Download Ed 339 Final Unit Plan

Education 339 Unit Plan
Cold War Origins (1945-1960)
th
11 Grade United States History
Ryan Hinner
Louis Hurd
Matt Michalsen
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Table of Contents:
Cold War Origins (1945-1960)
United States History-11th Grade
Part 1:
1.
Unit Rationale (Pages 2-5)
2.
Understanding by Design Unit Template (Pages 6-10)
3.
Key Concepts of Unit Outline (Pages 11-13)
Part 2:
4.
Lesson 1: The Beginning of the Cold War (Pages 14-15)
5.
Lesson 2: Conflicting Postwar Goals (Pages 16-17)
6.
Lesson 3: United States Aide to Europe (Pages 18-22)
7.
Lesson 4: Communist Advances (Pages 23-26)
8.
Lesson 5: Role Play United Nations Forum Debate (Performance Task) (Pages 27-29)
9.
Lesson 6: Cold War Propaganda (Pages 30-34)
10.
Lesson 7: Arms Race/Brinkmanship (Pages 35-37)
11.
Lesson 8: Cold War at Home (Pages 38-47)
12.
Lesson 9: Middle East and Latin America (Pages 48-49)
13.
Lesson 10: Group Work/Review (Pages 50-51)
Part 3:
14.
Core Performance Task Assignment (Page 52)
15.
Core Performance Task Rubric (Page 53)
Part 4:
16.
Annotated Bibliography (Pages 54-57)
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Unit Rationale: Cold War Origins
Education 339
Louis Hurd, Ryan Hinner, Matt Michalsen
The topic that we chose for our unit lesson plan is the Cold War. Our unit will cover the
time period from 1945 to 1960, focusing on the political tension between the then world powers,
the United States and the Soviet Union. We will also discuss how this political tension sparked
conflicts and crisis in Europe and Asia. This period sets the stage for the rest of the century in
terms of global political development. The Cold War not only had political implications, but
also economic repercussions. Overall, it was more so a battle for economic ideals among the
world powers, those including communism and capitalism, instead of military conflicts.
We chose to create a unit on the beginning of the Cold War because its consequences and
conquests are not stressed enough in classrooms as to the impact that they have on today’s world.
While the Cold War is taught in most classrooms, events that occurred during the Cold War,
such as the Korean War, Chinese Straits Crisis, the Chinese Civil War, as well as later events
such as the Vietnam War, and the Iran-Contra Scandal are taught as almost singular events. We
believe that these events need to be taught and stressed more as a part of the Cold War to explain
the importance not only of that particular event, but how it was related to the political differences
epitomized in the Cold War. The Cold War in general and the events that captured the true
meaning and feelings of the Cold War are not stressed enough in curriculum. As future teachers
we feel obligated to give a thorough analysis of the Cold War and how it has played a large role
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in the history of America in the 20 century.
The Cold War was made up of many events, which we incorporate in our lessons and
student activities. The idea of having students connect these events to each other to better
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understand each event as well as its consequences is well covered in our Enduring
Understandings. We want students to come away from this unit understanding how the ending of
WWII transitioned into the Cold War, and how the Cold War can be traced to many things we
see today, both positively and negatively. For example, we want our future students to look at the
current Korean borders as well as hostile tensions between North and South Korea and be able to
realize that many of them stem back to where U.S and Soviet forces stopped, following the
defeat of Japan. Then in turn realize that those zones of occupation set the stage for ideological
differences between the North and the South which led to the Korean War. Our other Enduring
Understandings include having students understand that the Cold War was not a direct military
conflict, but rather an ideological battle between mainly the United States and Soviet Union,
East/West, which led to indirect conflicts such as the Korean War. We also want students to
understand the political, social, and economics differences that created this tension between not
only the United States and Soviet Union, but also between ideologies throughout the world.
Our Enduring Understandings that we have put in place for this unit directly coincide with
the Wisconsin DPI standards, which for History go as follows:
B.12.3 Recall, select, and analyze significant historical periods and the relationships
among them.
B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations
that characterize today's interconnected world.
B.12.17 Identify historical and current instances when national interests and global interests
have seemed to be opposed and analyze the issues involved.
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We feel that these standards are very well represented in our overall lesson plan. Each standard
reflects the main ideas of the Cold War and help us reinforce what we are trying to get across
to our students in the overall Cold War unit. The enduring understandings and Wisconsin
teaching standards go hand in hand and explain what will be taught and what students will use
to complete activities and projects throughout the unit.
Overall, we wanted to develop a lesson on the Cold War because it is a period of time
that has had a huge impact on the world that we live in today. The Cold War may not have been
a direct military conflict, but the use of soft power and clashing of political and economic
ideologies caused great tension in the world over the past 60 years. The Cold War was a very
important piece of history and impacts not only the past, but the present, and future as well. Each
critical point of the Cold War and each policy put into place had consequences that followed into
the next event in the Cold War. That is why we wanted to develop a unit on it, because we want
to teach the Cold War not as a list of important events, but rather as a continuous struggle
between two ideologies where each event was connected to another. We believe that by teaching
the Cold War in this manner, students will come away with a much better understanding and
appreciation for the Cold War. This is because each student will understand the greater context
of the Cold War when considering why a policy or military action was put into place, and to
truly understand a historical event, one needs to be able to not only look back and evaluate the
outcome of the event, but also debate whether or not it should have happened. Also within out
unit, it is necessary to have the ability to have empathy for the decision makers at the time and
understand the context of the time and what they were trying to accomplish.
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Overall, as future teachers, we believe that a unit on the transition from WWII to the
onset of the Cold War is a must because students will understand other people’s views and how
this time period has played an important role to further foreign policies instituted today. One of
the main objectives of this unit is too relate the information taught to the student’s lives; we will
do so by making it known that the Cold War affected the past and present, and is a staple to how
things will be conducted in the future. This unit is appropriate for adolescent learners, in our
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case an 11 grade United States History course, because the context of our lessons will be
relevant to students by relating major points and events of the Cold War to now. Also,
adolescent learners start thinking more abstractly rather than concretely. An abstract thinker is
able to reflect on events and ideas, and on attributes and relationships separate from the objects
that have those attributes or share those relationships. Therefore, our unit is developmentally
appropriate for adolescent learners and will challenge the students to think more outside the box.
As future teachers we cannot wait to get the chance to teach a unit on the Cold War, and relate it
in terms of the past, present, and future implications.
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Understanding by Design Unit Plan Template
Topic: Cold War Origins (1945-1960)
Grade: 11
th
Grade
Subject Areas included: United States
History
Designer(s):Matt Michalsen, Ryan Hinner, Lou Hurd
Stage 1 – Desired Results
STANDARDS (Wisconsin Model Academic Standards / District benchmarks)


 B.12.3-Recall, select and analyze significant historical periods and the relationships among
them. 
 B.12.16-Describe the purpose and effects of treaties, alliances, and
international organizations that characterize today’s interconnected world. 
 B.12.17-Identify historical and current instances when national interests and global
interests seemed to be opposed and analyze the issues involved. 
Enduring Understandings:
Students will understand that…
 The Cold War was not a direct military conflict, but rather an ideological battle with
 indirect conflicts. 
 The differences between how the United States and the Soviet Union viewed the
 distribution of wealth largely contributed to the Cold War. 
 The ramifications of the Cold War impacted global, political, and economic conditions
throughout the world. 
Essential Questions:
 How did the differences between capitalism and communism contribute to
the tensions of the Cold War? 

 How did the tensions of the Cold War powers influence the rest of the world? 
 How did the atomic bomb change warfare and the idea of military deterrents? 
 What was the U.S. policy of containment and what were its consequences? 
Knowledge:
Students will be able to/can…
  Compare and contrast several Cold War nation’s ideologies and goals. 
 Explain the policies and programs that the United States used around the world
to achieve objectives during the Cold War. 

 Connect Cold War policies and events and explain their future implications for the
world. 
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Skills:
Students will be able to/can…
 Explain and empathize with the perspective of each side of the Cold War. 
 Examine and describe the role that the Cold War played on U.S. national politics. 
Dispositions (Value/Appreciate):
Students will be able to/can…
 Appreciate the U.S. ideology of democracy and foreign policy that helped thwart
the spread of communism. 
