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UNIT 8 Perspectives On the Present 1945–present The Berlin Wall November 10, 1989 Right on the border between East and West Berlin, at the Pariser Platz, the Brandenburg Gate (pictured at right) was once the symbol of a divided Berlin. After the fall of the Berlin Wall in 1989, the gate became the symbol of German reunification. At the end of World War II, the Allied powers divided Germany and its capital, Berlin, into zones of occupation. Eventually, the zones were consolidated. West Germany and West Berlin came to be associated with western Europe and the United States; East Germany and East Berlin were connected with the Soviet Union. Between 1949 and 1961, about two and a half million East Germans fled to West Germany. To help stem the tide of emigration, East Germany decided to build a wall around West Berlin and prevent access to West Berlin and West Germany. Begun in August 1961, the wall would ultimately stretch 28 miles across Berlin and 75 miles around West Berlin. The Berlin Wall quickly became one of the most notorious symbols of the Cold War. This divide was in place until the 1980s, when reform movements swept through the Soviet Union and Eastern Europe. The pressure for reform was eventually brought to bear on East German authorities, who finally agreed to open the nation’s borders on November 9, 1989. The photograph at right, taken the day after the borders were opened, shows a group of people standing on top of the Berlin Wall, just to the west of the Brandenburg Gate. 960 Unit 8 960 9-12_SNLAESE491127_0833UO.indd 960 5/27/10 6:45:12 PM UNIT 8 Previewing the Unit This unit describes the momentous political, social, and economic changes occurring around the globe after World War II. Power and Authority With much of Europe and parts of Asia in ruins after World War II, the United States and the Soviet Union emerge as rival superpowers. Their political and military confrontations dominate world affairs for the next 40 years. Revolution The end of World War II also heralds the end of colonialism, as native peoples in Africa, Asia, and the South Pacific demand independence. Although some European nations try to hold onto their colonies, others help native populations prepare for independent rule. On November 10, 1989, all borders between East and West Germany were opened. Here, people celebrate in front of the Brandenburg Gate, one of the former border crossings between East and West. The 1980s and 1990s witness a dramatic shift toward democracy in many areas around the world. The Soviet Union dissolves into 15 separate republics, while military dictatorships fall in Latin America. Nigeria and South Africa pursue democratic goals, and China reforms its economy. Science and Technology Advances in science, communications, and technology improve life for many people and help create a global economy. Nations around the world must adjust to new patterns of work, ensure the rights of their diverse populations, protect their environments, and achieve peaceful relations with their neighbors. Nation Building In Unit 8, you will learn about the emergence or growth of several different nations. At the end of the unit, you will have a chance to compare and contrast the nations you have studied. (See pages 1100–1105.) Comparing & Contrasting 961 9-12_SNLAESE491127_0833UO.indd 961 5/27/10 6:46:07 PM The unit feature on pages 1100–1105 uses charts, images, time lines, and primary source documents to compare five developing nations. Explain to students that these resources will help them to understand how the nations in Unit 8 are attempting to organize and govern themselves. Teacher’s Edition 961 CHAPTER 33 PLANNING GUIDE Restructuring the Postwar World, 1945–Present OVERVIEW ESSENTIAL QUESTION How did the United States and the Soviet Union compete for economic and military superiority in the Cold War era? Focus on the Essential Question Podcast SECTION 1 Cold War: Superpowers Face Off MAIN IDEA The opposing economic and political philosophies of the United States and the Soviet Union led to global competition. SECTION 2 Communists Take Power in China MAIN IDEA After World War II, Chinese Communists defeated Nationalistic forces and two separate Chinas emerged. SECTION 3 Wars in Korea and Vietnam MAIN IDEA In Asia, the Cold War flared into actual wars supported mainly by the superpowers. SECTION 4 The Cold War Divides the World MAIN IDEA The superpowers supported opposing sides in Latin American and Middle Eastern conflicts. SECTION 5 The Cold War Thaws MAIN IDEA The Cold War began to thaw as the superpowers entered an era of uneasy diplomacy. 961A Chapter 33 INSTRUCTIONAL RESOURCES In-Depth Resources: Unit 8 s "UILDING 6OCABULARY P Chapters in Brief %NGLISH3PANISH Block Schedule Pacing Guide Voices from the Past CD Multimedia Connections s /CTOBER &URY 4HE #UBAN -ISSILE #RISIS Interactive Online Edition TOS ExamView® Assessment Suite %NGLISH3PANISH TOS CalendarPlanner Power Presentations with Media Gallery Electronic Library of Primary Sources Video: *OSEPH 3TALIN In-Depth Resources: Unit 8 s 'UIDED 2EADING P s ,ITERATURE FROM The Nuclear Age, P s #ONNECTIONS !CROSS 4IME#ULTURES P s 3CIENCE AND 4ECHNOLOGY P s 2ETEACHING !CTIVITY P Guided Reading Workbook s 3ECTION Case Study 2, P Geography Transparencies s '4 4HE "ERLIN !IRLIFT n In-Depth Resources: Unit 8 s 'UIDED 2EADING P s 3KILLBUILDER 0RACTICE P s 0RIMARY 3OURCE P s 2ETEACHING !CTIVITY P Guided Reading Workbook s 3ECTION Case Study 2, P World Art and Cultures Transparencies s !4 Spring Walk to the Chi-Ch’ang Park In-Depth Resources: Unit 8 s 'UIDED 2EADING P s 0RIMARY 3OURCE P s (ISTORY -AKERS (O #HI -INH P s 2ETEACHING !CTIVITY P Guided Reading Workbook s 3ECTION World Art and Cultures Transparencies s !4 Laying a Road Electronic Library of Primary Sources s FROM h0EACE 7ITHOUT #ONQUESTv Video s +OREA 4HE &ORGOTTEN 7AR s 6IETNAM (OW 7E 7ENT TO 7AR In-Depth Resources: Unit 8 s 'UIDED 2EADING P s 'EOGRAPHY !PPLICATION P s 0RIMARY 3OURCE P s (ISTORY -AKERS 2UHOLLA +HOMEINI P s 2ETEACHING !CTIVITY P Guided Reading Workbook s 3ECTION Critical Thinking Transparencies s #4 'LOBAL 3UPERPOWERS &ACE /FF Electronic Library of Primary Sources s FROM 444 Days: The Hostages Remember Video: !YATOLLAH +HOMEINI In-Depth Resources: Unit 8 s 'UIDED 2EADING P s 0RIMARY 3OURCE 0OLITICAL #ARTOON P s 2ETEACHING !CTIVITY P Guided Reading Workbook s 3ECTION Critical Thinking Transparencies s #4 #HAPTER 6ISUAL 3UMMARY Electronic Library of Primary Sources s 3PEECH ON 3TALIN BY .IKITA +HRUSHCHEV s FROM A Student’s Diary Chart Key: SE Student Edition TE Teacher’s Edition Block Scheduling TOS Teacher One Stop Printable Resource ASSESSMENT SE Chapter Assessment, pp. 992–993 Formal Assessment s #HAPTER 4ESTS &ORMS ! " AND # pp. 544–558 TOS ExamView® Assessment Suite (English/Spanish) Presentation Resource DVD/CD-ROM MP3 Audio HISTORY™ Program Resources available on TOS and @ Supporting Resources Integrated Assessment Book Strategies for Test Preparation SE Section 1 Assessment, p. 970 Social Studies Trade Library Collections s Modern World History Trade Collection Fast Track to a 5 SE Section 2 Assessment, p. 975 Formal Assessment s 3ECTION 1UIZ P Test Practice Transparencies, TT128 s AP test preparation for World History provides students with test-taking strategies, review, and practice exams. For more information or to purchase these resources, go to Power Presentations with Media Gallery SE Section 3 Assessment, p. 981 Formal Assessment s 3ECTION 1UIZ P Test Practice Transparencies, TT129 SE Section 4 Assessment, p. 987 Formal Assessment s 3ECTION 1UIZ P Test Practice Transparencies, TT130 SE Section 5 Assessment, p. 991 are visual presentations of each chapter’s main ideas. Presentations can be customized by including Quick Facts charts, images from the text, and video clips. CHAPTER 33 PLANNING GUIDE Formal Assessment s 3ECTION 1UIZ P Test Practice Transparencies, TT127 s Multimedia Classroom Global History Series s Global History Teacher’s Guide Enrichment Activities SE Student Edition, pp. 962–993 s Interact with History, p. 964 s Science and Technology: The Space Race, p. 971 s War in Vietnam, 1957–1973 Map, p. 979 s History in Depth: How the Cold War Was Fought, p. 983 s s s s Superpower Aims in Europe Map, p. 966 Interactive History: The Iron Curtain, p. 967 War in Korea, 1950–1953 Map, p. 977 Cold War Hot Spots, 1948–1975 Map, p. 984 Formal Assessment s 3ECTION 1UIZ P Test Practice Transparencies, TT131 Teacher’s Edition 961B Differentiated Instruction Planning Guide ENGLISH LEARNERS: Resources in Spanish In-Depth Resources in Spanish Name L 33 s 3KILLBUILDER 0RACTICE )NTERPRETING #HARTS 1. ¿Quién? ¿Quién fue Mao Tse-tung? ¿Quién fue Jiang Jieshi? Chapters in Brief Spanish/English Guided Reading Workbook s 5NDERSTANDING THE #OLD 7AR P 2. ¿Cuándo? ¿Cúando comenzó la guerra civil en China? ¿Cuándo terminó la guerra civil? 3. ¿Qué? ¿Qué ventajas tenían las fuerzas nacionalistas? Modified Lesson Plans for English Learners Multi-Language Glossary of Social Studies Terms Communists Take Power in China A. Reconocimiento de hechos y detalles Al leer acerca de la guerra civil en China y de la creación de las dos Chinas, toma notas para contestar estas preguntas. Plus s 'EOGRAPHY !PPLICATION 4HE #UBAN -ISSILE #RISIS GUIDED READING Section 2 s #HAPTER 4EST &ORM ! L Activities in the Teacher’s Edition for English Learners Date CHAPTER ¿Qué ventajas tenían las fuerzas comunistas? s 4HE #HRONOLOGY OF THE +OREAN 7AR P 4. ¿Dónde? ¿Dónde se encuentra la China nacionalista? ¿Dónde se encuentra la República Popular de China? 5. ¿Cómo? ¿Cómo reaccionaron las superpotencias ante la formación de dos Chinas? © McDougal Littell Inc. All rights reserved. s 'UIDED 2EADING ExamView® Test Generator on Teacher One Stop s 53 AND #UBA P ¿Cómo transformó Mao la economía china? 6. ¿Por qué? ¿Por qué fracasó el Gran Salto Adelante? ¿Por qué inició Mao la Revolución Cultural? s 3UMMARIZING AND 3EQUENCING %VENTS P B. Reconocimiento de hechos y detalles Al reverso de esta hoja, explica las razones por las cuales se formaron las comunas y los Guardias Rojos en la China comunista. 234 Restructuring the Postwar World s 3ECTIONS n STRUGGLING READERS s 'UIDED 2EADING Guided Reading Workbook s "UILDING 6OCABULARY L The Cuban Missile Crisis 33 Directions: Read the paragraphs below and study the map carefully. Then answer the questions that follow. siles. Finally, it could order an air strike to destroy the missiles and then invade Cuba. On October 22, Kennedy announced a blockade of Cuba. The United States would seize “offensive weapons and associated matériel” that the Soviets were delivering to Cuba. After six tense days, Nikita Khrushchev, the Soviet leader, agreed to halt further shipments of missiles and to dismantle the existing ones in Cuba. He agreed to this only after Kennedy promised not to invade Cuba. Khrushchev also wanted the U.S. missiles removed from Turkey. In formal negotiations, Kennedy refused but then informally agreed to remove them and did so. Documents released 35 years later reveal that, unknown to both U.S. and Soviet leaders, Soviet field commanders in Cuba had complete authority to fire their missiles. In addition, U.S. military officials undertook several secret sabotage missions in Cuba, and an American aircraft accidentally strayed into Soviet airspace at the height of the crisis. Any of these situations could have triggered a nuclear war. n 1962, the world narrowly escaped nuclear holocaust during the Cuban Missile Crisis. The United States and the Soviet Union faced each other in a dispute over Soviet placement of nuclear missiles in Cuba, 90 miles off the coast of Florida. There are several possibilities why the Soviets placed nuclear missiles in Cuba. First, the missiles could protect Cuba from possible U.S. military aggression. Second, the Soviets would gain a strategic advantage on the United States in case of global nuclear war. Finally, the missiles would counter the U.S. installation of missiles in Turkey, near Soviet territory, in 1959. The U.S. government had an idea Soviets wanted to place missiles in Cuba for some time. However, it was not until August 29, 1962, that a U-2 spy plane confirmed this to President John F. Kennedy. Secretary of Defense Robert McNamara proposed three courses of action for the United States. First, it could try to resolve the problem diplomatically by discussing it with the Soviets and the Cubans. Second, it could form an air and naval blockade around Cuba to prevent further shipments of mis- s #HAPTER 4EST &ORM ! s 2ETEACHING !CTIVITIES Activities in the Teacher’s Edition for Struggling Readers Date GEOGRAPHY APPLICATION: REGION CHAPTER I Formal Assessment L Name Section 4 s 3ECTIONS n s 3KILLBUILDER 0RACTICE )NTERPRETING #HARTS s 'EOGRAPHY !PPLICATION 4HE #UBAN -ISSILE #RISIS Chapters in Brief Blockade of Cuba, 1962 AT L A N T I C OCEAN Miami Air P at Key West ro l Tropic of Cancer Havana Guantanamo Bay L A R CA I 90˚W A T DOMINICAN REPUBLIC Pa tro l 20˚N PUERTO RICO HAITI a r i b b e a n ir S e a 70˚W C R 80˚W C A ME N E SOUTH AMERICA 60˚W CUBA MEXICO Air and naval blockade Soviet missile sites U.S. military bases s 5NDERSTANDING #OMMUNIST #HINA P 30˚N FLORIDA Homestead Gulf of Mexico PA C I F I C O C E A N s 4HE "ERLIN !IRLIFT P 8 Unit 8, Chapter 33 © McDougal Littell Inc. All rights reserved. In-Depth Resources: Unit 8 s 6IETNAM 7AR 0OSTERS P s 4IME ,INE FOR THE #OLD 7AR P s (ONORING #OLD 7AR (EROES P GIFTED AND TALENTED STUDENTS s 0RIMARY 3OURCES FROM No Tears for Mao; FROM When Heaven and Earth Changed Places; 4HE #UBAN -ISSILE #RISIS 3PEECH BY *OHN & +ENNEDY 0OLITICAL #ARTOON L s ,ITERATURE FROM The Nuclear Age s 3CIENCE AND 4ECHNOLOGY 3UPER 3PY 0LANE Electronic Library of Primary Sources Name CHAPTER 33 Section 5 Date PRIMARY SOURCE Political Cartoon by Herbert Block Herbert Block drew this political cartoon shortly after the Cuban missile crisis, the most serious U.S.–Soviet confrontation. Notice that, unlike many American politicians and journalists who were severely critical of the Soviet leader at the time, Block depicts Nikita Khrushchev as an equal of President Kennedy in struggling to contain nuclear war. s FROM h0EACE 7ITHOUT #ONQUESTv s 3PEECH ON 3TALIN BY .IKITA +HRUSHCHEV s FROM A Student’s Diary s #ONNECTIONS !CROSS 4IME AND #ULTURES 2ESTORING THE 0EACE Formal Assessment s #HAPTER 4EST &ORM # Activities in the Teacher’s Edition for Gifted and Talented Students s ,ITERATURE OF THE #OLD 7AR P s FROM 444 Days: The Hostages Remember s (ISTORY -AKERS (O #HI -INH 2UHOLLA +HOMEINI 961C Chapter 33 L s !RT AND 7AR P © McDougal Littell Inc. All rights reserved. In-Depth Resources: Unit 8 s #UBAN -ISSILE #RISIS P “Let’s Get a Lock for This Thing,” from Herblock: A Cartoonist’s Life (Lisa Drew Books/Macmillan, 1993). Discussion Questions 1. Analyzing Political Cartoons What message does this cartoon send to the leaders of the United States and the Soviet Union? 2. Forming and Supporting Opinions Considering the climate of the Cold War in 1962, do you think the spirit of this cartoon is overly optimistic? Why or why not? Restructuring the Postwar World 13 CHAPTER 33: TECHNOLOGY IN THE CLASSROOM INTERNET HUNT: SPUTNIK ACTIVITY OUTLINE Class Time /NE CLASS PERIOD Task !NSWERING QUESTIONS ABOUT 3PUTNIK AND THE 3OVIET!MERICAN RELATIONS Purpose 4O HELP STUDENTS IDENTIFY IMPORTANT DETAILS THAT HELP COMPLETE THE PICTURE OF 3PUTNIKS RELATIONSHIP TO THE #OLD 7AR DIRECTIONS 1. 0ROVIDE FIVE OR SIX QUESTIONS ABOUT 3PUTNIK AND 3OVIET!MERICAN RELATIONS THAT ARE NOT COVERED IN THE TEXTBOOK AND A LIST OF 7EB SITES WHERE THE ANSWERS CAN BE FOUND 5SE QUESTIONS THAT ENCOURAGE STUDENTS TO EXAMINE THE BROAD ISSUES WHILE THEY HONE IN ON THE DETAILS (ERE ARE SOME SAMPLE QUESTIONS s 7HAT WAS THE REACTION OF !MERICAN ROCKET SCIENTISTS TO NEWS OF 3PUTNIKS WEIGHT s (OW DID 3OVIET LEADERS RELATE THE LAUNCHING OF 3PUTNIK TO SOCIALISM s 7HAT ROLE DID THE LAUNCH OF 3PUTNIK PLAY IN THE hKITCHEN DEBATEv BETWEEN 6ICE 0RESIDENT 2ICHARD - .IXON AND 3OVIET 0REMIER .IKITA 3 +HRUSHCHEV s (OW DID THE 5NITED 3TATES REACT TO THE LAUNCH OF 3PUTNIK 2. (AVE STUDENTS NAVIGATE THE 7EB SITES ON THE LIST TO FIND THE ANSWERS TECHNOLOGY TIPS s (AVE STUDENTS GO ONLINE AT hmhsocialstudies.com TO EXPLORE 7EB LINKS s 4HE .ATIONAL !IR AND 3PACE -USEUM OFFERS EXTENSIVE ONLINE MATERIAL ON 3PUTNIK THE SCIENCE OF SPACE FLIGHT AND THE 3OVIET!MERICAN SPACE RACE DIFFERENTIATED INSTRUCTION PLANNING GUIDE !N )NTERNET HUNT IS A GOOD WAY TO INTRODUCE STUDENTS TO THE WIDERANGING ONLINE MATERIAL RELATED TO 3PUTNIK )N THIS ACTIVITY STUDENTS ARE REQUIRED TO SEARCH A SPECIFIED GROUP OF 7EB SITES FOR ANSWERS TO VARIOUS QUESTIONS ABOUT 3PUTNIK 4EACHERS CAN USE THE EXERCISE TO EXPOSE STUDENTS TO ONLINE NEWSPAPER ARTICLES SCIENCE AND TECHNOLOGY 7EB SITES AND GOVERNMENT DOCUMENTS s 4HE 3MITHSONIAN )NSTITUTIONS !MERICAN HISTORY 7EB SITE OFFERS #OLD 7AR HISTORY MATERIALS INCLUDING A TIME LINE AND INFORMATION ON 3PUTNIK AND THE SPACE RACE s 4HE 7EB SITE OF THE .ATIONAL !ERONAUTICS AND 3PACE !DMINISTRATION .!3! PROVIDES LINKS TO HISTORIES OF .!3! AND SPACE FLIGHT Teacher’s Edition 961D CHAPTER s INTRODUCTION Introducing the CHAPTER 33 Essential Question s %XPLAIN TO STUDENTS WHAT IS MEANT BY THE TERM Cold War. s 4ELL STUDENTS THAT THE 5NITED 3TATES AND THE 3OVIET 5NION BATTLED EACH OTHER THROUGH OTHER COUNTRIES USING A VARIETY OF METHODS s 0OINT OUT HOW NATIONS ALL OVER THE WORLD WERE PRESSURED AND ENTICED TO TAKE SIDES Restructuring the Postwar World, 1945-Present Essential Question How did the United States and the Soviet Union compete for economic and military superiority in the Cold War era? What You Will Learn In this chapter, you will learn that the United States and the Soviet Union competed for dominance in the post–World War II world, with important consequences for other nations. Previewing Themes %XPLAIN THAT THE REPRESSIVE GOVERNMENTS AND CONFLICTS STUDENTS WILL READ ABOUT IN THIS CHAPTER WERE NOTHING NEW TO THE WORLD 7HAT SET THIS PERIOD APART WAS THE GLOBAL SCALE OF THE CONFLICT AS TWO SUPERPOWERS COMPETED FOR DOMINANCE 4HE COMPETITION REACHED TO ALL PARTS OF THE WORLD AND REPEATEDLY BROUGHT THE NATIONS TO THE BRINK OF NUCLEAR WAR SECTION 1 Cold War: Superpowers Face Off The opposing economic and political philosophies of the United States and the Soviet Union led to global competition. SECTION 2 Communists Take Power in China After World War II, Chinese Communists defeated Nationalist forces and two separate Chinas emerged. SECTION 3 Wars in Korea and Vietnam Accessing Prior Knowledge In Asia, the Cold War flared into actual wars supported mainly by the superpowers. 0OINT OUT THAT MANY OF THE POLITICAL EVENTS OF THIS PERIOD WERE DRIVEN BY TWO POLITICAL PHILOSOPHIES STUDENTS HAVE ALREADY STUDIED COMMUNISM AND REALPOLITIK 'UIDE A REVIEW OF THESE TWO VIEWS Previewing Themes ECONOMICS Two conflicting economic systems, capitalism and communism, competed for influence and power after World War II. The superpowers in this struggle were the United States and the Soviet Union. Geography Study the map and the key. What does the map show about the state of the world in 1949? REVOLUTION In Asia, the Americas, and Eastern Europe, people revolted against repressive governments or rule by foreign powers. These revolutions often became the areas for conflict between the two superpowers. Geography Look at the map. Which of the three areas mentioned was not Communist in 1949? EMPIRE BUILDING The United States and the Soviet Union used military, economic, and humanitarian aid to extend their control over other countries. Each also tried to prevent the other superpower from gaining influence. Geography Why might the clear-cut division shown on this map be misleading? SECTION 4 The Cold War Divides the World The superpowers supported opposing sides in Latin American and Middle Eastern conflicts. SECTION 5 The Cold War Thaws The Cold War began to thaw as the superpowers entered an era of uneasy diplomacy. Geography Answers ECONOMICS Possible Answer: )N THE WORLD WAS DIVIDED INTO TWO OPPOSING GROUPS#OMMUNIST AND NON#OMMUNIST COUNTRIES REVOLUTION 4HE !MERICAS WERE NOT UNDER #OMMUNISM IN EMPIRE BUILDING Possible Answer: 4HE DIVISION ON THE MAP LUMPS MANY DIFFERENT COUNTRIES AND CULTURES TOGETHER UNDER BROAD CATEGORIES 962 TIME LINE DISCUSSION 9-12_SNLAESE491127_0833CO.indd 962 %XPLAIN THAT THE CONFLICTS AND DISAGREEMENTS AS WELL AS THE NEW ALLIANCES THAT EMERGED IMMEDI ATELY AFTER 7ORLD 7AR )) CONTINUE TO DRIVE MANY OF THE WORLDS EVENTS TODAY 1. 0OINT OUT THAT THE 5NITED .ATIONS IS THE MOST IMPORTANT INTERNATIONAL ORGANIZATION IN HISTORY )N WHAT YEAR WAS THE 5NITED .ATIONS FORMED 7HAT EVENTS HAS THE 5. BEEN INVOLVED WITH IN RECENT YEARS (1945; Possible Answers: weapons search in Iraq, war against terrorism, peace keeping) 962 Chapter 33 2. %XPLAIN THAT A RACE INTO SPACE WAS ONE ASPECT OF THE COMPETITION BETWEEN THE 5NITED 3TATES AND THE 3OVIET 5NION 4HE 3OVIETS ACHIEVED THE FIRST SUCCESS WITH THE LAUNCHING OF 3PUTNIK (OW MANY YEARS PASSED FROM THE TIME THE 3OVIET 5NION LAUNCHED 3PUTNIK UNTIL 53 ASTRONAUTS LANDED ON THE MOON (12 years) 3. 7HAT HAPPENED IN 3OUTH !FRICA IN (first all-race election was held) 6/28/10 4:38:47 PM 4. $URING WHAT TENYEAR PERIOD DID COMMUNISM EXPERIENCE THE MOST SUCCESSES 7HAT WERE THEY (1949–1959; Communists gained control of China and Cuba and launched Sputnik.) 5. !FTER THE "ERLIN 7ALL WAS KNOCKED DOWN WHAT OTHER DEFEAT FOR THE #OMMUNISTS IS SHOWN ON THE TIME LINE (Communists voted out of power in Nicaragua) CHAPTER 33 History from Visuals +PTFQI4UBMJO Interpreting the Map Tell students that geography played an important role in the development of U.S. and Soviet Cold War strategies. Point out the huge landmass of the Soviet Union and the two oceans that surround the United States. Ask students how these factors may have influenced the countries’ policies. (The oceans offered the United States natural defense and motivated its leaders to build air and sea power. In contrast, the Soviet Union was vulnerable to land invasion, which led Soviet leaders to build massive armies.) Extension With the class, brainstorm a list of questions regarding the relationship between the United States and the Soviet Union. For example: What was the capital of the Soviet Union? How far is it from the U.S. capital? How far apart were the Soviet Union and the United States at their closest point? Where is that? Divide the questions among students and have them find the answers using classroom resources. Have students share their answers in class discussion. (Moscow, about 4,900 miles; about 55 miles, northwest Alaska and northeast Soviet Union at the Bering Strait) RECOMMENDED RESOURCES 9-12_SNLAESE491127_0833CO.indd 963 6/25/10 4:58:56 PM Books for the Teacher men come of age during the Vietnam War. Videos and Software Kutler, Stanley, ed. Encyclopedia of the Vietnam War. New York: Scribner’s, 1996. Holt McDougal Literature Connections. Kawashimav Watkins, Yoko. So Far from the Bamboo Grove (with related readings). 1997. This memoir describes the odyssey of a Japanese family from Korea to Japan at the end of World War II. From the Bay of Pigs to the Brink. VHS. Films for the Humanities & Sciences, 1993. 800-257-5126. Cohen, Daniel. Joseph McCarthy: The Misuse of Political Power. Brookfield, CT: Millbrook, 1996. Books for the Student Holt McDougal Literature Connections. Myers, Walter Dean. Fallen Angels (with related readings). 1997. In this novel a small group of The War at Home. VHS. Library Video Company, 1998. 800-843-3620. Examines the effects of the Vietnam War on the American home front. Decisions, Decisions Series: The Cold War. CD-ROM. Tom Snyder Productions, 1997. 800-342-0236. Teacher’s Edition 963 CHAPTER s ).4%2!#4 If you were president, what policies would you follow to gain allies? Interact with History Objectives World War II has ended. You are the leader of a great superpower—one of two in the world. To keep the balance of power in your nation’s favor, you want to gain as many allies as possible. You are particularly interested in gaining the support of nations in Africa, Asia, and Central and South America who do not yet favor either superpower. You call your advisers together to develop policies for making uncommitted nations your allies. s 3ET THE STAGE FOR STUDYING THE #OLD 7AR s (ELP STUDENTS RECOGNIZE HOW THE #OLD 7AR AFFECTED NATIONS THROUGHOUT THE WORLD EXAM I N I NG the ISSU ES Possible Answers s INCREASED TAXES POLITICAL UNREST AT HOME AND IN OTHER COUNTRY OTHER SUPERPOWER MIGHT TRY TO EXERT ITS POWER INCREASED RISK OF WAR STRONGER POSITION IN WORLD AFFAIRS Support anti-government rebels. Send troops. Give economic aid. Join together in an alliance. s 3TUDENTS MAY SAY THAT SUCH COUNTRIES MIGHT HAVE TO SACRIFICE THEIR IDEALS OR THEIR POLITICAL AND ECONOMIC SECURITY Discussion !SK STUDENTS TO IDENTIFY WAYS IN WHICH THE 5NITED 3TATES HAS SOUGHT TO INFLUENCE OTHER COUNTRIES (Possible Answers: threat of invasion or isolation, economic sanctions or rewards, financial or military aid, political support for leaders, opposition to policies in UN) EXAMINING the I S S U E S s How might the actions taken affect your country? the other superpower? s How might being caught in a struggle between superpowers affect a developing nation? As a class, discuss how the conflict between the superpowers affects the rest of the world. As you read about how the superpowers tried to gain allies, notice the part weaker countries played in their conflict. 