U.S.History Unit 8: The Cold War

Ascension Parish Comprehensive Curriculum

Concept Correlation

Unit 8:Post World War II U.S. Foreign and Domestic Issues

Time Frame: Regular 4.5 weeks; Block 2.25 weeks

Big Picture: (Taken from Unit Description and Student Understanding)
  • Differing goals and ideologies caused a cold war between the U.S. and Soviet Union following WWII.
  • Cold War tensions impacted U.S. foreign and domestic policies.
  • Cold War tensions caused crises and conflicts throughout the world.
  • Cold War tensions caused fears of communism in the U.S. and sometimes lead to violations of civil liberties.

Guiding Questions / Activities / GLEs / Assessed GLEs
2Compare historical periods or historical conflicts in terms of similar issues, actions, or trends (H-1A-H1)(Analysis)
3 Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1) (Analysis)
9 Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) (Analysis)
18 Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6) (Comprehension)
42 Explain the consequences and impact of World War II (e.g., Cold War, United Nations, Baby Boom) (H-1B-H13)(Comprehension)
43 Analyze the spread of Communism after World War II and its impact on U.S. foreign policy (H-1B-H14) (Comprehension)
44 Analyze the conflicts that resulted from Cold War tensions (e.g., Vietnam War, Korean War) (H-1B-H14) (Comprehension)
45 Describe the impact of the Cold War on American society and domestic policy (e.g., McCarthyism, Space Race) (H-1B-H14)(Comprehension)
53 Describe the impact of technology on American society (H-1B-H16) (Comprehension)
Reflections
Concept 1: Cold War: U.S. Foreign and Domestic Policy 1945 - 1963
1. What caused the Cold War? (GLE 42)
2. What impact did Cold War tensions have on U.S. foreign policy? (GLE 43)
3. What impact did Cold War tensions have on crises and conflicts throughout the world? (GLE 44)
4. What impact did Cold War tensions have on U.S. domestic policy? (GLE 45)
5. What impact did the Cold War have on the U.S. home front? (GLE 45)
6. Can students compare historical periods or historical conflicts in terms of similar issues, actions, or trends? (GLE 2)
7. Can students contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context? (GLE 3)
8. Can students evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues? (GLE 9)
9. Can students analyze change and continuity over time based on information in stimulus material? (GLE 18) /

Activity 65: Defining the Cold War

GQ1, 9 / 18, 42, 43

Activity 66: Containment and U.S. Foreign Policy

GQ2, 8 /

1,6, 7,9, 42, 43

Activity 67: Communist v. Non-Communist Countries

GQ 2, 8 /

6, 7,9, 15, 42, 43

Activity 68: Cold War Crises and Conflicts
GQ3, 8 / 6, 7, 9, 42, 43, 44
Activity 69: The Cold War at Home
GQ4, 5, 8, 9 / 6, 7, 9, 18, 45
Activity 70: Red Scare Part 2
GQ4,5, 6, 7 / 2, 3, 6, 7, 35, 45
Concept 2: U.S. Popular Culture, 1950s
10. How did American society change following World War II? (GLE 42, 53) /

Activity 71: The Impact of Technology on American Society

GQ 6, 7, 9, 10 / 1, 2, 3, 6, 7, 9, 42, 53

1

U.S. History – Unit 8

Unit 8 - Concept 1: Cold War: U.S. Foreign and Domestic Policy 1945 - 1963

GLEs
*Bolded GLEs are assessed in this unit
1
2
3
6
7
9
15 / Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-H1) (Analysis)
Compare historical periods or historical conflicts in terms of similar issues, actions, or trends (H-1A-H1)(Analysis)
Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1) (Analysis)
Analyze the point of view of an historical figure or group in U.S. history (H-1A-H2) (Analysis)
Analyze or interpret a given historical event, idea, or issue in U.S. history (H-1A-H2) (Analysis)
Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) (Analysis)
Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4) (Analysis)
18
35
42 / Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6) (Comprehension)
Analyze the international and domestic events, interests, and philosophies that prompted threats to civil liberties in the aftermath of World War I. (Comprehension)
Explain the consequences and impact of World War II (e.g., Cold War, United Nations, Baby Boom) (H-1B-H13) (Comprehension)
43
44
45 / Analyze the spread of Communism after World War II and its impact on U.S. foreign policy (H-1B-H14) (Comprehension)
Analyze the conflicts that resulted from Cold War tensions (e.g., Vietnam War, Korean War) (H-1B-H14) (Comprehension)
Describe the impact of the Cold War on American society and domestic policy (e.g., McCarthyism, Space Race) (H-1B-H14) (Comprehension)
Content Based Guiding Questions:
  • What caused the Cold War? (GLE 42)
  • What impact did Cold War tensions have on U.S. foreign policy? (GLE 43)
  • What impact did Cold War tensions have on crises and conflicts throughout the world? (GLE 44)
  • What impact did Cold War tensions have on U.S. domestic policy? (GLE 45)
  • What impact did the Cold War have on the U.S. home front? (GLE 45)
Skills Bases Guiding Questions:
  • Can students compare historical periods or historical conflicts in terms of similar issues, actions, or trends? (GLE 2)
  • Can students contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context? (GLE 3)
  • Can students evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues? (GLE 9)
  • Can students analyze change and continuity over time based on information in stimulus material? (GLE 18)
/ Key Terms and Concepts:
  • Alliance for Progress
  • Bay of Pigs Invasion
  • Berlin Airlift
  • Berlin Blockade
  • Capitalism
  • Chinese Civil War
  • Cold War
  • Communism
  • Containment
  • Cuban Missile Crisis
  • Eisenhower Doctrine
  • Flexible Response
  • Hollywood Ten
  • HUAC
  • Iron Curtain
  • Korean War
  • Loyalty Review Board
  • Marshall Plan
  • Massive Retaliation / Brinkmanship
  • McCarthyism
  • NATO
  • Nuclear Arms Race
  • Peace Corps
  • Red Scare
  • Satellite Nations
  • Space Race
  • Superpower
  • Thirty Eighth Parallel
  • Truman Doctrine
  • United Nations
  • Warsaw Pact
Key Historical Figures:
  • Chiang Kai-shek
  • Douglas MacArthur
  • Dwight Eisenhower
  • Fidel Castro
  • Harry Truman
  • John F. Kennedy
  • Joseph Stalin
  • Kim Il Sung
  • Mao Zedong
  • Nikita Krushchev
  • Syngman Rhee