Stage 2 – Assessment Evidence
Core Performance Task: Summary in GRASPS form (ESSAY)
G: Your goal is to address the American people about United States ideology in relation one
particular foreign policy the federal government has set in place as a result of the Cold War.
(why the policy was put in place)
R: You are the United States Secretary of State.
A: The target audience is firstly the American people and then the world.
S: The context you find yourself in is that some Americans are in uproar over some
policies made during the Cold War. Address one and give them clarity as to why it is set in
place. P: Develop a well formatted essay/address to the people to connect U.S. ideology
and reasoning to U.S. foreign policy decisions.
S: Successful result will show that the students understand the ideology and foreign policy
decisions of the United States during the first part of the Cold War, and how they impacted
the Cold War. They will also gain understanding of controversy over certain policies and how
compromise or lack of it shaped America during that time period.
Relationship to Enduring Understandings:
 Students will demonstrate understanding of the nature of the Cold War and different
views/policies and how those impacted the tensions and decisions by each side in
the Cold War. 
Other Assessment Evidence:
 Exit Slips, Maps, Discussions, Graphic Organizers, Debate/Role Play, Reading and
Writing Comprehension 
Stage 3 – Learning Activities
Learning Activities/Lesson Plans: (Write a brief description of each lesson plan/learning activity including
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what students will be doing, and the knowledge, skills, and dispositions students will be learning—
please mention if the lesson is helping students complete the Core Performance Task of the unit)
Lesson/Activity 1 (The Beginning of the Cold War): This lesson explains how the dropping of the atomic
bomb and nuclear power changed the world power structure and how governments interacted with one
another. The lesson will also show the occupational zones in Europe and Asia, telling their significance and
importance in the Cold War. The students will cooperatively complete a world map covering and identifying
zones of occupation as well as the major powers during the onset of the Cold War. Students will recognize
that the Cold War is not a direct military conflict but rather a conflict of political and ideological views with
indirect military conflicts. They will also recognize the significance of a nuclear bomb and the role it played
in government interaction.
Lesson/Activity 2 (Conflicting Postwar Goals): The start of class we will describe, compare, and contrast
the United Nations and the League of Nations. This lesson will also explain the different goals and policies of
the United States and Soviet Union. The lesson explains both sides; the spread of capitalism/communism and
the idea of containment. Students will also learn about the creation of NATO and the alliances it created.
Students will complete a worksheet web identifying U.S. and Soviet goals during the onset of the Cold War.
The students will be able to identify the goals of each power and how it affected the Cold War. Students will
be able to complete a contrasting terms graphic organizer for both the United States and Soviet Union for
their class activity and assessment.
Lesson/Activity 3 (United States Aide to Europe): This lesson explains United States aide to Europe.
There will be a lecture and video clips on the Truman Doctrine, Marshall Plan, and Berlin Airlift explaining
the effects each had on containing communism and the spread of capitalism. Students will be given a graphic
organizer to take notes that they can use for the class activity. The students will then break into three groups
and cooperatively complete a cause and effect writing on the policy given. The students will then share their
findings on how their program helped the occupational zones and also share what could have happened if
these policies were not implemented. Students will gain group communication skills, and gain a better
appreciation for American policies during the Cold War.
Lesson/Activity 4 (Communist Advances): This lesson will show students the idea of America wanting to
contain communism, but will highlight the advances the Soviet Union had in spreading communism in
certain areas of the world. The lesson will help with the Core Performance Task, because the students will be
completing worksheets on the Korean War and The Chinese Civil War by being able to see each perspective
in these battles. The lesson will mainly focus on how China fell to Communism and how America thought
they had to intervene in Korea to not allow anymore Communist advances.
Lesson/Activity 5 (Role Play-United Nations Forum): This is a performance task for the first part of the
unit. In this lesson students will be split into 4 sides: United States, Soviet Union, China, and Taiwan. The
students will receive a handout on the in class forum/debate at the start of the unit. The students will also have
a research/preparation class the day before. One or two students will give a brief opening statement for each
side. Then the students will have 7-10 minutes for each side’s argument and beliefs. Each student will have to
briefly speak so one person doesn’t do all the talking in each round. Then one or two students from each side
will give a brief closing statement to wrap up the forum/debate. Students can use any resource in the
classroom to make their arguments more effective and to prove their points. Students will gain valuable skills
such as confidence, communication, and eye contact by being able to speak in front of class. Overall, the
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lesson will benefit the students by helping them complete the core performance task.
Lesson/Activity 6 (Cold War at Home/Propaganda): This lesson will engage the students in
understanding different propaganda from both super powers, America and the Soviet Union. The lesson will
be a short lecture with examples of primary source propaganda and then a student activity where groups of
students will be given a prompt and have to make a propaganda poster or skit explaining their viewpoint. The
student groups will also share their poster or skit at the end of the period. This lesson will help students see
the different perspectives of the Soviet Union and America and see the tensions and feelings the people of
these countries experienced during the time period. By seeing different perspectives, this lesson is helping
students gain a better understanding of taking on roles which they will have to do in the final core
performance task of the unit.
Lesson/Activity 7 (The Arms Race/Brinkmanship): This lesson will teach students about how technology
advances and the concept of deterrence affected the Cold War. The information will reiterate prior lessons
about how the Cold War was mainly a battle of ideology and advancements between super powers, rather
than a military conflict. Students will also understand that the advancement of each power raised tensions on
each other’s home front, and caused certain altercations in China, Taiwan, and Korea. The main objectives of
the lesson are the technological advancements in the arms and space race, and to show that the United States
could not let another country fall to the Soviet Union and communism. Students will complete an exit slip at
the end of class that depicts why it was so important for America to win the arms and space race in relation to
the Cold War.
Lesson/Activity 8 (Effects of Cold War on U.S. Politics): This lesson will show the affects the beginning of
the Cold War had on U.S. Politics and the citizens of the United States. This is a reading component lesson
where the students will read and interpret a letter from Joseph McCarthy to President Eisenhower, and a letter
from President Eisenhower to Joseph McCarthy that was never sent. This activity will focus on literacy which
is a very important component in education today. Students will show the skills to read, comprehend,
interpret, and discuss primary documents and be able to use them as sources for their core performance task.
The lesson will also teach about McCarthyism and how he accused over 200 people of being communist who
infiltrated the U.S. Government. This is a great lesson to have the reading component because students will
be able to see both sides of the issue and learn about what Americans believed in and how split minds were at
the time.
Lesson/Activity 9 (Middle East and Latin America): This lesson will show students different perspectives
in the Cold War and empathize with the people of Latin American and Middle Eastern countries that did not
support the United States intervention and CIA covert operations that cared more for the benefit of the United
States, than the people that inhabited these countries. Students will also watch a 15 minute video on “The
Secret Government” that shows the CIA operations and explains that the CIA was created for the purpose
of the Cold War. Students will also engage in discussing the video and then have a short written homework
assignment. This will help with the core performance task of the unit as well because the lesson uses
empathize and perspectives facets and shows that American ideology and foreign policy decisions were not
always in the best interests of the native people.
Lesson/Activity 10 (Group Work): This lesson engages students in collaborative learning and allows
students with different strengths and weaknesses to work together to review and research information to
use on the core performance task. Students will be in assigned groups and they will write a page of notes on
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information taught in prior lessons, because repetition will allow the students to better grasp the main
concepts of the unit on the Cold War. Each group will also take notes on guided research. The students will
learn not only valuable information they can use on the core performance task, but they will learn important
communication, responsibility, and collaboration skills by working with their peers.
