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Name of Strategy
Promote Reading: General Reading Promotion
This strategy was used on the second and third days of a 3-day unit over U.S. foreign policy. I wanted the students to read/analyze primary source documents to further their understanding of foreign policy, specifically addressing the impact of NATO. 1st day--Discussion/understanding of foreign policy. How does the U.S. government decide its policies? What times in our history have we adopted isolationism, internationalism? 2nd day--Discuss results of WWII. Pass out copies of Truman's speech to Congress to encourage passage of the Truman Doctrine. Have students read and answer questions--discuss as a class. Pass out copies of Secretary Marshall's speech to encourage passage of the Marshall Plan and answer questions--discuss as a class. 3rd day--Review Truman Doctrine and Marshall Plan and US foreign policy. Pass out Churchill's Iron Curtain speech. Students will read and answer questions--class discussion. Lastly, pass out copies of North Atlantic Treaty. Students will read and answer questions and class will discuss. Class then compares/contracts/analyzes all 3 primary source documents and how they influenced the treaty and thus US foreign policy.
Rank Strategy
Very Useful and Effective
This worked very well as they students were very much interested in taking a more personal, historical perspective in learning about government and U.S. foreign policy. It is also interesting to note very few students had ever heard of the Truman Doctrine, Marshall Plan and the Iron Curtain speech. They particulary enjoyed Churchill's speech and wanted to further discuss the symbolism of his words. The students grasped how US foreign policy changed after the war and how these documents still affect policy today.
The educator applied this strategy to the following subject areas:
Social Science
Grade Level
The educator applied this strategy to the following grade levels:
Grade 8
Rank Readers
Majority Above Grade Level