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The Cold War
The Cold War is the post-WWII state of international tension between the Soviet Communist-led and the
United States-led free world. It began in 1946 when Communist expansion into Eastern Europe was
countered by the U.S. policy of containment.
The Communization of Eastern Europe: The fate of Eastern Europe (including Poland, Hungary,
Rumania, Bulgaria, and Czechoslovakia) was determined by the presence of the Russian armies in that
area. The establishment of Communist satellite regimes in the areas occupied by the Soviet army
occurred in stages over a three-year period (1945 – 1948).
Soviet-controlled Eastern Europe satisfied Stalin’s desire for a buffer zone against the historically antiRussian West, but local populations and their sympathizers saw the regimes as an expansion of the Soviet
Empire. Only another “hot” world war could remedy the situation, not acceptable to the world that just
lost forty million to World War II. So, the world divided again into armed alliances, but this time nuclear
technology increased the stakes of the game. For the next four decades, the world fearfully watched each
move of those that played the game.
LETTER TO PARENTS:
FROM THE DESK OF Mr. Benjamin Austin
(Student Teacher)
Thursday, April 16, 2015
Dear Parents,
We are entering our fifth week of World History. We have finished the Unit
on the Cold War and will be having a TEST on Wednesday, April 29, 2015. Please
encourage your child to be prepared for the test. Our next Unit will cover the
contemporary world. Progress Reports will be going out later this week. If you have
any questions, please contact me at: [email protected].
Parent Signature: ____________________ (5pts)
Student Signature: __________________
Cold War Notes (Part 1)
Truman and Eisenhower
1945-1960
The Cold War
Following World War II the U.S. dramatically moved from an isolationist country into a military
Superpower and leader in world affairs. The reasons were clear; the U.S. economic power (leaving the
depression in its wake and the U.S. nuclear power.
The Soviet Union also claimed superpower status due to the communization of Eastern Europe
and the sheer size of the Soviet Union itself.
1945 – 1960 Foreign Affairs
Yalta Conference
Decisions at Yalta
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Big Three decided to divide Germany in to 4 zones.
Both sides disagreed on what to do with Poland after the war.
Soviets entered the war against Japan – they did on August 8, 1945 – Just as Japan was about to
enter – this guaranteed them some spoils of war – specifically North Korea
 Free elections
As the soviets ‘denazified’ Eastern Europe, communist governments were established in Poland,
Hungary, Rumania, Bulgaria, and Czechoslovakia. The promise that Stalin made toward selfdetermination never materialized. (Free elections?) The world quickly divided into two belief systems or
ideologies.
San Francisco Conference
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April 1945, delegates from 50 nations met in San Francisco to adopt the United Nations
charter.
United States, Soviet Union, Great Britain, France, and China had permanent seats on the
Security Council and veto power. All allies in the war
Headquarters in New York City
Nuremberg Trials
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German war crime trials held in Nuremberg
24 Nazi leaders convicted of planning the war, committing war crimes, committing crimes
against humanity, and conspiring to commit the crimes. 12 sentenced to death.
Beginnings of the Cold War
 lasted from 1940s to 1991
 Two superpowers emerged from WW II– America and Soviet Union
 Americans thought they would live in a time of peace and prosperity
 Churchill declared: “Germany is finished, the real problem is Russia… the Americans [can’t] see
it”.
 WWII changed the United States from isolationist to leader in world affairs.
 The conflict between US and the USSR dampened America’s enjoyment of the postwar boom.
Background
The Bolshevik Revolution of 1917 was a threat to all capitalists leading to the first Red
Scare in 1919. The United States did not formally recognize the Soviet Union until 1933. Despite the
political and economic differences between the two nations, the U.S. and the Soviet Union put aside
differences during WWII to defeat Hitler. Optimists hoped cooperation could continue after the war
through the U.N.
Over the next four decades the conflict would be called the Cold War. It would be fought on
several fronts including:
 The Nuclear Arms Race and Threat
 The Space Race
 Spying and Espionage
 Propaganda
 Aid or influence in third world nations
 How wars fought in proxy nations such as Korea and Vietnam
Satellite Nations
The Soviet Union was determined to rebuild in ways that would protect its own interests. One
way included satellite nations subject to Soviet domination. These nations served as a buffer zone
against attacks. Elections took place in Eastern Europe as promised at Yalta, but, from 1946 – 1948, the
Soviets manipulated elections in favor of communist dictators in Poland, Romania, Bulgaria, Albania,
Hungary, and Czechoslovakia. These nations became buffer satellite states. Remember the big three
divided Germany into occupation zones. Under Soviet control, East Germany becomes a
communist like state.
Iron Curtain
As the communist world expanded in Eastern Europe, the growing state of international tension
was identified by former British Prime Minister, Winston Churchill. The ‘west’ was having trouble
identifying a solution to the spread of communism. Churchill’s speech squarely warned the free world
that a solution must be found.
During a 1946 speech given in Missouri, Churchill declared ‘From Stettin in the Baltic to
Trieste on the Adriatic, an Iron Curtain has descended across the continent (Europe). The term
“iron curtain” became a figure of speech that described how the USSR had divided Europe into two
sides: one communist, one free.
This is NOT the Berlin Wall, only a figure of speech. The speech called for a partnership
between Western democracies to stop the expansion of communism. This speech, along with one
given by Stalin set the tone for the Cold War. The Cold War became an ideological competition
that developed between the U.S. and USSR for power and influence around the world.
Containment
As the Eastern European nations ‘dominoed’ toward Stalin, it seemed as if the spread of communism was
completely out of control.
Greece and Turkey – became the next target on the Soviet agenda. This area was the historic
‘crown jewel’ of Russian expansion because of its entrance into the Mediterranean (warm water port).
In Greece: a communist led uprising was exerting pressure on the government pushing the country into
civil war.
In Turkey: Soviets were demanding some control over the Dardanelle Straits.
In 1946, George Kennan, an American diplomat in Moscow (also an expert in Soviet/Russian
history), sent a telegram to his superiors in Washington offering an observed explanation for Soviet
Behavior.
He argued that a combination of history and communist ideology was behind the Soviet takeover of
Eastern Europe.
He elaborated: “Russia, whether Tsarist or Communist, was relentlessly expansionary.” The
Kremlin was also cautious, and the flow of Soviet power into every nook and cranny available to it could
be stemmed by firm and vigilant containment.”
The policy of containment was born. It called for the U.S. to resist Soviet attempts to form
Communist governments around the world.
The Truman Doctrine
Harry Truman’s first challenge towards the policy of containment occurred with Greece and
Turkey. Stalin wanted control of the Dardanelles, to have access from the Black Sea to the Mediterranean
Sea.
To stop this, Truman went before Congress in March 1947, to ask for financial aid for Greece and
Turkey to prevent the two countries from falling to Communism.
He declared: “It must be the policy of the U.S. to support free peoples who are resisting
attempted subjugation by armed minorities or by outside pressures. I believe that we must assist
free peoples to work out their own destinies in their own way.” The Truman Doctrine was born.
Congress gave 400 million dollars for aid to Greece and Turkey; communist influences ceased. The
success of Greece and Turkey warding off communism gave the breath of life to the Containment Policy
commonly called the Truman Doctrine.
The Marshall Plan
Post war Europe was in no position to ward off communist expansion. The devastations of war
saw to that. Something had to be done to assist Western Europe from the economic holocaust. The plan
was developed by Secretary of State George Marshall. He invited the European nations to outline
their economic needs for recovery from WWII.
It reflected the belief that U.S. aid for European economic recovery could create strong
democracies and open new markets for American goods. Formally known as the European Recovery
Program it gave $13 billion in grants and loans to Western Europe. The European Economic
Recovery Plan, commonly called the Marshall Plan, was a complete success.
All of the ‘Western European nations accepted the assistance from the U.S. the Soviets and the
Eastern Block did not. (They were also offered Marshall Plan funds) They refused to participate
because receiving capitalistic would make communism look weak.
Berlin Airlift
According to the decisions made at Yalta and Potsdam, Germany was divided into four
occupying zones until it could be ‘reunified.’
Berlin, lying 110 miles inside the East German – Russian controlled zone, was likewise
divided. The three Western Allies: U.S., Britain, and France, were guaranteed access to Berlin over the
Russian controlled zone by rail, highway, air and water routes. This was a ‘temporary fix’ until
occupation could be replaced with reunification and free elections. Capitalist West Berlin and
Communist East Berlin became the clearest symbols of the Cold War.
The ‘4 Powers Agreement’ fell apart when the U.S., Britain and France announced that they
were going to ‘pool together’ their occupation zones and create the Republic of Germany. The
Soviets responded by announcing they would set up a communist state in their own occupied zone.
The Stalin led Soviets also cut off land access between ‘West Germany’ and West Berlin, stopping
all transportation on all routes between West Germany to West Berlin. (Mention the Autobahn)
Berlin became the ‘Eye of the Tiger.’ If the containment policy was to be the policy that would be used to
fight communism, West Berlin must be saved!
All shipments through East Germany were banned. America and Britain responded with a
15 month airlift that took 13,000 tons of goods to West Berlin each day. At the same time Truman
sent 60 bombers capable of carrying atomic bombs to England. The world watched nervously for
the outbreak of war. Finally, Stalin lifted the Blockade.
A second Berlin crisis will later develop in 1961 when the Soviets separate East Berlin from
West Berlin by building a wall to divide the city. The wall became the personification of communist
repression for the next 30 years.
NATO
The Berlin crisis convinced the U.S. and Western Europe that an alliance organized against
Soviet pressure under the leadership of the U.S. was the only way to assure safety from the Soviets.
In April 1949, Canada and the U.S. joined several European nations and formed the North
Atlantic Treaty Organization. Member nations agreed that “an armed attack against one or more
of them . . . shall be considered an attack against them all.” The principle of mutual military
assistance or a mutual defense pact is also called collective security. Western Europe now became
protected by the increasingly powerful nuclear arsenal of the U.S.
General Eisenhower became the Supreme Commander of NATO. He placed U.S. troops in
Western Europe to deter the Soviet expansion into Western Europe. The Soviets responded to
NATO with their own mutual defense alliance known as the Warsaw Pact. The Warsaw Pact
defense alliance included the USSR and its satellite nations in Eastern Europe.
Defense
1947 Congress passed the National Security Act
 Centralized the Department of Defense.
 CIA (Central Intelligence Agency) formed to gather information.
 NSC (National Security Council) created to advise the president on strategic matters.
 1948, Selective Service System and peacetime draft enacted.
Communism Grows
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1949 USSR tested their first atomic bomb.
1952 USA tested the first hydrogen or thermonuclear bomb, thousands of times more powerful
than a bomb.
 Truman organized the Federal Civil Defense Administration to flood the nation with information
on how to survive a nuclear attack. The arms race had begun – the race to develop superior
weaponry.
NSC-68
National Security Council issued a secret report known as NSC-68 that gave the following measures for
fighting the cold war.
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quadruple U.S. government defense spending
form alliances with non-communist countries around the world
convince the American public that a costly arms buildup was imperative for the nation’s
defense
Cold War in Asia
Communism Takes China
An ongoing Civil War between Mao Zedong (communist) and Chiang Kai-Shek
(nationalists) began again after WWII. The Communists took mainland China and forced the
nationalists to the small island of Taiwan. Mao set up the People’s Republic of China and Kai-Shek
continued as the Republic of China. Republicans blamed the democrats for losing China. 1950
Stalin and Mao signed Sino-Soviet Pact creating worldwide fear that a communist conspiracy
existed.
Japan
After WWII, Japan controlled by the U.S. General MacArthur was in complete control of
rebuilding Japan. Premier Hideki Tojo and others were executed for war crimes. Japan kept Emperor
Hirohito as the ceremonial head of state. The new Japanese Constitution renounced war as national
policy and limited Japan’s military capability.
Korean War
During World War II, the League of Nations faded into history and was replaced with the
United Nations. The purpose of the United Nations was to try to resolve conflicts between nations
peacefully. The power of the U.N. was vested in its 5 member Security Council. The Security Council
members consisted of the United States, USSR, Britain, France and China. The Security Council
members held the veto power – power to prevent any united Nation action. The first test of the United
Nations to ‘maintain’ peace was in Korea.
The Korean War grew out of the division of Korea on the 38th parallel after WWII.
The Soviets supported the communist North Korea, led by a young communist rebel named Kim Il Sung,
and the U.S. supported the Democratic South Korea. In 1948 the two Koreas were established and the
two superpowers withdrew their troops.
Two years later, North Korea, in an attempt to unify the two Koreas under Communism, invaded
South Korea.
Causes:
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1950, North Korea invaded South Korea in an effort to unite the peninsula under
communist rule.
 The United Nations, backed by the United States, stepped in to put an end to Communist
aggression at any cost. (Containment Policy)
 What follows will be known as a United Nations Police Action. This ‘Police Action’ by the
U.S., under the flag of the United Nations, enabled Truman to by-pass Congress, eliminating the
need for a declaration of war.
Course:
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U.S. air and ground forces under the command of General Douglas MacArthur were driven
back and trapped in the small area of Pusan.
MacArthur soon launched a counterattack and invaded at Inchon.
By October, the UN reached the Yalu River, the boundary between North Korea and China.
China entered the war and sent 300,000 troops into the fight. This forced the UN troops back.
MacArthur and the UN troops set up a defensive line near the 38th parallel and stopped the
advance.
With China involved MacArthur wanted to heighten the war and begin attacking mainland
China.
Truman would not have any part of this so MacArthur went around Truman to Congress.
MacArthur threatened the concept of civilian control of the military and was therefore fired
for his continued insubordination and his suggestion to take the war to China (nuclear).
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Effects
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MacArthur returned to a hero’s welcome. Most understood his policy of “no substitute for
victory”
At this point, Matthew Ridgeway took command of the troops in Korea. The war now became a
back and forth conflict known as the “meat grinder.”
Dwight D. Eisenhower was elected president in 1952 and promised to end the war. He threatened
to use the a-bomb and soon brought forth a negotiation.
1953 an armistice was signed that divided Korea into two nations.
54,000 Americans dead
The Koreas remain divided today. North Korea remains communist and is a nuclear threat
to neighboring countries.
North Korea is part of President George W. Bush’s Axis of Evil.
America successfully stopped the spread of communism.
The first war where blacks and whites served in the same units.
The war brought to light a top secret report called NSC-68. It warned that the nation’s survival
required
a massive military build-up. No immediate action was taken but knowing
now that communism will invade a free nation, the U.S. took the NSC-68 report seriously and
began a massive military build-up. NSC-68 gave the following measures for fighting the cold
war:
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quadruple U.S. government defense spending
form alliances with non-communist countries around the world
Convince the American public that a costly arms buildup was imperative for the nation’s
defense.
Eisenhower and the Cold War
Eisenhower’s influential secretary of state was John Foster Dulles. Dulles favored the concept
of ‘maximum deterrent at bearable cost’ or a ‘bigger bank for the buck.’ Dulles believed that America’s
‘willingness’ to go to the ‘brink’ of war with its intimidating nuclear superiority would convince the
Soviets to halt any effort to expand into unwanted areas.
Dulles’ Diplomacy and Brinkmanship
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He thought containment was too soft and too passive. He advocated a “new look” and took
the initiative to challenge the USSR and China.
 He declared that if nations pushed Communist powers to the brink of war, they would back
down because of American nuclear superiority.
This concept of ‘Brinkmanship’ was coupled with the defense strategy of concentrating U.S.
military strength in nukes” instead of more conventional armies and navies. By 1955, one U.S. bomber
carried more force than all the explosives ever detonated in the entire history of humankind. Any
response to future communist aggression would result in the concept of massive retaliation. It was
meant to deter the Soviets from launching an attack.
Massive Retaliation
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Dulles argued that America should spend more money on and rely more heavily on nuclear
weapons. Soviet technology was able to match that of the U.S. and the two superpowers
delicately balanced the ‘nuclear standoff.’
Testing the H-bomb on bikini atoll
This mutual balance of terror became known as MAD – Mutually Assured Destruction
May have stopped superpowers from head to head conflict but it could not stop the
“brushfire” wars in Asia, Africa, and Mid East.
After the death of Stalin in 1953, a more moderate Soviet leader emerged, Nikita Khrushchev.
He denounced the ruthlessness of Stalin and advocated a more passive foreign policy called Peaceful
Coexistence. This was quite contrary to the massive retaliation policy of Dulles.
Eisenhower and Khrushchev met in 1955 in Geneva. No agreement on nuclear reduction was
reached but the world could tell that a ‘thaw’ in cold war tension came out of the meeting of the two
‘grandfather’ figures. That ‘thaw’ was tested during the 1950s as U.S. foreign policy and that of
communism often collided.
Unrest in the Third World
Many nations such as India, Pakistan, Indonesia, and Ghana became independent countries after
WWII. These new Third World Countries lacked stable political and economic institutions. Third World
= contrast to the industrialized nations of Western bloc and Communist bloc. Their need for foreign aid
from either the U.S. or USSR made them pawns in the Cold War.
Covert Action
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1953 – CIA played a role in ousting the Iranian government and placing U.S. friendly Reza
Pahlavi as shah (monarch) of Iran. In return he gave us favorable oil prices and made
enormous purchases of U.S. arms.
CIA overthrew government in Guatemala that threatened U.S. business interests.
In Latin America, the United States often supported ruthless dictators simply to oppose
communism.
Asia
Korean Armistice
1953 –Dulles goes to Korea to see what could be done to stop the war. No quick fix was possible.
Diplomacy, threat of nuclear war, and death of Joseph Stalin in March 1953, moved China and North
Korea to an armistice. Korea remained divided near the 38th parallel. No peace treaty was ever
agreed upon. Eisenhower was satisfied that communism was contained in Korea.
Fall of Indochina: (beginning of Vietnam War)
The French tried to retake Indochina after WWII. Seeking independence, Vietnamese and
Cambodians resisted. French imperialism fueled nationalism led by communist leader Ho Chi Minh. The
anti-colonial war in Indochina became part of the Cold War rivalry between communist and
noncommunist powers. Truman’s government gave U.S. military aid to the French, while China and
USSR aided the Viet Minh guerillas led by Ho Chi Minh. In 1954, when President Eisenhower refused to
send in troops to help France, the French army collapsed at Dien Bien Phu and forced to surrender.
The American President believed in a concept known as the Domino Theory. This
theory developed after the French lost the colony of Vietnam in 1954. Vietnam was divided on the 17th
parallel by the ‘Powers’ in an agreement called the Geneva Accords of 1954. At the Geneva
Conference that followed the French loss, France gave up Indochina. Subsequently, Indochina was
divided into Laos, Cambodia, and North and South Vietnam. Eisenhower believed if newly formed
South Vietnam fell to communism, the governments of Laos, Cambodia, Thailand and so on would fall,
like Dominoes, to communism.
SEATO
In seeking to prevent the Domino Theory from becoming a reality, the U.S. Britain, France,
Australia, New Zealand, Philippines and other Southeast Asian Countries formed a regional defense pact
called the Southeast Asia Treaty Organization (SEATO). Eight nations signed the collective security
agreement in 1954. SEATO represented those nations that were against the spread of communism in
Southeast Asia such as the NATO countries in the North Atlantic and Western Europe.
Throughout the 1950s, the situation in South Vietnam steadily deteriorated as Ho Chi Minh’s
North Vietnamese government in Hanoi began sending military assistance to aid the anti-SEATO procommunist rebels in the south. As guerilla warfare intensified in the south, the firm commitment to
save South Vietnam also became unyielding.
The Middle East
2 Goals in the Middle East (tough balancing act)
 maintain friendly ties with oil-rich Arab states
 support the new state of Israel
Suez Crisis
While the situation in Vietnam steadily deteriorated, Eisenhower had to deal with another predicament
that developed in 1956, the Suez crisis. The 1956 Suez crisis began in the age old conflict between the
Jews and the Arabs.
Following World War II, the historical state of Israel was reestablished in 1948. This was the
first time the Jews had had their own homeland since they were dispersed by the Romans in 70 A.D. On
the border of Israel to the South was Egypt. In 1955, a new Arab nationalist leader came to power in
Egypt, Gamal Nasser. He vowed two intentions:
 Nationalize the Suez Canal (which was owned by Britain and France)
 Destroy the country of Israel
Eisenhower attempted to appease Nasser and steer him away from his goals because they would
surely cause a middle-east war. He began to negotiate with Egypt about U.S. support for helping to
construct a major dam on the Nile River at Aswan. An Aswan Dam would be a major step in
transforming Egypt economically.
Nasser, seeing how easy it was to gain support from the U.S. started flirting with the communist
for military equipment and support. Unwilling to be used by Nasser, the Eisenhower administration
withdrew its intended support to construct the dam. Nasser went berserk! He immediately seized the
Suez Canal resulting in an attack on Egypt by Israel with support from Britain and France. Why? Loss of
the canal threatened Western Europe’s supply line to Middle Eastern Oil.
Eisenhower bellowed that his old allies kept him in the dark. So, he sponsored a U.N.
resolution condemning the invasion of Egypt. Under pressure, the invading forces withdrew and Egypt
retained control of the canal. Khrushchev sat on the ‘sidelines’ stumping and fuming, threatening to
nuke Paris and London.
Eisenhower Doctrine
When events calmed down, Eisenhower realized that communism could not gain a foothold in
the oil rich middle-east. In 1957, he announced a new U.S. foreign policy concerning the middle-east, the
Eisenhower Doctrine.
The doctrine stated that the U.S. would give economic and military aid to any Middle Eastern
nation ‘requesting assistance against armed aggression from any country controlled by
international communism.’ The first time the Eisenhower Doctrine was used was in Lebanon in 1958
to counter communist pressure Syria.
OPEC and Oil
1960 – Arab nations of Saudi Arabia, Kuwait, Iraq, and Iran joined Venezuela to form the
Organization of Petroleum Exporting Countries. The combination of growing Western dependence on
Middle East oil, spreading Arab nationalism, and conflicts between Israelis and Palestinian refugees
troubled American presidents from this point until today.
U.S. Soviet Relations
The two superpowers fluctuated regularly from periods of relative calm to periods of extreme tension.
Spirit of Geneva
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After Stalin’s death in 1953, Eisenhower called for a slowdown in arms production and
presented to the U.N. the atoms for peace plan.
 Soviets established peaceful relations with Greece and Turkey.
 1955 – Eisenhower met with new Soviet leader, Nikolai Bulganin, where he proposed “open
skies” over each nation’s territory – so that aerial photography could take place – in order to
eliminate the chance of a surprise nuclear attack. Soviets rejected this plan
 The “Spirit of Geneva” produced the first thaw in the cold war.
To further alleviate tensions between the two superpowers in 1956, the new Soviet leader, Nikita
Khrushchev, denounced the crimes of Joseph Stalin. He launched a campaign in the Soviet Union called
“De-Stalinization.” De-Stalinization refers to the process of political reform in the Soviet Union that
took place after the death of Joseph Stalin in 1953. Khrushchev’s reforms consisted of
changing/removing key institutions that helped Stalin hold power such as the cult of personality that
surrounded him, the Stalinist political system and the Gulag labour-camp system, all of which had been
created and dominated by Stalin.
Hungarian Revolt
In October 1956 – a popular uprising in Hungary actually succeeded in overthrowing a
government backed by Moscow. Khrushchev could not allow this and sent in Soviet tanks to crush the
freedom fighters and restore control over Hungary. The U.S. took no action in the crisis. In effect by
allowing Soviet tanks to roll into Hungary, the United States gave recognition to the Soviet sphere of
influence in Eastern Europe and ended Dulles’ talk of liberating this region.
Sputnik
The successful launching of Sputnik by the Soviets was interpreted in future terms. The Soviets had
the technology to develop nuclear warheads, launch them in space with an ICBM, and deliver them over
American cities. The U.S. relied on planes to deliver their nuclear arsenal. The missile gap was now
evident. Since the missiles that launched the satellites could also deliver thermonuclear warheads
anywhere in the world in minutes and there was no defense against them.
Even though Eisenhower’s administration played down the event, the news media and other
political leaders voiced the humiliation of the nation as several attempts to launch a U.S. satellite
exploded in failure.
Many blamed schools and inadequate instruction in the sciences.
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1958 – Congress passed the National Defense and Education Act which authorized giving
hundreds of millions in federal money to the schools for science and foreign language
education.
 Same year – created National Aeronautics and Space Administration (NASA) to direct U.S.
efforts to build missiles and explore outer space.
 Billions were spent to compete with the Soviets in what now became a Space Race.
Fears of nuclear war were intensified by Sputnik. The U.S. relied on planes to deliver their
nuclear arsenal. The Soviets developed long range rockets known as ICBMs or intercontinental
ballistic missiles. The missile gap was now evident. Since the missiles that launched the satellites
could also deliver thermonuclear warheads anywhere in the world in minutes and there was no
defense against them.
Second Berlin Crisis
“We will bury capitalism.” Riding high on the pride of Sputnik, Khrushchev demanded we leave
Berlin. Eisenhower would have none of it. Two agreed to put off the 1958 crisis and meet in Paris in 1960
to discuss the issue. Even as the superpowers competed for nuclear dominance, they continued to talk. In
1959 Khrushchev visited the United States. The visit ended on a sour note because he was denied a
request to visit Disney Land. (Security could not be arranged on such short notice.)
Later in the year, Vice-president Nixon visited the Soviet Union, where he engaged
Khrushchev in the famous kitchen debate. The impromptu exchange between the two world
leaders was over an American exhibition of an entire house. Both leaders argued their positions on
capitalist luxuries and communist necessities before an audience of the tag-a-long press.
U-2 Incident
Two weeks before the planned meeting in Paris, the Russians shot down a high altitude U.S. spy
plane – the U-2 – over the Soviet Union. The incident exposed a secret U.S. tactic for gaining
information. After its open-skies proposals had been rejected by the Soviets in 1955, the United States
had decided to conduct regular spy flights over Soviet territory to find out about its enemy’s missile
program. America initially said it was a research plane that went off course, however, pilot Francis Gary
Powers admitted to the Soviets that he was spying. Eisenhower took full responsibility for the
flights. Eisenhower promised that the flights would stop but he would not apologize. By 1960, the
stage was set for the two sides to get down to real business – a nuclear test ban treaty. Such a treaty
would drench the madness of MAD and soak it in sanity . . . but the famous Paris summit was not to be.
