WH Unit 7 - WWI and the Cold War

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World History

Unit 7 – WWII and the Cold War

Conceptual Lens: War, Politics, Globalization

Author: Keith Marwitz

Unit Overview:

This unit will begin by analyzing how the rise of dictators and the failure of appeasement led to the second

Word War. Though the allies, led by Great Britain, the United States, and the Soviet Union eventually prevail, the physical, emotional, and political effects of the war will shape the remainder of the 20th century, leading the Unit States and the Soviet Union further into a conflict of their own. The second half of the unit will analyze the Cold War and how various conflicts can arise when states develop and when empires expand dominating other people groups. As teachers, we will be able to make connections for the students between the conflicts seen in the modern world and the foundations of those conflicts that began following WWII. The unit as a whole focuses on the historical need for power and the subjugation of the masses to whatever is necessary to gain, and keep, said power (whether by a dictator, empire, or country).

[

Unit 7

]

History

Globalization: Spheres of Influence, Containment,

Propaganda, Arms Race

Politics: Appeasement, Holocaust, NATO, Warsaw

Pact

War: WWII, Pearl Harbor, Battle of Britain, Atomic

Bombs, Korean War, Vietnam War

Geography

Globalization: Use of land (natural resources), Berlin Wall

Politics: Iron Curtain, 38

th

Parallel

War: Trench Warfare, Soviet Union,

Democratic vs. Communist nations

Civics and Government

CONCEPT/CONTENT WEB

Globalization: Alliances, Domino

Theory, Trade

Politics: Rise of Dictators, Fascism,

Nazism, Communism, Democracy

WWII and

Cold War

Concept Lens(es)

Globalization

Politics

War

-

War: Military technology, Truman

Doctrine, NATO, Iron Curtain,

Cuban Missile Crisis

Culture

Globalization: Genocide, chemical warfare, Green Revolution, Olympics

Politics: Red Scare

Economics and PFL

Globalization: United Nations,

Capitalism, Socialism, Communism

Politics: Depression, Inflation,

Industrialization, Embargos, Sanctions,

Marshall Plan

War: Space Race, Mass production,

Genocide

War: Berlin Airlift

Essential Understandings (Generalizations) and Guiding (Essential) Questions:

Societies make good and bad decisions in a time of war. a.

Does appeasement always (sometimes or never) make an aggressor more aggressive? b.

How does a man like Hitler (or Mussolini/Stalin) come to power, and to what extent did the rest of the world let it happen? c.

Why is Genocide even possible? How did the Nazi’s make it so?

Economic development and growth may be stunted as a result of political, military, or social conflict. a.

How did the role of world economy evolve during World War I and World War II?

In crisis, people may change their values to resolve conflict. a.

Do people have a responsibility to respond to injustice? b.

To what extent should or can a nation limit civil liberties in times of war?

Wars affect social, political, economic, and cultural institutions. a.

How did containment and Soviet expansion cause tension during the Cold War? b.

What were the reasons for the Soviet Union and the United States becoming enemies instead of allies? c.

What were the different goals of the Soviet Union and the United States after WWII?

Conflict can shape the political and economic climate of a society. a.

How were the Marshall Plan and Truman Doctrine similar? Different? b.

What was the reason for the creation of NATO and the Warsaw Pact? c.

How did global trade change during the post-World War II era?

The process of development does not solve all social problems in a country. a.

What role did technology play in World War II? b.

How can the space race be related to the arms race during the Cold War?

c.

What impact did technological innovations have in the development of culture during the Cold War?

Geography may impact the outcome of war a.

b.

What are the differences and similarities between Democratic and Communist countries? Market and command economies?

How did the geographical differences between the USSR and the United States lead to the collapse of the Soviet Union?

