Harry S. Truman Presidential Library & Museum


Did FDR's weakening health lead Stalin to believe that Eastern Europe was, his for the taking?
Author:
Kate Knox
Course:
US History
Time Frame:
Two class periods
Subjects:
World War II

Grade Levels:
9, 10, 11, 12

Classroom/Homework Activity to be performed:

Students will be able to use previously learned information from teacher lecture on the purpose and outcomes of the Tehran and Yalta conferences to analyze photographs of the Big Three at the Tehran Conference Nov. 28 – Dec 1, 1943 and the Big Three at the Yalta Conference Feb 4 -12, 1945 and compare/contrast conclusions made; draw inferences into Yalta as possible start of the Cold War.

Rationale:

Students should be able to make inferences as to the tenor of each conference, the state of mind of the participants and the importance of the photographs in relation to their background knowledge to support or refute:  FDR was too physically ill at Yalta to have made sound decisions regarding Soviet control of Eastern Europe.

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

Textbook, teacher lecture/notes on the wartime conferences of the Big 3, newsreel footage of both conferences from YouTube

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

 1- Crimean Conference—Prime Minister Winston Churchill, President Franklin D. Roosevelt, and Marshal Joseph Stalin at the palace in Yalta, where the Big Three met

Digital ID (b&w film copy neg.) cph 3a10098 http://hdl.loc.gov/loc.pnp/cph 3a10098

Reproduction Number: LC- USZ62-7449 (b&w film copy neg.)

Repository: Library of Congress Prints and Photographs Division, Washington, D.C. 20540 USA

                2-   Roosevelt, Stalin, and Churchill on portico of Russian Embassy in Teheran, during conference—Nov. 28 – Dec, 1 1943

Digital ID: (digital file from b&w film copy neg.) cph 3133351 http://hdl.loc.pnp/cph.3a33351

Reproduction 7Number: LC-USZ62-32833 (b&w film copy neg.)

Repository: Library of Congress Prints and Photographs Division, Washington, D.C. 20540 USA

Full description of activity or assignment.

DAY 1

  • Students will have reviewed their notes and assignments regarding the Tehran and Yalta conferences as homework
  • Students are split into working groups of four people; details of the assignment are given
  • Copies of photograph of Big Three at Tehran is distributed
  • Students have 3 minutes to study photograph silently before turning over photo analysis worksheet
  • Copies of teacher created photo analysis worksheet are distributed
  • Students have 10 minutes to discuss and answer photo analysis questions
  • Students set aside Tehran Conference photo
  • Copies of photograph of Big Three at Yalta is distributed
  •  Students have 3 minutes to study photograph silently before turning over photo analysis worksheet to side 2
  • Students then have 10 minutes to discuss and answer document analysis questions
  • Copies of teacher created summation analysis are distributed; students discuss and answer the questions posed
  • Students will select one member to report the group’s findings to the class;  teacher led whole class discussion following individual reports
  •  Class reaches consensus on the question: Did FDR’s weakening health lead Stalin to believe that Eastern Europe was, “his for the taking”

 

DAY 2

  • Review class findings from yesterday; answer any left- questions
  • Students are divided into new groups of 4 students
  • Copies of FDR’s Yalta trip schedule are distributed
  • Students have 3 minutes to peruse the primary source document
  • Copies of teacher created document analysis worksheet are distributed
  • Students have 10 minutes to discuss and answer document analysis worksheets
  • Students will select one member to report the group’s findings to the class
  •  Teacher led whole class discussion of ESSENTIAL QUESTION:  Which primary source is the more reliable in determination of whether or not FDR was too ill to have made wise decisions at Yalta, eg allowed Stalin to believe he had a “green light” in Eastern Europe? – photograph or schedule?
  •  What other types of primary sources could be used to form a more enlightened decision about the topic question?

