Harry S. Truman Presidential Library & Museum


Truman and Israel
Author:
Kevin Harmon
Course:
US History
Time Frame:
4-6 class periods
Subjects:
Middle East
,
Recognition Of Israel

Grade Levels:
8

Classroom/Homework Activity to be performed:

Through a close reading of historic documents from the Truman Library each class will be divided into teams and “translate “ and summarize the meaning of their document

Students will use I-Pads to find teams document on the Truman Library web site

Rationale:

During this time frame, there are so many events taking place that the US involvement with the foundation of Israel tends to be just a passing paragraph in the textbooks. This activity will give a little more in depth look at this event ( start of US and Israel relationship) and also introduce students to the Presidential Libraries.

District, state, or national performance and knowledge standards/goals/skills met:


  • CCS,ELA RH 6-8.1
  • CCS.RH -8.7
  • USD 449  Kansas History Performance 4
  • USD 449 American History Unit X objective 1,2

Secondary materials (book, article, video documentary, etc.) needed:
  • 8th grade American History Textbook

Primary materials (book, article, video documentary, etc.) needed:

Truman Library web site on the Middle East

 

  • Senator Elbert D. Thomas correspondence with the President. 11/15/47(1 pg.)
  • President Truman response to Senator Thomas. 11/19/47 (1 pg.)
  • Memo supporting Israel. 5/9/48 (8 pgs.)
  • Department of State Memorandum for the President. 5/11/48 (2 pgs.)
  •  Draft of recognition of Israel. 5/14/48 (1pg.)

Full description of activity or assignment.
  • All 8th graders will read the chapter on the Cold War and H.S. Truman era.
  • Each class will Concept map the chapter sections on the Truman administration.
  • Each class will be divided into teams of 3-4 per team, total of 4 teams.
  • Each team will pull from the hat which document they will research.
  • The Truman web site will be provided by teacher.
  • Students use their I-Pads to locate teams document.
  • All team members will read the entire document.
  • Team members will decide which part of document they will do a close read (all teams will read the rough draft of Recognition of Israel).
  • Each team will “translate “what the document means or is saying citing examples from the text.
  • Each team will present orally the team’s document and meaning of the document.
  • All teams will post their document and its meaning on the I-Pads.
  • Each team will review all the other team’s reports and conclusions.
  • All students will write four to five paragraphs (4-6 sentences) citing document evidence on Truman’s recognition of Israel.
  • All students will do a political cartoon based on the content of a team document or the text book chapter.

Full explanation of the assessment method and/or scoring guide:
  • Daily team activity- 20-18 points—working with team members, on task use of I-Pad. 17-16 points- working with team members, mostly on topic, some use of I-Pad. 15-14 points- some team work, mostly on topic, little use of I-Pad. 13-12 points little to no team work, off task, little to no use of I-Pad.
  • Team oral presentation-I) spoke with a clear voice-10 points. II) Eye contact with audience- 10 points. III) Proper stance- 10 points. IV) Information presented in a concise manor.  V) all team members participate in presentation.
  • Concept Maps (chapter sections)--(have been doing them since August)-  50-45 points all the concepts of the chapter section are present in a proper descending order. 44-40 points- majority of concepts are present in proper descending order. 39-35 points- over half of concepts are presents in proper descending order 34-30 points- less than half of concepts are present with some descending order.
  • Political Cartoons (students have been doing this since Reconstruction)- 50 points- the cartoon must have a message or point that anyone who has read the chapter or the documents would understand. (I rarely give a score below 40 when effort has been shown in the cartoon).
  • Essay- 60-54 points- a) cites document as evidence in essay. b) Proper grammar/spelling. c) 4-5 proper paragraphs. 53-48 points- a) cites document as evidence in essay. b) Few grammar/ spelling errors. c) Overall, 4-3 paragraphs. 47-42 points- some cite evidence in essay.
  • b) grammar/spelling errors. c) Only 3 paragraphs. 41-36 points- little to no cited evidence. b) grammar/spelling errors. c) 3 paragraphs.