Communism in Cuba
Most alarming under Eisenhower, was the loss of Cuba to communism. Fidel Castro overthrew
the Cuban dictator Batista in 1959. Early on the U.S. did not know if Castro would be better or worse
than Batista. Once in power, Castro nationalized many American owned businesses and properties in
Cuba. Eisenhower retaliated by cutting U.S. trade with Cuba. With communism only 90 miles off the
shores of Florida, Eisenhower authorized the CIA to train anticommunist Cuban exiles to retake
their island. This would be an issue that would end up in Kennedy’s hands.
Military Industrial Complex
In his farewell address Eisenhower spoke out against the negative impact of the Cold War on U.S.
society. The persistent pressures from defense contractors, the military and the creation of more powerful
weapons systems had Congressmen competing for the next allotment of defense contract jobs for
their state. He warned the nation to “guard against the acquisition of unwarranted influence . . . by
the military industrial complex.” He thought the arms race was taking on logic of its own. It seemed
too many that the U.S. was in danger of turning into a military or imperial state.
Postwar Domestic Advances
Many WWII veterans achieved economic success by way of the GI Bill of Rights or the
servicemen’s readjustment act of 1944. This important act gave the 15 million veterans low-interest
mortgages and gave them money to go to college. It provided the fuel for the economic boom and
middle class society that began in the 50s. Over 2 million GIs attended college and received over $16
billion in low-interest government backed loans to buy homes, farms, and businesses.
A change occurred in the American work force. For the first time, beginning in the 50s, white
collar workers outnumbered blue collar workers. Postwar prosperity also led to an expanding
middle class. With so many people working and making more money the baby boom occurred. It
started in the mid-40s and continued through the 50s. 50 million babies are born between 1945 and
1960.
Postwar Politics
Truman became president when FDR died in office. Most important in 1948, Truman ordered
the end to racial discrimination in the departments of the federal government and all 3 branches of
the military. The 22nd Amendment was added to the Constitution in response to FDR’s four elected
terms. It limited the presidential terms to two full terms in office.
The HUAC
The Second Red Scare- just as the first red scare had followed the U.S. led victory after World War I, a
second red scare followed the U.S. led victory after World War II. Regardless of political motivations or
not, serious allegations and events characterize the fear of domestic communists influences in the country
during the late 40s and early 1950s.
The House Un-American Activities Commission began a postwar probe of Communist
infiltrators. Not only did the Committee search for communists in the government and the military,
they also searched groups like the boy scouts and Hollywood.
Spies in America
One incident, the Hiss-Chambers case, came before the House Un-American Activities
Committee (HUAC). The case involved accusations of spying, secret document exchanges, and other
espionage laments. The well media-hyped case was significant because:
 Many Americans could not help wondering if the highest levels of government were
infiltrated by communist spies
 A young Congressman from California, Richard Nixon, was thrown into the lime light for his
tenacious search for the truth in the spy case. He gained national prominence as a ‘red hunter.’
Another incident involved the targeting of the House on Un-American Activities on alleged
rumors of Hollywood writers and actors associating with communist elements. Ten actors and directors
who refused to cooperate with HUAC on first amendment right principles were made an example and
jailed for their non-cooperation. The ‘Hollywood Ten’ found themselves blacklisted from the movie
industry.
The case of Julius and Ethel Rosenberg enhanced the red scare. In 1949 the Soviets tested
their first atomic bomb, convincing many Americans that spies helped steal the atomic technology from
the United States. An FBI investigation traced a spy ring to the Rosenberg’s who worked in the
nuclear program. They were convicted under the 1917 Espionage act and sentenced to be
electrocuted. They proclaimed their innocence up until their deaths in 1953.
The McCarthy Era
Wisconsin Senator Joseph McCarthy became the person who exceeded the zeal to purge the
U.S. of ‘nonconformists.’ His influence was so great that the term ‘McCarthyism’ became synonymous
with the anti-communist crusade.
He jumped into the national spotlight when he claimed that he had a list of 205 known
communist working in the State Department. (No names were produced) The press covered McCarthy
avidly. His picture on the front cover of Time, Newsweek, and other news magazines heightened cold
war and communist hysteria. He became chairman of the Senate investigating committee that targeted
thousands of ‘un-American’ and communist sympathizers.
McCarthy’s anti-communist crusade violated fundamental constitutional rights of freedom
of speech, press and ‘association.’ Thousands were humiliated and discredited, and hounded from their
jobs. To be placed before McCarthy and his committee . . . assured your guilt.
In 1954, McCarthy accused the Army of harboring suspected communists. The army
challenged McCarthy’s accusations and key military personnel appeared before McCarthy’s investigative
committee. Much of the McCarthy-Army hearings were televised. For the first time the nation was able
to observe ‘McCarthyism.’ McCarthy was bullying, reckless and dishonest and people realized he
was no more than a ‘witch hunter.’ The Senate ‘censured’ him for his ‘recklessness.’ With all of his
support gone, the media hype died down and so did the second red scare.
Eisenhower Takes Command
Eisenhower dominates the 50s. Election of 1952: Eisenhower is the first Republican presidential
victory in 20 years. Eisenhower’s VP candidate was Richard Nixon.
Interstate Highway System
Eisenhower seized the opportunity to improve the nation’s cold war defense strategy by passing
the Interstate Highway Act of 1956. It authorized construction of 42,000 miles of interstate
highways linking major cities. The act justified new taxes on fuel, tires, and vehicles to improve
national defense.
The system of interstate highways created jobs, increased the transportation of goods efficiency
and decreased regional isolation. Militarily, it would enhance troop movement if necessary and a
nation-wide airplane run way system was designed within the highway system if needed by the military.
The highway public works project created jobs, promoted trucking industry, accelerated growth of
suburbs.
It became the most permanent legacy of the Eisenhower years.
.
Cold War Part 2
Kennedy, Johnson, Nixon
Lecture Notes
Petal High School
Kennedy Administration
The Election of 1960
Republicans – Richard Nixon
Democrats – John F. Kennedy
Kennedy moved quickly after the election to show that he could lead the fight against
communism better than the ‘old general’ and the clumsy, top heavy policies of Brinkmanship, massive
retaliation, and MAD. He wanted the U.S. to be nimble on its feet able to use speed and conventional
weapons and engage communism in the guerilla warfare theater with a policy of flexible response.
Kennedy’s ‘flexible response’ policy became not only integrated in military policy but in
foreign, cultural, and domestic policy as well. He had his confidence shaken when he met Khrushchev
at a ‘powers’ conference in Vienna, Austria shortly after he took office the belligerent Khrushchev
overwhelmed the inexperienced Kennedy at the international meeting and both men knew it . . . as well as
the press.
Kennedy was already humiliated and weak when he fumbled an Eisenhower Cuban policy plan.
Cuba underwent a communist revolution led by Fidel Castro. Eisenhower’s CIA had been planning an
invasion of the island by Cuban exiles living in the U.S. Kennedy inherited the invasion plan and
proceeded. It was predicted once the Cuban people became aware that a ‘rescue’ of their island was
taking place, a popular uprising would join the invaders.
At the Bay of Pigs on the south shore of Cuba, the invaders were pinned down by the Cuban
military. Kennedy, concerned with world opinion and overcome with indecision, refused to give direct
military support to the exiles. The attempted invasion failed and had disgraceful international results. It
evoked memories of U.S. imperialism in Latin America and aligned Cuba closer to the Soviet Union.
Kennedy was already working on another Latin American program, the Alliance for Progress.
The Alliance for Progress was designed to repel communism in Latin America by fostering economic
aid much like the Marshall Plan did in Western Europe after World War II. Billions of U.S. tax dollars
went south only to be funneled into military projects or in the pockets of corrupt rulers. The failed AFP
made no measurable impact in the poverty stricken regions of Latin America.
Kennedy also established the Peace Corps in 1961. This initiative recruited young men and
young women to work in developing countries. Many of them responded to Kennedy’s appeal and call
for sacrifice in his inaugural address:
‘And so my fellow Americans: ask not what your country can do for you, ask what you
can do for your country.’
After studying a country’s language and culture, Peace Corps volunteers went to work directly with its
people, opening schools, providing basic health care, assisting with agriculture, nutrition and small
businesses.
Kennedy added another initiative to his first year in office in 1961. He called for a huge
commitment to the space program, with the goal to send a man to the moon by 1970. This goal also
would satisfy a campaign promise to close the ‘missile gap.’ The 1960s produced a new generation of
American heroes. Congress authorized the Apollo Program making John Glenn became a household
name when he became the first American to orbit the earth in 1962. The whole world watched and
echoed the words of Neil Armstrong when he became the first man who stepped on the moon, ‘One
small step for man, one giant leap for mankind.’ Sally Ride became the first woman in space.
The ‘space race’ enhanced the arms race and the world’s two superpowers almost crossed
the line between existence and undefined nuclear holocaust in 1962.
Cuban Missile Crisis
Khrushchev and Castro decided to install nuclear missiles in Cuba. Close range missiles greatly
enhanced a country’s first strike ability and the U.S. had missiles aimed at the Soviet Union in Britain,
Italy and Turkey (and other possible sites).
In mid October 1962, the CIA showed Kennedy aerial photographs of missile launch sites being
secretly constructed in Cuba.
The ‘implied’ first strike ability of the Soviets was an intolerable threat to the U.S. Kennedy
launches a 13 day public televised showdown. He announced to the world a U.S. Navy blockade around
Cuba to prevent any more Soviet ship from entering Cuba. (More missiles were on route). He also
warned that any attack from Cuba would trigger a full nuclear assault against the Soviet Union.
The whole world watched as Soviet ships carrying nuclear missiles approached the blockade . . .
and then turned around . . . Khrushchev blinked! Khrushchev and the triumphant Kennedy negotiated an
agreement to end the Cuban Missile crisis.

The U.S. pledged to remove its missiles from Turkey (there were others to use)

Khrushchev agreed to remove the Soviet Missiles from Cuba

The U.S. agreed to not invade Cuba to remove Castro
As to the missile gap . . . now everyone knew that indeed a missile gap existed, but in favor of the United
States.
Significance of the Cuban Missile Crisis

A special ‘Hot Line’ was established between Washington and the Kremlin to communicate at
‘critical moments.’

The Nuclear Test Ban Treaty of 1963 was signed by the U.S., Soviet Union and Britain to slow
the arms race and protect the world’s environment. The world’s atmosphere and water sources
were registering radiation levels. The countries agreed to do underground testing only.

Khrushchev continued to be a symbol of Soviet weakness due to the missile crisis and finally
removed from power in 1964
Vietnam
Kennedy’s strong stance against communism also was reflected in the Southeast Asia situation
that he inherited from Eisenhower. He committed to Vietnam. North Vietnam was expanding its
commitment also. Ho Chi Minh ordered the construction of a network of infiltration routes (the Ho Chi
Minh Trail) through neighboring Laos and Cambodia by which to send people and supplies to help
‘liberate’ the South from the SEATO approved South Vietnam government under Dinh Diem.
Dinh Diem’s government was corrupt and a hindrance to SEATO’s goals in South Vietnam.
The situation in South Vietnam politically deteriorated and was near collapse. The Domino Theory was
on the verge of being a matter of political discussion.
Kennedy increased troop levels to 16,000 mostly ‘military advisors’ to South Vietnam’s
army. Diem was assassinated November 2, 1963 with seemingly blessings from Washington. Twenty
days later, John F. Kennedy was also assassinated – shot by Lee Harvey Oswald in Dallas, Texas.
Johnson Administration
With the assassination of John Kennedy, Lyndon Baines Johnson inherited the presidency . . . and
Vietnam. Johnson presented himself as the peace candidate and assured Americans that ‘we are not going
to send American boys nine over ten thousand miles away from home to do what Asian boys ought to be
doing for themselves.’ He promised ‘not to widen the war.’
In addition, Johnson began an ambitious domestic legislative series of Great Society Goals
because of his landslide approval from the American people. He declared ‘war on poverty’ and lined
up bill after bill to fight it. Little did he know the weight of the evolving Vietnam War limited all
domestic expenditures?
Even though he had promised the American people, ‘no wider war,’ he became more
committed to the Domino Theory. America just could not loose Vietnam – it was not an option. Most
Americans did not know where Vietnam was located or the nature of war. Perhaps his greatest dilemma
though, he thought, a failed foreign policy would lead to less support for his Great Society.
Communist guerillas in South Vietnam, known as the Vietcong, and their political arm, the
National Liberation Front, gained control of more territory and earned the loyalty of an increasing number
of the South Vietnamese people. Then history provided him a way to increase the war effort
In August 1964, two U.S. destroyers reported that they were fired on by North Vietnamese
gunboats off the coast of North Vietnam in the Gulf of Tonkin. Later it was proven that these attacks did
not occur, yet Johnson used the incident to gain a resolution from Congress.
Johnson quickly sought authority from Congress to ‘take all necessary measures to repel any
armed attacks against the forces of the United States and prevent further aggression.’ The Gulf of
Tonkin Resolution basically gave the president a ‘blank check’ to protect U.S. interest in Vietnam.
Without a ‘declaration of war’ from Congress, critics voiced that the war was illegal and
unconstitutional.
When American forces first arrived in Vietnam they faced the frustrations of fighting guerilla
warfare. The Viet Cong had several advantages such as knowledge of the land, support of the citizens,
and protection across their borders. They could never tell who was friend and who was foe.
After the election of 1964, and the Gulf of Tonkin Resolution, President Johnson began to
escalate the number of troops in Vietnam. The North Vietnamese troops used the Ho Chi Minh Trail
to transport goods and weapons from the North to the Vietcong in the South. In 1965, General William
Westmoreland asked Johnson for more troops. By the end of 1965 there were 184,000 troops inside
Vietnam. The American objective was not to conquer North Vietnam but rather to force the enemy
to stop fighting.
Johnson began a bombing campaign called Operation Rolling Thunder. Hoping to end the war
with air power, the ground war only became larger as more teenage boys were absorbed by the draft.
Most Americans supported the war until the pivotal year of 1968, the ‘Year of Coming Apart.’
Year of Coming Apart
By 1968, the U.S. military believed that they had secured the major population centers of the
South and the South Vietnamese cities were safe. In a time event, North Vietnam and the Vietcong
attacked key cities and American bases during the Vietnamese New year’s Holiday (TET). The attacks
were pushed back but they had a devastating psychological effect on the soldiers and the American
population – we could not win this war. Mainstream society began to turn against the war when
daily television broadcasts of the carnage of Vietnam made it the first ‘living-room war’.
Two months later Johnson appeared on television to face up to the new reality. He addressed the
American people. Points:

He would stop the bombing of North Vietnam (end the war strategy of Rolling Thunder)

He would begin peace negotiations with North Vietnam

And he announced that he was not going to seek the office of president again.
1968 continued to ‘come apart’ when the Civil Rights movement lost Martin Luther King to an
assassin’s bullet.
Two months later, campaigning for president to fill LBJs spot, Democratic Senator Robert F.
Kennedy was assassinated by a Palestinian who was outraged by Kennedy’s campaign promises to
support Israel.
In March 1968, soldiers under the command of Lieutenant William Calley Jr. marched to the
village of My Lai. Instead of Viet Cong, he found women, children, and the elderly. He gave the
command to “Round everybody up”. The result was over 400 Vietnamese dead. The event became
known as the My Lai Massacre.
The counterculture, the war, civil rights protest and the ‘Year of Coming Apart’ all moved into
the presidential election. At the Democratic Convention in Chicago, the police battled thousands of war
protestors with mace, nightsticks, and tear gas. The protest clearly stated that the Vietnam War was ‘the
Democrats war.’
By 1968, Johnson had over 500,000 troops in Vietnam and he began to fight a two front war,
the growing horrendous situation on the battle front and growing opposition to the war at home. 1968
turned into a world-wide year of protest. The Vietnam War was a catalyst for transnational
movements and demonstrations that swept through the U.S., West Germany, Britain, Japan, Poland,
Mexico, etc.
More and more young American men began to object to their forced service in Vietnam known
as draft resistance. Most of those who resisted the draft in the early 1960s were conscientious objectors.
In other words they were opposed to fighting the war on moral or religious grounds. College students
could receive a deferment, or postponement of their call to serve. This seemed unfair to many
because only those who had the money could go to college. Others claimed they had disabilities while
others left the country.
Nixon’s Administration
In the election of 1968, the Republicans promised to bring an honorable end to the war . . .
Nixon is back! Nixon and his National Security Advisor, Henry Kissinger approached communism
differently than Nixon did during his red hunting Eisenhower years.
In Vietnam, Nixon had several campaign promises to fulfill. He promised to stop the war with
an honorable peace and replace American troops with South Vietnam troops. Vietnamization began
in early 1972, by that time 550,000 American troops had been reduced to 100,000. Vietnamization
slowed the rate of body bags returning to the U.S.
However, unknown to Congress and the public, he began a ferocious bombing campaign in
Cambodia. ‘The secret bombings of Cambodia’ were designed to remove North Vietnam military
camps and target military convoys supplying the VietCong by way of the Ho Chi Minh Trail.
U.S. aggressiveness became public and students protested on hundreds of college campuses.
Instead of seeking an honorable end to the war, they demonstrated because the war seemed to be
widening. At Kent State University, in Ohio, the National Guard was called in to control student protest
on campus that had turned destructive. When students confronted the guardsmen, some rocks were
thrown – the guardsmen responded with open fire, killing four and wounding ten. (1970) In a
confrontation at Jackson State College in Mississippi, police shot into a dormitory killing two black
students.
Threats were made by Congress to withdraw the president’s power by revoking the Tonkin
Gulf Resolution, but Nixon pulled out of Cambodia first. As a result, it set in motion a terrible tragedy
for the Cambodian people. The communist supported Khmer Rouge was emboldened. A brutal civil
war put the communist in charge and they imposed a savage slaughtering of millions of peace loving
Cambodians, giving the name ‘The Killing Fields’ to the historical atrocity.
Another blow to the administration’s war effort was the publication of the Pentagon
Papers by the New York Times. The Pentagon Papers were leaked to the press by Daniel Ellsberg.
The documents were an analysis of the U.S. involvement in Southeast Asia and displayed the
government has not always been honest with the American people about how things were going in the
war effort.
The Nixon administration tried to prevent the publication of the documents but the Supreme
Court ruled to prevent publication would be a ‘flagrant, indefensible’ violation of the first amendment.
The content of the Pentagon Papers heightened the disillusionment of the American people. (New York
Times vs U.S.).
The Vietnam nightmare came to an end in January 1973 as the U.S., South Vietnam, North
Vietnam, and the VietCong signed the Treaty of Paris 1973. Nixon called the agreement ‘Peace with
Honor’ but in fact it allowed only a face-saving withdrawal for the U.S. Prisoners of war were
exchanged and Americans came home to jeering instead of cheering crowds.
Congress passed the War Powers Act of 1973. This act made the Gulf of Tonkin Resolution
a moot point by requiring the President to report to Congress within 48 hours whenever he deploys
troops. Essentially, the War Powers Act tied the hands of the Commander in Chief.
It was a far gone conclusion that North Vietnam would invade across the 17th parallel again to
unite the country under communism (they did so in 1975).
Fall of Saigon
In spring 1975, the North Vietnamese launched a campaign of strike against strategic cities
throughout South Vietnam, the final objective being the seat of government in Saigon.
South
Vietnamese forces could not stand up to the strikes.
On April 29, 1975 the U.S. carried out a last minute evacuation of Saigon. American
helicopters carried 1,000 Americans and nearly 6,000 Vietnamese from the city to aircraft carriers
offshore. On April 30, Saigon officially surrendered. After decades of fighting, Vietnam was a single
nation under communist rule. The fall of Vietnam and Cambodia seemed to fulfill the domino
theory.
It also marked a low point of American prestige overseas and confidence at home. The number of
dead and wounded Vietnamese soldiers and citizens were in the millions. In 1982 the Vietnam Veterans
Memorial was completed which served as a healing for America.
History called Vietnam the longest and ugliest war since the U.S. became a nation, ‘the
Democrats war.’ Nixon did not have time to spin the ending of the war into a positive event …what
seemed to be a minor break-in that involved members of his re-election committee at the Watergate
Hotel.
Nixon, China, and the Soviet Union
They had the opportunity because the main powers of international communism, USSR and
China, did not like each other. Nixon decided to play one against the other and the result would be a lower
level communistic threat to the United States.
He approved a cultural exchange gimmick with China. A U.S. ping-pong team went to China to
‘break the ice.’ The cultural and publicity success of this Ping-Pong Diplomacy was followed by a
goodwill visit to China by President Nixon; an astonishing act by a man who had climbed the political
ladder as a fanatical red hunter. Nixon’s visit to China had the effect he had predicted. The USSR
immediately responded to the U.S. new foreign policy called Détente – defined as the easing of tensions
by focusing on common concerns of both nations such as arms control and trade.
Only three months after Nixon visited China, he went to Moscow and signed several agreements
on trade and cooperation. The most significant was in the works for three years. He signed the SALT I
agreement, or the Strategic Arms Limitations Talks. This odd agreement prevented each side from
creating more ‘Anti-Ballistic’ missile systems (1972). By limiting the ability to shoot down ICBMs, both
sides committed to MAD as the ‘safest position’ in nuclear geo-political world.
Even thought the superpowers were making believe that they liked each other – the Jews of
Israel and the surrounding Arabs did not . . . and Nixon’s administration got sucked up into the conflict.
Following the Suez crisis of 1956 and the Six Day War of 1967 was the Yom Kippur War of
1973. When Egypt and Syria surprised attacked Israel during the Jewish Yom Kippur religious holiday.
Nixon responded with direct military aid in the form of armaments to Israel. He ordered nuclear forces
on alert and sent $2 billion in arms to Israel to help them. Israel was able to survive and the U.S. had to
deal with a major oil embargo.
The simmering conflict between Israel and Arab nations came home when the Organization of
Petroleum Exporting Countries (OPEC) turned off the oil spigot. OPEC organized in the mid 1960s
in an effort to politically control the price of oil. The success of the 1973 oil embargo demonstrated the
power of the oil producing countries and the ‘delicacy by which the U.S. had to balance its support for
Israel and its need for oil
Teacher: Coach David Morgan
Co-Teacher: Mr. Ben Austin
Grade(s): 10
Week of: 4/13-4/17
Day: 4/16/2015
Subject/Unit: World History
Area of Study
World History (10th Grade)
Duration of Instruction
120 minutes
Standard(s) (Learning Goals)- Framework, Competencies and
Objectives (Letters / Numbers)
1a: Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism,
constitutionalism, totalitarianism, monarchy, and republic) as practiced by societies that
adopted over time. (DOK 2)
1b: Compare and contrast the ideologies and practices of communism, socialism,
liberalism, fascism, nationalism, and imperialism. (DOK 2)
1c: Analyze the different governmental systems of countries in Europe, Asia, and the Americas
(e.g. Fascism in Italy and Germany, Communism in Russia and China, and Democracy in
the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms
of the main factors that contributed to their rise and fall. (DOK 4)
3a: Analyze the role of imperialism and industrialism as factors in the rise of global conflict
since the Age of Enlightenment. (DOK 3)
3b: Critique the successes and failures of initiatives to create international security (e.g.,
Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations,"
United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
3c: Analyze the causes, effects, and unique features of World War I and World War II in terms of
the changes in diplomatic relationships among the various countries involved. (DOK 3)
3d: Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4d: Analyze the international developments in the post–World War II world in terms of global
economic, military, and political power shifts (e.g., developments of nationalism in
Africa and the ―Middle East, the effects of the Truman Doctrine and the Marshall Plan
in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)
6b: Analyze the role of imperialism, geography, and market economies in the development of the
economies of ―third world nations in Africa, Southeast Asia, Latin America
and the Philippines. (DOK 3)
8d: Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism,
and in Christianity in the development of Western political thought. (DOK 3)
Objectives:
1. I can tell how WWII changed diplomatic relationships among countries involved in the
conflict.
2. I can interpret political cartoons
3. I can outline the origins and the development of the Cold War in the following areas:
ideology, technology, economics, and geography.(finish from last week)
4. TSW be able to give a short version of America’s role in the Oil Embargo, and Iran-Hostage
Crisis
5. I can outline the causes and the effects of U.S. involvement in the Middle East and Persian
Gulf.
6. I can analyze the international developments in Post-War Europe and America.
7. I can trace the origins and development of the Cold War between the U.S. and the U.S.S.R.
8. I can explain America’s role in international organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th century.
9. I can explain the reasons for and the consequences of increased American involvement in the
Middle East and the Persian Gulf.
Procedures:
1. TTW introduce academic vocabulary in context, discuss them, and then assess for student
understanding.
2. TTW explain the effects of nationalism and expansionism of ideologies of the USSR (and
satellite nations) and the US (and western democracies).
3. TTW review the causes of the Cold War,
4. TTW use primary source material to explain the global impact of Communism and The US
response of "containment" or the manner in which the US stopped the spread of Communism.
5. TSW analyze varying quotes and political cartoons and will explain their significance in
correspondence to the Cold War.
6. TTW assess student knowledge and understanding of expansionary movements by USSR
(Soviet Union) and the United States Superpowers.
7. TSW evaluate the global impact of The Cold War and US-Soviet Relations
8. TSW list the four causes of the US and Soviet involvement in the in the Cold War.
9. TSW identify the "End of the War-Results" of WWII and will identify the events leading up to
the Cold War.
Initial Activity:
Bell Work: Write a seven-to-ten sentence paragraph on the presidency (only while in office) of
Franklin D. Roosevelt.
Extended Bell work: Define the following Key Terms:
ratification, decolonization, legitimacy, Humanitarian Relief. OPEC, Glasnot,
Perestroika, Iran-Contra Affair, Realpolitik, Ping-Pong Diplomacy, SALT II, Evil
Empire, SDI, Berlin Wall comes down, Imperialism, Nationalism, Foreign Policy,
Initiative, Foreign Affairs, Annex, Diplomacy (Diplomat), Democracy, Capitalism,
Social Darwinism, Sphere of influence, Sovereignty, Despotism (Despot).
Guided Practice::
The students will be assigned to groups of two-to-three students (no more than four) and will discuss the
definitions of the terms from the Bell-work. Students will be able to identify these terms and explain how
they apply to the Cold War
Students will explain the definition within their groups, then they will come together as a class to discuss
their meaning of each.
The teacher will introduce the Cold War Portfolio and will hand out the first objective.
Students will complete objective one on the Cold War.
Objective One: The Policy of Containment
The policy to "contain" communism evolved in the post-war years of 1946-47.
TSW take notes on the beginning of the Cold War and the policy of containment.
TSW explain the two superpowers that rose up after WWII: the United States and the Soviet Union.