964 Chapter 33 WHY STUDY THE RESTRUCTURING OF THE POSTWAR WORLD? 9-12_SNLAESE491127_0833IH.indd 964 s 2USSIA REMAINS A WORLD POWER EVEN AFTER THE BREAKUP OF THE 3OVIET 5NION 2ELATIONS AND AGREEMENTS BETWEEN THE 3OVIET 5NION AND THE 5NITED 3TATES CONTINUE TO AFFECT 53n2USSIA RELATIONS TODAY s !LLIANCES BUILT THROUGH .!4/ DURING THE #OLD 7AR REMAIN A CORNERSTONE OF 53 FOREIGN RELATIONS #OMMITMENTS TO THE ORGANIZATION CONTINUE TO AFFECT POLITICAL ECONOMIC AND MILITARY DECISIONS 964 Chapter 33 6/28/10 4:34:36 PM s 4HE 5NITED .ATIONS WAS FORMED TO PROMOTE PEACE AND STABILIZE RELATIONS AMONG THE WORLDS NATIONS )T CONTINUES TO BE AN IMPORTANT RESOURCE FOR RESOLVING ISSUES AMONG NATIONS s #HINA IS AN EMERGING ECONOMIC AND MILITARY POWER 2ELATIONS THAT DEVELOPED BETWEEN #HINA AND THE 5NITED 3TATES AS WELL AS WITH 2USSIA CAN HAVE VAST SIGNIFICANCE NOW AND IN THE FUTURE LESSON PLAN 1 OBJECTIVES s !NALYZE THE 533OVIET POSTWAR SPLIT Cold War: Superpowers Face Off MAIN IDEA ECONOMICS The opposing economic and political philosophies of the United States and the Soviet Union led to global competition. Pictured Above: (L) Military parade in Red Square, Moscow, USSR, 1987; (R) Buzz Aldrin and the U.S. flag on the moon, 1969 WHY IT MATTERS NOW The conflicts between the United States and the Soviet Union played a major role in reshaping the modern world. s %XPLAIN HOW 3OVIET DOMINATION OF %ASTERN %UROPE DEVELOPED s $ESCRIBE 53 CONTAINMENT OF #OMMUNIST EXPANSION TERMS & NAMES s s s s s 5NITED .ATIONS IRON CURTAIN CONTAINMENT 4RUMAN $OCTRINE -ARSHALL 0LAN s s s s s $EFINE THE #OLD 7AR #OLD 7AR .!4/ 7ARSAW 0ACT BRINKMANSHIP FOCUS & MOTIVATE !SK STUDENTS TO NAME THE WORLDS SUPER POWERS !SK HAVE THERE BEEN OTHER SUPERPOWERS IN THE PAST (Superpower: United States; Possible Answers: past superpowers: Soviet Union, United Kingdom) SETTING THE STAGE During World War II, the United States and the Soviet Union had joined forces to fight against the Germans. The Soviet army marched west; the Americans marched east. When the Allied soldiers met at the Elbe River in Germany in 1945, they embraced each other warmly because they had defeated the Nazis. Their leaders, however, regarded each other much more coolly. This animosity caused by competing political philosophies would lead to a nearly half-century of conflict called the Cold War. INSTRUCT Allies Become Enemies Even before World War II ended, the U.S. alliance with the Soviet Union had begun to unravel. The United States was upset that Joseph Stalin, the Soviet leader, had signed a nonaggression pact with Germany in 1939. Later, Stalin blamed the Allies for not invading German-occupied Europe earlier than 1944. Driven by these and other disagreements, the two allies began to pursue opposing goals. Allies Become Enemies TAKING NOTES Critical Thinking Use the graphic organizer online to take notes on important early Cold War events. s (OW WERE THE OCCUPATION FORCES FOR 'ERMANY CHOSEN (nations primarily responsible for defeating Germany) s 7HAT MADE AN ESPECIALLY GOOD TIME TO FOUND THE 5NITED .ATIONS (Possible Answers: Superpowers still on good terms. With war fresh on their minds, most people supported the effort to promote peace.) Yalta Conference: A Postwar Plan The war was not yet over in February 1945. But the leaders of the United States, Britain, and the Soviet Union met at the Soviet Black Sea resort of Yalta. There, they agreed to divide Germany into zones of occupation controlled by the Allied military forces. Germany also would have S 7INSTON #HURCHILL &RANKLIN $ 2OOSEVELT and Joseph Stalin meet at Yalta in 1945. In-Depth Resources: Unit 8 s 'UIDED 2EADING P ALSO IN 3PANISH 965 SECTION 1 PROGRAM RESOURCES 9-12_SNLAESE491127_083301.indd 965 ALL STUDENTS STRUGGLING READERS In-Depth Resources: Unit 8 s 'UIDED 2EADING P Formal Assessment s 3ECTION 1UIZ P In-Depth Resources: Unit 8 s 'UIDED 2EADING P s "UILDING 6OCABULARY P s 2ETEACHING !CTIVITY P Guided Reading Workbook s 3ECTION ENGLISH LEARNERS In-Depth Resources in Spanish s 'UIDED 2EADING P Spanish/English Guided Reading Workbook s 3ECTION 6/28/10 4:31:53 PM GIFTED AND TALENTED STUDENTS s 3CIENCE AND 4ECHNOLOGY 3UPER 3PY 0LANE P INTEGRATED TECHNOLOGY Student One Stop Voices from the Past Audio CD Teacher One Stop s 0OWER 0RESENTATIONS Geography Transparencies s '4 4HE "ERLIN !IRLIFT n In-Depth Resources: Unit 8 s ,ITERATURE FROM The Nuclear Age, P s #ONNECTIONS !CROSS 4IME AND #ULTURES 2ESTORING THE 0EACE P Teacher’s Edition 965 CHAPTER s 3ection 1 to pay the Soviet Union to compensate for its loss of life and property. Stalin agreed to join the war against Japan. He also promised that Eastern Europeans would have free elections. A skeptical Winston Churchill predicted that Stalin would keep his pledge only if the Eastern Europeans followed “a policy friendly to Russia.” Creation of the United Nations In June 1945, the United States and the Soviet More About . . . Union temporarily set aside their differences. They joined 48 other countries in forming the United Nations (UN). This international organization was intended to protect the members against aggression. It was to be based in New York. The charter for the new peacekeeping organization established a large body called the General Assembly. There, each UN member nation could cast its vote on a broad range of issues. An 11-member body called the Security Council had the real power to investigate and settle disputes, though. Its five permanent members were Britain, China, France, the United States, and the Soviet Union. Each could veto any Security Council action. This provision was intended to prevent any members of the Council from voting as a bloc to override the others. The Security Council In 1965, the membership in The Security Council was increased to 15. Nonpermanent members are elected by the UN General Assembly and serve two years. Members are chosen for regional balance. Five members come from Africa or Asia, one from eastern Europe, two from Latin America, and two from Western Europe. Differing U.S. and Soviet Goals Despite agreement at Yalta and their presence on the Security Council, the United States and the Soviet Union split sharply after the war. The war had affected them very differently. The United States, the world’s richest and most powerful country, suffered 400,000 deaths. But its cities and factories remained intact. The Soviet Union had at least 50 times as many fatalities. One in four Soviets was wounded or killed. Also, many Soviet cities were demolished. These contrasting situations, as well as political and economic differences, affected the two countries’ postwar goals. (See chart below.) History from Visuals A. Answer Their aims were in conflict: the U.S. wanted to promote the economic recovery and growth of Western Europe; the Soviet Union wanted to protect itself and spread communism. Summarizing Why did the United States and the Soviet Union split after the war? Interpreting the Map Ask students to name the Communist countries shown on the map. (Soviet Union, East Germany, Poland, Czechoslovakia, Hungary, Romania, Yugoslavia, Bulgaria, Albania) Extension Have students stage a debate between U.S. and Soviet spokespeople defending their postwar goals. SKILLBUILDER Answers 1. Drawing Conclusions Poland, Czechoslovakia, Hungary, Romania, Yugoslavia, Bulgaria, Albania, East Germany 2. Comparing encourage democracy (U.S.), encourage communism (Soviet), reunite Germany (U.S.), keep Germany divided (Soviet) United United States States s %NCOURAGE s %NCOURAGE DEMOCRACY DEMOCRACY IN OTHER IN OTHER COUNTRIES COUNTRIES TO TO HELP HELP PREVENT PREVENT THETHE RISERISE OF OF #OMMUNIST #OMMUNIST GOVERNMENTS GOVERNMENTS s 'AIN s 'AIN ACCESS ACCESS TO TO RAW RAW MATERIALS MATERIALS AND AND MARKETS MARKETS TO TO FUEL FUEL BOOMING BOOMING INDUSTRIES INDUSTRIES s 2EBUILD s 2EBUILD %UROPEAN %UROPEAN GOVERNMENTS GOVERNMENTS TO TO PROMOTE PROMOTE STABILITY STABILITY AND AND CREATE CREATE NEW NEW MARKETS MARKETS FORFOR 53 53 GOODS GOODS s 2EUNITE s 2EUNITE 'ERMANY 'ERMANY TO TO STABILIZE STABILIZE IT AND IT AND INCREASE INCREASE THETHE SECURITY SECURITY OF OF %UROPE %UROPE Soviet Soviet Union Union s %NCOURAGE s %NCOURAGE COMMUNISM COMMUNISM IN OTHER IN OTHER COUNTRIES COUNTRIES AS AS PART PART OF OF A WORLDWIDE A WORLDWIDE WORKERS WORKERS REVOLUTION REVOLUTION s 2EBUILD s 2EBUILD ITS ITS WARRAVAGED WARRAVAGED ECONOMY ECONOMY USING USING %ASTERN %ASTERN %UROPES %UROPES INDUSTRIAL INDUSTRIAL EQUIPMENT EQUIPMENT AND AND RAW RAW MATERIALS MATERIALS s #ONTROL s #ONTROL %ASTERN %ASTERN %UROPE %UROPE TO TO PROTECT PROTECT 3OVIET 3OVIET BORDERS BORDERS AND AND BALANCE BALANCE THETHE 53 53 INFLUENCE INFLUENCE IN 7ESTERN IN 7ESTERN %UROPE %UROPE s +EEP s +EEP 'ERMANY 'ERMANY DIVIDED DIVIDED TO TO PREVENT PREVENT ITS ITS WAGING WAGING WAR WAR AGAIN AGAIN SKILLBUILDER: Interpreting Maps and Charts This map is available in an interactive format online and on the Student One Stop DVD-ROM. 1. Drawing Conclusions Which countries separated the Soviet Union from Western Europe? 2. Comparing Which U.S. and Soviet aims in Europe conflicted? 966 Chapter 33 Name CONNECTIONS ACROSS TIME AND CULTURES Peacekeeping Institutions Date CONNECTIONS ACROSS TIME AND CULTURES CHAPTER 33 Section 1 9-12_SNLAESE491127_083301.indd 966 THEMATIC CONNECTION: Restoring the Peace POWER AND AUTHORITY As you read in this chapter, two superpowers—the United States and the Soviet Union—emerged at the end of World War II. Allied during war, they disagreed sharply over postwar plans for the “victorious peace” and split Europe into a democratic West and a Communist East. After World War I, the Treaty of Versailles tried to establish a lasting peace, but Europe was at war again barely 20 years later. What factors might account for the continuing tensions after both world wars of the twentieth century? Review Chapter 29, Section 4, and answer the questions that follow. 1. After World War I, the victorious allies had different goals. France and England, determined to protect their national security, wanted to punish Germany and make it incapable of fighting another war. America’s President Wilson wanted to create a lasting peace supervised by the League of Nations. 1. a. After World War II, what were the U. S. goals for peace? ______________________________________ Task Comparing and contrasting the League of Nations and the UN consider why the League failed and the UN has endured and been somewhat successful in promoting world peace. Purpose To analyze the League of Nations and the UN Instructions Project Critical Thinking Transparency CT74 and complete it with the headings shown. Then give students copies of the worksheet for Connections Across Time and Cultures: Restoring the Peace. Have students work in pairs. Tell them to copy the chart and use it to compare and contrast the UN with the League of Nations, which they studied in chapters 29 and 31. Ask them to 966 Chapter 33 Purpose Established Disbanded Member nations Accomplishments League of Nations international peacekeeping United Nations international peacekeeping 1. b. What were the goals of the Soviet Union? __________________________________________________ 2. After World War I, the Allies took territory away from Germany, limited the size of the German army, and required Germany to pay $33 billion in reparations. How did the Allies treat Germany after World War II? ______________________________________________________________________ ________________________________________________________________________________________ 3. The Treaty of Versailles established the League of Nations after World War I. However, the United States did not join, Germany and the Soviet Union were not members, and the League proved unable to preserve world peace. How successful was the United Nations, the world peacekeeping body established after World War II? ____________________________________________ ________________________________________________________________________________________ © McDougal Littell Inc. All rights reserved. Class Time 20 minutes 4. The Soviet Union was not included in the peace discussions among the Allies after World War I. In fact, some of its territory was taken to form independent nations in central Europe. 4. a. How did the other Allies treat the Soviet Union after World War II? ____________________________ 4. b. How might the experience of the Soviet Union after World War I have affected its policies after World War II? ____________________________________________________ 5. The United States refused to sign the Treaty of Versailles or join the League of Nations after World War I. How was U.S. policy different after World War II? __________________________________ ________________________________________________________________________________________ 6. A little more than 20 years after World War I ended, another massive international conflict began. Even though there have been many wars since the end of World War II, there has not been a worldwide war. In your opinion, what are the major factors that have contributed to the relative peace since World War II? ______________________________________________________ ________________________________________________________________________________________ Restructuring the Postwar World 19 In-Depth Resources: Unit 8 6/28/10 4:29:13 PM CHAPTER s 3ection 1 Eastern Europe’s Iron Curtain */5&3"$5*7& '&"563& See how the Iron Curtain descended across Eastern Europe. A major goal of the Soviet Union was to shield itself from another invasion from the west. Centuries of history had taught the Soviets to fear invasion. Because it lacked natural western borders, Russia fell victim to each of its neighbors in turn. In the 17th century, the Poles captured the Kremlin. During the next century, the Swedes attacked. Napoleon overran Moscow in 1812. The Germans invaded Russia during World Wars I and II. Eastern Europe’s Iron Curtain Critical Thinking s 7HY DID 3TALIN REFUSE TO ALLOW FREE ELECTIONS IN EASTERN %UROPE He wanted eastern Europe under Communist control as a buffer against invasion.) s (OW IS hIRON CURTAINv AN APT TERM FOR THE DIVISION BETWEEN DEMOCRATIC AND #OMMUNIST %UROPE (Iron is visually and physically impenetrable and cuts off contact between each side.) Soviets Build a Buffer As World War II drew to a close, the Soviet troops pushed the Nazis back across Eastern Europe. At war’s end, these troops occupied a strip of countries along the Soviet Union’s own western border. Stalin regarded these countries as a necessary buffer, or wall of protection. He ignored the Yalta agreement and installed or secured Communist governments in Albania, Bulgaria, Hungary, Czechoslovakia, Romania, Poland, and Yugoslavia. The Soviet leader’s American partner at Yalta, Franklin D. Roosevelt, had died on April 12, 1945. To Roosevelt’s successor, Harry S. Truman, Stalin’s reluctance to allow free elections in Eastern European nations was a clear violation of those countries’ rights. Truman, Stalin, and Churchill met at Potsdam, Germany, in July 1945. There, Truman pressed Stalin to permit free elections in Eastern Europe. The Soviet leader refused. In a speech in early 1946, Stalin declared that communism and capitalism could not exist in the same world. B. Possible Answer because the West would be unable to penetrate Eastern Europe now that it was under Soviet control Analyzing Primary Sources Why might Winston Churchill use “iron curtain” to refer to the division between Western and Eastern Europe? S The Iron Curtain is shown dropping on Czechoslovakia in this 1948 political cartoon. An Iron Curtain Divides East and West Europe now lay divided between East and West. Germany had been split into two sections. The Soviets controlled the eastern part, including half of the capital, Berlin. Under a Communist government, East Germany was named the German Democratic Republic. The western zones became the Federal Republic of Germany in 1949. Winston Churchill described the division of Europe: Tip for Struggling Readers 7INSTON #HURCHILLS LANGUAGE MAY GIVE SOME STUDENTS DIFFICULTY %XPLAIN THAT Stettin AND Trieste ARE CITIES IN %UROPE THE Baltic AND Adriatic ARE SEAS 4HE hSoviet spherev REFERS TO THE CIRCLE OR AREA OF INFLUENCE (ELP STUDENTS PARAPHRASE THE QUOTATION FOR GREATER UNDERSTANDING United States Tries to Contain Soviets PRIMARY SOURCE 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. . . . All these famous cities and the populations around them lie in the Soviet sphere and all are subject in one form or another, not only to Soviet influence but to a very high and increasing measure of control from Moscow. Critical Thinking s (OW WERE THE 4RUMAN $OCTRINE AND THE -ARSHALL 0LAN ALIKE (Both provided economic assistance to countries opposed to Communisim.) s 7HY DIDNT 2USSIA WANT THE OCCUPIED ZONES OF 'ERMANY TO BE REUNITED (feared Germany would again become a military threat) WINSTON CHURCHILL, “Iron Curtain” speech, March 5, 1946 Churchill’s phrase “iron curtain” came to represent Europe’s division into mostly democratic Western Europe and Communist Eastern Europe. United States Tries to Contain Soviets U.S.-Soviet relations continued to worsen in 1946 and 1947. An increasingly worried United States tried to offset the growing Soviet threat to Eastern Europe. President Truman adopted a foreign policy called containment. It was a policy directed at blocking Soviet influence and stopping the expansion of communism. Containment policies included forming alliances and helping weak countries resist Soviet advances. Restructuring the Postwar World 967 DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS 9-12_SNLAESE491127_083301.indd 967 Understanding the Cold War Class Time MINUTES Task #REATING POLITICAL CARTOONS Purpose 4O USE POLITICAL CARTOONS AS A MEANS OF UNDERSTANDING THE COLD WAR Instructions #ALL STUDENTS ATTENTION TO THE POLITICAL CARTOON AT THE TOP OF THE PAGE $ISCUSS THE SYMBOLS WITH STUDENTS THE IRON WALL REPRESENTS THE IRON CURTAIN THE HAMMER AND SICKLE REPRESENTS THE 3OVIET 5NION OR #OMMUNISM THE ARM REPRESENTS THE PEOPLE OF #ZECHOSLOVAKIA THE TORCH REPRESENTS LIBERTY $ISCUSS THE MEANING OF THE CARTOON 4HE IRON CURTAIN HAS COME DOWN ON THE PEOPLE OF #ZECHOSLOVAKIA SQUELCHING THEIR ATTEMPT 6/30/10 9:41:52 PM TO ACHIEVE LIBERTY %XPLAIN THAT POLITICAL CARTOONS TYPICALLY USE STRONG SYMBOLISM TO COMMUNICATE AN OPINION ABOUT EVENTS (AVE STUDENTS WORK IN FOUR GROUPS AND ASSIGN EACH OF THE PARTS OF THIS SECTION TO A DIFFERENT GROUP 4ELL EACH GROUP TO READ AND DISCUSS THEIR SECTION (AVE THEM EVALUATE AND DISCUSS THEIR IDEAS AND THOUGHTS ABOUT THE EVENTS 4HEN HAVE THEM BRAINSTORM IDEAS FOR EXPRESSING AN OPINION IN A POLITICAL CARTOON ABOUT ONE OR MORE OF THE EVENTS !LLOW THEM TO WORK INDIVIDUALLY OR AS A GROUP TO CREATE A CARTOON (AVE STUDENTS POST THEIR CARTOONS ON THE WALL AND USE THEM AS BASIS FOR A CLASS REVIEW OF THE MAIN IDEAS Teacher’s Edition 967 CHAPTER s 3ection 1 The Truman Doctrine In a speech asking Congress for foreign aid for Turkey and Greece, Truman contrasted democracy with communism: PRIMARY SOURCE One way of life is based upon the will of the majority, and is distinguished by free institutions . . . free elections . . . and freedom from political oppression. The second way of life is based upon the will of a minority forcibly imposed upon the majority. It relies upon terror and oppression . . . fixed elections, and the suppression of personal freedoms. I believe it must be the policy of the United States to support free people . . . resisting attempted subjugation [control] by armed minorities or by outside pressures. More About . . . The Truman Doctrine When Stalin broke his promise to hold free elections in Europe, Truman saw a repetition of Hitler’s broken promises to Britain and France before World War II. He was determined not to mimic the British and French indecision that led to such a disaster in the war. He therefore took a tough line with Stalin. “A totalitarian state is no different whether you call it Nazi, Fascist, Communist, or Franco’s Spain,” he wrote in a letter to his daughter. “I went to Potsdam [the final wartime conference of The Big Three in 1945] with the kindliest feeling toward Russia—in a year and a half they cured me of it.” PRESIDENT HARRY S. TRUMAN, speech to Congress, March 12, 1947 Truman’s support for countries that rejected communism was called the Truman Doctrine. It caused great controversy. Some opponents objected to American interference in other nations’ affairs. Others argued that the United States could not afford to carry on a global crusade against communism. Congress, however, immediately authorized more than $400 million in aid to Turkey and Greece. The Marshall Plan Much of Western Europe lay in ruins after the war. There was also economic turmoil—a scarcity of jobs and food. In 1947, U.S. Secretary of State George Marshall proposed that the United States give aid to needy European countries. This assistance program, called the Marshall Plan, would provide food, machinery, and other materials to rebuild Western Europe. (See chart.) As Congress debated the $12.5 billion program in 1948, the Communists seized power in Czechoslovakia. Congress immediately voted approval. The plan was a spectacular success. Even Communist Yugoslavia received aid after it broke away from Soviet domination. C. Answer help European countries rebuild and become strong enough to resist Communist expansion Making Inferences What was Truman’s major reason for offering aid to other countries? Countries Aided by the Marshall Plan, 1948–1951 500 877 Ask students how much aid Iceland received. How many countries received more than $1 billion in aid? ($29 million; 4) 1500 1000 1,297 Interpreting the Chart 1,316 Millions of Dollars History from Visuals 2,445 2500 2000 2,826 3000 561 547 515 257 237 153 146 119 51 33 350 29 Gr ea tB rit ai n Fr an ce W es t G Italy er m an Ho y lla n A d Be us tri lg a iu m /L ux . Gr ee De ce nm a No rk rw ay Tu rk ey Ire la n Sw d ed en Po rtu g Yu a go l sla via Ic el an d O th er 0 Extension Have students use an almanac or statistical abstract to find out which countries listed in the chart currently rank among the top 10 U.S. trading partners. (Germany, Great Britain, France) Source: Problèmes Économiques No. 306 SKILLBUILDER: Interpreting Charts 1. Drawing Conclusions Which country received the most aid from the United States? 2. Making Inferences Why do you think Great Britain and France received so much aid? The Berlin Airlift While Europe began rebuilding, the United States and its allies clashed with the Soviet Union over Germany. The Soviets wanted to keep their former enemy weak and divided. But in 1948, France, Britain, and the United States decided to withdraw their forces from Germany and allow their occupation zones to form one nation. The Soviet Union responded by holding West Berlin hostage. Although Berlin lay well within the Soviet occupation zone of Germany, it too had been divided into four zones. (See map on next page.) The Soviet Union cut off highway, water, and rail traffic into Berlin’s western zones. The city faced starvation. Stalin gambled that the Allies would surrender West Berlin or give up SKILLBUILDER Answers 1. Drawing Conclusions Great Britain 2. Making Inferences Possible Answer: They were the principal U.S. allies during World War II. 968 Chapter 33 GT DIFFERENTIATING INSTRUCTION: 9-12_SNLAESE491127_083301.indd 968 Class Time 20 minutes Task Answering questions about the Berlin Airlift Purpose To better understand the conflict between the U.S. and its allies and the Soviet Union Instructions Show Geography Transparency GT33, The Berlin Airlift. Remind students that allied planes made 278,000 flights over 11 months to keep West Berlin out of the hands of the Soviet Union. Have pairs of students work together to answer the following questions: 1. Why did the Soviet Union set up a blockade around West Berlin? (To force the Allies to either give up their 968 Chapter 33 The Berlin Airlift, 1948–1949 6/28/10 4:25:37 PM9 parts of the city or give up the idea of allowing Germany to become one nation.) 2. Why was the Soviet Union so afraid of allowing Germany to become a single nation? (Russia is close to Germany. The Russians had been invaded by the German army. Russia wanted to keep Germany weak and divided.) 