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Unit Concepts Outline
Cold War Origins (1945-1960)
Matt Michalsen, Ryan Hinner, Lou Hurd
I. Beginning of the Cold War (Day 1)
1. Atomic Bomb
a. American Super Power (Truman)
b. Soviet Union Super Power (Stalin)
2. Occupational Zones
a. East and West Berlin
b. East and West Europe
c. Korea
3. Core Performance Task will be Assigned
II. Post World War II Goals/Tensions (Day 2)
1. Introduce United Nations Forum Role Play Assignment
2. United Nations Formation
a. League of Nations
b. International Monetary Fund
3. Iron Curtain
a. Soviet Union Goals
4. Containment
a. American Goals
b. NATO
III. American Aide to Europe (Day 3)
1. Marshall Plan
2. Truman Doctrine
3. Berlin Airlift
IV. Communist Advances (Day 4)
1. China
a. Impact at Home
2. Korean War
a. U.N. Involvement
b. Chinese Civil War Impact
3. Third World Influence
a. Capitalism
b. Communism
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V. United Nations Forum-Role Play (Day 5)
1. America
a. Explain Position
b. Display Understanding and Empathy for Country’s Goals
2. Soviet Union
a. Explain Position
b. Display Understanding and Empathy for Country’s Goals
3. China
a. Explain Position
b. Display Understanding and Empathy for Country’s Goals
4. Taiwan
a. Explain Position
b. Display Understanding and Empathy for Country’s Goals
VI. Cold War Propaganda on home front (Day 6)
1. American Propaganda
a. Pro-American
b. Anti-Communist
2. Soviet propaganda
a. Pro-Soviet
b. Anti-Capitalist
3. Student Activity
a. Create Propaganda
b. Present Propaganda
VII. Arms Race/Brinkmanship (Day 7)
1. Chinese Straits Crisis
a. Brinkmanship and Eisenhower
b. World Opinion
c. Contain Communism
2. Sputnik
a. Space Race
3. U2
a. Spies
4. Deterrence
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VIII. Effects of Cold War on U.S. Politics and at Home (Day 8)
1. McCarthyism
a. Joseph McCarthy
b. Communist Spies Infiltrated Government
2. Hollywood Accusations
a. Revisit Propaganda
b. American Citizen’s Feelings
IX. Middle East and Latin America (Day 9)
1. Israel
2. Suez Crisis
3. Nicaragua and Honduras
a. U.S. CIA Covert Operations
X. Group Work-Review Study (Day 10)
1. Historical Documents
2. Peer Group Review
a. What?
b. Who?
c. When?
3. Guided Research
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Ryan Hinner, Lou Hurd, Matt Michalsen
Lesson Topic 1: The Beginning of the Cold War
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Grade Level/Content: 11 Grade U.S History
Unit: Cold War (1945-1960)
Standards:
B.12.9 Select significant changes caused by technology, industrialization, urbanization, and
population growth, and analyze the effects of these changes in the United States and the world
B.12.1 Explain different points of view on the same historical event, using data gathered from various
sources, such as letters, journals, diaries, newspapers, government documents, and speeches
B.12.3 Recall, select, and analyze significant historical periods and the relationships among them
Learning Outcomes:
1) Students will recognize the significance of the atomic bomb.
2) Students will identify post war occupation zones and recognize their
significance to the beginning of the Cold War.
3) Students will recognize that the Cold War is not a direct military conflict but rather a
conflict of political and ideological views with indirect military conflicts.
Assessment Tools:
-Global Map, identifying occupation zones and major players during the Cold War.
-Will be assessed by having students turn it in the following class period and will be
graded according to accuracy.
-Exit Slip
-Exit slip question: What is the Cold War? Which will be posted at the end of the Power Point.
-Will be collected at the end of the period and will be graded on a 3 point scale, according to
depth of detail and accuracy. Exit slips should be approximately one paragraph.
Activities:
Initiation/Opening: Video clip on Atomic Bomb
http://www.youtube.com/watch?v=ncq_Wye43TM
Time:
5 min
Teachers Activities:
Time:
Lecture and power point regarding the dropping of the Atomic Bomb and how it
25 Min
changed the world power structure. Occupation zones in Europe and Asia and their
significance to the origins of the Cold War, and on the definition of the Cold War.
Students at this time will be taking notes on the lecture and discussing with the class any
questions that are asked during the lecture. Students needed special accommodations
will be given completed notes so that they will be able to better focus on the lecture
itself instead of trying to write and listen at the same time.
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Student’s Activities
Students will be cooperatively creating and completing a world map covering and
identifying zones of occupation as well as the major players during the Cold War. Maps
will be colored with colored pencils and a key will be created to better identify the
required identifications on the map.
Closure
Exit Slip: What is the Cold War?
Time:
15 min
Time:
5 min
Lecture Outline:
*Main Idea
-The end of World War II created tension throughout the world based on differing political and
economic ideologies highlighted by the super powers of the United States and the Soviet Union.
*Supporting Points
-The explosion of the atomic bomb ended WWII and changed warfare and the world
power structure.
-Germany, Berlin, and Europe was split East and West with communism in the
East and Democratic/Capitalistic systems in the West.
-The splitting of Korean Peninsula and resumption of the Chinese Civil War expanded
the Cold War into the Pacific.
-The Cold War is not direct military conflict but rather an ideological conflict that
resulted in indirect military conflicts.
Pre-Planning:
-Have atomic bomb video clip up and ready to view, map worksheets ready to hand out to each student.
Materials/Resources:
-Power point, computer, worksheets, You Tube video clip
Instructional Strategies to Be Used:
-Lecture, cooperative learning, exit slips. The lecture component will give students the base knowledge
of the Cold War. Cooperative learning will be used to work through the world map activity together as
they identify the world as it looked just after WWII. The exit slips will be a used to have students reflect
on what the Cold War was, checking for understanding of the main lecture ideas.
Reflection/Notes:
Accommodations for this lesson include giving a particular student in need of assistance a map that is
already labeled, along with a premade key with colors assigned already for each country/occupation
zone. This will allow students to still complete that same assignment that the rest of the class is doing
but will be easier for them to focus on locations so they can better understand the issues.
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Ryan Hinner, Lou Hurd, Matt Michalsen
Lesson Topic 2: Conflicting Postwar Goals
th
Grade Level/Content: 11 Grade
Unit: Cold War (1945-1960)
Standards:
B.12.3 Recall, select, and analyze significant historical periods and the relationships among them
B.12.1 Explain different points of view on the same historical event, using data gathered from
various sources, such as letters, journals, diaries, newspapers, government documents, and speeches
B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations
that characterize today's interconnected world
Learning Outcomes:
1) Students will be able to describe the United Nations, and compare it to the
League of Nations.
2) Students will be able to identify U.S and Soviet goals in the Post WWII world.
3) Students will be able to identify U.S policies of containment and the formation of the
NATO alliance, and explain their effects on the Cold War.
Assessment Tools:
-Worksheet/Web identifying U.S and Soviet goals and values during the early part of the
Cold War. - Will be assessed by having students turn it in the following class period
and will be graded according to accuracy.
-Exit Slip- “Why was the United Nations more effective than the League of Nations?”
Which will be posted at the end of the Power Point. Will be collected at the end of the
period and will be graded on a 3 point scale, according to depth of detail and accuracy.
Exit slips should be approximately one paragraph.
Activities:
The activity for this lesson is a worksheet that students will be asked to discuss and write the
differences between the goals of the United States and those of the Soviet Union. This
worksheet will be turned in at the start of the next class and grade for accuracy.
Initiation/Opening: Video clip on the founding of the United Nations, the role that the Time: 5
United Nations plays and about its structure.
Teachers Activities: Lecture and power point regarding the formation of the United Time: 25
Nations, Postwar goals of the U.S and Soviet Union, and the policy of containment and
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the formation of the NATO alliance. Students will be taking notes on the lecture and
discussing the differences between the Soviet Union and the United States. Students
needing special accommodations will be given completed notes so that they can focus
on the lecture.
Student’s Activities: Students will cooperatively complete a worksheet web identifying Time: 15
U.S and Soviet goals during the early Cold War. In this worksheet, students will be asked
to discuss and write the differences between the goals of the United States and those of
the Soviet Union.
Closure: Exit Slip: “Why was the United Nations more effective than the League of Time: 5
Nations?”
Lecture Outline:
*Main Idea
-The United States and the Soviet had very different goals during the Cold War, which is
represented by strategies and policies taken by each country to further those goals.
*Supporting Points
-United Nations founded in 1945 when delegates meet in San Francisco to sign charter.
-Soviets tighten their hold in Eastern Europe culminating in the Iron Curtain.
-U.S institutes the policy of containment to resist Soviet attempts to form
Communist governments elsewhere in the world.
-The formation of NATO in 1949 created a “collective security” against the Soviet threat.
