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Lesson Plan Three:
The Faces of Communism and Terrorism
11th & 12th Grade
2 class periods and 2 homework assignments
Standards Compliance
CA Standard: Reading
2.1- Analyze both the
features and the rhetorical
devices of different types of
public documents (e.g.,
policy statements,
speeches, debates,
platforms) and the way in
which authors use those
features and devices.
CA Standard: Reading
2.6- Critique the power,
validity, and truthfulness
of arguments set forth in
public documents; their
appeal to both friendly and
hostile audiences; and the
extent to which the
arguments anticipate and
address reader concerns
and counterclaims (e.g.,
appeal to reason, to
authority, to pathos and
emotion).
CA Standard: Reading
3.2- Analyze the way in
which the theme or
meaning of a selection
represents a view or
comment on life, using
textual evidence to support
the claim.
CA Standard: Writing 2.3Write reflective
compositions that draw
comparisons between
specific incidents and
broader themes that
illustrate the writer's
important beliefs or
generalizations about life.
Introduction.
During the Cold War, communism was perceived as the
greatest threat facing America. Since 9/11 and the launch of
the War on Terror, terrorism has been perceived as a threat of
the same importance. Each war has had a profound effect on
our place in the world.
Objective.
Students will investigate how perceptions of danger from
outside forces can have powerful influences on our society and
on our daily lives. They will also consider how the reactions of
America during the Cold War and since 9/11 have affected
America’s standing in the world, and then write a personalized
essay on the subject.
Tools Required: Computer, Internet access, printer.
Vocabulary Needed:
Patriot Act: Passed in the weeks after the Sept. 11 attacks, the
law expanded the government's powers in anti-terrorism
investigations in order to prevent future attacks. Some of the
most debated aspects of the law included more information
sharing among government agencies, roving wiretaps, and
warrants to search a home or business without immediately
notifying the target of the probe. (Definition adapted from NPR.)
http://www.npr.org/news/specials/patriotact/patriotactprovisi
ons.html
Cold War: The term used to describe the relationship between
America and the Soviet Union from 1945 to 1980. Neither side
ever fought the other - the consequences would be too appalling
- but they did ‘fight’ using client states who fought for their
beliefs and on their behalf e.g. South Vietnam VS North
Vietnam and America supporting the Taliban in Afghanistan
against the Soviet Union. (Adapted from History Learning Site).
http://www.historylearningsite.co.uk/what%20was%20the%20c
old%20war.htm
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The Faces of Communism & Terrorism: Day One
Introductory Activity
5-10 minutes
Pose the following question to your students: “Where were you and what you were doing when
you heard about the attacks on the World Trade Towers? How did it make you feel?” As the
students are brainstorming answers, record their responses on a blackboard or large piece of
chart paper and then compare the differences in their answers, especially differences in their
feelings.
Mini Lesson
10 minutes
Ask the students if they can identify laws that the government enacted after 9/11. Ask them
why these laws were enacted. How many resulted from fear of another terrorist attack?
After listening to student responses, tell them about the Patriot Act, passed in the aftermath
of 9/11. Explain that this act gave the government increased powers of surveillance and the
ability to spy on American citizens. Ask if they realize that before the Act, a warrant was
required for the government to search private records of American citizens, but that after it
was passed, your library, travel, video rental, phone, medical, church, synagogue, and
mosque records could be searched without your knowledge or consent, providing the
government said that it was trying to protect against terrorism.
Then ask students if they think that these laws are fair and appropriate. Listen to their
responses and discuss.
Explain to students that the government used fear to enact laws and carry out surveillance
during the Cold War. Ask them what they know about the Cold War and communism. After
discussing their answers, explain that they are about to listen to an MP4 file about American
propaganda during the Cold War. Ask them to think about similarities and differences to the
fears and laws that we have today.
Individual Research
30 minutes
Now have the students download the MP4 file at:
http://theharrybridgesproject.org/lesson3.html
Have them watch the footage and/or listen to the voices.
Print and hand out Student Worksheet: The Faces of Communism and Terrorism (page 3)
for students to use in their Individual Research, instructing them to consider the questions
using the indicated web sites and to make notes that they will use in their homework
assignment.
Conclusion
5 minutes
Have the students come back together as a group. Ask them what they learned about
communism or 9/11. What similarities or differences did they see? Explain to students that
they will have the opportunity tonight to write their own opinion on the US government’s
actions in our own times. Explain that they will imagine they are in France on an exchange
program and they need to either defend or argue against America’s policies post-9/11.
Print and hand out Student Homework: Speech on America’s War on Terror (page 4). Use
Teacher’s Rubric for Homework (page 7) to grade.
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Name: ____________________________________ Date: __________________________________
Student Worksheet: The Faces of
Communism and Terrorism
For each question, look for answers at the recommended websites;
or better yet, find your own websites and share them!
Write 3-4 sentences answering each question based on what you
discover in these websites.
 What was the “Cold War”?
What Was the Cold War?
The Origins of the Cold War
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 What are the similarities between the concerns about communism during the Cold War and the
concerns about terrorism today? What are the differences?