3. Why did the Allies fly food and supplies into Berlin? (They didn’t want to give in to Stalin because they disliked and distrusted him. They were opposed to communism.) © McDougal Littell Inc. All rights reserved. The Berlin Airlift MCDOUGAL LITTELL 33 World History: Patterns of Interaction STRUGGLING READERS Geography Transparencies CHAPTER s 3ection 1 Divided Germany, 1948–1949 The Berlin Airlift From June 1948 to May 1949, Allied planes took off and landed every three minutes in West Berlin. On 278,000 flights, pilots brought in 2.3 million tons of food, fuel, medicine, and even Christmas gifts to West Berliners. Tegel History in Depth BERLIN DENMARK Gatow Tempelhof The Berlin Airlift Hamburg WEST GERMANY BELG. Berlin Hanover NETH. POLAND EAST GERMANY 50n N LUX. CZEC HOSLO VAKIA Mainz Freiburg FRANCE BadenBaden Occupation zones British French Soviet U.S. Munich AUSTRIA Summarizing What Soviet actions led to the Berlin airlift? D. Answer the Soviet blockade of West Berlin 200 Miles ITALY 400 Kilometers 16n E 0 8n E 0 SWITZ. Air corridor Airport their idea of reunifying Germany. But American and British officials flew food and supplies into West Berlin for nearly 11 months. In May 1949, the Soviet Union admitted defeat and lifted the blockade. The Soviets believed the blockade would force the allies to give up Berlin. In fact, the allies were able to turn the tables on the Soviet Union. First, the airlift operated in two directions, both supplying the Berliners with needed goods and also keeping Berlin’s economy alive by allowing industry to continue exporting goods. Second, the allies placed an embargo on exports from the Communist nations, bringing about economic hardships that helped force the Soviet Union to release its grip on Berlin. Geography Transparencies s '4 4HE "ERLIN !IRLIFT n The Cold War Divides the World These conflicts marked the start of the Cold War between the United States and the Soviet Union. A cold war is a struggle over political differences carried on by means short of military action or war. Beginning in 1949, the superpowers used spying, propaganda, diplomacy, and secret operations in their dealings with each other. Much of the world allied with one side or the other. In fact, until the Soviet Union finally broke up in 1991, the Cold War dictated not only U.S. and Soviet foreign policy, but influenced world alliances as well. The Cold War Divides the World Critical Thinking s (OW DID THE ARMS RACE HELP PREVENT war between the superpowers? (weapons were so devastating neither side was willing to risk war) s (OW DID A 3OVIET DOMINANCE IN SPACE pose a threat to the United States? (Space could be used against the U.S. for surveillance and military purposes; technology developed for space would give the Soviets an advantage in all kinds of military technology.) Superpowers Form Rival Alliances The Berlin blockade heightened Western Europe’s fears of Soviet aggression. As a result, in 1949, ten western European nations joined with the United States and Canada to form a defensive military alliance. It was called the North Atlantic Treaty Organization (NATO). An attack on any NATO member would be met with armed force by all member nations. The Soviet Union saw NATO as a threat and formed it’s own alliance in 1955. It was called the Warsaw Pact and included the Soviet Union, East Germany, Czechoslovakia, Poland, Hungary, Romania, Bulgaria, and Albania. In 1961, the East Germans built a wall to separate East and West Berlin. The Berlin Wall symbolized a world divided into rival camps. However, not every country joined the new alliances. Some, like India, chose not to align with either side. And China, the largest Communist country, came to distrust the Soviet Union. It remained nonaligned. The Threat of Nuclear War As these alliances were forming, the Cold War threatened to heat up enough to destroy the world. The United States already had atomic bombs. In 1949, the Soviet Union exploded its own atomic weapon. President Truman was determined to develop a more deadly weapon before the Soviets did. He authorized work on a thermonuclear weapon in 1950. Restructuring the Postwar World 969 Name GIFTED AND TALENTED STUDENTS 9-12_SNLAESE491127_083301.indd 969 Literature of the Cold War Class Time 45 minutes Task Analyzing the literature of the Cold War Purpose To understand the effects of the Cold War on literature and society Instructions The Cold War affected not only politics, but literature as well. Fiction took on new dimensions as writers reflected on the realities of life during the Cold War and the possibilities that the war opened up. Spy novels such as John le Carre’s The Spy Who Came in from the Cold, for example, include agents with double agendas 33 Section 1 6/28/10 4:23:53 PM from The Nuclear by Tim O’Brien Age The main character of this novel by American author Tim O’Brien, 49-year-old William Cowling, grew up under the dark cloud of anxiety that loomed during the height of the Cold War. In this excerpt, Cowling recalls how he reacted to the threat of nuclear attack when he was growing up in the United States in the 1950s. As you read, think about the steps Cowling takes to protect himself. Do you think his plan could help him survive a nuclear war? W and sophisticated technology. Science fiction works such as Ray Bradbury’s The Martian Chronicles and Jack Finney’s The Body Snatchers explore what the world might be like if Cold War trends in nuclear weapons and pervasive fear continued. Tim O’Brien’s The Nuclear Age provides a realistic view of what it was like living during THE #OLD 7AR (AVE STUDENTS READ ONE OF THESE BOOKS AND write a report that analyzes how realistic it seems in today’s world. Alternatively, have students read the excerpt from O’Brien’s The Nuclear Age in In-Depth Resources for Unit 8, pages 14–16. silence. I sat up and wiped my face and waited for hen I was a kid, I converted my Ping-Pong the world to rebalance itself. I’d been dreaming of table into a fallout shelter. Funny? Poignant? war—whole continents on fire, oceans boiling, cities A nifty comment on the modern age? Well, let me in ash—and now, with that dreadful silence, it tell you something. The year was 1958, and I was seemed that the universe had died in its sleep. scared. Who knows how it started? Maybe it was all I was a child. There were few options. that CONELRAD stuff on the radio, tests of the I scrambled out of bed, put on my slippers, and Emergency Broadcast System, pictures of H-bombs ran for the basement. No real decision, I just did it. in Life magazine, strontium 90 in the milk, the Basement, I thought. times in school when we’d crawl under our desks I went straight for the Ping-Pong table. and cover our heads in practice for the real thing. Shivering, wide awake, I began piling scraps of Or maybe it was rooted deep inside me. In my own lumber and bricks and old rugs onto the table, makinherited fears, in the genes, in a coded conviction ing a thick roof, shingling it with a layer of charcoal that the world wasn’t safe for human life. briquettes to soak up the deadly radiation. I fashioned Really, who knows? walls out of cardboard boxes filled with newspapers Whatever the sources, I was a frightened child. and two-by-fours and whatever basement junk I At night I’d toss around in bed for hours, battling the could find. I built a ventilation shaft out of cardsnagged sheets, and then when sleep finally came, board tubing. I stocked the shelter sometimes close to dawn, my with rations from the kitchen dreams would be clotted with I was a witness. pantry, laid in a supply of bottled sirens and melting ice caps and water, set up a dispensary of BandI saw it happen. radioactive gleamings and ICBMs Aids and iodine, designed my own whining in the dark. In dreams, in little fallout mask. I was a witness. I saw it happen. imagination, When all this was finished, In dreams, in imagination, I near dawn, I crawled under the watched the world end. . . . I watched the table and lay there face up, safe, world end. arms folded across my chest. Even as a kid, maybe because I And, yes, I slept. No dreams. was a kid, I understood that there My father found me down there. Still half was nothing make-believe about doomsday. No asleep, I heard him calling out my name in a voice hocus-pocus. No midnight fantasy. I knew better. It so distant, so muffled and hollow, that it might’ve was real, like physics, like the laws of combustion come from another planet. and gravity. I could truly see it: a sleek nose cone, I didn’t answer. the wiring and dials and tangled circuitry. Real fireA door opened, lights clicked on. I watched my power, real danger. I was normal, yes, stable and father’s slippers glide across the concrete floor. levelheaded, but I was also willing to face the truth. “William?” he said. Anyway, I didn’t have much choice. The nightI sank deeper into my shelter. mares had been squeezing my sleep for months, and “Hey, cowboy,” my father said. “Out.” finally, on a night in early May, a very quiet night, I His voice had a stern, echoing sound. It made woke up dizzy. My eyeballs ached. Things were so me coil up. utterly silent I feared I’d gone deaf. Absolute © McDougal Littell Inc. All rights reserved. DIFFERENTIATING INSTRUCTION: Date LITERATURE SELECTION CHAPTER 14 Unit 8, Chapter 33 In-Depth Resources: Unit 8 Teacher’s Edition 969 CHAPTER s 3ection 1 The hydrogen or H-bomb would be thousands of times more powerful than the A-bomb. Its power came from the fusion, or joining together, of atoms, rather than the splitting of atoms, as in the A-bomb. In 1952, the United States tested the first H-bomb. The Soviets exploded their own in 1953. Dwight D. Eisenhower became the U.S. president in 1953. He appointed the firmly anti-Communist John Foster Dulles as his secretary of state. If the Soviet Union or its supporters attacked U.S. interests, Dulles threatened, the United States would “retaliate instantly, by means and at places of our own choosing.” This willingness to go to the brink, or edge, of war became known as brinkmanship. Brinkmanship required a reliable source of nuclear weapons and airplanes to deliver them. So, the United States strengthened its air force and began producing stockpiles of nuclear weapons. The Soviet Union responded with its own military buildup, beginning an arms race that would go on for four decades. More About . . . U-2 The U-2 was first flown in 1955 and became central to U.S. strategic surveillance during the 1960s. It flew at 494 miles per hour and cruised at about 70,000 feet. In addition to its use over the Soviet Union, it was used to observe the Soviet missile buildup in Cuba in 1962. The U-2 was in service only until the mid-1960s when it was replaced by a new, much faster surveillance plane, the SR-71 Blackbird. The Cold War in the Skies The Cold War also affected the science and education programs of the two countries. In August 1957, the Soviets announced the development of a rocket that could travel great distances—an intercontinental ballistic missile, or ICBM. On October 4, the Soviets used an ICBM to push Sputnik, the first unmanned satellite, above the earth’s atmosphere. Americans felt they had fallen behind in science and technology, and the government poured money into science education. In 1958, the United States launched its own satellite. In 1960, the skies again provided the arena for a superpower conflict. Five years earlier, Eisenhower had proposed that the United States and the Soviet Union be able to fly over each other’s territory to guard against surprise nuclear attacks. The Soviet Union said no. In response, the U.S. Central Intelligence Agency (CIA) started secret high-altitude spy flights over Soviet territory in planes called U-2s. In May 1960, the Soviets shot down a U-2 plane, and its pilot, Francis Gary Powers, was captured. This U-2 incident heightened Cold War tensions. While Soviet Communists were squaring off against the United States, Communists in China were fighting a civil war for control of that country. In-Depth Resources: Unit 8 s 3CIENCE 4ECHNOLOGY 3UPER 3PY 0LANE P ASSESS 1 SECTION SECTION 1 ASSESSMENT E. Answer The U.S. and the Soviet Union began a contest to see who could amass the greater number of nuclear weapons more quickly. Recognizing Effects How did the U.S. policy of brinkmanship contribute to the arms race? ASSESSMENT TERMS TERMS & NAMES & NAMES 1. For 1. For each each term term or or name, name, write write a sentence a sentence explaining explaining its its significance. significance. Have students work in pairs to answer the questions. Have volunteers share their charts for Item 2 with the class. s United Nations s iron curtain s containment s Truman Doctrine s Marshall Plan s Cold War s NATO s Warsaw Pact s brinkmanship Formal Assessment s 3ECTION 1UIZ P USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which effect of the Cold War 3. What was the purpose in 6. COMPARING AND CONTRASTING What factors help to was the most significant? Explain. forming the United Nations? 4. What was the goal of the Marshall Plan? 1945 RETEACH 1960 Yalta conference Have students use the Reading Study Guide for Section 1 for reviewing the main ideas of the section. Spanish/English Guided Reading Workbook s 3ECTION 5. What were the goals of NATO and the Warsaw Pact? explain why the United States and the Soviet Union became rivals instead of allies? 7. ANALYZING MOTIVES What were Stalin’s objectives in supporting Communist governments in Eastern Europe? 8. ANALYZING ISSUES Why might Berlin be a likely spot for trouble to develop during the Cold War? U-2 incident 9. WRITING ACTIVITY ECONOMICS Draw a political cartoon that shows either capitalism from the Soviet point of view or communism from the U.S. point of view. MULTIMEDIA ACTIVITY PREPARING A CHART Use the Internet to research NATO today. Prepare a chart listing members today and the date they joined. Then compare it with a list of the founding members. In-Depth Resources: Unit 8 s 2ETEACHING !CTIVITY P INTERNET KEYWORD North Atlantic Treaty Organization 970 Chapter 33 ANSWERS 9-12_SNLAESE491127_083301.indd 970 1. 5NITED .ATIONS P s IRON CURTAIN P s CONTAINMENT P s .!4/ P s 7ARSAW 0ACT P s BRINKMANSHIP P 2. Sample Answer: 1945—Yalta Conference; 1945—United Nations; 1946—Iron Curtain; 1947—Truman Doctrine; 1947—Marshall Plan; 1948—Berlin Airlift; 1949—NATO; 1955—Warsaw Pact; 1960—U2 incident. Students may say the Marshall Plan was most significant because it rebuilt Europe. 3. to protect members against aggression 4. to provide aid to European countries damaged by World War II 970 Chapter 33 s 4RUMAN $OCTRINE P 5. Possible Answer: Both military alliances had been formed to contain its enemies with force, if necessary. 6. Possible Answer: competition for leadership, different goals, conflicting ideologies 7. Possible Answers: to protect borders; to counteract U.S. influence; to have access to raw materials; to keep Germany from rebuilding and threatening Russia 8. Possible Answer: The West wanted to keep Berlin free even though it was inside Communist East Germany. s -ARSHALL 0LAN P s #OLD 7AR P 9. Rubric The political cartoon should s HAVE EITHER A 3OVIET OR !MERICAN VIEWPOINT s BE UNDERSTANDABLE TO THE VIEWER s EXHIBIT CREATIVITY MULTIMEDIA ACTIVITY Rubric The chart should s BE CLEARLY LABELED s CONTAIN DATE MEMBERSHIP AND PURPOSE FOR each alliance. s PRESENT DATA IN AN UNDERSTANDABLE STYLE 6/28/10 4:20:16 PM CHAPTER s 3ection 1 The Space Race Science & Technology Beginning in the late 1950s, the United States and the Soviet Union competed for influence not only among the nations of the world, but in the skies as well. Once the superpowers had ICBMs (intercontinental ballistic missiles) to deliver nuclear warheads and aircraft for spying missions, they both began to develop technology that could be used to explore—and ultimately control—space. However, after nearly two decades of costly competition, the two superpowers began to cooperate in space exploration. OBJECTIVE s $ESCRIBE IMPORTANT MILESTONES IN THE HISTORY OF SPACE EXPLORATION In a major technological triumph, the United States put human beings on the moon on July 20, 1969. Astronaut Buzz Aldrin is shown on the lunar surface with the lunar lander spacecraft. S RESEARCH WEB LINKS Go online for more on the space race. 1958 1958 1961 1961 U.S. U.S. launches launchesFirst First American American anan artificial artificialin in space space (Alan (Alan satellite satellite Shepard) Shepard) (Explorer (Explorer I) I) 1965 1965 1962 1962 Mariner 4 space 4 space First First American American Mariner probe probe flies flies orbits orbits Earth Earth past Mars Mars (John (John Glenn, Glenn, Jr.);Jr.);past Mariner Mariner 2 flies 2 flies past past Venus Venus 1969 1969 Apollo Apollo 1111 first first manned manned moon moon landing landing (Neil (Neil Armstrong, Armstrong, Buzz Buzz Aldrin, Aldrin, Michael Michael Collins) Collins) 1973 1973 Pioneer Pioneer 7 sent 7 sent toward toward Jupiter Jupiter 1975 1975 U.S. U.S. and and Soviet Soviet Union Union launch launch first first joint joint space space mission mission UNITED UNITED STATES STATES SOVIET SOVIET UNION UNION 1957 1957 1961 1959 1959 1961 Soviet Soviet Luna First Luna 2 2 First Union Union probe human probe human launches launches reaches orbits reaches orbits Sputnik Sputnik Earth thethe Earth (Yuri (Yuri moon moon Gagarin) Gagarin) 1963 1963 First First woman woman in in space space (Valentina (Valentina Tereshkova) Tereshkova) 1970 1970 Venera Venera 7 7 lands lands onon Venus Venus 1971 1971 First First manned manned space space station; station; Mars Mars 3 drops 3 drops capsule capsule onon Mars Mars ).3425#4 %MPHASIZE THAT ALTHOUGH THE SPACE PROGRAM DEVELOPED AS A DIRECT RESULT OF THE ARMS RACE IT HAS BECOME PRIMARILY A SCIENTIFIC ENDEAVOR !LONG THE WAY IT HAS GIVEN THE 5NITED 3TATES AND THE 3OVIET 5NION NOW 2USSIA THE OPPORTUNITY TO COOPERATE IN EXPLORING SPACE 0OINT OUT THAT THE PATCH FOR THE !POLLO3OYUZ MISSION DEMONSTRATES HOW FAR THE COLLABORATION HAS GONEALL THE WAY TO COMBINED 533OVIET FLIGHTS More About . . . Current Space Exploration S The joint Apollo and Soyuz mission ushered in an era of U.S.Soviet cooperation in space. 1. Comparing Which destinations in The Soviet Union launched Sputnik, the first successful artificial space satellite, on October 4, 1957. As it circled the earth every 96 minutes, Premier Nikita Khrushchev boasted that his country would soon be “turning out long-range missiles like sausages.” The United States accelerated its space program. After early failures, a U.S. satellite was launched in 1958. space did both the United States and the Soviet Union explore? S See Skillbuilder Handbook, page-R7. 2. Making Inferences What role might space continue to play in achieving world peace? 4HE EXPLORATION OF SPACE GOES FORWARD WITH MANY PROJECTS &IRST AMONG THEM IS THE )NTERNATIONAL 3PACE 3TATION WHICH IS THE LARGEST AND MOST SOPHISTICATED SPACE CRAFT EVER BUILT )T HAS BEEN CONTINUOUSLY OCCUPIED SINCE .OVEMBER 4HE 5NITED 3TATES -%2 MISSION LANDED TWO ROBOT ROVERS TO EXPLORE THE SURFACE OF -ARS IN 4HE (UBBLE 3PACE 4ELESCOPE CONTINUES TO PROVIDE SCIENTISTS WITH DETAILED VIEWS OF DEEP SPACE THAT WERE NEVER POSSIBLE FROM %ARTH 4HE 5NITED 3TATES HAS MANY OTHER PROJECTS UNDERWAY AND PLANNED 3OME PROJECTS ARE IN COOPERATION WITH OTHER NATIONS 971 CONNECT TO TODAY: ANSWERS 9-12_SNLAESE491127_083301.indd 971 1. Comparing 4HE 5NITED 3TATES AND THE 3OVIET 5NION BOTH EXPLORED 6ENUS -ARS AND THE MOON 6/28/10 4:16:40 PM 2. Making Inferences Possible Answers: *OINT SPACE EXPLORATIONS MAY BUILD TRUST AND COOPERATION AMONG PARTICIPATING NATIONS 4HE SHARING OF SCIENCE AND TECHNOLOGY MAY PREVENT ONE NATION FROM GAINING AN ADVANTAGE OVER OTHER NATIONS THAT MIGHT LEAD TO NEW WEAPONS USED TO CONTROL OTHERS Teacher’s Edition 971 LESSON PLAN 2 OBJECTIVES s !NALYZE THE CIVIL WAR BETWEEN THE .ATIONALISTS AND THE #OMMUNISTS Communists Take Power in China s %XPLAIN HOW #HINA SPLIT INTO TWO NATIONS MAIN IDEA s $ESCRIBE HOW -AOS -ARXIST REGIME TRANSFORMED #HINA REVOLUTION !FTER 7ORLD 7AR )) #HINESE #OMMUNISTS DEFEATED .ATIONALIST FORCES AND TWO SEPARATE #HINAS EMERGED FOCUS & MOTIVATE (AVE STUDENTS LIST THE QUALITIES THAT CAN MAKE SOMEONE A GREAT LEADER 4HEN EXPLAIN THAT WHEN #HINA UNDERWENT A CIVIL WAR EACH SIDE WAS LED BY A CHARIS MATIC LEADER 4ELL STUDENTS TO EVALUATE THESE LEADERS AS THEY READ AND DECIDE WHICH SHARES MORE OF THE QUALITIES THEYVE LISTED Critical Thinking s (OW DID -AOS USE OF MONEY COMPARE TO *IANGS (Mao spent money on the peasants; Jiang allowed money to be taken by corrupt officers.) s 7HAT MIGHT HAVE BEEN THE STRONGEST REASON FOR *IANGS DEFEAT (Possible Answer: He failed to gain popular support.) #HINA REMAINS A #OMMUNIST COUNTRY AND A MAJOR POWER IN THE WORLD TERMS & NAMES s -AO :EDONG s *IANG *IESHI s COMMUNE s 2ED 'UARDS s #ULTURAL 2EVOLUTION SETTING THE STAGE In World War II, China fought on the side of the victori- Pictured Above: ous Allies. But the victory proved to be a hollow one for China. During the war, Japan’s armies had occupied and devastated most of China’s cities. China’s civilian death toll alone was estimated between 10 to 22 million persons. This vast country suffered casualties second only to those of the Soviet Union. However, conflict did not end with the defeat of the Japanese. In 1945, opposing Chinese armies faced one another. Communists vs. Nationalists INSTRUCT Communists vs. Nationalists WHY IT MATTERS NOW TAKING NOTES Use the graphic organizer online to take notes on the causes and effects of the Communist Revolution in China. In-Depth Resources: Unit 8 s 'UIDED 2EADING P ALSO IN 3PANISH (L) Military parade in Red Square, Moscow, USSR, 1987; (R) Buzz Aldrin and the U.S. flag on the moon, 1969 As you read in Chapter 30, a bitter civil war was raging between the Nationalists and the Communists when the Japanese invaded China in 1937. During World War II, the political opponents temporarily united to fight the Japanese. But they continued to jockey for position within China. World War II in China Under their leader, Mao Zedong (MOWDZUHsDAHNG the Communists had a stronghold in northwestern China. From there, they mobilized peasants for guerrilla war against the Japanese in the northeast. Thanks to their efforts to promote literacy and improve food production, the Communists won the peasants’ loyalty. By 1945, they controlled much of northern China. Meanwhile, the Nationalist forces under Jiang Jieshi JEEsAHNGJEEsSHEE dominated southwestern China. Protected from the Japanese by rugged mountain ranges, Jiang gathered an army of 2.5 million men. From 1942 to 1945, the United States sent the Nationalists at least $1.5 billion in aid to fight the Japanese. Instead of benefiting the army, however, these supplies and money often ended up in the hands of a few corrupt officers. Jiang’s army actually fought few battles against the Japanese. Instead, the Nationalist army saved its strength for the coming battle against Mao’s Red Army. After Japan surrendered, the Nationalists and Communists resumed fighting. Civil War Resumes The renewed civil war lasted from 1946 to 1949. At first, the Nationalists had the advantage. Their army outnumbered the Communists’ army by as much as three to one. And the United States continued its support by providing nearly $2 billion in aid. The Nationalist forces, however, did little to win popular support. With China’s economy collapsing, thousands of Nationalist soldiers deserted to the Communists. In spring 1949, China’s major cities fell to 972 Chapter 33 SECTION 2 PROGRAM RESOURCES ALL STUDENTS In-Depth Resources: Unit 8 s 'UIDED 2EADING P s 3KILLBUILDER 0RACTICE )NTERPRETING #HARTS P Formal Assessment s 3ECTION 1UIZ P ENGLISH LEARNERS In-Depth Resources in Spanish s 'UIDED 2EADING P s 3KILLBUILDER 0RACTICE )NTERPRETING #HARTS P 972 Chapter 33 9-12_SNLAESE491127_083302.indd 972 Spanish/English Guided Reading Workbook s 3ECTION STRUGGLING READERS In-Depth Resources: Unit 8 s 'UIDED 2EADING P s "UILDING 6OCABULARY P s 3KILLBUILDER 0RACTICE )NTERPRETING #HARTS P s 2ETEACHING !CTIVITY P Guided Reading Workbook s 3ECTION GIFTED AND TALENTED STUDENTS In-Depth Resources: Unit 8 s 0RIMARY 3OURCE FROM No Tears for Mao, P INTEGRATED TECHNOLOGY Student One Stop Teacher One Stop s 0OWER 0RESENTATIONS World Art and Cultures Transparencies s !4 3PRING 7ALK TO THE #HI#HANG 0ARK 6/28/10 4:13:18 PM CHAPTER s 3ection 2 Chinese Political Opponents, 1945 Communists Nationalists Jiang Jieshi Leader Southern China Area Ruled Mao Zedong History from Visuals Northern China United States Foreign Support Soviet Union Interpreting the Chart Defeat of Communists Domestic Policy National liberation Weak due to inflation and failing economy Public Support Strong due to promised land reform for peasants Make sure that students understand that the middle column identifies the topic of each row. Ask which rows help explain why the Nationalists lost to the Communists. (the last three) Ineffective, corrupt leadership and poor morale Military Organization Experienced, motivated guerrilla army Extension Have students examine a map and contrast the topography, cities, and resources of northern and southern China. Which area seems to be better developed and more economically important? (southern China) Ask students to discuss how Mao triumphed over Jiang despite his weaker geographic position. SKILLBUILDER: Interpreting Charts A. Possible Answer The victory of the Chinese Communists reinforced U.S. belief that the Communists would take over the world. Recognizing Effects How did the outcome of the Chinese civil war contribute to Cold War tensions? 1. Drawing Conclusions Which party’s domestic policy might appeal more to Chinese peasants? 