Page |1
N O T E B O O K #9
The Cold War
American History II
9th Grade
Mr. Konecke
Name:_______________________
Period:______
Page |2
Nuclear War: Now What Do I Do?
Directions:
During the Cold War, the government tried to teach people how to
survive a nuclear blast. There were bomb drills in school, missile
shelters for sale, & pamphlets issued by the government. Using the
website below (& any other sources you can find), you will create a
government pamphlet designed to teach average Americans what
they need to do to survive a nuclear explosion. The website below
lists 11 steps to survive a nuclear blast. You must design a 10-page
pamphlet with one step explained (in your own words) and
illustrated on each page. Each page must contain at least one
picture and at least 10 sentences of explanation.
Options:
1. Each page must contain at least one picture (but you can provide
more)
2. Each page must contain at least 10 sentences (but you can write
more) about that step of survival
3. You can write or type your explanations
4. You may draw your pictures or cut & paste from the Internet
5. You may choose any 10 of the 11 steps to summarize
6. You may use any size paper that you like and arrange the 10
pages in any way that you like
Grade:
1. Each page contains at least one picture (10 all together) – 20
points
2. Each page contains an explanation of one of the 11 steps (10
explanations all together) consisting of at least 10 sentences for
each step – 100 points
3. Effort & Creativity – 30 points
Due Date:
____________________________
Pamphlet:
To help you, here is the link to all 11 steps to surviving a nuclear
bomb:
http://www.ki4u.com/survive/index.htm
Page |3
1. Peacetime Adjustments & the Cold War
Peacetime Economics & Politics

U.S. spent 1941-1945 fighting WWII

Now country was at peace
Peacetime Adjustments

After war, most industries reduced work forces
o
Factories closed & thousands of workers (mostly women) laid off
o

They replaced many women workers

The Postwar Economy

Instead of slowing down, postwar economy boomed
o

Increased demand for goods = higher prices

William Levitt used assembly-line techniques to massproduce cheap houses
o
Labor Unrest & Reaction

During WWII, unions agreed not to strike or ask for raises
o
o
President Harry S. Truman threatened to break it up

Steps on Civil Rights

o
But little changed

Page |4
o
So Truman created civil rights commission
o
Also outlawed racial segregation & discrimination in military

Directions: Below are several letters allegedly written by Harry Truman. While many of the comments are
definitely racist by today’s standards, it is important to remember that Truman came from a former slave
state (Missouri) and all of these letters were written years before he became President. Read the letters
below. Under each, explain how Truman is exhibiting racism & prejudice in his language. Worth 18 points.
I think one man is just as good as another so long as he's not a nigger or a Chinaman. Uncle Will
says that the Lord made a White man from dust, a nigger from mud, then He threw up what was
left and it came down a Chinaman. He does hate Chinese and Japs. So do I. It is race prejudice, I
guess. But I am strongly of the opinion Negroes ought to be in Africa, Yellow men in Asia and
White men in Europe and America.
From a letter to his future wife, Elizabeth (Bess) Virginia Wallace, in 1911.
1.
I bet there'll be more bohunks and ``Rooshans'' up there (in South Dakota) than white men. I
think it is a disgrace to the country for those fellows to be in it. If they had only stopped
immigration about twenty or thirty years ago, the good Americans could all have had plenty of
land and we'd have been an agricultural country forever.
From a letter to Elizabeth (Bess) Virginia Wallace, October 16, 1911.
2.
Page |5
I have been to see the Chinaman (physician) and am now on my way to be road overseer
awhile....While papa is sick I have to do a good many extra jobs....It is necessary to see the
Chink Doctor every day this week.
From a letter to Elizabeth (Bess) Virginia Wallace, September 8, 1914.
3.
Really I'm almost homesick for you and Mamma and Mary. If I could only have stayed these two
days in Kansas City instead of this---Kike town, I'd have felt much better.
His reference to New York City in a letter to Elizabeth (Bess) Virginia Wallace on March 27, 1918.
4.
Just think what he'd do to our great country and our beautiful women if he only could. That is the
reason we must go and must get shot if necessary to keep the Huns from our fair land. I am
getting to hate the sight of a German and I think most of us are the same way. They have no
hearts or no souls. They are just machines to do the bidding of the wolf they call Kaiser.
From a letter to Elizabeth (Bess) Virginia Wallace, March 27, 1918.
5.
We played five-cent poker and I won five dollars, the Costa Rican Minister lost and he screamed
like a Jewish merchant. He is a Jew I think. At least he looks and talks like one.
From a letter to Elizabeth Truman, June 30, 1935.
6.
This town has 8,000,000 people, 7,500,000 of'em are of Israelitish extraction. (400,000 wops and
the rest are white people).
His reference to New York City in a letter to his cousin, Mary Noland, March 26, 1918.
7.
Army of coons.
His reference to Black waiters in the White House in a letter to his daughter in 1936.
8.
I went nigger chasing on Monday. Right through Central Africa: Vine St. There was no trace of
that Nelson nigger.
From a letter to his wife dated February 3, 1914.
9.
Reelection & the Fair Deal
Page |6

Few people thought Truman would win 1948 election
o
o
It worked
o
Truman won an upset over Republican Thomas Dewey


Called for new housing & jobs & end to racial discrimination
in hiring

http://www.pbs.org/race/002_SortingPeople/002_00-home.htm
Directions: Discrimination based on race was a major problem in the mid-1900s and is still a big problem
today. While you may think it is easy to figure out what race someone is just by looking at them, it is not as
easy as it seems. On the website above, we will examine several photos of individuals. As a class, we will
organize these people into 4 racial categories and see how “easy” it is to determine someone’s race just by
looking at them.
America Fights a Cold War

Truman also had big problems in foreign countries
o
US & Soviet Union were allies during war
o
Origins of the Cold War

No one sure what would happen to Eastern Europe
o

Joseph Stalin promised free elections in these states

o
o
US & Soviets accused each other of trying to conquer these states
Page |7

There would be no fighting on battlefields

But they constantly threatened each other

The Berlin Airlift

The Cold War almost turned hot in Germany
o
1945 Allies agreed to divide Germany into 4 zones
o

