[The Cold War]
[US History II – Grade 10]
Marsha Healy
[[The Cold War dominated international politics after World War II for nearly the remainder of the century. In this unit, students will learn about American
foreign policy via the analysis of political and economic differences between the United States and the Soviet Union beginning with the Potsdam Conference.
Areas of investigation will include the policies of containment, as well as the use of propaganda and fear to instill public fear. Students will conduct
research, create presentations, and present their findings to peers on a variety of Cold War “hot” topics including: Marshall plan, the formation of NATO &
the Warsaw Pact, Berlin Wall, Cuban Missile Crisis and the Vietnam War. As an option teachers may also include other topics such as Deterrence & Détente
– ABM & SALT treaties, Soviet Invasion of Afghanistan – US boycott of the 1980 summer Olympics]
Massachusetts Department of Elementary and Secondary Education
Page 1 of 20
Table of Contents
Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3
Lesson 1 …………………………………………………………………………………………………………………………..………….……………. p.
Lesson 1 Resources …………………………………………………………………………...……………………………………….……..…….… p.
Lesson 2 ………………………………………………………………………………………………………………………………..…….………….… p.
Lesson 2 Resources ………………………………………………………………………………………………………………………..…….….… p.
Lesson 3 ………………………………………………………………………………………………………………………………………………….… p.
Lesson 3 Resources …………………………………………………………………………………………………………………………………… p.
CEPA Overview…………………………………………………………………………………………………………………………..……………… p.
CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p.
CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p.
CEPA Rubric …………………………………………………………………………………………………………………………………………...… p.
CEPA Resources ………………………………………………………………..…………………………………………………………………….… p.
Massachusetts Department of Elementary and Secondary Education
Page 2 of 20
Stage 1 Desired Results
ESTABLISHED GOALS
The Cold War Abroad, 1945-1980
G
USII.18 Analyze the factors that contributed to
the Cold War and describe the policy of
containment as America’s response to Soviet
expansionist policies. (H)
the differences between the Soviet and
American political and economic systems
A. Soviet aggression in Eastern Europe
B. the Truman Doctrine, the Marshall
Plan, and NATO
Seminal Primary Documents to Read: The
Truman Doctrine (1947), and George Kennan,
“The Sources of Soviet Conduct” (1947)
USII.19 Analyze the sources and, with a map
of the world, locate the areas of Cold War
conflict between the U.S. and the Soviet
Union. (H, G)
A. the Korean War
B. Germany
C. China
Transfer
Students will be able to independently use their learning to…
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
T
Q
U1 Each country has its own governmental
and economic systems that impact the
people of that nation as well as the global
community.
EQ1 Do states have the right to limit citizens’
allegiance to rival political systems?
U2 World powers will go to great lengths to
diminish the influence and expansion a rival
political ideology, which can cause tension
and conflict.
EQ2 How far should a country go to protect
an ideology?
U3 Countries will align themselves with other
countries that best promote and support
their self-interest.
EQ3 Should a victorious country in war invest
resources in the defeated enemy?
U4 The treatment of defeated enemies in
wartime is essential to international stability
EQ4 Can there be war without violence?
Students will know…
Acquisition
K Students will be skilled at…
S
D. the arms race
Massachusetts Department of Elementary and Secondary Education
Page 3 of 20
E. the Vietnam War
USII.20 Explain the causes, course, and
consequences of the Vietnam War and
summarize the diplomatic and military policies
of Presidents Eisenhower, Kennedy, Johnson,
and Nixon. (H)
USII.21 Analyze how the failure of communist
economic policies as well as U.S.-sponsored
resistance to Soviet military and diplomatic
initiatives contributed to ending the Cold War.
(H, E)
Seminal Primary Documents to Read:
President John F. Kennedy, Inaugural Address
(1961)
Seminal Primary Documents to Consider:
President Ronald Reagan, Speech at Moscow
State University (1988) THIS DOCUMENT TO
BE CONSIDERED IN THE REAGAN ERA UBD
Cold War America at Home: Economic
Growth and Optimism, Anticommunism, and
Reform, 1945-1980
USII.23 Analyze the following domestic
policies of Presidents Truman and
That at the end of
WWII tensions arose between US & Soviet
Union at the Yalta & Potsdam
Conference.(U1, U3)
The acquisition of atomic weapons led to the
rise of the superpowers, the US and Soviet
Union. (U2)
The conflict of economic theories, capitalist
free market economy and communist
command economy led to the rebuilding of
damaged nations as models of those
economic theories(U1, U4)
Mounting tensions between the US & Soviet
Union led to the American adoption of the
policy of containing communism while the
Soviet was committed to spreading their
ideology. (U1,U2)
Marking up documents and discussing
readings in small groups to find the main
ideas.
Interpreting political cartoons depicting the
political atmosphere of the conflicting
ideologies
Discussing the differences between
capitalism & communism using the Frayer
Model. [If already done in previous unit-use
Frayer Model diagrams as review. Also
review the characteristics of totalitarian
government vs. democratic republic – This
should be fresh after the studying the types
of world leaders in WWII.]
Analyzing maps of the division of Berlin and
Germany into occupation zones
Soviet assistance for the spread of
Communism led to US funding and fighting in
the armed conflicts of Korea and Vietnam.
(U3)
Soviet and American assistance led to the
spread of nuclear technology and threatened
to entangle the world in nuclear
warfare.(U2,U3)
Analysis of maps and statistics of both
conflicts: Korea & Vietnam.
Massachusetts Department of Elementary and Secondary Education
Page 4 of 20
Eisenhower.(H)
A. Eisenhower’s response to the Soviet’s
launching of Sputnik
CCSS. ELA-Literacy.RH.9-10.1 Cite specific
textual evidence to support analysis of
primary and secondary sources
CCSS.ELA-Literacy.RH.9-10.2 Determine
the central ideas of primary or secondary
sources
CCSS.ELA-Literacy.RH.9-10.4 Determine
the meaning of vocabulary describing
political, social, or economic aspects of
the Cold War
CCSS.ELA-Literacy.RH.9-10.7 Translate
quantitative or technical information
expressed in words in a text into visual form
(e.g., a table or chart) and translate
information expressed visually or
mathematically (e.g., in an equation) into
words.
CCSS.ELA-Literacy.WHST.9-10.2 a-f Write
informative/explanatory texts, including the
narration of historical events, scientific
procedures/ experiments, or technical
processes.
CCSS.ELA-Literacy.WHST.9-10.4 Produce
clear and coherent writing in which the
development, organization, and style are
Massachusetts Department of Elementary and Secondary Education
Page 5 of 20
appropriate to task, purpose, and
audience.
CCSS.ELA – Literacy.WHST.9-10.6 Use
technology, including the Internet, to
produce, publish, and update individual or
shared writing products, taking advantage
of technology’s capacity to link to other
information and to display information
flexibly and dynamically.
CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant
information from multiple authoritative print and
digital sources, using advanced searches
effectively; assess the usefulness of each source in
answering the research question; integrate
information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and following
a standard format for citation.
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS)
PT
You are a young aspiring writer who is writing a feature story on a selected event which took
place during the Cold War. Your task is to create a presentation that tells the story of your
event to other young writers who are also creating their own presentations on the Cold War.
You may create an illustrated poster, or slideshow presentation:
Possible Events to choose from
1. Berlin Airlifts
2. the Korean War [Both of these will be explored during lessons & whole class
discussions & homework]
Massachusetts Department of Elementary and Secondary Education
Page 6 of 20
3.The Marshall Plan vs. COMECON
4. Formation of NATO & Warsaw Pact
4. Berlin Wall
5. Cuban Missile Crisis
6. Arms Race
7. Space Race
8. The Vietnam War (You may want to add a separate unit here)
*9. Détente – ABM & SALT treaties,
*10. Soviet Invasion of Afghanistan- US boycott of 1980 Summer OlympicsMoscow
***Teachers may follow the option of including these two topics based on class
size and time constraints.
Create a storyboard of your event outlining the setting, conflict, and major historical figures
of your featured event.
Goal: To inform others of cold war events
Role: Aspiring writers working in small groups for
Audience –your small group, your boss, the public audience
Situation – recounting a conflict of the Cold War
Product Performance and Purpose – Group publication pamphlet/booklet - “Events of
the Cold War”
OE
Test: Open note test using notes from presentations & class discussions
Stage 3 – Learning Plan
Stage 3 – Learning Plan
Lesson 1: The Cold War Begins 1945
 Opener: Activate Prior Knowledge - LINK Template – What do you think you know about the Cold War
L=List, I=Inquire – Think-Write-Pair-Share – Report to class –
https://docs.google.com/document/d/1bs0xBpCf3PUBLiAOwbNvcI-3U5mRMVpfcuaf0MV_ly4/edit?usp=sharing
Options: Collect the chart and have students add more events (in a different color) as learned and/or write a reflection on the what
Massachusetts Department of Elementary and Secondary Education
Page 7 of 20


