Preston Drake

Dr. Burns
Spring 2016

US-Chile Mini Unit Lesson Plan

Background:
This is going to be a mini-unit on United States relations with Chile during
the early 1970s, in which the Chilean people elected a communist
government into office. This sent the United States into a frenzy, and
eventually a coup which took down Salvador Allende, the communist leader
of Chile. This series of lessons will be taught in an 11th grade United States
History class. This is a bit of an advanced topic, but I feel as though the age
group, which is 17-18 year olds, will be able to comprehend and have a lively
discussion on it. Much of this mini unit will utilize technology such as the
Smart Board, and social media sites like Youtube, and video editing software
like iMovie. The students will need ample class size and desks in order to
utilize the space while they are in groups. Specifically, the video editing
software will be particularly useful, as the students main assessment will be
a virtual story that they will make in groups, in which each group will depict a
different part of the chain of events that happened.
The Standards which will be used are:

SSUSH24 The student will analyze the impact of social change movements and
organizations of the 1960s. a. Compare and contrast the Student Non-Violent Coordinating
Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics;
include sit-ins, freedom rides, and changing composition. b. Describe the National
Organization of Women and the origins and goals of the modern womens movement. c.
Analyze the anti-Vietnam War movement. d. Analyze Cesar Chavez and the United Farm
Workers movement. e. Explain the importance of Rachel Carsons Silent Spring and the
resulting developments; include Earth Day, the creation of the Environmental Protection
Agency (EPA), and the modern environmental movement. f. Describe the rise of the
conservative movement as seen in the presidential candidacy of Barry Goldwater (1964)
and the election of Richard M. Nixon (1968).

Duration:
This is a mini unit, so it will last 5 class periods, a Monday-Friday week. If the time allotted does
not go to plan, Monday of the following week can be used to finish.

Learning Objectives:
There are specific pieces of information that I want the students to understand and remember.
However, there are overarching themes which I believe are more important for the students to
take away from this lesson.
The specific learning objectives that the students should be able to understand are:
1. The lead up to the 1970 Chilean Election.
2. Why the United States were keeping a close watch on Chie at this time.

3. Why the United States brushed off the notion that the people of Chile would vote for a
communist leader.
4. What Salvador Allende represented.
5. Why the US thought it was in their best interest to take Allende out of power.
There are a few overarching themes which are important for the students to understand:
1. Be able to explain what the Monroe Doctrine was, what the Roosevelt Corollary was, and
how these influenced the United States decisions in the mid 20th century.
2. Provide justification for, or an argument against the United States policing of other
countries.

Procedure:
Day 1- Since there is little information on this topic in the textbook, other than a few paragraphs,
the use of other materials will be key. Start out the class by asking a few simple
questions, such as Does anyone know what the Monroe Doctrine was? or Is a country
with the resources such as the United States justified in being a sort of global police?
This should stimulate a good discussion in which the students should have some differing
opinions. It is important to remind the students to have a civil discussion, and respect
other peoples opinions. Let this go on for no more that 8-10 minutes. Once everyone is
engaged, introduce the background to the 1970 Chilean election. The United States and
the Soviet Union both spent a large amount of money to help influence the election. The
United States were in favor of the Christian-Democratic candidate Jorge Alessandri, and
the KGB were in favor of Socialist Salvador Allende. The United States believed that a

USSR-backed socialist government in Chile meant a threat to freedom and democracy in

the western hemisphere. This was confirmed in their minds when Allende extended
diplomatic recognition to fellow communist nations North Korea, Vietnam, and worst of
all, Cuba. And unlike with the Bay of Pigs with Cuba a few years before, the United
States had no grounds for interfering with this election, as Allende was elected free and
fairly.
So, with all of this information being presented, pose this question to the students once
more: How much say should the United States have in the affairs of other countries,
especially when it involves differences in political ideals? Or even more, does a
difference in political ideals even matter?
For the remainder of the class, the students will be broken into two groups. One group
will be arguing from the position of pro-US interventionism, and the other half will be
arguing against US interventionism. Their understanding of the Monroe Doctrine, its
depiction of the right the United States felt it had to use its power, and the Roosevelt
Corollary (global police) will be important. Make sure they understand the US mindset in
the mid 20th century, which was to spread democracy into Latin America at all costs and
prevent the spread of socialistic ideals. Depending on the amount of time left in the class,
the student will be given several minutes to discuss amongst themselves. Each group will
designate a spokesperson, and a writer. The spokesperson will be the one who speaks for
the group, and the writer will be the person who writes down their arguments for or
against on the Smart Board. The Smart Board represents the technology integration for
this section of the lesson. It will allow the students to interact with each other in the form
of a debate, but also still engage personally. The students will be able to have their writer