Pre-Planning:
Materials/Resources:
Power Point, Worksheet, Exit slip, You Tube clip, completed notes for accommodations
Instructional Strategies to Be Used:
Lecture will be used to help students understand the material of the less. It will include period
of discussion to help break up the lecture. Students will use cooperative learning and concept
formation when filling out the Cold War views worksheet.
Reflection/Notes:
Accommodations include the ability to pre-assign groups, so that students in need of accommodations
can be paired with a top student in the class so that they can receive help from them. Some potential
modifications include a more simple comparison worksheet is given where the differences are already
listed but the student will need to decide which country holds that particular belief
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*Writing Integration
Ryan Hinner, Lou Hurd, Matt Michalsen
Lesson Topic 3: United States Aide to Europe
th
Grade Level/Content: 11 Grade U.S History
Unit: Cold War (1945-1960)
Standards:
B.12.9 Select significant changes caused by technology, industrialization, urbanization, and
population growth, and analyze the effects of these changes in the United States and the world
B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations
that characterize today's interconnected world
Learning Outcomes:
1. Students will know why the United States implemented various programs and plans to
rebuild Europe.
2. Students will understand what the Truman Doctrine, Marshall Plan, and Berlin
Airlift are in context to U.S. aide and the “containment” of communism.
3. Students will be able to explain and interpret through written assessment the benefits
of the Truman Doctrine, Marshall Plan, and Berlin Airlift.
Assessment Tools
The assessment tool for this lesson will be a two page essay describing a particular aid policy to Europe
(Marshall Plan, Truman Doctrine, and Berlin Airlift). It will describe what the policy is, its significance,
outcome, and what could have happened if these plans were not put into action. This will allow for
students to not only better understand their event but also to think creatively as to what may have
happened if the United States had not given that aid, this will give students an opportunity for higher
level thinking. This essay will be graded first upon accuracy of each part of the essay. The prediction
portion of the essay will be graded for completion, realism, and creativity. Students needing special
accommodations will be given a note sheet with notes about each policy, as well as writing prompts for
the essay including ideas for the “if the policy had not been enacted portion”.
Activities:
Initiation/Opening: http://www.youtube.com/watch?v=wmQD_W8Pcxg Set the stage by Time:
using a YouTube clip of Truman Doctrine and Marshall Plan
5 Min
Teachers Activities: Lecture on United States programs implemented to aid Europe. The Time:
teacher will also break up the lecture and show pictures representing what the aid
20 Min
accomplished, and ask questions about the certain policies.
1) Truman Doctrine: The Truman Doctrine grew out of George Kennan’s 1946 ‘long
18
telegram’ which argued that the US should follow a policy of ‘containment’ to stop
Russian expansion. Then, in February 1947, the British announced that they were
withdrawing their soldiers from Greece. On 12 March 1947, Truman warned
Congress that, without help, Greece would fall to Communism – and that Turkey and
other countries would follow. He said that the Cold War was a choice between
freedom and oppression and that Americans were OBLIGED to ‘to support free
people and to abandon their decision not to get involved in European affairs.
However, Truman’s speech did not mention ‘containment’, and most of the
$338 million he sent to Greece went on dive bombers and napalm bombs. In
fact, many people in the Truman administration wanted actively to oppose
Russia, and Truman said that: ‘We hope that in years ahead more and more
nations will come to know the advantages of freedom and liberty.’ It arguable
that the Truman Doctrine was not just a policy of ‘containment’ but was ‘an
American challenge to Soviet ambitions’.
2) Marshall Plan: Soon after the Truman Doctrine promised to ‘support free peoples’
(March 1947), General George Marshall went to Europe. He was shocked by what
he saw. Europe was ruined and – after the coldest winter in record – starving.
Marshall told Truman that all Europe would turn Communist unless the US helped.
Marshall announced his Plan to students at Harvard University on 5th June 1947.
He promised that America would do ‘whatever it is able to do to assist in the return
of normal economic health in the world. He challenged the countries of Europe to
produce a plan, which the US would fund. By 12 July, the British politician Ernest
Bevin (who called the Plan ‘a lifeline to sinking men’) had organized a meeting of
European nations in Paris, which asked for $22 billion of aid. Stalin forbade
Cominform countries to take part. Truman asked Congress for $17 billion, and
Congress (after the collapse of Czechoslovakia, March 1948) gave $13
billion. Marshall Aid took the form of fuel, raw materials, goods, loans and food,
machinery and advisers. It jump-started rapid European economic growth, and
stopped the spread of Communism.
3) Berlin Airlift: 1948–49, supply of vital necessities to West Berlin by air
transport primarily under U.S. auspices. It was initiated in response to a land
and water blockade of the city that had been instituted by the Soviet Union in
the hope that the Allies would be forced to abandon West Berlin. The massive
effort to supply the 2 million West Berliners with food and fuel for heating
began in June, 1948, and lasted until Sept., 1949, although the Russians
lifted the blockade in May of that year. During the around-the-clock airlift
some 277,000 flights were made, many at 3-min intervals. By spring, 1949,
an average of 8,000 tons was being flown in daily. More than 2 million tons of
goods—of which coal accounted for about two thirds— were delivered.
Student’s Activities: Cause and Effect Writing. Break class into three different topics:
Marshall Plan, Truman Doctrine, and Berlin Airlift; have the class use books or computers to
research certain aspects of how the documents aided certain areas. The students will want
to write about what it is, significance, and outcome, and what could have happened if these
plans were not put into action.
19
Time:
20 Min
Closure: Then have the class come back together, answer any questions that students may Time:
have about the writing activity and assign it due for the following day. The following day, 5 Min
students will present their findings as well as ideas for what may have happened if that aid
was not given.
Pre-Planning: Have the YouTube clip up and ready to go for the beginning of class. Have
PowerPoint presentation of lecture ready to go as well. Smooth transitions will be the key for
an effective learning environment. Also have the cause and effect worksheets printed out and
hand them to students before breaking them into groups.
Materials/Resources: Computer, worksheets, writing prompt, textbooks, Power point, YouTube clip
Instructional Strategies to Be Used: First, engage students with the “Truman Doctrine” clip
and set the stage of lesson by showing learning outcomes. Technology as an engager will focus
the students. Second strategy, lecture for 15 minutes. Third, Group work assessment will be
used to make sure the students have the necessary notes and understanding of the Aide
contributed by America during the time. A class discussion will wrap up class and the students
will understand the cause and effects of the American aide policies.
Reflection/Notes: Differentiation: Students needing special accommodations will be given a
note sheet with notes about each policy, as well as writing prompts for the essay including
ideas for the “if the policy had not been enacted portion”.
20
TELL ME WHAT YOU
KNOW
On a separate piece
of paper:
1.
Evaluate
the
political cartoon. Tell
what you see:
a. Tell what each
item /person
/symbol represents.
b. At what audience is the
political cartoon aimed?
c .What did the artist
want you to understand?
2. You are a U.S. Citizen
living in the 1950s.
Choose one job from the
list below and give a first
person account of how
the Marshall Plan
affected you.
Secretary
Factory
Worker
Banker
Factory
Owner
Farmer
Politician
Merchant shipper
3. How did the Western European people or nations benefit from the Marshall Plan?
21
Ryan Hinner, Lou Hurd, Matt Michalsen
Lesson Topic #4: Communist Advances
Grade Level/Content: 11
th
Grade History
Unit: Cold War (1945-1960)
Standards:
B.12.3 Recall, select, and analyze significant historical periods and the relationships among them
B.12.11 Compare examples and analyze why governments of various countries have sometimes sought
peaceful resolution to conflicts and sometimes gone to war
B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations
that characterize today's interconnected world
Learning Outcomes:
1) Students will recognize the impact that the Communist victory in the Chinese Civil War
had in China as well as its impact on public opinion in the United States.
2) Students will examine the Korean War, and identify the countries that were both directly
and indirectly involved.
3) Students will explain the concept of massive retaliation, identify who supported it,
and describe its potential consequences.
Assessment Tools:
Student will be given graphic organizers (attached) which highlight important ideas and concepts from
the Chinese Civil War and the Korean War. Students will be able to fill these out with information
obtained from lecture as well as addition research from the textbook and other internet sources if
needed. Graphic organizers will be checked for participation. It will be important for students to use
detailed answers on their graphics organizers because the questions that are asked will be helpful for
writing the paper for the core performance task.
