[The Cold War][US History II – Grade 10]

Marsha Healy

[[The Cold War dominated international politics after World War II for nearly the remainder of the century. In this unit, students will learn about American foreign policy via the analysis of political and economic differences between the United States and the Soviet Union beginning with the Potsdam

Conference. Areas of investigation will include the policies of containment, as well as the use of propaganda and fear to instill public fear. Students will conduct research, create presentations, and present their findings to peers on a variety of Cold War “hot” topics including: Marshall plan, the formation of NATO & the Warsaw Pact, Berlin Wall, Cuban Missile Crisis and the Vietnam War. As an option teachers may also include other topics such as Deterrence

& Détente – ABM & SALT treaties, Soviet Invasion of Afghanistan – US boycott of the 1980 summer Olympics]

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Table of Contents

Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3

Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p.

Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p.

Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p.

Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p.

Lesson 3 ………………………………………………………………………………………………………………………………………………….… p.

Lesson 3 Resources …………………………………………………………………………………………………………………………………… p.

CEPA Overview…………………………………………………………………………………………………………………………..……………… p.

CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p.

CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p.

CEPA Rubric …………………………………………………………………………………………………………………………………………...… p.

CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.

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Stage 1 Desired ResultsESTABLISHED GOALS GThe Cold War Abroad, 1945-1980

USII.18 Analyze the factors that contributed to the Cold War and describe the policy of containment as America’s response to Soviet expansionist policies. (H)

the differences between the Soviet and American political and economic systems

A. Soviet aggression in Eastern Europe B. the Truman Doctrine, the Marshall Plan, and NATO

Seminal Primary Documents to Read: The Truman Doctrine (1947), and George Kennan, “The Sources of Soviet Conduct” (1947)

USII.19 Analyze the sources and, with a map of the world, locate the areas of Cold War conflict between the U.S. and the Soviet Union. (H, G)

A. the Korean War B. Germany C. China

D. the arms race

TransferStudents will be able to independently use their learning to… T

MeaningUNDERSTANDINGSStudents will understand that

U1 Each country has its own governmental and economic systems that impact the people of that nation as well as the global community. U2 World powers will go to great lengths to diminish the influence and expansion a rival political ideology, which can cause tension and conflict.

U3 Countries will align themselves with other countries that best promote and support their self-interest.

U4 The treatment of defeated enemies in wartime is essential to international stability

ESSENTIAL QUESTIONS Q

EQ1 Do states have the right to limit citizens’ allegiance to rival political systems?

EQ2 How far should a country go to protect an ideology?

EQ3 Should a victorious country in war invest resources in the defeated enemy?

EQ4 Can there be war without violence?

AcquisitionStudents will know… K Students will be skilled at… S

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E. the Vietnam War

USII.20 Explain the causes, course, and consequences of the Vietnam War and summarize the diplomatic and military policies of Presidents Eisenhower, Kennedy, Johnson, and Nixon. (H)

USII.21 Analyze how the failure of communist economic policies as well as U.S.-sponsored resistance to Soviet military and diplomatic initiatives contributed to ending the Cold War. (H, E)

Seminal Primary Documents to Read: President John F. Kennedy, Inaugural Address (1961)

Seminal Primary Documents to Consider: President Ronald Reagan, Speech at Moscow State University (1988) THIS DOCUMENT TO BE CONSIDERED IN THE REAGAN ERA UBD

Cold War America at Home: Economic Growth and Optimism, Anticommunism, and Reform, 1945-1980

USII.23 Analyze the following domestic policies of Presidents Truman and Eisenhower.

That at the end of WWII tensions arose between US & Soviet Union at the Yalta & Potsdam Conference.(U1, U3)

The acquisition of atomic weapons led to the rise of the superpowers, the US and Soviet Union. (U2)

The conflict of economic theories, capitalist free market economy and communist command economy led to the rebuilding of damaged nations as models of those economic theories(U1, U4)

Mounting tensions between the US & Soviet Union led to the American adoption of the policy of containing communism while the Soviet was committed to spreading their ideology. (U1,U2)

Soviet assistance for the spread of Communism led to US funding and fighting in the armed conflicts of Korea and Vietnam. (U3)

Soviet and American assistance led to the spread of nuclear technology and threatened to entangle the world in nuclear warfare.(U2,U3)

Marking up documents and discussing readings in small groups to find the main ideas.

