1948 Lesson Plan
Berlin Airlift
Teacher Name John F. Gardner Grade level 10th Course World History and
Geography II
Note: I teach world history to high school students who have severe emotional
disabilities. Most of my students are either unable or unwilling to do extensive
class work independently. In order for these students to learn the material
required by Virginia Standards of Learning (SOL), most work must be done
together in class. This lesson can easily be tailored for regular education
classes.
Describe the classroom or homework activity to be performed (individual
assignment, cooperative learning, cross curricular, technology based,
using artifacts and/or primary sources, etc.)
Students will read a brief passage from the text concerning the Berlin Airlift.
Students will watch excerpts from documentaries on the airlift and on Gail
Halvorsen. After viewing the dvd/videos, the class will discuss and complete a
study guide as a group project.
Rationale (why are you doing this?)
The Berlin Airlift is a significant event in the Cold War. Knowledge of the airlift is
considered essential according to the Virginia Standards of Learning (SOL). Also,
Gail Halvorsen’s story is so inspiring, students will readily retain facts about the
airlift.
Required time frame:
Two forty-five minute class periods
From where in this conference did you get the idea for this activity or
assignment (speaker, document, photograph, activity, audio recording,
other)?
Lectures on the Berlin Airlift delivered on July 14, 2008, by Roger G. Miller,
Senior Historian at the Air Force Historical Studies Office and by Gail Halvorsen
a retired colonel in the United States Air Force and a Berlin Airlift pilot.
Lesson objectives – the student will:

Understand the significance of the Soviet attempt to prevent the
creation of a separate West German state by blockading West Berlin


from U.S., British, and French attempts to provide food and supplies
to the people in the western sectors of the city.
Understand the threat of World War III depending upon Western
reaction to the blockade
Understand how one American pilot was able to create worldwide
goodwill for democracy.
District, state, or national performance and knowledge
standards/goals/skills met (be specific when referencing):
Virginia Standard WHII.12 The student will demonstrate knowledge of events
and outcomes of the Cold War
Benchmark: SSWHII 12.a. Explain key events of the Cold War and the collapse
of communism
The student will explain key events of the Cold War, including the competition
between the American and Soviet economic and political systems and the
causes and collapse of Communism in the Soviet Union and Eastern Europe
Indicator: SS WHII 12.a.3 Analyze events of the Cold War
Analyze significant characteristics of the Cold War (1948-1989) including Berlin,
(Berlin Airlift) and the significance of the Berlin Wall
Secondary materials (book, article, video documentary, etc) needed – cite
title and other detailed information:
Textbook:
Spielvogel, Jackson J. Glencoe World History. New York: McGraw Hill Glencoe,
2005.
pages 850-851.
Halvoren, Gail. The Berlin Candy Bomber. Bountiful, Utah: Horizon
Publishersm& Distributors. Inc. 1997.
Primary Sources
DVD/Video recordings
Note: These recordings are actual archive movies from the time period.
CNN Perspectives Presents Cold War: Berlin. Vol. 2. Turner Original
Productions. 1998.
Berlin Airlift: First Battle of the Cold War. History Channel video.
Photograph of Gail Halvorsen circa 1948
http://commons.wikimedia.org/wiki/Image:Gail-halvorsen-wiggly-wings.jpg
Photograph of Gail Halvorsen circa 2008
www.dubuque.k12.ia.us/Central/coldwar/index.htm
Technology required:
DVD or VCR to play excerpts of the videos
Fully describe the activity or assignment in detail. What will both you and
the students do?
The class will begin the lesson by reading four paragraphs in the textbook
relating to the Berlin Airlift and analyzing the National Geographic map
accompanying the textbook passage. The teacher would provide a short
introduction to the dvd/video on Berlin. As the class watches the dvd/video, it will
complete the attached study guide as a group exercise.
On the second day, the class will watch the History Channel’s excerpt on Col.
Gail Halvorsen, the Berlin Candy Bomber. The teacher will read passages from
The Berlin Candy Bomber Because Gail’s Halvorsen’s act of kindness towards
the children of Berlin is so interesting and inspiring, students will remember the
facts of the Berlin Airlift and its significance in the Cold War.
Assessment: fully explain your assessment method in detail or create and
attach your scoring guide:
I teach high school students who have severe emotional disabilities. Many of
them are either unable or unwilling to do much written work independently.
Written tests are often anxiety provoking. Therefore, much of my assessment is
oral. The day following the activity I would ask questions relating to the study
guide completed together in class. One analytical question I would ask my class
is to have members speculate as to how world history may have changed had
the Berlin Airlift had neither occurred or had been unsuccessful. What may have
happened if the Soviets had actively prevented the airlift.
I would also have the students write an essay discussing whether or not Gail
Halvorsen should be considered a hero. Teachers of regular education classes
could determine other appropriate means of assessing their students’ mastery of
the Berlin Airlift.
Berlin Airlift Study Guide
What was the Berlin Airlift?
When did the Berlin Airlift begin?
Why did the Berlin Airlift necessary?
What countries were responsible for helping the citizens of West Berlin?
What things were airlifted from West Germany to West Berlin?
What were the nicknames that the American pilots and British pilots gave to the
airlift?
How many flights landed in West Berlin during the airlift?
How many tons of supplies were flown to West Berlin?
Who was the Berlin Candy Bomber?
What role did he play in the Cold War?