they have learned at the end of the unit.
HW: Roots of the Cold War – Content Response Notes p. 817
Rank & Defend the Causes of Cold War – see Quick facts – p. 817 Anthem – Small group discussion – Report to class
Troubles at Potsdam – Mark up & Small group discussion - Inferences – areas of potential conflict
http://history.state.gov/milestones/1937-1945/PotsdamConf - In your own words – What problems did peace bring for the Allies?
Interpreting Maps #1 - Iron Curtain 1949 –Chapter 25.1 CREATE HANDOUT
Lesson 2: The Iron Curtain Descends
 Interpreting Maps#1 – Iron Curtain 1949
 https://docs.google.com/document/d/1z-LzbDKpOaw9ptmomUJE4xMb28YLveYWMD7bx3MMByM/edit?usp=sharing or use the
following link http://www2.ironcurtaintrail.eu/uploads/eu_engl_2012_01.jpg
Watch the video add Comments, Connections, Questions, or Predictions - http://www.youtube.com/watch?v=S2PUIQpAEAQ –
Churchill Speech at Fulton Missouri + examples of propaganda
 Political cartoon –I See/It Means - http://www.johndclare.net/images/Plaschke.jpg or
http://8fb80e.medialib.glogster.com/media/c32eb5705b0ea1fdac344cebd7c44a272b246b4e74a99e4f6faaa341b024556b/iron-curtaincartoon.png T-W-P-S then Report findings to class - Write Summary
Lesson 3: Containment & the Truman Doctrine –