Western countries combined their zones & wanted to unite them as
West Germany

Stalin worried West Germany would threaten Soviet Union

But city was divided into East & West Berlin
o


Truman sent huge airlift (food, fuel, equipment) into
city

For a year, 270,000 flights carried goods into Berlin


Germany now divided between communist East Germany & democratic
West Germany
The Politics of Containment

Truman’s strategy in Cold War was containment –
o
Truman Doctrine promised help to countries fighting to keep
democracy
o
Marshall Plan –

Plan gave $13 billion to western & southern Europe
Page |8
o

U.S., Canada, & 10 Western European countries joined

Excerpts from Harry S. Truman’s “Truman Doctrine” address, which he delivered to Congress
on March 12, 1947:
The very existence of the Greek state is today threatened by the terrorist activities of several
thousand armed men, led by Communists, who defy the Government’s authority at a number of
points, particularly along the northern boundaries.
Meanwhile, the Greek Government is unable to cope with the situation. The Greek Army is small
and poorly equipped. It needs supplies and equipment if it is to restore the authority of the
Government throughout Greek territory.
Greece must have assistance if it is to become a self-supporting and self-respecting democracy.
The United States must supply that assistance. We have already extended to Greece certain
types of relief and economic aid but these are inadequate. There is no other country to which
democratic Greece can turn.
No other nation is willing and able to provide the necessary support for a democratic Greek
Government.
The British Government, which has been helping Greece, can give no further financial or
economic aid after March. Great Britain finds itself under the necessity of reducing or liquidating
its commitments in several parts of the world, including Greece.
Greece’s neighbor, Turkey, also deserves our attention.
The future of Turkey as an independent and economically sound State is clearly no less
important to the freedom-loving peoples of the world than the future of Greece. The
circumstances in which Turkey finds itself today are considerably different from those of
Greece. Turkey has been spared the disasters that have beset Greece. And during the war, the
United States and Great Britain furnished Turkey with material aid.
Nevertheless, Turkey now needs our support.
Since the war Turkey has sought financial assistance from Great Britain and the United States
for the purpose of effecting that modernization necessary for the maintenance of its national
integrity.
That integrity is essential to the preservation of order in the Middle East.
The British Government has informed us that, owing to its own difficulties, it can no longer
extend financial or economic aid to Turkey.
As in the case of Greece, if Turkey is to have the assistance it needs, the United States must
supply it. We are the only country able to provide that help.
Henry A. Wallace, Speech on the Truman Doctrine, March 27, 1947:
http://www.teachingamericanhistory.org/library/index.asp?document=852
President Truman, in the name of democracy and humanitarianism, proposed a military lendlease program. He proposed a loan of $400,000,000 to Greece and Turkey as a down payment
Page |9
on an unlimited expenditure aimed at opposing Communist expansion. He proposed, in effect,
that America police Russia’s every border.
One year ago at Fulton, Missouri, Winston Churchill called for a diplomatic offensive against
Soviet Russia. By sanctioning that speech, Truman committed us to a policy of combating Russia
with British sources. That policy proved to be so bankrupt that Britain can no longer maintain it.
Now President Truman proposes we take over Britain’s hopeless task. Today Americans are
asked to support the Governments of Greece and Turkey. Tomorrow we shall be asked to
support the Governments of China and Argentina.
I say that this policy is utterly futile. No people can be bought. America cannot afford to spend
billions and billions of dollars for unproductive purposes. The world is hungry and insecure, and
the peoples of all lands demand change. President Truman cannot prevent change in the world
any more than he can prevent the tide from coming in or the sun from setting. But once America
stands for opposition to change, we are lost. America will become the most hated nation in the
world.
Common sense is required of all of us in realizing that helping militarism never brings peace.
Courage is required of all of us in carrying out a program that can bring peace. Courage and
common sense are the qualities that made America great. Let’s keep those qualities now.
Directions: With your partner, you must debate the following question, without talking. Every statement
must begin with “Yeah, but.” Both of you will be given a position to debate prior to class. You have twenty
minutes to work with your partner, after which there will be a class discussion. Using the information that
you learned in this unit, debate the following statement: Worth 21 points.
“Should the United States send military aid to Greece and Turkey?”
Yeah,
Yeah, but…
Yeah, but…
Yeah, but…
Yeah, but…
Yeah, but…
Yeah, but…
Yeah, but…
P a g e | 10
The Cold War at Home