Essential Standard Correlations:

HISTORY

WH.H.1.1

WH.H.1.2

WH.H.1.3

WH.H.1.4

GEOGRAPHY &

ENVIRONMENTAL LITERACY

WH.H.7.2

WH.H.7.3

WH.H.8.4

WH.H.8.5

CIVICS AND

GOVERNMENT

WH.H.8.1

WH.H.8.2

WH.H.8.6

ECONOMICS &

FINANCIAL LITERACY

WH.H.7.5

WH.H.7.6

CULTURE

WH.H.7.4

WH.H.8.3

WH.H.8.4

WH.H.8.7

Unit Vocabulary

Tier 1

War

Airplane

Bomb

Defeat

Leader

Argue

Expand

Rule

Goals

Contain

Policy

Victory

Win

Violation

Progress

Independent

Unite

Country

Protestors

Occupied

Economy

Tier 2

Propaganda

Armistice

Hostility

Overseas

Violate

Appeasement

Nonaggression Pact

Anti-Semitism

Kamikaze

Communism

Russia

Europe

Democracy

Cuba

United States

Command Economy

Traditional Economy

Occupation

Surrender

Foreign

Conflict

Guerilla Warfare

Communists

Vietnam

Korea

Nationalists

Tier 3

D-Day

Isolationism

Potsdam Conference

Blitzkrieg

Truman Doctrine

Marshall Plan

Iron Curtain

NATO

Warsaw Pact

Cuban Missile Crisis

Containment

Cold War

United Nations

Berlin Airlift

Space Race

Nuclear War

Brinkmanship

Superpowers

Soviet Union

Domino Theory

Khmer Rouge

Vietcong

38 th Parallel

Demilitarized Zone

Cultural Revolution

Red Guards

Great Leap Forward

Key People

Winston Churchill

Hideki Tojo

Franklin D. Roosevelt

Joseph Stalin

Adolf Hitler

Harry Truman

Dwight Eisenhower

Douglas MacArthur

Benito Mussolini

Ronald Regan

Mikhail Gorbachev

Mohandas Gandhi

Indira Gandhi

Pervez Musharraf

Ho Chi Minh

Pol Pot

Deng Xiaoping

Ferdinand Marcos

Kim Il Sung

Kim Jong Il

Gang of Four

Mao Zedong

Kwame Nkrumah

Jomo Kenyatta

Mau Mau

Nelson Mandela

F.W. de Klerk

Ayatollah Ruhollah Khomeini

Che Guevara

Manuel Noriega

Hugo Chave

By the end of this unit, students should be able to state…

I can … describe how war impacts a country’s government and society

I can … evaluate the cause and effect of entangling political alliances

I can … explain the freedoms that individual citizens gave up in Nazi Germany and why.

 I can … identify the major participants in WWII and the alliances that were created

I can … analyze the political and economic effects of WWII on a global scale

I can … Explain the Holocaust and how it affected the global community.

 I can … explain the impact of the first half of the 20 th century on all aspects of life across the globe

I can … explain how the United States emerged from WWII as the world’s leading superpower and provide evidence of how it stepped up to that leadership expectation

I can … describe the failures of the League of Nations and contrast its successes with that of the United Nations.

I can … list briefly the major human rights violations of the early 20 th century and explain how the UN’s UDHR will prevent future violations

I can … compare and contrast the world’s political geography between 1900 and 1945

I can … explain what an “iron curtain” is and how it relates to political confrontation for this time period

I can … cite all of the locations where conflicts occurred during the Cold War and briefly describe each situation

I can … explain how the competition between the world’s two superpowers was used by Third World dictators to gain support from both nations for their regimes

I can … identify the causes and effects of the Vietnam War

I can … identify why the Israelis and Palestinians came into conflict

 I can … identify conflicts and policies of Asian countries during the Cold War

I can … describe historical points of conflict and competition between the Soviet Union and the United States

I can … explain how the Cold War ended

Historical Thinking Skills and Connections

Chronological Comprehension

Activities

Analysis Research

World History Timelines – using their classroom notes/internet resources, students will create a timeline of historical events during the Cold War. For standard students

WWII Maps and Timelines –

Students will be given a series of

3 maps to study and color-code.

The three maps would include

Europe in 1935, 1942, and 1946.

Students will label Allied and Axis land holdings as well as the countries that are created/dissolved.

Top ten list – Using chart paper/poster boards hanging around the room, in small groups students will create Top Ten lists of the most important events from WWII – the Cold War. Each small group will undoubtedly come up with a different top ten list which you can eventually combine into one giant list as full class activity.