2. Forming and Supporting Opinions Which aspect of the Communist approach do you think was most responsible for Mao’s victory? Explain. the well-trained Red forces. Mao’s troops were also enthusiastic about his promise to return land to the peasants. The remnants of Jiang’s shattered army fled south. In October 1949, Mao Zedong gained control of the country. He proclaimed it the People’s Republic of China. Jiang and other Nationalist leaders retreated to the island of Taiwan, which Westerners called Formosa. Mao Zedong’s victory fueled U.S. anti-Communist feelings. Those feelings only grew after the Chinese and Soviets signed a treaty of friendship in 1950. Many people in the United States viewed the takeover of China as another step in a Communist campaign to conquer the world. SKILLBUILDER Answers 1. Drawing Conclusions Communists 2. Forming and Supporting Opinions Possible Answers: military organization and public support. The Two Chinas Affect the Cold War China had split into two nations. One was the island of Taiwan, or Nationalist China, with an area of 13,000 square miles. The mainland, or People’s Republic of China, had an area of more than 3.5 million square miles. The existence of two Chinas, and the conflicting international loyalties they inspired, intensified the Cold War. The Two Chinas Affect the Cold War The Superpowers React After Jiang Jieshi fled to Taiwan, the United States helped him set up a Nationalist government on that small island. It was called the Republic of China. The Soviets gave financial, military, and technical aid to Communist China. In addition, the Chinese and the Soviets pledged to come to each other’s defense if either was attacked. The United States tried to halt Soviet expansion in Asia. For example, when Soviet forces occupied the northern half of Korea after World War II and set up a Communist government, the United States supported a separate state in the south. Critical Thinking s (OW DID THE #OLD 7AR CONTRIBUTE TO Jiang’s survival? (It ensured aid and protection from the U.S., which wanted to maintain some influence in China.) s (OW DID #HINESE PROMISES TO THE Tibetan people resemble the Soviet Union’s promises to the countries of eastern Europe? (Both promised autonomy but later took control away.) China Expands under the Communists In the early years of Mao’s reign, Chinese troops expanded into Tibet, India, and southern, or Inner, Mongolia. Northern, or Outer, Mongolia, which bordered the Soviet Union, remained in the Soviet sphere. In a brutal assault in 1950 and 1951, China took control of Tibet. The Chinese promised autonomy to Tibetans, who followed their religious leader, the Dalai Lama. When China’s control over Tibet tightened in the late 1950s, the Dalai Lama fled to India. India welcomed many Tibetan refugees after a failed revolt in Tibet in Restructuring the Postwar World 973 Name INTERPRETING CHARTS 9-12_SNLAESE491127_083302.indd 973 Understanding Nationalists and Communists Class Time 20 minutes Task Interpreting a chart Purpose To practice skills in using charts Instructions Explain that charts provide a visual presentation of information that clarifies the relationships among ideas and makes them easier to grasp. In a chart, information is grouped into categories. Reading down the columns and across the rows of a chart offers a quick summary of the information in a category. It also makes the comparison and contrast between entries clear. 33 Section 2 6/28/10 4:13:54 PM 1. Based on the chart, which characteristics did the Nationalists and Communists share? (none) 2. Which category indicates that the conflict in China was part of the Cold War? (foreign support) 3. Which category indicates that the Nationalists and the Communists were directly opposed? (domestic policy) For students who need additional help, use the Skillbuilder Practice worksheet for Unit 8, p. 7 SKILLBUILDER PRACTICE Interpreting Charts Historians use charts to organize and summarize information in a simple, easy-tofollow way. In a chart, information is grouped into categories, making comparisons between entries immediately clear. Use the information presented in the chart below to compare the two Chinas. (See Skillbuilder Handbook) Characteristics People’s Republic of China Taiwan Population 1,210,004,956 21,655,515 Language Mandarin (official) Mandarin (official) % Urban 29% 75% Per capita GDP* $2,500 $13,510 Industries Iron, steel, textiles and clothing, machine building, military equipment Textiles, clothing, electronics, processed foods, chemicals Labor Force 60% agriculture and forestry, 25% industry and commerce 49% services, 39% industry and commerce, 11% agriculture Government Communist Party–led state Democracy Education Compulsory ages 7–16 Compulsory ages 6–15 Literacy Rate 82% *Gross Domestic Product © McDougal Littell Inc. All rights reserved. SKILLBUILDER PRACTICE: Date CHAPTER 94% Source: The World Almanac and Book of Facts 1998. Copyright © 1997 Primedia Reference Inc. All rights reserved. Reprinted by permission. 1. Based on the information in the chart, what characteristics are similar in the two Chinas? ______________ ________________________________________________________________________________________ ________________________________________________________________________________________ 2. Which category indicates that the two Chinas hold opposing philosophies? __________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ 3. Based on the categories in the chart, how do the economies of the two Chinas compare? ______________ ________________________________________________________________________________________ ________________________________________________________________________________________ Restructuring the Postwar World 7 In-Depth Resources: Unit 8 Ask students the following questions: Teacher’s Edition 973 CHAPTER s 3ection 2 1959. As a result, resentment between India and China grew. In 1962, they clashed briefly over the two countries’ unclear border. The fighting stopped but resentment continued. The Communists Transform China History Makers For decades, China had been in turmoil, engaged in civil war or fighting with Japan. So, when the Communists took power, they moved rapidly to strengthen their rule over China’s 550 million people. They also aimed to restore China as a powerful nation. Mao Zedong Ask students what qualities made Mao a strong leader. (recognized the power of the peasants, their need for economic opportunity) Mao Zedong 1893–1976 In 1972, when President Nixon told Mao Zedong that his teachings had transformed China and affected the whole world, Mao replied, “All I have done is change Beijing and a few of its suburbs.” Considering the size of China’s population (a quarter of the world’s total), however, Mao may have been the most influential leader of the 20th century. Born into a peasant family, Mao embraced Marxist socialism as a young man. Though he began as an urban labor organizer, Mao quickly realized the revolutionary potential of China’s peasants. In 1927, Mao predicted: The force of the peasantry is like that of the raging winds and driving rain. . . . They will bury beneath them all forces of imperialism, militarism, corrupt officialdom, village bosses and evil gentry. The Communists Transform China Mao’s first attempt to lead the peasants in revolt failed in 1927. But during the Japanese occupation, Mao and his followers won widespread peasant support by reducing rents and promising to redistribute land. Critical Thinking s 7HAT WAS THE SIGNIFICANCE OF -AOS ROLE as head of both the Communist party and the national government? (nation was united behind single leader, had clear goals and political philosophy) s (OW DID NATIONALIZING INDUSTRY FURTHER the Communist goal of social equality? (eliminated private ownership and with it the wealth of some compared to moderate or low income of others) s 7HY WERE INTELLECTUALS TARGETED IN THE Cultural Revolution? (They were the elite, not consistent with social equality.) RESEARCH WEB LINKS Go online for more on Mao Zedong. Communists Claim a New “Mandate of Heaven” After taking control of China, the Communists began to tighten their hold. The party’s 4.5 million members made up just 1 percent of the population. But they were a disciplined group. Like the Soviets, the Chinese Communists set up two parallel organizations, the Communist party and the national government. Mao headed both until 1959. Mao’s Brand of Marxist Socialism Mao was determined to reshape China’s economy based on Marxist socialism. Eighty percent of the people lived in rural areas, but most owned no land. Instead, 10 percent of the rural population controlled 70 percent of the farmland. Under the Agrarian Reform Law of 1950, Mao seized the holdings of these landlords. His forces killed more than a million landlords who resisted. He then divided the land among the peasants. Later, to further Mao’s socialist principles, the government forced peasants to join collective farms. Each of these farms was comprised of 200 to 300 households. Mao’s changes also transformed industry and business. Gradually, private companies were nationalized, or brought under government ownership. In 1953, Mao launched a five-year plan that set high production goals for industry. By 1957, China’s output of coal, cement, steel, and electricity had increased dramatically. “The Great Leap Forward” To expand the success of the first Five-Year Plan, Mao proclaimed the “Great Leap Forward” in early 1958. This plan called for still larger collective farms, or communes. By the end of 1958, about 26,000 communes had been created. The average commune sprawled over 15,000 acres and supported over 25,000 people. In the strictly controlled life of the communes, peasants worked the land together. They ate in communal dining rooms, slept in communal dormitories, and raised children in communal nurseries. And they owned nothing. The peasants had no incentive to work hard when only the state profited from their labor. The Great Leap Forward was a giant step backward. Poor planning and inefficient “backyard,” or home, industries hampered growth. The program was ended in 1961 after crop failures caused a famine that killed about 20 million people. Analyzing Issues What aspects of Marxist socialism did Mao try to bring to China? B. Answer collective ownership of land, communal living, government control of industry New Policies and Mao’s Response China was facing external problems as well 974 Chapter 33 DIFFERENTIATING INSTRUCTION: as internal ones in the late 1950s. The spirit of cooperation that had bound the Soviet Union and China began to fade. Each sought to lead the worldwide Communist movement. As they also shared the longest border in the world, they faced numerous territorial disputes. STRUGGLING READERS 9-12_SNLAESE491127_083302.indd 974 Understanding Communist China Class Time 30 minutes Task 7RITING LETTERS ABOUT #HINA Purpose To master information about Communist China Instructions Tell students to choose a date during the 1930s through 1960s. Then have them imagine that they are living at this time. Remind them that important events were occurring in China throughout this period, including the Chinese civil war between the Communists and the Nationalists, the invasion of Tibet, the establishment of THE #OMMUNES THE #OLD 7AR AND THE #ULTURAL 2EVOLUTION Explain to students that they have a friend who lives in 974 Chapter 33 China. Ask them to write a letter to their friend in which they ask questions about life and events in China at that time. They should limit their questions to information that can be found or inferred from details in the text. You may wish to review the format of a friendly letter with students before they begin to write. 7HEN STUDENTS HAVE FINISHED WRITING HAVE THEM EXCHANGE LETTERS AND WRITE A RESPONSE 7HEN THEYVE finished these letters, tell them to meet with their partner to review their letters and check the accuracy of their answers. For help, have students use the Guided Reading 7ORKBOOK FOR THE SECTION 6/30/10 7:29:53 PM9 CHAPTER s 3ection 2 After the failure of the Great Leap Forward and the split with the Soviet Union, Mao reduced his role in government. Other leaders moved away from Mao’s strict socialist ideas. For example, farm families could live in their own homes and could sell crops they grew on small private plots. Factory workers could compete for wage increases and promotions. Mao thought China’s new economic policies weakened the Communist goal of social equality. He was determined to revive the revolution. In 1966, he urged China’s young people to “learn revolution by making revolution.” Millions of high school and college students responded. They left their classrooms and formed militia units called Red Guards. History in Depth The Red Guards The Cultural Revolution gave rise to a new class system in China from which the Red Guard arose. At the new bottom was the “Black Five” class. It was made up of people unacceptable to the revolutionaries—landlords, rich peasants, and others labeled “counter-revolutionaries,” or “Bad People.” The “Red Five” class included the heroes of the revolution—poor peasants, workers, and revolutionary soldiers. Only youth in the Red Five class were allowed to join Mao’s Red Guards. The Cultural Revolution The Red Guards led a major uprising known as the Cultural Revolution. Its goal was to establish a society of peasants and workers in which all were equal. The new hero was the peasant who worked with his hands. The life of the mind—intellectual and artistic activity—was considered useless and dangerous. To stamp out this threat, the Red Guards shut down colleges and schools. They targeted anyone who resisted the regime. Intellectuals had to “purify” themselves by doing hard labor in remote villages. Thousands were executed or imprisoned. Chaos threatened farm production and closed down factories. Civil war seemed possible. By 1968, even Mao admitted that the Cultural Revolution had to stop. The army was ordered to put down the Red Guards. Zhou Enlai (joh EHNsLEYE #HINESE #OMMUNIST PARTY FOUNDER AND PREMIER since 1949, began to restore order. While China was struggling to become stable, the Cold War continued to rage. Two full-scale wars were fought—in Korea and in Vietnam. C. Possible Answer The social upheaval it caused brought about economic chaos and threatened civil war. Drawing Conclusions Why did the Cultural Revolution fail? SECTION 2 The Red Guards The Red Guards were students, mainly teenagers. They pledged their devotion to Chairman Mao and the Cultural Revolution. From 1966 to 1968, 20 to 30 million Red Guards roamed China’s cities and countryside causing widespread chaos. To smash the old, non-Maoist way of life, they destroyed buildings and beat and even killed Mao’s alleged enemies. They lashed out at professors, government officials, factory managers, and even parents. Eventually, even Mao turned on them. Most were exiled to the countryside. Others were arrested and some executed. In-Depth Resources: Unit 8 s 0RIMARY 3OURCE FROM No Tears for Mao, P ASSESS ASSESSMENT SECTION 2 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. s Mao Zedong s Jiang Jieshi s commune s Red Guards s Cultural Revolution USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which effect of the 3. How did the Chinese 6. MAKING INFERENCES Why did the United States support Communist Revolution in China do you think had the most permanent impact? Explain. Cause Effect 1. 1. 2. 2. 3. 3. Communists increase their power during World War II? the Nationalists in the civil war in China? Nationalists take during World War II? Cultural Revolution? Formal Assessment s 3ECTION 1UIZ P 7. ANALYZING ISSUES What policies or actions enabled the 4. What actions did the 5. What was the goal of the Direct students to work in small groups to answer the questions. Have them check their answers in the text. Communists to defeat the Nationalists in their long civil war? 8. IDENTIFYING PROBLEMS What circumstances prevented RETEACH Mao’s Great Leap Forward from bringing economic prosperity to China? Use the Reteaching Activity for Section 2 to review the main ideas of the section. 9. WRITING ACTIVITY REVOLUTION Write summaries of the reforms Mao Zedong proposed for China that could be placed on a propaganda poster. In-Depth Resources, Unit 8 s 2ETEACHING !CTIVITY P CONNECT TO TODAY CREATING A COMPARISON CHART Find political, economic, and demographic information on the People’s Republic of China and Taiwan and make a comparison chart. Restructuring the Postwar World 975 ANSWERS 9-12_SNLAESE491127_083302.indd 975 1. -AO :EDONG P s *IANG *IESHI P 2. Sample Answer: cause—civil war; effect—two Chinas; cause—superpowers reacted; effect—Soviets supported Communists; U.S. supported Taiwan; cause—Communists controlled mainland; effect—China expanded; cause—Mandate of Heaven; effect—reshaped economy; cause—Great Leap Forward; effect—failure of economy; cause—Cultural Revolution; effect—destruction of intellectual, artistic base. Possible Answers: land distribution remade the economy; cultural revolution caused chaos. s COMMUNE P s 2ED 'UARDS P 6/30/10 7:33:49 PM s #ULTURAL 2EVOLUTION P 3. mobilized peasants for war, promoted literacy, and improved food production 4. fought occasional battles against the Japanese, took aid from United States 5. to establish a society of peasants and workers in which all were equal 6. Possible Answer: U.S. did not want Communists to control another country. 7. Possible Answer: won peasants’ loyalty; trained troops in guerrilla techniques; promised land reform 8. Possible Answer: lack of privacy and personal life, lack of incentives for working hard, poor planning, crop failure 9. Rubric The summaries should s IDENTIFY KEY REFORMS s BE UNDERSTANDABLE TO THE VIEWER s BE WRITTEN IN BRIEF PHRASES CONNECT TO TODAY Rubric The chart should s INCLUDE INFORMATION FOR BOTH #HINA AND 4AIWAN s SHOW EVIDENCE OF THOROUGH RESEARCH s PRESENT DATA IN A STYLE THAT WILL AID IN understanding the information. Teacher’s Edition 975 LESSON PLAN 3 OBJECTIVES s 4RACE THE COURSE AND CONSEQUENCES OF THE +OREAN 7AR Wars in Korea and Vietnam s 3UMMARIZE THE CAUSES OF THE 6IETNAM 7AR AND DESCRIBE ITS AFTERMATH s $ESCRIBE CONDITIONS IN #AMBODIA AND 6IETNAM AFTER THE 6IETNAM 7AR MAIN IDEA REVOLUTION )N !SIA THE #OLD 7AR FLARED INTO ACTUAL WARS SUPPORTED MAINLY BY THE SUPERPOWERS FOCUS & MOTIVATE !SK STUDENTS TO RECALL THE PROBLEMS FACED BY THE DIVIDED 'ERMANY %XPLAIN THAT +OREA AND 6IETNAM WERE ALSO DIVIDED 7HAT KINDS OF PROBLEMS DO THEY THINK THESE COUNTRIES FACED (Possible Answers: Cold War pressures from the United States and Russia; internal pressure to reunite the countries) Critical Thinking s 7HY WOULD THE 3OVIET 5NION BOYCOTT THE 3ECURITY #OUNCIL THEREBY ALLOW ING THE 5. TO ENTER THE +OREAN WAR (Possible Answer: They didn’t think the UN would go to war.) s (OW WERE 5. FORCES ABLE TO PUSH BACK THE #HINESE WHO HAD MANY MORE SOLDIERS (better equipped) 4ODAY 6IETNAM IS A #OMMUNIST COUNTRY AND +OREA IS SPLIT INTO #OMMUNIST AND NON #OMMUNIST NATIONS TERMS & NAMES s TH PARALLEL s $OUGLAS -AC!RTHUR s (O #HI -INH s DOMINO THEORY s s s s .GO $INH $IEM 6IETCONG 6IETNAMIZATION +HMER 2OUGE SETTING THE STAGE When World War II ended, Korea became a divided nation. North of the 38th parallel, a line that crosses Korea at 38 degrees north latitude, Japanese troops surrendered to Soviet forces. South of this line, the Japanese surrendered to American troops. As in Germany, two nations developed. (See map on next page.) One was the Communist industrial north, whose government had been set up by the Soviets. The other was the non-Communist rural south, supported by the Western powers. Pictured Above: (L) Military parade in Red Square, Moscow, USSR, 1987; (R) Buzz Aldrin and the U.S. flag on the moon, 1969 War in Korea INSTRUCT War in Korea WHY IT MATTERS NOW TAKING NOTES Use the graphic organizer online to take notes on the Korean and Vietnam wars. By 1949, both the United States and the Soviet Union had withdrawn most of their troops from Korea. The Soviets gambled that the United States would not defend South Korea. So they supplied North Korea with tanks, airplanes, and money in an attempt to take over the peninsula. Standoff at the 38th Parallel On June 25, 1950, North Koreans swept across the 38th parallel in a surprise attack on South Korea. Within days, North Korean troops had penetrated deep into the south. President Truman was convinced that the North Korean aggressors were repeating what Hitler, Mussolini, and the Japanese had done in the 1930s. Truman’s policy of containment was being put to the test. And Truman resolved to help South Korea resist communism. South Korea also asked the United Nations to intervene. When the matter came to a vote in the Security Council, the Soviets were absent. They had refused to take part in the Council to protest admission of Nationalist China (Taiwan), rather than T 5. FORCES LANDING AT )NCHON IN 3OUTH +OREA IN In-Depth Resources: Unit 8 s 'UIDED 2EADING P ALSO IN 3PANISH 976 Chapter 33 SECTION 3 PROGRAM RESOURCES ALL STUDENTS In-Depth Resources: Unit 8 s 'UIDED 2EADING P s (ISTORY -AKERS (O #HI -INH P Formal Assessment s 3ECTION 1UIZ P ENGLISH LEARNERS In-Depth Resources in Spanish s 'UIDED 2EADING P Spanish/English Guided Reading Workbook s 3ECTION 976 Chapter 33 9-12_SNLAESE491127_083303.indd 976 STRUGGLING READERS In-Depth Resources: Unit 8 s 'UIDED 2EADING P s "UILDING 6OCABULARY P s 2ETEACHING !CTIVITY P Guided Reading Workbook s 3ECTION GIFTED AND TALENTED STUDENTS In-Depth Resources: Unit 8 s 0RIMARY 3OURCE FROM When Heaven and Earth Changed Places, P Electronic Library of Primary Sources s FROM h0EACE 7ITHOUT #ONQUESTv INTEGRATED TECHNOLOGY Student One Stop Teacher One Stop s 0OWER 0RESENTATIONS World Art and Cultures Transparencies s !4 Laying a Road Electronic Library of Primary Sources s FROM h0EACE 7ITHOUT #ONQUESTv 6/28/10 4:54:47 PM A. Answer About 4 million Koreans and soldiers died and neither North nor South Korea had gained any territory. Recognizing Effects What effects did the Korean war have on the Korean people and nation? INTERACTIVE MAP 0 200 Kilometers Chinese Intervention, October 1950 Ya C HINA 100 Miles 0 SOVIET UNION History from Visuals . lu R Interpreting the Map Chosan Antung Unsan 40nN Hungnam NORTH KOREA Wonsan Sea of Japan (E as t Sea ) Pyongyang Y ellow Sea Panmunjom Inchon U.S. Marine Strike September 1950 Farthest North Korean advance, September 1950 Farthest UN advance, November 1950 Farthest Chinese and North Korean advance, January 1951 Armistice line, 1953 CHAPTER s 3ection 3 130nE The Fighting Continues The UN War in Korea, 1950–1953 125nE Communist China, into the UN. As a result, the Soviet Union could not veto the UN’s plan to send an international force to Korea to stop the invasion. A total of 15 nations, including the United States and Britain, participated under the command of General Douglas MacArthur. Meanwhile, the North Koreans continued to advance. By September 1950, they controlled the entire Korean peninsula except for a tiny area around Pusan in the far southeast. That month, however, MacArthur launched a surprise attack. Troops moving north from Pusan met with forces that had made an amphibious landing at Inchon. Caught in this “pincer action,” about half of the North Koreans surrendered. The rest retreated. 38th Parallel Seoul SOUTH KOREA Taejon Pohang Taegu Mokpo Pusan 35nN troops pursued the retreating North JAPAN Koreans across the 38th parallel into North Korea. They pushed them GEOGRAPHY SKILLBUILDER: Interpreting Maps almost to the Yalu River at the 1. Movement What was the northernmost Korean city UN troops Chinese border. The UN forces were had reached by November 1950? mostly from the United States. The 2. Movement Did North or South Korean forces advance farther Chinese felt threatened by these into the other’s territory? troops and by an American fleet off their coast. In October 1950, they sent 300,000 troops into North Korea. The Chinese greatly outnumbered the UN forces. By January 1951, they had pushed UN and South Korean troops out of North Korea. The Chinese then moved into South Korea and captured the capital of Seoul. “We face an entirely new war,” declared MacArthur. He called for a nuclear attack against China. Truman viewed MacArthur’s proposals as reckless. “We are trying to prevent a world war, not start 7*%&0 one,” he said. MacArthur tried to go over the President’s head by taking his case to ,PSFB5IF Congress and the press. In response, Truman removed him. 