Activities:
Initiation/Opening
A “what do you know about….” Session where the teacher asks students what they know
about the Chinese Civil War and the Korean War. This is done to get students thinking
about what they may already know, and if they do not know anything, then will
23
Time:
5 min
Teachers Activities
Teacher will lecture on the Chinese Civil War, its significance, as well as the Korean
War. The policy of “massive retaliation” will be lecture on in the frame of the Chinese
Straits Crisis. This lecture will also include a degree of discussion with questions on these
key events relating back to the differences between communism and capitalism.
Student’s Activities
Students upon the completion of the lecture will be given graphic organizer to fill out
using their lecture notes as well as the textbook. Students will be working in groups with
cooperative learning. The graphics organizer will be checked the following day for
participation and will be helpful for forming student’s core performance task.
Closure
Class will gather back together and go over any questions that students may have. Closing
with reiterating the main purpose of this graphic organizer is to help students not only
with the material, but also to form their core performance task essay.
Time:
20 min
Time:
20 min
Time:
5 min
Lecture Outline:
*Main Idea
-The victory of the Communists in the Chinese Civil War shocked Americans and set forth and
goal to prevent other Asian countries from falling to the Communists. This culminated in the
U.S response to North Korea’s invasion of South Korea as well as the policy of Massive
retaliation to prevent the further spread of communism.
*Supporting Points
-After the Chinese Civil War, the U.S and anti-communist countries needed a victory to keep
their moral, for this reason Korea could not fall to the Communists.
- Following the stalemate in the Korean War, anti-communist countries again needed a moral victory,
the Chinese Communist threat to invade Taiwan created the policy of massive retaliation.
Pre-Planning:
Graphic organizers printed out, power point up and ready.
Materials/Resources:
Graphic organizers for each student, power point, textbook
Instructional Strategies to Be Used:
Lecture, question and answering, cooperative learning
Reflection/Notes:
Students needing further assistance with accommodations will be given a graphic organizer with some
ideas already on it to help the student get started. Because this is a group activity, groups can also be
selected by the teacher to put students needing further assistance with students that are strong learners.
24
Role United Nations played, how were they
How the war started and countries involved:
able to get approval to go to war?
Korean War
In terms of the policy of containment, why was it
important for the United States to fight the Korean
War?
Effect that war had on public opinion in the
United States:
25
Who won the Chinese Civil War and where
did the defeated party retreat to?
What was the U.S public opinion fallout from this
event?
Chinese Civil
War
Who did the U.S recognize as “China” following the
civil war and why?
26
What role did massive retaliation have on the
relationship between U.S/Taiwan/Communist
China?
Ryan Hinner, Lou Hurd, Matt Michalsen
Lesson Topic 5: Role Play-United Nations Forum Debate: Performance Task
th
Grade Level/Content: 11 Grade U.S History
Unit: Cold War Origins (1945-1960)
Standards:
B.12.1 Explain different points of view on the same historical event, using data gathered from
various sources, such as letters, journals, diaries, newspapers, government documents, and speeches
B.12.3 Recall, select, and analyze significant historical periods and the relationships among them
B.12.17 Identify historical and current instances when national interests and global interests have
seemed to be opposed and analyze the issues involved
Learning Outcomes:
1. Students will demonstrate and interpret the different roles and perspectives of the
United States, Soviet Union, and third world countries.
2. Explain the goals and objectives of the United States and Soviet Union.
3. Students will assume the role of the United States, Soviet Union, and third world
countries, explaining and debating their ideologies and objectives.
Assessment Tools: Rubric for Debate (attached)
Activities:
on/Opening: Teacher sets the stage for debate and organizes students to their respective
sides.
Teachers Activities: Judges each side’s summary and arguments, while contributing to the
debate if students get caught up on certain aspects.
Student’s Activities: 7-10 minutes for each side’s argument and beliefs. United Nations
forum. With the UN forum, each student will have to speak and share a piece of their
sides’ argument and beliefs. There will be 4 sides: United States, Soviet Union, China, and
Taiwan
Closure: Wrap up overall debate/role play with 30-45 second closing statements by each
side on how they influenced other areas of the world
Time:
7 min
Time:
0 Min
Time:
35 min
Time:
8 min
Materials/Resources: Camcorder to record role play forum of each side’s stance. Handouts
of the assignment will be distributed on day 1. Also have the computer ready for use if
students want to use technology or documents to prove points.
Instructional Strategies to Be Used: Debate/Role Play and Presentation
27
Differentiation: If student needs accommodation, teacher will give student certain supporting points
and main ideas to say. The teacher will also allow the student to have a smaller role in presenting their
respective side’s argument and stance. Teacher will modify rubric for student if they are not comfortable
in front of class, however as teachers we need to make the learning environment safe and comfortable
for all students. If the student displays a higher level of achieving, the teacher will expect more from
them when presenting the viewpoints and arguments of their respective side.
Reflection/Notes: (RUBRIC) (Lesson 5-United Nations Forum Presentation Debate)
10-9 Points
Students show
enthusiasm and
introduce the
country they are
representing and
elaborate why
they are taking the
stance they are.
Student displays
excellent eye
contact, voice, and
posture as well.
Arguments and Students have
strong sense of
Beliefs
knowledge of their
countries policies
and display factual
and proficient
arguments.
Students Express
the beliefs of the
country they
represent.
Closing Argument Students show
passion and are
precise and
confident in their
statement.
Students closing
argument is stern
and to the point.
Statement should
be between 60-90
seconds.
Opening
Statement
8-6 Points
Students introduce
the country and
stance they are
representing.
Student displays
average eye
contact, voice, and
posture as well.
5-3 Points
Students introduce
the country and
the stance they
are representing,
but display poor
knowledge of
facts. Student also
lacks eye contact,
voice volume, and
good posture.
2-1 Points
Students introduce
country, but are
unclear of the
assignment and do
not show any
interest in the
topic.
Students show
adequate
knowledge of their
countries policies
and display an
average argument.
Students give
minimal
arguments and
beliefs.
Students lack
confidence and do
not back up their
opening statement
with factual
information.
Students lack
passion and are
not to the point.
Closing statement
is 45-60 seconds in
length.
Students do not
portray believable
or effective closing
statement.
Statement is only
30-45 seconds.
Students lack eye
contact,
confidence, and
factual arguments.
Closing statement
is less than 30
seconds.
28
Sources/Research Above and Beyond Sufficient research Below average
research. Students
show
understanding and
use of actual
documents.
4-6 sources
and sources.
research and
Students mention sources.
documents within
their arguments.
2-3 sources
29
No research or
sources shown.
Ryan Hinner, Lou Hurd, Matt Michalsen
Lesson Topic 6: Cold War Propaganda
th
Grade Level/Content: 11
Grade History
Unit: Cold War (1945-1960)
Standards:
B.12.6 Select and analyze various documents that have influenced the legal, political, and
constitutional heritage of the United States
B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance,
make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion
B.12.8 Recall, select, and explain the significance of important people, their work, and their ideas in the
areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era
of Wisconsin, United States, and world history
Learning Outcomes:
-Students will be able to understand the role propaganda played in rallying support in the United
States and Soviet Union in the Cold War.
-Students will be able to analyze Cold War propaganda (primary sources) and interpret their respective
messages.
-Students will be able to identify the steps taken by the U.S. government to enlighten and warn
the American people about fall-out and necessary procedures that needed to be taken.
Assessment Tools: Students are getting into groups for a creative activity. Students will be creating their
own propaganda poster based on one of the prompts they choose from the teacher’s list. They need to
connect what they know about their prompt to create an effective poster for either the US or Soviet
people.
Activities:
Initiation/Opening: YouTube clip of Bert the Turtle/U.S. Civil Defense Film. “Duck and
Time: 10 min
cover” http://www.youtube.com/watch?v=IKqXu-5jw60 . Set the stage for “Cold War at
home.”
Teachers Activities: Discuss the form of propaganda that was “duck and cover.
Look at certain U.S. and foreign propaganda on a PowerPoint slide show, having students
understand each type of propaganda, what the significance of it was, etc.
