Week 32: April 21-25, 2014
Unit IV: Post WW II & early Cold War
Americans, Ch. 18 and 19,
plus History Alive!, Ch. 37-40
Homework: OHP interview?
Review Ch. 18, plus Ch. 37-40QUIZ Friday
Advanced: Complete outline & packet “analysis” for use on
Cold War DBQ essay tomorrow
Monday, April 21, 2014
Advanced: Cold War DBQ Document analysis & discussion
COMPLETE outline & “practice” writing
How would you USE this document? (A-M)…13 pts
Academic:
Oral History Project COLLABORATION Day “1.5”
“Student actively works with peers and
contributes to their success.”
Why are we here
TODAY?
Advanced: Students will exhibit completed DBQ documents A-M, then
share & discuss utilization for tomorrow’s Cold War essay.
Academic: Students will complete recent lesson activities (Decade of
Fear, Post-WW II & early Cold War 20-terms PPT, then finish the
mandated collaboration day for the Oral History Project (review
research, questions, and project aspirations).
Monday (4/14): “Decade of Fear”
(article & 8 questions)
Tuesday (4/15): Cold War video
questions (via Safari Montage in
Schoolwires)
Wednesday (4/16): OHP work day
(TYPED interview script due Friday)
Cold War DBQ essay to be written
Tuesday, 4/22.
PLEASE see me AFTER class, send an
email and/or visit Schoolwires for
missing work, questions, etc.
Student actively works with peers and
contributes to their success.
Complete the “collaboration checklist” based on
your partner’s OHP work that is observed today.
You will receive written feedback on the form at
the end of class…staple this to your work & be
prepared to display “later.”
“The difference was in the questions they asked,
and specifically how they asked them. “
• Kevin: What led you into entrepreneurship? Was it
something that you always knew that you wanted to be, an
entrepreneur on your own? Or did you stumble into it?
• Charlie: What are you doing in terms of planetary
exploration?
• Kevin: Where do you come up with your best ideas? Are you
on vacation, or do you wake up in the middle of the night
and draw things down?
• Charlie: How did you go about the design?
• Kevin: When did you decide to get into computers and
technology? Did you start coding? Or was it a lot of...?
• Charlie: What do you think?
• Can you guess which interview went better?
COLLABORATION Checklist
My Partner:
1. Share & discuss your RESEARCH.
Topic:
Adequate & cited sources? Evidence of understanding?
2. Share & discuss your TYPED interview script (questions).
Who is he/she interviewing? What is the topic/inquiry?
3. Enhance, rewrite, reorder, & PRACTICE interview questions.
(Role play…ASK & RESPOND)
What “other” questions does he/she need (3 types)? Techniques? etc
4. Discuss interview plans, equipment, project format ????
When is (was) the interview? Follow up if “done?”
What equipment/technology will you use?
What type of product do you plan to create?
My Name:
Permission slip?
Event/era confirmation?
Contact Mr. R if you have any questions or concerns! 
COLLABORATION Checklist
1. Share & discuss your RESEARCH.
Adequate & cited sources? Evidence of understanding?
Contact Mr. R if you have any questions or concerns! 
Is there a “Noodle Tools” bibliography/works cited yet?
Do he/she seem like an “expert” or at least very
knowledgeable about the era/event?
COLLABORATION Checklist
2. Share & discuss your TYPED interview script (questions).
Who is he/she interviewing? What is the topic/inquiry?
Contact Mr. R if you have any questions or concerns! 
Do the questions make sense?
Are they short and open-ended?
Does the interview script capture enough of WHO the person IS?
Does the interview script capture WHY he or she is being interviewed?
COLLABORATION Checklist
3. Enhance, rewrite, reorder, & PRACTICE interview questions.
(Role play…ASK & RESPOND)
What “other” questions does he/she need (3 types)?
Techniques? etc
Contact Mr. R if you have any questions or concerns! 
How is good is your partner as an interviewer?
What can be done to ENHANCE the OHP interview for the
historical subject and the student?
Props? Visuals? Memory clues or “cues?” Pictures? OTHER?
COLLABORATION Checklist
4. Discuss interview plans, equipment, project format ????
When is (was) your interview? Follow up if “done?”
What equipment/technology will you use?
What type of product do you plan to create?
Contact Mr. R if you have any questions or concerns! 
How would you describe his or her PLAN for blending the
historic evidence with the interviewee’s testimony?
How can you use the rubric to enhance your final product?
COLLABORATION Checklist
My Partner:
1. Share & discuss your RESEARCH.
Topic:
Adequate & cited sources? Evidence of understanding?
2. Share & discuss your TYPED interview script (questions).
Who is he/she interviewing? What is the topic/inquiry?
3. Enhance, rewrite, reorder, & PRACTICE interview questions.
(Role play…ASK & RESPOND)
What “other” questions does he/she need (3 types)? Techniques? etc
4. Discuss interview plans, equipment, project format ????
When is (was) the interview? Follow up if “done?”
What equipment/technology will you use?
What type of product do you plan to create?
My Name:
Permission slip?
Event/era confirmation?
Contact Mr. R if you have any questions or concerns! 
Criteria
Interviewee’s
experience
Student
Research
Advanced
Demonstrates
sophisticated
understanding of
interviewee’s
experience in
historical context.
35-32
Demonstrates
sophisticated
understanding of the
historical time
period.
Proficient
Demonstrates
understanding of
interviewee’s
experience in
historical context.
Basic
Demonstrates
limited
understanding of
interviewee’s
experience in
historical context.
31-25
24-20
Demonstrates
Demonstrates
understanding of the limited
historical time
understanding of
period.
the historical time
period.
Below Basic
Demonstrates little to no
understanding of
interviewee’s experience
in historical context.