TSW explain the ideological struggle during the Cold War between the Soviet and Bloc Nations
(Communism) as well as the US and the Western Democracies
TSW identify what the Satellite Nations were and how they served as a buffer zone against attacks from
the West.
TSW describe the Iron Curtain that separated the continent.
TSW explain who George Kennan is, and his policy of "containment."
TSW define the Truman Doctrine (1947)
TSW define the Marshall Plan (1947)
TSW explain the Marshall plan as being an "economic miracle" for West Berlin.
TSW explain Comecon as being soviets response to the Marshall Plan.
TSW explain why the Soviets, and Satellite Nations, rejected the Marshall Plan.
TSW describe the Election of 1948.
TSW complete objective one on the policy of Containment
TTW introduce the guest speaker Marshall Ramsey
Marshall Ramsey will explain the importance and significance of political cartoons
Marshall Ramsey will teach students how to analyze and interpret political cartoons
TSW take a Quiz over the Cold War
Materials:
1.
2.
3.
4.
5.
6.
interwrite Board
PowerPoint
computer (device with Internet)
textbooks (US History, American History, and World History textbooks)
library
computers
7. manipulative/models
8. white board/expo markers
Assessment:
Formative Assessment:
Bell Activity
Questioning
Observation
Stand-up Activity
An activity where the teacher asks all students that understand the displayed political cartoon to
stand up. Once all students who have an understanding of the political cartoon have stood up,
these students will now share that knowledge and explanation with those around them that are
still sitting down. By the end of this activity, all students should be standing in acknowledging
that they understand what the political cartoon is saying.
Summative Assessment:
Test (At the end of the Unit)
Project (day-to-day in class work)
Portfolio/Notebook (Due at the End of the Unit)
Intervention:
Students who need intervention will be given a partner to help with this activity. TTW work with a select
group of students to help them read through the text.. TST and inclusion students will report to the
inclusion teacher during directed times.
Enrichment:
Students who need enrichment will be required to answer a critical thinking question based on the
predictions they made after pre-reading the chapter.
Remediation:
Students who need remediation will read the objective out loud and will answer questions as they are
brought up.
Accommodation:
My ESL (ELL) students and the lower level group of students will use the vocabulary list to help them
better understand the information and material given. These word lists will help these students identify
key concepts and terms necessary to comprehend the material given.
My students who read on a 4th grade level will be able to use their electronic devices to watch fiveminute documentary or educational video on the topic of discussion.
How will I provide extra instruction/assistance to struggling learners?
One-on-One instruction, peer tutors
How will I provide focused learning time for those students who finish early and/or show mastery
of skills?
Early finishers will study their notes, define vocabulary (both terms given and unidentified terms)
A map of Europe: Post World War II will be given in order that students may identify what the geography
and nations looked like at this point leading into the Cold War.
TSW be given a Cold-War -Timeline that will follow through specific events, figures, and symbols of the
Cold War. Students must construct this timeline (given the terms) and must include dates in chronological
order, key details, and a description of each term.
How can/will you integrate reading/writing into the lesson?
bell ringer, reading aloud in groups and outlining the chapter
Incorporate Technology:
PowerPoint
Interwrite board
Computer (device with Internet)
Reflection:
Thinking About This Lesson
How well did the students achieve the learning targets based on your evidence? What surprises, questions,
dilemmas, or problems did you encounter?
Thinking Ahead
What will you do next for your students; why? Consider students who mastered the learning target at different
levels or not at all.
Objective 1: The Policy of Containment
The policy to “contain” communism evolved in the post-war years of 1946-47.
A. In 1946, Winston Churchill gave a speech in Fulton, Missouri identifying the geography
that divided the ideologies of the post WWII era. Underline the central idea of the
excerpt below.
From Stettin in the Baltic, to Trieste in the Adriatic, an iron curtain has descended
across the Continent. Behind that line lies the ancient capitals of Central and
Eastern Europe… all these famous cities and the populations around them lie in
what I must call the Soviet sphere, and all are subject in one form or another, not
only to Soviet influence but to a very high and, in many cases, increasing measure of
control from Moscow.
-- Sir Winston Churchill, 1946
B. The success of $400 million in aid for Greece and Turkey repelled Communist aggression
for a time, but what next? The United States-led West was having trouble formulating a
solution. That was until U.S. diplomat and Soviet specialist, George Kennan, offered his
observations that became a blueprint for a foreign policy to use to fight off the aggressions
of communism. The basis of the actual tool to fight the aggressions of communism became
the Containment Policy derived from Kennan’s two observations of the Soviet Union listed
below.
●
●
“Whether Tsarist or Communist, Russia is relentlessly expansionary.”
“The flow of Communism can be stemmed by bold and vigilant containment.”
Read and annotate George Kennan’s Long Telegram Article from the July 1947
issue of Foreign Affairs. Answer the questions below the telegram, drawing
evidence from the telegram to analyze the two observations above.
C. Using the cartoon analysis sheet, analyze the political cartoon below. Place the
cartoon on a single page in your portfolio with the analysis on a separate sheet placed
behind the cartoon.
George Kennan, Long Telegram
Excerpt from an article in Foreign Affairs, July 1947
In the late 1940s, Kennan’s writings inspired the Truman Doctrine and the U.S. foreign policy
of "containing" the Soviet Union, thrusting him into a lifelong role as a leading authority on
the Cold War. His "Long Telegram" from Moscow in 1946, and the subsequent 1947 article
"The Sources of Soviet Conduct" argued that the Soviet regime was inherently expansionist
and that its influence had to be "contained" in areas of vital strategic importance to the
United States.
Again, these precepts are fortified by the lessons of Russian history: of centuries
of obscure battles between nomadic forces over the stretches of a vast unfortified
plain. Here caution, circumspection, flexibility and deception are the valuable
qualities; and their value finds a natural appreciation in the Russian or the
oriental mind. Thus the Kremlin has no compunction about retreating in the face
of superior forces. And being under the compulsion of no timetable, it does not
get panicky under the necessity for such retreat. Its political action is a fluid
stream which moves constantly, wherever it is permitted to move, toward a given
goal. Its main concern is to make sure that it has filled every nook and cranny
available to it in the basin of world power. But if it finds unassailable barriers in its
path, it accepts these philosophically and accommodates itself to them. The main
thing is that there should always be pressure, unceasing constant pressure,
toward the desired goal. There is no trace of any feeling in Soviet psychology
that that goal must be reached at any given time.
The main element of any United States policy toward the Soviet Union must be a longterm, patient but firm and vigilant containment of Russian expansive tendencies... Soviet
pressure against the free institutions of the Western world is something that can be
contained by the adroit and vigilant application of counterforce at a series of constantly
shifting geographical and political points, corresponding to the shifts and maneuvers of
Soviet policy, but which cannot be charmed or talked out of existence.
List three things the author said that you think are important:
1.
2.
3.
Explain the following statement using evidence from the document above:
“Whether Tsarist or Communist, Russia is relentlessly expansionary.”
Explain the following statement using evidence from the document above:
“The flow of Communism can be stemmed by bold and vigilant containment.”
What is the central idea of the document?
Document Analysis Worksheet
Name of Document:
.
Type of Document: Date of Document (
(circle one)
)
-Congressional Act
-Speech
-Other
.
-Advertisement
-Executive Order
-Congressional record
-Press Release
-Telegram
-Letter
Author (Creator/Position/Title) of the Document
.
.
From what audience and reason was the document written?
.
.
Define the four most unique vocabulary terms needed to understand the document:
1)
2)
3)
4)
Document Information
List three things the author said that are important
1)
2)
3)
Why do YOU think that the author wrote the document?
Quotes(s) from the document that present evidence as to why it was written.
What is the central idea to the document?
What is the document's significance?
Cold War, 2015
Objective 1 Quiz
“From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the
continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe.
Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these famous cities and
the populations around them lie in what I must call the Soviet sphere, and all are subject in one form
or another, not only to Soviet influence but to a very high and, in some cases, increasing measure of
control from Moscow.”
-Winston Churchill
A.
B.
C.
D.
2.
A.
B.
C.
D.
1. What is the central idea of the excerpt from Winston Churchill’s Iron Curtain
speech?
The Soviet Union has helped the nations of Eastern Europe improve their standard of
living.
The Soviet Union has expanded its influence throughout Eastern Europe.
The democratic nations of Western Europe have stopped the expansion of Soviet
influence in the world.
The Soviet Union will support communist revolutions in Southeast Asia.
What evidence from the text supports Churchill’s point of view?
“From Stettin in the Baltic to Trieste in the Adriatic, an Iron Curtain has descended
across the continent.”
“Behind that line lie all the capitals of the ancient states….”
“…all these famous cities and the populations around them lie in what I might call the
Soviet Sphere….”
“…all are subject, in one form of another, not only to Soviet influence, but to very high,
and in some cases increasing measure of control from Moscow.”
3.
Which was a major reason for the success of Soviet domination in Eastern Europe
after World War II?
A.
Eastern Europeans accepted the doctrine of Pan-Slavism.
B.
The democracies of Western Europe needed greater security.
C.
The Soviet Union had military forces in Eastern Europe as a result of World War II.
D.
Western Europeans feared that Nazism would be rekindled in Eastern Europe.
4.
A.
B.
C.
D.
What did the Montgomery GI Bill do?
It re-instated the draft after the Cold War began.
The bill gave money to World War II veterans to go to school.
It provided disabled veterans with government pensions.
All of the above.
5.
The imaginary line of secrecy and mistrust that separated the USSR and Eastern
Europe from the West was known as the
A.
iron curtain.
B.
Berlin Wall.
C.
Warsaw Pact.
D.
Containment Policy.
6.
Who said, “It must be the policy of the United States to support peoples who are
resisting attempted subjugation by armed minorities or by outside pressures…”?
A.
Dwight D. Eisenhower
B.
Harry S. Truman
C.
John F. Kennedy.
D.
Franklin D. Roosevelt.
7.
A.
B.
C.
D.
The Cold War was fought between the United States and
China.
Canada.
Germany.
the Soviet Union.
8.
Which of the following describes the policy of containment?
A. Providing financial aid to secure communist governments around the world.
B. A series of treaties and agreements to halt the spread of capitalism.
C. Efforts between Soviet and U.S. leaders to reach a consensus on policy.
D. Attempting to stop the spread of communism through aid to nations in danger.
9.
An American advisor, diplomat, political scientist and historian, best known as the
“father of containment” and as a key figure in the emergence of the Cold War. He later
wrote standard histories of the relations between Russia and the Western powers.
A.
Winston Churchill
B.
Dwight D. Eisenhower
C.
George Kennan
D.
George Marshall
10.
A.
B.
C.
D.
In the Truman Doctrine, President Harry Truman pledged to
support Greece and Turkey in their fight against communist aggression.
fight hunger in Africa and Asia.
strengthen America’s nuclear arsenal.
reject a policy of containment.
“Balanced against this are the facts that Russia, as opposed to the western world in general, is still by far
the weaker party, that Soviet policy is highly flexible, and that Soviet society may well contain
deficiencies which will eventually weaken its own total potential. This would of itself warrant the United
States entering with reasonable confidence upon a policy of firm containment, designed to confront the
Russians with unalterable counterforce at every point where they show signs of encroaching upon the
interest of a peaceful and stable world.”
George Kennan, The Source of Soviet Conduct, Foreign Affairs, July 1947
11.
A.
B.
C.
D.
In the above passage, George Kennan suggests that the United States should
abandon Western Europe to Soviet control.
launch an attack on the Soviet Union.
pursue policies to limit the spread of Soviet influence.
admit that the Soviet Union posed no real threat to the United States.
12.
A.
B.
C.
D.
Which of the following was agreed to at the Yalta Conference in 1945?
the invasion of Sicily.
the establishment of a Council of Foreign Ministers to draft peace treaties.
a commitment to open a second front in France.
an agreement to divide Germany into four military zones.
13.
A.
B.
C.
D.
E.
Which of the following accurately characterizes a major cause of the Cold War?
American desires for controlling Eastern Europe.
differing political systems between the two superpowers.
disagreements over whether to de-Nazify Germany.
the early Soviet monopoly of nuclear weapons.
Soviet offers of economic aid to Western Europe.\
14. After World War II, the Soviet Union established satellites in Eastern Europe to
A.
support the remaining Fascist governments in Eastern Europe
B.
preserve capitalism in Eastern Europe
C.
establish democratic governments in Eastern European nations
D.
expand its power and control over Eastern Europe
15. The expansion of communism into Eastern Europe was a direct result of
A.
the Crimean war.
B.
the Napoleonic Wars.
C.
World War I.
D.
World War II.
16. Which headline concerning the Soviet Union refers to a Cold War event?
A. “Yeltsin Assumes Power”
B. “Trotsky Forms Red Army
C. “Germany Invades USSR”
D. “Warsaw Pact Formed”
COLD WAR –TIMELINE
*Chinese Civil War
*Army McCarthy Hearings
*Germany divided at Yalta
*Truman Re-elected
*Israel was Created
*Baruch Plan
*NATO
*Eisenhower elected Pres.
*West/East Germany formed
*Rosenbergs convicted of Treason
*Containment Policy
*Berlin Airlift
*Interstate Highway Act
*SEATO
*Nikita Krushcev( USSR leader)
*Cuban Missile Crisis
*Fidel Castro (Cuban Dictator)
*Kent State Riots
*Operation Rolling Thunder
*War Powers Act
*U2 Spy Plane Incident
*JFK Elected Pres.
*JFK Assassinated
*Saigon Evacuation
*Kitchen Debate
*Iran Hostage Crisis
*Mikhail Gorbachev (USSR Leader)
*Tiananmen Square
*Gorbachev Resigns
*Jimmy Carter Elected President
*Ronald Reagan Elected Pres.
*USSR Collapses
*Cambodia Invasion
*Watergate
*Camp David Accords
*Star Wars (SDI)
*Iran-Contra Scandal
*Berlin Wall Torn Down
*Nixon Elected
*Nixon recognizes Comm. China
*Ping Pong Diplomacy *Nixon 1st U.S. President to visit China
*Gerald Ford Appointed President
*Bay of Pigs Invasion
*Berlin Wall Constructed
*Gulf of Tonkin Resolution *Peace Corps formed *LBJ succeeds JFK
*Tet Offensive
*Suez Crisis
*Eisenhower Doctrine
*Vietnam War (Begins-Ends)
*26th Amendment
*OPEC
*U.S. Tests H-Bomb
*Warsaw Pact
*Soviets Launch Sputnik
*National Defense and Ed. Act
*Moon Landing
*Truman Doctrine
*U.S. Tests A-Bomb in NM
*Vietnamization
*Marshall Plan
*USSR Tests A-Bomb
*CIA puts Shah Reza Pahlevi in Power (Iran)
*Fall of French Indo-China
*Jackson State Riots
*Mao Zedong (take over)
*Sino-Soviet Pact
* Truman ends Segregation in Military/Government
*Korea Divided Permanently
*Korean War (Begins-Ends)
*INF Treaty
*George H.W. Bush Elected Pres.
*East/West Germany Unified
*START
*Boris Yeltsin Becomes Russian President
Co-Teacher: Mr. Ben Austin
Grade(s): 10
Week of: 4/13-4/17
Day: 4/17/2015
Subject/Unit: World History
Area of Study
World History (10th Grade)
Duration of Instruction
120 minutes
Standard(s) (Learning Goals)- Framework, Competencies and Objectives (Letters / Numbers)
1a: Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism,
constitutionalism, totalitarianism, monarchy, and republic) as practiced by societies that
adopted over time. (DOK 2)
1b: Compare and contrast the ideologies and practices of communism, socialism,
liberalism, fascism, nationalism, and imperialism. (DOK 2)
1c: Analyze the different governmental systems of countries in Europe, Asia, and the Americas
(e.g. Fascism in Italy and Germany, Communism in Russia and China, and Democracy in
the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms
of the main factors that contributed to their rise and fall. (DOK 4)
3a: Analyze the role of imperialism and industrialism as factors in the rise of global conflict
since the Age of Enlightenment. (DOK 3)
3b: Critique the successes and failures of initiatives to create international security (e.g.,
Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations,"
United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
3c: Analyze the causes, effects, and unique features of World War I and World War II in terms of
the changes in diplomatic relationships among the various countries involved. (DOK 3)
3d: Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4d: Analyze the international developments in the post–World War II world in terms of global
economic, military, and political power shifts (e.g., developments of nationalism in
Africa and the ―Middle East, the effects of the Truman Doctrine and the Marshall Plan
in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)
6b: Analyze the role of imperialism, geography, and market economies in the development of the
economies of ―third world nations in Africa, Southeast Asia, Latin America
and the Philippines. (DOK 3)
8d: Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism,
and in Christianity in the development of Western political thought. (DOK 3)
Objectives:
1. I can tell how WWII changed diplomatic relationships among countries involved in the conflict.
2. I can interpret political cartoons
3. I can outline the origins and the development of the Cold War in the following areas: ideology,
technology, economics, and geography.(finish from last week)
4. I can give the short version of America’s role in the Oil Embargo, and Iran-Hostage Crisis
5. I can outline the causes and the effects of U.S. involvement in the Middle East and Persian
Gulf.
6. I can analyze the international developments in Post-War Europe and America.
7. I can trace the origins and development of the Cold War between the U.S. and the U.S.S.R.
8. I can explain America’s role in international organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th century.
9. I can explain the reasons for and the consequences of increased American involvement in the
Middle East and the Persian Gulf.
Initial Activity:
Bell Work: Write a seven-to-ten sentence paragraph on the presidency (only while in office) of
Harry S. Truman.
Extended Bell work: Define the following Key Terms:
ratification, decolonization, legitimacy, Humanitarian Relief. OPEC, Glasnot,
Perestroika, Iran-Contra Affair, Realpolitik, Ping-Pong Diplomacy, SALT II, Evil
Empire, SDI, Berlin Wall comes down, Imperialism, Nationalism, Foreign Policy,
Initiative, Foreign Affairs, Annex, Diplomacy (Diplomat), Democracy, Capitalism,
Social Darwinism, Sphere of influence, Sovereignty, Despotism (Despot)
Procedures:
TTW introduce academic vocabulary in context, discuss them, and then assess for student
understanding.
TTW lecture on the Berlin Crisis, NATO, and the Warsaw Pact.
TSW take notes on the lecture and PowerPoint presentation given.
TSW evaluate the global impact of The Cold War and US-Soviet Relations
TSW complete Objective Two: The Berlin Crisis, NATO, and the Warsaw Pact.
Guided Practice:
Students will Complete Objective Two on the Cold War
Objective Two: The Berlin Crisis, NATO, and the Warsaw Pact
TSW take notes on the Berlin Crisis, NATO, and the Warsaw Pact
TSW explain Post War Germany and will the divisions of Germany into four separate zones (American,
British, French, and Soviet Zones)
TSW explain how the Marshall Plan rebuilt West Berlin.
TSW describe the soviet fear of West Democracies.
TSW explain the results of Britain, France, and the United States uniting their zones: The Berlin Airlift
Blockade and Airlift (1948-1949)
TSW label the division/spit of West Germany and East Germany in 1949.
TSW explain the creation of the North Atlantic Treaty Organization (NATO) in 1949.
TSW explain the creation of the Warsaw Pact in 1955.
TSW complete objective two on the Berlin Crisis, NATO, and the Warsaw Pact
Materials:
1.
2.
3.
4.
5.
6.
7.
interwrite Board
PowerPoint
computer (device with Internet)
textbooks (US History, American History, and World History textbooks)
library
computers
white board/expo markers
Assessment:
Formative Assessment:
Bell Activity
Questioning
Observation
Stand-up Activity
Summative Assessment:
Test (At the end of the Unit)
Project (day-to-day in class work)
Portfolio/Notebook (Due at the End of the Unit)
Intervention:
Students who need intervention will be given a partner to help with this activity. TTW work with a select
group of students to help them read through the text.. TST and inclusion students will report to the
inclusion teacher during directed times.
Enrichment:
Students who need enrichment will be required to answer a critical thinking question based on the
predictions they made after pre-reading the chapter.
TSW refer to their Cold War-Timeline and will complete it using the given information from the Lecture
notes.
Remediation:
Students who need remediation will read the objective out loud and will answer questions as they are
brought up.
Accommodation:
My ESL (ELL) students and the lower level group of students will use the vocabulary list to help them
better understand the information and material given. These word lists will help these students identify
key concepts and terms necessary to comprehend the material given.
My students who read on a 4th grade level will be able to use their electronic devices to watch fiveminute documentary or educational video on the topic of discussion.
How will I provide extra instruction/assistance to struggling learners?
One-on-One instruction, peer tutors
How will I provide focused learning time for those students who finish early and/or show mastery
of skills?
Early finishers will study their notes, define vocabulary (both terms given and unidentified terms)
A map of Europe: Post World War II will be given in order that students may identify what the geography
and nations looked like at this point leading into the Cold War.
TSW be given a Cold-War -Timeline that will follow through specific events, figures, and symbols of the
Cold War. Students must construct this timeline (given the terms) and must include dates in chronological
order, key details, and a description of each term.
How can/will you integrate reading/writing into the lesson?
bell ringer, reading aloud in groups and outlining the chapter
Incorporate Technology:
PowerPoint
Interwrite board
Computer (device with Internet)
Reflection:
Thinking About This Lesson
How well did the students achieve the learning targets based on your evidence? What surprises, questions,
dilemmas, or problems did you encounter?
Thinking Ahead
What will you do next for your students; why? Consider students who mastered the learning target at different
levels or not at all.
Objective 2: The Berlin Crisis, NATO, and the Warsaw Pact
A.
Toward the end of WWII Germany was impacted by decisions made at Yalta and Potsdam.
Using the included map, color code the division of Germany and the division of Berlin
at the end of World War II. Create a legend for the map using the map legend
provided.
B. The Four Powers Agreements fell apart when the United States, Britain, and France decide to
pool their occupation zones together and form the Republic of Germany. The Soviet reaction
included the complete isolation of the Western half of the City of Berlin. The United States
led “West” decided try to save West Berlin with an “airlift.” Using the “cause, course,
effect (results)” graphic organizer included in the portfolio, create a chart listing the
cause, course, and results of the Berlin Blockade and Airlift. Cite your sources
(textbook, book, Internet source, etc.) at the bottom of the page; (plagiarism will not be
tolerated and will result in no credit!)
C. The Berlin Crisis convinced the U.S. and Western Europe that an alliance organized against
Soviet pressure under the leadership of the United States was a way to assure safety and
military security from the aggressive USSR. The North Atlantic Treaty Organization
(NATO) was created in 1949 to protect the West. Its member nations agreed to provide
mutual assistance if any one of them was attacked. Define collective security. Then in
paragraph form, discuss how the concept of collective security applied to NATO.
The Soviets and Eastern Europe responded by organizing a military alliance called the
Warsaw Pact. Germans were furious that West Germany had become a part of NATO,
meaning that U.S. troops were ever-present on their doorstep. Europe was again divided
into two dangerous armed camps.
Using the given map of Europe and colors of choice, illustrate the key items below by
mapping and color-coding the nations of NATO and the Warsaw Pact. Create a
legend for the map.
●
●
●
●
NATO members before 1952 (excluding the U.S.)
NATO members (2) that joined in 1952
NATO member that joined in 1955
Warsaw Pact members
Name:
Date:
Cause, Course, Effect
Thinking Map
Event or Picture
Cause
Course
Results
Teacher: Coach David Morgan
LEGEND:
Map: Grading Rubric
Labeling
Content
Color and Design
Participation
Name:
Date:
Total:
Grade:
.
.
/16.
/ .
Expert (4)
-All places are in
correct location
-Everything is
correctly labeled
-All labels are
easily read
-More than 90%
of places are
labeled correctly
-Research is
accurately entered
on the map
- More than 90%
of places are
correctly
identified
-Includes high
quality keys
Practitioner (3)
-Most places are
in correct location
-Most places are
correctly labeled
-Most labels are
easily read
-80% to 89% of
places are labeled
correctly
-Most research is
accurately entered
on the map
-80%-89% of
places are clearly
and correctly
identified
-Includes standard
Key
Apprentice (2)
-Some places are
in correct location
-Some places are
correctly labeled
-Some labels are
easily read
-70% to 79% of
places are labeled
correctly
-Some research is
accurately entered
on the map
-70%-79% of
places are clearly
and correctly
identified
-Includes Key
-All graphics and
pictures are
attractive well
executed and
support the
theme/content of
the presentation
-Entire map is
colored
-The color highly
enhances the map
-Significant time,
attention, and
detail are
exhibited in the
overall design
-Map is
professional
looking
-Always on task
-Most graphics or
pictures are
attractive or well
executed
-Most graphics
support the
theme/content of
the presentation.
-Map is colored
with a few white
spaces
-the color
enhances the map
-sufficient time,
attention, and
detail are
exhibited in the
overall design
-Looks good
-Mostly on task
-Some graphics or
pictures are neat
-Graphics no not
support the
theme/content of
the presentation.
-Color enhances
map very little
-Little time,
attention, and
detail are
exhibited in the
overall design
-Needs
improvement
-Sometimes on
task
Novice (1)
-Few places are in
correct location
-Few places are
correctly labeled
-Few labels are
easily read
-Less than 70% of
places are labeled
correctly
-Very little
research is
accurately entered
on the map
-Less than 70% of
places are clearly
and correctly
identified
-No Key
-Needs major
improvement
-Several graphics
or pictures are
unattractive or
poorly executed
-Graphics detract
from the content
of the presentation
-Map is not
colored or little
scribbling
-Very little time,
attention, and
detail are
exhibited in the
overall design
-Needs major
improvement
-Rarely in task
Teacher: Coach David Morgan
Co-Teacher: Mr. Ben Austin
Grade(s): 10
Week of: 4/20-4/24
Day: 4/20/2015
Subject/Unit: World History
Area of Study
World History (10th Grade)
Duration of Instruction
120 minutes
Standard(s) (Learning Goals)- Framework, Competencies and Objectives (Letters / Numbers)
1a: Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism,
constitutionalism, totalitarianism, monarchy, and republic) as practiced by societies that
adopted over time. (DOK 2)
1b: Compare and contrast the ideologies and practices of communism, socialism,
liberalism, fascism, nationalism, and imperialism. (DOK 2)
1c: Analyze the different governmental systems of countries in Europe, Asia, and the Americas
(e.g. Fascism in Italy and Germany, Communism in Russia and China, and Democracy in
the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms
of the main factors that contributed to their rise and fall. (DOK 4)
3a: Analyze the role of imperialism and industrialism as factors in the rise of global conflict
since the Age of Enlightenment. (DOK 3)
3b: Critique the successes and failures of initiatives to create international security (e.g.,
Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations,"
United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
3c: Analyze the causes, effects, and unique features of World War I and World War II in terms of
the changes in diplomatic relationships among the various countries involved. (DOK 3)
3d: Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4d: Analyze the international developments in the post–World War II world in terms of global
economic, military, and political power shifts (e.g., developments of nationalism in
Africa and the ―Middle East, the effects of the Truman Doctrine and the Marshall Plan
in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)
6b: Analyze the role of imperialism, geography, and market economies in the development of the
economies of ―third world nations in Africa, Southeast Asia, Latin America
and the Philippines. (DOK 3)
8d: Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism,
and in Christianity in the development of Western political thought. (DOK 3)
Objectives:
1. I can tell how WWII changed diplomatic relationships among countries involved in the conflict.
2. I can interpret political cartoons
3. I can outline the origins and the development of the Cold War in the following areas: ideology,
technology, economics, and geography.(finish from last week)
4. I can give the short version of America’s role in the Oil Embargo, and Iran-Hostage Crisis
5. I can outline the causes and the effects of U.S. involvement in the Middle East and Persian
Gulf.