The Cold War and the War on Terror
Communism and Terrorism as Enemies
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 How did some Americans feel after 9/11?
How 9/11 Changed Our Lives
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 Is America justified in fighting the War on Terror?
The Doctrine of a Just War in the Age of Terrorism
The Conservative Thinking Behind the War on Terrorism
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If you have time, check out other pages on these sites or find your own sites as well.
If you discover websites that helped in your research, send them to us at
ianruskin@theharrybridgesproject.org and say “Lesson Plan Sites” in the subject line.
Also let us know if any of the sites that we have supplied have shut down. Include your
name and your school’s name and we will add your information to the Education Project!
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Name: ____________________________________
Date: _____________________________________
Student Homework:
Speech on America’s War on Terror
Imagine that you are an exchange student living with a family in
France. Your school asks you to give a speech in English
explaining America’s attitude toward terrorism. Some people in
your audience will think America’s wars on terror are over the top,
while others will think what America did was justified. What’s your
stance? Write a 250-word speech and include at least one
comparison to America’s war on communism. If you need more
room, attach another sheet of paper.
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The Faces of Communism & Terrorism: Day Two
Introductory Activity
5 minutes
Explain that today the students are going to share their essays with each other in small
groups, and then discuss with the class what they have learned from their research and
writing. Ask them whether it was easy or difficult to write the essay, and what helped or
hindered them.
Group Activity
20 minutes
Have the students break up into groups of 4 or 5 and read their essays to each other.
Choose a student in each group to act as a recorder who will make notes about the
similarities and differences of the opinions in the essays. Then have each recorder read
their notes to the class.
Teacher Led Discussion
15-20 minutes
Record their notes on a blackboard or large piece of chart paper in two columns: For and
Against the War on Terror.
Lead a discussion about what they have learned, using some of the following questions.
 What surprised you the most about your research?
 Do you see the fears of communism and terrorism as similar or different?
 Which voices did you identify with on The Nation web site?
 Was it easy or difficult for you to decide whether you were pro or anti America’s attitude
toward terrorism?
 Do you think that a War on Terrorism can be won?
 Did this assignment make you think any differently about how to keep America safe?
 How do you imagine your speech was received?
 Has America gained or lost friends since 9/11?
 Did you find any other useful web sites?
Conclusion
5 minutes
Explain that our attitudes to subjects such as communism and terrorism are complicated
and can bring up many different viewpoints. Remind them that disagreement and diverse
opinions are cornerstones of democracy. Give a homework assignment of writing a second
essay supporting the opposite view to their first essay.
Print and hand out Student Homework: Opposing Speech on War on Terror (page 6).
Use Teacher’s Rubric for Homework (page 7) to grade.
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Name: ____________________________________ Date: ____________________________________
Student Homework:
Opposing Speech on America’s War on
Terror
Imagine that you are an exchange student living with a family in
France. You are now asked to give a speech in English supporting the
opposite viewpoint to the one that you gave yesterday. Write a
250-word speech and include at least one comparison to America’s war
on communism. If you need more room, attach another sheet of paper.
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TEACHER’S RUBRIC FOR HOMEWORK
Score
1
2
3
4
Development
Organization
of Position
Use of
Language
Sentence
Structure
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Grammar
and Word
Usage
Grammar
No plausible
and word
position is
usage are so
taken on the
poor that
Disorganized; Contains
Severely
topic; severely
they interfere
little or no
fundamental flawed
lacking in
with
focus;
vocabulary
sentence
examples,
meaning;
incoherent
mistakes
structure
reasons
very poor
and/or
mechanics
evidence
(like
punctuation)
Grammar
Position on
Poorly
Poor use of
and word
topic is
organized;
language;
usage
unclear or
Frequent
lacks focus; indicates very
mistakes are
extremely
problems
problems
limited
frequent and
limited;
with sentence
with
vocabulary
interfere with
inappropriate
structure
coherence or and poor
meaning;
examples or
flow of ideas word choice
poor
reasons
mechanics
Position on
Displays
topic
developing
Some
demonstrates Limited in
use of
Contains
problems
critical
organization language;
many
with sentence
thinking skill and focus;
contains
mistakes in
structure;
applied
demonstrates indications of
grammar
lacks a
inconsistently; lapses in
weak
word usage
variety of
inadequate
coherence or vocabulary
and
sentence
examples,
flow of ideas and poor
mechanics
structures
reasons or
word
evidence
selection
Position on
Generally
topic
organized
Displays
Good
demonstrates
Contains few
and focused; adequate use sentence
competent
mistakes in
demonstrates of language; structure;
critical
grammar,
some
vocabulary
demonstrates
thinking skill;
word usage
coherence
used is
some variety
example,
and
and attention generally
of sentence
reasons and
mechanics
to the flow of appropriate structure
evidence are
ideas
good
Adapted from the SAT Writing Rubric.
This Lesson Plan was developed by Ian Ruskin, Director of The Harry Bridges
Project, and Education Consultants Kara Hunter and Karen Mowrer.
Made possible with the generous support of
and many other organizations and individuals.
Thank You!
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