Uses 5 or more
sources.
Uses 3 – 4 sources
Uses 2 sources
There are no citations
Multiple citations in
MLA format
35-32
Citations in MLA
format
31-25
Material is cited
Student actively
works with peers
and contributes to
their success.
10-9
Media chosen is
highly effective in
engaging and
connecting to
audience.
Student collaborates
with peers but has
minimal impact on
their success.
8-7
Media chosen is
effective in engaging
and connecting to
audience.
Student has
minimal
collaboration with
peers.
6
Media chosen is
somewhat
effective in
engaging and
connecting to
24-20
_____/35
points
\
19-0
Demonstrates little to no
understanding of the
historical time period.
Uses 1 source
_____/35
points
19-0
Collaboration
Product
Student does not
collaborate with anyone.
_____/10
points
5-0
Media chosen is
ineffective in engaging
and connecting to
audience.
_____/10
points
Oral History Project
Ninth Grade Social Studies Core Assessment
Task: Students will create an oral history project by
researching an event or era in American history and
interviewing a person who was a participant or
witness to that event. Students will collaborate with
other students to create a list of interview questions
and use those questions to interview a person about
his/her life. Students will use the information from
the interview to create a product that demonstrates
their understanding of the interviewee’s experience
within the context of the historical time period.
Oral History Project 2014
Time Frame
• Introduce OHP (packet distributed) …March 25
• Identify interview subject & historic event/era (parent signature
required)…week of March 31…some MISSED Thursday’s IMPORTANT
checkpoint!
• Research event/era (5 + sources, bibliography)…early April (4/11)
Monday, 4/7??; Computer Lab 341 WednesdayOpportunity #3
• Interview script (10-15 ordered ?s)…early April
TYPED questions due Thursday, April 17
• Conduct interview…mid-April
This is interview “season”…anyone NOT done by this weekend
MUST communicate with Mr. R ASAP!
• “Complete” research…mid-to-late April
• SYNTHESIZE your research & interview subject’s info into a cohesive
PRODUCT…late April/early May
Weiderhold’s Question Matrix
http://www.ltag.education.tas.gov.au/effectteach/Thinking/matrix.htm
The Question Matrix is a set of 36 question starters that ask what, where, which, who, why and how.
The questions in the top rows of the matrix are knowledge and information questions.
The lower rows are questions that require analysis, synthesis and evaluation.
C:\Documents and Settings\Educator\My Documents\ICTPD\Questioning\Weiderhold Question Matrix.doc
Present
Event
Situation
Choice
Person
Reason
Means
What is?
Where /
When is?
Which did?
Who is?
Why is?
How is?
Past
What did?
Where /
When did?
Which did
Who did?
Why did?
How did?
Possibility
What can?
Where /
When can?
Which can?
Who can?
Why can?
How can?
Probability
What
would?
Where /
When
would?
Which
would?
Who would? Why would? How would?
Prediction
What will?
Where /
When will?
Which will?
Who will?
Which
might?
Who might? Why might? How might?
Where /
Imagination What might? When
might?
Why will?
How will?
Q-Matrix
Event
Person/Group
Reasons
Results
What is ...?
Who is...?
Why is...?
How is...?
What did...?
Who did...?
Why did...?
How did...?
What will...?
Who will...?
Why will...?
How will...?
What might...? Who might...?
Why might...?
How might...?
Sample Interview Script
Who is this person?
• Please state your name, hometown, and date
of birth. Introduce yourself & BREIFLY describe
your biographical information.
• Why did you choose to join West Point and
the army?
• How did your training prepare you for the
coming conflict in the Middle East?
Sample Interview Script
Why is this person an “expert,” or at least
a good “witness” for your era or event?
• When did you first hear about the rising
conflict in the Middle East that led to the 1st
Gulf War?
• Did you believe at the time that the United
States would become involved in the conflict?
• During the 1st Gulf War, what was your rank
and job?
• What kind of combat did you experience
during the war?
Sample Interview Script
Why is this person an “expert,” or at least
a good “witness” for your era or event?
•
•
•
•
SECOND SET of “meaty” questions…
What was the most important military action
in your mind that you took part of?
What events in the war stand out as the most
significant to you?
Did you earn any honors, and if so, why?
How did mass media and the news portray
and react to the 1st Gulf War?
Sample Interview Script
What “lasting impressions or impacts” are
there related to his/her experience?
•
•
•
•
Conclusions & Closure
How has the 1st Gulf War impacted your life
since?
How do you believe the United States has been
impacted since the 1st Gulf War?
If a situation like the 1st Gulf War or the events
leading up to it occurred, how do you believe the
US would react now?
Could you please summarize the overall
experience of the 1st Gulf War?
Steps:
• Students will pick an event or era from before 2000.
– Focus event or era:
__________________________________________________
• Students will choose a person to interview and return
completed parental permission form.
• Students will collaborate with other students to develop 10
to 15 questions from the following categories:
–
–
–
–
–
–
–
–
Event/era’s impact on the interviewee’s life
Event/era’s impact on the nation
Event/era’s impact on community
Accomplishments
Entertainment / Media
Employment / Occupations
Community Life
Family Life
• All products should:
– Demonstrate an understanding of the historical event
or era.
– Incorporate specific information from the interview.
– Place the interviewee’s experiences in historical
context.
– Interest and engage the audience.
– Demonstrate effort and quality work.
• All students should send a thank you letter to the
person they interviewed.
• Students will conduct the interview asking
appropriate follow-up questions and keep
detailed notes or a recording of the
interviewee’s responses.
• Students will create a final product that
demonstrates their understanding of the
interviewee’s experience in historical context.
