COLD WAR LESSON PLAN
Teacher Name: Mary Barcroft
Grade Level(s): 9-12 Course: American Government
American or World History
20th Century Studies
Type of classroom or homework activity to be performed:
This lesson will be a paired learning activity using primary sources, technology, and will address
cross-curricular studies through the use of a writing assessment.
Rationale: The students will use a historical document (NSC-68) and compare it with the Patriot Act
to determine similarities and differences between the two documents. The purpose is to help
students understand that in times of crisis, the government often infringes on civil liberties to protect
national security.
Required time frame: One to two class periods
From where in this Cold War conference did you get the idea for this activity or assignment?
The NSC-68 section of the Truman Library Web Site.
Lesson Objectives—the student will:
 Analyze two government documents to determine similarities and differences
 Create a Venn diagram to present their findings
 Evaluate societal changes brought about by each act.
 Create a short statement revealing their findings with supporting data.
District, state, or national performance and knowledge standards/goals/skills met:
Missouri: Show Me Standards
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Social Studies 3: The principles and processes of governance systems.
Social Studies 6: The relationships of individuals and groups to institutions and cultural
traditions.
Social Studies 7: The use of tools of social science inquiry (such as surveys, statistics, maps,
documents.
Performance Goal 1: Students in Missouri public schools will acquire the knowledge and skills
to gather, analyze and apply information and ideas.
Performance Goal 2: Students in Missouri public schools will acquire the knowledge and skills
to communicate effectively within and beyond the classroom.
Performance Goal 3: Students in Missouri public schools will acquire the knowledge and skills
to recognize and solve problems.
National Standards:
U. S. History:
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Era 9, Postwar United States (1945 to early 1970s)
o Standard 1A
 Analyze the impact of the Cold War on the Economy
o Standard 1B
 Explain the rapid growth of secondary and collegiate education and the role of
new government spending on educational programs.
o Standard 1C
 Explore the new relationship between science and government after World War II
created a new system of scientific research and development.
o Standard 3 A: The student understands the political debates of the post-World War II
era.
 Explain the relationship between post-war Soviet espionage and the emergence
of internal security and loyalty programs under Truman and Eisenhower.
World History
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Era 9, The 20th Century since 1945: Promises and Paradoxes
o Standard 1B: The student understands why global power shifts took place and the Cold
War broke out in the aftermath of World War II.
 Analyze interconnections between superpower rivalries and the development of
military, nuclear, and space technology.
o Standard 2E: The student understands major worldwide scientific and technological
trends of the second half of the 20th century
 Describe the worldwide implications of the revolution in nuclear, electronic, and
computer technology.
o Standard 3A: The student understands major global trends since World War II.
 Explain why the Cold War took place and ended and assess its significance as a
20th century event.
Secondary Materials:
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Historical information about the growth of the defense industry and cultural changes after the
issuance of NSC-68 (a variety of materials available to students)
Primary Sources:
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Section 10 (Summary) of “Report to the National Security Council-NSC 68
http://www.trumanlibrary.org/whistlestop/study_collections/coldwar/documents/index.php?docu
mentdate=1950-04-12&documentid=10-1&studycollectionid=arms&pagenumber=1
Summary of Patriot Act on Library of Congress website
http://thomas.loc.gov/cgi-bin/bdquery/z?d109:HR03199:@@@D&summ2=m&
Technology Required: Computer access for research on societal changes after issuance of both
bills.
Fully describe the activity or assignment in detail. What will both you and the students do?
TTW present a short lecture to the students regarding the history of NSC-68 and explain why it was
enacted. TTW divide students into pairs and pass out copies of Section 10 (NSC 68 Summary) and
copies of the summary of the Patriot Act issued after September 11, 2001. TSW compare the two
documents, creating a Venn diagram to provide a visual representation of similarities and differences
between the two acts.
After the students have completed their Venn diagrams, TTW explain that NSC-68 and the Patriot Act
both brought about societal changes, and at times infringed on civil liberties. TSW will have time to
research these changes individually, and produce a short essay comparing and contrasting the two
situations.
Assessment:
Each student will individually produce a short (3-5) paragraph essay of their findings. The statement
will be graded with the attached rubric.
SCORING RUBRIC FOR NSC-68/PATRIOT ACT ESSAY
Moderately
Moderately
Strong
Strong
Average
Weak
Weak
Discusses the societal
changes brought about by
each act
5
4
3
2
1
Provides specific examples
from the plan to support your
discussions
5
4
3
2
1
Provides a clear, concise
summary of their findings
illustrating differences and
similiarities
5
4
3
2
1
Conveys clear meaning by
using proper grammar, spelling
and punctuation
5
4
3
2
1
Follows instructions with
regard to mechanics of writing
the paper
5
4
3
2
1
Remember this is an ANALYSIS of the movie, not a movie review. I do not care if you thought the
movie was good or bad. I want to know if you understand why the movie was shown in your class,
and what you learned from watching it.
A 5 paper presents a well-developed critique of the discussion and demonstrates good control of the
elements of effective writing. A typical paper in this category
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clearly identifies important features of the analysis and develops them in a generally thoughtful
way.
develops ideas clearly, organizes them logically, and connects them with appropriate
transitions
sensibly supports the main points of the analysis
demonstrates control of the language, demonstrating ability to use the conventions of standard
written English but may have occasional flaws.
A 4 paper presents a competent analysis and demonstrates adequate control of the elements of
writing. A typical paper in this category
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identifies and analyzes important features of the analysis
develops and organizes ideas satisfactorily but may not connect them with transitions
supports the main points of the analysis
demonstrates sufficient control of language to convey ideas with reasonable clarity generally
follows the conventions of standard written English but may have some flaws.
A 3 paper demonstrates some competence in analytical writing skills and in its control of the elements
of writing but is plainly flawed. A typical paper in this category exhibits one or more of the following
characteristics:
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does not identify or analyze most if the important features of the discussion, although some
analysis is present
devotes most of its time to analyzing irrelevant issues
is limited in the logical development and organization of ideas
offers support of little relevance and value for points of the analysis
does not convey meaning clearly, or contains occasional major errors or frequent minor errors
in grammar, usage, and mechanics
A 2 paper demonstrates serious weaknesses in analytical writing skills. A typical paper in this
category exhibits one or more of the following characteristics:
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does not present a critique based on logical analysis, but may instead present the writer's own
views on the subject
does not develop ideas or is disorganized
provides little, if any, relevant or reasonable support
has serious and frequent problems in the use of language and in sentence structure,
containing numerous errors in grammar, usage, and mechanics that interfere with meaning.
A 1 paper demonstrates fundamental deficiencies in analytical writing skills. A typical paper in this
category exhibits more than one of the following characteristics:
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provides little evidence of the ability to understand and analyze
provides little evidence of the ability to develop an organized response
has severe and persistent errors in language and sentence structure, containing a pervasive
pattern or errors in grammar, usage, and mechanics that results in incoherence
0----Off-topic