Activity Overview
Have students create a timeline of the events that culminated in the Cuban Missile Crisis of 1962 under President John F. Kennedy. Students will outline and define the events that led to both the U.S. and U.S.S.R. being on the brink of nuclear war. This will highlight major global policies and negotiations that took place to avoid conflict and nuclear destruction. In addition, this will help summarize the growing tensions that existed between the U.S. and U.S.S.R. when Kennedy took office, and elucidate how the Cold War was a continuous ideological conflict.
For an alternative to the timeline layout, have students create a timeline poster to incorporate into a presentation or gallery walk. You can add more than one template to this assignment to give students lots of options!
Extended Activity
Have students create a timeline of events affecting the relationship between the U.S. and Cuba, led by Fidel Castro. This will highlight America’s sour relationship with the small, communist nation and how the U.S. responded over the years. Students should try to also connect to current day events, i.e. the Cuban embargo being lifted and improved relations with Cuba in 2015.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a timeline detailing events leading up to and during the Cuban Missile Crisis.
- Click "Start Assignment".
- Add cells to your timeline as needed.
- List out each of the events in sequential order.
- In the description boxes, describe the events.
- Create an image in each cell that depicts the events, using appropriate scenes, characters, and items.
- Save the storyboard and submit it to the assignment.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Events and Dates | The events chosen for the timeline are significant and important to the overall understanding of the time period. The dates provided are correct. | Most of the events chosen for the timeline are significant and important to the overall understanding of the time period. Most of the dates provided are correct. | Some of the events chosen for the timeline are significant. There may be missing events, or events that are irrelevant. Too many dates may be incorrect. |
| Explanations/Descriptions | The explanations or descriptions provided for each event are accurate and provide insight into the significance of the events. | The explanations or descriptions provided for each event are mostly accurate and attempt to provide insight into the significance of the events. | There are several glaring inaccuracies in the explanations or descriptions of the events. There may be little or no insight int the significance of the events, or the information provided may be too limited or missing. |
| English Conventions | There are 0-2 mistakes in spelling, grammar, and mechanics. | There are 3-4 mistakes in spelling, grammar, and mechanics. | There are 5 or more mistakes in spelling, grammar, and mechanics. |
Activity Overview
Have students create a timeline of the events that culminated in the Cuban Missile Crisis of 1962 under President John F. Kennedy. Students will outline and define the events that led to both the U.S. and U.S.S.R. being on the brink of nuclear war. This will highlight major global policies and negotiations that took place to avoid conflict and nuclear destruction. In addition, this will help summarize the growing tensions that existed between the U.S. and U.S.S.R. when Kennedy took office, and elucidate how the Cold War was a continuous ideological conflict.
For an alternative to the timeline layout, have students create a timeline poster to incorporate into a presentation or gallery walk. You can add more than one template to this assignment to give students lots of options!
Extended Activity
Have students create a timeline of events affecting the relationship between the U.S. and Cuba, led by Fidel Castro. This will highlight America’s sour relationship with the small, communist nation and how the U.S. responded over the years. Students should try to also connect to current day events, i.e. the Cuban embargo being lifted and improved relations with Cuba in 2015.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a timeline detailing events leading up to and during the Cuban Missile Crisis.
- Click "Start Assignment".
- Add cells to your timeline as needed.
- List out each of the events in sequential order.
- In the description boxes, describe the events.
- Create an image in each cell that depicts the events, using appropriate scenes, characters, and items.
- Save the storyboard and submit it to the assignment.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 33 Points | Emerging 25 Points | Beginning 17 Points | |
|---|---|---|---|
| Events and Dates | The events chosen for the timeline are significant and important to the overall understanding of the time period. The dates provided are correct. | Most of the events chosen for the timeline are significant and important to the overall understanding of the time period. Most of the dates provided are correct. | Some of the events chosen for the timeline are significant. There may be missing events, or events that are irrelevant. Too many dates may be incorrect. |
| Explanations/Descriptions | The explanations or descriptions provided for each event are accurate and provide insight into the significance of the events. | The explanations or descriptions provided for each event are mostly accurate and attempt to provide insight into the significance of the events. | There are several glaring inaccuracies in the explanations or descriptions of the events. There may be little or no insight int the significance of the events, or the information provided may be too limited or missing. |
| English Conventions | There are 0-2 mistakes in spelling, grammar, and mechanics. | There are 3-4 mistakes in spelling, grammar, and mechanics. | There are 5 or more mistakes in spelling, grammar, and mechanics. |
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