'PSHPUUFO8BS Over the next two years, UN forces fought to drive the Chinese and North Koreans back. By 1952, UN troops had regained control of South Korea. Finally, in July 1953, the UN forces and North Korea signed a cease-fire agreement. The border between the two Koreas was set near the 38th parallel, almost where it had been before the war. In the meantime, 4 million soldiers and civilians had died. Aftermath of the War After the war, Korea remained divided. A demilitarized zone, which still exists, separated the two countries. In North Korea, the Communist dictator Kim Il Sung established collective farms, developed heavy industry, and built up the military. At Kim’s death in 1994, his son Kim Jong Il took power. Under his rule, Communist North Korea developed nuclear weapons but had serious economic problems. On the other hand, South Korea prospered, thanks partly to massive aid from the United States and other countries. In the 1960s, South Make sure students understand that this map traces the course of the Korean War over time. Ask, Which color line MARKS THE EXTENT OF THE FIRST .ORTH +OREAN SURGE (red) From which direction did Chinese troops attack in (northwest). Extension Have students create a time line that shows the advances and retreats of troops in the Korean War. Have them use the information on this map to create the framework for their time line and use classroom or Internet resources to add more detailed information. This map is available in an interactive format online and on the Student One Stop DVD-ROM 3TUDENTS CAN VIEW THE STEPBYSTEP PROGRESS OF THE WAR SKILLBUILDER Answers 1. Movement Chosan 2. Movement Both occupied nearly all of the enemy’s territory at some point. Vocabulary Note: Words in Context Point out the word amphibious. Tell students that it means that the soldiers invaded Korea from the water and then came ashore. Explain that this word comes from the same base word as amphibian, a class of animals that live in the water part of their lives and on land part of their lives. Examples include frogs and salamanders. Restructuring the Postwar World 977 CT MCDOUGAL LITTELL 73 World History: Patterns of Interaction Critical Thinking: Chronological Order 6/28/10 5:10:27 PM Class Time 20 minutes s 7HAT HAD HAPPENED BY 3EPTEMBER Task Creating a chronology of the Korean War s 7HAT HAPPENED IMMEDIATELY AFTER .ORTH +OREA HAD ALMOST OVERRUN THE ENTIRE PENINSULA Purpose To clarify the sequence of events leading up to and through the Korean War Instructions Ask students to review the text on pages 976–977 that discusses the War in Korea. Then project transparency CT73 and guide students in creating a chronology of the war. Lead the discussion by asking questions such as the following: s 7HEN WAS +OREA DIVIDED INTO TWO NATIONS s /N WHAT DATE DID .ORTH +OREA INVADE 3OUTH +OREA s 7HEN DID THE #HINESE INVADE THE +OREAN PENINSULA s 7HAT HAD HAPPENED BY THE END OF .OVEMBER s 7HAT WAS THE SITUATION IN +OREA IN *ANUARY Event 2 The Chronology of the Korean War © McDougal Littell Inc. All rights reserved. 9-12_SNLAESE491127_083303.indd 977 Event 3 ENGLISH LEARNERS Event 1 DIFFERENTIATING INSTRUCTION: s 7HEN WAS A CEASEFIRE FINALLY SIGNED Complete the chart with students’ answers, encouraging additional questions and discussion. Then urge students to copy the chart for their notes. Critical Thinking Transparencies Teacher’s Edition 977 CHAPTER s 3ection 3 Korea concentrated on developing its industry and expanding foreign trade. A succession of dictatorships ruled the rapidly developing country. With the 1987 adoption of a democratic constitution, however, South Korea established free elections. During the 1980s and 1990s, South Korea had one of the highest economic growth rates in the world. Political differences have kept the two Koreas apart, despite periodic discussions of reuniting the country. North Korea’s possession of nuclear weapons is a major obstacle. The United States still keeps troops in South Korea. War Breaks Out in Vietnam Critical Thinking s (OW WERE THE 6IETNAMESE .ATIONALISTS AND #OMMUNISTS DIFFERENT FROM THE .ATIONALISTS AND #OMMUNISTS IN #HINA AFTER 7ORLD 7AR )) (China—Nationalists and Communists fought each other; Vietnam—they fought together against the French.) s (OW DID THE #OLD 7AR INFLUENCE THE INTERNATIONAL PEACE CONFERENCES DECI SION TO DIVIDE 6IETNAM (It responded to the pressures of Soviet Union and United States.) War Breaks Out in Vietnam Much like its involvement in the Korean War, the involvement of the United States in Vietnam stemmed from its Cold War containment policy. After World War II, stopping the spread of communism was the principal goal of U.S. foreign policy. The Road to War In the early 1900s, France controlled most of resource-rich Southeast Asia. (French Indochina included what are now Vietnam, Laos, and Cambodia.) But nationalist independence movements had begun to develop. A young Vietnamese nationalist, Ho Chi Minh, turned to the Communists for help in his struggle. During the 1930s, Ho’s Indochinese Communist party led revolts and strikes against the French. The French responded by jailing Vietnamese protesters. They also sentenced Ho to death. He fled into exile, but returned to Vietnam in 1941, a year after the Japanese seized control of his country during World War II. Ho and other nationalists founded the Vietminh (Independence) League. The Japanese were forced out of Vietnam after their defeat in 1945. Ho Chi Minh believed that independence would follow, but France intended to regain its colony. History Makers Ho Chi Minh The Fighting Begins Vietnamese Nationalists and !SK STUDENTS IF IT WAS CONSISTENT FOR (O #HI -INH TO REMAIN A #OMMUNIST AND STILL BELIEVE THAT hALL MEN ARE CREATED EQUALv (AVE THEM EXPLAIN (Yes, because as a Communist, he wanted all people to share economic equality.) Ho Chi Minh 1890–1969 When he was young, the poor Vietnamese Nguyen That UHNGsWIHN THAHT 4HANH WORKED AS A COOK ON A &RENCH STEAMSHIP )N VISITING 53 CITIES WHERE THE BOAT DOCKED HE LEARNED ABOUT !MERICAN CULTURE AND IDEALS (E LATER TOOK A NEW NAME(O #HI -INH MEANING h(E WHO ENLIGHTENSv 4HOUGH A #OMMUNIST IN PROCLAIMING 6IETNAMS INDEPENDENCE FROM &RANCE IN HE DECLARED h!LL MEN ARE CREATED EQUALv (IS PEOPLE REVERED HIM CALLING HIM 5NCLE (O (OWEVER (O #HI -INH DID NOT PUT HIS DEMOCRATIC IDEALS INTO PRACTICE (E RULED .ORTH 6IETNAM BY CRUSHING ALL OPPOSITION )N (O SENT TWO TELEGRAMS TO 0RESIDENT 4RUMAN SEEKING A SEAT ON A "RITISH!MERICAN2USSIAN#HINESE !DVISORY #OMMISSION ON THE &AR %AST THAT WOULD DECIDE THE FATE OF )NDOCHINA 4RUMAN IGNORED HIM (AVE STUDENTS DISCUSS WHY THEY THINK THE 5NITED 3TATES REFUSED TO DEAL WITH (O In-Depth Resources: Unit 8 s (ISTORY -AKERS (O #HI -INH P Communists joined to fight the French armies. The French held most major cities, but the Vietminh had widespread support in the countryside. The Vietminh used hit-and-run tactics to confine the French to the cities. In France the people began to doubt that their colony was worth the lives and money the struggle cost. In 1954, the French suffered a major military defeat at Dien Bien Phu. They surrendered to Ho. The United States had supported France in Vietnam. With the defeat of the French, the United States saw a rising threat to the rest of Asia. President Eisenhower described this threat in terms of the domino theory. The Southeast Asian nations were like a row of dominos, he said. The fall of one to communism would lead to the fall of its neighbors. This theory became a major justification for U.S. foreign policy during the Cold War era. Vietnam—A Divided Country After France’s defeat, an international peace conference met in Geneva to discuss the future of Indochina. Based on these talks, Vietnam was divided at 17° north latitude. North of that line, Ho Chi Minh’s Communist forces governed. To the south, the United States and France set up an anti-Communist government under the leadership of Ngo Dinh Diem (NOH dihn D’YEM). B. Possible Answer intervention in any situation that might otherwise result in gains of territory or power by the Communists Making Inferences What actions might the United States have justified by the domino theory? 978 Chapter 33 COOPERATIVE LEARNING Vietnam War Movie 9-12_SNLAESE491127_083303.indd 978 6/28/10 5:06:40 PM9 Class Time MINUTES s 7HERE DOES THE SCENE TAKE PLACE 7HAT DOES IT LOOK LIKE Task 3CRIPTING SCENES FOR A 6IETNAM 7AR MOVIE s 7HAT IS THE WEATHER LIKE )S IT HOT OR COLD )S IT RAINING OR CLEAR Purpose 4O DEVELOP AN UNDERSTANDING OF THE POLITICAL AND PERSONAL REALITIES OF THE 6IETNAM 7AR s 7HAT TIME IS IT 7HAT SEASON Instructions (AVE STUDENTS WORK IN SMALL GROUPS TO BRAINSTORM A SCENE FOR A MOVIE ABOUT THE 6IETNAM 7AR 4HEY MAY CHOOSE ANY PERSPECTIVE THAT OF 53 SOLDIERS 6IETCONG OR 3OUTH 6IETNAMESE CIVILIANS FOR EXAMPLE %MPHASIZE THAT THEY SHOULD FOCUS ON A SINGLE DRAMATIC SITUATION AND SEVERAL WELLDEFINED CHARACTERS 4ELL THEM THAT THE SETTING AND PLOT OF THEIR SCENE SHOULD BE AS REALISTIC AS POSSIBLE %NCOURAGE THEM TO CONSIDER THE FOLLOWING 978 Chapter 33 s 7HAT EVENTS HAVE LED UP TO THE SCENE THEY ARE DESCRIBING s 7HO ARE THEIR CHARACTERS 7HAT DO THEY THINK OF THEIR SITUATION (AVE STUDENTS WORK TOGETHER TO WRITE THE SCENE 2EMIND THEM THAT THEIR SCRIPTS SHOULD INCLUDE DESCRIPTIVE PASSAGES STAGE DIRECTIONS AND REALISTIC DIALOGUE (AVE STUDENTS MEET WITH OTHER GROUPS AND SHARE THEIR IDEAS AND READ THEIR DIALOGUE War War in Vietnam, in Vietnam, 1957–1973 1957–1973 CHAPTER ÈsÈ3ection 3 CHINA CHINA NORTH NORTH VIETNAM VIETNAM DienDien BienBien Phu Phu Gulf Gulf of of Haiphong Haiphong Tonkin Tonkin Hanoi Hanoi History from Visuals Interpreting the Map 20nN 20nN Hainan Hainan LAOS LAOS U.S. U.S. Seventh Seventh Fleet,Fleet, 19641964 VihnVihn M 1965—U.S. bombing of North Vietnam 1965—U.S. bombing of North Vietnam M ek ek on on g g R. R. Demarcation Demarcation Line,Line, 19541954 Ho Ho il Tra ihn ail iM r Ch hn T i iM Ch Extension Have students compare this map to one that shows Vietnam’s terrain and vegetation. What problems might those geographic features create for armies conducting a ground war? (Swampy coastal plains and densely jungled mountains would make troop movement difficult.) South South China China Sea Sea DongDong Hoi Hoi Hue Hue Da Nang Da Nang 15nN 15nN Chulai Chulai AreasAreas controlled controlled in 1973 in 1973 National National Liberation Liberation FrontFront (Vietcong) (Vietcong) Saigon Saigon government government Contested Contested areasareas Kon Tum Kon Tum SOUTH SOUTH VIETNAM VIETNAM 1968—U.S. 1968—U.S. Marines Marines at the at Battle the Battle of Hue of Hue 0 0 0 0 Have students study the map key and then contrast the colors shown in South Vietnam with those shown in North Vietnam. Ask, In which country were several armies battling for territory? (South Vietnam) SKILLBUILDER Answers 1. Human-Environment Interaction Vietcong 2. Movement Laos, Cambodia 100 Miles 100 Miles 200 Kilometers 200 Kilometers CAMBODIA CAMBODIA In-Depth Resources: Unit 8 s 0RIMARY 3OURCE FROM When Heaven and Earth Changed Places, P CamCam RahnRahn Bay Bay 7*%&0 Phnom Phnom PenhPenh 7JFUOBN)PX 8F8FOUUP8BS BienBien Hoa Hoa Saigon Saigon Mekong Mekong Delta Delta 110nE 10nN 10nN 110nE Gulf Gulf of of Thailand Thailand 1975—Evacuation of U.S. the U.S. embassy in Saigon 1975—Evacuation of the embassy in Saigon 105nE 105nE GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Human-Environment Interaction Did the Saigon government or the Vietcong control more of South Vietnam in 1973? 2. Movement Through what other countries did North Vietnamese troops move to invade South Vietnam? AT Art and War Class Time 30 minutes Task Analyzing Vietnamese war art Purpose To learn about the art and society of Vietnam during the Vietnam War Instructions Project transparency AT73 from World Art and Cultures Transparencies. Explain to students that a Vietnamese artist produced this painting during the time of the Vietnam War. It depicts soldiers building a road through a forest. Ask students to find details in the image that identify the workers as soldiers. Point out that these 8/1/10 4:33:26 PM are guerrilla fighters: they lack uniforms, although they wear helmets. Discuss the role of women in supporting the troops. Invite students to share other responses to the picture. Then ask them to do Internet research to learn more about art produced during the long war and to view more examples. Have them find one painting or other art object to examine in detail. Have them make a copy and present it to the group. As a group, ask them to talk about the dominant themes of Vietnamese war art. Ask, What attitude toward war does this art project? David King Collection. 9-12_SNLAESE491127_083303.indd 979 MCDOUGAL LITTELL 73 Laying a Road GIFTED AND TALENTED STUDENTS © McDougal Littell Inc. All rights reserved. DIFFERENTIATING INSTRUCTION: World Art and Cultures Transparencies Teacher’s Edition 979 CHAPTER s 3ection 3 Diem ruled the south as a dictator. Opposition to his government grew. Communist guerrillas, called Vietcong, began to gain strength in the south. While some of the Vietcong were trained soldiers from North Vietnam, most were South Vietnamese who hated Diem. Gradually, the Vietcong won control of large areas of the countryside. In 1963, a group of South Vietnamese generals had Diem assassinated. But the new leaders were no more popular than he had been. It appeared that a takeover by the Communist Vietcong, backed by North Vietnam, was inevitable. Tip for English Learners Explain that a coup is a sudden, illegal overthrow of a government. It is an abbreviated form of the French phrase coup d’etat, which means “blow at state.” In other words, it is a “strike at the state.” The United States Gets Involved Faced with the possibility of a Communist victory, the United States decided to escalate, or increase, its involvement. Some U.S. troops had been serving as advisers to the South Vietnamese since the late 1950s. But their numbers steadily grew, as did the numbers of planes and other military equipment sent to South Vietnam. U.S. Troops Enter the Fight In August 1964, U.S. President Lyndon Johnson told The United States Gets Involved Critical Thinking s 7HY DID THE ATTACK ON THE 53 DESTROYers provide a basis for sending in troops? (direct attack on United States) s (OW WERE THE 3OUTH 6IETNAMESE and American people alike? Why? (Both opposed the war because of the many casualties.) T The skulls and bones of Cambodian citizens form a haunting memorial to the brutality of its Communist government in the 1970s. More About . . . The Gulf of Tonkin Incident The Gulf of Tonkin incident took place at night during a storm. The two U.S. destroyers picked up the images of 22 torpedoes on their tracking systems. No one saw the Vietnamese attackers, however, and the next morning Captain (ERRICK WHO COMMANDED THE SHIPS decided his radar might have mistaken “freak weather effects” for an attack. To this day, no one knows whether the attacks used to justify American escalation of the Vietnam War ever really took place. Congress that North Vietnamese patrol boats had attacked two U.S. destroyers in the Gulf of Tonkin. As a result, Congress authorized the president to send U.S. troops to fight in Vietnam. By late 1965, more than 185,000 U.S. soldiers were in combat on Vietnamese soil. U.S. planes had also begun to bomb North Vietnam. By 1968, more than half a million U.S. soldiers were in combat there. The United States had the best-equipped, most advanced army in the world. Yet it faced two major difficulties. First, U.S. soldiers were fighting a guerrilla war in unfamiliar jungle terrain. Second, the South Vietnamese government that they were defending was becoming more unpopular. At the same time, support for the Vietcong grew, with help and supplies from Ho Chi Minh, the Soviet Union, and China. Unable to win a decisive victory on the ground, the United States turned to air power. U.S. forces bombed millions of acres of farmland and forest in an attempt to destroy enemy hideouts. This bombing strengthened peasants’opposition to the South Vietnamese government. The United States Withdraws During the late 1960s, the war grew increasingly unpopular in the United States. Dissatisfied young people began to protest the tremendous loss of life in a conflict on the other side of the world. Bowing to intense public pressure, President Richard Nixon began withdrawing U.S. troops from Vietnam in 1969. Nixon had a plan called Vietnamization. It allowed for U.S. troops to gradually pull out, while the South Vietnamese increased their combat role. To pursue Vietnamization while preserving the South Vietnamese government, Nixon authorized a massive bombing campaign against North Vietnamese bases and supply routes. He also authorized bombings in neighboring Laos and Cambodia to destroy Vietcong hiding places. In response to protests and political pressure at home, Nixon kept withdrawing U.S. troops. The last left in 1973. Two years later, the North Vietnamese overran South Vietnam. The war ended, but more than 1.5 million Vietnamese and 58,000 Americans lost their lives. Postwar Southeast Asia Electronic Library of Primary Sources s FROM h0EACE 7ITHOUT #ONQUESTv BY ,YNDON " *OHNSON War’s end did not bring an immediate halt to bloodshed and chaos in Southeast Asia. Cambodia (also known as Kampuchea) was under siege by Communist rebels. DIFFERENTIATING INSTRUCTION: Vietnam War Posters STRUGGLING READERS 9-12_SNLAESE491127_083303.indd 980 5/27/10 4:32:25 PM9 Class Time 25 minutes Task Creating a war poster to protest or support the Vietnam War Purpose 4O ANALYZE SUPPORT OR OPPOSITION TO THE 6IETNAM 7AR Instructions Guide a discussion of why the United States entered the Vietnam War. Point out that many Americans opposed the war and explain that thousands of people demonstrated against it. Create a pro-and-con CHART ON THE BOARD TO SUMMARIZE THE POSITIONS 4ELL STUDENTS TO CONSIDER the arguments and decide whether they are for continuing the war or for pulling out of Vietnam. If students need more help, have them use the 'UIDED 2EADING 7ORKBOOK ACTIVITY FOR 3ECTION 4HEN ASK THEM TO CREATE a poster stating their position. 980 Chapter 33 Pros stop the spread of communism support the legitimate South Vietnam government Cons thousands of U.S. soldiers are dying thousands of Vietnamese are dying the country is being destroyed CHAPTER s 3ection 3 During the war, it had suffered U.S. bombing when it was used as a sanctuary by North Vietnamese and Vietcong troops. Cambodia in Turmoil In 1975, Communist rebels known as the Khmer Rouge set up a brutal Communist govern- C. Possible Answer His followers killed nearly 2 million people. Recognizing Effects What was one of the effects of Pol Pot’s efforts to turn Cambodia into a rural society? SECTION ment under the leadership of Pol Pot. In a ruthless attempt to transform Cambodia into a Communist society, Pol Pot’s followers slaughtered 2 million people. This was almost one quarter of the nation’s population. The Vietnamese invaded in 1978. They overthrew the Khmer Rouge and installed a less repressive government. But fighting continued. The Vietnamese withdrew in 1989. In 1993, under the supervision of UN peacekeepers, Cambodia adopted a democratic constitution and held free elections. Vietnam after the War After 1975, the victorious North Vietnamese imposed tight controls over the South. Officials sent thousands of people to “reeducation camps” for training in Communist thought. They nationalized industries and strictly controlled businesses. They also renamed Saigon, the South’s former capital, Ho Chi Minh City. Communist oppression caused 1.5 million people to flee Vietnam. Most escaped in dangerously overcrowded ships. More than 200,000 “boat people” died at sea. The survivors often spent months in refugee camps in Southeast Asia. About 70,000 eventually settled in the United States or Canada. Although Communists still govern Vietnam, the country now welcomes foreign investment. The United States normalized relations with Vietnam in 1995. While the superpowers were struggling for advantage during the Korean and Vietnam wars, they also were seeking influence in other parts of the world. 3 Postwar Southeast Asia Critical Thinking s (OW ACCURATELY DID THE DOMINO THEORY explain events in Southeast Asia? (Not very; Cambodia is democratic.) s (OW HAS 6IETNAM CHANGED SINCE the first years after the war? (fewer economic restrictions, strong economy) Vietnam Today Vietnam remains a Communist country. But, like China, it has introduced elements of capitalism into its economy. In 1997, a travel magazine claimed that Hanoi, the capital of Vietnam, “jumps with vitality, its streets and shops jammed with locals and handfuls of Western tourists and businesspeople.” Above, two executives tour the city. Along Hanoi’s shaded boulevards, billboards advertise U.S. and Japanese copiers, motorcycles, video recorders, and soft drinks. On the streets, enterprising Vietnamese businesspeople offer more traditional services. These include bicycle repair, a haircut, a shave, or a tasty snack. Connect to Today Vietnam Today In seeking economic growth through foreign investment, Vietnam is following the example of China, South Korea, and other east Asia countries. One victim of this growth has been the environment. The number of elephants in Vietnam, for example, dropped from 2,000 to 150 in 2005. ASSESSMENT ASSESS TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. s 38th parallel s Douglas MacArthur s Ho Chi Minh s domino theory s Ngo Dinh Diem s Vietcong s Vietnamization s Khmer Rouge SECTION 3 ASSESSMENT USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. In what ways were the causes 3. What role did the United Nations play in the Korean War? 6. ANALYZING MOTIVES What role did the policy of 4. How did Vietnam become divided? 7. IDENTIFYING CAUSES How might imperialism be one of 5. What was the Khmer Rouge’s 8. FORMING OPINIONS Do you think U.S. involvement in and effects of the wars in Korea and Vietnam similar? Korean War both plan for Cambodia? Vietnam War (AVE STUDENTS WORK IN PAIRS TO ANSWER the questions. containment play in the involvement of the United States in wars in Korea and Vietnam? Formal Assessment s 3ECTION 1UIZ P the causes of the Vietnam War? Vietnam was justified? Why or why not? RETEACH 9. WRITING ACTIVITY EMPIRE BUILDING Write a two- paragraph expository essay for either the United States or the Soviet Union supporting its involvement in Asia. Assign the Guided Reading Workbook for Section 3 for reviewing main ideas. Spanish/English Guided Reading Workbook s 3ECTION CONNECT TO TODAY WRITING A BIOGRAPHY Research the present-day leader of one of the countries discussed in this section. Then write a three-paragraph biography. In-Depth Resources: Unit 8 s 2ETEACHING !CTIVITY P Restructuring the Postwar World 981 ANSWERS 9-12_SNLAESE491127_083303.indd 981 1. TH PARALLEL P s $OUGLAS -AC!RTHUR P s (O #HI -INH P s 6IETCONG P s 6IETNAMIZATION P s +HMER 2OUGE P 2. Sample Answer: Korean War—neither side gained an advantage; Vietnam War— Soviet-supported North Vietnamese won; Both—U.S. and Soviet involvement stemmed from Cold War; land was destroyed; millions of people died. Possible Answer: Similar because of intervention by the U.S.; many deaths. 3. The UN sent an international force to Korea to stop the North Korean invasion of South Korea. 6/30/10 7:37:18 PM s DOMINO THEORY P 4. peace settlement after French defeat 5. to turn Cambodia into a communist society 6. Possible Answer: U.S. trying to prevent Korea and Vietnam from becoming communist. 7. The struggle against French colonialism began the fighting in Vietnam. 8. Possible Answers: Yes—important to stop communism. No—nations should decide for themselves. 9. Rubric The expository essay should s DEMONSTRATE AN UNDERSTANDING OF THE issues involved. s .GO $INH $IEM P s CLEARLY STATE A POSITION s PRESENT SUPPORTING REASONS CONNECT TO TODAY Rubric The biography should s CONVEY ACCURATE INFORMATION ABOUT THE subject’s life. s BE LOGICALLY ORGANIZED s BE WRITTEN IN AN INTERESTING STYLE Teacher’s Edition 981 LESSON PLAN 4 OBJECTIVES s %XPLAIN HOW THE #OLD 7AR AFFECTED DEVELOPING NATIONS The Cold War Divides the World s $ESCRIBE SUPERPOWER CONFRONTATIONS IN ,ATIN !MERICA AFTER 7ORLD 7AR )) s )DENTIFY #OLD 7AR CONFLICTS IN THE -IDDLE %AST FOCUS & MOTIVATE 7HEN BUSINESSES COMPETE FOR CUSTOMERS THEY MAY ADVERTISE GIVE EXTRA SERVICE HAVE SALES AND GIVE PRIZES AWAY !SK WHAT SUPERPOWERS MIGHT DO TO WIN THE LOYALTY OF POOR NATIONS (Possible Answers: foreign aid, espionage, propaganda) MAIN IDEA WHY IT MATTERS NOW REVOLUTION 4HE SUPERPOWERS SUPPORTED OPPOSING SIDES IN ,ATIN !MERICAN AND -IDDLE %ASTERN CONFLICTS -ANY OF THESE AREAS TODAY ARE TROUBLED BY POLITICAL ECONOMIC AND MILITARY CONFLICT AND CRISIS TERMS & NAMES s 4HIRD 7ORLD s NONALIGNED NATIONS s &IDEL #ASTRO s !NASTASIO 3OMOZA s $ANIEL /RTEGA s !YATOLLAH 2UHOLLA +HOMEINI SETTING THE STAGE Following World War II, the world’s nations were grouped politically into three “worlds.” The first was the industrialized capitalist nations, including the United States and its allies. The second was the Communist nations led by the Soviet Union. The Third World consisted of developing nations, often newly independent, who were not aligned with either superpower. These nonaligned countries provided yet another arena for competition between the Cold War superpowers. INSTRUCT Fighting for the Third World Fighting for the Third World TAKING NOTES Use the graphic organizer online to take notes on Third World confrontations. Critical Thinking s 3HOULD THE 53 SOMETIMES ENGAGE IN ASSASSINATION (Possible Answers: Yes—it may save lives by ending despotic governments; No—U.S. should never condone murder.) s 7HY WAS IT HARD FOR COUNTRIES TO REMAIN NONALIGNED (Possible Answers: Superpowers might pressure them, use propaganda, support opposing forces) Pictured Above: (L) Military parade in Red Square, Moscow, USSR, 1987; (R) Buzz Aldrin and the U.S. flag on the moon, 1969 The Third World nations were located in Latin America, Asia, and Africa. They were economically poor and politically unstable. This was largely due to a long history of colonialism. They also suffered from ethnic conflicts and lack of technology and education. Each needed a political and economic system around which to build its society. Soviet-style communism and U.S.