Students learn about the events surrounding Lee's surrender at Appomattox Court House and the end of the Civil War. They create a timeline of these events. They read and analyze the terms of surrender and Grant's order to his troops following the surrender. They are introduced to the Union's desire for reconciliation with the Confederate States.
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. They examine a photograph of destruction in Warsaw, Poland, and imagine similar conditions across Europe and Asia. Students then respond to a collaborative wall prompt in which they brainstorm steps a victorious nation might take to address widespread destruction and displacement, considering the post–World War I settlements and their consequences.
Teacher MovesReview the lesson objectives and briefly introduce the overall flow of the experience. Use the Warsaw image and student wall responses to highlight the scale of postwar devastation. Accept all brainstormed ideas, noting that historically successful plans such as the Marshall Plan initially seemed counterintuitive. Remind students of Poland’s role in triggering World War II and explain that they will learn what Allied leaders actually did in the postwar situation.
Students view an image of the “Big Three” Allied leaders and read background text about wartime conferences where Roosevelt, Churchill, and Stalin debated how to reshape the postwar world, especially Germany. They watch The Potsdam Conference and read World War II: Potsdam Conference to learn about key decisions and disagreements. 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 Allied occupation zones, locating Berlin. Using a shared table, they pose questions about potential problems created by Germany’s division and then review classmates’ questions and discuss possible answers.
Teacher MovesPrompt students to connect information from the Potsdam resources to the multiple-choice questions, clarifying why reparations and postwar arrangements were contentious. Guide students in analyzing the map of occupied Germany and encourage them to generate historically plausible questions about the division of Germany and Berlin. Facilitate a lively whole-class discussion using student-generated questions, drawing out issues such as the status of West Berlin, tensions among the Allies, the inclusion of France, and concerns about further Soviet expansion.
Students view an image of the Japanese surrender ceremony aboard the USS Missouri and read about the Allied occupation of Japan, including General Douglas MacArthur’s leadership and his three guiding principles for Japan’s new constitution: making the emperor accountable to the people, demilitarizing Japan, and creating a British-style parliamentary system. 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 major phases of Japanese occupation.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students examine 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 attempted to avoid provoking the Soviet Union with the Marshall Plan. They then respond to a poll selecting what they consider the strongest evidence of the Marshall Plan’s success and post their reasoning on a collaborative wall, using evidence to justify their choice.
Teacher MovesDiscuss student answers to the containment and Marshall Plan questions, clarifying how economic aid related to limiting Soviet influence. Review poll results and invite students to share and compare their evidence-based explanations, highlighting different ways to measure the plan’s success (economic recovery, political stability, and U.S. economic benefits). Share an interesting or exemplary student response to deepen discussion, and, as appropriate, direct interested students to the biography George C. Marshall—Biographical for additional context.
Students view an image of United Nations headquarters and read about the founding and purpose of the UN in The United Nations, including an excerpt from the UN Charter. Drawing on this article and their knowledge of U.S. founding documents, they respond on a wall explaining how the UN was influenced by 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 organization. They answer a poll on whether they think the UN has been mainly a success or a failure and then post an evidence-based explanation of their position on a wall.
Teacher MovesHighlight connections students make between the UN Charter and U.S. founding principles by sharing one or more strong responses as discussion starters, noting influences such as concern for human rights, use of a preamble, and separation of powers–style structures. After students read about UN successes and failures, share an interesting or exemplary explanation from the poll discussion and facilitate a balanced conversation about the organization’s effectiveness. As time and interest allow, point students to 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 of the UN’s role and impact.
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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