Interpreting political cartoons depicting the political atmosphere of the conflicting ideologies

Discussing the differences between capitalism & communism using the Frayer Model. [If already done in previous unit-use Frayer Model diagrams as review. Also review the characteristics of totalitarian government vs. democratic republic – This should be fresh after the studying the types of world leaders in WWII.]

Analyzing maps of the division of Berlin and Germany into occupation zones

Analysis of maps and statistics of both

conflicts: Korea & Vietnam.

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(H)

A. Eisenhower’s response to the Soviet’s launching of Sputnik

CCSS. ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources

CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas of primary or secondary sources

CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of vocabulary describing political, social, or economic aspects of the Cold WarCCSS.ELA-Literacy.RH.9-10.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.CCSS.ELA-Literacy.WHST.9-10.2 a-f Write

informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are

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appropriate to task, purpose, and audience.

CCSS.ELA – Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Stage 2 - EvidenceEvaluative Criteria Assessment Evidence

CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PTYou are a young aspiring writer who is writing a feature story on a selected event which took place during the Cold War. Your task is to create a presentation that tells the story of your event to other young writers who are also creating their own presentations on the Cold War. You may create an illustrated poster, or slideshow presentation:

Possible Events to choose from1. Berlin Airlifts2. the Korean War [Both of these will be explored during lessons & whole class discussions & homework]3.The Marshall Plan vs. COMECON

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4. Formation of NATO & Warsaw Pact 4. Berlin Wall

5. Cuban Missile Crisis6. Arms Race7. Space Race8. The Vietnam War (You may want to add a separate unit here)*9. Détente – ABM & SALT treaties,*10. Soviet Invasion of Afghanistan- US boycott of 1980 Summer Olympics-Moscow ***Teachers may follow the option of including these two topics based on class size and time constraints.

Create a storyboard of your event outlining the setting, conflict, and major historical figures of your featured event. Goal: To inform others of cold war eventsRole: Aspiring writers working in small groups for Audience –your small group, your boss, the public audienceSituation – recounting a conflict of the Cold WarProduct Performance and Purpose – Group publication pamphlet/booklet - “Events of the Cold War”

OE Test: Open note test using notes from presentations & class discussionsStage 3 – Learning PlanStage 3 – Learning Plan

Lesson 1: The Cold War Begins 1945 Opener: Activate Prior Knowledge - LINK Template – What do you think you know about the Cold War

L=List, I=Inquire – Think-Write-Pair-Share – Report to class – https://docs.google.com/document/d/1bs0xBpCf3PUBLiAOwbNvcI-3U5mRMVpfcuaf0MV_ly4/edit?usp=sharingOptions: Collect the chart and have students add more events (in a different color) as learned and/or write a reflection on the what they have learned at the end of the unit.

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HW: Roots of the Cold War – Content Response Notes p. 817 Rank & Defend the Causes of Cold War – see Quick facts – p. 817 Anthem – Small group discussion – Report to class

Troubles at Potsdam – Mark up & Small group discussion - Inferences – areas of potential conflict http://history.state.gov/milestones/1937-1945/PotsdamConf - In your own words – What problems did peace bring for the Allies?