Assessment Ideas:
  • Timeline
  • Graphic Organizer
  • Map
  • Newspaper Article
  • Political Cartoon
/ Resources:
  • Primary and Secondary Sources

Instructional Activities

Activity 65: Defining the Cold War (GLEs: 18, 42, 43)

Use the chart below to pose the following questions to students:

  • What is a hot war?
  • What is a cold war?

Term / What do YOU think this term means? Why?
Provide a definition AND rate yourself. / Ask a classmate…What does he/she think the term means? Why?
Provide their definition AND their rating. / What does the term really mean?
COLD WAR / Circle a number…How sure are you of your definition?
1 2 3 4 5
Not sure Very sure / Circle a number…How sure is he/she of his/her definition?
1 2 3 4 5
Not sure Very sure
HOT WAR / Circle a number…How sure are you of your definition?
1 2 3 4 5
Not sure Very sure / Circle a number…How sure is he/she of his/her definition?
1 2 3 4 5
Not sure Very sure

Then discuss the following:

  • What are examples of hot wars?
  • What is the time period known as the Cold War?
  • What caused the Cold War?
  • What impact did World War II have on the Cold War?
  • Were there hot wars during the time period referred to as the Cold War?

Information on “cold wars,” “warm wars,” and “hot wars” may be found on the following websites:

Activity 66: Containmentand U.S. Foreign Policy (GLEs: 1,6, 7, 9, 42, 43)

Discuss the following with students:

  • What is the policy of containment?
  • What methods might the U.S. use to contain communism?

Provide the students with information via class discussions and/or primary and secondary sources on Cold War policies and events that reflect the overreaching U.S. policy of containmentduring Cold War.

Have students use the information to complete a chart like the one below in which they describe the purpose and effectives of the Cold War policies and events. The chart should include: Truman Doctrine, Marshall Plan, Eisenhower Doctrine, Massive Retaliation / Brinkmanship, Alliance for Progress, Peace Corps, etc...

Containment
Policy / Event / Presidential Administration / Purpose / Effectiveness
Truman Doctrine / Truman / Provide economic aid to Greece and Turkey / √

Have students identify the affected countries and/or regions on a world map.

Extend the activity by having students create a Cold War timeline in which they place policies and key events.

Cold War timelines may be found on the following websites:

Activity 67: Communist v. Non-Communist Countries (GLEs: 6, 7,9,15, 42, 43)

Provide students with information via class discussion and primary and secondary sources on the division of Europe following World War II as well as the creation of collective defense organizations. Sources should include maps of Europe and the world from 1945-1990 which illustrate the division of the world between communist and non-communist countries as well as maps showing members of collective defense organizations such as NATO, SEATO, CENTO, and the Warsaw Pact.

Have students consider the following questions:

  • What was the iron curtain?
  • What was the purpose of organizations such as NATO and the Warsaw Pact?
  • What impact might these organizations have on Cold War tensions?

Activity 68: Cold War Crises and Conflicts (GLEs:6, 7, 9, 42, 43, 44)

Provide students with information via class discussion and primary and secondary sources on Cold War crises and conflicts (e.g., Chinese Civil War, Berlin Crisis, Korean War, U-2 Incident, Bay of Pigs Invasion, Cuban Missile Crisis).

Have students create a Cold War conflicts like the one below.