Please choose from the following options:
– A PowerPoint presentation or Podcast
– A short narrative / biography
– A documentary
– Other product as approved by the teacher
Homework: OHP interview? (Complete Decade of Fear &
video notes from last week)
Review Ch. 18, plus Ch. 37-40QUIZ Friday
Advanced: Complete outline & packet “analysis” for use on
Cold War DBQ essay tomorrow
Tuesday, April 22, 2014
Advanced: Cold War DBQ
Document Analysis? (A-M)…13 pts
Academic:
• Decade of Fear” (article & 8 questions)
• Cold War video questions
(via Schoolwires)
• OHP work: TYPED interview script? Collaboration?
Research? Product planning (research + interview)
Why are we here
TODAY?
Advanced: Students will complete the Cold War DBQ.
Academic: Students will complete recent lesson activities (Decade of
Fear, Post-WW II & early Cold War 20-terms PPT, then finish the
mandated collaboration day for the Oral History Project (review
research, questions, and project aspirations).
Cold War DBQ
• Tuesday,
Advanced ONLY
April 22nd: 5% in-school
essay
• Some historians argue that the US exaggerated
the threat of communism, while others argue
that American containment prevented a global
communist revolution. Utilize the documents to
defend either of these two arguments.
• Did the US exaggerate the threat of
communism or did the policy of containment
prevent a global communist revolution?
Cold War DBQ
Advanced ONLY
• You must use the documents included with this DBQ (5-7
specific examples are expected). (13 points)
• Use examples to support your generalizations (refer to
author and/or source of material, plus use quotations as
needed)
• Write clearly and use proper language…persuasive rubric to
be used for evaluation (5% of final grade)
• Make sure your thesis is clear…be specific in your answer to
the document-based question
• Your response should be between five and seven
paragraphs in length.
• You have one class period to complete, so make sure you
make preparations outside of class.
Document A
•
Franklin Delano Roosevelt to Ambassador to USSR,
William C. Bullitt 1943
William C. Bullitt, "How We Won the War and Lost the Peace," Life,
August 30, 1958, p. 94.
Setting the stage for the debates over Soviet intentions at the Yalta Conference in
1945, William C. Bullitt, a former ambassador to the USSR and to France, submitted a
memorandum to Roosevelt in August 1943 in which he suggested obtaining Stalin's
pledge for a renunciation of conquest in Europe and recommended a military advance
from the south through Eastern and Central Europe. FDR, who felt he could "handle"
Stalin, responded:
“I just have a hunch that Stalin...doesn't want anything but security for his country, and I
think that if I give him everything I possibly can and ask nothing from him in return,
noblesse oblige, he wouldn't try to annex anything and will work with us for a world of
democracy and peace.”
How can you use this document to respond to the DBQ question?
Does it show the view that America acted appropriately and prevented a communist
takeover?
Does it show that America overreacted in the face of the communist threat?
Can it be used by both sides of the argument? EXPLAIN
What will you do with unfamiliar terms? Places? People? Dates?
Did the US exaggerate the threat of communism or
did the policy of containment prevent a global
communist revolution?
How can you use this document to respond to the DBQ
question?
Does it show the view that America acted appropriately
and prevented a communist takeover?
Does it show that America overreacted in the face of the
communist threat?
Can it be used by both sides of the argument? EXPLAIN
What will you do with unfamiliar terms? Places? People? Dates?
Cold War DBQ
Name:
Some historians argue that the US exaggerated the threat of communism, while others argue that American containment prevented a global communist revolution. Utilize
the documents to defend either of these two arguments.
Did the US exaggerate the threat of communism or did the policy of containment prevent a global communist revolution?
Introduction, including thesis
Paragraph 1
Paragraph 2
Paragraph 3
Conclusion
Your Cold War DBQ thesis?
When you finish your document analysis…
underlined key phrases?
usage marked?
vocab terms identified & (ready to be) explained?
QUESTIONS? Debatable points?
…READ your thesis to your partner and share
your outline preparations with your partner.
Document B 1
Henry Luce, The American Century, 1941
"The American Century" by Henry R. Luce. Life magazine, Feb. 17, 1941.
© 1941 Time, Inc.
•
Henry R. Luce was the founder and publisher of the magazines Time, Life, Fortune, and later Sports
Illustrated. "The American Century" appeared in Life magazine just before the bombing of Pearl
Harbor and America's official entry into World War II. It's most famous passages presage the
internationalism of the post-war period.
In the field of national policy, the fundamental trouble with America has been, and is, that whereas
their nation became in the 20th Century the most powerful and the most vital nation in the world,
nevertheless Americans were unable to accommodate themselves spiritually and practically to that fact.
Hence they have failed to play their part as a world power–a failure which has had disastrous
consequences for themselves and for all mankind. And the cue is this: to accept wholeheartedly our
duty and our opportunity as the most powerful and vital nation in the world and in consequence to
exert upon the world the full impact of our influence, for such purposes as we see fit and by such means
as we see fit…
As America enters dynamically upon the world scene, we need most of all to seek and to bring forth a
vision of America as a world power which is authentically American and which can inspire us to live and
work and fight with vigor and enthusiasm…
But all this is not enough. All this will fail and none of it will happen unless our vision of America as a
world power includes a passionate devotion to great American ideals. We have some things in this
country which are infinitely precious and especially American–a love of freedom, a feeling for the
equality of opportunity, a tradition of self-reliance and independence and also of co-operation. In
addition to ideals and notions which are especially American, we are the inheritors of all the great
principles of Western civilization–above all Justice, the love of Truth, the ideal of Charity…It now
becomes our time to be the powerhouse from which the ideals spread throughout the world and do
their mysterious work of lifting the life of mankind from the level of the beasts to what the Psalmist
called a little lower than the angels.
