Unit of Study: Beginnings of the Cold War

SOCIAL STUDIES – WORLD HISTORY

Unit of Study: Beginnings of the Cold War

Fourth Grading Period – Unit 1 CURRICULUM OVERVIEW

• At the end of World War II, two major world powers emerged.
• The Cold War centered on the struggle for global influence and power between the United States and the Soviet Union.
• The years from 1945-1991 are collectively known as the Cold War.

• Lesson 1: Introduction to the Cold War

• Why would two nations have the power to bring the world to the brink of another international conflict?

• What were the social, economic and political causes of the Cold War?
• Why would governments from different nations be affected by the positioning of the Soviet Union and the United States?
• How did the Cold War cause other conflicts?

• WH.1a identify the major eras in world history and describe their defining characteristics.
• WH.1b identify changes that resulted from important turning points in world history such as the development of farming; the Mongol invasions; the development of cities; the European age of exploration and colonization; the scientific and industrial revolutions; the political revolutions of the 18th, 19th, and 20th centuries; and the world wars of the 20th century.
• WH.1c apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.

• WH.2a identify elements in a contemporary situation that parallel a historical situation.

• WH.8d summarize the significant events related to the spread and fall of communism, including worldwide political and economic effects.

• WH.9a identify and explain causes and effects of World Wars I and II, including the rise of nazism/ fascism in Germany, Italy, and Japan; the rise of communism in the Soviet Union; and the Cold War.
• WH.9b analyze the nature of totalitarian regimes in China, Nazi Germany, and the Soviet Union.

• Identify the Cold War as a major era and describe its defining characteristics.
• Identify the changes that resulted from the Cold War.
• Apply absolute and relative chronology through the sequencing of significant individuals, and events during the Cold War era.
• Identify elements in a contemporary situation that parallel a historical situation that occurred during the Cold War.
• Summarize the significant events related to the spread and fall of communism, including worldwide political and economic effects.
• Identify and explain the causes and effects of the Cold War.
• Analyze the nature of the totalitarian regimes in China and the Soviet Union.
• Analyze the influence of significant individuals from the Cold War era including:
• Winston Churchill
• Mao Zedong
• Analyze the influence of significant leaders such as Mohandas Gandhi on events of the 20th century.

• WH.10a analyze the influence of significant individuals such as Winston Churchill, Adolf Hitler, Vladimir Lenin, Mao Zedong, and Woodrow Wilson on political events of the 20th century.
• WH.10b analyze the influence of significant social and/or religious leaders such as Mohandas Gandhi, Pope John Paul II, Mother Theresa, and Desmond Tutu on events of the 20th century.

• WH.14A identify the historic origins of the economic systems of capitalism and socialism.
• WH.14B identify the historic origins of the political and economic system of communism.
• WH.14C compare the relationships between and among contemporary countries with differing economic systems.

• WH.15a explain the impact of parliamentary and constitutional systems of government on significant world political developments.
• WH.15b define and give examples of different political systems, past and present.
• WH.15c explain the impact of American political ideas on significant world political developments.
• WH.15d apply knowledge of political systems to make decisions about contemporary issues and events.

• WH.17a evaluate political choices and decisions that individuals, groups, and nations have made in the past, taking into account historical context, and apply this knowledge to the analysis of choices and decisions faced by contemporary societies.
• WH.17b describe the different roles of citizens and noncitizens in historical cultures, especially as the roles pertain to civic participation.

• WH.18cidentify examples of political, economic, and social oppression and violations of human rights throughout history, including slavery, the Holocaust, other examples of genocide, and politically-motivated mass murders in Cambodia, China, and the Soviet Union;
• WH.18d assess the degree to which human rights and democratic ideals and practices have been advanced throughout the world during the 20th century.

• WH.19bidentify examples of religious influence in historic and contemporary world events.

• WH.23a give examples of major mathematical and scientific discoveries and technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations.

• WH.24b describe the connection between scientific discoveries and technological innovations and new patterns of social and cultural life in the 20th century, such as developments in transportation and communication that affected social mobility.

• WH.11a create thematic maps, graphs, charts, models, and databases representing various aspects of world history; and
• WH.11b pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases.

• WH.25b locate and use primary and secondary sources such as computer software, databases, media and news services, biographies, interviews, and artifacts to acquire information.
• WH.25c analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.
• WH.25d explain and apply different methods that historians use to interpret the past, including the use of primary and secondary sources, points of view, frames of reference, and historical context.
• WH.25e use the process of historical inquiry to research, interpret, and use multiple sources of evidence.
• WH.25gidentify bias in written, oral, and visual material.
• WH.25iuse appropriate mathematical skills to interpret social studies information such as maps and graphs.

• WH.26ause social studies terminology correctly.
• WH.26buse standard grammar, spelling, sentence structure, and punctuation.

• Create thematic maps, charts, models and databases.
• Pose and answer questions about geographic distributions and patterns shown on maps, graphs, models, and databases.
• Interpret historical and contemporary maps to explain geographical influence on historical events.
• Use primary and secondary sources to interpret historical information.

• Use reading, writing and math skills to interpret historical information.

• ELPS C.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
• ELPS C.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.
• ELPS C.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.

• develop and expand learning strategies that I use such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions for World History.
• express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of World History topics.
• employ basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with social studies needs.