30
Time: 10 min
Student’s Activities: Students are getting into groups for a creative activity. Students will
be creating their own propaganda poster based on one of the prompts they choose from
the teacher’s list. They need to connect what they know about their prompt to create an
effective poster for either the US or Soviet people.
Time: 20 min
Closure: Each group will present their propaganda poster to the class, explaining their
prompt and the message they were trying to get across.
Time: 10 min
Lecture Outline:
*Overview
-Propaganda is information and ideas that help or hurt a person, group, movement, or nation. It
was used the Cold War to influence public opinion on both American and Soviet sides.
*Supporting Points
- Cold War propaganda had a drastic effect on people’s viewpoints about the Cold War. It was
used to garner support and awareness for each side.
-Propaganda was used for attacking the enemy, creating a sense of nationalism, and garnering
public awareness about issues of the Cold War.
-Propaganda took many forms, including posters, film clips, newspaper clippings, cartoons,
among others.
Pre-Planning: Have clip of Bert the Turtle ready before class. Have posters and materials ready to
handout. Prompts should be printed. PowerPoint should be opened and running.
Materials/Resources: Computer, YouTube, poster paper, color markers, propaganda prompt handouts.
Instructional Strategies to Be Used: Lecture, video, group activity (group share), discussion.
Reflection/Notes: Differentiation/Special Needs Accommodation: Students needing special assistance
will receive a prompt sheet for the activity that includes specific examples of propaganda poster ideas
as well as examples of actual posters used during the Cold War.
31
US Home front
Background- There was a deep fear of nuclear attack on the country. There were a lot of
informational campaigns going on to keep people aware of proper procedures and preparations
in case of attack. The United States was experiencing a strong sense of nationalism. Many
were paranoid about the possibility of spies amongst each other.
Possible poster ideas can include:



Preparation for nuclear attack (at home or school) 
Awareness of suspicious Communist activities 
US Military
Background- Even though this was not a direct military conflict between the U.S. and Soviet
Union, the military still played an important role in indirect conflicts to contain Communism
(Korean War) as well as serving as deterrents in Europe and Asia.
Possible poster ideas can include:



Promotion of U.S. Military to build nationalism 
Defense of U.S./foreign nation freedom against Communism spread 
US anti-Soviet Union attitudes
Background- Many different types of media were introduced in the Cold War period that were
simply messages of Anti-Communism. Some propaganda weren’t necessarily promoting the
United States, but instead depicted the evils of Communism. Others showed comparative
attitudes depicting the superiority of American ideals/way of life vs. the Soviet Union.
Possible poster ideas can include:


Simple slogan and images downgrading some aspect of the Soviet Union (policy,
military, way of life, etc.) 

Comparison showing blatant superiority of America over the Soviet Union (i.e.
supermarket vs. bread line image) 
32
Soviet Union Military
Background- the Red Army was assembled for the defense of the Motherland and the spread of
Communist ideals. It served as a symbol of national pride. The Red Army was comprised of common
people who were there to fight for the great leaders of Communism-Joseph Stalin and Vladimir Lenin.
Possible poster ideas can include:





Promotion of Soviet Union to build nationalism 
Portrayal of Red Army soldier as a strong and heroic individual 
Stalin and Lenin are the important cogs of Communism looked up to by everyone 
Soviet anti-United States attitudes
Background- The Soviets saw the Communist system as a fair and equal economic system vs. the
unfair and greedy American system. “From each according to his ability, to each according to his need”
was the slogan written by Communist pioneer Karl Marx that was the foundation of the Soviet Union.
Possible poster ideas can include:



Depiction of Soviet Union life of equality and fairness as superior to U.S. capitalist system 
American greed and unfairness 
Soviets honoring Stalin and Lenin
Background- Joseph Stalin and Vladimir Lenin were the leaders of the Soviet people. These
men were often times being portrayed as heroic and god-like figures. Their names and images
were seen in every form from sculpture, currency, schoolbooks, to even city names.
Possible poster ideas can include:



Stalin and Lenin being inflated to a heroic and god-like status 
Being looked up to by the masses… 
33
United States Home Front
Background- There was a deep fear of nuclear attack on the country. There were a lot of
informational campaigns going on to keep people aware of proper procedures and preparations
in case of attack. The United States was experiencing a strong sense of nationalism. Many
were paranoid about the possibility of spies amongst each other.
Possible poster ideas can include:
•
Preparation for nuclear attack (at home or school)
•
Awareness of suspicious Communist activities
Poster Examples:



Duck and Cover 
Nuclear Fallout Preparation 
34
Ryan Hinner, Lou Hurd, Matt Michalsen
Lesson Topic 7: Arms Race/Brinkmanship
th
Grade Level/Content: 11 Grade History
Unit: Cold War (1945-1960)
Standards:
B.12.3 Recall, select, and analyze significant historical periods and the relationships among them
B.12.9 Select significant changes caused by technology, industrialization, urbanization, and
population growth, and analyze the effects of these changes in the United States and the world
B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations that
characterize today's interconnected world
Learning Outcomes:
-Students will be able to identify the idea of Brinkmanship and the concept of deterrence during the
Cold War.
-Students will be able to analyze the Chinese Straits Crisis and identify the role that brinkmanship and
deterrence played during the crisis.
-Students will identify how ICBMs, the Soviet launch of Sputnik, as well as the U-2 incident continued to
change the dynamic of the Cold War.
Assessment Tools:
-KWL chart: This will be handed out at the beginning of class, students will be given time to complete
the first part of “What do I know” as well as the “What do I want to learn” sections. At the end of the
lecture students will complete the “What did I learn” sections and turn them in for participation.
Activities:
Initiation/Opening
-The KWL Chart will be passed out and explained, students will then fill out the “What
do I know” and “What do I want to know” about brinkmanship and the concept of
deterrence. KWL charts can also include things such as ICBMs, Sputnik, and the U-2
incident.
Teachers Activities
The class will then gather back together to discuss the KWL chart, students can fill in the
“what I want to know” sections are they hear ideas from their classmates. The teacher will
then proceed into lecture and lead the students through a lesson of deterrence and
brinkmanship, as well as the important concepts of ICBMs, Sputnik, and the U-2 incident.
35
Time:
10 min
Time:
25 Min
Student’s Activities
Student will be taking notes during the lecture on their handed out graphic organizer.
Following the lecture students will complete the final “what did I learn” section of their
KWL chart.
Time:
10 min
Closure
Class will get back together to go over important concepts learned today, share thoughts
and feelings about the topics. This is also the time where the teacher will collect KWL
charts to grade them for participation and then will hand them back to students the
following day.
Time:
5 min
Lecture Outline:
*Overview
-The Chinese Straits Crisis signaled on a continuing evolution in the way the Cold War was being
fought. Following the stalemate in the Korean War, the U.S and its anti-communist allies needed
a moral victory. The Chinese Straits Crisis represented that opportunity to prevent Chinese
Communist takeover of Taiwan. The main foreign policy tools used to prevent communist
aggression was the concept of brinkmanship and deterrence.
*Supporting Points
-World opinion played an important role in terms of the U.S needing to prevent its noncommunist allies from falling to the communists, and if those countries did not have strong
moral for their cause, that could more easily happen.
-The Soviet launch of Sputnik further showed the technological gap between the Soviet
Union and the United States in the space race.
-The advancement into ICMBs for nuclear weapon delivery also changed the mentality of
the Cold War as no place could be thought of as not vulnerable to attack.
Pre-Planning:
KWL Chart and Graphic organizer created and printed out for each student, power point ready to show.
Materials/Resources:
KWL Chart, Graphic organizer, power point
Instructional Strategies to Be Used:
Discovery learning (KWL Chart), Lecture, Discussion, Cooperative learning
Reflection/Notes: Accommodations will include a completed graphic organizer for students needing
additional help; this will allow for them to focus on the lecture instead of focusing on writing.
36
Brinkmanship
Deterrence
How are deterrence and
brinkmanship related?
How did the advent of ICMBs
affect the concept deterrence?