use an iPad from their desks with their groups in order to relay it to the Smart Board at
the front of the class. This eliminates the need for traditional markers and whiteboards, is
easier to clean up, and allows to use the time better, as students are not having to walk up
to the front of the class and write. The student will be finishing discussing among
themselves and presenting their arguments the following class period.
Day 2- This class period, the groups will each be given 5-7 minutes at the start of the class period
in order to recollect their thoughts from the previous day, and add anything new that
might have come up after the class. We will then spend the next 20-25 minutes utilizing
the iPad to Smart Board access and each group will present their arguments for and
against interventionism. Each group will be given a main point to make, and 3-4
counterpoints. This will hopefully take on the form of a pseudo debate, but not a full
fledged one, as time is limited.
After the debate, show the following video: https://www.youtube.com/watch?
v=lNqb6zA5Kfs
This is a 10 minute video which summarizes the Chilean Election, and subsequent coup.
It does an excellent job of summarizing it all up in a concise 10-minute video, which will
allow for more time for discussion and collaborative group work.
Pose this question to the students: Did communism/socialism in Latin America pose a
legitimate threat to the United States? Ask students to give their answers and opinions.
Ask if anyone has an argument to what someone has to say.
-

There is little proof that communism in Latin America would threaten the
United States in any way regarding national security. The US had the biggest
army and the best resources.

HOWEVER, look at the fine print. The United States were constantly in trade
embargos with socialist nations. A large nation such as Chile, whose land
contained many natural resources, being communist meant no monetary gain
was to be had from their relationship with Chile. Especially when Chile and
the USSR were in cahoots.

Use this as an opportunity to tell the students that money is a motivator for almost
anything that happens in history. Thinking critically and looking beyond what is on the
surface is important to gaining an understanding. You must look at the situation from both
sides. The United States wanted to prevent communism from spreading throughout Latin
America, but the people of Chile were at a place where they had been ruled by
authoritative governments for centuries, and voted to keep that system in place. They
chose for themselves.

Day 3- This is the day where we will discuss Track I and II. Track I involved the United
States backing and asking the Chilean government to put Jorge Alessandri, the runner up
to Allende into office instead. Track II involved the CIA creating a condition where a
Coup could be launched. This resulted in one of Allendes advisors, Augusto Pinochet,
overthrowing him after the government was overthrown.
There are some general conclusions and/or thoughts that the class should come to.
Track I- The United States had the power and influence, but they were not necessarily
justified in using it, even diplomatically such as in Track I. Though the 1970 Chilean
Election represented an impossibility in the minds of America, that a free and fair
election could result in a communist government.

Was the United States as a nation lifting up Alessandri and pouring money into him at the
least bit hypocritical? Considering that using ones power and influence to influence an
election process is the opposite of what the American system is supposed to be.
Track 2- The irony that Pinochet ended up becoming a Dictator for almost a decade,
oppressing his people, and the fact that the United States created the conditions which
allowed for the Coup to take place.

When discussing Track I and II with the class, just present the information. Dont bring
up these conclusions to the class. It is important that they come up with them. Or, come
up with conclusions and thoughts of their own as well.

Spend the last few minutes of class to explain the final activity of this mini unit. The
students will be split up into several groups, and will make digital story. This is a video
with real pictures or digital drawings, or both, and a narration voiceover.
The students may pick a medium in which to make their stories with from this list on this
website: http://elearningindustry.com/18-free-digital-storytelling-tools-for-teachers-andstudents

Assuming there are about 25 people in the class, they will be broken up into groups of
approximately 5 people. Group one will be illustrating what happened in Track I. Group 2
will be illustrating what happened in Track II. The final 3 groups will each illustrate a
different alternative solution to what really happened. The videos are only to be 3-4
minutes each in length. Encourage the students to be creative in their illustrations, as well

as in their narration. The use of comedy or drama is acceptable. The point is to have them
grasp the main ideas of what happened, while at the same time being able to creatively
depict it.
Day 4- With the rental of MacBooks (assuming access is available) the groups will spend
the entirety of the class period choosing a theme for their videos, picking a site in which
to make it on, and finally making the videos themselves.
As the teacher, create a class YouTube account in which the videos can be uploaded to for
easy access.
Encourage, but also remind the students that class time is limited, and to use their time
wisely. Technology makes the work easier, but it also leads to distractions.