Cold War Crises and Conflicts
Conflict / Presidential Administration / Cause / Outcome / Was containment successful or unsuccessful? / Rate the level of tension between the U.S. and Soviet Union caused by the event
Korean War / Truman / Communist North Korea invaded non-communist South Korea / A cease fire was declared and Korea remained divided at the 39th parallel…communist in the north and non-communist in the south / Successful / 1 2 3 4 5
Very Alot
little of
tension tension

Have students add the affected countries and/or regions to their world map.

Extend the activity by having students also add the events to their Cold War timeline.

Activity 69: The Cold War at Home (GLEs: 6, 7, 9, 18, 45)

Provide students with information via class discussions and/or primary and secondary sources on Cold War issues that impacted American society. Ask students to determine how each impacted American society during the Cold War years.

  • Nuclear arms race (e.g., impact  construction of underground fallout shelters, creation of informative films, increased military expenditures)
  • Space Race (e.g., impact  increased funding for math and science education and NASA)
  • Fears of Communism in the U.S. / Red Scare Part 2 (e.g., impact  creation of the Loyalty Review Board and HUAC, Trial of the Rosenbergs, McCarthy Hearings)

Extend the activity by having students create a newspaper report or political cartoon on the Cold War at home.

Activity 70: Red Scare Part 2 (GLEs: 2, 3,6, 7,35, 45)

Have students create a graphic organizer in which they compare and contrast the Red Scare part 1 following WWI to Red Scare part 2following WW II.

Findings should include: fears over the spread of communism (e.g., as a result of the Russian Revolution in 1917 and the infiltration of communism in Eastern Europe after WWII), restrictions of civil liberties (e.g., Palmer Raids post WWI and Loyalty Review Board and HUAC investigations post WWII).

Extend the activity by having students research modern day instances in which violations of civil liberties occurred in the name of protecting national security (e.g., Patriot Act post 9/11).

Unit 8 - Concept 2: U.S. Popular Culture, 1950s

GLEs
*Bolded GLEs are assessed in this unit
1
2
3
6
7
9
15 / Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-H1) (Analysis)
Compare historical periods or historical conflicts in terms of similar issues, actions, or trends (H-1A-H1)(Analysis)
Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1) (Analysis)
Analyze the point of view of an historical figure or group in U.S. history (H-1A-H2) (Analysis)
Analyze or interpret a given historical event, idea, or issue in U.S. history (H-1A-H2) (Analysis)
Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3) (Analysis)
Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4) (Analysis)
18
42
53 / Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6) (Comprehension)
Explain the consequences and impact of World War II (e.g., Cold War, United Nations, Baby Boom) (H-1B-H13) (Comprehension)
Describe the impact of technology on American society (H-1B-H16) (Comprehension)
Content Based Guiding Questions:
  • How did American society change following World War II? (GLE 42, 53)
Skills Bases Guiding Questions:
  • Can students compare historical periods or historical conflicts in terms of similar issues, actions, or trends? (GLE 2)
  • Can students contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context? (GLE 3)
  • Can students evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues? (GLE 9)
/ Key Terms and Concepts:
  • Baby Boom
  • Franchise / Fast Food
  • Interstate Highway System
  • Rock and Roll
  • Television
Key Historical Figures:
  • Dwight Eisenhower
  • Harry Truman
  • John F. Kennedy

Assessment Ideas:
  • Timeline
/ Resources:
  • Primary and Secondary Sources

Activity 71: The Impact of Technology on American Society (GLEs: 1,2, 3, 6, 7, 9, 42,53)

Have students create an illustrated timeline which highlights key technological advancements beginning in the mid-1800s through the 1950s and extend the activity by having students add advancements through present day. Advancements may include: electricity, telephone, automobile, radio, movies / motion pictures, television, personal computers, Internet, etc…)

Ask students to consider the following:

  • What political, social, and economic impact have technological advancements had on American society?
  • Trace technological advancements from their earliest form to its present day form.
  • Which technological advancement has had the greatest impact on American society? Why?
  • Make predictions about the changes and improvements that will be made within the next fifty years.

Sample Assessments

General Guidelines

  • Students should be monitored on all activities via teacher observation, report writing, class discussion, and journal entries.
  • Teachers should use a variety of performance assessments to determine student understanding of content.
  • Teachers should select assessments that are consistent with the types of products that result from the student activities.
  • Teachers should develop a scoring rubric collaboratively with other teachers or students.

General Assessments

  • Have students analyze information from primary source documents from the Cold War Period on key Cold War policies, crises, and conflicts. Students will use the information to create graphic organizers.
  • Have students create a timeline of key events from 1945 to 1963.
  • Have students create a newspaper article or political cartoon on the impact of the Cold War at home.

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American History-Unit 8-The Cold War

U.S. History – Unit 8

Name/School______Unit No.:______

Grade ______Unit Name:______

Feedback Form

This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.

Concern and/or Activity Number / Changes needed* / Justification for changes

* If you suggest an activity substitution, please attach a copy of the activity narrative formatted like the activities in the APCC (i.e. GLEs, guiding questions, etc.).

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American History-Unit 8-The Cold War