Two famous spy trials confirmed their fears
Americans on Trial

o
Jailed for perjury (lying under oath) in 1950
o
Both were executed 1953

Directions: Below are descriptions of 5 individuals accused of being spies during the Cold War. You will be
broken up into groups. Each group must read the description of one of the individuals below and fill in the
chart together about that individual. Everyone in the group must fill out the form. Worth 18 points.
Question
What is the real name of your subject?
By what code names was your subject also
known?
What evidence exists that your subject was
engaged in espionage against the United
States?
Over what period of time did this alleged
espionage take place?
Who, if anyone, was also involved in your
subject’s alleged espionage activities?
Answer
P a g e | 11
What actions, if any, did the U.S. government
take against this alleged espionage activity?
Judith Coplon:
As you know, the ******* information enabled our identification of Coplon as a Soviet espionage
agent. Two other individuals were involved with Coplon in her espionage activity in 1944, one
being Marian Davis, now Marian D. Berdecio, who is married and living in Mexico City. She
formerly was employed by ONI [Office of Naval Intelligence] and by the Coordinator of InterAmerican Affairs. We have a pending investigation on Berdecio. The second individual who
actually recruited Coplon was Flora Don Wovschin, who presently is married and is believed to
be in the Soviet Union. She formerly was employed by OWI and by the State Department. Her
parents, Mr. and Mrs. Enos Wicher, are presently in the United States and we are investigating
them not only to determine whether they have any connections with Soviet espionage, but also in
order that we may learn if Wovschin returns to the United States….
…Judith Coplon was not mentioned by name in the messages but the identifying information set
forth in the ****** traffic, dated July 1944 and Jan. 1945, concerning the individual designated by
the cover name “Sima” made it certain that “Sima” was Judith Coplon. Our subsequent
investigation added additional evidence when it was determined that Coplon was still operating
as a Soviet espionage agent in 1949 when she was observed in contact with her Soviet superior,
Valentin Gubitchev…..
Emil Julius Klaus Fuchs:
Our investigation of Fuchs was initiated on information from ******. We are currently attempting
to identify Fuchs’ American espionage contact, “Goose,” who not only apparently operated
Fuchs while Fuchs was in the United States, but also apparently was to operate Abraham
Brothman, designated by the MGB under the cover name of “Constructor.” Brothman presently
is operating a consulting engineering firm in New York City, and instructions have been issued to
interview him and various of his associates in an effort to identify Goose. You will recall that
Brothman was named by Bentley as having furnished information to her in 1940—a fact admitted
in interview by Brothman. A brief fully detailing the various aspects of this investigation has been
submitted for your information….
….In September, 1949, acting on the basis of information secured from ****** we furnished to
****** information indicating that Fuchs had been active in the United States as a Soviet
espionage agent. In January, 1950, during an interview with ****** Fuchs confessed to atomic
espionage on behalf of the Soviets. Fuchs was thereafter arrested and convicted for violation of
the ******. On March 1, 1950, he was given the maximum sentence of fourteen years. Fuchs was
exhaustively interviewed by Bureau representatives in London during May, 1950, and furnished
information of value concerning his espionage activities in the United States…..
Alger Hiss:
According to ****** on March 30, 1945, Anatoli B. Gromov, First Secretary and MGB
representative at the Soviet Embassy in Washington D.C., informed his Moscow headquarters
that “Ales” has, for some years, been the leader of a little group working for Soviet Military
Intelligence. It was stated that this group was composed mainly of Ales’ relatives and that the
group, which apparently was centered in the State Department, was working mainly on
developing military information only and the information from the State Department interested
them very little. It was stated that Ales, after the Yalta conference, had been in touch with a high
Soviet official whom Ales implied was Comrade Vishinsky who thanked Ales on behalf of Soviet
Military Intelligence. It would appear likely that this individual is Alger Hiss in view of the fact that
he was in the State Department and the information from [Whittaker] Chambers [a confessed
former Soviet spy] indicated that his wife, Priscilla, was active in Soviet espionage and he also
had a brother, Donald, in the State Department. It also is to be noted that Hiss did attend the
P a g e | 12
Yalta conference as a special advisor to President Roosevelt, and he would, of course, have
conferred with high officials of other nations attending the conference. An attempt is being made
by analysis of the available information to verify this identification….
….Information from ****** reflects that on March 30, 1945, Anatoli B. Gromov, First Secretary
and MGB representative at the Soviet Embassy in Washington, D.C., advised his Moscow
headquarters concerning one “Ales.” Gromov stated that in a conversation with “Ales” it was
learned that he had for some years been the leader of a little group working for Soviet Military
Intelligence. It was stated that this group was composed mainly of “Ales” relatives. It was also
stated that after the Yalta Conference a certain responsible Soviet channel got in touch with
“Ales” and on behalf of the Soviet Military Intelligence had thanked “Ales.”
Harry Gold:
Our investigation to identify Fuchs’ American contact began simultaneously with our
identification of Fuchs as an espionage agent in September, 1949. We had a little information
from ****** concerning this man which indicated not only that he had been in contact with Fuchs,
but was also in contact with Abraham Brothman. We also secured information concerning him
from Fuchs and Mrs. and Mr. Robert Hieneman, who are Fuchs’ sister and brother-in-law
respectively. All of the persons rejected photographs of Harry Gold which were shown to them
initially. However, after an involved investigation we centered on Harry Gold as our best
suspect, and on May 22, 1950 he admitted extensive espionage activity in the United States. Also
on May 22, 1950, Fuchs tentatively identified motion pictures of Gold which were shown to him
as his espionage Fuchs, on the following day, definitely identified the photographs of Gold. Gold
was arrested on May 23, 1950, and indicted on June 9, 1950, but a Federal Grand Jury in the
Eastern District of New York. He pled guilty to this indictment and on December 9, 1950, Judge
James P. McGranery in Philadelphia sentenced him to thirty years imprisonment, less the time
served since his plea of guilty on July 20, 1950…..
David Greenglass:
Harry Gold, on June 1, 1950, furnished information regarding a contact made in June, 1945, in
Albuquerque, New Mexico with a soldier and his wife, later identified through investigation as
David and Ruth Greenglass. Gold paid Greenglass $500 on this occasion and in turn received
information relative to classified technical experiments being conducted at the atomic energy
program at Los Alamos, New Mexico. Information from ****** also reflected that Greenglass had
been recruited into Soviet espionage activity in the Fall of 1944. On June 15, 1950, David
Greenglass was interviewed in New York City and admitted his espionage activity as outlined by
Gold. Greenglass was arrested on June 16, 1950, in New York City based on a complaint filed in
Albuquerque, New Mexico, charging him with violating the Espionage Conspiracy Statute.
Greenglass was indicted in Santa Fe, New Mexico, on July 6, 1950. He has also been indicted in
the Southern District of New York, and the last superseding indictment was dated January 31,
1951. He had pled guilty to this indictment and he is to be sentenced following the completion of
the Rosenberg-Sobell trial, which is scheduled to begin on March 6, 1951.
Through arrangements made by Mr. O. John Rogge, Greenglass’ attorney, both David
Greenglass and his wife have given considerable amount of information implicating their
brother-in-law Julius Rosenberg, and other individuals in Soviet espionage. Greenglass will be
one of the main witnesses in the trial of Rosenberg and Sobell.
Uncovering “Un-American Activities”

1947, Truman had 4 million govt. workers undergo loyalty checks
o
o
House Un-American Activities Committee (HUAC) started targeting
movie industry
P a g e | 13


Fear of communism spread through America in 1950s
2. The Korean War & McCarthyism
Joseph McCarthy

