Truman Doctrine and Marshall Plan – Containment in Action
- Rosie Jayde Uyola
- Apr 28
- 3 min read
Cold War Unit (1945 - 1990) – Lesson 2
Course: Grade 9 History of the Americas
Teacher: Dr. Rosie Jayde Uyola
Length: 40 Minutes
Learning Objectives
I can explain how the Truman Doctrine and Marshall Plan reflected U.S. Cold War strategy
I can evaluate how the U.S. justified these policies to the American public
I can assess the long-term impact of these actions on U.S. foreign policy and global power
Standards Alignment
NYS Framework: 11.9a.2
C3: D2.His.5.9-12, D2.His.16.9-12
DOK Focus: Level 4
Justify a historical policy using values, evidence, and long-term reasoning
Compare goals vs. outcomes using primary sources and context
Analyze the civic implications of government decisions
FFW (5 min, 10 sentences): If you saw another country’s government falling apart, would you help them rebuild? Why or why not?
Vocabulary in Context – Fill in with a Partner
Term | Definition | Evidence Phrase (from today’s documents) |
Foreign aid | ||
Containment | ||
Sovereignty | ||
Economic recovery | ||
Propaganda |
Document A: President Harry S. Truman – Speech to Congress (March 12, 1947)
Source: Truman Library & Museum
At the present moment in world history nearly every nation must choose between alternative ways of life. One way of life is based upon the will of the majority and is distinguished by free institutions, free elections, guarantees of individual liberty. The second way of life is based upon the will of a minority forcibly imposed upon the majority.
The United States has received urgent appeals for assistance from both Greece and Turkey. I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or outside pressures.
The free peoples of the world look to us for support in maintaining their freedoms. If we falter in our leadership, we may endanger the peace of the world—and we shall surely endanger the welfare of our own nation.
Document B: Secretary of State George C. Marshall – Harvard Commencement Speech (June 5, 1947)
Source: National Archives
The truth of the matter is that Europe's requirements for the next three or four years of foreign food and other essential products—principally from America—are so much greater than her present ability to pay that she must have substantial additional help or face economic, social, and political deterioration of a very grave character.
Our policy is directed not against any country or doctrine but against hunger, poverty, desperation, and chaos. Its purpose should be the revival of a working economy in the world so as to permit the emergence of political and social conditions in which free institutions can exist.
Document-Based Annotation Chart
Use the chart below to compare the two speakers. Annotate both texts directly and write your answers clearly.
Question | Document A – Truman Speech | Document B – Marshall Speech |
What is the purpose of this speech? | ||
Who is the speaker addressing? | ||
What values does the speaker appeal to? | ||
Copy one sentence that expresses urgency or fear | ||
What does the speaker want the U.S. to do? | ||
What is the speaker not saying directly? |
FFW (5 min, 10 sentences): Were the Truman Doctrine and Marshall Plan acts of global responsibility or tools of self-interest?
Cold War Justification Map – Partner Task
Complete this chart with your partner using evidence from both documents.
Partners complete a justification map:
Claim: The U.S. acted mainly out of ________
Evidence from Truman: Quote + explanation
Evidence from Marshall: Quote + explanation
Contrasting POV (inferred): What might a Soviet or neutral country say about this?
Judgment: Was this approach ethical, effective, and democratic? Why or why not?
Individual Writing Task – DOK 4 Synthesis
FFW: Imagine you are a speechwriter in 1947. You must explain the Truman Doctrine to high school students across the country. Write a short speech (1 paragraph) that does three things:
Explains the foreign policy clearly and simply
Uses emotional or moral reasoning to build support
Anticipates and addresses one concern or criticism
Student Checklist:
- Clear audience-appropriate tone
- Accurate explanation of the policy
- Uses a quote or reference from either speech
- Addresses one counterargument or risk
Exit Ticket:
Do you think U.S. aid during the Cold War helped protect democracy or did it cross a line? Explain your thinking using evidence.