Truman Political Cartoon – I See/It Means
https://docs.google.com/document/d/1h-HvuNu9xh8To74dJfYc8NIJeTjW_zVYjjj9Nn2u72c/edit?usp=sharing
Defining Containment - Identifying the role of George Kennan’s Containment Policy in World Politics – 2 Column Notes – p. 819 – 820
Analysis of Kennan’s Point of View - Primary Source – Excerpt of final page of Kennan’s Long Telegram – Mark up & Discussion of
Kennan’s policies https://docs.google.com/document/d/124WKtFDm_sAsRUMxD2rDywYbq65N9RmVmulnKXFoyEc/edit?usp=sharing
****Teacher Links – For more information & full 19 pages of Kennan’s Long Telegram
http://www.trumanlibrary.org/teacher/berlin.htm#links
Markup of Truman & Analysis of Truman Doctrine
Massachusetts Department of Elementary and Secondary Education
Page 8 of 20
https://docs.google.com/document/d/1SCehB9Bf-Uc9k2g5CpvAGM-6sdvw9V-zDdSTYFKRXj4/edit?usp=sharing
APPARTS Chart – https://docs.google.com/document/d/1RTA8QiwDcRZJn35ZYh1B3RAY6UaoRexHb9X_elEFUuM/edit?usp=sharing
Teacher’s Domain Clip Truman Doctrine - http://www.teachersdomain.org/asset/pres10_vid_coldwar/ Could be shown before the
summary
Lesson 4 – Berlin Airlifts






Berlin Airlifts – Photo Analysis – https://docs.google.com/document/d/1x_WSV9pye7TEKKoqgeT75W4Z_l3BRQCFrCH0t9xKaQE/edit
Mark up & Comparison – Truman Library Summary of Airlifts: http://www.trumanlibrary.org/teacher/berlin.htm
Truman Audio - I Hear/It Means #1 http://www.trumanlibrary.org/audio/MP2002-65.wma
#2 http://www.trumanlibrary.org/audio/MP2002-354.wma
Stalin quote excerpt – Speech 1946 -
Stalin stated in a speech on February 9, 1946, "he [Stalin] blamed the last war on 'capitalist monopolies' and warning that, since the same
forces still operated, the USSR must treble the basic materials of national defense such as iron and steel, double coal and oil production, and
to delay the manufacture of consumer goods until rearmament was complete."