-style free-market democracy were the main choices. Cold War Strategies The United States, the Soviet Union, and, in some cases, China, used a variety of techniques to gain influence in the Third World. (See feature on next page.) They backed wars of revolution, liberation, or counterrevolution. The U.S. and Soviet intelligence agencies—the CIA and the KGB—engaged in various covert, or secret, activities, ranging from spying to assassination attempts. The United States also gave military aid, built schools, set up programs to combat poverty, and sent volunteer workers to many developing nations. The Soviets offered military and technical assistance, mainly to India and Egypt. In-Depth Resources: Unit 8 s 'UIDED 2EADING P ALSO IN 3PANISH Association of Nonaligned Nations Other developing nations also needed assistance. They became important players in the Cold War competition between the United States, the Soviet Union, and later, China. But not all Third World countries wished to play a role in the Cold War. As mentioned earlier India vowed to remain neutral. Indonesia, a populous island nation in Southeast Asia, also struggled to stay uninvolved. In 1955, it hosted many leaders from Asia and Africa at the Bandung Conference. They met to form what they called a “third force” of independent countries, or nonaligned nations. Some nations, such as India and Indonesia, were able to maintain their neutrality. But others took sides with the superpowers or played competing sides against each other. 982 Chapter 33 SECTION 4 PROGRAM RESOURCES ALL STUDENTS 9-12_SNLAESE491127_083304.indd 982 In-Depth Resources: Unit 8 s 'UIDED 2EADING P s 'EOGRAPHY !PPLICATION 4HE #UBAN -ISSILE #RISIS P s (ISTORY -AKERS 2UHOLLA +HOMEINI P Formal Assessment s 3ECTION 1UIZ P ENGLISH LEARNERS In-Depth Resources in Spanish s 'UIDED 2EADING P s 'EOGRAPHY !PPLICATION P 982 Chapter 33 Spanish/English Guided Reading Workbook s 3ECTION Electronic Library of Primary Sources s FROM 444 Days: The Hostages Remember STRUGGLING READERS INTEGRATED TECHNOLOGY In-Depth Resources: Unit 8 s "UILDING 6OCABULARY P s 2ETEACHING !CTIVITY P Guided Reading Workbook s 3ECTION Student One Stop Teacher One Stop s 0OWER 0RESENTATIONS Critical Thinking Transparencies s #4 'LOBAL 3UPERPOWERS &ACE /FF Electronic Library of Primary Sources GIFTED AND TALENTED STUDENTS In-Depth Resources: Unit 8 s 0RIMARY 3OURCE 4HE #UBAN -ISSILE #RISIS P 6/28/10 4:23:07 PM CHAPTER s 3ection 4 How the Cold War Was Fought During the Cold War, the United States and the Soviet Union both believed that they needed to stop the other side from extending its power. What differentiated the Cold War from other 20th century conflicts was that the two enemies did not engage in a shooting war. Instead, they pursued their rivalry by using the strategies shown below. How the Cold War Was Fought Egypt Egypt built built thethe Aswan Aswan Dam Dam with with Soviet Soviet aid.aid. SKILLBUILDER Answers History in Depth The Cold War can be dated from 1946 when Winston Churchill defined the iron curtain and asserted the will of the West to halt communist expansion. In 1947, Bernard Baruch, a financier and presidential advisor, first used the term “Cold War.” During a congressional debate he declared: “Let us not be deceived—we are today in the midst of a cold war.” A year later, he added the phrase, “which is getting warmer.” He was, in fact, reporting on the rise in world tensions as the United States and the Soviet Union intensified their competition. This war reached its peak between 1948 and 1953. Major Major Strategies Strategies ofof the the Cold Cold War War Espionage Espionage Multinational Multinational Alliances Alliances Fearing Fearing thethe enemy enemy might might bebe gaining gaining thethe advantage, advantage, each each side side spied spied onon thethe other. other. One One famous famous incident incident was was thethe Soviet Soviet downing downing of of a U.S. a U.S. U-2U-2 spyspy plane plane in 1960. in 1960. To To gain gain thethe support support of of other other nations, nations, both both thethe Soviet Soviet Union Union and and thethe United United States States entered entered into into alliances. alliances. Two Two examples examples of of thisthis were were NATO NATO and and thethe Warsaw Warsaw Pact Pact (shown (shown onon map map above). above). Foreign Foreign Aid Aid TheThe two two superpowers superpowers tried tried to to winwin allies allies by by giving giving financial financial aidaid to to other other nations. nations. ForFor instance, instance, Egypt Egypt took took aidaid from from thethe Soviet Soviet Union Union to to build build thethe Aswan Aswan High High Dam Dam (see (see photograph photograph above). above). Propaganda Propaganda Brinkmanship Brinkmanship Surrogate Surrogate Wars Wars Both Both superpowers superpowers used used propaganda propaganda to to try try to to winwin support support overseas. overseas. ForFor example, example, Radio Radio Free Free Europe Europe broadcast broadcast radio radio programs programs about about thethe restrest of of thethe world world into into Eastern Eastern Europe. Europe. TheThe policy policy of of brinkmanship brinkmanship meant meant going going to to thethe brink brink of of war war to to make make thethe other other side side back back down. down. One One example example was was thethe Cuban Cuban Missile Missile Crisis. Crisis. TheThe word word surrogate surrogate means means substitute. substitute. Although Although thethe United United States States and and thethe Soviet Soviet Union Union diddid notnot fight fight each each other other directly, directly, they they fought fought indirectly indirectly by by backing backing opposing opposing sides sides in many in many smaller smaller conflicts. conflicts. 1. Generalizing Europe was pretty much split down the middle in its allegiance to the two superpowers. 2. Analyzing Motives Possible Answer: to stop the other superpower from gaining control of the country where the surrogate war was taking place SKILLBUILDER: Interpreting Visuals 1. Generalizing Judging from the map, how would you describe the effect on Europe of multinational alliances? 2. Analyzing Motives What motive did the two superpowers have for fighting surrogate wars? Restructuring the Postwar World 983 COOPERATIVE LEARNING 9-12_SNLAESE491127_083304.indd 983 Cold War Thermometer Class Time 30 minutes Task Making a Cold War temperature chart Purpose To explore the fluctuations in tensions over the course of the Cold War. Instructions Explain to students that the levels of tension between the United States and Soviet Union varied over time. Some confrontations, such as the Cuban Missile Crisis, raised tension to especially high levels; it could easily have erupted in war. Other individual events weren’t nearly so hot, but during the late 1940s and early 1950s, a lot of events happened during a short period. The frequency of events increased the overall tensions. 5/26/10 9:35:43 PM Have students work in groups and brainstorm ways of tracking the rise and fall of Cold War tensions on a temperature scale. You might suggest, for example, that they consider a scale such as degrees C—degrees of crisis—and assign a number to each confrontation or avoidance of confrontation between the superpowers. Then have small groups each choose a Cold War incident, write a short description of their incident, and assign it a rating on the crisis scale. Have the groups meet and plot their individual incidents on a crisis temperature chart. As a group, they might assign a higher temperature to a period when events were frequent. Teacher’s Edition 983 CHAPTER s 3ection 4 Cold Cold War War Hot Hot Spots, Spots, 1948–1975 1948–1975 1. The 1. The United United States States helps helps Greece Greece defeat defeat Communist-led Communist-led rebels rebels (1946–1949) (1946–1949) andand gives gives economic economic andand military military aid aid to to Turkey Turkey (1947–1950). (1947–1950). Arctic Arctic Circle Circle History from Visuals 4. The 4. The United United States States andand the the Soviet Soviet Union Union bring bring the the world world to to the the brink brink of nuclear of nuclear warwar during during the the Cuban Cuban missile missile crisis crisis in 1962. in 1962. NORTH NORTH AMERICA AMERICA Interpreting the Map 40nN 40nN Point out that the U.S. containment policy was only partly successful. Ask students which Communist countries were not on the same continent as the Soviet Union and China. (Angola, Congo, Mozambique, Cuba) UNITED UNITED STATES STATES SOVIET SOVIET UNION UNION GERMANY GERMANY A SAI S AI A EUROPE EUROPE CHINA CHINA IRAN IRAN ATLANTIC ATLANTIC OCEAN OCEAN CUBA CUBA NORTH NORTH KOREA KOREA TURKEY TURKEY GREECE GREECE PACIFIC PACIFIC OCEAN OCEAN 2. Communists 2. Communists retain retain or gain or gain control control after after bloody bloody wars wars in Korea in Korea (1950–1953) (1950–1953) andand Vietnam Vietnam (1957–1975). (1957–1975). 3. The 3. The Soviets Soviets down down U.S.U.S. U-2U-2 pilotpilot Francis Francis Gary Gary Powers Powers in 1960. in 1960. Tropic Tropic of Cancer of Cancer PACIFIC PACIFIC OCEAN OCEAN A FARFI R C IAC A VIETNAM VIETNAM GUATEMALA GUATEMALA 0n Equator 0n Equator 0 This map is available in an interactive format online and on the Student One Stop DVD-ROM. It includes an interactive timeline that allows students to view the development of events over time. CHILE CHILE I N DI N OD NO EN S IEAS I A INDIAN INDIAN OCEAN OCEAN ANGOLA ANGOLA MOZAMBIQUE MOZAMBIQUE Tropic Tropic of Capricorn of Capricorn 80nW 80nW 120nW 120nW 40nS 40nS BOLIVIA BOLIVIA 5,000 5,000 Kilometers Kilometers 7. The 7. The United United States States intervenes intervenes in the in the governments governments of of Guatemala Guatemala (1954), (1954), Bolivia Bolivia (1956), (1956), andand Chile Chile (1973). (1973). MALAYSIA MALAYSIA Communist Communist expansion expansion Communist Communist expansion expansion prevented prevented by U.S. by U.S. andand allies allies 80nE 80nE 0 SOUTH SOUTH AMERICA AMERICA 3,000 3,000 Miles Miles 40nE 40nE 0 6. Britain 6. Britain helps helps Indonesia Indonesia repress repress a a Communist Communist uprising uprising in 1965. in 1965. CONGO CONGO AUSTRALIA AUSTRALIA 0n 0n 0 5. The 5. The Soviet Soviet Union Union aidsaids anticolonial anticolonial struggles struggles in Congo in Congo (1960), (1960), Mozambique Mozambique (1971), (1971), andand Angola Angola (1974). (1974). 40nW 40nW Extension Have students do research to determine the outcome of interventions by the United States and the Soviets in various countries around the world. SOUTH SOUTH KOREA KOREA EGYPT EGYPT GEOGRAPHY SKILLBUILDER: Interpreting Maps 1. Location On what continents identified on the map did Cold War conflicts not occur? 2. Region About what fraction of the globe did Communists control by 1975? Confrontations in Latin America SKILLBUILDER Answers After World War II, rapid industrialization, population growth, and a lingering gap between the rich and the poor led Latin American nations to seek aid from both superpowers. At the same time, many of these countries alternated between shortlived democracy and harsh military rule. As described in Chapter 28, U.S. involvement in Latin America began long before World War II. American businesses backed leaders who protected U.S. interests but who also often oppressed their people. After the war, communism and nationalistic feelings inspired revolutionary movements. These found enthusiastic Soviet support. In response, the United States provided military and economic assistance to anti-Communist dictators. 1. Location Australia 2. Region about one-third Confrontations in Latin America Fidel Castro and the Cuban Revolution In the 1950s, Cuba was ruled by an unpopular dictator, Fulgencio Batista, who had U.S. support. Cuban resentment led to a popular revolution, which overthrew Batista in January 1959. A young lawyer named Fidel Castro led that revolution. At first, many people praised Castro for bringing social reforms to Cuba and improving the economy. Yet Castro was a harsh dictator. He suspended elections, jailed CUBA or executed his opponents, and tightly controlled the press. When Castro nationalized the Cuban economy, he took over U.S.-owned sugar mills and refineries. In response, NICARAGUA Eisenhower ordered an embargo on all trade with Cuba. Castro then turned to the Soviets for economic and military aid. Critical Thinking s (OW DID THE 53 POLICY TOWARD #UBA backfire? (By supporting Batista, and then opposing Castro, the U.S. drove Cuba into the Soviet sphere.) s 7HAT DID THE #UBAN -ISSILE #RISIS REVEAL about the policy of the United States? (demonstrated U.S. would stand firm against Communist expansion) 984 Chapter 33 DIFFERENTIATING INSTRUCTION: U.S. and Cuba ENGLISH LEARNERS 9-12_SNLAESE491127_083304.indd 984 Class Time 45 minutes Task Preparing a collage on the history of Cuba since 1950 Purpose To gain a better understanding of people and events involving Cuba Instructions Because Cuba is so near to the United States, it has always been an object of America’s attention. Ask students to investigate this relationship over the past fifty years. Tell students to use the Internet and library resources to find photographs, headlines, quotations, and other artifacts concerning Cuba during the Cold War. They 984 Chapter 33 6/18/10 10:43:49 AM might use the following key words as starting points for a search: s &ULGENCIO "ATISTA s "AY OF 0IGS INVASION s &IDEL #ASTRO s #UBAN -ISSILE #RISIS s EMBARGO s #OMMUNISM IN #UBA Have students make copies of the images they find or use colored markers to copy quotations and newspaper headlines. Then have them work together to assemble a collage about Cuba and events of the Cold War. Have them use the Guided Reading Workbook for Section 4 as an additional resource. CHAPTER s 3ection 4 In 1960, the CIA began to train anti-Castro Cuban exiles. In April 1961, they invaded Cuba, landing at the Bay of Pigs. However, the United States did not provide the hoped for air support. Castro’s forces easily defeated the invaders, humiliating the United States. HistoryMakers Nuclear Face-off: the Cuban Missile Crisis The failed Analyzing Motives Why did the U.S. switch its support from the Sandinistas to the Contras? The son of a wealthy Spanish-Cuban farmer, Fidel Castro became involved in politics at the University of Havana. He first tried to overthrow the Cuban dictator, Batista, in 1953. He was imprisoned, but vowed to continue the struggle for independence: Personally, I am not interested in power nor do I envisage assuming it at any time. All that I will do is to make sure that the sacrifices of so many compatriots should not be in vain. But Castro and Cuba were deeply involved. Kennedy’s demand for the removal of Soviet missiles put the United Despite this declaration, Castro States and the Soviet Union on a collision course. People ruled Cuba as a dictator for more around the world feared nuclear war. Fortunately, Khruthan 40 years. In 2008, his younger shchev agreed to remove the missiles in return for a U.S. brother, Raul Castro, succeeded him promise not to invade Cuba. as president. The resolution of the Cuban Missile Crisis left Castro completely dependent on Soviet support. In exchange for this support, Castro backed Communist revolutions in Latin INTERNET ACTIVITY Go online to create a time line of the important America and Africa. Soviet aid to Cuba, however, ended events in Castro's Cuba. abruptly with the breakup of the Soviet Union in 1991. This loss dealt a crippling blow to the Cuban economy. Eventually, Castro loosened state control of Cuba’s economy and sought better relations with other countries. Civil War in Nicaragua Just as the United States had supported Batista in Cuba, it had funded the Nicaraguan dictatorship of Anastasio Somoza and his family since 1933. In 1979, Communist Sandinista rebels toppled Somoza’s son. Both the United States and the Soviet Union initially gave aid to the Sandinistas and their leader, Daniel Ortega AWRsTAYsGUH 4HE 3ANDINISTAS HOWEVER GAVE ASSISTANCE to other Marxist rebels in nearby El Salvador. To help the El Salvadoran government fight those rebels, the United States supported Nicaraguan anti-Communist forces called the Contras or contrarevolucionarios. The civil war in Nicaragua lasted more than a decade and seriously weakened the country’s economy. In 1990, President Ortega agreed to hold free elections, the first in the nation’s history. Violeta Chamorro, a reform candidate, defeated him. The Sandinistas were also defeated in elections in 1996 and 2001. However, Ortega won the election in 2006 and returned to power. After 1959, when he overthrew the Batista regime, Castro withstood numerous attempts to topple his regime through assassination, invasion, and economic pressure. Rubric Time lines should s INCLUDE A LIST OF SIGNIFICANT EVENTS s BE ACCURATE AND BRIEF More About . . . The Sandinistas 4HE 3ANDINISTA .ATIONAL ,IBERATION &RONT was formed in 1961. It drew its support from students, workers, and peasants. The Sandinista government included nonCommunists as well as Communists, although during the long civil war, many non-Communists dropped out of the party, allowing it to drift more into the Soviet camp. Even so, the Sandinistas never adopted the Soviet economic plan. 3MALL AND MEDIUMSIZED FARMS AND BUSI nesses remained private. Some political opposition was also tolerated, which ultimately allowed Nicaraguans to vote the Sandinistas out of power. They remained in opposition until Daniel Ortega won the presidency in 2006. Restructuring the Postwar World 985 Name CHAPTER 33 Section 4 Cuban Missile Crisis Class Time 25 minutes Instructions %XPLAIN TO STUDENTS THAT THE #UBAN -ISSILE #RISIS DEVELOPED QUICKLY AND TOOK THE PUBLIC BY COMPLETE SURPRISE (AVE THEM WORK IN a group as a news team to duplicate the urgency AND DRAMA OF A LIVE BROADCAST OF THE TIME 3TUDENTS SHOULD PREPARE BY MASTERING DETAILS OF 33 The Cuban Missile Crisis G L A R CA I Purpose 4O GAIN A BETTER UNDERSTANDING OF EVENTS AND TENSIONS DURING THE #UBAN -ISSILE #RISIS the event as presented in their text as well as in THE 'EOGRAPHY !PPLICATION AND IN THE 3PEECH BY *OHN & +ENNEDY IN )N$EPTH 2ESOURCES FOR 5NIT You might also ask them to do additional research to find more in-depth details. Then have students divide up roles. These might include the news anchors and reporters, key figures involved in the event, such as President +ENNEDY AND 3ECRETARY -C.AMARA AND CITIZENS OF the time who might give their reactions to events. 3TUDENTS SHOULD WRITE A BRIEF SCRIPT OUTLINE AND THEN PRESENT THEIR BROADCAST TO THE CLASS siles. Finally, it could order an air strike to destroy n 1962, the world narrowly escaped nuclear the missiles and then invade Cuba. holocaust during the Cuban Missile Crisis. The On October 22, Kennedy announced a blockade United States and the Soviet Union faced each of Cuba. The United States would seize “offensive other in a dispute over Soviet placement of nuclear weapons and associated matériel” that the Soviets missiles in Cuba, 90 miles off the coast of Florida. Name Date were delivering to Cuba. After six tense days, There are several possibilities why the Soviets Nikita Khrushchev, the Soviet leader, agreed to halt placed nuclear missiles in Cuba. First, the missiles further shipments of missiles and to dismantle the could protect Cuba from possible U.S. military CHAPTER PRIMARY SOURCE existing ones in Cuba. He agreed to this only after aggression. Second, the Soviets would gain a strateKennedy promised not to invade Cuba. gic advantage on the United States in case of global Speech by John F. Kennedy Khrushchev also wanted the U.S. missiles removed nuclear war. Finally, the missiles would counter the from Turkey. In formal negotiations, Kennedy On October 22, 1962, the White House announced that President John F. U.S. installation of missiles in Turkey, near Soviet Section 4 Kennedy would deliver a speech of the “highest national urgency.” refused but then informally agreed to remove them territory, That in 1959. evening, the president went on television and radio to inform the American peoand did so. The U.S. government had an idea Soviets wanted ple about the presence of Soviet missile sites in Cuba and his plans to remove Documents released 35 years later reveal that, to place them. As you read this excerpt from Kennedy’s speech, think aboutmissiles why he in Cuba for some time. However, it unknown to both U.S. and Soviet leaders, Soviet was not until August 29, 1962, that a U-2 spy plane demanded that the Soviets withdraw their missiles from Cuba. field commanders in Cuba had complete authority to confirmed this to President John F. Kennedy. fire their missiles. In addition, U.S. military officials Secretary of Defense Robert McNamara proposed undertook several secret sabotage missions in Cuba, But it is difficult settle of or action even discuss three to courses for thethese United States. First, ood evening, my fellow citizens. This and an American aircraft accidentally strayed into problems in anitatmosphere intimidation. That isdiplomatically could try toofresolve the problem Government, as promised, has maintained the Soviet airspace at the height of the crisis. Any of why this latest Soviet threat—or anythe other threat by discussing it with Soviets and the Cubans. closest surveillance of the Soviet military build-up these situations could have triggered a nuclear war. which is made either independently Second, it could formor aninairresponse and naval blockade on the island of Cuba. Within the past week unmisto our actions this week—must and will further be met shipments of misaround Cuba to prevent takable evidence has established the fact that a series with determination. . . . of offensive missile sites is now in preparation on The path we have chosen for the present is full that imprisoned island. The purposes of these bases Cuba, 1962 30˚N of hazards, as all paths are; butBlockade it is the oneof most can be none other than to provide a nuclear strike FLORIDA consistent with our character and courage as a nation AT L A N T I C capability against the Western Hemisphere. OCEAN and our commitments around the world. The cost Upon receiving the first preliminary hard inforHomestead Miami of freedom is always high—but Americans have mation of this nature last Tuesday morning (October Air P Gulf of at Key West ro always paid it. And one path we shall never choose, M e x i c o 16) at 9:00 a.m., I directed that our surveillance be and that is the path of surrender or submission. Tropic of Cancer stepped up. And having now confirmed and completOur goal is not the victory of might but the vinHavana ed our evaluation of the evidence and our decision CUBA DOMINICAN dication of right—not peace at the MEXICO expense of freeon a course of action, this Government feels obliged REPUBLIC 20˚N dom, but both peace and freedom, here in this Guantanamo Bay to report this new crisis to you in fullest detail. Hemisphere and, we hope, around the world. God The characteristics of these new missile sites PUERTO HAITI willing, that goal will be achieved. indicate two distinct types of installations. Several RICO C a r C i b b PA C F I C Bulletin, OCEAN of them include medium-range ballistic missiles A ME N from John Kennedy, U.S., Department ofI State, e a n A S e a E T ir capable of carrying a nuclear warhead for a disR Volume XLVII, No. 1220 (November 12, Air 1962), 715–720. and naval blockade Pa t r (Address delivered from the White HouseSoviet by T.V. and sites radio ol tance of more than 1,000 nautical miles. Each of missile on October 22, 1962.) Reprinted in DavidU.S. L. military Larson,bases ed., these missiles, in short, is capable of striking The “Cuban Crisis” of 1962 (Boston: Houghton Mifflin, SOUTH AMERICA Washington, D.C., the Panama Canal, Cape 1963), 41–46. Canaveral, Mexico City, or any other city in the southeastern part of the United States, in Central Research Options America, or in the Caribbean area. . . . This nation is prepared to present its case 1. Recognizing Effects Research the short- and against the Soviet threat to peace, and our own long-term effects of the Cuban missile crisis. Unitlisting 8, Chapter 33 proposals for a peaceful world, at any time and in Then make 8a chart these effects and share any forum. . . . it with your classmates. We have in the past made strenuous efforts to 2. Creating a Multimedia Presentation Find limit the spread of nuclear weapons. We have proadditional primary sources—editorial cartoons, posed the elimination of all arms and military bases newspaper headlines, quotes by government offiin a fair and effective disarmament treaty. We are cials, film clips, and so forth—about the Cuban prepared to discuss new proposals for the removal missile crisis. With your classmates, create a bulof tensions on both sides—including the possibililetin board display. Then discuss the climate ties of a genuinely independent Cuba, free to around the world during the standoff between determine its own destiny. We have no wish to war the United States and the Soviet Union. with the Soviet Union, for we are a peaceful people who desire to live in peace with all other peoples. l Task 0REPARING A NEWS BROADCAST REPORTING THE #UBAN -ISSILE #RISIS 6/28/10 4:30:25 PM Directions: Read the paragraphs below and study the map carefully. Then answer the questions that follow. I 90˚W 9-12_SNLAESE491127_083304.indd 985 GIFTED AND TALENTED STUDENTS The Cuban Missile Crisis © McDougal Littell Inc. All rights reserved. DIFFERENTIATING INSTRUCTION: Date GEOGRAPHY APPLICATION: REGION © McDougal Littell Inc. All rights reserved. B. Answer because the Sandinistas were supporting socialist rebels in El Salvador Fidel Castro 1926– 60˚W Contrasting What differing U.S. and Soviet aims led to the Cuban missile crisis? FIDEL CASTRO, quoted in an interview October 27, 1962 How do you account for Castro’s change from a modest leader seeking his people’s freedom into a dictator? (corrupted by power) 70˚W A. Answer U.S.