Major Concept: The Cold War Begins (1945-1953)
The Iron Curtain
Life in America after WWII
The Growing Fear of Communism
The Korean War / US II Learning Standards:
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
·  Soviet aggression in Eastern Europe
·  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)
·  the Korean War
·  Germany
·  China
·  the Middle East
·  the arms race
·  Latin America
·  Africa
USII.24 Analyze the roots of domestic anticommunism as well as the origins and consequences of McCarthyism. (H)
People
·  Whittaker Chambers
·  Alger Hiss
·  Edgar Hoover
·  Senator Joseph McCarthy
·  Julius and Ethel Rosenberg
Institutions
·  the American Communist Party (including its close relationship to the Soviet Union)
·  the Federal Bureau of Investigation (FBI)
·  the House Committee on Un-American Activities (HUAC)
Pacing Guide: March 16 – March 26 (10 days)
Key Questions:
Section 1
1.  What were the roots of the Cold War?
2.  What was the Iron Curtain?
3.  How did the United States respond to the Soviet actions in Europe?
Section 2
1.  How did the United States and other countries try to build a better world after the war?
Section 3
1.  Why was the fear of Communism growing I the late 1940s?
2.  What methods and actions did the government use to fight the spread of communism at home?
3.  Who was Senator Joseph McCarthy and what was his role in the second Red Scare?
Section 4
1.  What were the circumstances that led to the started of the Korean War.
2.  How does the Korean War relate to the larger picture of the Cold War?
3.  Do you think the Cold War still exists? Or do certain aspects of the Cold War still exist today? / Skills and Outcomes:
Start with Cold War intro lecture: defining communism, capitalism, dictatorship, and democracy
Section 1
Stress the Iron curtain, connect to aftermath of WWII
Analyze causes of Cold War on pg 817.
Connection: Create a timeline that shows the interaction (or lack thereof) between the U.S and the USSR.
Connection: Read “the Big Picture” on page 814. Have students work in small groups to create a web of ideas with “Struggle Between Democracy and Communism” at the center. Students predict where this struggle will lead. Each group uses a different color marker. After 5-7 minutes students pass their web to the next group to add on to (in a different color). Then pass BACK for students to read new responses.
Teacher lectures or presents text that illustrates difference between Soviet and American Political Systems. Then students create timeline of Soviet/American relations starting with WWI up through 1947.
Analyze Kennan’s Source of Soviet Conduct (Seminal Document) in class by reading and using the questions from Kevin’s book For the Record by Shi and Mayer or annotate text and use the APPARTS chart.
APPARTS chart for Truman Doctrine
Resource Book for rebuilding Munich to demonstrate the Marshall Plan in use
I see / It means for Political Cartoon on the Iron Curtain (in M Lightbody’s P-drive)
Berlin Airlift geography wkst from resource book
Section 2: Healing the Wounds of War
Skim: baby boom (25.2) and GI bill (25.2), fair deal (25.2), Levitt Town (26.3) Eisenhower (26.3) (jig saw)
Compare Cold War presidents: Truman vs. Eisenhower vs. JFK vs. Johnson vs Nixon? (at end of unit compare dates, foreign policy, domestic policy, major events of involvement: will include “fair deal” doctrines,
Summarize Life in the US after WWII the Interactive Summary Guide and answer the guided questions for this section.
Categorize information: Have students study the chart on pages 827. Then with books closed, give students a blown-up version of this chart that has the bulleted side cut into pieces. In pairs or small groups have students recreate the chart by placing the bullets with the correct Program. When students are done, they ask the teacher to confirm correctness. If not, they re-do. When correct, students copy it into notebook. Alternative method: students draw graphics to represent the new Programs for a Safer World.
Section 3:
Create a Cold War Map: On a map of the world, students color Communist vs. Western Nations
Introduce spy cases with the Question of Loyalty plan in the teachers addition on page 831. Then have students fill out wkst (teacher made) about spy cases. For each case, students provide evidence that was used against the spy and what the outcome for the case was.
Teacher provides various copies of editorials on McCarthyism and have students determine main ideas both for and against the topic. Class discussion about what other examples in history are similar to McCarthyism?
Show Chapters 15 & 17 from “Good Night and Good Luck” for McCarthyism
Two column notes on McCarthyism Jig Saw spy cases as part of HUAC
M. Lightbody’s video on the Rosenbergs
Section 4:
Preview Korean war with President Truman Sends U.S. Force to Korea worksheet (page 17 of the chapter resources file)
Timeline on key events of Korean War
(with focus on map page 839)
Judi’s Wiki on the Korean War (sans essay?)
Spectrum on wall (Strong Agree – Strongly Disagree)
Relate to Map of Cold War hotspots
Summarize the Korean War with the Interactive Summary Guide and answer the guided questions for this section.
Interpreting Maps, use Interpreting Movement Map lesson on page 839 (teachers addition) and have students work in groups to better understand key concepts for the graphic. Excels / Suggested Assessments:
Write an open response: use the timeline and take a stance as to when the Cold War “officially” began. Support your answer with details and analysis. When done students pair/share their responses.
Section 1:
Teacher creates following GO on board and have students complete GO out how each of the three details relate to containment. Can be done individually or in groups.


Compare and Contrast: Use the Primary Source wkst with before and after pictures of Munich (pg 15 of chapter resources file) to assess students’ knowledge on the effects of the Marshall Plan
Section 2:
Take notes on Programs Created for a Safer World (categorizing activity at left) after teacher checks for accuracy (or sends students to chart on page 827 to self-check)
Sections 3:
Have students get out their Cold War Maps label at least 3 areas of conflict that have been covered in text up to this point.
Write an Open Response: what were the effects of the growing fear of Communism in the United States? Use specific spy cases to support your answer.
Document-based questions on page 842.
Section 4:
Take Notes Have students work in groups or individually on one of the GO on page 837 or questions 5 page 841. What are the main events and each student draws a picture to illustrate the Korean war.
Summarize the Korean war by writing a paragraph about how, where, and by whom the Korean War was fought.
Write a paragraph that explains why the United States became involved in the Korean War. Use the Focus on Writing wkst (page 22 of chapter resources file)