AL+Demo+Lesson+-+Berlin+Wall

4.3 Understands that there are **multiple perspectives** and **interpretations** of historical events.
 * Multiple Perspectives and the Berlin Wall**

GLE: 4.3.1 ** [|Analyze] s** the **motives** and **interests** behind an [|interpretation] of a recent event.


 * Content: ** To describe the basic arguments for and against the Berlin Wall in light of the larger climate of the Cold War.
 * Big Idea: ** History is an interpretation not a black and white statement of facts.
 * Thinking ** : To strengthen abilities to discern motives from multiple perspectives and critically examine primary sources.
 * Academic Language ** : To develop language used to interpret historical texts and describe events from multiple perspectives.
 * From this perspective, . . ..
 * In contrast, . . ..
 * Similarly, . ..
 * Based on . ..
 * While some believe that . ..
 * suggests that . ..
 * motives and interests
 * multiple perspectives


 * Objective: ** SWBAT identify several major differences between the West- and East- German perspective (US vs. USSR) on the Berlin Wall and draw a conclusion based on consideration of the diverse perspectives.

(Prior Knowledge: Students have participated in an extensive unit on World War II – including how it ended - and the origins of the Cold War.)

or clip from "Tunnel" []
 * I. Introduction ** (Pre-activity) –

(Write bolded words on the board with student-generated definitions)
 * During-viewing - Why are these people trying to escape?
 * Post-viewing – Discussion
 * What do you think is going on here?
 * What question did the man ask?
 * What is the **perspective** of the family? (How do they feel about their escape?) Who else might have an **interest** in this event? What is another perspective? What do you think were the **motives** of the family?


 * II. Basic facts ** about the Berlin Wall (distribute cards to students; have them form a timeline)
 * 1961 – August 13 – The border between East and West Germany is closed. Barbed wire and a fence is put up.
 * 1963 – Dec 17 – The East German government agrees to let West Berliners visit relatives in East Berlin although there are strict rules.
 * 1966 – 1976 – The wall is strengthened with increasingly dangerous consequences for those who attempt to cross over.
 * 1961 – 1989- About 10,000 people attempt to escape East Berlin; around 5000 succeeded.
 * Nov 9, 1989 – The Berlin Wall falls

These are the basic facts, but they don’t tell the whole story – the multiple perspectives at play here.

https://www.youtube.com/watch?v=A9mWgqYBZos
 * III. Watch American propaganda video **
 * During viewing – take notes on handout with the headings
 * Post Viewing:
 * Write a three sentence summary of the general perspective of this film: From the perspective of this film, the Berlin Wall was built __for these reasons:__, , and ___.
 * Discuss: What is your perspective?

[] http://www.calvin.edu/academic/cas/gpa/images/eule61/13august.jpg
 * IV. East German brochure **
 * During reading: Read and take notes:
 * Motives of the West Germans/Americans
 * Motives of the East Germans/Soviets
 * Post Viewing:
 * Write a three sentence summary of the general perspective of this brochure: From the perspective of this brochure, the Berlin Wall was built __for these reasons:__, , and ___.
 * Discuss: What is your perspective?


 * V. Writing Task **


 * Models (Point out the language used to signal multiple perspectives.)


 * While not all Southerners saw themselves as fighting to preserve slavery, most of the officers and over a third of the rank and file in Lee's army had close family ties to slavery. To Northerners, in contrast, the motivation was primarily to preserve the Union, not to abolish slavery. [6] Abraham Lincoln consistently made preserving the Union the central goal of the war, though he increasingly saw slavery as a crucial issue and made ending it an additional goal. [7] Lincoln's decision to issue the Emancipation Proclamation angered both Peace Democrats ("Copperheads") and War Democrats, but energized most Republicans. [8] By warning that free blacks would flood the North, Democrats made gains in the 1862 elections, but they did not gain control of Congress. The Republicans' counterargument that slavery was the mainstay of the enemy steadily gained support, with the Democrats crushed at the 1863 elections in Ohio when they tried to resurrect anti-black sentiment. [9] []


 * What these overall trends generally mask, however, are highly divergent trends among Republicans and Democrats. As noted above, the proportions of Democrats agreeing that global warming is already happening, that most scientists believe it is occurring, and that it poses a serious threat have increased substantially over the past decade. In contrast, the proportion of Republicans agreeing that global warming is already happening has declined a bit, while the proportions agreeing that most scientists believe global warming is occurring and that it poses a serious threat have both increased only modestly. The proportion of Republicans who believe news of global warming’s seriousness is exaggerated has grown considerably over the past decade, while the proportion of Democrats expressing this view has declined. A similar pattern of diverging partisan views has also occurred on the issue of attributing global warming to human activities.  These trends have led to stark differences in Republicans and Democrats’ current views of global warming. The claim that environmental protection would be a “motherhood” issue that would unite the nation, commonly made in the early 1970s, has clearly not come to pass—particularly when it comes to global warming.  []


 * From this perspective, . . ..
 * In contrast, . . ..
 * Similarly, . ..
 * Based on . ..
 * While some believe that . ..
 * suggests that . ..
 * motives and interests
 * multiple perspectives
 * While, whereas, however


 * Introduce writing task:
 * Write a paragraph analyzing the official perspectives of the East German (Soviets) and the West Germans (Americans) about the Berlin Wall. Explain the motives and interests of each side. Finally, describe your perspective. What is your interpretation of the reasons for and effects of the Berlin Wall?
 * Discuss a possible process (brainstorm list of perspectives; order them; your perspective at the end)
 * Students write – this is a rough draft
 * Criteria: 1) paragraph shows multiple perspectives, 2) appropriate academic language is used, 3) personal perspective is supported with evidence


 * VI. Closure **