—desire to protect itself and prevent the spread of communism; Soviet—desire to support its Communist ally PRIMARY SOURCE Cuba did not and does not intend to be in the middle of a conflict between the East and the West. Our problem is above all one of national sovereignty. Cuba does not mean to get involved in the Cold War. Fidel Castro 80˚W Bay of Pigs invasion convinced Soviet leader Nikita Khrushchev that the United States would not resist Soviet expansion in Latin America. So, in July 1962, Khrushchev secretly began to build 42 missile sites in Cuba. In October, an American spy plane discovered the sites. President John F. Kennedy declared that missiles so close to the U.S. mainland were a threat. He demanded their removal and also announced a naval blockade of Cuba. Castro protested his country’s being used as a pawn in the Cold War: In-Depth Resources: Unit 8 12 Unit 8, Chapter 33 In-Depth Resources: Unit 8 Teacher’s Edition 985 CHAPTER ÈsÈ3ection 4 Confrontations in the Middle East As the map on page 984 shows, Cold War confrontations continued to erupt around the globe. The oil-rich Middle East attracted both superpowers. Religious and Secular Values Clash in Iran Throughout the Middle East, oil industry wealth fueled a growing clash between traditional Islamic values and modern Western materialism. In no country was this cultural conflict more dramatically shown than in Iran (Persia before 1935). After World War II, Iran’s leader, 3HAH -OHAMMED 2EZA 0AHLAVI PAHsLUHsVEE EMBRACED Western governments and wealthy Western oil companies. Iranian nationalists resented these foreign alliances and united IRAN UNDER 0RIME -INISTER -UHAMMED -OSSADEQ MOHsSAHs$%(+ AFGHANISTAN They nationalized a British-owned oil company and, in 1953, forced the shah to flee. Fearing Iran might turn to the Soviets for support, the United States helped restore the shah to power. Confrontations in the Middle East Critical Thinking sÈ 7ASÈ#OMMUNISMÈTHEÈCAUSEÈOFÈTHEÈ OUSTERÈOFÈ3HAHÈ0AHLAVIÈFROMÈ)RANÈ %XPLAINÈ(No. Nationalism and protecting traditional Islamic values were) sÈ #OULDÈTHEÈ5NITEDÈ3TATESÈHAVEÈGAINEDÈ +HOMEINISÈSUPPORTÈBYÈWITHDRAWINGÈAIDÈ TOÈTHEÈSHAHÈ(No. He opposed the threat of Western influence and values on Islamic values.) 7*%&0 "ZBUPMMBI,IPNFJOJ More About . . . The United States Supports Secular Rule With U.S. support, the shah westernized his country. By the end of the 1950s, Iran’s capital, Tehran, featured gleaming skyscrapers, foreign banks, and modern factories. Millions of Iranians, however, still lived in extreme poverty. The shah tried to weaken the political influence of )RANS CONSERVATIVE -USLIM LEADERS KNOWN AS AYATOLLAHS EYEsUHs 4/(sLUHZ WHO opposed Western influences. The leader of this religious opposition, Ayatollah Ruholla Khomeini KOHs -!9sNEE WAS LIVING IN EXILE 3PURRED BY HIS TAPE recorded messages, Iranians rioted in every major city in late 1978. Faced with OVERWHELMING OPPOSITION THE SHAH FLED )RAN IN ! TRIUMPHANT +HOMEINI returned to establish an Islamic state and to export Iran’s militant form of Islam. Analyzing Motives Why did the United States support the shah of Iran? C. Answer to maintain the shah’s alliance with the West and prevent the Soviets from gaining influence in Iranas Khomeini’s Anti-U.S. Policies 3TRICT ADHERENCE TO )SLAM RULED +HOMEINIS DOMES American Hostages in Iran 4AKINGÈDIPLOMATSÈHOSTAGEÈWASÈSOÈ ÈUNPRECEDENTEDÈTHATÈNOÈONEÈDREAMEDÈ HOWÈLONGÈTHEÈ)RANIANÈCRISISÈWOULDÈENDUREÈ /NEÈOFÈTHEÈHOSTAGESÈRECALLEDÈTHATÈHEÈ REFUSEDÈTOÈTAKEÈOFFÈHISÈJACKETÈORÈTIEÈAFTERÈ HEÈWASÈBLINDFOLDEDÈANDÈSTRAPPEDÈTOÈAÈ CHAIRÈONÈTHEÈFIRSTÈDAYÈBECAUSEÈHEÈWASÈÈ DUEÈATÈAÈDINNERÈPARTYÈTHATÈNIGHTÈ!TÈTHEÈ SAMEÈTIMEÈHISÈMOSTÈPRESSINGÈWORRYÈWASÈ NOTIFYINGÈHISÈhVERYÈCHICÈ)RANIANÈHOSTESSvÈ THATÈHEÈWASÈNOTÈGOINGÈTOÈBEÈABLEÈTOÈ ATTENDÈHERÈPARTY T Ayatollah Khomeini (inset) supported the taking of U.S. hostages by Islamic militants in Tehran in 1979. tic policies. But hatred of the United States, because of U.S. support for the shah, was at the heart of his foreign policy. In 1979, with the ayatollah’s blessing, young Islamic revolutionaries seized the U.S. embassy in Tehran. They took more than 60 Americans hostage and demanded the United States force the shah to face trial. Most hostages remained prisoners for 444 days before being released in 1981. +HOMEINI ENCOURAGED -USLIM RADICALS ELSEWHERE TO OVERTHROW THEIR SECULAR governments. Intended to unify Muslims, this policy heightened tensions between )RAN AND ITS NEIGHBOR AND TERRITORIAL RIVAL )RAQ ! MILITARY LEADER 3ADDAM (USSEIN HOOs3!9.), governed Iraq as a secular state. In-Depth Resources: Unit 8 s (ISTORY -AKERS 2UHOLLA +HOMEINI P Electronic Library of Primary Sources s FROM 444 Days: The Hostages Remember 986 Chapter 33 Name Time Line for the Cold War STRUGGLING READERS 9-12_SNLAESE491127_083304.indd 986 Class TimeÈÈÈMINUTES TaskÈÈ#OMPLETINGÈAÈTIMEÈLINEÈOFÈMAJORÈEVENTSÈDURINGÈTHEÈ #OLDÈ7AR PurposeÈÈ4OÈIDENTIFYÈANDÈDEVELOPÈUNDERSTANDINGÈOFÈTHEÈ SEQUENCEÈOFÈEVENTSÈDURINGÈTHEÈ#OLDÈ7AR InstructionsÈÈ$RAWÈTHEÈFOLLOWINGÈTIMEÈLINEÈONÈTHEÈ Latin America 1953 1959 Middle East 986 Chapter 33 1961 1962 33 CHALKBOARDÈ4HENÈHAVEÈSTUDENTSÈWORKÈASÈAÈGROUPÈATÈTHEÈ BOARDÈTOÈWRITEÈATÈLEASTÈONEÈEVENTÈFORÈEITHERÈ,ATINÈ!MERICAÈ ORÈTHEÈ-IDDLEÈ%ASTÈFORÈEACHÈDATEÈSHOWNÈONÈTHEÈTIMEÈLINEÈ !LTERNATIVELYÈBREAKÈSTUDENTSÈINTOÈSMALLERÈGROUPSÈANDÈÈ HAVEÈTHEMÈCOPYÈTHEÈTIMEÈLINEÈONTOÈAÈPIECEÈOFÈPAPERÈANDÈ COMPLETEÈITÈ(AVEÈTHEMÈUSEÈTHEIRÈTEXTSÈTOÈFINDÈTHEÈINFORMATIONÈ)FÈTHEYÈNEEDÈADDITIONALÈHELPÈPROVIDEÈTHEMÈWITHÈTHEÈ 'UIDEDÈ2EADINGÈWORKSHEETÈFORÈ3ECTIONÈ 1978 1979 GUIDED READING Cold War Divides the World Section 4 A. Following Chronological Order As you read about conflict between the superpowers over Latin America and the Middle East, answer the questions about events listed in the time line. 1981 1988 1989 1990 1996 1959 Fidel Castro leads a revolution in Cuba. 1961 Castro turns back Cuban invasion at Bay of Pigs. 1962 United States demands that Soviets withdraw missiles from Cuba. 1. How did revolution affect Cuba? 8/1/10 4:27:35 PM9 2. Why did the United States support the invasion? 3. How was the Cuban missile crisis resolved? 1979 Communist Sandinista rebels overthrow dictatorship in Nicaragua. 1981 Iran releases U.S. hostages. 1988 UN ceasefire ends hostilities between Iran and Iraq. 1989 Soviet Union withdraws its forces from Afghanistan. 4. What were the consequences of civil war for Nicaragua? 5. Why did the Ayatollah Khomeini hate the United States? 6. What part did the United States play in this Muslim war? 7. How was the Soviet involvement in Afghanistan similar to U.S. involvement in Vietnam? B. Determining Main Ideas On the back of this paper, define and give examples of the Third World and nonaligned nations. 4 Unit 8, Chapter 33 In-Depth Resources: Unit 8 © McDougal Littell Inc. All rights reserved. DIFFERENTIATING INSTRUCTION: Date CHAPTER CHAPTER s 3ection 4 War broke out between Iran and Iraq in 1980. The United States secretly gave aid to both sides because it did not want the balance of power in the region to change. The Soviet Union, on the other hand, had long been a supporter of Iraq. A million Iranians and Iraqis died in the war before the UN negotiated a ceasefire in 1988. Connect to Today The Superpowers Face Off in Afghanistan For several years following World War II, Afghanistan maintained its independence from both the neighboring Soviet Union and the United States. In the 1950s, however, Soviet influence in the country began to increase. In the late 1970s, a Muslim revolt threatened to topple Afghanistan’s Communist regime. This revolt led to a Soviet invasion in 1979. The Soviets expected to prop up the Afghan Communists and quickly withdraw. Instead, just like the United States in Vietnam, the Soviets found themselves stuck. And like the Vietcong in Vietnam, rebel forces outmaneuvered a military superpower. Supplied with American weapons, the Afgan rebels, called mujahideen, or holy warriors, fought on. The United States had armed the rebels because they considered the Soviet invasion a threat to Middle Eastern oil supplies. President Jimmy Carter warned the Soviets against any attempt to gain control of the Persian Gulf. To protest the invasion, he stopped U.S. grain shipments to the Soviet Union and ordered a U.S. boycott of the 1980 Moscow Olympics. In the 1980s, a new Soviet president, Mikhail Gorbachev, acknowledged the war’s devastating costs. He withdrew all Soviet troops by 1989. By then, internal unrest and economic problems were tearing apart the Soviet Union itself. D. Answer Both superpowers became mired in long, bloody struggles with guerrilla forces who ultimately defeated them. Comparing In what ways were U.S. involvement in Vietnam and Soviet involvement in Afghanistan similar? SECTION 4 The Taliban 4HE 4ALIBAN HAD LITTLE SUPPORT OUTSIDE OF !FGHANISTAN -OST COUNTRIES OPPOSED THEIR POLICY TOWARD WOMEN THEIR SEVERE CRIMINAL PUNISHMENTS AND THEIR DESTRUC TION OF NON)SLAMIC ART RELICS /NE OF THE WORST CRIMES AGAINST NON)SLAMIC ART WAS THE DESTRUCTION OF TWO GIANT "UDDHAS ONE MORE THAN FEET HIGH THAT DATED FROM THE TH AND TH CENTURIES The Taliban Islamic religious students, or taliban, were among the mujahideen rebels who fought the Soviet occupation of Afghanistan. Various groups of students loosely organized themselves during a civil war among mujahideen factions that followed the Soviet withdrawal in 1989. In 1996, one of these groups, called the Taliban, seized power and established an Islamic government. They imposed a repressive rule especially harsh on women, and failed to improve people’s lives. They also gave sanctuary to international Islamic terrorists. In 2001, an antiterrorist coalition led by the United States drove them from power. However, they have regrouped and have been fighting NATO forces in Afghanistan since 2006. ASSESS ASSESSMENT SECTION 4 ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. s Third World s nonaligned nations s Fidel Castro s Anastasio Somoza s Daniel Ortega s Ayatollah Ruholla Khomeini USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. Which confrontation had the 3. How was the Cuban Missile 6. MAKING INFERENCES What advantages and most lasting significance? Crisis resolved? disadvantages might being nonaligned have offered a developing nation during the Cold War? 4. What was significant about the Country Conflict Cuba (AVE STUDENTS ANSWER THE QUESTIONS INDI VIDUALLY 4HEN HAVE THEM MEET IN SMALL GROUPS TO DISCUSS AND CHECK THEIR WORK 1990 elections in Nicaragua? Formal Assessment s 3ECTION 1UIZ P 7. COMPARING What similarities do you see among U.S. actions in Nicaragua, Cuba, and Iran? 5. Why did the Soviet Union invade Afghanistan? 8. ANALYZING CAUSES What were the reasons that Islamic RETEACH fundamentalists took control of Iran? Nicaragua Iran 9. WRITING ACTIVITY REVOLUTION For either Cuba, )NSTRUCT STUDENTS TO USE THE 2ETEACHING !CTIVITY TO REVIEW THE MAIN IDEAS OF THE SECTION Nicaragua, or Iran, write an annotated time line of events discussed in this section. In-Depth Resources: Unit 8 s 2ETEACHING !CTIVITY P CONNECT TO TODAY WRITING AN OPINION PAPER Research the effects of the U.S. trade embargo on Cuba. Write a two-paragraph opinion paper on whether it would be in the best interests of the United States to lift that embargo. Restructuring the Postwar World 987 ANSWERS 9-12_SNLAESE491127_083304.indd 987 1. 4HIRD 7ORLD P s NONALIGNED NATIONS P s !YATOLLAH 2UHOLLA +HOMEINI P 2. Sample Answer: #UBADICTATOR TO #OMMUNIST LATER RESISTED 53 INVASION .ICARAGUADICTATOR TO #OMMUNIST THEN DEMOCRATIC )RANDICTATOR TO )SLAMIC FUNDA MENTALIST Possible Answer: STUDENTS MAY CHOOSE #UBA BECAUSE OF PROXIMITY TO THE 53 AND THE DURATION 3. 3OVIET 5NION WITHDREW MISSILES 53 PLEDGED NOT TO INVADE #UBA 4. FIRST FREE ELECTIONS IN .ICARAGUAS HISTORY 5. TO SUPPORT THE #OMMUNIST REGIME 6. Possible Answer: !DVANTAGESCONTROL OVER s &IDEL #ASTRO P 6/28/10 4:44:49 PM s !NASTASIO 3OMOZA P OWN POLITICS AND ECONOMIES ABILITY TO ACCEPT HELP FROM EITHER SIDE $ISADVANTAGESLACK OF ECONOMIC AND MILITARY SUPPORT FROM SUPERPOWERS 7. Possible Answer: 53 SUPPORTED DICTATORS WHO WERE OVERTHROWN BY POPULAR UPRISINGS )T INTERVENED IN ALL THREE COUNTRIES TO PROTECT ITS INTERESTSA TAKEOVER BY #OMMUNIST 3ANDINISTAS IN .ICARAGUA AND BY #ASTRO IN #UBA AND LOSS OF VITAL OIL SUPPLIES FROM )RAN 8. Possible Answers: WANTED TO RETURN TO TRADITIONAL VALUES THEY WERE OPPOSED TO s $ANIEL /RTEGA P 7ESTERN INFLUENCES 9. Rubric 4HE TIME LINE SHOULD s BE ORGANIZED CHRONOLOGICALLY s CONTAIN ALL MAJOR EVENTS DESCRIBED FOR EITHER #UBA .ICARAGUA OR )RAN CONNECT TO TODAY Rubric 4HE OPINION PAPER SHOULD s CLEARLY STATE A POSITION ABOUT THE ISSUE s PRESENT SUPPORTING REASONS s REBUT THE OTHER POINT OF VIEW Teacher’s Edition 987 LESSON PLAN 5 OBJECTIVES s !NALYZE 3OVIET DOMINATION OF %ASTERN %UROPE AND THE 3OVIET 5NION#HINA SPLIT The Cold War Thaws s 4RACE THE ORIGINS OF DÏTENTE AND ITS EFFECTS ON THE #OLD 7AR MAIN IDEA s $ESCRIBE THE RENEWAL OF #OLD 7AR TENSIONS IN THE S EMPIRE BUILDING 4HE #OLD 7AR BEGAN TO THAW AS THE SUPERPOWERS ENTERED AN ERA OF UNEASY DIPLOMACY FOCUS & MOTIVATE !SK STUDENTS IF 3TALINS NAME BELONGS ON A LIST OF FAMOUS BULLIES 0OINT OUT THAT REALLIFE BULLIES CAN BE PUNISHED ALTHOUGH NOT ALWAYS IN THEIR LIFETIME Soviet Policy in Eastern Europe and China s 7HY WAS THE 3OVIET 5NION DETERMINED TO KEEP (UNGARY AS A SATELLITE (to keep it as a buffer zone; to prevent other East European nations from rebelling) s (OW WAS h0RAGUE 3PRINGv A GOOD NAME FOR $UBCEKS POLICIES (Freedom spread, or bloomed, in the spring of 1968 just as flowers bloom in the spring.) 4HE 5NITED 3TATES AND THE COUNTRIES OF THE FORMER 3OVIET 5NION CONTINUE TO COOPERATE AND MAINTAIN A CAUTIOUS PEACE TERMS & NAMES s .IKITA +HRUSHCHEV s ,EONID "REZHNEV s *OHN & +ENNEDY s ,YNDON *OHNSON s s s s DÏTENTE 2ICHARD - .IXON 3!,4 2ONALD 2EAGAN SETTING THE STAGE In the postwar years, the Soviet Union kept a firm grip on its satellite countries in Eastern Europe. These countries were Poland, Czechoslovakia, Hungary, Romania, Bulgaria, Albania, and East Germany. (Yugoslavia had broken away from Soviet control in 1948, although it remained Communist.) The Soviet Union did not allow them to direct and develop their own economies. Instead, it insisted that they develop industries to meet Soviet needs. These policies greatly hampered Eastern Europe’s economic recovery. INSTRUCT Critical Thinking WHY IT MATTERS NOW Soviet Policy in Eastern Europe and China TAKING NOTES Use the graphic organizer online to take notes on details about the Cold War thaw. Pictured Above: (L) Military parade in Red Square, Moscow, USSR, 1987; (R) Buzz Aldrin and the U.S. flag on the moon, 1969 More moderate Soviet leaders came to power after Stalin’s death. They allowed satellite countries somewhat more independence, as long as they remained allied with the Soviet Union. During the 1950s and 1960s, however, growing protest movements in Eastern Europe threatened the Soviet grip on the region. Increasing tensions with China also diverted Soviet attention and forces. Destalinization and Rumblings of Protest After Stalin died in 1953, Nikita Khrushchev became the dominant Soviet leader. In 1956, the shrewd, tough Khrushchev denounced Stalin for jailing and killing loyal Soviet citizens. His speech signaled the start of a policy called destalinization, or purging the country of Stalin’s memory. Workers destroyed monuments of the former dictator. Khrushchev called for “peaceful competition” with capitalist states. But this new Soviet outlook did not change life in satellite countries. Their resentment at times turned to active protest. In October 1956, for example, the Hungarian army joined protesters to overthrow Hungary’s Soviet-controlled government. Storming through the capital, Budapest, mobs waved Hungarian flags with the Communist hammer-and-sickle emblem cut out. “From the youngest child to the oldest man,” one protester declared, “no one wants communism.” A popular and liberal Hungarian Communist leader named Imre Nagy (IHMsRAYNAHJ FORMED A NEW GOVERNMENT .AGY PROMISED FREE ELECTIONS AND demanded Soviet troops leave. In response, Soviet tanks and infantry entered Budapest in November. Thousands of Hungarian freedom fighters armed themselves with pistols and bottles, but were overwhelmed. A pro-Soviet government was installed, and Nagy was eventually executed. In-Depth Resources: Unit 8 s 'UIDED 2EADING P ALSO IN 3PANISH 988 Chapter 33 SECTION 5 PROGRAM RESOURCES ALL STUDENTS In-Depth Resources: Unit 8 s 'UIDED 2EADING P Formal Assessment s 3ECTION 1UIZ P ENGLISH LEARNERS In-Depth Resources in Spanish s 'UIDED 2EADING P Spanish/English Guided Reading Workbook s 3ECTION 988 Chapter 33 9-12_SNLAESE491127_083305.indd 988 STRUGGLING READERS In-Depth Resources: Unit 8 s 'UIDED 2EADING P s "UILDING 6OCABULARY P s 2ETEACHING !CTIVITY P Guided Reading Workbook s 3ECTION GIFTED AND TALENTED STUDENTS In-Depth Resources: Unit 8 s 0RIMARY 3OURCE 0OLITICAL #ARTOON P Electronic Library of Primary Sources s 3PEECH ON 3TALIN BY .IKITA +HRUSHCHEV s FROM A Student’s Diary INTEGRATED TECHNOLOGY Student One Stop Teacher One Stop s 0OWER 0RESENTATIONS Critical Thinking Transparencies s #4 #HAPTER 6ISUAL 3UMMARY Electronic Library of Primary Sources s 3PEECH ON 3TALIN BY .IKITA +HRUSHCHEV s FROM A Student’s Diary 6/28/10 3:58:57 PM CHAPTER s 3ection 5 History Makers Imre Nagy and Alexander Dub ček v Imre Nagy (1896–1958) Alexander Dubcek (1921–1992) Imre Nagy was born into a peasant family in Hungary. During World War I, he was captured by the Soviets and recruited into their army. He then became a Communist. Nagy held several posts in his country’s Communist government, but his loyalty remained with the peasants. Because of his independent approach, he fell in and out of favor with the Soviet Union. In October 1956, he led an antiSoviet revolt. After the Soviets forcefully put down the uprising, they tried and executed him. In 1989, after Communists lost control of Hungary’s government, Nagy was reburied with official honors. Alexander Dubc ek was the son of a Czech Communist Party member. He moved rapidly up through its ranks, becoming party leader in 1968. Responding to the spirit of change v in the 1960s, Dubc ek instituted broad reforms during the so-called Prague Spring of 1968. The Soviet Union reacted by sending tanks into Prague to suppress a feared revolt. The Soviets v expelled Dubc ek from the party. He regained political prominence in 1989, when the Communists agreed to share power in a coalition government. When Czechoslovakia split into two nations in v 1992, Dubc ek became head of the Social Democratic Party in Slovakia. v S Czech demonstrators fight Soviet tanks in 1968. The Revolt in Czechoslovakia Despite the show of force in Hungary, Analyzing Issues Why was Nikita Khruschev removed from power in 1964? A. Possible Answer because he lost face during the Cuban Missile Crisis of 1962 Khrushchev lost prestige in his country as a result of the Cuban Missile Crisis in 1962. In 1964, party leaders voted to remove him from power. His replacement, Leonid Brezhnev, quickly adopted repressive domestic policies. The party enforced laws to limit such basic human rights as freedom of speech and worship. Government censors controlled what writers could publish. Brezhnev clamped down on those who dared to protest his policies. For example, the secret police arrested many dissidents, including Aleksandr Solzhenitsyn, winner of the 1970 Nobel Prize for literature. They then expelled him from the Soviet Union. Brezhnev made clear that he would not tolerate dissent in Eastern Europe either. His policy was put to the test in early 1968. At that time, Czech Communist leader v Alexander Dubcek (DOOBsCHEHK LOOSENED CONTROLS ON CENSORSHIP TO OFFER HIS country socialism with “a human face.” This period of reform, when Czechoslovakia’s capital bloomed with new ideas, became known as Prague Spring. However, it did not survive the summer. On August 20, armed forces from the Warsaw Pact nations invaded Czechoslovakia. Brezhnev justified this invasion by claiming the Soviet Union had the right to prevent its satellites from rejecting communism, a policy known as the Brezhnev Doctrine. Why was Dubček able to survive the Soviets whereas Nagy could not? (Nagy led an actual revolt; Dubček led a reform movement, not a revolt.) Imre Nagy and Alexander Dubček were unlikely heroes. Nagy seemed to be more of an idealistic bookworm than a man of action. Nevertheless, he not only agreed to lead the Hungarian uprising, but also defended his country’s bid for independence with his life. A Hungarian supporter said, “If his life was a question mark, his death was an answer.” In contrast, Dubček played by Communist rules and rose steadily through the ranks. He revealed his reformist colors, however, in 1967 when he won the support of political and economic reformers. He granted greater freedom of expression to the press and in 1968 proposed a full-blown reform program designed to democratize the country. More About . . . The Brezhnev Doctrine Leonid Brezhnev’s claim that the Soviet Union had a right to prevent its satellite countries from rejecting Communism came to be known as the Brezhnev Doctrine. This policy was invoked as late as 1979 to justify the Soviet invasion of Afghanistan. The Soviet-Chinese Split While many satellite countries resisted Communist rule, China was committed to communism. In fact, to cement the ties between Communist powers, Mao and Stalin had signed a 30-year treaty of friendship in 1950. Their spirit of cooperation, however, ran out before the treaty did. The Soviets assumed the Chinese would follow Soviet leadership in world affairs. As the Chinese grew more confident, however, they resented being in Moscow’s shadow. They began to spread their own brand of communism in Africa and other Restructuring the Postwar World 989 Name STRUGGLING READERS 9-12_SNLAESE491127_083305.indd 989 Honoring Cold War Heroes Class Time 30 minutes Task Writing statements and staging a ceremony to honor heroes of the Cold War Purpose To evaluate Cold War issues and personalities Instructions Have students work in small groups and choose a Cold War hero, such as Imre Nagy or John F. Kennedy. Then tell them to write a testimonial honoring that person’s contributions to history. The testimonial statements should: s IDENTIFY THE HERO s DESCRIBE THE PERSONS ACTIONS DURING THE #OLD 7AR that earned recognition. 33 GUIDED READING The Cold War Thaws Section 5 A. Determining Main Ideas As you read this section, take notes to answer the questions. 6/28/10 4:05:10 PM How did each country try to resist Soviet rule? 1. Hungary s DESCRIBE THE CHALLENGES DANGERS OR OTHER OBSTACLES the person faced. s CONVEY THE PERSONS PERSONALITY s PROVIDE BIOGRAPHICAL INFORMATION You might also ask groups to create visual materials, such as posters and collages to accompany their statements. The materials should depict the hero’s actions or the events that surrounded him. Then provide time for an awards ceremony. Have each group select one member to represent the group and make the presentation. Use the Guided Reading worksheet for additional help with the section. 2. Czechoslovakia 3. China What was the foreign policy of each U.S. president? 4. John F. Kennedy © McDougal Littell Inc. All rights reserved. DIFFERENTIATING INSTRUCTION: Date CHAPTER 5. Lyndon Johnson 6. Richard Nixon 7. Ronald Reagan What was the objective of each of the following? 