they examine the end of the war in both the European theater and the occupation and reconstruction of Japan. 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 introduction describing the global devastation at the end of World War II and the emergence of the United States as a superpower. After examining a photograph of wartime destruction in Warsaw, Poland, they imagine the widespread ruin across Europe and Asia. Students then respond to a collaborative wall prompt by brainstorming what steps a victorious leader might take to address massive destruction and displacement, considering the outcomes of post–World War I decisions.
Teacher MovesReview the lesson objectives and briefly introduce the postwar context, including Poland’s invasion as the trigger for World War II. Accept all student ideas on the wall and connect their creative proposals to the idea that some actual postwar plans, such as the Marshall Plan, initially seemed counterintuitive. Preview that students will learn what Allied leaders actually did in the postwar situation.
Students view an image of the “Big Three” Allied leaders and read about how they planned the postwar order and debated what to do with Germany. They watch The Potsdam Conference and read World War II: Potsdam Conference to learn about key decisions made there. Students answer multiple-choice questions about Truman’s objections to high German reparations and the main agreements reached at Potsdam. They then read an explanation of how Germany and Berlin were divided into occupation zones and examine a map of occupied Germany to locate Berlin. Using a shared table, students pose questions about potential problems created by Germany’s division, then review classmates’ questions and discuss possible answers. Finally, they read a brief text explaining the rapid breakdown of the wartime alliance and the onset of Cold War competition.
Teacher MovesGuide students through the Potsdam content as needed, then facilitate discussion of the questions they generated about Germany’s division. Encourage historically plausible questions and answers, prompting students to consider issues such as the status of West Berlin inside the Soviet zone, tensions among the Allies, the inclusion of France, and how Soviet expansion was limited.
Students examine an image of the Japanese surrender ceremony aboard the USS Missouri and read about the Allied occupation of Japan under General Douglas MacArthur, including his three guiding principles for Japan’s new constitution. They read Occupation and Reconstruction of Japan, 1945–1952 to learn more about the phases of occupation and then answer a multiple-choice question identifying the three phases: punishing and reforming Japan, reviving its economy, and signing a formal peace treaty and alliance.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students view an image of postwar construction in Berlin and read about the U.S. role in rebuilding Western Europe and Japan, focusing on the Marshall Plan developed by Secretary of State George C. Marshall. They read Containment and the Marshall Plan to understand the goals and implementation of U.S. aid. Students answer multiple-choice questions about the meaning of “containment” in the postwar context and how the United States tried to avoid provoking the Soviet Union by offering aid to Eastern European nations as well. They then respond to a poll selecting what they see as the strongest evidence of the Marshall Plan’s success and post their reasoning on a collaborative wall, using evidence from the reading to justify their choice.
Teacher MovesHighlight and share one or more interesting or exemplary student explanations from the wall to spark whole-class discussion. Use student choices to compare economic and political indicators of success, such as increased European production, strengthened U.S.–Europe trade, and the failure of Soviet expansion into Western Europe. Optionally direct interested students to the biography George C. Marshall—Biographical for additional context.
Students view an image of United Nations headquarters and read an overview of the organization’s founding and activities in The United Nations, including an excerpt from the UN Charter. Drawing on this text and their knowledge of U.S. founding documents, they respond on a wall explaining how the UN reflects principles from the Declaration of Independence and the Constitution. Next, they read UN at 70: Five Greatest Successes and Failures to explore major achievements and shortcomings of the UN. Students answer a poll on whether they think the UN has been mainly a success or a failure, then post a written explanation on a wall, using evidence from the article to support their position.
Teacher MovesShare selected student responses that thoughtfully connect the UN Charter to U.S. founding principles, such as human rights, preambles, and separation of powers, and use them to initiate discussion. After students consider the UN’s successes and failures, highlight exemplary evidence-based arguments from the poll explanation wall and facilitate a balanced conversation about the organization’s value and limitations. As time and interest allow, recommend additional resources such as 70 Ways the UN Makes a Difference, Criticism of the United Nations, and the official United Nations website for further exploration.
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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