Grade Level: High School (Grades 9-12)
Subject: Social Studies/History
Topic: Cold War History, Civil Rights, and the Pursuit of Justice
Lesson Objectives
By the end of this lesson, students will:
- Analyze the historical context and consequences of the Rosenberg case.
- Evaluate the role of government, media, and societal attitudes during the Cold War in shaping justice.
- Consider ethical and civic responsibilities in addressing historical injustices.
- Engage in critical thinking about how historical narratives are revised with new evidence.
- Develop persuasive writing skills through crafting letters to political figures.
Materials Needed
- PBS NewsHour segment: Ethel Rosenberg’s Family Pushes Biden to Exonerate Her
- Excerpts from declassified documents regarding Ethel Rosenberg’s trial. See below
- Primary sources: Cold War-era speeches, newspaper articles, and court transcripts. See National Archives
- Whiteboard or chart paper for group discussions.
- Worksheets for individual analysis and reflection.
Lesson Outline
1. Introduction
- Begin with a brief overview of the Cold War era, highlighting the fear of communism and espionage.
- Introduce Ethel and Julius Rosenberg, summarizing their conviction and execution in 1953.
- Pose the central question: “How does evolving historical evidence impact our understanding of justice?”
2. Watch and Reflect
- Video Analysis and Reflection (15 minutes)
- Show the PBS NewsHour segment.
- After viewing, ask students to write brief responses to:
- What new information surprised you about the case?
- How do you feel about the family’s call for exoneration?
Video found here: PBC Ethel Rosenberg’s family
3. Group Discussion
- Divide students into small groups and assign discussion prompts:
- Historical Context: What were the societal and political conditions during the Cold War that might have influenced the Rosenbergs’ trial?
- Role of Evidence: How do the recently declassified documents change our understanding of Ethel Rosenberg’s involvement?
- Ethical Questions: Debate whether governments should formally acknowledge and rectify past injustices.
- Groups will present their insights to the class using visual aids or digital presentations.
4. Primary Source Analysis
- Provide excerpts from the trial transcripts, Cold War-era news articles, and declassified documents.
- Students will analyze the sources, focusing on:
- Rhetoric used to describe the Rosenbergs in the media
- How new evidence challenges or confirms earlier portrayals of Ethel Rosenberg
- Students will create a timeline of events and revelations, highlighting key turning points in the case.
5. Civic Engagement Debate
- Organize a structured mock trial or debate: “Should Ethel Rosenberg be exonerated?”
- Assign roles: judges, prosecutors, defense attorneys, and witnesses.
- Encourage students to use evidence from all sources provided.
- Conclude with a class vote on exoneration.
6. Comparative Analysis (20 minutes)
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- In pairs, students will compare the Rosenberg case to a modern-day espionage or national security case.
- They will create a Venn diagram highlighting similarities and differences in legal procedures, public perception, and consequences.
7. Reflection and Letter Writing (30 minutes)
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- Students will write two brief letters:
- To President Biden, arguing for or against Ethel Rosenberg’s exoneration.
- To President Trump, presenting an alternative perspective on the case.
- Guidelines for letters:
- Use evidence-based arguments
- Address potential counterarguments
- Maintain a respectful and professional tone
- Limit each letter to one page
- Students will write two brief letters:
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Assessment
- Participation in group discussions and mock trial/debate
- Quality of primary source analysis and timeline creation
- Thoughtfulness and depth in comparative analysis
- Persuasiveness and clarity in letter writing assignment
Extension Activities
- Research Project: Investigate another case of historical injustice and create a multimedia presentation.
- Policy Proposal: Draft a policy for addressing historical injustices at the federal level.
- Artistic Expression: Create a visual art piece or short fi
NSA Memo by Meredith Gardner (August 22, 1950)
This recently declassified memorandum, written by Meredith Gardner, then-chief analyst of the NSA, reveals crucial information about Ethel Rosenberg’s involvement
- Gardner concluded from reviewing Soviet intelligence that Ethel Rosenberg was not a spy.
- The memo stated that “she knew about her husband’s work, but that due to ill health she did not engage in the work herself.”
- This document was written seven months before Rosenberg’s trial, yet federal prosecutors proceeded with the case against her.
Venona Files (Declassified in 1995)
The Venona Project files, which were CIA-National Security Agency decodings of secret Soviet reports, provided additional context
- They confirmed Julius Rosenberg’s participation in the Soviet spy ring.
- Notably, there was an absence of any reference to Ethel in these files, suggesting she was not directly involved in the ring’s activities.
Grand Jury Transcripts (Released in 2008 and 2015)
Most of the grand jury transcripts were released in 2008, with David Greenglass’ testimony released later in 2015
The August 1950 grand jury testimony shows David Greenglass resisting prosecutors’ questions implicating his sister.
- Greenglass stated: “I said before, and say it again, honestly, this is a fact: I never spoke to my sister about this at all.”
- This contradicts his later trial testimony, where he claimed Ethel typed up handwritten notes for delivery to the Soviets.
FBI and Justice Department Documents
Various FBI and Justice Department documents have been released over the years, revealing
- FBI Director J. Edgar Hoover knew Ethel was not an active spy.
- FBI agents arrested her only as leverage to pressure Julius to name his collaborators.
- There was insufficient evidence to indict Ethel, but she could be used as a “lever” against her husband.
These declassified documents collectively demonstrate that the U.S. government had knowledge of Ethel Rosenberg’s limited involvement long before her trial and execution, raising serious questions about the justice of her conviction and sentence