8. détente 9. SALT I Treaty 10. “Star Wars” B. Clarifying On the back of this paper, identify Nikita Khrushchev and Leonid Brezhnev. Restructuring the Postwar World 5 In-Depth Resources: Unit 8 Teacher’s Edition 989 CHAPTER s 3ection 5 parts of Asia. In 1959, Khrushchev punished the Chinese by refusing to share nuclear secrets. The following year, the Soviets ended technical economic aid. The Soviet-Chinese split grew so wide that fighting broke out along their common border. After repeated incidents, the two neighbors maintained a fragile peace. From Brinkmanship to Détente From Brinkmanship to Détente In the 1970s, the United States and the Soviet Union finally backed away from the aggressive policies of brinkmanship that they had followed during the early postwar years. The superpowers slowly moved to lower tensions. Critical Thinking s 7HO WAS THE 3OVIET LEADER WHO blinked? What happened to him? (Krushchev; removed from power) s (OW WAS THE 3!,4 ) 4REATY AN EXAMPLE of realpolitik? (practical, flexible solution to arms race) Brinkmanship Breaks Down The brinkmanship policy followed during the presidencies of Eisenhower, Kennedy, and Johnson led to one terrifying crisis after another. Though these crises erupted all over the world, they were united by a common fear. Nuclear war seemed possible. In 1960, the U-2 incident prevented a meeting between the United States and the Soviet Union to discuss the buildup of arms on both sides. Then, during the administration of John F. Kennedy in the early 1960s, the Cuban Missile Crisis made the superpowers’ use of nuclear weapons a real possibility. (See page 985.) The crisis ended when Soviet ships turned back to avoid a confrontation at sea. “We’re eyeball to eyeball,” the relieved U.S. Secretary of State Dean Rusk said, “and I think the other fellow just blinked.” But Kennedy’s secretary of defense, Robert McNamara, admitted how close the world had come to disaster: Electronic Library of Primary Sources s 3PEECH ON 3TALIN BY .IKITA +HRUSHCHEV s FROM A Student’s Diary Tip for English Learners PRIMARY SOURCE In the face of an air attack [on Cuba] and in the face of the probability of a ground attack, it was certainly possible, and I would say probable, that a Cuban sergeant or Soviet officer in a missile silo, without authority from Moscow, would have launched one or more of those intermediate-range missiles, equipped with a nuclear warhead, against one or more of the cities on the East Coast of the United States. Read Secretary Rusk’s statement and call attention to the metaphor “eyeball to eyeball . . . just blinked.” Tell students that when two people confront each other, it’s sometimes said they’re standing eyeball to eyeball, or staring at each other. If one blinks, it’s because that person has lost courage and given up. ROBERT MCNAMARA, quoted in Inside the Cold War Tensions remained high. After the assassination of Kennedy in 1963, Lyndon Johnson assumed the presidency. Committed to stopping the spread of commu- B. Possible Answers Yes, because the Soviets had installed missiles in Cuba with the intent to use them against the United States. No, because the Soviets intended their missiles only to be a threat and not used. Analyzing Primary Sources Do you think that Robert McNamara’s view of the Soviet threat in Cuba was justified? Explain. nism, President Johnson escalated U.S. involvement in the war in Vietnam. t U.S. president Nixon visits China in 1972, accompanied by Chinese premier Zhou Enlai (left). The United States Turns to Détente Widespread popular protests wracked the United States during the Vietnam War. And the turmoil did not end with U.S. withdrawal. As it tried to heal its internal wounds, the United States backed away from its policy of direct confrontation with the Soviet Union. Détente, a policy of lessening Cold War tensions, replaced brinkmanship under Richard M. Nixon. President Nixon’s move toward détente grew out of a philosophy known as realpolitik. This term comes from the German word meaning “realistic politics.” In practice, realpolitik meant dealing with other nations in a practical and flexible manner. While the United States continued to try to contain the spread of communism, the two superpowers agreed to pursue détente and to reduce tensions. Vocabulary Détente is a French word meaning “a loosening.” Nixon Visits Communist Powers Nixon’s new policy rep- resented a personal reversal as well as a political shift for the country. His rise in politics in the 1950s was largely due to his strong anti-Communist position. Twenty years later, he became the first U.S. president to visit Communist China. The visit made sense in a world in which three, not just two, DIFFERENTIATING INSTRUCTION: ENGLISH LEARNERS 9-12_SNLAESE491127_083305.indd 990 Summarizing and Sequencing Events Class Time 15 minutes s EXPANSION OF THE WAR IN 6IETNAM Task Identifying and using key vocabulary s 0RESIDENT .IXONS VISIT TO #HINA Purpose To clarify understanding of events of the Cold War s 3OVIET INVASION OF !FGHANISTAN Instructions Divide the class into six groups. Have each group create a poster about a key Cold War event. Possible events include the following: s (UNGARIAN UPRISING s 0RAGUE 3PRING s #UBAN MISSILE CRISIS 990 Chapter 33 s SIGNING OF THE 3ALT ) 4REATY Have students provide a heading, slogan, or very brief caption for their posters. The posters can be a straightforward representation of the events, or they can present an editorial comment on the events. Have students share responsibilities for presenting their posters to the class. For help, provide students with the Guided Reading Workbook in Spanish for Section 5. 7/6/10 11:30:18 AM9 CHAPTER s 3ection 5 superpowers eyed each other suspiciously. “We want the Chinese with us when we sit down and negotiate with the Russians,” Nixon explained. Three months after visiting Beijing in February 1972, Nixon visited the Soviet Union. After a series of meetings called the Strategic Arms Limitation Talks (SALT), Nixon and Brezhnev signed the SALT I Treaty. This five-year agreement, limited to 1972 levels the number of intercontinental ballistic and submarine-launched missiles each country could have. In 1975, 33 nations joined the United States and the Soviet Union in signing a commitment to détente and cooperation, the Helsinki Accords. The Collapse of Détente C. Answer Nixon pursued a policy of détente, or easing of tensions. Reagan brought tensions to a new height. Contrasting In what ways did Nixon’s and Reagan’s policies toward the Soviet Union differ? SECTION Under presidents Nixon and Gerald Ford, the United States improved relations with China and the Soviet Union. In the late 1970s, however, President Jimmy Carter was concerned over harsh treatment of protesters in the Soviet Union. This threatened to prevent a second round of SALT negotiations. In 1979, Carter and Brezhnev finally signed the SALT II agreement. When the Soviets invaded Afghanistan later that year, however, the U.S. Congress refused to ratify SALT II. Concerns mounted as more nations, including China and India, began building nuclear arsenals. The Collapse of Détente Critical Thinking s 7HAT WOULD HAVE BEEN TWO EFFECTS of Congress’s refusal to ratify SALT II? (Possible Answers: expansion of nuclear arsenals; greater risk of nuclear war) s (OW DID 3$) INCREASE WORLD TENSIONS (threatened détente and started new arms race) S Ronald Reagan's 1980 political button highlights the strong patriotic theme of his campaign. Reagan Takes an Anti-Communist Stance A fiercely anti-Communist U.S. president, Ronald Reagan, took office in 1981. He continued to move away from détente. He increased defense spending, putting both economic and military pressure on the Soviets. In 1983, Reagan also announced the Strategic Defense Initiative (SDI), a program to protect against enemy missiles. It was not put into effect but remained a symbol of U.S. anti-Communist sentiment. Tensions increased as U.S. activities such as arming Nicaragua’s Contras pushed the United States and Soviet Union further from détente. However, a change in Soviet leadership in 1985 brought a new policy toward the United States and the beginnings of a final thaw in the Cold War. Meanwhile, as you will learn in the next chapter, developing countries continued their own struggles for independence. 5 ASSESS SECTION 5 ASSESSMENT Have students work in pairs to answer the questions. ASSESSMENT TERMS & NAMES 1. For each term or name, write a sentence explaining its significance. Formal Assessment s 3ECTION 1UIZ P s Nikita Khrushchev s Leonid Brezhnev s John F. Kennedy s Lyndon Johnson s détente s Richard M. Nixon s SALT s Ronald Reagan USING YOUR NOTES MAIN IDEAS CRITICAL THINKING & WRITING 2. What do you consider the 3. What effects did destalinization 6. DEVELOPING HISTORICAL PERSPECTIVE In view of Soviet most significant reason for the collapse of détente? I. Soviet Policy in Eastern Europe and China A. B. II. From Brinkmanship to Detente have on Soviet satellite countries? 4. What changes did Alexander v Dubcek seek to make in Czechoslovakia in 1968, and what happened? 5. Why was the policy of brinkmanship replaced? RETEACH policies toward Eastern Europe in the postwar era, what reasons did people in Eastern Europe have for resistance? Have students use the Guided Reading Workbook for Section 5 and the Visual Summary to review the main ideas of the section. 7. EVALUATING DECISIONS Do you think it was a wise political move for Nixon to visit Communist China and the Soviet Union? Why or why not? 8. RECOGNIZING EFFECTS What was the result of Reagan’s move away from détente? Spanish/English Guided Reading Workbook s 3ECTION 9. WRITING ACTIVITY REVOLUTION Write a short poem or song lyrics expressing protest against Communist rule by a citizen of a country behind the Iron Curtain. Critical Thinking Transparencies s #4 #HAPTER 6ISUAL 3UMMARY CONNECT TO TODAY WRITING A SUMMARY Look through a major newspaper or newsmagazine for articles on Eastern European countries. Then, write a brief summary of recent developments there. In-Depth Resources: Unit 8 s 2ETEACHING !CTIVITY P Restructuring the Postwar World 991 ANSWERS 9-12_SNLAESE491127_083305.indd 991 1. .IKA +RUSHCHEV P s ,EONID "REZHNEV P s *OHN & +ENNEDY P s 2ICHARD - .IXON P s 3!,4 P s 2ONALD 2EAGAN P 2. Sample Answer: I. A. destalinization; B. revolt in Hungary, C. revolt in Czechoslovakia; D. Soviet-Chinese split; II. A. U-2 incident, B. Cuban missile crisis, C. escalation of Vietnam War, D. end to Vietnam war, E. Nixon’s China trip; F. SALT I treaty; III. A. non-ratification of SALT II, B. SDI Possible Answers: Détente collapsed because of refusal to ratify SALT II, Soviet invasion of Afghanistan, SDI. 3. Possible Answer: None; their resentment and protest against Soviet rule continued 6/28/10 4:20:39 PM s ,YNDON *OHNSON P 4. Possible Answer: Dubček attempted to moderate socialism; Soviets invaded. 5. Possible Answer: U.S. decided to reduce tensions. 6. absence of freedom, subordination to Communist control and Soviet interests 7. Possible Answers: Wise—Nuclear war threatened world. China could not be ignored. Unwise—Visit hurt efforts to contain communism 8. Possible Answer: Tensions increased between the superpowers. s DÏTENTE P 9. Rubric The poem or song lyrics should s GIVE AN IDEA OF LIFE UNDER COMMUNISM s GIVE REASONS TO REVOLT s USE RHYTHM AND REPETITION CONNECT TO TODAY Rubric The summary should s SHOW AN UNDERSTANDING OF THE ARTICLES s CONVEY THE INFORMATION ACCURATELY Teacher’s Edition 991 33Assessment CHAPTER 33 ASSESSMENT Chapter TERMS & NAMES TERMS & NAMES 1. containment, p. 967 2. Cold War, p. 969 3. Mao Zedong, p. 972 4. Cultural Revolution, p. 975 5. 38th parallel, p. 976 6. Vietnamization, p. 980 7. Fidel Castro, p. 984 8. Nikita Khrushchev, p. 988 9. détente, p. 990 10. SALT, p. 991 MAIN IDEAS Answers will vary. 11. They believed the United States should not interfere with other nations’ affairs, that it lacked resources to carry out a worldwide war on communism, and that economic aid might support dictators. 12. It proved that it would go to the brink itself by building up a nuclear arsenal and competing aggressively in the arms race. 13. The United States supported the Nationalists. The Soviet Union supported the Communists. 1. containment 6. Vietnamization 2. Cold War 7. Fidel Castro 3. Mao Zedong 8. Nikita Khrushchev 4. Cultural Revolution 9. détente 5. 38th parallel 16. unfamiliar jungle terrain, guerrilla warfare, and lack of popular support for the South Vietnamese government they were bolstering 17. They needed financial aid and investment to help them industrialize as well as a political and economic system on which to model their governments. 18. It secretly built 42 missile sites in Cuba. 19. It did not allow the East Europeans to run their own economies or give them enough money to repair war damages. It also promoted industries necessary to the Soviets, not to the satellite countries. 20. Dealing with nations in a realistic manner, which meant giving up longheld fear and hatred of communism. Pursuit of this policy helped ease Cold War tensions 992 Chapter 33 Section 4 (pages 982–987) 17. Why did developing nations often align themselves with one or the other superpower? 18. How did the Soviet Union respond to the Bay of Pigs? The Cold War Thaws Section 5 (pages 988–991) 19. In what ways did Soviet actions hamper Eastern Europe’s economic recovery after World War II? 10. SALT 20. What policies characterized realpolitik? MAIN IDEAS CRITICAL THINKING Cold War: Superpowers Face Off 11. Why did some Americans oppose the Truman Doctrine? 1. USING YOUR NOTES Use a diagram to show superpower Cold War tactics. 12. How did the Soviet Union respond to the U.S. policy of 2. COMPARING Section 1 (pages 965–971) brinkmanship? Cold War Tactics EMPIRE BUILDING In what ways were the United States and the Soviet Union more similar than different? Communists Take Power in China Section 2 (pages 972–975) 3. HYPOTHESIZING ECONOMICS How might the Cold War have proceeded if the United States had been economically and physically damaged in World War II? 13. Who did the superpowers support in the Chinese civil war? 14. What were the results of Mao Zedong’s Great Leap Forward and Cultural Revolution? 4. DRAWING CONCLUSIONS REVOLUTION Which two Cold War events do you think had the greatest impact on the U.S. decision to pursue détente? Wars in Korea and Vietnam Section 3 (pages 976–981) 15. What effects did the Korean War have on Korea’s land and its people? 5. MAKING INFERENCES Why do you think the United States and the Soviet Union chose cooperation in space after years of competition? 16. What difficulties did the U.S. Army face fighting the war in Vietnam? Cold War, 1946–1980 United States 1946 Institutes containment policy 14. Both programs failed to create the powerful socialist nation Mao envisioned and actually weakened it. 15. Four million people died, and North and South Korea remained divided at the 38th parallel, as before the war. The Cold War Divides the World For each term or name below, briefly explain its connection to the restructuring of the postwar world since 1945. 1948 Begins Marshall Plan 1952 Tests first H-bomb 1953 Adopts brinkmanship policy 1945 1950 1960 U-2 incident reignites superpower tension 1950 1950 Signs friendship treaty with China 1953 Tests first H-bomb 1965 Sends troops to Vietnam 1960 1950 Communist North Korea attacks South Korea 1948 U.S. and Britain fly airlift to break Soviet blockade of Berlin 1945 1955 1955 1965 1970 1962 U.S. blockades Cuba in response to buildup of Soviet missiles 1972 Nixon and Brezhnev sign SALT I treaty 1960 1965 1957 Launches Sputnik, starting space race 1970 1968 Sends tanks into Prague 1975 1980 1980 U.S. boycotts Moscow Olympics to protest Soviet invasion of Afghanistan 1975 1980 1979 Invades Afghanistan 1956 Puts down Hungarian revolt Soviet Union 992 Chapter 33 CRITICAL THINKING 9-12_SNLAESE491127_0833CA.indd 992 Possible Answers 1. backing wars or revolutions; spying; increasing military forces and nuclear arsenals; providing military and economic aid; setting up schools 2. Both the United States and Soviet Union wanted to be the dominant world power. Both became involved in conflicts to achieve that end. Both felt their political and economic systems were best. 3. The Cold War might not have developed, because the Soviet Union might not have felt it necessary to build a wall of satellite nations to protect itself; the United States might not have had the resources to offer aid such as the Marshall Plan. 5/27/10 3:56:28 PM 4. Students may say that the Vietnam War was the most significant event to change U.S. policy because the war failed to stop the spread of communism in Vietnam, and it was opposed at home. 5. The costs of the space race to each country and the fact that the United States and the Soviet Union wanted to step back from brinkmanship led to cooperation. CHAPTER 33 ASSESSMENT STANDARDS-BASED ASSESSMENT Use the quotation and your knowledge of world history to answer questions 1 and 2. The following poem by Ho Chi Minh was broadcast over Hanoi Radio on January 1, 1968. This Spring far outshines the previous Springs, Of victories throughout the land come happy tidings. South and North, rushing heroically together, shall smite the American invaders! Go Forward! Total victory shall be ours. HO CHI MINH, quoted in America and Vietnam 1. In Ho’s opinion, who was the enemy in the Vietnam War? A. the South Vietnamese B. the changing seasons Use the chart and your knowledge of world history to answer question 3. U.S.–Soviet Military Power, 1986–1987 U.S. 1,010 Intercontinental ballistic missiles 1,398 640 Submarine-launched missiles 983 260 Long-range bombers 160 24,700 Nuclear warheads 36,800 100 0 Antiballistic missile launchers 14 Aircraft carriers 5 2,143,955 Armed forces personnel 5,130,000 A. the United States had more troops than the Soviet Union. B. the Soviet Union had clear superiority in the number of ballistic missiles. B. to warn the United States that it would be defeated C. to single out the North Vietnamese people for special attention D. to be used as propaganda to show that North and South were fighting together C. the United States and the Soviet Union were equal in nuclear warheads. D. the Soviet Union had more aircraft carriers. U.S.–Soviet Military Power, 1983–1984 Study the information in the infographic on how the Cold War was fought on page 983. Write a two-page persuasive essay on which means was the most successful for the United States and which was most successful for the Soviet Union. Consider the following: s WHO RECEIVED FOREIGN AID s WHETHER PROPAGANDA WAS SUCCESSFUL s HOW STRONG THE MILITARY ALLIANCES WERE Soviet 1,045 1,398 s Tutorials 568 980 s Strategies 272 143 7,297 8,343 0 32 14 5 MULTIMEDIA ACTIVITY FOCUS ON WRITING U.S. For additional test practice, go online for: s Diagnostic tests Intercontinental ballistic missiles On page 964, you considered what policies a nation might follow to gain allies. Now that you have learned more about the Cold War, would your decision change? Discuss your ideas with a small group. 2. Letter D is the correct answer. Letter A is not correct because it was not important that their political leader also wrote poems. Letter B is not correct because it was only partly a warning to the United States. Letter C is not correct because it was aimed at both the South Vietnamese and the North Vietnamese. 3. The chart clearly shows that D. the French A. to show that their political leader was also a poet 1. Letter C is the correct answer. Letter A is not correct because Ho wanted the South to join with the North. Letter B is not correct because the seasons are just given passing mention. Letter D is not correct because the French are not referred to in the poem. Sources: The Military Balance 1986–1987; Nuclear Weapons Databook, Vol. IV, Soviet Nuclear Weapons C. the United States 2. What purpose might the North Vietnamese have had in broadcasting this poem? STANDARDS-BASED ASSESSMENT Soviet 3. Letter B is the correct answer. Letter A is not correct because the Soviet Union had more troops. Letter C is not correct because they did not have an equal number of nuclear warheads; the Soviet Union had more. Letter D is not correct because the United States had more. Creating an Interactive Time Line Formal Assessment s #HAPTER 4EST &ORMS ! " AND # PP n In October 1962, President John F. Kennedy and his advisers had to defuse a potentially devastating nuclear standoff with the Soviet Union. Using books, the Internet, and other resources, create an interactive time line of the crisis. Use graphics software to add maps and photographs. In addition to noting key dates, use the time line to address some of the following: s Who were members of Kennedy’s inner circle during the crisis? ExamView® Test Generator on the Teacher One Stop s &OR ! IN 3PANISH s What did Kennedy say about the events in his first public address to the nation? s How did Soviet premier Nikita Krushchev approach the crisis in Cuba? s What details did Americans learn only after the crisis had been resolved? s WHAT WAS GAINED IN SURROGATE WARS Restructuring the Postwar World 993 FOCUS ON WRITING 9-12_SNLAESE491127_0833CA.indd 993 Students should consider the consequences of their answers. Effects on the economy, on political support, on the military, and the society should be reviewed. Rubric The persuasive essay should s REFLECT THE STUDENTS UNDERSTANDING OF THE basic concepts of the Cold War. s CLERALY STATE THE SELECTION FOR THE 5NITED States and for the Soviet Union. s PRESENT SUPPORTING REASONS FOR THE selections. MULTIMEDIA ACTIVITY 6/16/10 11:06:41 AM Rubric Interactive time lines should s IDENTIFY THE KEY PLAYERS s EXPLAIN THE EVENTS s GIVE STATEMENTS BY +ENNEDY AND +RUSHCHEV s DISCUSS THE PROBLEMS FACED s EXPLAIN THE RESOLUTION Teacher’s Edition 993 MULTIMEDIA CONNECTIONS The HISTORY™ Multimedia Classroom is a set of exciting new social studies teaching tools featuring award-winning program content. These comprehensive lesson plans, correlated to individual state and national curriculum standards, are easy to use for both teachers and students. 0ctober F ury : The Cuban Missile Crisis Each lesson contains the following: s 3HORT VIDEO SEGMENTS THAT BRING history topics to life s -APS AND VISUAL MATERIALS s $ISCUSSION AND REVIEW QUESTIONS s %ASILY PRINTABLE PRIMARY SOURCE documents s #LASSROOM ACTIVITIES AND )NTERNET based activity links 4HE -ULTIMEDIA #LASSROOM HAS BEEN specially designed to be versatile and easily adaptable to existing courses, lesson plans, and syllabi. Every lesson is designed to offer maximum flexibility. Teachers can select entire plans or only the elements they need, allowing them to individually tailor each lesson. Each multimedia lesson is available in #$2/- FORMAT AND IS ACCOMPANIED by full-length award-winning programs ON $6$ FROM ()34/29Í For more information or to purchase go to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ctober Fury: The Cuban Missile Crisis 9-12_SNLAESE491127_C33MMC.indd 1 Resources Video Clips The following resources come with printable introductions, comprehension and critical thinking questions, transcripts, and vocabulary support. Full Length DVD October Fury: Cuban Missile Crisis (50 minutes) 993 MC1 MULTIMEDIA CONNECTIONS t1SFMVEFUP$SJTJT t4FDSFU8FBQPOT t(FUUJOH3FBEZGPS8BS t"TLJOHGPS"EWJDF t3FTUSBJOU t#MJOE.BOT#MVÿ t$SJTJT"WFSUFE t5IF$IBTF t".JTUBLFJO1SPUPDPM t-FTTPOT-FBSOFE 7/16/10 10:58:21 AM Primary Sources t,FOOFEZT-FUUFSUP,ISVTIDIFW t4UBUF%FQBSUNFOU#SJFmOHPO$VCB t"FSJBM7JFXPG.JTTJMF-BVODI4JUFT t,ISVTIDIFWT-FUUFSUP,FOOFEZ t/VDMFBS5FTU#BO5SFBUZ CLICK THROUGH INTER /ACTIVITIES hmhsocialstudies.com Prelude to Crisis 1SFMVEFUP$SJTJT 8BUDIUIFWJEFPUPMFBSOBCPVUUIFCVJMEVQ UPUIF$VCBONJTTJMFDSJTJT (FUUJOH3FBEZGPS8BS 8BUDIUIFWJEFPUPTFFIPXUIFNJTTJMFTJO$VCB DSFBUFEUFOTJPOCFUXFFOUIF6OJUFE4UBUFTBOE UIF4PWJFU6OJPO Cold War tensions reached new heights in mid-1962, when Soviet leader Nikita Khrushchev decided to test the resolve of the new president of the United States, John F. Kennedy. Khrushchev sent nuclear missiles to Cuba, a Communist-ruled island about 100 miles from Florida. Kennedy warned the Soviets that the United States would not tolerate offensive nuclear weapons so close to American soil. The scene was set for a dangerous confrontation. Getting Ready for War Publicly, Khrushchev stated that he had no intention of creating a nuclear base on Cuba. At the same time, he continued to send missiles to Cuba and he dispatched submarines, armed with nuclear torpedoes, to the Caribbean. Kennedy did not trust Khrushchev, and he put the armed forces on full alert. In October 1962, a U-2 spy plane found that there were several nuclear launch sites on Cuba—each one capable of targeting major U.S. cities. An all-out war now seemed a real possibility. $SJTJT"WFSUFE 8BUDIUIFWJEFPUPTFFIPXUIF$VCBO NJTTJMFDSJTJTCSPVHIUUIF6OJUFE4UBUFTBOE UIF4PWJFU6OJPOUPUIFCSJOLPGOVDMFBSXBS Crisis Averted? -FTTPOT-FBSOFE 8BUDIUIFWJEFPUPMFBSOBCPVUUIFJNQBDUPGUIF $VCBONJTTJMFDSJTJT THE CUBAN MISSILE CRISIS 9-12_SNLAESE491127_C33MMC.indd 2 Activities t,OPXJOH*ORVJSJOHBOE-FBSOJOH"CPVUUIF$PME8BS t$POnJDUJOH0SEFST t"$PME8BSGSPN5XP4JEFT t)JHI4UBLFT t(PJOH1VCMJD t4UFQQJOH#BDL t%FBS*LF t*OUIF%BSL t4IJQTBOE4VCNBSJOFT t5IJSUFFO%BZT 993 MC2 7/16/10 10:59:28 AM Extended Activities General Review Questions General Discussion Questions Web Links Bibliography To prevent further deliveries of missiles, President Kennedy established a naval blockade around Cuba. Khrushchev stated that interference with Soviet shipping would be met with force. Kennedy responded that any attack would be answered in kind. The world watched fearfully as the Soviet ships sailed toward the blockade. Suddenly, the Soviet ships turned back. Nuclear war had been averted. Lessons Learned The Cuban missile crisis brought the United States and the Soviet Union to the brink of nuclear war. This grim reality forced the two countries to reexamine the way they dealt with each other. A telephone hotline was installed between the two countries to enable their leaders to communicate directly. The two countries also signed a nuclear test ban treaty in 1963. THE CUBAN MISSILE CRISIS 993 MC2