37
Ryan Hinner, Lou Hurd, Matt Michalsen
Lesson Topic 8: Effects of Cold War on Politics
Grade Level/Content: 11
th
*Reading Activity
Grade History
Unit: Cold War (1945-1960)
Standards:
B.12.3 Recall, select, and analyze significant historical periods and the relationships among them
B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance,
make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion
B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations that
characterize today's interconnected world
Learning Outcomes:
-Students will interpret primary sources in order to better understand the feelings that Americans
had toward communism during the Cold War.
--Students will be able to recognize the root causes and effects of McCarthyism on American society.
Assessment Tools:
Students will be given a worksheet that will help them identify the main ideas from reading the
primary sources. Students are to fill out the worksheet by reading through the primary source
documents. This worksheet will be turned in and graded on accuracy of responses.
Activities:
Initiation/Opening
-Introduce and explain primary sources, explain directions for activity worksheet.
Time:
5 min
Teachers Activities
Teacher will start with brief lecture on Joseph McCarthy and the fear of communist
infiltration into the government.
Teacher will break students into “teams” of two students. Following the explanation of
directions, the teacher will observe the class and help guide students through the material
if any questions are needed to be answered.
Time:
38
40 min
(same time as
student
activities)
Student’s Activities
Students will be given three primary source documents to read with a partner. Each
student is expected to read each article. Together students will then work through the
questions, answering them by interpreting the primary sources.
Time:
40 min
Closure
The class with gather back together to answer any final questions on the reading.
Unfinished work will be assigned due for the beginning of the next class period. Students
will also be asked what they thought of working with the primary sources and any
problems that came up for them.
Time:
5 min.
Lecture Outline:
*Overview: There will be no specific lecture component to this lesson. The Joseph McCarthy and the fear
of communist infiltration in the government will be explained in the opening at the start of class.
Pre-Planning:
Printed articles and worksheet guide for students.
Materials/Resources:
Primary Source documents, worksheet guide
Instructional Strategies to Be Used:
Discovery learning and cooperative learning are used though working with partners and primary sources
to help students understand the McCarthy Era. This is because while working with primary sources
students will need to use their “critical eye” for interpreting primary sources in order to find their
meaning.
Reflection/Notes:
Accommodations are made through having students work with partners. These groups will be assigned
placing students needing assistance with advanced students in the class. Modifications for this lesson
include having students watch a video of the McCarthy Era instead of reading the primary source
documents.
39
In Senator McCarthy’s letter to President Eisenhower, what point is McCarthy
trying to get across to President Eisenhower and in what way does McCarthy try
prove that James Conant is not qualified for High Commissioner in Germany?
In President Eisenhower’s unsent letter to Senator McCarthy, how do you think the
President feels about what McCarthy is doing? Cite specific examples.
In Senator McCarthy’s speech in Wheeling, West Virginia, how does he describe communism?
47
Ryan Hinner, Lou Hurd, Matt Michalsen
*Writing and Technology Integration
Lesson Topic 9: Middle East and Latin America
th
Grade Level/Content: 11
Grade U.S. History
Unit: Cold War (1945-1960)
Standards:
B.12.1 Explain different points of views on the same historical event, using data gathered from
various sources, such as letters, journals, newspapers, government documents, and speeches.
B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations
that characterize today’s interconnected world.
Learning Outcomes:
1) Students will understand that there were many third world players in the Cold War,
not just the super powers of America and Soviet Union.
2) Students will understand that what America was doing wasn’t always what the people
of certain countries wanted.
3) Students will grasp a better understanding on how Third World nations impacted the
Cold War.
Assessment Tools:
Journal Entry and Discussion: We will have a discussion about the video, “Secret
Government” to close class.
Homework Assignment: 2-3 Paragraphs on: Why was American policy not favored by all
the people in these areas during the Cold War?
Activities:
Opening: Visual of key Latin American countries, Middle East countries, and
the Suez Canal. The students will add these areas to their personal maps so they
have a visual aid to know all the areas that were part of the Cold War.
Teaching Activities: Lecture and power point regarding countries and events
that played a significant role in the Cold War. We will ask questions throughout
the lecture on the information we are lecturing about and relate these areas to
other areas we learned about in prior lessons.
-Israel: Jewish people claimed the land as home. Israel’s Arab neighbors, who
also viewed the land as their ancient homeland, attacked the Jewish state in
1948. (United States supported Israel while USSR supported Arab interests)
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Time: 5 min
Time: 15 min
-Suez Crisis: 1956, U.S. and Great Britain cut off aid to Egypt because Egypt’s
leader sought Soviet support. Egypt’s Nasser responded by seizing the Britishowned Suez Canal.
*Importance of Canal: The canal was a waterway that passed through Egypt,
allowing Middle East oil to reach Europe via the Mediterranean
*Eisenhower Doctrine: “United States can use force to safeguard the
independence of any country or group of countries in the Middle East
requesting aid against Communist-inspired aggression.”
-Nicaragua and Honduras: American companies had large investments in
these countries. The U.S. invaded these countries to set up leaders who
supported American interests.
*CIA: America’s covert operations to get what they want, even though the
people may not want it: Soviets thought that the actions taken by America were
escalating the Cold War tensions.
Student’s Activities: Students will use the empathy and perspective facets of
Time: 25 min
learning and take on the information from the different views of the Middle
East and Latin American countries. This will allow students to walk in someone
else’s shoes and see the negative side of American Cold War policy and how it
basically only helped the American government and not the native people of the
land. Students will view a short video:
http://www.youtube.com/watch?v=_sstDwKTCpM
Closure: Writing/Discussion prompt: Why was American policy not favored by Time: 5 min
all the people in these areas during the Cold War? This will be a homework
activity that will be due the next day.
Pre-Planning:
For Teacher and Student use: Post to Class Website
The changing U.S. relationship with Egypt:
http://www.pbs.org/wgbh/globalconnections/mideast/questions/uspolicy/
Materials/Resources: Computer, Map, Video
Instructional Strategies to Be Used: Lecture with PowerPoint, Video, Discussion/Writing
Prompt
Reflection Notes: Differentiation: Students whom need accommodations will be able to have a
map already filled out, and be able to have guided notes such as Cornell Notes or a graphic
organizer. If modifications are needed for the homework prompt, students will be given
supporting points to write about, and their answer only has to be a paragraph. If students have a
higher readiness level, their standards will be raised for a more concise answer to the homework.
49
Ryan Hinner, Lou Hurd, Matt Michalsen
Lesson Topic 10: Group Work: Peer Review/Guided Research
Grade Level/Content: 11th Grade U.S History
Unit: Cold War (1945-1960)
B.12.1 Explain different points of view on the same historical event, using data gathered from various
sources, such as letters, journals, diaries, newspapers, government documents, and speeches
B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their
relevance, make comparisons, integrate new information with prior knowledge, and come to a
reasoned conclusion
B.12.3 Recall, select, and analyze significant historical periods and the relationships among them
B.12.4 Assess the validity of different interpretations of significant historical events
Learning Outcomes:
1) Students will analyze historical documents to gain knowledge of the causes and
effects of the Cold War.
2) Students will work together in groups and collectively gain a better understanding
of early Cold War propaganda.
3) Students will be able to describe the major social, cultural, and political movements during
the onset of the Cold War.
Assessment Tools: Students will be assessed by how diligently they are working within the
group. This will be assessed by the teacher observing the students, and group members giving
a +/- check at the end of the period for each group member. They will also be assessed by the
guided research because the teacher will know through their core performance task if the
student used data they researched today. Student groups will also hand in a sheet of notes at
the end of class that displays reviewing and researching during the period.
Activities:
Opening: Introduce the lesson and guided research resources
Teacher Activity: Set up groups and monitor student interaction and work ethic. Teacher
will also guide students to valuable resources such as books or online databases for
research to use on their Core Performance Task.
Student Activity: Students will be in assigned groups and work on researching and
reviewing information the class covered during the entire unit.
Closure: Go over the objectives again for the Core Performance Task and reiterate the
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Time: 5 Min
Time: 5 Min
Time: 30 Min
Time: 10 Min
due date. Also, briefly introduce the next unit so the students know what to
expect for the next class period.