6. I can analyze the international developments in Post-War Europe and America.
7. I can trace the origins and development of the Cold War between the U.S. and the U.S.S.R.
8. I can explain America’s role in international organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th century.
9. I can explain the reasons for and the consequences of increased American involvement in the
Middle East and the Persian Gulf.
Initial Activity:
Bell Work: Write a seven-to-ten sentence paragraph on the presidency (only while in office) of
Dwight D. Eisenhower.
Extended Bell work: Define the following Key Terms:
ratification, decolonization, legitimacy, Humanitarian Relief. OPEC, Glasnot,
Perestroika, Iran-Contra Affair, Realpolitik, Ping-Pong Diplomacy, SALT II, Evil
Empire, SDI, Berlin Wall comes down, Imperialism, Nationalism, Foreign Policy,
Initiative, Foreign Affairs, Annex, Diplomacy (Diplomat), Democracy, Capitalism,
Social Darwinism, Sphere of influence, Sovereignty, Despotism (Despot)
Procedures:
TTW introduce academic vocabulary in context, discuss them, and then assess for student
understanding.
TSW take notes on M.A.D (Mutually Assured Destruction), the Missile Gap, and the Space Race.
TSW take notes on the lecture and PowerPoint presentation given.
TSW evaluate the global impact of The Cold War and US-Soviet Relations
TSW complete Objective Three on the M.A.D (Mutually Assured Destruction), the Missile Gap, and the
Space Race.
Guided Practice:
Students will Complete Objective Three on the Cold War
Objective Three: M.A.D, the Missile Gap, and the Space Race.
TSW taken notes on M.A.D (Mutually Assured Destruction), the Missile Gap, and the Space Race.
TSW explain that after the Korean war, the cold war resulted back to fear and exhilaration.
TSW explain the Arms Race and Space Race
TSW identify who John Foster Dulles (Eisenhower's Secretary of State) is and his policy of Containment.
TSW describe how the Keenan's policy of containment difference from Dulles' policy.
TSW explain Dulles' policy of Brinkmanship.
TSW explain how brinkmanship gave the United States "more bang for the buck."
TSW explain how Brinkmanship developed into a military strategy known as Massive Retaliation.
TSW describe what a ICMB (intercontinental ballistic missile) is.
TSW complete objective three on M.A.D, the Missile Gap, and the Space Race
Materials:
1.
2.
3.
4.
5.
6.
7.
8.
9.
interwrite Board
PowerPoint
computer (device with Internet)
textbooks (US History, American History, and World History textbooks)
library
computers
lab/lab equipment
manipulative/models
white board/expo markers
Assessment:
Formative Assessment:
Bell Activity
Questioning
Observation
Stand-up Activity
Summative Assessment:
Test (At the end of the Unit)
Project (day-to-day in class work)
Portfolio/Notebook (Due at the End of the Unit)
Intervention:
Students who need intervention will be given a partner to help with this activity. TTW work with a select
group of students to help them read through the text.. TST and inclusion students will report to the
inclusion teacher during directed times.
Enrichment:
Students who need enrichment will be required to answer a critical thinking question based on the
predictions they made after pre-reading the chapter.
TSW refer to their Cold War-Timeline and will complete it using the given information from the Lecture
notes.
Remediation:
Students who need remediation will read the objective out loud and will answer questions as they are
brought up.
Accommodation:
My ESL (ELL) students and the lower level group of students will use the vocabulary list to help them
better understand the information and material given. These word lists will help these students identify
key concepts and terms necessary to comprehend the material given.
My students who read on a 4th grade level will be able to use their electronic devices to watch fiveminute documentary or educational video on the topic of discussion.
How will I provide extra instruction/assistance to struggling learners?
One-on-One instruction, peer tutors
How will I provide focused learning time for those students who finish early and/or show mastery
of skills?
Early finishers will study their notes, define vocabulary (both terms given and unidentified terms)
A map of Europe: Post World War II will be given in order that students may identify what the geography
and nations looked like at this point leading into the Cold War.
TSW be given a Cold-War -Timeline that will follow through specific events, figures, and symbols of the
Cold War. Students must construct this timeline (given the terms) and must include dates in chronological
order, key details, and a description of each term.
How can/will you integrate reading/writing into the lesson?
bell ringer, reading aloud in groups and outlining the chapter
Incorporate Technology:
PowerPoint
Interwrite board
Computer (device with Internet)
Reflection:
Thinking About This Lesson
How well did the students achieve the learning targets based on your evidence? What surprises, questions,
dilemmas, or problems did you encounter?
Thinking Ahead
What will you do next for your students; why? Consider students who mastered the learning target at different
levels or not at all.
Objective 3: M.A.D., the Missile Gap, & the Space Race
After the Korean War, the Cold War began to revert to fear and exhilaration as the Arms Race
and Space Race expanded.
A. Eisenhower entrusted the job of “containment” to his Secretary of State, John Foster
Dulles. Answer each of the following questions in complete sentences. Your
responses should be thorough.
1. Define “containment”. How was Dulles’ policy different from that of
Kennan?
2. Dulles’ policies developed into the concept of Brinkmanship. Define
Brinkmanship.
3. Brinkmanship gave the United States “more bang for the buck.” Brinkmanship
developed into a new military strategy called Massive Retaliation. Define
Massive Retaliation.
4. The ultimate military stalemate between the world’s two superpowers became
known as Mutually Assured Destruction (M.A.D.). Define M.A.D.
5. Explain how the concept of M.A.D. reduced the chances of nuclear war.
B. In 1957, the arms race took a serious twist when the Soviets shocked the world by
successfully launching Sputnik I, Sputnik II, and the first intercontinental ballistic missile
(ICBM). Soviet military and space technology had advanced ahead of the United States!
This caused a national crisis that revealed a large problem—the “missile gap.” Many in
the United States reacted by blaming our nation’s educational system. As a result, many
educational reforms were put into motion, specifically targeting math and science
instruction. Illustrate the concept of the missile gap on a separate sheet of paper.
Give your illustration a caption that includes the term “missile gap.”
C. To close the missile gap, and begin the “space race,” Congress passed the National
Aeronautics and Space Administration (NASA) Act. At first, the U.S. floundered in its
space efforts. Meanwhile, the Soviet cosmonaut Yuri Gagarin became the first human in
space. Read President John F. Kennedy’s We Choose to Go to the Moon speech
included in the portfolio. Analyze the document using the document analysis
sheet.
TEXT OF PRESIDENT JOHN KENNEDY'S RICE STADIUM MOON SPEECH
President Pitzer, Mr. Vice President, Governor, Congressman Thomas, Senator Wiley, and Congressman Miller, Mr.
Webb, Mr. Bell, scientists, distinguished guests, and ladies and gentlemen:
I appreciate your president having made me an honorary visiting professor, and I will assure you that my first lecture
will be very brief.
I am delighted to be here, and I'm particularly delighted to be here on this occasion.
We meet at a college noted for knowledge, in a city noted for progress, in a State noted for strength, and we stand in
need of all three, for we meet in an hour of change and challenge, in a decade of hope and fear, in an age of both
knowledge and ignorance. The greater our knowledge increases, the greater our ignorance unfolds.
Despite the striking fact that most of the scientists that the world has ever known are alive and working today,
despite the fact that this Nation¹s own scientific manpower is doubling every 12 years in a rate of growth more than
three times that of our population as a whole, despite that, the vast stretches of the unknown and the unanswered and
the unfinished still far outstrip our collective comprehension.
No man can fully grasp how far and how fast we have come, but condense, if you will, the 50,000 years of man¹s
recorded history in a time span of but a half-century. Stated in these terms, we know very little about the first 40
years, except at the end of them advanced man had learned to use the skins of animals to cover them. Then about 10
years ago, under this standard, man emerged from his caves to construct other kinds of shelter. Only five years ago
man learned to write and use a cart with wheels. Christianity began less than two years ago. The printing press came
this year, and then less than two months ago, during this whole 50-year span of human history, the steam engine
provided a new source of power.
Newton explored the meaning of gravity. Last month electric lights and telephones and automobiles and airplanes
became available. Only last week did we develop penicillin and television and nuclear power, and now if America's
new spacecraft succeeds in reaching Venus, we will have literally reached the stars before midnight tonight.
This is a breathtaking pace, and such a pace cannot help but create new ills as it dispels old, new ignorance, new
problems, new dangers. Surely the opening vistas of space promise high costs and hardships, as well as high reward.
So it is not surprising that some would have us stay where we are a little longer to rest, to wait. But this city of
Houston, this State of Texas, this country of the United States was not built by those who waited and rested and
wished to look behind them. This country was conquered by those who moved forward--and so will space.
William Bradford, speaking in 1630 of the founding of the Plymouth Bay Colony, said that all great and honorable
actions are accompanied with great difficulties, and both must be enterprised and overcome with answerable
courage.
If this capsule history of our progress teaches us anything, it is that man, in his quest for knowledge and progress, is
determined and cannot be deterred. The exploration of space will go ahead, whether we join in it or not, and it is one
of the great adventures of all time, and no nation which expects to be the leader of other nations can expect to stay
behind in the race for space.
Those who came before us made certain that this country rode the first waves of the industrial revolutions, the first
waves of modern invention, and the first wave of nuclear power, and this generation does not intend to founder in
the backwash of the coming age of space. We mean to be a part of it--we mean to lead it. For the eyes of the world
now look into space, to the moon and to the planets beyond, and we have vowed that we shall not see it governed by
a hostile flag of conquest, but by a banner of freedom and peace. We have vowed that we shall not see space filled
with weapons of mass destruction, but with instruments of knowledge and understanding.
Yet the vows of this Nation can only be fulfilled if we in this Nation are first, and, therefore, we intend to be first. In
short, our leadership in science and in industry, our hopes for peace and security, our obligations to ourselves as well
as others, all require us to make this effort, to solve these mysteries, to solve them for the good of all men, and to
become the world's leading space-faring nation.
We set sail on this new sea because there is new knowledge to be gained, and new rights to be won, and they must
be won and used for the progress of all people. For space science, like nuclear science and all technology, has no
conscience of its own. Whether it will become a force for good or ill depends on man, and only if the United States
occupies a position of pre-eminence can we help decide whether this new ocean will be a sea of peace or a new
terrifying theater of war. I do not say the we should or will go unprotected against the hostile misuse of space any
more than we go unprotected against the hostile use of land or sea, but I do say that space can be explored and
mastered without feeding the fires of war, without repeating the mistakes that man has made in extending his writ
around this globe of ours.
There is no strife, no prejudice, no national conflict in outer space as yet. Its hazards are hostile to us all. Its
conquest deserves the best of all mankind, and its opportunity for peaceful cooperation many never come again. But
why, some say, the moon? Why choose this as our goal? And they may well ask why climb the highest mountain?
Why, 35 years ago, fly the Atlantic? Why does Rice play Texas?
We choose to go to the moon. We choose to go to the moon in this decade and do the other things, not because they
are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and
skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which
we intend to win, and the others, too.
It is for these reasons that I regard the decision last year to shift our efforts in space from low to high gear as among
the most important decisions that will be made during my incumbency in the office of the Presidency.
In the last 24 hours we have seen facilities now being created for the greatest and most complex exploration in man's
history. We have felt the ground shake and the air shattered by the testing of a Saturn C-1 booster rocket, many
times as powerful as the Atlas which launched John Glenn, generating power equivalent to 10,000 automobiles with
their accelerators on the floor. We have seen the site where the F-1 rocket engines, each one as powerful as all eight
engines of the Saturn combined, will be clustered together to make the advanced Saturn missile, assembled in a new
building to be built at Cape Canaveral as tall as a 48 story structure, as wide as a city block, and as long as two
lengths of this field.
Within these last 19 months at least 45 satellites have circled the earth. Some 40 of them were "made in the United
States of America" and they were far more sophisticated and supplied far more knowledge to the people of the world
than those of the Soviet Union.
The Mariner spacecraft now on its way to Venus is the most intricate instrument in the history of space science. The
accuracy of that shot is comparable to firing a missile from Cape Canaveral and dropping it in this stadium between
the the 40-yard lines.
Transit satellites are helping our ships at sea to steer a safer course. Tiros satellites have given us unprecedented
warnings of hurricanes and storms, and will do the same for forest fires and icebergs.
We have had our failures, but so have others, even if they do not admit them. And they may be less public.
To be sure, we are behind, and will be behind for some time in manned flight. But we do not intend to stay behind,
and in this decade, we shall make up and move ahead.
The growth of our science and education will be enriched by new knowledge of our universe and environment, by
new techniques of learning and mapping and observation, by new tools and computers for industry, medicine, the
home as well as the school. Technical institutions, such as Rice, will reap the harvest of these gains.
And finally, the space effort itself, while still in its infancy, has already created a great number of new companies,
and tens of thousands of new jobs. Space and related industries are generating new demands in investment and
skilled personnel, and this city and this State, and this region, will share greatly in this growth. What was once the
furthest outpost on the old frontier of the West will be the furthest outpost on the new frontier of science and space.
Houston, your City of Houston, with its Manned Spacecraft Center, will become the heart of a large scientific and
engineering community. During the next 5 years the National Aeronautics and Space Administration expects to
double the number of scientists and engineers in this area, to increase its outlays for salaries and expenses to $60
million a year; to invest some $200 million in plant and laboratory facilities; and to direct or contract for new space
efforts over $1 billion from this Center in this City.
To be sure, all this costs us all a good deal of money. This year¹s space budget is three times what it was in January
1961, and it is greater than the space budget of the previous eight years combined. That budget now stands at $5,400
million a year--a staggering sum, though somewhat less than we pay for cigarettes and cigars every year. Space
expenditures will soon rise some more, from 40 cents per person per week to more than 50 cents a week for every
man, woman and child in the United Stated, for we have given this program a high national priority--even though I
realize that this is in some measure an act of faith and vision, for we do not now know what benefits await us.
But if I were to say, my fellow citizens, that we shall send to the moon, 240,000 miles away from the control station
in Houston, a giant rocket more than 300 feet tall, the length of this football field, made of new metal alloys, some
of which have not yet been invented, capable of standing heat and stresses several times more than have ever been
experienced, fitted together with a precision better than the finest watch, carrying all the equipment needed for
propulsion, guidance, control, communications, food and survival, on an untried mission, to an unknown celestial
body, and then return it safely to earth, re-entering the atmosphere at speeds of over 25,000 miles per hour, causing
heat about half that of the temperature of the sun--almost as hot as it is here today--and do all this, and do it right,
and do it first before this decade is out--then we must be bold.
I'm the one who is doing all the work, so we just want you to stay cool for a minute. [laughter]
However, I think we're going to do it, and I think that we must pay what needs to be paid. I don't think we ought to
waste any money, but I think we ought to do the job. And this will be done in the decade of the sixties. It may be
done while some of you are still here at school at this college and university. It will be done during the term of office
of some of the people who sit here on this platform. But it will be done. And it will be done before the end of this
decade.
I am delighted that this university is playing a part in putting a man on the moon as part of a great national effort of
the United States of America.
Many years ago the great British explorer George Mallory, who was to die on Mount Everest, was asked why did he
want to climb it. He said, "Because it is there."
Well, space is there, and we're going to climb it, and the moon and the planets are there, and new hopes for
knowledge and peace are there. And, therefore, as we set sail we ask God's blessing on the most hazardous and
dangerous and greatest adventure on which man has ever embarked.
Thank you.
Document Analysis Worksheet
Name of Document:
.
Type of Document: Date of Document (
(circle one)
)
-Congressional Act
-Speech
-Other
.
-Advertisement
-Executive Order
-Congressional record
-Press Release
-Telegram
-Letter
Author (Creator/Position/Title) of the Document
.
.
From what audience and reason was the document written?
.
.
Define the four most unique vocabulary terms needed to understand the document:
1)
2)
3)
4)
Document Information
List three things the author said that are important
1)
2)
3)
Why do YOU think that the author wrote the document?
Quotes(s) from the document that present evidence as to why it was written.
What is the central idea to the document?
What is the document's significance?
Teacher: Coach David Morgan
Co-Teacher: Mr. Ben Austin
Grade(s): 10
Week of: 4/20-4/24
Day: 4/21/2015
Subject/Unit: World History
Area of Study
World History (10th Grade)
Duration of Instruction
120 minutes
Standard(s) (Learning Goals)- Framework, Competencies and Objectives (Letters / Numbers)
1a: Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism,
constitutionalism, totalitarianism, monarchy, and republic) as practiced by societies that
adopted over time. (DOK 2)
1b: Compare and contrast the ideologies and practices of communism, socialism,
liberalism, fascism, nationalism, and imperialism. (DOK 2)
1c: Analyze the different governmental systems of countries in Europe, Asia, and the Americas
(e.g. Fascism in Italy and Germany, Communism in Russia and China, and Democracy in
the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms
of the main factors that contributed to their rise and fall. (DOK 4)
3a: Analyze the role of imperialism and industrialism as factors in the rise of global conflict
since the Age of Enlightenment. (DOK 3)
3b: Critique the successes and failures of initiatives to create international security (e.g.,
Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations,"
United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
3c: Analyze the causes, effects, and unique features of World War I and World War II in terms of
the changes in diplomatic relationships among the various countries involved. (DOK 3)
3d: Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4d: Analyze the international developments in the post–World War II world in terms of global
economic, military, and political power shifts (e.g., developments of nationalism in
Africa and the ―Middle East, the effects of the Truman Doctrine and the Marshall Plan
in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)
6b: Analyze the role of imperialism, geography, and market economies in the development of the
economies of ―third world nations in Africa, Southeast Asia, Latin America
and the Philippines. (DOK 3)
8d: Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism,
and in Christianity in the development of Western political thought. (DOK 3)
Objectives:
1. I can tell how WWII changed diplomatic relationships among countries involved in the conflict
2. I can interpret political cartoons
3. I can outline the origins and the development of the Cold War in the following areas: ideology,
technology, economics, and geography.(finish from last week)
4. I can give the short version of America’s role in the Oil Embargo, and Iran-Hostage Crisis
5. I can outline the causes and the effects of U.S. involvement in the Middle East and Persian
Gulf.
6. I can analyze the international developments in Post-War Europe and America.
7. I can trace the origins and development of the Cold War between the U.S. and the U.S.S.R.
8. I can explain America’s role in international organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th century.
9. I can explain the reasons for and the consequences of increased American involvement in the
Middle East and the Persian Gulf.
Initial Activity:
Bell Work: Write a seven-to-ten sentence paragraph on the presidency (only while in office) of
John F. Kennedy.
Extended Bell work: Define the following Key Terms:
ratification, decolonization, legitimacy, Humanitarian Relief. OPEC, Glasnot,
Perestroika, Iran-Contra Affair, Realpolitik, Ping-Pong Diplomacy, SALT II, Evil
Empire, SDI, Berlin Wall comes down, Imperialism, Nationalism, Foreign Policy,
Initiative, Foreign Affairs, Annex, Diplomacy (Diplomat), Democracy, Capitalism,
Social Darwinism, Sphere of influence, Sovereignty, Despotism (Despot)
Procedures:
TTW introduce academic vocabulary in context, discuss them, and then assess for student
understanding.
TTW lecture on Khrushchev and Peaceful Coexistence
TSW take notes on the lecture and PowerPoint presentation given.
TSW evaluate the global impact of The Cold War and US-Soviet Relations
TSW complete Objective Four on Khrushchev and Peaceful Coexistence
Guided Practice:
Students will Complete Objective Four on the Cold War
Objective Four: Khrushchev and Peaceful Coexistence?
TSW take notes on Khrushchev and Peaceful Co-existence
TSW identify how the new unchallenged leader (Khrushchev) took office after the Death of Stalin in
1953
TSW describe the period of "de-Stalinization"
TSW explain how Khrushchev wanted to wipe the U.S.S.R. clean of Stalin's influence and terror.
TSW explain that Khrushchev had no intentions of loosening Communism's grip in the Soviet Union
TSW describe Khrushchev's new philosophical foreign policy.
TSW explain that in 1955, Eisenhower and Khrushchev met in Geneva, Switzerland and agreed to tonedown the war rhetoric.
TSW identify the Suez Crisis, the Kitchen Debates, and the U-2 Incident.
TSW explain the Cult of the Individual.
TSW complete objective four on Khrushchev and Peaceful Coexistence
Materials:
1.
2.
3.
4.
5.
interwrite Board
PowerPoint
computer (device with Internet)
textbooks (US History, American History, and World History textbooks)
white board/expo markers
Assessment:
Formative Assessment:
Bell Activity
Questioning
Observation
Stand-up Activity
Summative Assessment:
Test (At the end of the Unit)
Project (day-to-day in class work)
Portfolio/Notebook (Due at the End of the Unit)
Intervention:
Students who need intervention will be given a partner to help with this activity. TTW work with a select
group of students to help them read through the text.. TST and inclusion students will report to the
inclusion teacher during directed times.
Enrichment:
Students who need enrichment will be required to answer a critical thinking question based on the
predictions they made after pre-reading the chapter.
TSW refer to their Cold War-Timeline and will complete it using the given information from the Lecture
notes.
Remediation:
Students who need remediation will read the objective out loud and will answer questions as they are
brought up.
Accommodation:
My ESL (ELL) students and the lower level group of students will use the vocabulary list to help them
better understand the information and material given. These word lists will help these students identify
key concepts and terms necessary to comprehend the material given.
My students who read on a 4th grade level will be able to use their electronic devices to watch fiveminute documentary or educational video on the topic of discussion.
How will I provide extra instruction/assistance to struggling learners?
One-on-One instruction, peer tutors
How will I provide focused learning time for those students who finish early and/or show mastery
of skills?
Early finishers will study their notes, define vocabulary (both terms given and unidentified terms)
A map of Europe: Post World War II will be given in order that students may identify what the geography
and nations looked like at this point leading into the Cold War.
TSW be given a Cold-War -Timeline that will follow through specific events, figures, and symbols of the
Cold War. Students must construct this timeline (given the terms) and must include dates in chronological
order, key details, and a description of each term.
How can/will you integrate reading/writing into the lesson?
bell ringer, reading aloud in groups and outlining the chapter
Incorporate Technology:
PowerPoint
Interwrite board
Computer (device with Internet)
Reflection:
Thinking About This Lesson
How well did the students achieve the learning targets based on your evidence? What surprises, questions,
dilemmas, or problems did you encounter?
Thinking Ahead
What will you do next for your students; why? Consider students who mastered the learning target at different
levels or not at all.
Objective 4: Khrushchev & Peaceful Coexistence?
A. After the death of Stalin in March 1953, a new unchallenged leader took control of the Soviet
Union, Nikita Khrushchev. In a “secret” speech to the 20th Party Congress in February 1956,
Khrushchev denounced Stalin’s crimes and hidden policies. He revealed Stalin’s many
crimes to the congress, accusing Stalin of creating a “cult of the individual.” By making
Stalin out to be a brutal, evil tyrant, he made himself took appealing to the people. Analyze
an excerpt from the speech on the back of this page. Read and annotate the passage,
answering the questions at the bottom of the page using evidence from the text.
B. Khrushchev's speech marked the beginning of a period in the Soviet Union known as
“de-Stalinization.” As the name suggest, de-Stalinization was a huge effort to wipe the
U.S.S.R. clean of Stalin’s influence and terror. Statues were torn down; street and city names
were changed. Khrushchev even ordered Stalin’s embalmed body to be removed from
display. Many people rejoiced at the changes, viewing them as a step away from
Communism… But they were very wrong. Khrushchev had no intention of loosening
Communism’s grip on the Soviet Union. He merely instituted these changes to build up
his own power in the Communist Party.
C. Khrushchev also proposed a new philosophy toward the West. Name Khrushchev's
philosophical foreign policy. Define AND visually depict (picture/sketch, etc.) the policy.
D. In 1955, Eisenhower and Khrushchev met in Geneva, Switzerland and agreed to tone-down
the war rhetoric. The “Spirit of Geneva” philosophy thawed world-wide Cold War tensions.
However, three events would challenge (and eventually destroy) the concept of peaceful
coexistence. Research and explain the significance of the last two events below. Compose
answers in paragraph form. Cite sources at the bottom of the page.
a. The Suez Crisis (1956)
b. The Kitchen Debate (1959)
c. The U-2 Incident (1953)
Nikita S. Khrushchev:
The Secret Speech - On the Cult of Personality, 1956
Comrades, in the report of the Central Committee of the party at the 20th Congress, in a number of speeches by
delegates to the Congress, as also formerly during the plenary CC/CPSU sessions, quite a lot has been said about the
cult of the individual and about its harmful consequences. . . .
Allow me first of all to remind you bow severely the classics of Marxism-Leninism denounced every manifestation
of the cult of the individual. In a letter to the German political worker, Wilhelm Bloss, Marx stated: "From my
antipathy to any cult of the individual, I never made public during the existence of the International the numerous
addresses from various countries which recognized my merits and which annoyed me. I did not even reply to them,
except sometimes to rebuke their authors. Engels and I first joined the secret society of Communists on the
condition that everything making for superstitious worship of authority would be deleted from its statute. . . .
The great modesty of the genius of the revolution, Vladimir Ilyich Lenin, is known. Lenin had always stressed the
role of the people as the creator of history, the directing and organizational role of the party as a living and creative
organism, and also the role of the central committee.
Marxism does not negate the role of the leaders of the workers' class in directing the revolutionary liberation
movement.