 

Name: _____________________________________________________

Class:   ______

Date: _____________

 

Photo Analysis #1:  Big 3 at Tehran Conference

 

Observation:  Study the photograph for 2 minutes.  Form an overall impression of the photograph.  Write down initial impressions below:

 

Inspection: 

1.      From left to right in the photo, identify the 3 men in the foreground as to name and country led

 

LEFT

CENTER

RIGHT

 

PERSON

 

 

 

 

COUNTRY LED

 

 

 

 

 

2.  Looking closely at the seating and seating arrangement, what do you notice? 

 

 

3.  If “clothes make the man”, what does the apparel of each person tell you about the image he wants to project?

LEFT

CENTER

RIGHT

 

 

 

 

 

 

 

 

 

 

 

 

4. Does any one of the three seem to be dominant/”in charge”?  What do you think this says about the tenor/mood of the Conference?

 

 

 

 

 

 

Photo Analysis #2:  Big 2 at Yalta Conference 

Did FDR’s weakening health lead Stalin to believe that Eastern Europe was “his for the taking”?

 

 

From left to right in the photo, identify the 3 men in the foreground as to name and country led

 

LEFT

CENTER

RIGHT

 

PERSON

 

 

 

 

COUNTRY LED

 

 

 

 

 

1.  How does this photograph differ from the photo at the Tehran Conference?

 

 

 

LEFT

CENTER

RIGHT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LEFT

CENTER

RIGHT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name: _____________________________________________________

Class:   ______

Date: _____________

 

Document Analysis

1.  Type of Document (Check One)

 

____ Newspaper                             ____­  Map                          ____ Advertisement                      ____ Letter

____ Telegram                                 ____ Patent                       ____ Memorandum                       ____ Report

____ Press Release                        ____ Other  (explain) __________________________________

 

2.  Unique Characteristics of the Document (Check more than one if applicable)

 

____ Interesting Letterhead                      ____ Handwritten                           _____ Typed

____ Seals applied                                          ____ Signature                                 _____ Notations

____ “received” stamp                                 ____ Other (explain) ________________________

 

3.  Date/s of document: _________________________________

 

4.  Author or creator of document: _______________________________________

 

     Person’s position or title: _________________________

 

5.  What audience was the document written?________________________________________

 

6.  Document information:

A.  List three things the author said that you think are important

 

1. _________________________________________     2.  ___________________________________

 

3. _________________________________________

B. Why do you think the document was written?

 

_____________________________________________________________________________________

C.  What evidence in the document helps you know why it was written?  (Quote from the document)

 

_____________________________________________________________________________________

D.  List two things that the document tells you about life in the United States at the time it was written:

 

1. _________________________________________     2.  _____________________________________

E.  Write a question to the author that is left unanswered by the document:

 

_____________________________________________________________________________________

 

Full explanation of the assessment method and/or scoring guide:

  • Students will be assessed for group work according to the following rubric

Category

Exceeds Expectations

10 pts

Meets Expectations

8 -  9 pts

Approaches Expectations

7 pts

Needs Improvement

2 – 6 pts

Attitude and work with others

Student is always respectful of others, has a positive attitude and does not criticize the ideas of others

Students is rarely critical of ideas or work of others.  Usually has a positive attitude

Students often or occasionally has a positive attitude about the task and behaves in a respectful manner

Student is critical of the work or ideas of others and rarely behaves in a respectful manner

Focus

Student is always focused on the task at hand and does what needs to be done; self-directed

Student is mostly focused on the task and does what needs to be done most of the time

Student focuses on the task at hand most of the time.  Often needs teacher prompting to get work done

Students rarely focuses on classwork and what needs to be done

Contributions

Routinely provides useful ideas when participating in discussion

Usually provides useful ideas when participating in discussion

Sometimes provides useful ideas when participating in discussion

Rarely provides useful ideas when participating in class discussion; often does not contribute

Quality of Work

Provides work of the highest quality that reflects the student’s best efforts

Provides quality work that usually reflects student’s best efforts

Work does not always reflect student’s best efforts

Work reflects little effort on the part of the student

 Points Earned

 

 

 

 

 Total Points