Examining the regional conflicts that arose out of Cold War hostility: Korea, Vietnam, Afghanistan, Cuba, Guatemala
Modern World History, Grade 11
[Summary of Unit]
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.
Stage 1 Desired Results
ESTABLISHED GOALS G
<type here> / Transfer
Students will be able to independently use their learning to… T
Meaning
UNDERSTANDINGS U
Students will understand that…
· Global conflict arises between countries categorized as “haves” and “have nots”.
· Small countries prefer to have allies and do not like to be considered “non-aligned”
· Countries use military power as a method to influence the policies of other countries.
· The United Nations cannot prevent conflict amongst its members.
· Communist and capitalist countries have often found it impossible to coexist without conflict
· In order to avoid global conflict, superpowers conduct “War by proxy”
· Wars are not always fought by militaries / ESSENTIAL QUESTIONS Q
· Why did several countries choose to align with either the United States or the Soviet Union during the Cold War?
· How do totalitarian leaders convince the people that it is in their best interest to give a dictator their support?
· What is the role of politics in world military strategies?
· Is it possible to fight a war without actually fighting your true enemy?
· Is the UN too weak? Too powerful?
· What is appealing about capitalism to developing countries? What about communism?
· Is it OK for the United States to protect American interests abroad regardless of the cost?
· Is communism bad for the United States? Is capitalism bad?
Acquisition
Students will know… K
· The political, economic, and social factors associated with “War by proxy”.
· Reasons for under developed nations to form alliances with superpowers
· The history of communist expansion around the world.
· History of US interventionist strategy around the world
· Superpowers often view undeveloped allies as disposable
· The US is not always on the “good” side of moral conflict
· The US and USSR often used similar techniques to hurt each other by playing small countries against their enemies / Students will be skilled at… S
· Identifying, examining, and interpreting primary and secondary source documents.
· Recognize, define, and use content specific vocabulary related to regional conflicts of the 60’s, 70’s and 80’s..
· Making a persuasive argument which defends a claim using contextual evidence, analytic reasoning, and draws logical conclusions.
· Collaboratively working with their peers to address and solve problems.
· Speaking knowledgably and articulately in front of their classmates on a complex topic
· Researching difficult concepts to demonstrate mastery and expertise
· Making inferences based upon thorough understanding of multiple subjects
· Making connections between different topics of study
Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
<type here> / CURRICULUM EMBEDED PERFOMANCE
ASSESSMENT (PERFORMANCE TASKS) PT
Class debate on normalization of relations with Cuba
Working in pairs, students will take on the role of a stakeholder or policymaker on a debate regarding the resumption of normal diplomatic relations with Cuba. Students will be assigned the following roles: United States Senator from Florida, US Congressperson representing Miami, FL, national news reporter, Dominican cigar maker, Chamber of Commerce from Miami, US Virgin Islands Tourist bureau, US State Department, Bureau of ATF, US Coast Guard, Members of the Cuban community in the US, Cuban Ambassador to Canada.
Students will research their assigned role and apply how they feel that person would react to normal diplomatic relations with Cuba. Student will then hold a Crossfire style debate in which they will be allowed to speak their piece, but will be moderated by the teacher (or another student if the class is prepared).
At the conclusion, students will reflect and establish their personal opinion on resuming diplomatic ties with Cuba at this time in our history.
GRASPS
<type here> / OTHER EVIDENCE: OE
Section Quizzes
Chapter Tests
Research based open response questions
Persuasive and comparative writing
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1: What is “War by Proxy”?
Lesson 2: Korea Divided
Lesson 3: Vietnam and the Domino Theory
Lesson 4: Afghanistan and the Soviet Union
Lesson 5: Cuban Communism
Lesson 6: CEPA and Follow Up Reflective Writing
Lesson 1: What is “War by Proxy”?
· Discussion on the definition of “War” and “Proxy”
· Look at this list of Proxy Wars: http://en.wikipedia.org/wiki/List_of_proxy_wars#Cold_War_and_aftermath
· Make a guess about what a Proxy war is
· Why did the US fear communism so much?
· Why can’t the US fight the major communist power in the world? (the USSR)
· Students define academic vocab for the unit (Diplomacy, Capitalism, Communism, etc), and attempt to explain why Nuclear weapons might pose a threat
Lesson 2: Korea Divided
· Watch the following Khan Academy Video: https://www.khanacademy.org/humanities/history/euro-hist/cold-war/v/korean-war-overview
· Read the following: http://www.archives.gov/education/lessons/korean-conflict/
· Analyze the document, The Truth about Korea: http://www.trumanlibrary.org/whistlestop/study_collections/korea/large/documents/pdfs/ki-18-4.pdf#zoom=100
· Persuasive Writing Assignment: As an advisor to President Truman, write a policy brief (persuasive essay) which convinces him that Korea is not a threat to the United States, in essence refuting what is said in the document above.
· More documents on Korean War: http://www.trumanlibrary.org/whistlestop/study_collections/koreanwar/index.php
Lesson 3: Vietnam and the Domino Theory
· Read http://civics.sites.unc.edu/files/2012/05/VietnamWar8.pdf
· Watch: https://www.khanacademy.org/humanities/history/euro-hist/cold-war/v/vietnam-war
· Use the following resource from the National Archives to teach about Vietnam using pictures: http://www.archives.gov/education/lessons/vietnam-photos/
· Comparative Assignment: create a graphic organizer which compares and contrasts the politics of the Vietnam and Korean conflicts
· News story: You’re an embedded reporter with US troops at the My Lai Massacre – film a 3 minute news story explaining what happened and explain the US soldiers’ point of view
Lesson 4: Afghanistan and the Soviet Union
· Look at this website for a brief overview http://www.ducksters.com/history/cold_war/soviet_afghanistan_war.php
· Good resource for teachers: http://fmso.leavenworth.army.mil/documents/miredinmount.htm
· Was the US responsible for sparking Al Qaeda and the Taliban? http://www.global-politics.co.uk/issue6/Stahl/
· Compare the real life Charlie Wilson: http://www.youtube.com/watch?v=2JgVc8jAHIw with the Hollywood version starring Tom Hanks http://www.youtube.com/watch?v=4t7GADjRIuA
o Does the film version do the real man credit?
o In retrospect was his desire to help the Afghans foolish in that in taught the Afghans how to oppose foreign forces?
Lesson 5: Cuban Communism
· Begin by watching the following summary of the Cuban Revolution: http://www.youtube.com/watch?v=ynDus_RvuJs
· Read this summary: http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f090108_Cuba
· Then explore the documents, paying particular attention to the testimonies of Cubans on the threat of Communism in the Caribbean: http://www.latinamericanstudies.org/cuban-revolution.htm
· Open response: Why might communism appeal to Cubans?
· Was Cuba a threat to the United States before it allied with the Soviet Union?
· CIA Factbook research: Why are Cuba and the United States still opponents despite the fall of the Soviet Union?
Lesson 6: CEPA and Follow Up Reflective Writing
Students will be assigned roles and will begin by researching for the purpose of writing a position paper
· Students should use the format for a position paper for Model UN
· This lesson will provide several skills and content assessments:
o Position Papers
o Research reports
o Speaking Points
o Practicing Oral Presentation Skills
o Defending a position
· Reflection: Why does the US have a better relationship with Vietnam today than with Cuba, Afghanistan, or North Korea? What is different about Vietnam?
Massachusetts Department of Elementary and Secondary Education
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