LESSON PLANS: CHURCHILL AND AMERICA

HIGH SCHOOL:U. S. HISTORY/WORLD HISTORY

GREATNESS: UNDERSTANDING THE CONCEPT IN HISTORY

HAROLD E. BRAGG

AUGUST 3, 2006

High School: U. S. History/World History

Greatness: Understanding the Concept in History

Context:The debate among students of history is whether greatness is determined by events, individuals or both. The thesis of these four lesson plans is that it is the individual who is the unequivocal deciding factor. The lesson plans are:

  1. Winston Churchill: Why is he regarded as great by somany people in so many lands from so many generations? Greatness?
  2. George WashingtonAbraham Lincoln: Is it a surprise that the former is the father of his countryand the latter is the savior of the Union? Greatness?
  3. Franklin D. Roosevelt: Did he preserve American democracy – world democracy? Greatness?
  4. Martin Luther King: Why did he receive the NobelPeace Prize? Greatness?

Time Sequence: The lesson plans are based on the block schedule of 84 minutes/block; with 18 week terms (each term being an academic year for the subject). Each lesson plan should be completed within two blocks:

Lesson Plan I (presented within the first week)

Lesson Plan II (presented, sequentially, about week six)

Lesson Plan III (presented, sequentially, about week fourteen)

Lesson Plan IV (presented about week seventeen)

Lesson Plan I

Research Questions: What are the characteristics of greatness? Is learning aningredient? Are there developmental traits which mightprovide indications? In short, what is the template forgreatness? Why is Winston Churchilltheexample of greatness par excellence?

Procedure: Research teams of four (subdividing into pairs for indepth analysis & division of responsibilities.)

Readings: Biographical data; Battle of Dunkirk; Speeches

Documentation: Winston Churchill:

(Please see Winston Churchill file)

Analyzing the Documents: What qualities of greatness do you find in the speeches of Winston Churchill? Why did theyhave such an impact on the British people andAmerican audiences? What was great about his life and how did he influence the events surrounding his life to achieve the status of greatness?

Response: Write an essay (proper format: introduction, body, conclusion); present a brief dramatic illustration comprehensively addressing the above questions (analyzing the documents).

LessonPlanII

Context:The debate among students of history is whether greatnessisdetermined by events, individuals or both. The position of this lesson plan is that the individual is the deciding factor .

Research Questions: What does it mean to be called the father of your country or the savior of the Union? Do Washington and Lincoln fit the template of greatness? How do they demonstrate qualities of greatness?

Procedure: Research teams of four (subdividing into pairs for indepth analysis & division of responsibilities).

Readings: Biographical data; Speeches

Documentation:George Washington:

(Please see George Washington file)

Documentation: AbrahamLincoln:

(Please see Abraham Lincoln file)

Analyzing the Documents:What leadership qualities do these presidents display? Do these qualities conform to the characteristics ofgreatness? Howdo their speeches show us their greatness? Can we see greatness in their lives?

Response: Write an essay (proper format: introduction, body, conclusion) comprehensively addressingthequestions above (analyzing the documents);prepare to debate the qualities ofgreatness withillustrations from Washington & Lincoln.How do theWashington and Lincoln templates for greatness compare with that of Winston Churchill?

LessonPlanIII

Context: The debate among students of history is whether greatness is causedby events, the efforts of the individual, or both. Many concludethat it is the individualis the determining factor. The premise of thisseries of lesson plans is in agreement with the individual effort.

ResearchQuestions:Why is FDRalways included as one of the top five presidents bycreditable historians? Did he preserve American democracy? World democracy? What two great crises did he confront andhow does he get rated by historians for his efforts?

Procedure:Research teams of four (subdividing into pairs for in depth analysis & division of responsibilities).

Readings: Biographical data; Speeches

Documentation: Franklin D. Roosevelt:

(Please see Franklin D. Roosevelt file)

Analyzing the Documents: Why is FDR considered to be a great president? What do we see in his life (in his speeches) which point to greatness?

Response: Write an essay (proper format: introduction. body, conclusion), at least five pages, comprehensively addressing the questionsabove (analyzing the documents) .How does the Roosevelt templatefor greatness compare with the Churchill model of greatness?

LessonPlanIV

Context: The debate among students of history is whether greatness is theresult of events, the impact of the individual, or both.The thesisof this concluding lesson plan (as with the preceding three in theseries offour lesson plans focusing on the concept of greatness) is that it is the individual which is the determinant for greatness.

Research Questions: Why is Dr. Martin Luther Kingthought of as great all aroundthe globe?What can we learn from his life, from his speeches, about what constitutes greatness and causes it to appear?

Procedure: Research teams of four (subdividing into pairs for in depth analysis and division of responsibilities).

Readings: Biographicaldata ; Speeches

Documentation:Martin Luther King:

(Please see Martin Luther King file)

Analyzing the Documents: DoesDr. Martin Luther King fall in the category ofgreatness? What does the Nobel Peace Prize mean?Can we learn anything from his speeches, from his life, which teaches/reveals the magic ofgreatness?

Response:Write an essay (proper format: introduction, body, conclusion), at least five pages, comprehensively addressing the questions above (analyzing the documents) and prepare for a general discussion ofyour understandingof the concept of greatness(which has beenexamined through the course of this term [semester]) . Again, howdoes the Dr. King template for greatness compare with the Churchill model of greatness? Finally, why is the great Winston Churchill thetemplate for GREATNESS?

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NEH Summer 2006 Institute “Churchill and America”

Cosponsored by The Churchill Centre and

Ashbrook Center for Public Affairs