• CCRS I.B1 Examine how and why historians divide the past into eras.
• CCRS I.B2 Identify and evaluate sources and patterns of change and continuity across time and place.
• CCRS 1.B3Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
• CCRS 1.C1 Evaluate different governmental systems and functions.
• CCRS 1.C2 Evaluate changes in the functions and structures of government across time.

• Examine how and why historians divide the past into eras.
• Identify and evaluate sources and patterns of change and continuity across time and place.
• Analyze causes and effects of major political, economic, and social changes in world history.
• Evaluate different governmental systems and functions.
• Evaluate changes in the functions and structures of government across time.

• Given information on the Cold War, the student will analyze the political, economic and social impact of the Cold War with 90% accuracy.

SOCIAL STUDIES – WORLD HISTORY

Lesson 1: Introduction to the Cold War (1945 – 1953)

Fourth Grading Period – Unit 1 CURRICULUM GUIDE

• What were the political, economic and social causes of the Cold War?
• What role did international alliances play during the Cold War?

• Causes and Effects of the Cold War (Grade 5 – Grade 9)
• International Organizations (Grade 6 – Grade 9)

• Discuss the agreements that were reached during World War II concerning political borders post World War II. (Tehran Conference, Yalta Conference and Potsdam Conference)
• Demonstrate how to create a map demonstrating how to illustrate the agreements made between the three nations. (You can also use the Beginnings of the Cold War PowerPoint
• Conduct a discussion on whether or not it was “fair” for three nations to divide the world into zones of influence.

• Create a chart showing the agreements that were reached during the following conferences:
• Tehran Conference
• Yalta Conference
• Potsdam Conference
• On a map, demonstrate the regions that were affected by the three major conferences of World War II.
• In the interactive notebook, reflect on whether or not it was right for three nations to divide up the world into spheres of influence.

• Discuss how after World War II, two major superpowers emerged as world leaders.
• Demonstrate how to create a compare and contrast chart to show the political and economic differences between the United States and the Soviet Union.

• Create an illustrated compare and contrast chart showing the political and economic differences between the United States and the Soviet Union

• Discuss how the following items increased tensions between the United States and the Soviet Union:
• Truman Doctrine
• Marshall Plan
• Berlin Airlift

• On the back of the compare and contrast chart, create a graphic organizer discussing the following events and how each of the created tension between the United States and the Soviet Union:
• Truman Doctrine
• Marshall Plan
• Berlin Airlift

• Distribute copies of Winston Churchill’s Iron Curtain speech and demonstrate how to summarize important discussion points from a primary source.
• Using various online sources to demonstrate political cartoons based on Churchill’s speech.
• Source 1
• Source 2
• Source 3

• Use the political cartoon analysis process to determine the point of view from each of the cartoonists.

• Discuss the reasons for the formation of NATO and the Warsaw Pact.
• Model how to create a multiple causes – singular effect graphic organizer.

• Create a multiple cause – multiple effect graphic organizer demonstrating the reasons for the formation of NATO and the Warsaw Pact.
• On the back of the Graphic Organizer, answer the question, “Given the past conflicts that have occurred due to alliance systems, why are nations going back to them?”

• Discuss how Communism started in China and how it differs from Communism in the Soviet Union.
• Demonstrate how to create a compare and contrast foldable.

• Create a compare and contrast foldable showing the similarities and differences of Communism in China and in the Soviet Union. Include visuals such as leaders and cultural references.

• Discuss the causes and effects of the Korean War.
• Demonstrate how to create a timeline.

• With a partner, create a timeline showing the main events surrounding the Korean War as well as the causes and effects of the war.

• Review the main events, people and issues that surround the Cold War from the end of World War II to the end of the Korean War.
• Demonstrate how to create a graphical informational booklet that demonstrates the salient points of the Cold War.

• With a partner, create an informative booklet outlining the main people, places and events of the Cold War from 1945 – 1953.

• Review the guiding questions from this lesson.

• Answer the guiding questions from this lesson in the interactive notebook.

• Containment
• Satellite
• Containment
• Truman Doctrine
• Marshall Plan
• Divided Germany
• Berlin Airlift
• NATO
• Warsaw Pact

• Acquiring
• Analyze
• Answer
• Apply
• Asking
• Assess
• Attribute
• Choose
• Communicating
• Compare
• Consider
• Construct
• Contrast
• Defend
• Describe
• Design
• Develop
• Draw
• Explain
• Evaluate

• Gather
• Generalization
• Implement
• Infer
• Interpret
• List
• Map
• Obtain
• Organize
• Plan
• Predict
• Prepare
• Present
• Relate
• Solve
• Take Action
• Theorize
• Trace
• Use

• Chapter 31, Section 5 – Chapter 37 (Summarized) World History: Connections to Today, Prentice Hall

• Cold War Lesson Ideas -
• Churchill and Stalin (AP Readings)
• Tehran Conference -
• Yalta Conference -
• Potsdam Conference -

• Make an illustrated foldable that explains the key events and individuals related to the Cold War from 1945 to the end of the Korean War.
• Create a collage to compare and contrast Communism as practiced in the Eastern Bloc nations versus Democracy as practiced in the “Western” Nations.

• ELPS C.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
• ELPS C.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics.
• ELPS C.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.

• Write a policy review that explains the U.S. policy of containment by examining the key events, policies, and individuals related to the Cold War from 1945 to 1960.

• CCRS 1.B3Analyze causes and effects of major political, economic, and social changes in U.S. and world history.
• CCRS 1.C1 Evaluate different governmental systems and functions.

Social Studies – World History