Senator Joseph McCarthy was Republican
o
He led fight against Communist conspirators
o
y
Joseph McCarthy was a Republican senator from Wisconsin who capitalized on Cold War fears
of Communism in the early 1950s by accusing hundreds of government employees of being
Communists and Soviet agents. Although McCarthy failed to offer any concrete evidence to
prove these claims, many Americans fully supported him. He ruined his own reputation in 1954
after humiliating himself during the televised Army-McCarthy hearings. Disgraced, he received
an official censure from the Senate and died an alcoholic in 1957.
Directions: Below is testimony of one of the people McCarthy accused of being a Communist. We will read
(or reenact) the trial below and answer the questions that follow. Worth 22 points.
Testimony of Paul Robeson before the House Committee on Un-American
Activities, June 12, 1956
THE CHAIRMAN: The Committee will be in order. This morning the Committee resumes its series of hearings on the vital
issue of the use of American passports as travel documents in furtherance of the objectives of the Communist
conspiracy. . . .
Mr. ARENS: Are you now a member of the Communist Party?
Mr. ROBESON: Oh please, please, please.
Mr. SCHERER: Please answer, will you, Mr. Robeson?
Mr. ROBESON: What is the Communist Party? What do you mean by that?
Mr. SCHERER: I ask that you direct the witness to answer the question.
Mr. ROBESON: What do you mean by the Communist Party? As far as I know it is a legal party like the Republican Party
P a g e | 14
and the Democratic Party. Do you mean a party of people who have sacrificed for my people, and for all Americans and
workers, that they can live in dignity? Do you mean that party?
Mr. ARENS: Are you now a member of the Communist Party?
Mr. ROBESON: Would you like to come to the ballot box when I vote and take out the ballot and see?
Mr. ARENS: Mr. Chairman, I respectfully suggest that the witness be ordered and directed to answer that question.
THE CHAIRMAN: You are directed to answer the question.
Mr. ROBESON: I stand upon the Fifth Amendment of the American Constitution.
Mr. ARENS: Do you mean you invoke the Fifth Amendment?
Mr. ROBESON: I invoke the Fifth Amendment.
Mr. ARENS: I respectfully suggest the witness be ordered and directed to answer the question as to whether or not he
honestly apprehends, that if he gave us a truthful answer to this last principal question, he would be supplying
information which might be used against him in a criminal proceeding.
THE CHAIRMAN: You are directed to answer that question, Mr. Robeson.
Mr. ROBESON: Gentlemen, in the first place, wherever I have been in the world, Scandinavia, England, and many places,
the first to die in the struggle against Fascism were the Communists and I laid many wreaths upon graves of
Communists. It is not criminal, and the Fifth Amendment has nothing to do with criminality. The Chief Justice of the
Supreme Court, Warren, has been very clear on that in many speeches, that the Fifth Amendment does not have anything
to do with the inference of criminality. I invoke the Fifth Amendment.
1.
Did Mr. Robeson ever answer the question about being a member of the Communist Party?
2.
Robeson invoked the 5th Amendment. What does that mean?
3.
Why do you think Robeson refused to answer a simple question?
Mr. ARENS: Have you ever been known under the name of “John Thomas”?
Mr. ROBESON: Oh, please, does somebody here want—are you suggesting—do you want me to be put up for perjury
some place? “John Thomas”! My name is Paul Robeson, and anything I have to say, or stand for, I have said in public all
over the world, and that is why I am here today.
Mr. SCHERER: I ask that you direct the witness to answer the question. He is making a speech.
Mr. ARENS: I put it to you as a fact, and ask you to affirm or deny the fact, that your Communist Party name was “John
Thomas.”
Mr. ROBESON: I invoke the Fifth Amendment. This is really ridiculous.
Mr. ARENS: Now, tell this Committee whether or not you know Nathan Gregory Silvermaster.
Mr. SCHERER: Mr. Chairman, this is not a laughing matter.
P a g e | 15
Mr. ROBESON: It is a laughing matter to me, this is really complete nonsense.
Mr. ARENS: Have you ever known Nathan Gregory Silvermaster?
Mr. ROBESON: I invoke the Fifth Amendment.
Mr. ARENS: Do you honestly apprehend that if you told whether you know Nathan Gregory Silvermaster you would be
supplying information that could be used against you in a criminal proceeding?
Mr. ROBESON: I invoke the Fifth.
4.
When Robeson is asked if his Communist Party name was John Thomas, he again invokes the 5 th Amendment.
Why do you think he continues to refuse to answer questions?
5.
Why do you think Robeson says this trial is “complete nonsense?” Do you agree with him? Explain.
THE CHAIRMAN: This is legal. This is not only legal but usual. By a unanimous vote, this Committee has been instructed
to perform this very distasteful task.
Mr. ROBESON: To whom am I talking?
THE CHAIRMAN: You are speaking to the Chairman of this Committee.
Mr. ROBESON: Mr. Walter?
THE CHAIRMAN: Yes.
Mr. ROBESON: The Pennsylvania Walter?
THE CHAIRMAN: That is right.
Mr. ROBESON: Representative of the steelworkers?
THE CHAIRMAN: That is right.
Mr. ROBESON: Of the coal-mining workers and not United States Steel, by any chance? A great patriot.
THE CHAIRMAN: That is right.
Mr. ROBESON: You are the author of all of the bills that are going to keep all kinds of decent people out of the country.
THE CHAIRMAN: No, only your kind.
Mr. ROBESON: Colored people like myself, from the West Indies and all kinds. And just the Teutonic Anglo-Saxon stock
that you would let come in.
THE CHAIRMAN: We are trying to make it easier to get rid of your kind, too.
Mr. ROBESON: You do not want any colored people to come in?
THE CHAIRMAN: Proceed. . . .
P a g e | 16
6.
When the Chairman says he wants to keep Robeson’s “kind” of people out of the country, what does he mean?
7.
What does Robeson accuse the Chairman of really saying?
Mr. ARENS: Allow me to read you the following statement that you made:
If the American warmongers fancy that they could win America’s millions of Negroes for a war against those countries
(i.e., the Soviet Union and the peoples‘ democracies) then they ought to understand that this will never be the case. Why
should the Negroes ever fight against the only nations of the world where racial discrimination is prohibited, and where
the people can live freely? Never! I can assure you, they will never fight against either the Soviet Union or the peoples’
democracies.
Did you make that statement?
Mr. ROBESON: I do not remember that. But what is perfectly clear today is that nine hundred million other colored
people have told you that they will not. Four hundred million in India, and millions everywhere, have told you, precisely,
that the colored people are not going to die for anybody: they are going to die for their independence. We are dealing not
with fifteen million colored people, we are dealing with hundreds of millions.
Mr. KEARNEY: The witness has answered the question and he does not have to make a speech. . . .
Mr. ROBESON: In Russia I felt for the first time like a full human being. No color prejudice like in Mississippi, no color
prejudice like in Washington. It was the first time I felt like a human being. Where I did not feel the pressure of color as I
feel [it] in this Committee today.
Mr. SCHERER: Why do you not stay in Russia?
Mr. ROBESON: Because my father was a slave, and my people died to build this country, and I am going to stay here, and
have a part of it just like you. And no Fascist-minded people will drive me from it. Is that clear? I am for peace with the
Soviet Union, and I am for peace with China, and I am not for peace or friendship with the Fascist Franco, and I am not
for peace with Fascist Nazi Germans. I am for peace with decent people.
8.
Robeson claims that African Americans will never fight for a country that does what to them?
9.
Robeson thinks Russia does not discriminate against certain groups of people. Is he correct or do you think
Russia has discriminated against groups of people?
10. The committee asks Robeson if he liked Russia so much, why didn’t he just stay there. What is Robeson’s
response?
Mr. ARENS: Now I would invite your attention, if you please, to the Daily Worker of June 29, 1949, with reference to a gettogether with you and Ben Davis. Do you know Ben Davis?
Mr. ROBESON: One of my dearest friends, one of the finest Americans you can imagine, born of a fine family, who went to
Amherst and was a great man.
THE CHAIRMAN: The answer is yes?
P a g e | 17
Mr. ROBESON: Nothing could make me prouder than to know him.
THE CHAIRMAN: That answers the question.
Mr. ARENS: Did I understand you to laud his patriotism?
Mr. ROBESON: I say that he is as patriotic an American as there can be, and you gentlemen belong with the Alien and
Sedition Acts, and you are the nonpatriots, and you are the un-Americans, and you ought to be ashamed of yourselves.
11. Why would Robeson claim the officials asking him questions are not patriotic and should be ashamed of
themselves?
The Cold War Heats Up in Korea