While ascribing great importance to the role of the leaders and organizers of the masses, Lenin at the same time
mercilessly stigmatized every manifestation of the cult of the individual, inexorably combated the foreign-toMarxism views about a "hero" and a "crowd" and countered all efforts to oppose a "hero" to the masses and to the
people.
Lenin taught that the party's strength depends on its indissoluble unity with the masses, on the fact that behind the
party follow the people - workers, peasants and intelligentsia. "Only lie will win and retain the power," said Lenin,
"who believes in the people, who submerges himself in the fountain of the living creativeness of the people.". . .
During Lenin's life the central committee of the party- was a real expression of collective leadership of the party and
of the Nation. Being a militant Marxist-revolutionist, always unyielding in matters of principle, Lenin never
imposed by force his views upon his coworkers. He tried to convince; he patiently explained his opinions to others.
Lenin always diligently observed that the norms of party life were realized, that the party statute was enforced, that
the party congresses and the plenary sessions of the central committee took place at the proper intervals.
In addition to the great accomplishments of V. I. Lenin for the victory of the working class and of the working
peasants, for the victory of our party and for the application of the ideas of scientific communism to life, his acute
mind expressed itself also in this that lie detected in Stalin in time those negative characteristics which resulted later
in grave consequences. Fearing the future fate of the party and of the Soviet nation, V.I. Lenin made a completely
correct characterization of Stalin, pointing out that it was necessary to consider the question of transferring Stalin
from the position of Secretarv General because of the fact that Stalin is excessively rude, that he does not have a
proper attitude toward his comrades, that lie is capricious, and abuses his power. . . .
Vladimir Ilyich said: "Stalin is excessively rude, and this defect, which can be freely tolerated in our midst and in
contacts among us Communists, becomes a defect which cannot be tolerated in one holding the position of the
Secretary General. Because of this, I propose that the comrades consider the method by which Stalin would be
removed from this position and by which another man would be selected for it, a man, who above all , would differ
from Stalin in only one quality, namely, greater tolerance, greater loyalty, greater kindness, and more considerate
attitude toward the comrades, a less capricious temper, etc.".
As later events have proven, Lenin's anxiety was justified; in the first period after Lenin's death Stalin still paid
attention to his (i.e., Lenin's) advice, but, later be began to disregard the serious admonitions of Vladimir Ilyich.
When we analyze the practice of Stalin in regard to the direction of the party and of the country, when we pause to
consider everything which Stalin perpetrated, we must be convinced that Lenin's fears were justified. The negative
characteristics of Stalin, which, in Lenin's time, were on1v incipient, transformed themselves during the last years
into a grave abuse o f power by Stalin, which caused untold harm to our party. . . .
Stalin acted not through persuasion, explanation, and patient cooperation with people, but by imposing his concepts
and demanding absolute submission to his opinion. Whoever opposed this concept or tried to prove his viewpoint,
and the correctness of his position-was doomed to removal from the leading collective and to subsequent moral and
physical annihilation. This was especially true during the period following the 17th party congress, when many
prominent party leaders and rank-and-file party workers, honest and dedicated to the cause of communism, fell
victim to Stalin's despotism. . . .
Stalin originated the concept enemy of the people. This term automatically rendered it unnecessary that the
ideological errors of a man or men engaged in a controversy be proven; this term made possible the usage of the
most cruel repression, violating all norms of revolutionary legality, against anyone who in any way disagreed with
Stalin, against those who were only suspected of hostile intent, against those who had bad reputations. This concept,
enemy of the people, actually eliminated the possibility of any kind of ideological fight or the making of one's views
known on this or that issue, even those of a practical character. In the main, and in actuality, the only proof of guilt
used, against all norms of current legal science, was the confession of the accused himself, and, as subsequent
probing proved, confessions were acquired through physical pressures against the accused. . . .
Lenin used severe methods only in the most necessary cases, when the exploiting classes were still in existence and
were vigorously opposing the revolution, when the struggle for survival was decidedly assuming the sharpest forms,
even including a civil war.
Stalin, on the other hand, used extreme methods and mass repressions at a time when the revolution was already
victorious, when the Soviet state was strengthened, when the exploiting classes were already liquidated, and
Socialist relations were rooted solidly in all phases of national economy, when our party was politically consolidated
and had strengthened itself both numerically and ideologically. It is clear that here Stalin showed in a whole series
of cases his intolerance, his brutality, and his abuse of power. Instead of proving his political correctness and
mobilizing the masses, he often chose the path of repression and physical annihilation, not only against actual
enemies, but also against individuals who had not committed any crimes against the party and the Soviet
Government. Here we see no wisdom but only a demonstration of the brutal force which had once so alarmed V.I
Lenin. . . .
Considering the question of the cult of an individual we must first of all show everyone what harm this caused to the
interests of our party. . . .
In practice Stalin ignored the norms of party life and trampled on the Leninist principle of collective party
leadership.
Stalin's willfulness vis-a-vis the party and its central committee became fully evident after the 17th party congress,
which took place in 1934. . . .
It was determined that of the 139 members and candidates of the party's Central Committee who were elected at the
17th congress, 98 persons, that is, 70 percent, were arrested and shot (mostly in 1937-38). [Indignation in the hall.] .
..
The same fate met not only the central committee members but also the majority of the delegates to the 17th party
congress. Of 1,966 delegates with either voting or advisory rights, 1,108 persons were arrested on charges of antirevolutionary crimes, i.e., decidedly more than a majority. This very fact shows how absurd, wild, and contrary to
commonsense were the charges of counter-revolutionary crimes made out, as we now see, against a majority of
participants at the 17th party congress. [Indignation in the hall.] . . .
What is the reason that mass repressions against activists increased more and more after the 17th party congress? It
was because at that time Stalin had so elevated himself above the party and above the nation that he ceased to
consider either the central committee or the party. While he still reckoned with the opinion of the collective before
the 17th congress, after the complete political liquidation of the Trotskyites, Zinovievites and Bukharinites, when as
a result of that fight and Socialist victories the party achieved unity, Stalin ceased to an ever greater degree to
consider the members of the party's central committee and even the members of the Political Bureau. Stalin thought
that now lie could decide all things alone and all he needed were statisticians; he treated all others in such a way that
they could only listen to and praise him.
After the criminal murder of S. M. Kirov, mass repressions and brutal acts of violation of Socialist legality began.
On the evening of December 1, 1934, on Stalin's initiative (without the approval of the Political Bureau - which was
passed 2 days later, casually) the Secretary of the Presidium of the Central Executive Committee, Yenukidze, signed
the following directive:
I. Investigative agencies are directed to speed up the cases of those accused of the preparation or execution of acts of
terror.
II. Judicial organs are directed not to hold up the execution of death sentences pertaining to crimes of this category
in order to consider the possibility of pardon, because the Presidium of the Central Executive Committee, U.S.S.R,
does not consider as possible the receiving of petitions of this sort.
III. The organs of the Commissariat of Internal Affairs are directed to execute the death sentences against criminals
of the above-mentioned category immediately after the passage of sentences.
This directive became the basis for mass acts of abuse against Socialist legality. During many of the fabricated court
cases the accused were charged with "the preparation" of terroristic acts; this deprived them of any, possibility that
their cases might be reexamined, even when they stated before the court that their confessions were secured by
force, and when, in a convincing manner, they disproved the accusations against them. . . .
Mass repressions grew tremendously from the end of 1936 after a telegram from Stalin and Zhdanov, dated from
Sochi on September 25, 1936, was addressed to Kaganovich, Molotov, and other members of the Political Bureau.
The content of the telegram was as follows: "We deem it absolutely necessary and urgent that Comrade Yezhov be
nominated to the post of People's Commissar for Internal Affairs. Yagoda has definitely proved himself to be
incapable of unmasking the Trotskyite-Zinovievite bloc. The OGPU is 4 years behind in this matter. This is noted by
all party workers and by the majority of the representatives of the NKVD." Strictly speaking we should stress that
Stalin did not meet with and therefore could not know the opinion of party workers. . . .
The mass repressions at this time were made under the slogan of a fight against the Trotskyites. Did the Trotskyites
at this time actually constitute such a danger to our party and to the Soviet state? We should recall that in 1927, on
the eve of the 15th party congress, only some 4,000 votes were cast for the Trotskyite-Zinovievite opposition, while
there were 724,000 for the party line. During the 10 years which passed between the 15th party congress and the
February-March central committee plenum, Trotskyism was completely disarmed; many former Trotskyites had
changed their former views and worked in the various sectors building socialism. It is clear that in the situation of
Socialist victory there was no basis for mass terror in the country . . . .
The majority of the Central Committee members and candidates elected at the 17th congress and arrested in 1937-38
were expelled from the party illegally through the brutal abuse of the party statute, because the question of their
expulsion was never studied at the Central Committee plenum.
Now when the cases of some of these so-called spies and saboteurs were examined it was found that all their cases
were fabricated. Confessions of guilt of many- arrested and charged with enemy activity were gained with the help
of cruel and inhuman tortures. . . .
An example of vile provocation of odious falsification and of criminal violation of revolutionary legality is the case
of the former candidate for the central committee political bureau, one of the most eminent workers of the party and
of the Soviet Government, Comrade Eikhe, who was a party member since 1905. [Commotion in the hall.]
Comrade Eikhe was arrested on April 29, 1938, on the basis of slanderous materials, without the sanction of the
prosecutor of the USSR, which was finally received 15 months after the arrest.
Investigation of Eikhe's case was made in a manner which most brutally violated Soviet legality and was
accompanied by willfulness and falsification.
Eikhe was forced under torture to sign ahead of time a protocol of his confession prepared by the investigative
judges, in which he and several other eminent party workers were accused of anti-Soviet activity.
On October 1, 1939, Eikhe sent his declaration to Stalin in which be categorically denied his guilt and asked for an
examination of his case. In the declaration he wrote:
"There is no more bitter misery than to sit In the jail of a government for which I have always fought.". . .
On February 2, 1940, Eikhe was brought before the court. Here he did not confess any guilt and said as follows:
"In all the so-called confessions of mine there is not one letter written by me with the exception of my signatures
under the protocols which were forced from me. I have made my confession under pressure from the investigative
judge who from the time of my arrest tormented me. After that I began to write all this nonsense. The most
important thing for me is to tell the court, the party and Stalin that I am not guilty. I have never been guilty of any
conspiracy. I will die believing in the truth of party policy as I have believed in it during my whole life."
On February 4 Eikhe was shot. [Indignation in the hall.] It has been definitely established now that Eikhe's case was
fabricated; he has been posthumously rehabilitated. . . .
The way in which the former NKVD workers manufactured various fictitious "anti-Soviet centers" and "blocs" with
the help of provocatory methods is seen from the confession of Comrade Rozenblum, party member since 1906,
who was arrested in 1937 by the Leningrad NKVD.
During the examination in 1955 of the Kornarov case Rozenblum revealed the following fact: when Rozenblum was
arrested in 1937 he was subjected to terrible torture during which be was ordered to confess false information
concerning himself and other persons. Be was then brought to the office of Zakovsky, who offered him freedom on
condition that be make before the court a false confession fabricated in 1937 by the NKVD concerning "sabotage,
espionage and diversion in a terroristic center in Leningrad." [Movement in the hall.] . . .
"You, yourself," said Zakovskv, "will not need to invent anything. The NKVD will prepare for you a ready outline
for every branch of the center; you will have to study it carefully and to remember well all questions and answers
which the court might ask. Pus case will be ready in 4-5 months, or perhaps a half year. During all this time you will
be preparing yourself so that you will not compromise the investigation and yourself. Your future will depend on
how the trial goes and on its results. If you begin to lie and to testify falsely, blame yourself. If you manage to
endure it, you will save your bead and we will feed and clothe you at the government's cost until your death."
This is the kind of vile things which were then practiced. [Movement in the hall.] . .
When we look at many of our novels, films, and historical scientific studies, the role of Stalin in the patriotic war
appears to be entirely improbable. Stalin had foreseen everything. The Soviet Army, on the basis of a strategic plan
prepared by Stalin long before, used the tactics of so-called active defense, i.e., tactics which, as we know, allowed
the Germans to come up to Moscow and Stalingrad. Using such tactics, the Soviet Army, supposedly, thanks only to
Stalin's genius, turned to the offensive and subdued the enemy. The epic victory gained through the armed might of
the land of the Soviets, through our heroic people, is ascribed in this type of novel, film, and scientific study as
being completely due to the strategic genius of Stalin.
We have to analyze this matter carefully because it has a tremendous significance, not only from the historical but
especially from the political, educational, and practical point of view. . . .
During the war and after the war, Stalin put forward the thesis that the tragedy which our nation experienced in the
first part of the war was the result of the unexpected attack of the Germans against the Soviet Union. But, comrades,
this is completely untrue. As soon as Hitler came to power in Germany be assigned to himself the task of liquidating
communism. The Fascists were saying this openly; they did not hide their plans. In order to attain this aggressive
end, all sorts of pacts and blocs were created, such as the famous Berlin-Rome-Tokyo Axis. Many facts from the
prewar period clearly showed that Hitler was going all out to begin a war against the Soviet state and that lie had
concentrated large armed units, together with armored units, near the Soviet borders. . . .
We must assert that information of this sort concerning the threat of German armed invasion of Soviet territory was
coming in also from our own military and diplomatic sources; however, because the leadership was conditioned
against such information, such data was dispatched with fear and assessed with reservation. . . .
Despite these particularly grave warnings, the necessary steps were not taken to prepare the country properly for
defense and to prevent it from being caught unaware.
Did we have time and the capabilities for such preparations? Yes; we had the time and capabilities. Our industry was
already so developed that it was capable of supplying fully the Soviet Army with everything that it needed. . . .
Had our industry been mobilized properly and in time to supply the army with the necessary materiel, our wartime
losses would have been decidedly smaller. Such mobilization had not been, however, started in time. And already in
the first days of the war it became evident that our Army was badly armed, that we did not have enough artillery,
tanks, and planes to throw the enemy back. . . .
Very grievous consequences, especially in reference to the beginning of the war, followed Stalin's annihilation of
many military commanders and political workers during 1937-41 because of his suspiciousness and through
slanderous accusations. During these years repressions were instituted against certain parts of military cadres
beginning literally at the company and battalion commander level and extending to the higher military centers;
during this time the cadre of leaders who had gained military experience in Spain and In the Far East was almost
completely liquidated. . . .
After the conclusion of the patriotic war the Soviet nation stressed with pride the magnificent victories gained
through great sacrifices and tremendous efforts. The country experienced a period of political enthusiasm. The party
came out of the war even more united; in the fire of the war party cadres were tempered and hardened. Under such
conditions nobody could have even thought of the possibility of some plot in the party.
And it was precisely at this time that the so-called Leningrad affair was born. As we have now proven, this case was
fabricated. Those who innocently lost their lives included Comrades Voznesensky, Kuznetsov, Rodionov, Popkov,
and others. . . .
Facts prove that the Leningrad affair is also the result of willfulness which Stalin exercised against party cadres. . . .
We must state that after the war the situation became even more complicated. Stalin became even more capricious,
irritable, and brutal; in particular his suspicion grew. His persecution mania reached unbelievable dimensions. Many
workers were becoming enemies before his very eyes. After the war Stalin separated himself from the collective
even more. Everything was decided by him alone without any consideration for anyone or anything.
This unbelievable suspicion was cleverly taken advantage of by the abject provocateur and vile enemy, Beriya, who
had murdered thousands of Communists and loyal Soviet people. The elevation of Voznesensky and Kuznetsov
alarmed Beriya. As we have now proven, it had been precisely Beriya who had suggested to Stalin the fabrication by
him and by his confidants of materials in the form of declarations and anonymous letters, and in the form of various
rumors and talks. . . .
The question arises: Why is it that we see the truth of this affair only now, and why did we not do something earlier,
during Stalin's life, in order to prevent the loss of innocent lives? It was because Stalin personally supervised the
Leningrad affair, and the majority of the Political Bureau members did not, at that time, know all of the
circumstances in these matters, and could not therefore intervene. . . .
The willfulness of Stalin showed itself not only in decisions concerning the internal life of the country but also in the
international relations of the Soviet Union.
The July plenum of the Central Committee studied in detail the reasons for the development of conflict with
Yugoslavia. It was a shameful role which Stalin played here. The "Yugoslav affair" contained no problems which
could not have been solved through party discussions among comrades. There was no significant basis for the
development of this "affair;" it was completely possible to have prevented the rupture of relations with that country.
I recall the first days when the conflict between the Soviet Union and Yugoslavia began artificially to be blown up.
Once, when I carne from Kiev to Moscow, I was invited to visit Stalin who, pointing to the copy of a letter lately
sent to Tito, asked me, "Have you read this?"
Not waiting for my reply be answered, "I will shake my little finger and there will be no more Tito. He will fall.". . .
But this did not happen to Tito. No matter how much or how little Stalin shook, not only his little finger but
everything else that be could shake, Tito did not fall. Why? The reason was that, in this case of disagreement with
the Yugoslav comrades, Tito had behind him a state and a people who had gone through a severe school of fighting
for liberty and independence, a people which gave support to its leaders.
You see to what Stalin's mania for greatness led. He bad completely lost consciousness of reality; he demonstrated
his suspicion and haughtiness not only in relation to individuals in the USSR, but in relation to whole parties and
nations. . . .
Let us also recall the affair of the doctor plotters. [Animation in the ball.] Actually there was no affair outside of the
declaration of the woman doctor Timasbuk, who was probably influenced or ordered by someone (after all, she was
an unofficial collaborator of the organs of state security) to write Stalin a letter in which she declared that doctors
were applying supposedly improper methods of medical treatment.
Such a letter was sufficient for Stalin to reach an immediate conclusion that there are doctor plotters in the Soviet
Union. He issued orders to arrest a group of eminent Soviet medical specialists. He personally issued advice on the
conduct of the investigation and the method of interrogation of the arrested persons. He said that the academician
Vinogradov should be put in chains, another one should be beaten. Present at this Congress as a delegate is the
former Minister of State Security Comrade Ignatiev. Stalin told him curtly, "If you do not obtain confessions from
the doctors we will shorten you by a head." [Tumult in the hall.] . . .
In organizing the various dirty and shameful cases, a very base role was played by the rabid enemy of our party, an
agent of a foreign intelligence service-Beriya, who had stolen into Stalin's confidence. In what way could this
provocateur gain such a position in the part), and in the State, so as to become the First Deputy Chairman of the
Council of Ministers of the Soviet Union and a member of the Central Committee Political Bureau? It has now been
established that this villain bad climbed up the government ladder over an untold number of corpses.
Were there any signs that Beriya was an enemy of the party? Yes; there were. Already in 1937, at a Central
Committee plenum, former People's Commissar of Health Protection Kaminsky said that Beriya worked for the
Mussavat intelligence service. But the Central Committee plenum had barely concluded when Kaminsky was
arrested and then shot. Had Stalin examined Kaminsky's statement? No; because Stalin believed in Beriya and that
was enough for him. And when Stalin believed in anyone or anything, then no one could say anything which was
contrary to his opinion; anyone who would dare to express opposition would have met the same fate as Kaminsky. . .
.
Comrades, the cult of the individual acquired such monstrous size chiefly because Stalin himself, using all
conceivable methods, supported the glorification of his own person. This is supported by numerous facts. One of the
most characteristic examples of Stalin's self -glorification and of his lack of even elementary modesty is the edition
of his Short Biography, which was published in 1948.
This book is an expression of the most dissolute flattery, an example of making a man into a godhead, of
transforming him into an infallible sage, "the greatest leader," "sublime strategist of all times and nations." Finally
no other words could be found with which to lift Stalin up to the heavens.
We need not give here examples of the loathsome adulation filling this book. All we need to add is that they all were
approved and edited by Stalin personally and some of them were added in his own handwriting to the draft text of
the book. . . .
Comrades, if we sharply criticize today the cult of the individual which was so widespread during Stalin's life and if
we speak about the many negative phenomena generated by this cult which is so alien to the spirit of MarxismLeninism, various persons may ask: How could it be? Stalin headed the party and the country for 30 years and many
victories were gained during his lifetime. Can we deny this? In my opinion, the question can be asked in this manner
only by those who are blinded and hopelessly hypnotized by the cult of the individual, only by those who do not
understand the essence of the revolution and of the Soviet State, only by those who do not understand, in a Leninist
manner, the role of the party and of the nation in the development of the Soviet society. . . .
Our historical victories were attained thanks to the organizational work of the party, to the many provincial
organizations, and to the self-sacrificing work of our great nation. These victories are the result of the great drive
and activity of the nation and of the party as a whole; they are not at all the fruit of the leadership of Stalin, as the
situation was pictured during the period of the cult of the individual. . . .
Let us consider the first Central Committee plenum after the 19th party congress when Stalin, in his talk at the
plenum, characterized Vyacheslav Mikhailovich Molotov and Anastas Ivanovich Mikoyan and suggested that these
old workers of our party were guilty of some baseless charges. It is not excluded that had Stalin remained at the
helm for another several months, Comrades Molotov and Mikoyan would probably have not delivered any speeches
at this congress.
Stalin evidently had plans to finish off the old members of the political bureau. He often stated that political bureau
members should be replaced by new ones. . . .
We can assume that this was also a design for the future annihilation of the old political bureau members and in this
way a cover for all shameful acts of Stalin, acts which we are now considering.
Comrades, in order not to repeat errors of the past, the central committee has declared itself resolutely against the
cult of the individual. We consider that Stalin was excessively extolled. However, in the past Stalin doubtless
performed great services to the party, to the working class, and to the international workers' movement. . . .
We should in all seriousness consider the question of the cult of the individual. We cannot let this matter get out of
the party, especially not to the press. It is for this reason that we are considering it here at a closed congress session.
We should know the limits; we should not give ammunition to the enemy; we should not wash our dirty linen before
their eves. I think that the delegates to the congress will understand and assess properly all these proposals.
[Tumultuous applause.]
Comrades, we must abolish the cult of the individual decisively, once and for all; we must draw the proper
conclusions concerning both ideological-theoretical and practical work.
It is necessary for this purpose:
First, in a Bolshevik manner to condemn and to eradicate the cult of the individual as alien to Marxism-Leninism
and not consonant with the principles of party leadership and the norms of party life, and to fight inexorably all
attempts at bringing back this practice in one form or another.
To return to and actually practice in all our ideological work, the most important theses of Marxist-Leninist science
about the people as the creator of history and as the creator of all material and spiritual good of humanity, about the
decisive role of the Marxist party in the revolutionary fight for the transformation of society-, about the victory of
communism.
In this connection we will be forced to do much work in order to examine critically from the Marxist-Leninist
viewpoint and to correct the widely spread erroneous views connected with the cult of the individual in the sphere of
history, philosophy,, economy, and of other sciences, as well as in the literature and t be fine arts. It is especially
necessary that in the immediate future we compile a serious textbook of the history of our party which will be edited
in accordance with scientific Marxist objectivism, a textbook of the history of Soviet society, a book pertaining to
the events of the civil war and the great patriotic war.
Secondly, to continue systematically and consistently the work done by the party's central committee during the last
years, a work characterized by minute observation in all party- organizations, from the bottom to the top, of the
Leninist principles of party- leadership, characterized, above all, by the main principle of collective leadership,
characterized by the observation of the norms of party life described in the statutes of our party, and, finally,
characterized by- the wide practice of criticism and self-criticism.
Thirdly, to restore completely the Leninist principles of Soviet Socialist democracy., expressed in the constitution of
the Soviet Union, to fight willfulness of individuals abusing their power. The evil caused by acts violating
revolutionary Socialist legality which have accumulated during a long time as a result of the negative influence of
the cult of the individual has to be completely corrected.
Comrades, the 20tb Congress of the Communist Party of the Soviet Union has manifested with a new strength the
unshakable unity- of our party, its cohesiveness around the central committee, its resolute will to accomplish the
great task of building communism. [Tumultuous applause.] And the fact that we present in all the ramifications the
basic problems of overcoming the cult of the individual which is alien to Marxism-Leninism, as well as the problem
of liquidating its burdensome consequences, is an evidence of the great moral and political strength of our party'.
[Prolonged applause.]
We are absolutely certain that our party, armed with the historical resolutions of the 20th Congress, will lead the
Soviet people along the Leninist path to new, successes, to new victories. [Tumultuous, prolonged applause.]
Long live the victorious banner of our party-Leninism. [Tumultuous, prolonged applause ending in ovation. All
rise.]
Teacher: Coach David Morgan
Co-Teacher: Mr. Ben Austin
Grade(s): 10
Week of: 4/20-4/24
Day: 4/22/2015
Subject/Unit: World History
Area of Study
World History (10th Grade)
Duration of Instruction
120 minutes
Standard(s) (Learning Goals)- Framework, Competencies and Objectives (Letters / Numbers)
1a: Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism,
constitutionalism, totalitarianism, monarchy, and republic) as practiced by societies that
adopted over time. (DOK 2)
1b: Compare and contrast the ideologies and practices of communism, socialism,
liberalism, fascism, nationalism, and imperialism. (DOK 2)
1c: Analyze the different governmental systems of countries in Europe, Asia, and the Americas
(e.g. Fascism in Italy and Germany, Communism in Russia and China, and Democracy in
the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms
of the main factors that contributed to their rise and fall. (DOK 4)
3a: Analyze the role of imperialism and industrialism as factors in the rise of global conflict
since the Age of Enlightenment. (DOK 3)
3b: Critique the successes and failures of initiatives to create international security (e.g.,
Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations,"
United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
3c: Analyze the causes, effects, and unique features of World War I and World War II in terms of
the changes in diplomatic relationships among the various countries involved. (DOK 3)
3d: Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4d: Analyze the international developments in the post–World War II world in terms of global
economic, military, and political power shifts (e.g., developments of nationalism in
Africa and the ―Middle East, the effects of the Truman Doctrine and the Marshall Plan
in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)
6b: Analyze the role of imperialism, geography, and market economies in the development of the
economies of ―third world nations in Africa, Southeast Asia, Latin America
and the Philippines. (DOK 3)
8d: Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism,
and in Christianity in the development of Western political thought. (DOK 3)
Objectives:
1. I can tell how WWII changed diplomatic relationships among countries involved in the conflict
2. I can interpret political cartoons
3. I can outline the origins and the development of the Cold War in the following areas: ideology,
technology, economics, and geography.(finish from last week)
4. I can give the short version of America’s role in the Oil Embargo, and Iran-Hostage Crisis
5. I can outline the causes and the effects of U.S. involvement in the Middle East and Persian
Gulf.