Interpreting Maps #1 - Iron Curtain 1949 –Chapter 25.1 CREATE HANDOUT

Lesson 2: The Iron Curtain Descends Interpreting Maps#1 – Iron Curtain 1949 https://docs.google.com/document/d/1z-LzbDKpOaw9ptmomUJE4xMb28YLveYWMD7bx3MMByM/edit?usp=sharing or use the

following link http://www2.ironcurtaintrail.eu/uploads/eu_engl_2012_01.jpgWatch the video add Comments, Connections, Questions, or Predictions - http://www.youtube.com/watch?v=S2PUIQpAEAQ – Churchill Speech at Fulton Missouri + examples of propaganda

Political cartoon –I See/It Means - http://www.johndclare.net/images/Plaschke.jpg or http://8fb80e.medialib.glogster.com/media/c32eb5705b0ea1fdac344cebd7c44a272b246b4e74a99e4f6faaa341b024556b/iron-curtain-cartoon.png T-W-P-S then Report findings to class - Write Summary

Lesson 3: Containment & the Truman Doctrine –

Truman Political Cartoon – I See/It Means https://docs.google.com/document/d/1h-HvuNu9xh8To74dJfYc8NIJeTjW_zVYjjj9Nn2u72c/edit?usp=sharing

Defining Containment - Identifying the role of George Kennan’s Containment Policy in World Politics – 2 Column Notes – p. 819 – 820

Analysis of Kennan’s Point of View - Primary Source – Excerpt of final page of Kennan’s Long Telegram – Mark up & Discussion of Kennan’s policies https://docs.google.com/document/d/124WKtFDm_sAsRUMxD2rDywYbq65N9RmVmulnKXFoyEc/edit?usp=sharing

****Teacher Links – For more information & full 19 pages of Kennan’s Long Telegram http://www.trumanlibrary.org/teacher/berlin.htm#links

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Markup of Truman & Analysis of Truman Doctrine

https://docs.google.com/document/d/1SCehB9Bf-Uc9k2g5CpvAGM-6sdvw9V-zDdSTYFKRXj4/edit?usp=sharing

APPARTS Chart – https://docs.google.com/document/d/1RTA8QiwDcRZJn35ZYh1B3RAY6UaoRexHb9X_elEFUuM/edit?usp=sharing

Teacher’s Domain Clip Truman Doctrine - http://www.teachersdomain.org/asset/pres10_vid_coldwar/ Could be shown before the summary

Lesson 4 – Berlin Airlifts Berlin Airlifts – Photo Analysis – https://docs.google.com/document/d/1x_WSV9pye7TEKKoqgeT75W4Z_l3BRQCFrCH0t9xKaQE/edit Mark up & Comparison – Truman Library Summary of Airlifts: http://www.trumanlibrary.org/teacher/berlin.htm

Truman Audio - I Hear/It Means -

#1 http://www.trumanlibrary.org/audio/MP2002-65.wma

#2 http://www.trumanlibrary.org/audio/MP2002-354.wma

Stalin quote excerpt – Speech 1946 -

Stalin stated in a speech on February 9, 1946, "he [Stalin] blamed the last war on 'capitalist monopolies' and warning that, since the same forces still operated, the USSR must treble the basic materials of national defense such as iron and steel, double coal and oil production, and to delay the manufacture of consumer goods until rearmament was complete."

Who are the "capitalist monopolies?" How does this statement enlighten the Soviet viewpoint against the United States? Were the Allies justified in cancelling the shipments of

German reparations to the Soviets at the end of World War II? Why did the Soviets rely so heavily on Germany for food and industry?

http://www.trumanlibrary.org/teacher/berlin.htm

Lesson 5: The Second Red Scare

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Interpreting Maps: The Spread of Communism 1945-1949 https://docs.google.com/document/d/1ah4XQ-qD1X8vxxvcN7hlwbu9pVp4YJ8ejRZyVbsRbTY/edit?usp=sharing

Read & create 2 column notes Anthem pp830-831 – The Threat of Communist China

Pair/Share – Full Class Discussion on two-column notes to answer the following:Why did American aid to Jiang's Nationalists fail to prevent Mao's communists from taking control of China?

It Says/It Means – Beijing Rally September 21, 1949

"We have closed our ranks and defeated both domestic and foreign oppressors through the People's War of Liberation and the great people's revolution, and now we are proclaiming the founding of the People's Republic of China." Mao Zedong

 Focus Question: What did the Communist victory mean for China and the rest of East Asia? Examine the role China would play in the Cold War struggle between the U.S. and the Soviet Union. How might the U.S. and the Soviet Union each benefit from ties to China?