Pre-Planning: Inform students the day before to bring all notes, worksheets, and assignments
to use to complete the peer review and guided research
Materials/Resources: Books, Notes, Computer, Prior Lessons
Instructional Strategies to Be Used: Cooperative learning and Recall of Specific Information
Reflection/Notes: Differentiation: The accommodations for this lesson affect those students
who need help and do not need help. The teacher will assign the groups according to the
strengths of each student and each group will have a combination of different strengths and
weaknesses. The guided research aspect of the lesson is also another accommodation, but can
be modified with supporting points to think about when researching. The peer review and guided
research lesson is overall modified to help all students with different strengths and weaknesses.
51
U.S. History
“Cold War Origins” Unit
Stating the American Position Address
Imagine that you are the U.S. Secretary of State during the Cold War period. The American
people are in uproar over certain foreign policies that have been put into place. Address the American
people about the US government’s ideology and reasoning for administering one particular policy. Be
sure to give accurate information regarding your policy of choice and add at least one counter-argument
for those still in opposition. (hint: you’ll have to then create an argument against your own address) Be
sure to cite any sources that you use making your argument for this policy.
Policies-choose one
Korean War
Marshall Plan
Berlin Airlift
Chinese Straits Crisis
US policy of containment
Truman Doctrine
This paper/address is due on the last day of the unit. The address needs to be 4-6 pages in
length. There is a minimum of 4 sources on this assignment. Your citation page will be
checked one time during our unit to show you are progressing with your paper (date TBA).
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Cold War Foreign Policy
Stating the American Position
Rubric
Category
9-10 Mastery
7-8 Proficient
4-6 In
Development
0-3 Unclear
Development
Position
Statement
The position
statement provides a
clear, strong
statement of the
author's position on
the topic.
Includes 3 or more
pieces of historical
evidence that support
the position
statement. The writer
anticipates the
audience’s concerns,
biases or arguments
and has provided at
least 1 counterargument.
All supportive facts
and reasoning are
stated accurately.
The position
statement provides
a clear statement
of the author's
position on the
topic.
Includes 3 or more
pieces of historical
evidence that
support the
position statement.
A position statement
is present, but does
not make the
author's position
clear.
There is no position
statement.
Includes 2 pieces of
historical evidence
that support the
position statement.
Includes 1 or fewer
pieces of evidence.
Almost all
supportive facts
and reasoning are
reported
accurately.
Minimum 4
sources. All
sources used for
quotes, statistics
and facts are
credible. Some
errors in citation.
The supportive facts
and reasoning are
reported, but are not
accurate.
No research is
present.
2-3 sources OR only
some sources used
for quotes, statistics
and facts are
credible and cited
correctly.
0-1 sources OR a
majority of sources
are suspect (not
credible) AND/OR
are not cited
correctly.
Support for
Position/Research
Accuracy of
Research
Sources
Minimum 4 sources.
All sources used for
quotes, statistics and
facts are credible and
cited correctly.
53
Score
Unit Plan Annotated Bibliography
"Atom Bomb of Nagasaki- YouTube." YouTube - Broadcast Yourself. Web. 14 Dec.
2011. <http://www.youtube.com/watch?v=6l5jI4iO4-g>.
This is a YouTube video clip of the Atom bomb that was used for the bombing of Nagasaki. The
clip discusses the consequences of the bombing.
Cayton, Andrew, Perry, Elisabeth I., Reed, Linda, and Allan M. Winkler. America: Pathways to the
Present. Upper Saddle River: Prentice Hall, 2003.
This American history textbook was our primary book for looking up topics for our Unit Plan. The
textbook has its own separate unit on the Cold War from the years of 1945-1960. The Cold War
unit in particular discusses the conflict origins, foreign policy, military conflict, and the Cold
War home front.
"Duck And Cover (1951) Bert The Turtle Civil Defense Film- YouTube." YouTube - Broadcast
Yourself. Web. 14 Dec. 2011. <http://www.youtube.com/watch?v=IKqXu-5jw60>.
This is a 1951 Civil Defense Administration video about nuclear fallout. It discusses what
precautions everyday Americans should take with the threat of a nuclear attack.
"Global Connections . U.S. Foreign Policy | PBS." PBS: Public Broadcasting Service. Web. 14
Dec. 2011. <http://www.pbs.org/wgbh/globalconnections/mideast/questions/uspolicy/>.
This is a summary of the U.S./Middle East foreign policy from early 20th century to present day. The
summary was created by PBS Global Connections. The summary delves into military policy,
economics, and the overall relationship the U.S. has had with countries in the Middle East.
McCarthy, Joseph. Eisenhower Presidential Library and Museum. Web. 14 Dec. 2011.
<http://www.eisenhower.archives.gov/research/online_documents/mccarthyism.html>.
54
This letter was written by Senator Joseph McCarthy to President Eisenhower in 1953. In the letter
McCarthy proclaims to Eisenhower about his suspicions of Communist involvement in
U.S. politics during the Cold War, namely with certain politicians and government officials.
This letter is but a sampling of other Cold War primary source documents found on
President Eisenhower's Library website.
McCarthy, Joseph, and Harry S. Truman. "Telegram from Senator Joseph McCarthy to President
Harry S. Truman." National Archives and Records Administration. Web. 14 Dec. 2011.
<http://www.archives.gov/education/lessons/mccarthy-telegram/>.
These telegrams are primary source documents from Senator Joseph McCarthy and President Truman.
In the first telegram McCarthy is expressing concern to the President over Communist
involvement in the US government. The telegram reply by Truman discusses disloyalty and
ridiculousness on the part of Senator McCarthy to his colleagues. The telegrams were written
in February of 1950.
Schwartz, Richard. "HUAC." Web. 14 Dec. 2011. <http://comptalk.fiu.edu/huac.htm>.
This webpage deals with the history of HUAC, the House Committee on Un-American Activities. It's a
summary of what HUAC was and did during the Cold War. It was a committee bent on finding
Communist activity in the celebrity world, particularly the entertainment business in Hollywood.
"Soviet Propaganda Posters." Create a Website | Tripod Web Hosting. Web. 14 Dec. 2011.
<http://v4valentine.tripod.com/SPP/MA0102_Index.htm>.
This is a website of various soviet union propaganda posters. They illustrate various aspects of
communism and the website has given translations of the posters to english so there is
an understanding of the words on the posters.
55
"Teaching Modules." Teaching American History. Web. 14 Dec. 2011.
<http://theomahaproject.org/module_display.php?mod_id=184>.
This website deals with political cartoons and public opinion regarding the Korean Conflict. There are
guided questions about the cartoons that students can answer to gain a better understanding of
what the political cartoons are about. There are also primary source document links on the site
regarding political addresses to the American people about the Korean Conflict.
"The Marshall Plan - YouTube." YouTube - Broadcast Yourself. Web. 14 Dec. 2011.
<http://www.youtube.com/watch?v=lUd2W6aMng4>.
This is a video clip of George Marshall testifying before Congress in 1948. Congress had
accepted Marshall's plan for rebuilding Europe after World War II.
"The Secret Government- YouTube." YouTube - Broadcast Yourself. Web. 14 Dec. 2011.
<http://www.youtube.com/watch?v=_sstDwKTCpM>.
This is a documentary that aired on PBS in 1987. Bill Moyers is the journalist that did investigation for this
documentary. He has interviewed a lot of powerful people and this documentary is a culmination of
his research to show what actually was occurring in the CIA during the Cold War.
"The United Nations: History and Functions - YouTube." YouTube - Broadcast Yourself. Web. 14 Dec.
2011. <http://www.youtube.com/watch?v=1cqw8-ongtY>.
This YouTube clip gives a brief summary of the history of the United Nations. It shows when and how
it was founded as well as the main functions of the organization.
"Truman Doctrine- YouTube." YouTube - Broadcast Yourself. Web. 14 Dec. 2011.
<http://www.youtube.com/watch?v=wmQD_W8Pcxg>.
This video clip is on YouTube and is from Discovery Learning. It is a short clip that gives a
brief overview of the Truman Doctrine and its effect on foreign policy in the Cold War.
56
"United Nations Webcast." United Nations Multimedia, Radio, Photo and Television. Web. 14
Dec. 2011. <http://www.unmultimedia.org/tv/webcast/index.html>.
This webcast is from the United Nations. It's a 24 programming webcast of the meetings, conferences,
and debates that are presently occurring at the UN.
57