Document C 2 Winston S. Churchill, The Iron Curtain Speech, Fulton,
Missouri 1945
From the Congressional Record, 79th Cong., 2nd sess., 1945-46, 92: A1145-47
•
Winston S. Churchill was no longer British Prime Minister on March 5, 1946, when he
made his frank " iron curtain" speech in Fulton, Missouri. While attracted to his candid
anti-Soviet language, some critics pointed out that in condemning Russia for its influence
in Eastern Europe, Churchill ignored British predominance in Greece and the empire. For
some observers, Truman's presence on the platform signified American endorsement of
Churchill's remarks.
From Stettin in the Baltic to Trieste in the Adriatic, an iron curtain has descended across the
Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern
Europe. Warsaw, Berlin, Prague, Budapest, Belgrade, Bucharest and Sofia, all these famous
cities and the populations around them lie in what I must call the Soviet sphere, and all are
subject in one form or another, not only to Soviet influence but to a very high and, in many
cases, increasing measure of control from Moscow.
. . . If now the Soviet Government tries, by separate action, to build up a pro-Communist
Germany in their areas, this will cause new serious difficulties in the British and American
zones, and will give the defeated Germans the power of putting themselves up to auction
between the Soviets and Western Democracies. Whatever conclusions may be drawn from
these facts -- and facts they are - this is certainly not the liberated Europe we fought to build
up. . . .
Document D 3 George E Kennan, The Long Telegram, 1946
Excerpted from U.S. Department of State, Foreign Relations of the United States,
1946 (Washington, D.C., 1969), 6:697-99, and 701-9.
•
A diplomat in the U.S. Embassy in Moscow and a leading expert on Soviet affairs, George E
Kennan sent a long, 8, 000-word, secret telegram to the State Department early in 1946
sketching the roots of Soviet policy and warning of serious difficulties with the Soviet Union in
the years ahead. The stilted language is the product of dropped words to shorten the
telegram. Kennan recommended a long-term, firm policy of resistance by the United States to
Soviet expansionism, known as "containment."
At bottom of Kremlin's neurotic view of world affairs is traditional and instinctive Russian sense of
insecurity…[T]hey have learned to seek security only in patient but deadly struggle for total
destruction of rival power, never in compacts and compromises with it…
Agencies utilized [by the Soviet Union] for promulgation of policies on this plane are following:
Inner central core of Communist Parties in other countries . . . tightly coordinated and directed by
Moscow . . .. Rank and file of Communist Parties… National associations or bodies which can be
dominated or influenced…These include: labor unions, Youth leagues, women's organizations,
racial societies, religious societies, social organizations, cultural groups, liberal magazines,
publishing houses, etc. International organizations which can be similarly penetrated through
influence over various national components. Labor, youth and women's organizations are
prominent among them ...
In summary, we have here a political force committed fanatically to the belief that with US there
can be no permanent modus vivendi, that it is desirable and necessary that the internal harmony
of our society be disrupted, our traditional way of life be destroyed, the international authority of
our state be broken, if Soviet power is to be secure… Problem of how to cope with this force [is]
undoubtedly greatest task our diplomacy has ever faced and probably greatest it will ever have to
face . . .. I would like to record my conviction that problem is within our power to solve and that
without recourse to any general military conflict.
Document E 4
•
Harry Truman, Truman Doctrine Speech, 1947
In 1947 the democratic government of Greece was threatened by communist guerrillas
believed to be receiving support from the Soviet Union. Facing financial problems and
the decline of its empire, the British announced that they could no longer offer support to
Greece and Turkey. Americans feared that this would leave Greece and perhaps Turkey
open to Soviet domination. The Soviet Union had already taken steps to install
communist governments in Poland, Rumania and Bulgaria — seemingly in violation of
the Yalta Agreement which had called for free elections in these nations. In this speech
Truman asked Congress for $400 million to aid Greece and Turkey, asserting that it was
the policy of the United States to "support free peoples who are resisting attempted
subjugation by armed minorities or by outside pressures."
At the present moment in world history nearly every nation must choose between
alternative ways of life. The choice is too often not a free one. One way of life is based upon
the will of the majority, and is distinguished by free institutions, representative government,
free elections, guarantees of individual liberty, freedom of speech and religion, and freedom
from political oppression. The second way of life is based upon the will of a minority forcibly
imposed upon the majority. It relies upon terror and oppression, a controlled press and
radio, fixed elections, and the suppression of personal freedoms. I believe that it must be
the policy of the United States to support free peoples who are resisting attempted
subjugation by armed minorities or by outside pressures. I believe that we must assist free
peoples to work out their own destinies in their own way. I believe that our help should be
primarily through economic stability and orderly political process
Document F 5
HUAC Interrogates Screenwriter Sam Ornitz, 1947
The Newshour With Jim Lehrer, Excerpt from Seeing Red, October 24, 1997
Excerpted from the PBS documentary "The Legacy of the Hollywood Blacklist"
http://www.pbs.org/newshour/bb/entertainment/july-dec97/blacklist_10-24.html
•
The House Un-American Activities Committee (HUAC) existed on a temporary basis beginning in
1938 and became a permanent committee in 1945. HUAC is most widely known for its investigations
of suspected Communist influence in the late 1940s and early 1950s, the most well-known
investigation being of State Department official Alger Hiss. In September 1947, HUAC subpoenaed
41 witnesses for its hearings on Communist influence in Hollywood. The ten unfriendly witnesses,
known as the "Hollywood Ten," who eventually came to the hearings in October 1947 became the
most famous participants in the HUAC hearings. HUAC's initial investigations of Communists in
Hollywood ended after the testimony of the Hollywood Ten. The committee resumed investigations
of Communist influence on movies in the early 1950s and continued them for several years. The
following interrogation of screenwriter Sam Ornitz is an example of the methods used by the
committee and the responses from witnesses who refused to "name names."