Read & Mark Up Order to the Chinese People’s Volunteers, October 1950, Mao Zedong & Complete the APPARTS chart : http://www.marxists.org/reference/archive/mao/selected-works/volume-5/mswv5_10.htm

Use your notes on threat of Communist China to complete the Graphic Organizer: https://docs.google.com/document/d/1p85DsOE_Wy8urs7ey5TIc_jyEyPSXpXF_rNcYJWckj4/edit?usp=sharing

Answer the following question using both your notes and your APPARTS chart

Identify the basic conflicts of the Cold War and explain how they affected the nations of China and Korea.

Lesson 6: The Korean War – The Cold War Heats Up – Interpreting Maps: KOREAN WAR

https://docs.google.com/document/d/1oQumjIuIBpehpCU6W7tvUtpj0NPI7YmmubbOfOh0siI/edit?usp=sharing

Read and take Content Response Notes - Korean War /The History Channel featuring video link Truman addressed the nation on the firing of Gen. MacArthur

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https://docs.google.com/document/d/1NryfiAYn5hYaxsKYjYC6h5XilvEa7OFHdXMpVKgyMts/edit?usp=sharing Watch documentary: Korea Divided, the 38th Parallel http://youtu.be/owlfiptHHig Write Comments, Connections,

Questions, Predictions on the back of last night’s homework – Pair/Share and Report to class for clarifications & discussion Teacher - More info - Real footage of Korea http //www.youtube.com/watch?

v=QQ01SCq_Rss&feature=share&list=PL4DC3092FD5D09D7D (many detailed video links)

CEPA – You are a young aspiring writer who is writing a feature story on a selected event which took place during the Cold War. Your task is to create a presentation that tells the story of your event to other young writers who are also creating their own presentations on the Cold War. You may create an illustrated poster, or slideshow presentation. Divide the class into groups of 5 students and have the students choose their topics for their feature articles

The Marshall Plan / formation of NATO & Warsaw Pact Berlin Wall Cuban Missile Crisis The Arms Race & the Space Race Vietnam War

***Option*** include other topics such as Deterrence & Détente – ABM & SALT treaties, Soviet Invasion of Afghanistan – US boycott of the 1980 summer OlympicsStudents will

1. Read & take 2 column notes on their topics using their textbooks2. Conduct research & find 2 additional articles for mark up –

Using the Gale Group via Ms. Musili’s directions posted below or check into the other great links. There is no need to randomly use a search engine (Google) since theses site have plenty of great primary sources. Ms. Musilli's Great Websites!www.sweetsearch.comfindingdulcinea

3. Plan out your presentation using a storyboard of your topic4. Choose the tool for the creation of slideshow using Google presentations, PowerPoint, Prezi ,Animoto , or Slide Rocket5. Create a poster or a presentation of images/photos/ quotes of no less than 10 slides describing your Cold War topic (total of 12 slides

w/ title page & web credits) be sure to support maps & images with appropriate text. Presentations that include multimedia such as

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appropriate film clips (no more than 3 minutes in length) or music selections that enhance understanding of your topic are encouraged and will gain more points.

6. Cite your sources!7. Create a study sheet to accompany your presentation that contains a vocabulary list and a short chronology of your presentation –

Make enough copies for your group members. 8. Present your topic to your small group. Group members will be expected to evaluate & reflect on the presentations and what they have

learned. https://docs.google.com/document/d/1Dmp4-BOYFLKVMDNQnYsAC4bn4AsZE83Zf_PaM9-_XqM/edit?usp=sharing9. Reflection: Pass back the LINK – Chart – from beginning of the unit. Students will add terms to the chart that they have learned in

another color and reflect on what they have learned about the Cold War.

Cold War Presentation Rubrichttps://docs.google.com/document/d/1HyTmurqS7zGENZa5fPs7luw8cln4gOlvPKPnSu722pw/edit?usp=sharing

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Lesson 1Brief Overview: <type here>

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