Nationalists (led by Chang Kai-shek)fled to Taiwan (island off coast of China)
o
American fear of communism continued to grow
o
President Truman’s War Message
June 27, 1950
In Korea the Government forces, which were armed to prevent border raids and to preserve
internal security, were attacked by invading forces from North Korea. The Security Council of
the United Nations called upon the invading troops to cease hostilities and to withdraw to the
38th parallel. This they have not done, but on the contrary have pressed the attack. The Security
Council called upon all members of the United Nations to render every assistance to the United
Nations in the execution of this resolution. In these circumstances I have ordered United States
air and sea forces to give the Korean Government troops cover and support.
The attack upon Korea makes it plain beyond all doubt that Communism has spread beyond the
use of subversion to conquer independent nations and will use armed invasion and war. It has
defied the orders of the Security Council of the United Nations issued to preserve international
peace and security. In these circumstances the occupation of Formosa by Communist forces
would be a direct threat to the security of the Pacific area and to United States forces
performing their lawful and necessary functions in that area.
Accordingly, I have ordered the Seventh Fleet to prevent any attack on Formosa. As a corollary
of this action I am calling upon the Chinese Government on Formosa to cease all air and sea
operations against the mainland. The eleventh Fleet will see that this is done. The determination
of the future status of Formosa must await the restoration of security in the Pacific, a peace
settlement with Japan, or consideration by the United Nations.
I have also directed that United States Forces in the Philippines be strengthened and that
military assistance to the Philippine Government be accelerated.
P a g e | 18
I have similarly directed acceleration in the furnishing of military assistance to the forces of
France and the Associated States in Indo China and the dispatch of a military mission to provide
close working relations with those forces.
know that all members of the United Nations will consider carefully the consequences of this
latest aggression in Korea in defiance of the Charter of the United Nations. A return to the rule of
force in international affairs would have far reaching effects. The United States will continue to
uphold the rule of law.
I have instructed Ambassador Austin, as the representative of the United States to the Security
Council, to report these steps to the Council.
Written Document Analysis Worksheet
TYPE OF DOCUMENT (Check one):
1.
___ Newspaper
___ Letter
___ Patent
___ Memorandum
2.
___ Map
___ Telegram
___ Press release
___ Report
UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more):
___ Interesting letterhead
___ Handwritten
___ Typed
___ Seals
3.
___ Advertisement
___ Congressional record
___ Census report
___ Other
___ Notations
___ "RECEIVED" stamp
___ Other
DATE(S) OF DOCUMENT:
___________________________________________________________________________
4.
AUTHOR (OR CREATOR) OF THE DOCUMENT:
___________________________________________________________________________
POSITION (TITLE):
___________________________________________________________________________
5.
FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?
___________________________________________________________________________
6.
DOCUMENT INFORMATION (There are many possible ways to answer A-E.)
A. List three things the author said that you think are important:
___________________________________________________________________________
___________________________________________________________________________
P a g e | 19
___________________________________________________________________________
B. Why do you think this document was written?
___________________________________________________________________________
___________________________________________________________________________
C. What evidence in the document helps you know why it was written? Quote from the document.
___________________________________________________________________________
___________________________________________________________________________
D. List two things the document tells you about life in the United States at the time it was written:
___________________________________________________________________________
___________________________________________________________________________
E. Write a question to the author that is left unanswered by the document:
___________________________________________________________________________
___________________________________________________________________________
Conflict Erupts in Korea

o
With help from Soviet Union, communist govt. took over North
Korea
o

June 1950, North Korean forces crossed 38th parallel into South Korea
o

U.S. asked United Nations to stop Communists


U.S. troops made up most of force


North Koreans pushed to tip of South Korea (Pusan)