SPOKESMAN: Are you a member of the Screen Writers Guild?
SAM ORNITZ, Screenwriter: I wish to reply to that question by saying that this involves a serious
question of conscience.
SPOKESMAN: Conscience?
SAM ORNITZ: Conscience. I say you do raise a serious question of conscience for me when you ask me
to act in concert with you to override the Constitution-SPOKESMAN: Mr. Chairman.
SAM ORNITZ: Wait a minute -- asking me to violate the constitutional guarantee ofSPOKESMAN: Typical communist subversion. The witness is through. Stand away
Document G6
Arthur M. Schlesinger, Jr., The Vital Center: The Politics of
Freedom (1949)
Boston: Houghton Mifflin Company, 1949
http://www.english.upenn.edu/~afilreis/50s/vital-center.html
• Arthur Schlesinger, Jr., a noted historian and public intellectual,
was a leading voice of the "consensus school" in the 1950s, the
notion that a "vital center" existed in the American polity between
communism and totalitarianism and that center was liberalism.
Another objective [of the American communists] is what the
Communists call "mass organizations"- that is, groups of liberals
organized for some benevolent purpose, and because of innocence,
laziness and stupidity of most of the membership, perfectly designed
for control by an alert minority… The Attorney General’s list of
subversive groups (whatever the merit of this type of list as a form of
official procedure) provides a convenient way of checking the more
obvious Communist-controlled groups…
Document H 7 Joseph McCarthy, "Speech at Wheeling West Virginia," 1950
Congressional Record, 81 Cong., 2 Sess., pp. 1952-57
http://www.turnerlearning.com/cnn/coldwar/reds/reds_re3.html
•
When the junior Senator from Wisconsin spoke before the Ohio Country Women’s
Republican Club in Wheeling, West Virginia in February 1950 he claimed to have a list of
205 communists who worked in the U.S. State Department, shaping American foreign
policy. He repeated the speech with minor changes, and placed it in the congressional
record. Though McCarthy’s numbers would fluctuate, the charges would propel him to
the forefront of American politics.
Today we are engaged in a final, all-out battle between communistic atheism and
Christianity.... And, ladies and gentlemen, the chips are down — they are truly down....
Six years ago... there was within the Soviet orbit 180 million people. Lined up on the antitotalitarian side there were in the world at that time roughly 1.625 billion people. Today,
only six years later, there are 800 million people under the absolute domination of Soviet
Russia — an increase of over 400 percent. On our side the figure has shrunk to around 500
million. In other words, in less than six years the odds have changed from 9 to 1 in our favor
to 8 to 5 against us. This indicates the swiftness of the tempo of communist victories and
American defeats in the cold war. As one of our outstanding historical figures once said,
"When a great democracy is destroyed, it will not be because of enemies from without, but
rather because of enemies from within."...
Document I 8a National Security Council ,
NSC-68: United States Objectives and Programs for National Security , April 14, 1950
http://www.fas.org/irp/offdocs/nsc-hst/nsc-68.htm
•
In this memo that would have a significant impact on American policy, the president’s
national security advisors depict the threat that the U.S.S.R. poses to American interests
and what will be required of the United States in its conflict with Soviet Union.
[T]he Soviet Union, unlike previous aspirants to hegemony, is animated by a new fanatic
faith, antithetical to our own, and seeks to impose its absolute authority over the rest of the
world. Conflict has, therefore, become endemic and is waged, on the part of the Soviet
Union, by violent and non-violent methods in accordance with the dictates of
expediency. With the development of increasingly terrifying weapons of mass destruction,
every individual faces the ever-present possibility of annihilation should the conflict enter
the phase of total war.
Our overall policy at the present time may be described as one designed to foster a world
environment in which the American system can survive and flourish…This broad intention
embraces two subsidiary policies. One is a policy... of attempting to develop a healthy
international community. The other is the policy of "containing" the Soviet system. The two
policies are closely interrelated and interact on one another.
A comprehensive and decisive program to win the peace and frustrate the Kremlin design
should be so designed that it can be sustained for as long as necessary.... It would probably
involve:
A substantial increase in expenditures for military purposes....
Document I 8b (CONTINUED) National Security Council ,
NSC-68: United States Objectives and Programs for National Security , April 14, 1950
http://www.fas.org/irp/offdocs/nsc-hst/nsc-68.htm
A comprehensive and decisive program to win the peace and frustrate the Kremlin design should
be so designed that it can be sustained for as long as necessary.... It would probably involve:
A substantial increase in expenditures for military purposes....
A substantial increase in military assistance programs... [to meet] the requirements of our allies....
Some increase in economic assistance programs [for our allies]....
Development of programs designed to build and maintain confidence among other peoples in our
strength and resolution....
Intensification of affirmative and timely measures and operations by covert means in the fields of
economic warfare and political and psychological warfare with a view to fomenting and
supporting unrest and revolt in selected strategic... countries.
Development of internal security and civilian defense programs.
Improvement and intensification of intelligence activities
Reduction of Federal expenditures for purposes other than defense and foreign assistance....
Increased taxes....
The whole success of the proposed program hangs ultimately on recognition by this Government,
the American people, and all free peoples, that the cold war is in fact a real war in which the
survival of the free world is at stake.
Document J 9
Osgood, Caruthers. Soviet Downs American Plane; U.S. Says It Was
Weather Craft;
Khrushchev Sees Summit Blow. The New York Times May 5, 1960.
•
.
In this document, The New York Times reports upon the U-2 Incident and the American
attempt at a cover-up. It also, details the Russian response to potential American
aggression and its impact upon the upcoming summit between the two super-powers.
