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Your Name, Date Created:
Josh D'Ambrosio
Name of your Cultural
Institution:
Content adapted from: PBS.org
Lesson Plan Title:
The U.S. Trade Embargo on Cuba
Brief Description:
Please limit to 1-2 sentences
(approximately 350 characters)
This lesson looks at current U.S. policy towards Cuba and examines the question of
whether or not the economic embargo on Cuba should be lifted. This lesson can be
adapted for 1 to 2 class periods to teach the content and discuss lesson issues; however,
students will need additional time to conduct research and write position papers. Time
frames are flexible depending upon teacher priorities for the lesson.
Arts
✔ English Language Arts
Subject(s):
Languages Other Than English (LOTE)
✔ Math
Science
✔ Social Studies
Elementary
Target Education Level(s):
Intermediate
✔ High School/Commencement
Standards
Addressed:
(Please click on the following links to
view 1HZ<RUN6WDWHVtandards)
SS Standards 10.9a, b,
ELA Standards 11/12.1a, b, c, d, e,
SS Standards 11.9a, b
Science Standards
English Language Arts Standards
Mathematics Standards
Social Studies Standards
Languages Other than English
(LOTE) Standards
Arts Standards
Student Objectives:
Tools/Materials for
Educators:
(Please provide URLs)
Examine perspectives for and against the U.S. trade embargo on Cuba.
Investigate the historical background of the embargo.
Develop a position on the embargo.
Defend position in a class discussion and position paper.
http://www.pbs.org/now/politics/cubatimeline.html
http://www.pbs.org/now/classroom/timeline.pdf
http://www.pbs.org/now/classroom/viewing.pdf
http://www.pbs.org/now/classroom/assessment.pdf
The Lesson Plan (45-50 minutes)
Class Starter/Hook:
Please provide a brief description of
how you would start the class.
Using the timeline organizer, choose 5 events from the US/Cuban history timeline and
place them out of order in the organizer. Have students organize the events in
chronological order and discuss events as a class.
(1-2 minutes)
Prior Knowledge:
It is assumed that students have some background on the causes of the Cold War and the
What prior concepts can you connect
rise of Fidel Castro. This lesson could be especially effective following study of the Cuban
the material to?
Missile Crisis. Some knowledge of the benefits of international trade would also be helpful.
(1-2 minutes)
Learning Activity:
Please describe your learning activity
including details about grouping,
what questions to ask, etc.
(35-45 minutes)
Students will be playing the role of White House staff members who have been asked to form committees to review whether or
not the U.S. embargo on Cuba should be lifted, and then to make a policy recommendation to the president based on the results
of their research and discussion. Students will form groups of six and research their stance on the issues. Have them research
supporting evidence as to why they think what they do. Students will spend the rest of their time discussing as a group their view
point. The next class period should be spent writing a position paper that each group will present in order to form a policy
recommendation to the president.
Political Committee (focused on what political advantages and disadvantages would occur with rescinding the embargo)
Economic Committee (focused on what economic advantages and disadvantages would occur with rescinding the embargo)
Humanitarian Committee (focused on what humanitarian advantages and disadvantages would occur with rescinding the
embargo)
Political Committee (focused on what political advantages and disadvantages would occur with rescinding the embargo)
Economic Committee (focused on what economic advantages and disadvantages would occur with maintaining the embargo)
Humanitarian Committee (focused on what humanitarian advantages and disadvantages would occur with maintaining the
embargo)
Class Discussion/Review:
How would you wrap up the class?
What assessments are in place?
(5-10 minutes)
Have each group present their view before the presidential advisors (the entire class).
Have students prepared to defend their standpoint but also be prepared to compromise
with other groups. At the end of each discussion, come up with a list of agreed upon terms.
Compile the terms into one policy recommendation. Students will use this to explore the
effects of compromise and policy in international trade.
Possible Adaptations:
For struggling students:
Have students come up with a Venn diagram listing the pros and cons of lifting the trade embargo.
Students should take a stance and be able to use facts to defend their position.
For advanced Students:
Have students perform the same activity but as a Cuban committee member. Write a brief or proposal
to the U.S. as to why it is or is not a good idea to lift the embargo. Students will need to perform
additional research into the Cuban political system.
Related Future Activities:
Have students individually write a research paper on the possible outcomes of your class's
policy recommendation. Papers should include outside resources regarding the effects of
the policy recommendation will have on both the U.S. and Cuba.
Classes could duplicate the session with the students switching sides - with those on the
side to rescind becoming the side to maintain the embargo, and vice versa.
Related Image URLs:
https://compliancecampaign.files.wordpress.com/2014/12/cuba-embargo.gif
Thank you for submitting your lesson plan. We look forward to reviewing your work and adding it to our website. If you have
any further questions, please email us at CulturalEd@NortheastCompCenter.org.