MacArthur landed troops at Inchon (behind N. Korean lines)
P a g e | 20
MACARTHUR’S RESUME















Douglas MacArthur, born on January 26, the son of a former war hero and military
governor
Graduated with highest honors from the U.S. Military Academy
Toured the Orient and served as his father’s aide for fourteen years
Aide to U.S. President and U.S. Army Public Relations Officer
Attained the rank of General
Won honors for heroism and leadership
Served as Superintendent of West Point
Held position of Army Chief of Staff for five years-longer than any predecessor
Chief Military Advisor to a foreign government for six years
Recalled to active duty in U.S. military and given command of troops in the nation he
served as military advisor
Ordered to withdraw by direct Presidential order
Retook country with military invasion and promoted to General of the Army
Appointed Supreme Commander of the Winning Powers and accepted the surrender
of the losing nation
Implemented social, economic and political reforms of the newly liberated nation
Ran for nomination of his party to be their candidate for U.S. President
1. Which of the attributes on MacArthur’s résumé do you think is the most important and
impressive? Explain your answer in 3 sentences.
2. Which of the attributes on MacArthur’s résumé do you think is the least important and
impressive? Explain your answer in 3 sentences.
Year One
 6/25
 6/27
 6/30
 7/8
 7/10


9/15
10/1
KOREAN WAR TIMELINE
War breaks out – North Korea invades South Korea
United Nations security Council (UN) approves aid to SK
United States troops enter Korean War
General MacArthur is named UN commander to SK
General MacArthur writes speech to be delivered to VFW convention.
The speech contains his war plan. The U.S. President and his advisors
are not happy with the General’s views or the publication of war plans.
General MacArthur lands in SK and begins liberation
North Korea is driven out of South Korea by general and his troops
P a g e | 21



10/9
10/10
10/14


11/1
11/19
U.S. President asks general to meet him half way to U.S.
General responds with change of location—closer to front
President meets general at location of general’s choosing. President
asks general about possible involvement of China. General assures
President China will not intervene, but also states, “There is no
substitute for victory.”
China enters war on side of North Korea
General requests permission from President to enter China and be
allowed usage of between 30 and 50 nuclear weapons. President
responds with emphatic, “No.” President fears such action might
draw a fourth country into the war. The President clearly states he
wants to wage a “limited war”.
Year Two
 3/7
 3/14
General complains he is prevented from striking at China
MacArthur announces he believes we should fight for, “unification of
North & South Korea”
 3/24
U.S. President makes effort to negotiate a cease fire between North &
South Korea. General thwarts effort by calling publicly for attacks on
China.
 5/5
General MacArthur’s letter written to U.S. Congressman Joseph
Martin criticizing the Presidential policy on Korean War is read on the
floor of the U.S. House of Representatives.
You are the President of the United States in this situation. What will you do with this general?
Be prepared to discuss your personal and Constitutional reasons for this action. Also, ponder
the political fallout your actions might create for your party and the general at home in the U.S.
Explain your answer in 5 sentences.
3. What will you do with this general? Why?
China Enters the War

o
UN forces pushed them back to Yalu River (boundary of Communist
China)
o
China thought UN threatening them – China threatened to enter war

P a g e | 22
o
o

By early 1951, both sides stuck at 38th parallel
MacArthur wanted to bomb & blockade China
o
o
MacArthur disagreed & criticized Truman publicly
o
War Ends in Stalemate

Truman started truce talks July 1951

1952 election:
o

o
He promised quick end to war
Democrat Adlai Stevenson – lost in landslide
o

He compromised w/ N. Koreans & Chinese to end war


N. & S. Korea remained split even after war
McCarthy & Communism

Charges Without Proof

February 1950, McCarthy said he had list of 205 State Dept. officials who
were Communists
o
P a g e | 23
o
His claims launched hunt for communists, ruining lives of
thousands of people

Army-McCarthy Hearings

1954, Senate held televised hearings
o
o
Army lawyer asked McCarthy: “Have you no sense of decency?”
o
Senate criticized McCarthy’s behavior
o
The Cold War Around the World


President Eisenhower took over Truman’s Cold War
The Arms Race

Eisenhower’s Secretary of State – John Foster Dulles – did not like
containment
o

1949, US learned Soviet Union had made an atomic bomb

o
1952, US built a hydrogen bomb – H-bomb
o
1955, Soviets tested own bomb
o
P a g e | 24
Advocates of gun control support stricter
firearm laws: tougher background checks
and longer waiting periods for those
purchasing guns; mandatory child safety
locks; a limit of one handgun purchase per
month; and raising the legal age limit for
ownership of guns to age 21 from the
current age of 18. They believe these
measures will curb the rise of gun-related
violence.