Soviet Downs American Plane; U.S. Says It Was Weather Craft; Khrushchev Sees Summit
Blow
Premier is Bitter, Assails 'Provocation Aimed at Wrecking' May 16 Parley
By Osgood Caruthers
Special to The New York Times
Moscow, May 5 -- Premier Khrushchev said today that a United States plane on a mission of
"aggressive provocation aimed at wrecking the summit conference" invaded Soviet territory
May 1 and was shot down.
The Premier, in the most blistering speech against American policies he had made since his
meetings with President Eisenhower last autumn, declared that the incursion, as well as
declarations by United States policy makers, cast gloom on the prospects for the success of
the summit meeting in Paris eleven days hence.
He expressed anger over the fact that President Eisenhower had supported declarations
against Soviet foreign policies by Vice President Richard M. Nixon, Secretary of State
Christian A. Herter, Under Secretary of State Douglas Dillon and others.
Document K 10
The following political cartoon illustrates President Dwight Eisenhower’s
Secretary of State, John Foster Dulles’s theory of brinksmanship. This theory was adopted by
the Eisenhower administration as its policy towards communism.
Block, Herbert. “Don’t Be Afraid – I Can Always Pull You Back.” The Washington Post,
January 14, 1956.
.
Document L 11
J. Weston Walch, DBQ 22: The Cold War Begins. 1999.
The arms race was an important part of the Cold War. Both superpowers developed
technology and used their nuclear power to build as many weapons as possible. This
nuclear buildup led to a "balance of terror," which some saw as a deterrent to war.
But others feared the use of these weapons. These charts show the buildup of ICBM's
(Inter-Continental Ballistic Missiles) and long-range bombers between 1966 and 1974.
.
Document M 12 Illingworth, Leslie. “The Beginning of the Cold War.” The Daily Mail,
June 16, 1947
http://www.cartoons.ac.uk/record/ILW1262
•
British Cartoonist, Leslie Illingworth illustrates in the British newspaper, The Daily Mail,
the potential influence and potential future goals of Josef Stalin upon Europe. Many
individuals questioned the position of the western powers in aiding or preventing this
potential expansion.
The Beginning of the Cold War
Homework: OHP interview? STUDY via Schoolwires
(Ch. 18, plus Ch. 37-40QUIZ Friday)
Wednesday, April 23, 2014
Advanced: Complete and submit by tomorrow:
• “Decade of Fear” (article & 8 questions)
• Cold War video Notes (Ch. 1-9 ONLY)
(via Schoolwires)
• OHP work: TYPED interview script? Collaboration?
Research? Product planning (research + interview)
Academic: SUBMIT work (above) TODAY, then review STUDY
MATERIALS & TAKE NOTES with a partner using laptop!
BOTH level receive Unit IV Study Guide!
Why are we here
TODAY?
Advanced: Students will confirm completion of the Cold War DBQ and
complete (as needed) the recent lesson activities: Decade of Fear,
Post-WW II & early Cold War 20-terms PPT, collaboration day (typed
script?) for Oral History Project.
Academic (Per. 4 & 6): Submit completed “Decade of Fear” and Cold
War Video Notes, then record “study notes” for Unit IV tests.
Unit IV Test: World War II & early Cold War
3rd of 5 district-mandated “chunked exams” is
planned for Wednesday, 4/30
• Isolationism vs. Interventionism
• Rise of Superpowers
•
• Mobilization for WWII
Read textbooks and/or
•
• Lend-Lease Act
visit Schoolwires
Calendar and record •
• Pearl Harbor
NOTES in class today!
•
• Changes on the home front
Containment Policy
Red Scare
McCarthyism
Nuclear weapons
• Japanese Internment
• Korean War
• Experiences of African Americans
• John F. Kennedy
• Decision to Drop the Atomic Bomb
• Bay of Pigs
• Cuban Missile Crisis
Homework:
STUDY for Quiz (via Schoolwires…Ch. 18, Ch. 37-40)
Thursday, April 24, 2014
Advanced: Collect 2 recent assignments
• “Decade of Fear”
(article & 8 questions)
• Cold War video Notes (Ch. 1-9 ONLY)
*Periods 4 & 5: BRIEFLY share remaining 5 words PPT slides
Review Day
Post-WW II & early Cold War “Terms”
History Alive! “Matrix of Knowledge”
Why are we here
TODAY?
Students will submit recent lesson activities (Decade of Fear, Post-WW
II & early Cold War 20-terms PPT), then participate in a whole-class
review game in preparation for tomorrow’s final Unit IV quiz.
Did you
COMPLETE
any 8 of the
11
questions,
including
vocab?
Did you watch &
complete NOTES on
Ch. 1-9?
The United States and the Soviet Union emerged from World War II at
odds over their postwar goals. The escalation of these conflicting opinions
led the world into a tense, bitter struggle that came to be known as the
Cold War. While the world's superpowers never battled each other directly,
their indirect involvement with each other in locales around the globe
pushed the world to the brink of nuclear war. This vivid program utilizes
archival footage and interviews with renowned experts to dramatize this
uneasy period in American history, featuring in-depth coverage of the crisis
in Berlin, Fidel Castro and Cuba and the eventual fall of the Soviet Union.
Team Questions
• One loose-leaf, create at least 5 OBJECTIVE
questions (with answers) based on Ch. 18, Ch.
37-40, the Post-WW II & early Cold War terms.
• EX. What peacekeeping organization created
after WW II was founded on 4 “Essential
Freedoms?”
United Nations
What horrific Cold War “strategy” did Ozzy
Ozbourne’s “Thank God for the Bomb” explain with
heavy-metal AWESOMENESS?