Who are the "capitalist monopolies?"
How does this statement enlighten the Soviet viewpoint against the United States? Were the Allies justified in cancelling the shipments of
German reparations to the Soviets at the end of World War II? Why did the Soviets rely so heavily on Germany for food and industry?

http://www.trumanlibrary.org/teacher/berlin.htm
Lesson 5: The Second Red Scare


Interpreting Maps: The Spread of Communism 1945-1949 https://docs.google.com/document/d/1ah4XQqD1X8vxxvcN7hlwbu9pVp4YJ8ejRZyVbsRbTY/edit?usp=sharing
Read & create 2 column notes Anthem pp830-831 – The Threat of Communist China
Massachusetts Department of Elementary and Secondary Education
Page 9 of 20

Pair/Share – Full Class Discussion on two-column notes to answer the following:

Why did American aid to Jiang's Nationalists fail to prevent Mao's communists from taking control of China?
It Says/It Means – Beijing Rally September 21, 1949
"We have closed our ranks and defeated both domestic and foreign oppressors through the People's War of
Liberation and the great people's revolution, and now we are proclaiming the founding of the People's
Republic of China." Mao Zedong
Focus Question: What did the Communist victory mean for China and the rest of East Asia? Examine the role China would play in the
Cold War struggle between the U.S. and the Soviet Union. How might the U.S. and the Soviet Union each benefit from ties to China?

Read & Mark Up Order to the Chinese People’s Volunteers, October 1950, Mao Zedong & Complete the APPARTS chart :
http://www.marxists.org/reference/archive/mao/selected-works/volume-5/mswv5_10.htm

Use your notes on threat of Communist China to complete the Graphic Organizer:
https://docs.google.com/document/d/1p85DsOE_Wy8urs7ey5TIc_jyEyPSXpXF_rNcYJWckj4/edit?usp=sharing
Answer the following question using both your notes and your APPARTS chart

Identify the basic conflicts of the Cold War and explain how they affected the nations of China and Korea.
Lesson 6: The Korean War – The Cold War Heats Up –
 Interpreting Maps: KOREAN WAR
https://docs.google.com/document/d/1oQumjIuIBpehpCU6W7tvUtpj0NPI7YmmubbOfOh0siI/edit?usp=sharing


Read and take Content Response Notes - Korean War /The History Channel featuring video link Truman addressed the nation
on the firing of Gen. MacArthur
https://docs.google.com/document/d/1NryfiAYn5hYaxsKYjYC6h5XilvEa7OFHdXMpVKgyMts/edit?usp=sharing
Watch documentary: Korea Divided, the 38th Parallel http://youtu.be/owlfiptHHig Write Comments, Connections,
Questions, Predictions on the back of last night’s homework – Pair/Share and Report to class for clarifications & discussion