Advocates of gun rights say such legislation
would infringe on the constitutional rights of
law-abiding citizens. The National Rifle
Association, a prominent voice in the gun
debate, says firearm-control measures are
unnecessary if lawmakers would enforce
current laws.
April 4: Three Pittsburgh, PA, police officers investigating a domestic dispute "were
fatally shot by…Richard Poplawski, 22." Poplawski, a discharged Marine, had expressed
fears that his right to own guns would be revoked. "He apparently lay in wait, armed with
an AK-47 assault-style rifle, a .22 caliber rifle and a revolver and wearing a bulletproof
vest."
Liberty City, Florida. April 26, 2009: "Four teenagers and a 22-year-old were wounded
when someone shot at them from a car with an AK-47 assault rifle as they were standing
outside a home."
New Orleans, Louisiana. April 27, 2009: "A man with an AK-47 assault rifle shot into a car
carrying a man and his two children, hitting the 10 year-old-boy in the arm, after the
father stopped to ask for directions."
Marrero, Louisiana. April 30, 2009: "A 14-year-old boy died after being shot in the head
with an AK-47 assault rifle.”
Mikhail Kalashnikov created the AK-47 for the Soviet Union during World War II. It was
developed further over the years and today there are millions and others like it available
worldwide. The weapon is semi-automatic and will automatically load the next round, so that the
shooter can continue to fire as long as the gun's trigger is depressed. The gun can empty a 30bullet magazine in five seconds.
The Federal Assault Weapons Act, banning the sale of semiautomatic military style assault
weapons, was passed in 1994. According to the Brady Campaign, the Act "led to a dramatic
decline in the incidence of assault weapons traced to crime." For five years before the law took
effect, according to the Bureau of Alcohol, Tobacco, Firearms and Explosives (BATFE), semiautomatics made up 4.82% of crime guns. After the Act was passed, they made up just 1.61% of
the guns BATFE traced to crime. Nevertheless, when the law expired in 2004, it was not
renewed.
The Brady Campaign, a leading advocate for gun control in the U.S., supports reinstituting a ban
on military-style semi-automatic assault weapons. "These dangerous weapons have no sporting
or civilian use and their only purpose is to kill many people in a short amount of time. We support
legislation to ban all assault weapons….Traditional guns designed for use in hunting and
recreational activities should not be affected."
According to the Brady campaign at least 15 police officers have been killed and 23 wounded
with semi-automatic since the Federal Assault Weapons Act expired. "Our communities are less
safe today than they were four years ago, when devastating weapons like AK-47s were not
readily available to thugs and other dangerous people," Brady President Paul Helmke says.
P a g e | 25
The National Rifle Association (NRA) disagrees. The NRA objects to the term "assault weapon,"
which it says was invented by gun control groups to apply to "certain semi-automatic firearms
which, though designed for civilian use, look like modern fully-automatic assault rifles used by
the military."
"Semi-automatics," the NRA argues, "are used to defend against crime more often than to
commit [crime] and, as with other types of firearms, the vast majority are owned by people who
don't commit crimes….
"Moreover, violent crime, which began decreasing three years before the ban, continued
decreasing as the number of firearms, including 'assault weapons' and other semi-automatics
increased."
1. What questions do students have about the reading? How might they be answered?
2. What is the difference between a rifle and a semi-automatic gun?
3. If the Federal Assault Weapons Act reduced the number of crimes committed with
machine guns, why do you think lawmakers let the law expire?
4. The NRA believes it is every person’s right to own a gun. Do you agree or disagree.
Explain.
5. The NRA specifically believes that all “law-abiding” citizens deserve to own firearms.
What is the problem with their argument?
6. What is the solution to the gun control issue – how would you make both sides happy?
Foreign Intrigues

US & Soviet Union both tried to help allies & weaken enemies
o
P a g e | 26
o
1954, CIA trained army to overthrow Guatemala’s president
(favored communism)
o

1956, US & GB stopped sending aid to Egypt b/c it had ties to
Soviet Union

Egypt took over canal (owned by France & GB)


Soviet Union offered to help Egypt

Directions: Below is a list of 15 pieces of information about the CIA. Some are totally true. Some are
completely false. Under each one, write “true” or “false” and then explain in one sentence why you
answered t or f. Worth 15 points.
1 – You’ll Never See Your Family and Friends Again.
2 – Every Agent Must Complete Three Years of Field Training.
P a g e | 27
3 – Everyone Drives a Sports Car with Machine Guns in the Tailpipes.
4 – Most CIA Agents Spent All of Their Time in an Office.
5 – You Have to be Superhuman in Every Way.
6 – Scientists, Engineers, & Computer Experts Are Some of the Most Important
People Working for the CIA.
7 – A Glamorous Lifestyle Awaits You.
8 – Doctors, Lawyers, Psychologists, and Nurses All Work for the CIA.
9 – Hardly Anyone Ever Makes it Through the Background Check.
10 - You Might Have To Spy On Family.
11 – It Is Not Necessary to Have a College Degree to Work for the Agency.
12 – If You Don’t Speak A Foreign Language, Forget About It.
P a g e | 28
13 – Only Those Who Have Been US Citizens For Generations Can Get A Job
Here.
14 – Your Family Will Never Know Where You Are.
15 – You’ll Get To Use Lots Of Secret Gadgets.
The Space Race

o

US was shocked – scientists scrambled to catch up

Congress set aside billions for space research
The U-2 Incident

Eisenhower wanted to ease tension by talking w/ Soviet Union
o

Eisenhower denied the pilot was spying – until he found out
pilot was captured

Khrushchev demanded apology – Eisenhower said no
3. American Life in the Fifties
The American Dream in the Fifties


Eisenhower’s presidency brought growth & prosperity
P a g e | 29
Prosperity Fifties Style

Eisenhower hated govt. spending

o
Expanded Social Security
o
Created Dept. of Health, Education, & Welfare
o

Highway Act of 1956 – spent $32 billion to build 41,000 miles
of roads


After war, many wanted comfortable, secure life
o
Strong economy allowed them to buy new goods, get married, start
families, move to new areas
Baby Boomers Swell the Suburbs

During 1950s, US population grew by 30 million
o


Families left crowded cities for larger, single-family
homes

1946 – 28 million cars

1960 – 60 million cars


A surge of Americans moved from N & E to S & W
o

Consumerism
By 1970, California was most populous state
P a g e | 30

For millions of white Americans, life in suburbs was American dream

o
TV & magazine ads showed perfect homes w/ washing machines,
vacuum cleaners, TVs, record players
The average 20-year-old American has seen one million commercial messages throughout his or her life.
This number is sure to rise, as teens are the fastest growing consumer demographic, spending billions
($150 billion to be exact) of dollars each year, and thus commanding the attention of many companies and
advertisers. All commercials try to make an argument to convince you to buy what they are selling.
The ancient Greeks, who developed our basic concepts of logic (sensible thought), isolated three factors
that make a good argument: logos, pathos, and ethos.