Compare time periods – Have students compare the technology and use of media in WWI with other wars throughout history, such as WWI, the Spanish

American War, the French

Revolution, and the American

Revolution.

Pearl Harbor Museum Reading

– Students will read an article on the overhaul and expansion of the Pearl Harbor museum in

Hawaii to include the history of

Japan prior to and during

WWII.

Butter Battle Book – Have students view the animated video based on the Dr. Seuss book. (the video is easily accessible on the internet)

After viewing the video, have students answer questions based on the allegorical nature of the video and how it directly relates to the Cold War.

After teaching about Pearl

Harbor, have students create a political cartoon to be published in the New York

Times that would convince people to support a war with

Japan (and subsequently

Germany).

FakeBook Page – Students will create a fake social media page for one of the dictators of

WWII: Hitler, Stalin, and

Mussolini. The FakeBook must include basic biographical information, a profile picture, a list of friends, and “wall posts”.

Comparing the Koreas – Students will be presented with primary source readings and a series of 10 images from North and South Korea. Students will use the information that they learned to explain the effects that the

Korean war had on the peninsula.

Historical resume - S tudents will create a resume of an important world leader from the Cold War. The resume needs to include all relevant information that a modern resume would include, such as basic skills, references, employment history, and past education.

Gallery Walk – Have students answer short questions based off of WWII documents that you have hung around the room. Documents that you could use include: Winston Churchill Speech,

French/German Armistice Agreement, quote from Rudolf Hoss speaking on

Auschwitz, and an opposition speech given by Robert Taft.

Cartoon Analysis – Use a PowerPoint presentation to show students a series of WWII propaganda cartoons from the US, England, Germany, and Japan.

Have students write out the differences between the cartoons and how those cartoons would have influenced their countries differently.

Cold War Teaching – Divide the class into groups of 4 students. Two students should educate the group in favor of

American economic and foreign policy during the Cold War and the other two should do the same for Soviet policies.

Kashmir Debate – Students will be randomly assigned a viewpoint on the topic (Pro-India or Pro-Pakistan) and they must use their own research to defend the side they have been given. Students will prepare individual research and then the class will be divided into two groups for a large debate.

Tweets from War – Have students imagine that soldiers fighting during the

D-Day invasion had modern technology such as the internet and smartphones.

On small slips of paper that you can hang around the room, have them create

Tweets that they would have posted during and after the invasion. Their tweets must be historically accurate and must include at least 2 pieces of historical evidence (whether it be text or image)

Students will use their textbooks, class notes, and internet research to answer the question “Did the United States lose the Vietnam War?” Students must justify their answer with at least 3 pieces of evidence from their research. Students can focus on Guerilla Warfare, American

Support for the War, and the Causality

Rate.

Higher

Level

Questions

Remember

Understand

Apply

Analyze

Evaluate

Create

When was the Great Leap forward in China?

How can you explain the long length of American involvement in the Vietnam War?

Why do you think the name “Cold

War” was given to the time period containing the years after

WWII all the way through the fall of the Berlin Wall?

What is the relationship between

American involvement in World conflicts and the overall length of said conflicts

What is main cause of contention between the

Israelis and the Palestinians?

Explain Nelson Mandela’s rise to political power in South

Africa

How would you use Truman

Doctrine and the Marshall Plan to explain US economic and foreign policy after WWII?

Compare and contrast the lasting effects that

Communism had on the following countries: Russia,

China, Vietnam, and Korea

How would you explain the difference between NATO and the Warsaw Pact?

How would you justify America’s involvement in the Cuban Missile Crisis to someone who was born and raised in Cuba

In your opinion, were the Blitzkrieg tactics used by Germany in their conquest of Europe the sole reason that the Axis powers gained so much territory so quickly?

Though Gandhi became famous for non-violent resistance, India remained a very divided and turbulent society during his lifetime. What barriers had to be overcome in India before

Gandhi’s message could be followed?

Justify the signing of the Non-

Aggression pact between Hitler and

Stalin. What did either side have to gain by signing?

