The Cuban Missile Crisis historiography dinner party!

CubanGrade 10X Humanities

In your pairs define these three historiographies in relation to the Cuban missile crisis?Key words:❖ Traditional❖ Revisionist❖ Post-Revisionist

Learning objectives:

To be able make judgments backed up with evidence and explanation. To be able to recognize and link evidence to an academic school of thought (Historiography).

Group activities:

1. Look at the class viewpoints on the Cuban Missile Crisis and begin a group analysis to try and work out if the person is traditionalist, revisionist or post-revisionist!

2. Use the colour key to help you identify what the source might be suggesting?

TraditionalRevisionistPost-Revisionist

Overall, the USA and the role played by JFK was forced by the aggressive “salami” tactics adopted by the Soviet machine, and despite Khrushchev's appeal for peace, it was the politburo (Soviet government) and hard line Soviet Generals that made the key decisions and thus heightening Cold War tensions.

Example by Mr. Seymour

Cuban Missile Crisis seating plans!

Name of class student & Historiography

1. Does the seating plan work?

2. Organise the class into the seating plan and have a conversation about who was to blame for the Cuban Missile crisis using your google drive transcripts?

3. Do we share a similar view? Are we getting along at the dinner party?

Learning outcomes-Where Are you?

All of you will be able to give a personal perspective/viewpoint backed up with evidence. Most of you will be able to give multiple perspectives and link these ideas to a relevant historiography. Some of you will be able to give multiple viewpoints with evidence and link ideas to multiple historiographies.