Massachusetts Department of Elementary and Secondary Education
Page 10 of 20

Teacher - More info - Real footage of Korea http
//www.youtube.com/watch?v=QQ01SCq_Rss&feature=share&list=PL4DC3092FD5D09D7D (many detailed video links)
CEPA – You are a young aspiring writer who is writing a feature story on a selected event which took place during the Cold War. Your task is
to create a presentation that tells the story of your event to other young writers who are also creating their own presentations on the Cold
War. You may create an illustrated poster, or slideshow presentation. Divide the class into groups of 5 students and have the students
choose their topics for their feature articles
 The Marshall Plan / formation of NATO & Warsaw Pact
 Berlin Wall
 Cuban Missile Crisis
 The Arms Race & the Space Race
 Vietnam War
***Option*** include other topics such as Deterrence & Détente – ABM & SALT treaties, Soviet Invasion of Afghanistan – US boycott of the
1980 summer Olympics
Students will
1. Read & take 2 column notes on their topics using their textbooks
2. Conduct research & find 2 additional articles for mark up –
Using the Gale Group via Ms. Musili’s directions posted below or check into the other great links. There is no need to randomly use a
search engine (Google) since theses site have plenty of great primary sources.
Ms. Musilli's Great Websites!
www.sweetsearch.com
findingdulcinea
3. Plan out your presentation using a storyboard of your topic
4. Choose the tool for the creation of slideshow using Google presentations, PowerPoint, Prezi ,Animoto , or Slide Rocket
5. Create a poster or a presentation of images/photos/ quotes of no less than 10 slides describing your Cold War topic (total of 12 slides
w/ title page & web credits) be sure to support maps & images with appropriate text. Presentations that include multimedia such as
appropriate film clips (no more than 3 minutes in length) or music selections that enhance understanding of your topic are
encouraged and will gain more points.
6. Cite your sources!
7. Create a study sheet to accompany your presentation that contains a vocabulary list and a short chronology of your presentation –
Make enough copies for your group members.
Massachusetts Department of Elementary and Secondary Education
Page 11 of 20
8. Present your topic to your small group. Group members will be expected to evaluate & reflect on the presentations and what they have
learned. https://docs.google.com/document/d/1Dmp4-BOYFLKVMDNQnYsAC4bn4AsZE83Zf_PaM9-_XqM/edit?usp=sharing
9. Reflection: Pass back the LINK – Chart – from beginning of the unit. Students will add terms to the chart that they have learned in
another color and reflect on what they have learned about the Cold War.
Cold War Presentation Rubric
https://docs.google.com/document/d/1HyTmurqS7zGENZa5fPs7luw8cln4gOlvPKPnSu722pw/edit?usp=sharing
Massachusetts Department of Elementary and Secondary Education
Page 12 of 20
Brief Overview: <type here>
Lesson 1
Prior Knowledge Required: <type here>
Estimated Time: <type here>
Resources for Lesson: <List materials needed. Include any necessary documents at the end of this lesson>
Massachusetts Department of Elementary and Secondary Education
Page 13 of 20
Content Area/Course: <type here>
Instructional Tips/Strategies/Suggestions:
Unit: <type here>
<type here>
Time (minutes): <type here>
Pre-Assessment
Lesson: <type here>
<type here>
Overview: <type here>
What students need to know and are able to do coming into this lesson (including
language needs):
By the end of this lesson students will know and be able to:
<type here>
Essential Question addressed in this lesson:
<type here>
Standard(s)/Unit Goal(s) to be addressed in this lesson (type each
standard/goal exactly as written in the framework):
<type here>
Information for Teacher
<type here>
Lesson Sequence
<type here>
<type here>
Formative assessment:
Instructional Resources/Tools (list all materials needed for this lesson)
<type here>
<type here>
Preview outcomes for the next lesson:
Anticipated Student Preconceptions/Misconceptions
<type here>
<type here>
Summative Assessment:
Instructional Model<type here>
<type here>
Massachusetts Department of Elementary and Secondary Education
Page 14 of 20
Resources for Lesson 1
<list materials and any specific documents that follow this page (maps, informational sheets etc)>
Instructions for adding resources (delete this section before publishing unit)
* To insert a new page, place cursor at the end of the page and click: Insert>Blank Page
* To insert a new page with portrait orientation, place your cursor at the end of the page and click:
Page Layout>Breaks>Next Page
Insert or type your text or picture then click: Page Layout>Breaks>Next Page
Select all of the text on the page you want to be portrait orientation then click: Orientation>Portrait
*To remove header for a single page, select the items within the header, right click and select “Cut”
*To undo an action, click ctrl/z
Massachusetts Department of Elementary and Secondary Education
Page 15 of 20
Curriculum Embedded Performance Assessments (CEPA)
for <insert unit title here>:
<Utilizing content in Stage 2 of the Unit Plan, elaborate on connections to standards here>
Massachusetts Department of Elementary and Secondary Education
Page 16 of 20
CEPA Teacher Instructions:
<type here>
Massachusetts Department of Elementary and Secondary Education
Page 17 of 20
CEPA Student Instructions:
<type here>
Massachusetts Department of Elementary and Secondary Education
Page 18 of 20
CEPA Rubric:
<type here>
Massachusetts Department of Elementary and Secondary Education
Page 19 of 20
CEPA documents and other resources needed:
<type here and include any other documents needed after this page>
Massachusetts Department of Elementary and Secondary Education
Page 20 of 20