Justify the military and economic timeline followed by the United

States leading up to the country’s entrance into WWII.

Imagine a timeline where the countries in Southeast Asia continued to fall to communism after the Vietnam War. Predict the order of events that would follow and explain if the US would be involved and where/when the spread of

Communism would stop.

What are the pros and cons of

American foreign policy through the second half of the

20 th century? How does it compare to the US foreign policy during WWI and WWII?

Could you devise a plan that would bring peace to the

Middle East? Take into account the division between the

Israelis and Palestinians, plus the anti-Western sentiments found in places such as Iran.

Create a formal document that would have ended the Cold War between the

United States and the Soviet Union.

You must have at least 3 resolutions and evidence to back up their effectiveness.

Show evidence to support the validity of the MAD theory

How did Winston Churchill’s defensive stand against the Nazis and the subsequent Battle of Britain lead to a turning point in the European Theater?

Using what you know about the escalated tensions at the DMZ, what would North and South Korea’s relationship be like today if no such demilitarized border existed?

What comparisons can you draw between the Allied invasion of Normandy on D-Day to other American-led invasions during

WWII and the Cold War?

Which was more detrimental to the people of China: They Great Leap Forward or the Cultural Revolution? Explain your answer using evidence and taking into account the long-term effects of both plans.

Through individual research, can you create an alternative ending for WWII in the Pacific where the United States does

NOT drop atomic bombs on Hiroshima and Nagasaki?

Performance Task and Scoring Guides/Rubric

Generalizations:

 War changes a society both economically and socially.

 Societies make good and bad decisions in a time of war.

 Technological advances may lead to devastation and victory on the battlefield.

 Geography may influence the method that a war is fought.

 In crisis, people may change their values to resolve conflict within the society

 Fascism was a threat to democratic governments.

Why: To analyze primary and secondary sources in order to evaluate the interconnectedness of historical events that led up to and during World War II.

How: Create a museum exhibit using a tri ‐ board or digital presentation that encompasses a timeline of events and their interconnectedness

What: Analyze and evaluate the characteristics the interconnectedness of historical events.

Performance Task Summary:

The student will understand that when there is conflict between or within societies and that change is the result of this conflict.

[You are a museum curator who is creating an exhibit about World War II for the Smithsonian Institute in Washington, D.C. You will create a tri ‐ board display, poster, interactive website, or PowerPoint presentation that displays the road to defeat of one of the Axis powers of World War II from the perspective of the United States.

In creating your museum exhibit you will need to focus your attention on one of the following countries:

‐ Italy

‐ Japan

‐ Germany

Performance Task Criteria:

This display will include the following:

 A written description of the development of aggressive fascist ideology that emerged in Germany, Italy or Japan during the 1930’s

 A timeline showing the steps of aggressive expansion by that nation an annotated map that shows the major events during World War II that led to the defeat of that nation

 A written description of the penalties imposed on the defeated nation and of its reconciliation with the victors

 A letter from an imagined citizen describing the changes in that nation by 1960 (minimum one page, with at least 10 pieces of historical evidence)

 A speech (minimum two paragraphs) that you will deliver at the grand opening of your exhibit that explains how conflict between or within societies can result in change for the societies involved. (Students will read this to their peers as the “museum exhibits” or being presented.

Performance Task Rubric:

 As an individual or a group, assign different axis powers and begin to research the reasons as to why the nation came to power and evaluate the reasons for its decline and defeat.

 Student individuals or groups should use primary sources and historical thinking to create a timeline of the rise and fall of the assigned axis nation. A bibliography should be required as part of the final submission.

 Students will present their exhibits in a classroom “museum” activity where they share their research either through a gallery walk scenario with other class members or potentially students from other social studies classes.