Day 5 (Friday)- This is that day that each group will be presenting their videos. Assuming
each video is 3-4 minutes in length, and there are 5 groups, this should take anywhere
from 20-25 minutes to show all of the videos, with quick time in between for some
feedback. Ask the students what they liked the most about each video.

The purpose of this activity is to have the students gain an understanding of the United
States relations with Chile in the 1970s and their attempt to curtail communism. But
also, it should be a medium in which to show the students how to think critically, look a
situation from all of the angles. Be sure to remind the class of this. This is a fun activity
that will allow the students to work collaboratively in a group, utilize different
technologies, and present it to their peers. As well as gain feedback, and hear other
peoples opinions. All at the same time while learning about a neat time in history.

With the remaining class time, do a quick retrospective. Ask the students to give their
opinions on interventionism, the mission the United States was on to implement
democracy as a hemispheric police force, and the rush to stop the spread of communism.
The most important question to ask at the end of all of this is, Do the ends justify the
means?

Assessment- This mini unit will consist of three parts. Day 1 will be spent going over the main
parts of the 1970 Chilean election, who the major players were, and the Coup that followed. The
questions that are asked to stimulate discussion, the teacher will ask the student to raise their
hands and give their thoughts. Students responsiveness will be factored into their daily
participation grade. The second half of day 1, and day 2 will be spent guiding the class through a
debate, in which the teams will debate for and against US interventionism. These days will also
factor into their participation grade. The students ability to collaborate and discuss are
important. After the debate, the teacher will give feedback on what was good, and what the
students need to work on. This debate will be facilitated and guided by the teacher, but still
allowing for the students to work on their own. The big assessment of the mini unit will happen
when the groups do their digital stories. The students will be graded as a group with the rubric
below:
1
Group worked
efficiently and
collaboratively.
Video is
appropriate 3-4

minute length.
Video accurately
depicts the topic
the group is
given.

Affordances
Youtube
Affordances
Allows for simple, quick, and easy

Uses
Students wont spend too much time

upload of videos.
Videos can be uploaded and

getting the video to upload.

Streamlines the process of playing

streamed to a channel.

all of the videos. They are all in one

Comments can be left on video.

place.
N/A

Smart Board
Affordances
Accessibility of websites
Presentations can be shown on here

Uses
Youtube can be shown on here
Students can use this to share their

from remote devices.

thoughts during the debate, offering

Contains virtual markerboard

main points, and counterpoints.

N/A

Digital Story Editing Maker

Affordances
Ability to draw or upload pics into

Uses
Students can pick if they want to

video on slides

draw a scene or upload an

Ability to record a voiceover for each

appropriate image for each slide.

Students can alternate who narrates

separate slide.
Direct upload to YouTube.

each scene.
Students can log into class YouTube
account and upload it directly.

Handout to be given to class at

beginning of mini unit
Hello students! In this mini-unit, we will be diving into United States-Latin
American relations. Though they are referred to as out neighbors to the
south, our relations with them have been anything but friendly. More

specifically, we will be looking into the relationship the United States had
with Chile.
The 1970s were a time filled with fear. That was fear over the spread of
communism and communist ideals. The United States kept a close watch on
all of the proceedings happening in Latin America. Through their justification
of the Monroe doctrine and the Roosevelt Corollary, the US interfered on any
anti-democratic matters. Enter the 1970 Chilean election, Salvador Allende
represented a politically left candidate, which the people of Chile in what
appeared to be a free, fair, and democratic election, elected into office. The
United States were left dumbfounded. How was it possible that a free and
democratic election could lead to a socialist government?
With this now in mind, we break this unit down into three questions. The
first is a broad scope observation. Ultimately, how much power should the
United States be able to have in matters involving countries who are smaller
than them? The United States have long been known for being a nation
which involves themselves in the matters of other countries, so much as they
feel like it affects them in some way. Did the United States use communism
as an excuse to take over the affairs of other countries? We will discuss this
further. The second question is more specific. Did countries with communist
ideals pose a legitimate threat to the United States as a nation? The
communist political system represented the opposite of what America was
about. But Latin American nations had for the most part always been ruled
by authoritative governments. There was a consensus among Americans that

communist Latin American nations ruled by communist governments would

make them more susceptible to being influenced by The Soviet Union, who
was the United States main enemy. The third question, or rather thought we
will be discussing is the merits/negatives of track I & II, which were the two
plans the United States had in place to dismantle a possible communist
regime in Chile.