6. I can analyze the international developments in Post-War Europe and America.
7. I can trace the origins and development of the Cold War between the U.S. and the U.S.S.R.
8. I can explain America’s role in international organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th century.
9. I can explain the reasons for and the consequences of increased American involvement in the
Middle East and the Persian Gulf.
Initial Activity:
Bell Work: Write a seven-to-ten sentence paragraph on the presidency (only while in office) of
Lyndon B. Johnson.
Extended Bell work: Define the following Key Terms:
ratification, decolonization, legitimacy, Humanitarian Relief. OPEC, Glasnot,
Perestroika, Iran-Contra Affair, Realpolitik, Ping-Pong Diplomacy, SALT II, Evil
Empire, SDI, Berlin Wall comes down, Imperialism, Nationalism, Foreign Policy,
Initiative, Foreign Affairs, Annex, Diplomacy (Diplomat), Democracy, Capitalism,
Social Darwinism, Sphere of influence, Sovereignty, Despotism (Despot)
Procedures:
TTW introduce academic vocabulary in context, discuss them, and then assess for student
understanding.
TTW lecture on The Bay of Pigs Fiasco and the Cuban Missile Crisis
TSW take notes on the lecture and PowerPoint presentation given.
TSW evaluate the global impact of The Cold War and US-Soviet Relations
TSW complete Objective 5 on The Bay of Pigs Fiasco and the Cuban Missile Crisis
Guided Practice:
Students will Complete Objective Five on the Cold War
Objective Five: The Bay of Pigs Fiasco and the Cuban Missile Crisis
TSW takes notes on the Bay of Pigs invasion and on the Cuban Missile Crisis
TSW explain President John F. Kennedy's new manner of fighting off communism. He organized the
Alliance for Progress and the Peace Corps while also pursuing a policy of “flexible response.”
TSW describe the embarrassment of Kennedy’s administration at the failure of the Bay of Pigs mission.
TSW explain the U-2 incident and the photographs taken over Cuba.
TSW explain the Cuban Missile Crisis- the closest the world had ever came to a nuclear holocaust.
TSW describe the naval blockade around Cuba
TSW describe how Khrushchev "blinks."
TSW explain Kennedy and Khrushchev reach an agreement (Nuclear Test Ban Treaty of 1963)
TSW complete objective five on The Bay of Pigs Fiasco and the Cuban Missile Crisis
Materials:
1.
2.
3.
4.
5.
interwrite board
PowerPoint
computer (device with Internet)
textbooks (US History, American History, and World History textbooks)
white board/expo markers
Assessment:
Formative Assessment:
Bell Activity
Questioning
Observation
Stand-up Activity
Summative Assessment:
Test (At the end of the Unit)
Project (day-to-day in class work)
Portfolio/Notebook (Due at the End of the Unit)
Intervention:
Students who need intervention will be given a partner to help with this activity. TTW work with a select
group of students to help them read through the text.. TST and inclusion students will report to the
inclusion teacher during directed times.
Enrichment:
Students who need enrichment will be required to answer a critical thinking question based on the
predictions they made after pre-reading the chapter.
TSW refer to their Cold War-Timeline and will complete it using the given information from the Lecture
notes.
Remediation:
Students who need remediation will read the objective out loud and will answer questions as they are
brought up.
Accommodation:
My ESL (ELL) students and the lower level group of students will use the vocabulary list to help them
better understand the information and material given. These word lists will help these students identify
key concepts and terms necessary to comprehend the material given.
My students who read on a 4th grade level will be able to use their electronic devices to watch fiveminute documentary or educational video on the topic of discussion.
How will I provide extra instruction/assistance to struggling learners?
One-on-One instruction, peer tutors
How will I provide focused learning time for those students who finish early and/or show mastery
of skills?
Early finishers will study their notes, define vocabulary (both terms given and unidentified terms)
A map of Europe: Post World War II will be given in order that students may identify what the geography
and nations looked like at this point leading into the Cold War.
TSW be given a Cold-War -Timeline that will follow through specific events, figures, and symbols of the
Cold War. Students must construct this timeline (given the terms) and must include dates in chronological
order, key details, and a description of each term.
How can/will you integrate reading/writing into the lesson?
bell ringer, reading aloud in groups and outlining the chapter
Incorporate Technology:
-PowerPoint
-Interwrite board
-Computer (device with Internet)
Reflection:
Thinking About This Lesson
How well did the students achieve the learning targets based on your evidence? What surprises, questions,
dilemmas, or problems did you encounter?
Thinking Ahead
What will you do next for your students; why? Consider students who mastered the learning target at different
levels or not at all.
Objective 5: The Bay of Pigs Fiasco & the Cuban Missile Crisis
A. New President John F. Kennedy moved quickly to show that he could lead the fight against
communism in a different and better manner than the “old general.” He organized the Alliance
for Progress and the Peace Corps while also pursuing a policy of “flexible response.” Define
each of the underlined items in the previous sentence on a separate sheet of paper. Your
responses should be thorough and your sources cited at the bottom of the page.
B. Just south of the U.S. border, Cuba underwent a revolution, and communist dictator Fidel Castro
came to power. Kennedy inherited (from President Eisenhower) a plan to overthrow Castro’s
Communist government before it could become a threat to the U.S. Analyze the cartoon of
Kennedy’s attempt to implement the Bay of Pigs mission. Use the cartoon analysis sheet to
interpret the cartoon by identifying important symbols and the central idea of the cartoon.
On the back of the analysis sheet explain the cause, course, result, and significance of the
Bay of Pigs fiasco.
C. The Bay of Pigs debacle, the ostracizing of Cuba by the Alliance for Progress, and the feeble
attempts to assassinate Castro pushed Cuba into the arms of Khrushchev. In October 1962,
Kennedy was informed of alarming U-2 photographs taken over Cuba. The photos sparked the
Cuban Missile Crisis, an event that was the closest the world ever came to a nuclear holocaust.
Using the items below, construct a timeline that explains the events of the Cuban Missile
Crisis on a separate sheet of paper. Each item should be accompanied by a detailed
description of its significance as well as a date.
● U-2 photographs presented by CIA to Kennedy.
● U.S. naval blockade established around Cuba.
● Kennedy makes public warning.
● U-2 plane shot down over Cuba.
● Khrushchev “blinks.”
● Kennedy and Khrushchev reach an agreement.
D. Now everyone knew that a missile gap did indeed exist—in favor of the U.S. Two important
things resulted from the Cuban Missile Crisis. Research each of the items below, and explain
both of them.
●
●
the fate of Khrushchev
Nuclear Test Ban Treaty of 1963
Document Analysis Worksheet
Name of Document:
.
Type of Document: Date of Document (
(circle one)
)
-Congressional Act
-Speech
-Other
.
-Advertisement
-Executive Order
-Congressional record
-Press Release
-Telegram
-Letter
Author (Creator/Position/Title) of the Document
.
.
From what audience and reason was the document written?
.
.
Define the four most unique vocabulary terms needed to understand the document:
1)
2)
3)
4)
Document Information
List three things the author said that are important
1)
2)
3)
Why do YOU think that the author wrote the document?
Quotes(s) from the document that present evidence as to why it was written.
What is the central idea to the document?
What is the document's significance?
Teacher: Coach David Morgan
Co-Teacher: Mr. Ben Austin
Grade(s): 10
Week of: 4/20-4/24
Day: 4/23/2015
Subject/Unit: World History
Area of Study
World History (10th Grade)
Duration of Instruction
120 minutes
Standard(s) (Learning Goals)- Framework, Competencies and Objectives (Letters / Numbers)
1a: Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism,
constitutionalism, totalitarianism, monarchy, and republic) as practiced by societies that
adopted over time. (DOK 2)
1b: Compare and contrast the ideologies and practices of communism, socialism,
liberalism, fascism, nationalism, and imperialism. (DOK 2)
1c: Analyze the different governmental systems of countries in Europe, Asia, and the Americas
(e.g. Fascism in Italy and Germany, Communism in Russia and China, and Democracy in
the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms
of the main factors that contributed to their rise and fall. (DOK 4)
3a: Analyze the role of imperialism and industrialism as factors in the rise of global conflict
since the Age of Enlightenment. (DOK 3)
3b: Critique the successes and failures of initiatives to create international security (e.g.,
Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations,"
United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
3c: Analyze the causes, effects, and unique features of World War I and World War II in terms of
the changes in diplomatic relationships among the various countries involved. (DOK 3)
3d: Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4d: Analyze the international developments in the post–World War II world in terms of global
economic, military, and political power shifts (e.g., developments of nationalism in
Africa and the ―Middle East, the effects of the Truman Doctrine and the Marshall Plan
in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)
6b: Analyze the role of imperialism, geography, and market economies in the development of the
economies of ―third world nations in Africa, Southeast Asia, Latin America
and the Philippines. (DOK 3)
8d: Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism,
and in Christianity in the development of Western political thought. (DOK 3)
Objectives:
1. I can tell how WWII changed diplomatic relationships among countries involved in the conflict
2. I can interpret political cartoons.
3. I can outline the origins and the development of the Cold War in the following areas: ideology,
technology, economics, and geography.(finish from last week)
4. I can give the short version of America’s role in the Oil Embargo, and Iran-Hostage Crisis
5. I can outline the causes and the effects of U.S. involvement in the Middle East and Persian
Gulf.
6. I can analyze the international developments in Post-War Europe and America.
7. I can trace the origins and development of the Cold War between the U.S. and the U.S.S.R.
8. I can explain America’s role in international organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th century.
9. I can explain the reasons for and the consequences of increased American involvement in the
Middle East and the Persian Gulf.
Initial Activity:
Bell Work: Write a seven-to-ten sentence paragraph on the presidency (only while in office) of
Richard Nixon.
Extended Bell work: Define the following Key Terms:
ratification, decolonization, legitimacy, Humanitarian Relief. OPEC, Glasnot,
Perestroika, Iran-Contra Affair, Realpolitik, Ping-Pong Diplomacy, SALT II, Evil
Empire, SDI, Berlin Wall comes down, Imperialism, Nationalism, Foreign Policy,
Initiative, Foreign Affairs, Annex, Diplomacy (Diplomat), Democracy, Capitalism,
Social Darwinism, Sphere of influence, Sovereignty, Despotism (Despot)
Procedures:
TTW introduce academic vocabulary in context, discuss them, and then assess for student
understanding.
TTW lecture on Vietnam- War of Division
TSW take notes on the lecture and PowerPoint presentation given.
TSW evaluate the global impact of The Cold War and US-Soviet Relations
TSW complete Objective 6: Vietnam- War of Division
Guided Practice:
Students will Complete Objective Six on the Cold War
Objective Six: Vietnam- War of Division
TSW take notes on Vietnam and the War of Division
TSW explain how 1968 became known as the "Year of Coming Apart" for Americans.
TSW explain how President Nixon, without consulting Congress, ordered a joint force of American and
South Vietnamese troops to secretly invade and bomb Cambodia to get rid of Communistic
presence
TSW describe what role the media played in how the American public received and reacted to the
development of the Vietnam War.
TSW explain what two important developments resulted in the United States after the Vietnam War: The
26th Amendment and the War Powers Act (1973)
TSW complete objective six on Vietnam and the War of Division
Materials:
1.
2.
3.
4.
5.
6.
7.
8.
9.
interwrite board
PowerPoint
computer (device with Internet)
textbooks (US History, American History, and World History textbooks)
library
computers
lab/lab equipment
manipulative/models
white board/expo markers
Assessment:
Formative Assessment:
Bell Activity
Questioning
Observation
Stand-up Activity
Summative Assessment:
Test (At the end of the Unit)
Project (day-to-day in class work)
Portfolio/Notebook (Due at the End of the Unit)
Intervention:
Students who need intervention will be given a partner to help with this activity. TTW work with a select
group of students to help them read through the text.. TST and inclusion students will report to the
inclusion teacher during directed times.
Enrichment:
Students who need enrichment will be required to answer a critical thinking question based on the
predictions they made after pre-reading the chapter.
TSW refer to their Cold War-Timeline and will complete it using the given information from the Lecture
notes.
Remediation:
Students who need remediation will read the objective out loud and will answer questions as they are
brought up.
Accommodation:
My ESL (ELL) students and the lower level group of students will use the vocabulary list to help them
better understand the information and material given. These word lists will help these students identify
key concepts and terms necessary to comprehend the material given.
My students who read on a 4th grade level will be able to use their electronic devices to watch fiveminute documentary or educational video on the topic of discussion.
How will I provide extra instruction/assistance to struggling learners?
One-on-One instruction, peer tutors
How will I provide focused learning time for those students who finish early and/or show mastery
of skills?
Early finishers will study their notes, define vocabulary (both terms given and unidentified terms)
A map of Europe: Post World War II will be given in order that students may identify what the geography
and nations looked like at this point leading into the Cold War.
TSW be given a Cold-War -Timeline that will follow through specific events, figures, and symbols of the
Cold War. Students must construct this timeline (given the terms) and must include dates in chronological
order, key details, and a description of each term.
How can/will you integrate reading/writing into the lesson?
bell ringer, reading aloud in groups and outlining the chapter
Incorporate Technology:
-PowerPoint
-Interwrite board
-Computer (device with Internet)
Reflection:
Thinking About This Lesson
How well did the students achieve the learning targets based on your evidence? What surprises, questions,
dilemmas, or problems did you encounter?
Thinking Ahead
What will you do next for your students; why? Consider students who mastered the learning target at different
levels or not at all.
Objective 6: Vietnam -- War of Division
A. Because of global events and crises inside the United States, 1968 became known as the
“Year of Coming Apart” for Americans. Research the events of that year and create a
pictorial representation of the four most important events. Make clear in your
illustrations why these events contribute to the “coming apart” of the United States.
B. Map the significant locations, routes, and events of the Vietnam War. Include a
detailed legend that incorporates all of the following items:
North Vietnam
Tonkin)
South Vietnam
China
Laos
Cambodia
Thailand
Burma
all bodies of water (including the Gulf of
17th Parallel
Ho Chi Minh Trail
Hanoi
Saigon
TET Offensive
C. On April 29, 1970, without consulting Congress, President Nixon ordered a joint force of
American and South Vietnamese troops to secretly invade and bomb Cambodia to rid it
of all Communistic presence. Explain the reaction of American citizens to these
actions in a well-developed paragraph on a separate sheet of paper. Include the
events at Kent State University and Jackson State College within your explanation.
Cite your sources at the bottom of the page.
D. Media played a large role in how the American public received and reacted to the
developments of the Vietnam War. Find an original example (from the 1960s or
1970s) of media that contributed to a negative reception of the war. Include this
example within your portfolio, and in a caption underneath, explain the significance
of the example you chose.
E. The Vietnam War resulted in two important developments in the United States: the 26th
Amendment and the War Powers Act (1973). On a separate sheet of paper, explain
the significance of each development listed above, including its impact on the future
of America. Cite your sources at the bottom of the page.
Teacher: Coach David Morgan
Co-Teacher: Mr. Ben Austin
Grade(s): 10
Week of: 4/20-4/24
Day: 4/24/2015
Subject/Unit: World History
Area of Study
World History (10th Grade)
Duration of Instruction
120 minutes
Standard(s) (Learning Goals)- Framework, Competencies and Objectives (Letters / Numbers)
1a: Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism,
constitutionalism, totalitarianism, monarchy, and republic) as practiced by societies that
adopted over time. (DOK 2)
1b: Compare and contrast the ideologies and practices of communism, socialism,
liberalism, fascism, nationalism, and imperialism. (DOK 2)
1c: Analyze the different governmental systems of countries in Europe, Asia, and the Americas
(e.g. Fascism in Italy and Germany, Communism in Russia and China, and Democracy in
the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms
of the main factors that contributed to their rise and fall. (DOK 4)
3a: Analyze the role of imperialism and industrialism as factors in the rise of global conflict
since the Age of Enlightenment. (DOK 3)
3b: Critique the successes and failures of initiatives to create international security (e.g.,
Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations,"
United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
3c: Analyze the causes, effects, and unique features of World War I and World War II in terms of
the changes in diplomatic relationships among the various countries involved. (DOK 3)
3d: Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4d: Analyze the international developments in the post–World War II world in terms of global
economic, military, and political power shifts (e.g., developments of nationalism in
Africa and the ―Middle East, the effects of the Truman Doctrine and the Marshall Plan
in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)
6b: Analyze the role of imperialism, geography, and market economies in the development of the
economies of ―third world nations in Africa, Southeast Asia, Latin America
and the Philippines. (DOK 3)
8d: Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism,
and in Christianity in the development of Western political thought. (DOK 3)
Objectives:
1. I can tell how WWII changed diplomatic relationships among countries involved in the conflict
2. I can interpret political cartoons.
3. I can outline the origins and the development of the Cold War in the following areas: ideology,
technology, economics, and geography.(finish from last week)
4. I can give the short version of America’s role in the Oil Embargo, and Iran-Hostage Crisis
5. I can outline the causes and the effects of U.S. involvement in the Middle East and Persian
Gulf.
6. I can analyze the international developments in Post-War Europe and America.
7. I can trace the origins and development of the Cold War between the U.S. and the U.S.S.R.
8. I can explain America’s role in international organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th century.
9. I can explain the reasons for and the consequences of increased American involvement in the
Middle East and the Persian Gulf.
Initial Activity:
Bell Work: Write a seven-to-ten sentence paragraph on the presidency (only while in office) of
Gerald Ford.
Extended Bell work: Define the following Key Terms:
ratification, decolonization, legitimacy, Humanitarian Relief. OPEC, Glasnot,
Perestroika, Iran-Contra Affair, Realpolitik, Ping-Pong Diplomacy, SALT II, Evil
Empire, SDI, Berlin Wall comes down, Imperialism, Nationalism, Foreign Policy,
Initiative, Foreign Affairs, Annex, Diplomacy (Diplomat), Democracy, Capitalism,
Social Darwinism, Sphere of influence, Sovereignty, Despotism (Despot)
Procedures:
TTW introduce academic vocabulary in context, discuss them, and then assess for student
understanding.
TTW lecture on Détente and S.A.L.T.
TSW take notes on the lecture and PowerPoint presentation given.
TSW evaluate the global impact of The Cold War and US-Soviet Relations
TSW complete Objective7: Détente and S.A.L.T.
Guided Practice:
Students will Complete Objective Seven on the Cold War
Objective Seven: Détente and S.A.L.T.
TSW take notes on Détente and S.A.L.T.
TSW describe U.S. foreign relations with China and the Soviet Union.
TSW explain how Nixon made a successful “good will mission” to Communist China before also
travelling to Moscow to ease tension with the Soviets.
TSW explainPing-Pong Diplomacy.
TSW define Détente.
TSW describe how nuclear reduction became the focus of Détente.
TSW explain S.A.L.T. II was “killed” by the world’s hostile political environment in 1979.
TSW complete objective seven Détente and S.A.L.T.
Materials:
1.
2.
3.
4.
5.
Interwrite Board
PowerPoint
computer (device with Internet)
textbooks (US History, American History, and World History textbooks)
white board/expo markers
Assessment:
Formative Assessment:
Bell Activity
Questioning
Observation
Stand-up Activity
Summative Assessment:
Test (At the end of the Unit)
Project (day-to-day in class work)
Portfolio/Notebook (Due at the End of the Unit)
Intervention:
Students who need intervention will be given a partner to help with this activity. TTW work with a select
group of students to help them read through the text.. TST and inclusion students will report to the
inclusion teacher during directed times.
Enrichment:
Students who need enrichment will be required to answer a critical thinking question based on the
predictions they made after pre-reading the chapter.
TSW refer to their Cold War-Timeline and will complete it using the given information from the Lecture
notes.
Remediation:
Students who need remediation will read the objective out loud and will answer questions as they are
brought up.
Accommodation:
My ESL (ELL) students and the lower level group of students will use the vocabulary list to help them
better understand the information and material given. These word lists will help these students identify
key concepts and terms necessary to comprehend the material given.
My students who read on a 4th grade level will be able to use their electronic devices to watch fiveminute documentary or educational video on the topic of discussion.
How will I provide extra instruction/assistance to struggling learners?
One-on-One instruction, peer tutors
How will I provide focused learning time for those students who finish early and/or show mastery
of skills?
Early finishers will study their notes, define vocabulary (both terms given and unidentified terms)
A map of Europe: Post World War II will be given in order that students may identify what the geography
and nations looked like at this point leading into the Cold War.
TSW be given a Cold-War -Timeline that will follow through specific events, figures, and symbols of the
Cold War. Students must construct this timeline (given the terms) and must include dates in chronological
order, key details, and a description of each term.
How can/will you integrate reading/writing into the lesson?
bell ringer, reading aloud in groups and outlining the chapter
Incorporate Technology:
-PowerPoint
-Interwrite board
-Computer (device with Internet)
Reflection:
Thinking About This Lesson
How well did the students achieve the learning targets based on your evidence? What surprises, questions,
dilemmas, or problems did you encounter?
Thinking Ahead
What will you do next for your students; why? Consider students who mastered the learning target at different
levels or not at all.
Objective 7: Détente & S.A.L.T.
A. While President Nixon and Henry Kissinger, National Security advisor and Secretary of
State, were trying to get out of Vietnam, they were pragmatic. They knew that resolving
the conflict was only part of the solution—they must also deal with China and the Soviet
Union. Nixon made a successful “good will mission” to Communist China before also
travelling to Moscow to ease tension with the Soviets. Create an encyclopedia entry
for each of the following concepts on a separate sheet of paper. Your research
should be organized in a well-developed paragraph; key terms should be
underlined; and the entry should be accompanied by a photograph. Cite your
sources at the bottom of the page:
a. Ping-Pong Diplomacy
b. Détente
B. Nuclear reduction became the focus of Détente. By the early 1970s, bomb technology
developed warheads 1000 times stronger than the Hiroshima bomb, and numbers neared
the 10,000 mark…think about it. Mutually Assured Destruction (M.A.D.) meant that
the only way to win such a conflict would be to never begin one. Read and annotate
the article entitled “Strategic Arms Limitation Talks.” Answer the questions at the
bottom of the second page.
C. S.A.L.T. II was “killed” by the world’s hostile political environment in 1979. Using 2
½” squares, illustrate the four events that led to the demise of S.A.L.T. II. Make
sure that your illustrations emphasize the specific event that created tension
between the two nations.
1. Cuba
2. Tehran
3. Afghanistan
4. Moscow (Olympics)
Teacher: Coach David Morgan
Co-Teacher: Mr. Ben Austin
Grade(s): 10
Week of: 4/27-5/01
Day: 4/27/2015
Subject/Unit: World History
Area of Study
World History (10th Grade)
Duration of Instruction
120 minutes
Standard(s) (Learning Goals)- Framework, Competencies and Objectives (Letters / Numbers)
1a: Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism,
constitutionalism, totalitarianism, monarchy, and republic) as practiced by societies that
adopted over time. (DOK 2)
1b: Compare and contrast the ideologies and practices of communism, socialism,
liberalism, fascism, nationalism, and imperialism. (DOK 2)
1c: Analyze the different governmental systems of countries in Europe, Asia, and the Americas
(e.g. Fascism in Italy and Germany, Communism in Russia and China, and Democracy in
the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms
of the main factors that contributed to their rise and fall. (DOK 4)
3a: Analyze the role of imperialism and industrialism as factors in the rise of global conflict
since the Age of Enlightenment. (DOK 3)
3b: Critique the successes and failures of initiatives to create international security (e.g.,
Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations,"
United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
3c: Analyze the causes, effects, and unique features of World War I and World War II in terms of
the changes in diplomatic relationships among the various countries involved. (DOK 3)
3d: Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4d: Analyze the international developments in the post–World War II world in terms of global
economic, military, and political power shifts (e.g., developments of nationalism in
Africa and the ―Middle East, the effects of the Truman Doctrine and the Marshall Plan
in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)
6b: Analyze the role of imperialism, geography, and market economies in the development of the
economies of ―third world nations in Africa, Southeast Asia, Latin America
and the Philippines. (DOK 3)
8d: Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism,
and in Christianity in the development of Western political thought. (DOK 3)
Objectives:
1. I can tell how WWII changed diplomatic relationships among countries involved in the conflict
2. I can interpret political cartoons
3. I can outline the origins and the development of the Cold War in the following areas: ideology,
technology, economics, and geography.(finish from last week)
4. I can give the short version of America’s role in the Oil Embargo, and Iran-Hostage Crisis
5. I can outline the causes and the effects of U.S. involvement in the Middle East and Persian
Gulf.
6. I can analyze the international developments in Post-War Europe and America.
7. I can trace the origins and development of the Cold War between the U.S. and the U.S.S.R.
8. I can explain America’s role in international organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th century.
9. I can explain the reasons for and the consequences of increased American involvement in the
Middle East and the Persian Gulf.
Initial Activity:
Bell Work: Write a seven-to-ten sentence paragraph on the presidency (only while in office) of
Jimmy Carter
Extended Bell work: Define the following Key Terms:
ratification, decolonization, legitimacy, Humanitarian Relief. OPEC, Glasnot,
Perestroika, Iran-Contra Affair, Realpolitik, Ping-Pong Diplomacy, SALT II, Evil
Empire, SDI, Berlin Wall comes down, Imperialism, Nationalism, Foreign Policy,
Initiative, Foreign Affairs, Annex, Diplomacy (Diplomat), Democracy, Capitalism,
Social Darwinism, Sphere of influence, Sovereignty, Despotism (Despot)
Procedures:
TTW introduce academic vocabulary in context, discuss them, and then assess for student
understanding.
TTW lecture on Fall of the Soviet Union and the End of the Cold War
TSW take notes on the lecture and PowerPoint presentation given.
TSW evaluate the global impact of The Cold War and US-Soviet Relations
TSW complete Objective 8: Fall of the Soviet Union and the End of the Cold War
Guided Practice:
Students will Complete Objective Eight on the Cold War
Objective Eight: Fall of the Soviet Union and the End of the Cold War
TSW take notes on the fall of the U.S.S.R. (Soviet Union) and the end of the Cold War.
TSW explain the election of the Republican (cowboy, actor, conservative, and anti-communist) Ronald
Reagan.
TSW explain how Ronald Reagan viewed the Soviet Union (and Communism).
TSW explain Reagan's military arsenal called Strategic Arms Initiative (SAI)
TSW identify the new Soviet leader (in 1985), Mikhail Gorbachev.
TSW explain Soviet's two new economic concepts:
TSW define perestroika and glasnost
TSW describe Ronald Reagan's famous speech to the West Berliners.
TSW complete objective eight on the Fall of the Soviet Union and the End of the Cold War
TSW also complete a Cold War Essay.
Materials:
1.