Logos is the use of evidence such as facts, statistics and examples to support your point.
Pathos is the emotional power of language that appeals to the reader³s needs, values
and attitudes.
Ethos is credibility or reliability. You cannot expect people to accept your viewpoint
unless they believe that you know what you are talking about!
Directions: Please answer the following questions for each television advertisement you see.
You may need to watch the ad more than once! Worth 60 points.
#1
http://www.youtube.com/watch?v=S382RoO6s8A
1. What is the product, service or idea being sold?
2. Who is the target audience?
3. What images appear on the screen? Do these images supply specific information
about the product/service?
4. If "no" to the last question, what do the images communicate?
5. Note the body language of the people in the ad. What does it say?
P a g e | 31
6. Is music used in the commercial? How does it make you feel?
7. Does the ad play on the emotion of envy or anxiety? How?
8. What things should someone know about this product/service before buying it?
Is this information supplied? Why or why not?
9. Does the ad "work?" Would you like to buy the product?
10. What techniques are most heavily used: logos, pathos or ethos?
#2
http://www.youtube.com/watch?v=Yhfl4mFH1No&NR=1
1. What is the product, service or idea being sold?
2. Who is the target audience?
3. What images appear on the screen? Do these images supply specific information
about the product/service?
4. If "no" to the last question, what do the images communicate?
5. Note the body language of the people in the ad. What does it say?
6. Is music used in the commercial? How does it make you feel?
7. Does the ad play on the emotion of envy or anxiety? How?
P a g e | 32
8. What things should someone know about this product/service before buying it?
Is this information supplied? Why or why not?
9. Does the ad "work?" Would you like to buy the product?
10. What techniques are most heavily used: logos, pathos or ethos?
#3
http://www.youtube.com/watch?v=CmSCh5ZkMqk
1. What is the product, service or idea being sold?
2. Who is the target audience?
3. What images appear on the screen? Do these images supply specific information
about the product/service?
4. If "no" to the last question, what do the images communicate?
5. Note the body language of the people in the ad. What does it say?
6. Is music used in the commercial? How does it make you feel?
7. Does the ad play on the emotion of envy or anxiety? How?
8. What things should someone know about this product/service before buying it?
Is this information supplied? Why or why not?
9. Does the ad "work?" Would you like to buy the product?
P a g e | 33
10. What techniques are most heavily used: logos, pathos or ethos?
#4
http://www.youtube.com/watch?v=dUSiibUFzGs
1. What is the product, service or idea being sold?
2. Who is the target audience?
3. What images appear on the screen? Do these images supply specific information
about the product/service?
4. If "no" to the last question, what do the images communicate?
5. Note the body language of the people in the ad. What does it say?
6. Is music used in the commercial? How does it make you feel?
7. Does the ad play on the emotion of envy or anxiety? How?
8. What things should someone know about this product/service before buying it?
Is this information supplied? Why or why not?
9. Does the ad "work?" Would you like to buy the product?
10. What techniques are most heavily used: logos, pathos or ethos?
#5
P a g e | 34
http://www.youtube.com/watch?v=s3KEkBqDahg
1. What is the product, service or idea being sold?
2. Who is the target audience?
3. What images appear on the screen? Do these images supply specific information
about the product/service?
4. If "no" to the last question, what do the images communicate?
5. Note the body language of the people in the ad. What does it say?
6. Is music used in the commercial? How does it make you feel?
7. Does the ad play on the emotion of envy or anxiety? How?
8. What things should someone know about this product/service before buying it?
Is this information supplied? Why or why not?
9. Does the ad "work?" Would you like to buy the product?
10. What techniques are most heavily used: logos, pathos or ethos?
#6
http://www.youtube.com/watch?v=9SiQKxja79M
1. What is the product, service or idea being sold?
2. Who is the target audience?
P a g e | 35
3. What images appear on the screen? Do these images supply specific information
about the product/service?
4. If "no" to the last question, what do the images communicate?
5. Note the body language of the people in the ad. What does it say?
6. Is music used in the commercial? How does it make you feel?
7. Does the ad play on the emotion of envy or anxiety? How?
8. What things should someone know about this product/service before buying it?
Is this information supplied? Why or why not?
9. Does the ad "work?" Would you like to buy the product?
10. What techniques are most heavily used: logos, pathos or ethos?
Social Conformity

o
Magazines praised women for being housewives
o
But not all women liked this role


Allen Ginsberg & Jack Kerouac led group of writers who resisted
conformity
o
P a g e | 36
Those Left Behind

Not everyone had good life in 1950s

Many people lived in poverty
Neglected Cities

o
As Americans moved to suburbs, shops & businesses moved with
them
o
Fewer people stayed in cities (meant less tax money for roads,
firehouses, garbage)

The Forgotten Poor


Others came in bracero – temporary worker – program
o
Found jobs on farms for low wages & bad living conditions
o
A New Generation of Americans

Some Americans enjoyed economic prosperity
Rock ‘n’ Roll

o
Chuck Berry, Little Richard, Fats Domino & other black musicians
had as much success as white musicians like Jerry Lee Lewis
o
Television

1950s, Hollywood produced westerns, musicals, & romances
o
o
But movie attendance fell as more people watched TV
P a g e | 37

Kids watched Lassie, The Mickey Mouse Club, The Lone

I Love Lucy was one of most popular shows
Ranger

Most shows in 1950s showed perfect wives keeping
perfect homes

A Youthful President

o

Kennedy promised to “get this country moving again”
Kennedy & Nixon had 1st televised presidential debates
o
http://www.youtube.com/watch?v=C6Xn4ipHiwE
Candidate
Richard Nixon
Attitude
(cordial,
animated,
open-minded,
unfriendly,
unflexible,
apathetic)
Activities
(contributes
freely, speaks
well, moves
discussion
forward,
monopolizes,
stalls)
Answers
(Relevant,
wellprepared,
make sense,
irrelevant, not
prepared)
Speaking
Abilities (Well
spoken,
clear,
correct,
appropriate,
unclear,
incorrect,
annoying,
boring)
Overall
Evaluation
P a g e | 38
Final Score
54321
54321
54321
54321
54321
54321
54321
54321
John F.
Kennedy
Final Score
STARTERS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
P a g e | 39
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
EXIT TICKETS
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
P a g e | 40
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.