MAD: Mutual(ly) Assured Destruction
Homework: Complete OHP interview & “brainstorm”
product options
Begin reading Americans chapter 20-24…ttt due “later”
Review Unit IV study items for Wednesday’s exam
Friday, April 25, 2014
I. Post-WW II & early Cold War QUIZ
20 “Terms”…Ch. 18…Ch. 37-40
II. Decades of Change (Unit V)
Enduring Understandings…Ch. 19 (done?)
Begin assigned chapter 20, 21, 22, 23, 24 (19) “ttt”
Why are we here
TODAY?
Students will display their knowledge & understanding of
the Post-WW II & early Cold War era on a quiz, then
begin exploration of Unit V: Decades of Change
(Ch. 19-24 reading of the Americans).
Unit IV Test: World War II & early Cold War
3rd of 5 district-mandated “chunked exams” is
planned for Wednesday, 4/30
• Isolationism vs. Interventionism
• Rise of Superpowers
•
• Mobilization for WWII
Read textbooks and/or
•
• Lend-Lease Act
visit Schoolwires
Calendar…multiple •
• Pearl Harbor
choice “big ideas” test!
•
• Changes on the home front
Containment Policy
Red Scare
McCarthyism
Nuclear weapons
• Japanese Internment
• Korean War
• Experiences of African Americans
• John F. Kennedy
• Decision to Drop the Atomic Bomb
• Bay of Pigs
• Cuban Missile Crisis
Post-WW II & early Cold War
Study Materials
Quiz scheduled for Friday,
Unit IV district Exam scheduled for
Wednesday, April 30th
Advanced Decision ONLY
Use word banks or “PASS” for a guaranteed POINT?
#1-5 (from Ch. 18 “ttt” review)
RUSSIAN REVOLUTION
CHINESE REVOLUTION
Abbreviated “things:”
CIA NORTH HUAC
U-2
SOUTH JFK EASTERNMAD WESTERN
UN CHINA
POLITICAL
MILITARY
USARUSSIA USSR
ECONOMIC
GEOGRAPHIC
Unit V: Decades of Change
• Begin reading and highlight/note-taking on
your assigned chapter (20, 21, 22, 23, 24…19?)
• The “telescoping the times” questions will be
due later…DO them when you can!
• TRY to fill the Enduring Understandings.
• SKIM all chapters and prepare for a final
“word wall” tile!
Unit V: Decades of Change
Essential Questions
1. How does social and cultural change impact the individual?
2. How can people change society?
3. How far should the government go to promote equality and opportunity?
4. What happens when the government loses the support of the public?
5. Did America move closer or further away from its founding ideals in the three
decades after World War II?
Enduring Understandings:
Students will understand that…
influenced
1. People’s values and actions are
by the
culture that surrounds them.
2. Democracy is an ongoing process that involves struggle
cooperation
and requires
.
groups
Individuals
3.
and
can
participate to influence the government and reform society, but are
opposition
often met with
.
confidence
4. Breaches of trust by leaders damage the public’s
in government.
Alive! Ch. 37: The Aftermath of WW II
•
•
•
•
•
•
At the end of World War II, the United States vowed not to repeat the mistakes of
World War I. With the other Allies, it worked to establish ways of avoiding future
conflicts and dealing with war crimes. At home, Congress passed legislation to help
returning veterans rejoin postwar society.
Four Freedoms In 1941, Franklin Roosevelt expressed the wish that all people should
have freedom of speech and expression, freedom of worship, freedom from want, and
freedom from fear. These Four Freedoms became part of the charter of the United
Nations.
United Nations Before the war was over, 50 nations cooperated to form the United
Nations. The United States played a strong role in founding this international
organization. The goals of the United Nations include world peace, security, and respect
for human rights.
Nuremberg War Crimes Trials Instead of punishing all Germans, the Allies held Nazi
leaders responsible at the Nuremberg Trials. A similar set of trials brought Japanese
leaders to justice. Later, temporary international tribunals, as well as a permanent
International Criminal Court, were formed to deal with war criminals.
Geneva Conventions To catalog war crimes, many nations of the world met at Geneva,
Switzerland, in 1949. The Geneva Conventions prescribed the proper treatment of the
wounded, prisoners of war, and civilians.
GI Bill of Rights The United States sought to prevent economic and social problems at
home after the war. One measure designed to accomplish this goal was the GI Bill of
Rights, which provided unemployment benefits, college funds, and housing loans to
veterans.
Alive! Ch. 38: Origins of the Cold War
•
•
•
•
•
•
•
In the postwar period, clear differences between the United States and the Soviet Union
soon emerged. Communist ideology and the creation of Soviet-backed states in Eastern
Europe alarmed the U.S. government. The United States responded with efforts to
support European democracy and limit Soviet expansion. As the rivalry intensified,
Europe divided into communist-controlled Eastern Europe and mostly democratic
Western Europe.
Yalta and Potsdam Conferences At Yalta, the Allied leaders met to shape postwar
Europe. They divided Germany and Berlin into four occupation zones each and declared
their support for self-government and free elections in Eastern Europe. At Potsdam, the
leaders finalized their postwar plans for Germany. However, the relationship among the
superpowers began to weaken.
Iron Curtain In a 1946 speech, Winston Churchill accused the Soviet Union of dividing
Europe into East and West and drawing an “iron curtain,” or barrier, across the continent.
UN Atomic Energy Commission At the United Nations, the United States offered a plan to
limit the development of atomic weapons. The Soviet Union, working on its own atomic
bomb, rejected U.S. efforts to retain a monopoly on atomic energy.
Truman Doctrine President Truman adopted a policy of containment as part of the
Truman Doctrine. The doctrine aimed to limit the spread of communism and support
democracy.
Marshall Plan This aid program reflected the Truman Doctrine’s goals. It provided aid to
European nations to help them recover from the war, promote stability, and limit the
appeal of communism. The Soviets responded with the Molotov Plan for Eastern Europe.