2.
3.
4.
5.
6.
7.
Interwrite Board
PowerPoint
computer (device with Internet)
textbooks (US History, American History, and World History textbooks)
library
Ccomputers
white board/expo markers
Incorporate Technology:
-PowerPoint
-Interwrite board
-Computer (device with Internet)
Assessment:
Formative Assessment:
Bell Activity
Questioning
Observation
Stand-up Activity
Summative Assessment:
Test (At the end of the Unit)
Project (day-to-day in class work)
Portfolio/Notebook (Due at the End of the Unit)
Intervention:
Students who need intervention will be given a partner to help with this activity. TTW work with a select
group of students to help them read through the text.. TST and inclusion students will report to the
inclusion teacher during directed times.
Enrichment:
Students who need enrichment will be required to answer a critical thinking question based on the
predictions they made after pre-reading the chapter.
TSW refer to their Cold War-Timeline and will complete it using the given information from the Lecture
notes.
Remediation:
Students who need remediation will read the objective out loud and will answer questions as they are
brought up.
Accommodation:
My ESL (ELL) students and the lower level group of students will use the vocabulary list to help them
better understand the information and material given. These word lists will help these students identify
key concepts and terms necessary to comprehend the material given.
My students who read on a 4th grade level will be able to use their electronic devices to watch fiveminute documentary or educational video on the topic of discussion.
How will I provide extra instruction/assistance to struggling learners?
One-on-One instruction, peer tutors
How will I provide focused learning time for those students who finish early and/or show mastery
of skills?
Early finishers will study their notes, define vocabulary (both terms given and unidentified terms)
A map of Europe: Post World War II will be given in order that students may identify what the geography
and nations looked like at this point leading into the Cold War.
TSW be given a Cold-War -Timeline that will follow through specific events, figures, and symbols of the
Cold War. Students must construct this timeline (given the terms) and must include dates in chronological
order, key details, and a description of each term.
How can/will you integrate reading/writing into the lesson?
bell ringer, reading aloud in groups and outlining the chapter
Reflection:
Thinking About This Lesson
How well did the students achieve the learning targets based on your evidence? What surprises, questions,
dilemmas, or problems did you encounter?
Thinking Ahead
What will you do next for your students; why? Consider students who mastered the learning target at different
levels or not at all.
Objective 8: Fall of the Soviet Union & the End of the Cold War
A. In 1980, the American public elected Republican/conservative/cowboy/actor/anti-Communist
Ronald Reagan as President of the United States. He immediately dismissed detente and returned
to harsh rhetoric because of his views of the Soviet Union. Find three quotes by Reagan that
describe his views of the Soviet Union and/or communism. Explain what each quote reveals
about Reagan and his views/actions towards the Soviet Union.
B. The crown jewel of Reagan’s military arsenal was a concept called the Strategic Defense
Initiative (SDI). Illustrate this new technological science-nonfiction concept that became
known as “Star Wars.”
C. A new Soviet leader took the reins of the USSR in 1985: Mikhail Gorbachev. The impact of
Reagan’s military buildup, the terrible state of the Soviet economy, and a disaster at the
Chernobyl nuclear power plant forced Gorbachev to concentrate on the Soviet economy rather
than the Cold War. He introduced two new economic concepts: perestroika and glasnost. The
concepts completely restructured the Soviet Union and its satellite nations that Gorbachev was
not able to control. Research the effects of perestroika and glasnost. In a well-developed
paragraph, define the two concepts AND explain how they led to the downfall of the Soviet
Union. Cite your sources at the bottom of the page.
D. On June 12, 1987, President Ronald Reagan spoke to the people of West Berlin at the base of the
Brandenburg Gate near the Berlin Wall. Due to the amplification system being used, the
President's words could also be heard on the Eastern (Communist-controlled) side of the wall.
The address Reagan delivered that is considered by many to have affirmed the beginning of the
end of the Cold War and the fall of communism. Beginning on November 9, 1989, the people of
a free Berlin tore down that wall. Read and annotate excerpts from Reagan’s famous speech.
Answer the questions at the bottom of the page using evidence from the text.
E. Attempted reforms at home left the Soviet Union unwilling to confront challenges to its control in
Eastern European satellite nations. During 1989 and 1990, the Berlin Wall came down, borders
opened, and free elections ousted Communist regimes everywhere in Eastern Europe. In late
1991, the Soviet Union itself dissolved into its component republics. With stunning speed, the
Iron Curtain was lifted, and the Cold War came to an end. Create a collage of photographs that
depict the collapse of the Soviet Union and the fall of communism in Eastern Europe.
Ronald Reagan
“Tear Down this Wall”
Chancellor Kohl, Governing Mayor Diepgen, ladies and gentlemen: Twenty-four years ago, President John F.
Kennedy visited Berlin, speaking to the people of this city and the world at the City Hall. Well, since then two
other presidents have come, each in his turn, to Berlin. And today I, myself, make my second visit to your
city.
We come to Berlin, we American presidents, because it's our duty to speak, in this place, of freedom. But I
must confess, we're drawn here by other things as well: by the feeling of history in this city, more than 500
years older than our own nation; by the beauty of the Grunewald and the Tiergarten; most of all, by your
courage and determination. Perhaps the composer Paul Lincke understood something about American
presidents. You see, like so many presidents before me, I come here today because wherever I go, whatever I
do: Ich hab noch einen Koffer in Berlin. [I still have a suitcase in Berlin.]
Our gathering today is being broadcast throughout Western Europe and North America. I understand that it
is being seen and heard as well in the East. To those listening throughout Eastern Europe, a special word:
Although I cannot be with you, I address my remarks to you just as surely as to those standing here before
me. For I join you, as I join your fellow countrymen in the West, in this firm, this unalterable belief: Es gibt
nur ein Berlin. [There is only one Berlin.]
Behind me stands a wall that encircles the free sectors of this city, part of a vast system of barriers that
divides the entire continent of Europe. From the Baltic, south, those barriers cut across Germany in a gash of
barbed wire, concrete, dog runs, and guard towers. Farther south, there may be no visible, no obvious wall.
But there remain armed guards and checkpoints all the same--still a restriction on the right to travel, still an
instrument to impose upon ordinary men and women the will of a totalitarian state. Yet it is here in Berlin
where the wall emerges most clearly; here, cutting across your city, where the news photo and the television
screen have imprinted this brutal division of a continent upon the mind of the world. Standing before the
Brandenburg Gate, every man is a German, separated from his fellow men. Every man is a Berliner, forced
to look upon a scar.
President von Weizsacker has said, "The German question is open as long as the Brandenburg Gate is
closed." Today I say: As long as the gate is closed, as long as this scar of a wall is permitted to stand, it is not
the German question alone that remains open, but the question of freedom for all mankind. Yet I do not come
here to lament. For I find in Berlin a message of hope, even in the shadow of this wall, a message of triumph.
In this season of spring in 1945, the people of Berlin emerged from their air-raid shelters to find devastation.
Thousands of miles away, the people of the United States reached out to help. And in 1947 Secretary of State-as you've been told--George Marshall announced the creation of what would become known as the Marshall
Plan. Speaking precisely 40 years ago this month, he said: "Our policy is directed not against any country or
doctrine, but against hunger, poverty, desperation, and chaos."
In the Reichstag a few moments ago, I saw a display commemorating this 40th anniversary of the Marshall
Plan. I was struck by the sign on a burnt-out, gutted structure that was being rebuilt. I understand that
Berliners of my own generation can remember seeing signs like it dotted throughout the western sectors of
the city. The sign read simply: "The Marshall Plan is helping here to strengthen the free world." A strong,
free world in the West, that dream became real. Japan rose from ruin to become an economic giant. Italy,
France, Belgium--virtually every nation in Western Europe saw political and economic rebirth; the European
Community was founded.
In West Germany and here in Berlin, there took place an economic miracle, the Wirtschaftswunder.
Adenauer, Erhard, Reuter, and other leaders understood the practical importance of liberty--that just as
truth can flourish only when the journalist is given freedom of speech, so prosperity can come about only
when the farmer and businessman enjoy economic freedom. The German leaders reduced tariffs, expanded
free trade, lowered taxes. From 1950 to 1960 alone, the standard of living in West Germany and Berlin
doubled.
Where four decades ago there was rubble, today in West Berlin there is the greatest industrial output of any
city in Germany--busy office blocks, fine homes and apartments, proud avenues, and the spreading lawns of
parkland. Where a city's culture seemed to have been destroyed, today there are two great universities,
orchestras and an opera, countless theaters, and museums. Where there was want, today there's abundance-food, clothing, automobiles--the wonderful goods of the Ku'damm. From devastation, from utter ruin, you
Berliners have, in freedom, rebuilt a city that once again ranks as one of the greatest on earth. The Soviets
may have had other plans. But my friends, there were a few things the Soviets didn't count on--Berliner Herz,
Berliner Humor, ja, und Berliner Schnauze. [Berliner heart, Berliner humor, yes, and a Berliner Schnauze.]
In the 1950s, Khrushchev predicted: "We will bury you." But in the West today, we see a free world that has
achieved a level of prosperity and well-being unprecedented in all human history. In the Communist world,
we see failure, technological backwardness, declining standards of health, even want of the most basic kind-too little food. Even today, the Soviet Union still cannot feed itself. After these four decades, then, there stands
before the entire world one great and inescapable conclusion: Freedom leads to prosperity. Freedom replaces
the ancient hatreds among the nations with comity and peace. Freedom is the victor.
And now the Soviets themselves may, in a limited way, be coming to understand the importance of freedom.
We hear much from Moscow about a new policy of reform and openness. Some political prisoners have been
released. Certain foreign news broadcasts are no longer being jammed. Some economic enterprises have been
permitted to operate with greater freedom from state control.
Are these the beginnings of profound changes in the Soviet state? Or are they token gestures, intended to
raise false hopes in the West, or to strengthen the Soviet system without changing it? We welcome change and
openness; for we believe that freedom and security go together, that the advance of human liberty can only
strengthen the cause of world peace. There is one sign the Soviets can make that would be unmistakable, that
would advance dramatically the cause of freedom and peace.
General Secretary Gorbachev, if you seek peace, if you seek prosperity for the Soviet Union and Eastern
Europe, if you seek liberalization: Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev,
tear down this wall!
I understand the fear of war and the pain of division that afflict this continent-- and I pledge to you my
country's efforts to help overcome these burdens. To be sure, we in the West must resist Soviet expansion. So
we must maintain defenses of unassailable strength. Yet we seek peace; so we must strive to reduce arms on
both sides.
Beginning 10 years ago, the Soviets challenged the Western alliance with a grave new threat, hundreds of new
and more deadly SS-20 nuclear missiles, capable of striking every capital in Europe. The Western alliance
responded by committing itself to a counter-deployment unless the Soviets agreed to negotiate a better
solution; namely, the elimination of such weapons on both sides. For many months, the Soviets refused to
bargain in earnestness. As the alliance, in turn, prepared to go forward with its counter-deployment, there
were difficult days--days of protests like those during my 1982 visit to this city--and the Soviets later walked
away from the table.
But through it all, the alliance held firm. And I invite those who protested then-- I invite those who protest
today--to mark this fact: Because we remained strong, the Soviets came back to the table. And because we
remained strong, today we have within reach the possibility, not merely of limiting the growth of arms, but of
eliminating, for the first time, an entire class of nuclear weapons from the face of the earth.
As I speak, NATO ministers are meeting in Iceland to review the progress of our proposals for eliminating
these weapons. At the talks in Geneva, we have also proposed deep cuts in strategic offensive weapons. And
the Western allies have likewise made far-reaching proposals to reduce the danger of conventional war and to
place a total ban on chemical weapons.
While we pursue these arms reductions, I pledge to you that we will maintain the capacity to deter Soviet
aggression at any level at which it might occur. And in cooperation with many of our allies, the United States
is pursuing the Strategic Defense Initiative--research to base deterrence not on the threat of offensive
retaliation, but on defenses that truly defend; on systems, in short, that will not target populations, but shield
them. By these means we seek to increase the safety of Europe and all the world. But we must remember a
crucial fact: East and West do not mistrust each other because we are armed; we are armed because we
mistrust each other. And our differences are not about weapons but about liberty. When President Kennedy
spoke at the City Hall those 24 years ago, freedom was encircled, Berlin was under siege. And today, despite
all the pressures upon this city, Berlin stands secure in its liberty. And freedom itself is transforming the
globe.
In the Philippines, in South and Central America, democracy has been given a rebirth. Throughout the
Pacific, free markets are working miracle after miracle of economic growth. In the industrialized nations, a
technological revolution is taking place--a revolution marked by rapid, dramatic advances in computers and
telecommunications.
In Europe, only one nation and those it controls refuse to join the community of freedom. Yet in this age of
redoubled economic growth, of information and innovation, the Soviet Union faces a choice: It must make
fundamental changes, or it will become obsolete.
Today thus represents a moment of hope. We in the West stand ready to cooperate with the East to promote
true openness, to break down barriers that separate people, to create a safe, freer world. And surely there is
no better place than Berlin, the meeting place of East and West, to make a start. Free people of Berlin:
Today, as in the past, the United States stands for the strict observance and full implementation of all parts of
the Four Power Agreement of 1971. Let us use this occasion, the 750th anniversary of this city, to usher in a
new era, to seek a still fuller, richer life for the Berlin of the future. Together, let us maintain and develop the
ties between the Federal Republic and the Western sectors of Berlin, which is permitted by the 1971
agreement.
And I invite Mr. Gorbachev: Let us work to bring the Eastern and Western parts of the city closer together,
so that all the inhabitants of all Berlin can enjoy the benefits that come with life in one of the great cities of
the world.
To open Berlin still further to all Europe, East and West, let us expand the vital air access to this city, finding
ways of making commercial air service to Berlin more convenient, more comfortable, and more economical.
We look to the day when West Berlin can become one of the chief aviation hubs in all central Europe.
With our French and British partners, the United States is prepared to help bring international meetings to
Berlin. It would be only fitting for Berlin to serve as the site of United Nations meetings, or world conferences
on human rights and arms control or other issues that call for international cooperation.
There is no better way to establish hope for the future than to enlighten young minds, and we would be
honored to sponsor summer youth exchanges, cultural events, and other programs for young Berliners from
the East. Our French and British friends, I'm certain, will do the same. And it's my hope that an authority
can be found in East Berlin to sponsor visits from young people of the Western sectors.
One final proposal, one close to my heart: Sport represents a source of enjoyment and ennoblement, and you
may have noted that the Republic of Korea--South Korea--has offered to permit certain events of the 1988
Olympics to take place in the North. International sports competitions of all kinds could take place in both
parts of this city. And what better way to demonstrate to the world the openness of this city than to offer in
some future year to hold the Olympic games here in Berlin, East and West? In these four decades, as I have
said, you Berliners have built a great city. You've done so in spite of threats--the Soviet attempts to impose
the East-mark, the blockade. Today the city thrives in spite of the challenges implicit in the very presence of
this wall. What keeps you here? Certainly there's a great deal to be said for your fortitude, for your defiant
courage. But I believe there's something deeper, something that involves Berlin's whole look and feel and way
of life--not mere sentiment. No one could live long in Berlin without being completely disabused of illusions.
Something instead, that has seen the difficulties of life in Berlin but chose to accept them, that continues to
build this good and proud city in contrast to a surrounding totalitarian presence that refuses to release
human energies or aspirations. Something that speaks with a powerful voice of affirmation, that says yes to
this city, yes to the future, yes to freedom. In a word, I would submit that what keeps you in Berlin is love-love both profound and abiding.
Perhaps this gets to the root of the matter, to the most fundamental distinction of all between East and West.
The totalitarian world produces backwardness because it does such violence to the spirit, thwarting the
human impulse to create, to enjoy, to worship. The totalitarian world finds even symbols of love and of
worship an affront. Years ago, before the East Germans began rebuilding their churches, they erected a
secular structure: the television tower at Alexander Platz. Virtually ever since, the authorities have been
working to correct what they view as the tower's one major flaw, treating the glass sphere at the top with
paints and chemicals of every kind. Yet even today when the sun strikes that sphere--that sphere that towers
over all Berlin--the light makes the sign of the cross. There in Berlin, like the city itself, symbols of love,
symbols of worship, cannot be suppressed.
As I looked out a moment ago from the Reichstag, that embodiment of German unity, I noticed words
crudely spray-painted upon the wall, perhaps by a young Berliner: "This wall will fall. Beliefs become
reality." Yes, across Europe, this wall will fall. For it cannot withstand faith; it cannot withstand truth. The
wall cannot withstand freedom.
And I would like, before I close, to say one word. I have read, and I have been questioned since I've been here
about certain demonstrations against my coming. And I would like to say just one thing, and to those who
demonstrate so. I wonder if they have ever asked themselves that if they should have the kind of government
they apparently seek, no one would ever be able to do what they're doing again.
Thank you and God bless you all.
President Ronald Reagan - June 12, 1987
Cold War Essays
Mr. Ben Austin
World History
Out of the six essay topics given, choose three. Respond to three of these essay questions using
accurate historical knowledge, correct grammar, and correct sentence structure. Include a thesis
statement, topic sentence, a clear and defined body paragraph(s), and a conclusion.
The Korean War:
The Korean War was the first major conflict that occurred after World War II. However, its foundation
was laid during the last part of World War II. Address each of the following about this “forgotten
war”.
 Explain a long term cause and an immediate cause of the war.
 Describe 3 events that occurred during the course of the war. (may include govt.
decisions)
 Explain one short term and one long term effect of the war.
Cold War Hot Spots
Although the Cold War was fought primarily on social and economic fronts, there were several hot spots
of the war. Choose two of the hot spots listed below and complete what follows:
Korean War
Cuban Missile Crisis
Berlin Airlift
Berlin Wall Crisis
Bay of Pigs Invasion
U-2 Incident
 Explain 1 cause of each event.
 Describe 2 things that occurred during the course of each event.
 Analyze 1 governmental decision made during the event.
 Describe a short term or long term effect of each.
The Cold War in Cuba
After Fidel Castro took over Cuba, this small island country became a major player in the Cold War. To
this day Cuba remains a communist thorn in the side of America. Write about each of the following
events, and explain what follows.
Bay of Pigs Invasion
Cuban Missile Crisis
 Explain 1 cause of each event.
 Describe 3 events that occurred during the course of each. (may include govt. decisions)
 Analyze a short term or long term effect of each.
The Red Scares
Analyze the cause, course, and outcomes of the 1st and 2nd Red Scares.
Cold War Hostilities
To what extent were the hostilities that developed between the United States and the Soviet
Union from 1946 and 1952 inevitable?
The Cold War at Home
Analyze the effects of the Cold War on TWO of the following from 1946 to 1952:
* civil liberties
* election politics
* government size and spending
Teacher: Coach David Morgan
Co-Teacher: Mr. Ben Austin
Grade(s): 10
Week of: 4/27-5/01
Day: 4/28/2015
Subject/Unit: World History
Area of Study
World History (10th Grade)
Duration of Instruction
120 minutes
Standard(s) (Learning Goals)- Framework, Competencies and Objectives (Letters / Numbers)
1a: Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism,
constitutionalism, totalitarianism, monarchy, and republic) as practiced by societies that
adopted over time. (DOK 2)
1b: Compare and contrast the ideologies and practices of communism, socialism,
liberalism, fascism, nationalism, and imperialism. (DOK 2)
1c: Analyze the different governmental systems of countries in Europe, Asia, and the Americas
(e.g. Fascism in Italy and Germany, Communism in Russia and China, and Democracy in
the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms
of the main factors that contributed to their rise and fall. (DOK 4)
3a: Analyze the role of imperialism and industrialism as factors in the rise of global conflict
since the Age of Enlightenment. (DOK 3)
3b: Critique the successes and failures of initiatives to create international security (e.g.,
Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations,"
United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
3c: Analyze the causes, effects, and unique features of World War I and World War II in terms of
the changes in diplomatic relationships among the various countries involved. (DOK 3)
3d: Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4d: Analyze the international developments in the post–World War II world in terms of global
economic, military, and political power shifts (e.g., developments of nationalism in
Africa and the ―Middle East, the effects of the Truman Doctrine and the Marshall Plan
in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)
6b: Analyze the role of imperialism, geography, and market economies in the development of the
economies of ―third world nations in Africa, Southeast Asia, Latin America
and the Philippines. (DOK 3)
8d: Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism,
and in Christianity in the development of Western political thought. (DOK 3)
Objectives:
1. I can tell how WWII changed diplomatic relationships among countries involved in the conflict
2. I can interpret political cartoons.
3. I can outline the origins and the development of the Cold War in the following areas: ideology,
technology, economics, and geography.(finish from last week)
4. I can give the short version of America’s role in the Oil Embargo, and Iran-Hostage Crisis
5. I can outline the causes and the effects of U.S. involvement in the Middle East and Persian
Gulf.
6. I can analyze the international developments in Post-War Europe and America.
7. I can trace the origins and development of the Cold War between the U.S. and the U.S.S.R.
8. I can explain America’s role in international organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th century.
9. I can explain the reasons for and the consequences of increased American involvement in the
Middle East and the Persian Gulf.
Initial Activity:
Bell Work: Write a seven-to-ten sentence paragraph on the presidency (only while in office) of
Ronald Reagan.
Extended Bell work: Define the following Key Terms:
ratification, decolonization, legitimacy, Humanitarian Relief. OPEC, Glasnot,
Perestroika, Iran-Contra Affair, Realpolitik, Ping-Pong Diplomacy, SALT II, Evil
Empire, SDI, Berlin Wall comes down, Imperialism, Nationalism, Foreign Policy,
Initiative, Foreign Affairs, Annex, Diplomacy (Diplomat), Democracy, Capitalism,
Social Darwinism, Sphere of influence, Sovereignty, Despotism (Despot)
Procedures:
TTW introduce academic vocabulary in context, discuss them, and then assess for student
understanding.
TTW lecture on Cold War Summary
TSW take notes on the lecture and PowerPoint presentation given.
TSW evaluate the global impact of The Cold War and US-Soviet Relations
TSW complete Objective 9: Cold War Summary
Guided Practice:
Students will Complete Objective Nine on the Cold War
Objective Nine: Cold War Summary
TSW take notes on the Cold War (cause, course, and results).
TSW describe the important events of the Cold War.
TSW describe the important figures of the Cold War.
TSW describe the important symbols of the Cold War.
TSW explain why the Cold War is often linked to an extended, high stakes chess game between the
United States, and the USSR.
TSW explain the moves and countermoves of the two nations (USSR and the United States).
TSW complete objective nine on the Cold War Summary.
Cold War Worksheet: Home-work/Review for Test.
Materials:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Interwrite Board
PowerPoint
computer (device with Internet)
textbooks (US History, American History, and World History textbooks)
library
computers
lab/lab equipment
manipulative/models
white board/expo markers
Assessment:
Formative Assessment:
Bell Activity
Questioning
Observation
Stand-up Activity
Summative Assessment:
Test (At the end of the Unit)
Project (day-to-day in class work)
Portfolio/Notebook (Due at the End of the Unit)
Intervention:
Students who need intervention will be given a partner to help with this activity. TTW work with a select
group of students to help them read through the text.. TST and inclusion students will report to the
inclusion teacher during directed times.
Enrichment:
Students who need enrichment will be required to answer a critical thinking question based on the
predictions they made after pre-reading the chapter.
TSW refer to their Cold War-Timeline and will complete it using the given information from the Lecture
notes.
Remediation:
Students who need remediation will read the objective out loud and will answer questions as they are
brought up.
Accommodation:
My ESL (ELL) students and the lower level group of students will use the vocabulary list to help them
better understand the information and material given. These word lists will help these students identify
key concepts and terms necessary to comprehend the material given.
My students who read on a 4th grade level will be able to use their electronic devices to watch fiveminute documentary or educational video on the topic of discussion.
How will I provide extra instruction/assistance to struggling learners?
One-on-One instruction, peer tutors
How will I provide focused learning time for those students who finish early and/or show mastery
of skills?
Early finishers will study their notes, define vocabulary (both terms given and unidentified terms)
A map of Europe: Post World War II will be given in order that students may identify what the geography
and nations looked like at this point leading into the Cold War.
TSW be given a Cold-War -Timeline that will follow through specific events, figures, and symbols of the
Cold War. Students must construct this timeline (given the terms) and must include dates in chronological
order, key details, and a description of each term.
How can/will you integrate reading/writing into the lesson?
bell ringer, reading aloud in groups and outlining the chapter
Incorporate Technology:
-PowerPoint
-Interwrite board
-Computer (device with Internet)
Reflection:
Thinking About This Lesson
How well did the students achieve the learning targets based on your evidence? What surprises, questions,
dilemmas, or problems did you encounter?
Thinking Ahead
What will you do next for your students; why? Consider students who mastered the learning target at different
levels or not at all.
Objective 9: Cold War Summary
A. Consider the important events, figures, and symbols of the Cold War. Create a cover
page for the portfolio that depicts one or more of these important concepts. On a
separate page, explain why you chose those events, figures, and/or symbols to
illustrate. Cite sources and the end of the second page.
B. The Cold War is often likened to an extended, high-stakes chess game between the
United States, and the USSR. Write an essay analyzing the moves and countermoves
of the two nations throughout each stage of the Cold War. The essay should have a
clear thesis statement that summarizes the significance of the global conflict. In
addition, each body paragraph should be unified under a clear and concise topic sentence
that established the “phase” of the Cold War being examined.
The examples and evidence used within the essay may come from any objective in the
portfolio and the notes taken in class. To earn maximum credit, ensure critical details
are included, such as leaders of each nation and their foreign policies; international
organizations and conflict; and information on the evolution of the arms. race. Before
you write, plan the essay by creating an outline of a sheet of notebook paper.
Include the outline and your final essay in your portfolio.
COLD WAR WORKSHEET
Mr. Ben Austin
Answer the following questions:
1. What was decided by the Big 3, concerning Germany, at the Yalta Conference in 1945?
2. The ______ was created in 1945, in San Francisco, to act as a peace keeping
organization. Which countries had permanent seats on the Security Council and veto
power?
3. What was the name of the trials held in 1945, to convict Nazi leaders of war crimes?
4. What was the name of the act passed in 1944, to help veterans go to college and gave
them low interest mortgages?
5. What was the name of the occurrence between 1945-1960, resulting in a big increase in
the U.S. population?
6. Which president ordered an end to racial discrimination in the military in 1948?
7. Which amendment passed in 1948, limited the presidential terms two full terms in
office?
8. Who became the President of the U.S. by winning the election of 1948?
9. Southern Democrats who left the party because of states’ rights issues formed a new
party called the ______.