Topic

Physical

Exhibit

(60 points)

Presentation

(5 points)

Connection

(10 points)

Reflection

(10 points)

Excellent

 Product goes beyond the minimum length requirements

 Product demonstrates research and insight into the topic

Product shows careful attention to visual or stylistic details

Presentation was within the time requirements

Presentation kept the audience’s interest

Presenter was able to speak extemporaneously

Presenter demonstrated insightful connections between their country, the defeat of the Axis Powers at the end of

WWII, and the lasting effects of war on their country

Presenter was able to meaningfully demonstrate an ability to apply the knowledge gained from this project to the way he or she understands the world

Adequate

 Product meets the minimum length

 requirements

Product demonstrates research and learning of

 the topic

Product is neat and without major mistakes

Presentation was within the time requirements

Presentation mostly kept the audience’s attention

 Presenter mostly read and summarized from the products

Presenter made simple connections between their country, the defeat of the Axis Powers at the end of WWII, and the lasting effects of war on their country

Presenter showed some ability to apply the knowledge gained from this project to the way he or she sees the world

Needs Improvement

 Product does not reach the minimum length

 requirements

Product does not demonstrate research or

 insight into the topic

Product is messy or has many errors

Presentation was either too long or too short

Presentation did not keep the audience’s interest

 Presenter only read from the products

Presenter made only obvious or no connections between their country, the defeat of the Axis

Powers at the end of WWII, and the lasting effects of war on their country

Presenter was unable to demonstrate an impact this project had on the way he or she sees or understands the world

15 points – Peer Observation Rubric

Peer Evaluation

Name: ____________________

Peer Evaluation

Name: ____________________

Peer Evaluation

Name: ____________________

Country: _________________

Exhibit Display: _______________

Presentation: _______________

Connection: _______________

Comments :

Country: _________________

Exhibit Display: _______________

Presentation: _______________

Connection: _______________

Comments :

Country: _________________

Exhibit Display: _______________

Presentation: _______________

Connection: _______________

Comments :

Unit Resources

Unit Number - 7

WWII and the Cold War

Resource Title

“Powers of Persuasion” –

Propaganda posters and WWII

Original audio file of FDR’s

“Infamy” speech

Oprah Visits Concentration

Camp with Holocaust survivor

WWII Propaganda Poster collection from the

Northwestern University Library

National Geographic Timeline of important events of WWII

Collection of images published in Life Magazine during WWII

Cold War Articles (from past and present)

Historical Overview of the

1900’s

Crash Course World History:

The Cold War

Crash Course World History:

History of 20 th Century China

Location http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_p ersuasion_intro.html

http://www.fdrlibrary.marist.edu/infamy_audio.mp3

https://www.youtube.com/watch?v=IEbLJv3uSPY http://www.library.northwestern.edu/libraries-collections/evanstoncampus/government-information/world-war-ii-poster-collection http://www.nationalgeographic.com/pearlharbor/history/wwii_timelin e.html?source=newstravel_history http://time.com/3638649/world-war-ii-photos-we-remember/ http://cloudworth.com/coldwar/berlin-wall.php

http://history1900s.about.com/od/famouscrimesscandals/u/events.ht

m https://www.youtube.com/watch?v=y9HjvHZfCUI&list=PLBDA2E52FB1

EF80C9&index=39 https://www.youtube.com/watch?v=UUCEeC4f6ts&index=37&list=PLB

DA2E52FB1EF80C9

Summary

This site, which is linked through the national archives, contains several different propaganda posters from WWII. The posters provide a range from the early “home-front” images, to the later posters that detail the horrors of war

This link contains the original recording of the speech that FDR made to the nation the day after the attack on Pearl Harbor.

This video is from an Oprah TV special where she tours a concentration camp with Holocaust survivor, Eli Wessel.

This online catalog contains over 300 WWII propaganda posters from several different countries. The site is easily accessed and posters can be searched for by topic/date/country of origin.

This timeline from 1939-1945 not only highlights the important events of WWII, but it divides the events into two categories:

War in Europe and War in the Pacific

These 22 images (most published) showcase the horrors of war as seen through the lens of an American photojournalist’s camera.

This website contains numerous magazine/newspaper/internet articles about the Cold War in a searchable database.

This website sorts out the most important events of the 20 th century into easy-to-navigate categories such as Wars,

Disasters, Timelines, Photographs, Important People, etc…

John Green discusses the Cold War interactions between the

USA and the USSR (through a World History perspective)

John Green discusses the history of China throughout the 20 th century, focusing mostly on political revolution.

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