10. Which 2 countries were considered to be the world’s superpowers from the 1940’s-1991?
11. The _____ plan was proposed in the U.N. to regulate nuclear energy and eliminate
atomic weapons, but it was rejected by the Soviets.
12. __________ were nations that were subject to Soviet domination and served as buffers
against attacks. Give 3 examples.
13. What was the Iron Curtain?
14. _____ was the American diplomat who declared that the U.S. must adopt a firm policy
of containment against Soviet expansion.
15. President Truman’s first test towards the policy of containment occurred with Greece
and Turkey. What happened?
16. Explain the Truman Doctrine.
17. Explain the Marshall Plan.
18. Describe the events that surrounded the Berlin Airlift.
19. What does NATO stand for? What was its purpose? List the members.
20. Identify Warsaw Pact. List the members.
21. What did the National Security Act 1947 do?
22. What impact did the nuclear arms race between the U.S. and the U.S.S.R. have on the
American people?
23. Describe the Civil War that broke out in China after WWII. Include leaders, parties and
the Sino-Soviet pact.
24. KOREAN WAR: a) give 2 causes b)describe the course of the war c) give 3 effects
25. What was the Red Scare?
26. Identify the Loyalty Program
27. Identify HUAC
28. Identify Hollywood Ten
29. Who was Alger Hiss?
30. Who were the Rosenbergs?
31. Who was Sen. Joseph McCarthy?
32. What were the effects of the televised Army-McCarthy Hearings?
33. _________ was elected President of the U.S. in 1952 and _________ was his V.P.
34. Passage of the ____ Act led to the construction of the ________ which was a major
domestic accomplishment of President Eisenhower.
35. Describe Sec. of State, John F. Dulles, brinkmanship policy towards communism.
36. What is a third world nation? Why were they important o communists/capitalists?
37. Describe CIA covert action in Iran in 1953.
38. Truman gave military aid to the ____ as they tried to retake Indochina after WWII,
while guerillas were aided by the ______.
39. Which war began with the fall of Indochina?
40. At the Geneva Conference, Indochina was divided into the countries of ___,____, and
____.
41. Vietnam was temporarily divided at the ___ parallel until elections took place.
42. ____ was the communist leader of North Vietnam and ____ was the anti-communist
leader of South Vietnam.
43. The U.S. used the _____ theory to justify giving military aid to South Vietnam.
44. What did SEATO stand for? What was its purpose? List the members.
45. What were the 2 U.S. goals in the Middle East?
46. Explain the Suez Crisis. Include countries involved, leaders, why it happened, and
results.
47. Explain the Eisenhower Doctrine.
48. What does OPEC stand for? What is its purpose? List its members.
49. Who became the new Soviet leader in 1956?
50. In 1957, the ____ launched the first satellite called ____ into orbit around the earth.
51. What was the purpose of the National Defense and Education Act?
52. What does NASA stand for? What is its purpose?
53. The Soviets developed ___ which could deliver nuclear warheads anywhere in the world
in minutes.
54. Who said, “We will bury capitalism”
55. Explain the U-2 Incident. Describe the effects.
56. _____ became the communist dictator of Cuba in 1959.
57. What were the Kitchen Debates?
58. Who said, “ And so my fellow Americans, ask not what your country can do for you, but
what you can do for your country.”
59. 1961, Soviet cosmonaut, _____, was the first man in space.
60. 1961, ______ was the first American in space.
61. 1962, ______ was the first American to orbit the Earth.
62. June 20, 1969, _____ and ____ were the first men to walk on the Moon.
63. Who said, “ One small step for man, one giant leap for mankind”
64. Explain the Bay of Pigs Invasion.
65. Explain the Berlin Crisis
66. The _____, a terrible symbol of the Cold War, was destroyed in 1989.
67. Create a timeline for the Cuban Missile Crisis.
68. _____ assassinated JFK on November 22, 1963 in Dallas, Texas.
69. ____ became President of the U.S. in 1963.
70. _____ were communist guerillas in South Vietnam.
71. What did the Tonkin Gulf Resolution do?
72. In the Vietnam War, U.S. soldiers fought against the Vietcong and NVA led by
communist leader ____.
73. Identify Operation Rolling Thunder.
74. Identify Hawks and Doves
75. Explain the media’s impact on the Vietnam War.
76. In 1965, there were _____ U.S. troops in Vietnam but by the end of 1968 those numbers
had increased to _____.
77. Identify My Lai Massacre
78. Who wanted “peace with honor”? What does that mean?
79. Identify vietnamization. By 1972, The number of U.S. troops in Vietnam dropped to ___.
80. What were the effects of the U.S. invasion of Cambodia? Give 2 examples of protest in
the U.S.
81. Identify the 26th amendment
82. List the terms of the Treaty of Paris 1973
83. Describe the evacuation of Saigon
84. April 30, Vietnam became a single nation under ______ rule and the Vietnam War was
over.
85. Identify War Powers Act 1973
86. Henry Kissinger and Richard Nixon’s greatest accomplishment was bringing about
______ , which was a relaxation of tensions between the U.S., Soviet Union and China.
87. Describe 3 ways that Nixon tried to improve relations between the U.S. and China in the
1970’s. What did the U.S. hope to gain through friendship with China?
88. Identify SALT I.
89. Identify Watergate Scandal. What were the Results?
90. What was significant about Gerald Ford’s Presidency?
91. Jimmy Carter tried to right the wrongs done in Latin America by giving the _____ to the
Panamanians by the year 2000.
92. Identify Camp David Accords. Why would the U.S. be involved in this?
93. Identify Iran Hostage Crisis. How did Carter handle this crisis? How did the crisis end?
94. _____ won the election of 1980 by a landslide indicating a Republican resurgence in
U.S. politics.
95. Identify Star Wars.
96. Ronald Reagan developed a close working relationship with Soviet leader _______.
97. Identify glasnost and perestroika.
98. _______ won the Presidential election of 1988.
99. Identify Tiananmen Square.
100.
Describe the fall of the Berlin Wall on 11/09/1989. Describe the collapse of the
Soviet Union in 1991. What type of government replaced the Communist one? Who
became Russia’s President?
Teacher: Coach David Morgan
Co-Teacher: Mr. Ben Austin
Grade(s): 10
Week of: 4/27-5/01
Day: 4/29/2015
Subject/Unit: World History
Area of Study
World History (10th Grade)
Duration of Instruction
120 minutes
Standard(s) (Learning Goals)- Framework, Competencies and Objectives (Letters / Numbers)
1a: Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism,
constitutionalism, totalitarianism, monarchy, and republic) as practiced by societies that
adopted over time. (DOK 2)
1b: Compare and contrast the ideologies and practices of communism, socialism,
liberalism, fascism, nationalism, and imperialism. (DOK 2)
1c: Analyze the different governmental systems of countries in Europe, Asia, and the Americas
(e.g. Fascism in Italy and Germany, Communism in Russia and China, and Democracy in
the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms
of the main factors that contributed to their rise and fall. (DOK 4)
3a: Analyze the role of imperialism and industrialism as factors in the rise of global conflict
since the Age of Enlightenment. (DOK 3)
3b: Critique the successes and failures of initiatives to create international security (e.g.,
Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations,"
United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
3c: Analyze the causes, effects, and unique features of World War I and World War II in terms of
the changes in diplomatic relationships among the various countries involved. (DOK 3)
3d: Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4d: Analyze the international developments in the post–World War II world in terms of global
economic, military, and political power shifts (e.g., developments of nationalism in
Africa and the ―Middle East, the effects of the Truman Doctrine and the Marshall Plan
in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)
6b: Analyze the role of imperialism, geography, and market economies in the development of the
economies of ―third world nations in Africa, Southeast Asia, Latin America
and the Philippines. (DOK 3)
8d: Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism,
and in Christianity in the development of Western political thought. (DOK 3)
Objectives:
1. I can tell how WWII changed diplomatic relationships among countries involved in the conflict
2. I can interpret political cartoons.
3. I can outline the origins and the development of the Cold War in the following areas: ideology,
technology, economics, and geography.(finish from last week)
4. I can give the short version of America’s role in the Oil Embargo, and Iran-Hostage Crisis
5. I can outline the causes and the effects of U.S. involvement in the Middle East and Persian
Gulf.
6. I can analyze the international developments in Post-War Europe and America.
7. I can trace the origins and development of the Cold War between the U.S. and the U.S.S.R.
8. I can explain America’s role in international organizations, humanitarian relief, and post-war
reconstruction efforts throughout the 20th century.
9. I can explain the reasons for and the consequences of increased American involvement in the
Middle East and the Persian Gulf.
Initial Activity:
Bell Work: Write a seven-to-ten sentence paragraph on the presidency (only while in office) of
George H. W. Bush.
Extended Bell work: Define the following Key Terms:
ratification, decolonization, legitimacy, Humanitarian Relief. OPEC, Glasnot,
Perestroika, Iran-Contra Affair, Realpolitik, Ping-Pong Diplomacy, SALT II, Evil
Empire, SDI, Berlin Wall comes down, Imperialism, Nationalism, Foreign Policy,
Initiative, Foreign Affairs, Annex, Diplomacy (Diplomat), Democracy, Capitalism,
Social Darwinism, Sphere of influence, Sovereignty, Despotism (Despot)
Procedures:
TTW hand out the test and answer sheet
TSW complete the test, filling gin the answer key.
Materials:
-Test
-Answer sheet
-Answer Key (for teacher)
Assessment:
Formative Assessment:
Bell Activity
Summative Assessment:
Test
Intervention:
TST and inclusion students will report to the inclusion teacher during directed times.
Students may use dictionaries to look up unfamiliar words and/or phrases.
How will I provide extra instruction/assistance to struggling learners?
Questions may be read aloud by the teacher, and certain questions will be answered.
Incorporate Technology:
-PowerPoint
-Interwrite board
-Computer (device with Internet)
Reflection:
Thinking About This Lesson
How well did the students achieve the learning targets based on your evidence? What surprises, questions,
dilemmas, or problems did you encounter?
Thinking Ahead
What will you do next for your students; why? Consider students who mastered the learning target at different
levels or not at all.
Name:
Date:
Third Nine Weeks’ Exam—Cold War
1. What was the main purpose of the GI Bill of Rights passed by Congress shortly before
the end of WWII?
A. to offer low-interest loans to the defense industry.
B. to provide economic aid to veterans.
C. to contain the spread of international communism.
D. to expand career opportunities in the military.
2. One of the primary goals of the Marshall Plan was to prevent the
A. spread of democratic forms of government.
B. collapse of the Soviet Union’s economy.
C. collapse of communist governments in Eastern Europe.
D. spread of communism in Western Europe.
A shadow has fallen upon the scenes so lately lighted by the
Allied victory…an iron curtain has descended across the
continent. Behind that line lie all the capitals of the ancient
states of Central and Eastern Europe.
— Winston Churchill
3. In the quotation above,
Winston Churchill described
the
A.
Economic problems
facing Europe following
WWII.
B. Need to rebuild the defensive fortifications of pre-WWII Europe.
C. Forced separation of Europe into communist and democratic nations.
D. Collapse of organized government in communist-controlled areas in Europe.
I believe that it must be the policy of the United States to support free peoples who are resisting
attempted subjugation by armed minorities or by outside pressures . . . If we falter in our
leadership, we may endanger the welfare of our own nation. - President Harry Truman, 1947
4. What threat was President Truman referring to in the excerpt above?
A. It sought to end regional wars in South America.
B. It confirmed the commitment of the US to aid nations resisting communism.
C. It called for the disbanding of NATO and the Warsaw Pact.
D. It provided financial assistance to refugees fleeing war-torn Europe.
5. Which foreign policy decision by President Harry Truman is an example of the policy of
containment?
A. relieving General MacArthur of his Korean command
B. recognizing the new nation of Israel
C. supporting the trails of war criminals in Germany and Japan
D. providing military aid to Greece and Turkey
6. The area labeled on the map above is intended to show
A. the final border established between North Korea and South Korea after the Armistice of
1953.
B. American aid sent to Greece and Turkey to prevent the spread of Communism.
C. Location of the invasion of Europe by American and British Troops during WWII.
D. Division of Germany between Western and Soviet control after WWII.
7. The occupied areas shown in this map became the countries of
A. Bosnia and Serbia.
B. Albania and Yugoslavia.
C. East Pakistan and West Pakistan.
D. East Germany and West Germany.
8. The Cold War term ‘Berlin Airlift’ refers to the
A. American effort to stop Stalin’s blockade of roads and railways leading through East
Germany to West Germany.
B. pipeline of Nazi sympathizers who were able to help many German war Criminals escape
to South America.
C. transport by military aircraft of East Berliners who had escaped over the Berlin Wall and
asked to be relocated to West Germany.
D. Allied bombing of Berlin and other German cities that brought about an end to the war in
Europe.
9. “An attack on one shall be considered an attack on all.” This statement from 1949
summarizes creation of
A. North Atlantic Treaty Organization.
B. the Warsaw Pact.
C. the United Nations.
D. the League of Nations.
10. Which of the following can be considered a direct response to the creation of the North
Atlantic Treaty Organization?
A. the Chinese Civil War
B. the Warsaw Pact
C. the Korean War
D. the Cuban Missile Crisis
“Are you, or have you ever been a Member of the Communist Party?”
11. Questions similar to this were characteristics of the McCarthy era, during which
A. open dissent against the US government was common.
B. the two-party political system in the US came under attack.
C. many people were falsely accused of disloyalty to the US government.
D. candidates for state and political offices were investigated by Congress.
12. The Korean War began on June 25, 1950. Which of the following events started the
war?
A. Kim II Sung was assassinated
B. The United States forced North and South Korea to unite
C. North Korean troops invaded South Korea
D. The United States invaded North Korea
13. Which is a valid conclusion based on United States involvement in the Korean War?
A. The policy of containment was applied in Asia as well as in Europe.
B. United Nations economic sanctions are more effective than military action.
C. The American people refused to support United States participation in any war, whether
declared or undeclared.
D. United States cooperation with a wartime ally ends when the war ends.
14. From the late 1920s to the present, the MAIN goals of American foreign policy in the
Middle East have been to preserve the independence of Israel and to
A. encourage industrial development throughout the area.
B. maintain good relations with the major oil-producing nations.
C. spread undemocratic ideas throughout the region.
D. encourage Arab nations to adopt isolationism.
15. The successful launching of Sputnik by the U.S.S.R. in 1957 signaled the beginning of
A. American fears that the Soviets had achieved technological superiority.
B. the Cold War with the United States.
C. Soviet aggression in Afghanistan and China.
D. disarmament discussions between the superpowers.
16. In 1959 this Communist leader came to power in Cuba.
A. Baptista
B. Khruschev
C. Castro
D. Eisenhower
17. Why did President Kennedy approve the Bay of Pigs invasion of Cuba by Cuban exiles
supported by the Central Intelligence Agency in 1961?
A. Castro had formed an anti-United States alliance with Venezuela and Nicaragua.
B. Castro had developed close economic and political ties to the Soviet Union.
C. Castro had cut off all Cuban trade with the United States.
D. Castro had released political prisoners into the United States, many of whom were
criminals.
18. A good example of brinkmanship is the US’s response to the
A. French occupation of Vietnam.
B. Japanese attack on Pearl Harbor.
C. Nazi bombing of hospitals in London.
D. Soviet placement of missiles in Cuba.
19. What was the outcome of the Cuban Missile Crisis in 1962?
A. Cuba became a communist nation.
B. The US seized military control of Cuba.
C. The Soviet Union withdrew its nuclear missiles from Cuba.
D. Fidel Castro met with President Kennedy.
“. . . We choose to go to the moon. We choose to go to the moon in this decade and do the
other things, not because they are easy, but because they are hard, because that goal will serve
to organize and measure the best of our energies and skills, because that challenge is one that
we are willing to accept, one we are unwilling to postpone, and one which we intend to win,
and the others, too. . . .”
— President John F. Kennedy, speech at Rice University, September 12, 1962
20. The main purpose of this speech was to win public support for
A. establishing a missile defense system on the Moon
B. cooperating with communist countries in exploring space
C. surpassing the Soviet Union in the space race
D. controlling the spread of nuclear weapons
21. The domino theory was used to justify United States involvement in the
A. War on Poverty
B. Bosnian crisis
C. Berlin airlift
D. Vietnam War
22. How did the 26th Amendment increase the number of US citizens eligible to vote?
A. It abolished property ownership as a requirement to vote.
B. It suspended the use of literacy tests to deny a citizen to the right to vote.
C. It gave the right in national elections to people living in Washington, D.C.
D. It gave the right to vote to 18 year olds.
23. Which of the following Congressional actions, passed during the Vietnam conflict, gave
President Lyndon B. Johnson the authority to send troops to Vietnam without a
declaration of war?
A. The Treaty of Versailles
B. The Gulf of Tonkin Resolution
C. The Atlantic Charter
D. The War Powers Act of 1973
24. Which term is most commonly used to describe President Richard Nixon’s foreign
policy toward the Soviet Union?
A. collective security
B. détente
C. brinkmanship
D. neutrality
25. The policy of Vietnamization called for
A. bombing North Vietnam around the clock to convince it to surrender
B. escalating the war and putting gas many troops in South Vietnam as possible
C. reducing the number of American troops in South Vietnam and turning control of the war
over to the South Vietnamese
D. bombing Laos and Cambodia in order to destroy NVA supply lines
26. The main purpose of the War Powers Act of 1973 was to
A. expand the power of Congress to declare war.
B. limit the president’s ability to send troops into combat abroad.
C. allow people to vote on the issue of U.S. commitments overseas.
D. end the Vietnam War on favorable terms.
27. The Vietnam War ended when
A. South Vietnam defeated North Vietnam.
B. the U.S. captured most of North Vietnam.
C. North Vietnam defeated South Vietnam.
D. American troops began withdrawing.
28. During the late 1960s and early 1970s, the
United States unsuccessfully attempted to prevent
a Communist victory in the country labeled
A.
I
B.
II
C.
III
D.
IV
29. One accomplishment of the Nixon
administration was the re-establishment of
diplomatic relations with this nation.
A.
B.
C.
D.
China
Japan
Iraq
Kuwait
30. The purpose of the Strategic Arms Limitations Treaty in 1972 (SALT) was to
A. discredit Soviet influence in the Middle East.
B. limit nuclear testing activities in Europe and in Southeast Asia.
C. reduce tensions between the US and the Soviet Union.
D. reduce North Atlantic Treaty Organization aggression in Eastern Europe.
31. The Camp David Accords negotiated during President Jimmy Carter’s administration
were an attempt to
A. decrease United States control of the Panama Canal.
B. encourage the use of solar and other nonpolluting energy sources.
C. end inflationary oil prices.
D. establish peace in the Middle East.
32. A common purpose of the Truman Doctrine, Marshall Plan, and Eisenhower Doctrine
was to
A. carry out the United States policy of preventing the spread of communism.
B. ensure the survival of the newly independent nations of Africa and Asia.
C. limit the proliferation of nuclear weapons.
D. provide medical aid to Latin American nations.
33. Which event led directly to the end of the Cold War?
A. reunification of Germany
B. formation of the European Union
C. breakup of the Soviet Union
D. creation of the North Atlantic Treaty Organization (NATO)
“Eisenhower Sends U.S. Troops to Protect Lebanon”
“Kennedy Places Quarantine on Shipment of Soviet Missiles to Cuba”
“Johnson Increases U.S. Troop Strength in Vietnam by 125,000”
34. Which statement about the Cold War is illustrated by these headlines?
A. Rivalries between the superpowers often involved conflicts in other nations.
B. United States military support was most often deployed in Europe.
C. Communist forces were frequently victorious in Asia.
D. Summit talks frequently succeeded in limiting international tensions.
“While [Communists] preach the supremacy of the state, declare its omnipotence over
individual man, and predict its eventual domination of all peoples on earth, they are the focus of
evil in the modern world.”
- Ronald Reagan
35. This quote demonstrates the
A. permanent success of Nixon’s policy of détente with the Soviet Union.
B. achieve of Carter’s humanitarian efforts in the Soviet Union.
C. increased tensions between the Soviet Union and the United States in the early 1980s.
D. collapse of the communism in the Soviet Union due to Gorbachev’s policies of openness
and restructuring.
36. The political cartoon above is referring to which of the following statements?
A. The onset of the collapse of communism in Eastern Europe and the Soviet Union in
November 1989
B. The North Korean army crosses the 38th parallel in June 1950
C. The reuniting of North and South Vietnam in 1976
D. The German attack on Poland in 1939
37. Perestroika and glasnost were both policies that influenced
A. decolonization in Africa.
B. the fall of the Soviet Union.
C. the Arab-Israeli conflict.
D. ethnic conflict in Yugoslavia.
38. Which statement would be consistent with the views of Fidel Castro?
A. The spread of communism is the greatest danger facing Latin America.
B. An American military presence is the key to the defense of Latin America.
C. Progress and justice in Latin America can only be achieved through revolutionary
socialism.
D. Introducing a free-market system will improve the economies of Latin American nations.
39. The destruction of the Berlin Wall in 1989 is symbolic of the
A. end of the Soviet domination of Eastern Europe.
B. declining power of the North Atlantic Treaty Organization (NATO).
C. fall of the Weimar Republic.
D. collapse of the European Union.
40. The U.S. formed NASA in response to
A. The USSR’s launch of Sputnik
B. The Korean War
C. The Cuban Missile Crisis
D. China’s development of the A-Bomb
41. A purpose of the Eisenhower Doctrine was to halt communist aggression in
A. The Middle East
B. The Caribbean
C. Latin America
D. East Asia
42. The map above could best used to show which of the following?
A. creation of a common market in Europe
B. division between communist and non-communist nations
C. involvement in the Korean War
D. the outbreak of the Vietnam War
43. Pro-democratic student activism in China in the 1990’s at Beijing’s Tiananmen Square
A. began a revolution that overturned China’s communist government.
B. launched a movement that led to similar student protests in the Soviet Union.
C. was crushed by China’s communist government through military force.
D. was condemned by the U.S. because of similarities to Vietnam War protests.
44. What does the photograph above indicate about the United States in the 1950s?
A. Extraordinary steps were taken to hide atomic weapons.
B. The nation had become the only nuclear superpower.
C. Much fear was created by the Cold War.
D. Only government officials would be safe in a nuclear attack.
45. A constitutional issue that was frequently raised about United States’ involvement in
the Korean conflict and the Vietnam conflict was the
A. right to regulate commerce with foreign nations.
B. use of deficit spending to finance wars.
C. lack of a formal declaration of war by Congress.
D. Supreme Court’s role in foreign policy decision-making.
46. What is a similarity between the pre-war and post-war conditions in Korea and
Vietnam?
A. Both countries were geographically identical before and immediately after the war.
B. Both countries were entirely governed by communist regimes.
C. Both countries refused assistance from external powers in resolving their conflicts.
D. Both countries overthrew their pre-war leaders.
47. What placed the Soviet Union in the defensive position illustrated in the above political
cartoon?
A. Stalin was not able to recover from the Nazi occupation of Eastern Europe.
B. The Soviet Union was not expecting the West European democracies to supply assistance
for rebelling Soviet Satellites.
C. The United States aggressively challenged the threat of socialism and communism
monetarily.
D. Stalin and the communist party failed to recognize the new era of post-World War II
diplomacy.
Lyric B: . . . Yeah, my blood’s so
mad
Lyric A: . . . Father, father
Feels like coagulatin’
We don’t need to escalate
I’m sittin’ here, just contemplatin’
You see, war is not the answer
I can’t twist the truth
For only love can conquer hate
It
knows no regulation
You know we’ve got to find a way
Hand full of senators don’t pass
To bring some lovin’ here today. .
legislation
“What’s Going On,” Al Cleveland, Marvin
Gaye, Renaldo Benson, 1971
And marches alone can’t bring
integration
When human respect is
48. Which conclusion is most clearly supported by an examination of these song lyrics?
disintegratin’
A. In the 1960s and early 1970s, Americans shared
common views on foreign policy.
This
whole
world
B. Social conflict existed over war and civil
rights
in crazy
the 1960s
and early 1970s.
Is just too frustratin’. . .
“Eve of Destruction,” P.F. Sloan, 1965
C. The music of the 1960s and early 1970s supported government policies.
D. Most songwriters of the 1960s and early 1970s used their music to advocate violence.
49. In the cartoon above, the political cartoonist is most strongly making the point that
A. Gorbachev never really favored either glasnost or perestroika.
B. Gorbachev’s reforms were implemented too slowly to be effective.
C. Gorbachev was pushed into reform movements with which he was not comfortable.
D. Gorbachev’s reforms, once implemented, proved difficult for the Soviet Union to control.
50. The Strategic Defense Initiative (or “Star Wars”) was designed to
A. bring about a joint U.S.-Soviet drawdown of targeted intercontinental ballistic missiles.
B. develop a satellite-based shield that could shoot down incoming ballistic missiles.
C. build up U.S. stockpiles of nuclear weapons.
D. increase the sophistication of nuclear-capable missiles and missile launchers in the U.S.
51. Following World War II, the United States was dramatically transformed from an
isolationist country into a military superpower and leader in world affairs because of
A. The combination of United States economic power and of the development of its nuclear
arsenal.
B. The newly organized United Nations voted to give the United States special veto
power over Security Council decisions.
C. The baby boom in the United States increased the population to new levels and the G.I
Bill expanded the middle class.
D. The United States one-sided decision to decreed supervision over nations that were
rebuilding governments formerly controlled by the Nazis.
52. In an influential 1947 article, diplomat George F. Kennan advocated that the United
States should
A. invade the Soviet Union to establish democracy
B. conduct covert activities in underdeveloped movements
C. grant most-favored-nation status to China
D. focus its foreign policy on containing the spread of Soviet communism
53. According to the excerpt, what did Berlin symbolize to the West?
A. An ideal location for peace conferences
B. A strategic international outpost for the military
C. A place of freedom surrounded by a totalitarian state
D. A prime location from which to sell US products to Europe
Answer Key
1. B
2. D
3. C
4. B
5. D
6. D
7. D
8. A
9. A
10. B
11. C
12. C
13. A
14. B
15. A
16. C
17. B
18. D
19. C
20. C
21. D
22. D
23. B
24. B
25. C
26. B
27. C
28. A
29. A
30. C
31. D
32. A
33. C
34. A
35. C
36. A
37. B
38. C
39. A
40. A
41. A
42. B
43. C
44. C
45. C
46. A
47. C
48. B
49. D
50. B
51. A
52. D
53. C