Cold War The postwar struggle for power between the United States and the Soviet Union
became known as the Cold War. Although this was largely a war of words and influence, it
threatened to heat up and produce armed conflict between the superpowers.
Alive! Ch. 39: The Cold War Expands
•
•
•
•
•
•
During the Cold War, the superpower conflict that began in Europe expanded to China
and other parts of the world. The nuclear arms race added to Cold War tensions.
Berlin Blockade In 1948, the Soviet Union set up a blockade around Berlin to force the
Allies to either abandon the city or cancel plans for the creation of West Germany. The
Allies launched an airlift to bring supplies into Berlin and break the blockade. In the
end, Germany was split between east and west.
NATO and the Warsaw Pact In 1949, the Western powers formed the North Atlantic
Treaty Organization as a military alliance to counter Soviet aggression. The Soviets
responded by forming their own military alliance, the Warsaw Pact, with Eastern
European countries.
Korean War After the fall of China to communism, Cold War tensions flared up in
Korea. In 1950, North Korean communists invaded South Korea, prompting a war with
U.S. and UN forces. The Korean War ended in 1953, but Korea remained divided.
Third World During the Cold War, the United States and the Soviet Union tried to win
friends and allies in the Third World—the developing nations of Latin America, Africa,
and Asia. This battle for “hearts and minds” involved propaganda, aid, covert action,
and military intervention.
Mutual Assured Destruction The invention of the H-bomb fueled a deadly arms
race. In response, the United States developed various policies, including brinkmanship
and deterrence, to manage the nuclear threat. In the end, it relied on the policy of
Mutual Assured Destruction to limit the chances of all-out war.
Alive! Ch. 40: Fighting the Cold War at Home
•
Like earlier wars, the Cold War created fright and anxiety on the home front. Fearful
of attacks from within, the government sought to root out communist
subversion. Faced with the threat of nuclear attack from the Soviet Union, it
promoted civil defense and preparedness planning.
•
House Un-American Activities Committee HUAC investigated the loyalty of people in
many areas of life. Its probe of the movie industry led movie studio heads to blacklist
anyone thought to be a communist or communist sympathizer.
Spy trials Fears of subversion deepened with the Alger Hiss case and the Rosenberg
trial. Hiss served a prison term, and the Rosenbergs were executed for selling atomic
secrets to the USSR.
McCarthyism Senator Joseph McCarthy launched a well-publicized crusade against
subversives in government. The term McCarthyism came to refer to personal attacks
against innocent people with little or no evidence to support the charges.
Atomic Age Americans greeted the Atomic Age with a mixture of fear and
excitement. Many people had high hopes for peaceful uses of atomic power.
Federal Civil Defense Administration Congress established the FCDA to help Americans
survive a nuclear attack. The FCDA published civil defense manuals and promoted drills
and other measures to protect Americans from harm. As the power of nuclear weapons
increased, however, the usefulness of such precautions came into question.
•
•
•
•
Chapter 18: Cold War Conflicts
1. The Cold War was a war without direct
between the U.S.
and the
. It started soon after
the end of
because of the two
nations’ conflicting
and
systems
and their disagreements over the future of
.
Chapter 18: Cold War Conflicts
1. The Cold War was a war without direct military
confrontation between the U.S. and the Soviet
Union (USSR). It started soon after the end of
World War II because of the two nations’
conflicting political and economic systems and
their disagreements over the future of Europe.
Other answers?
Chapter 18: Cold War Conflicts
2. The United States got involved in the Korean
War to halt the spread of
in Asia by
stopping the advance of
Korea
into
Korea.
Chapter 18: Cold War Conflicts
2. The United States got involved in the Korean War
to halt the spread of communism in Asia by
stopping the Communist advance of North Korea
into South Korea.
Other answers?
Chapter 18: Cold War Conflicts
3a. Americans began to fear the influence of communism
within their own
after the success of
Communist takeovers in
Europe and
.
Two spy cases increased this fear: the case of
,
who was accused of spying for the Soviets, and that of the
, who were executed for giving the Soviets
secret information about the atom bomb.
Chapter 18: Cold War Conflicts
3. Americans began to fear the influence of
communism within their own borders after the
success of Communist takeovers in Eastern Europe
and China. Two spy cases increased this fear: the
case of Alger Hiss, who was accused of spying for the
Soviets, and that of the Rosenbergs, who were
executed for giving the Soviets secret information
about the atom bomb.
Chapter 18: Cold War Conflicts
3b. Some effects of the fear of communism: the
establishment of the Loyalty Review Board to investigate
;
’s investigation
of the Hollywood film industry; the passage of the McCarran
Act that outlawed the planning of
acts against the U.S. government; and Senator
’s
unproved accusations against hundreds of government
officials. Most of these actions were
.
Chapter 18: Cold War Conflicts
3. Some effects of the fear of communism: the establishment
of the Loyalty Review Board to investigate government
employees; (House Committee on Un-American Activities)
HUAC’s investigation of the Hollywood film industry; the
passage of the McCarran Act that outlawed the planning of
subversive acts against the U.S. government; and Senator
Joseph McCarthy’s unproved accusations against hundreds of
government officials. Most of these actions were
unconstitutional. Other answers?
Chapter 18: Cold War Conflicts
4. Some of the events that increased hostilities between
the U.S. and the Soviet Union: the
race;
creation of
; the
and the
’s covert actions in interfering with some
foreign governments; the launching of
Soviet invasion of
; the
; Soviet threat of missile
launch against British, French, and Israelis over seizure of
the
; the U-2 incident in which a CIA
was brought down over Soviet territory.
Chapter 18: Cold War Conflicts
4. List some events of the 1950s that increased hostilities
between the United States and the Soviet Union.
4. Some of the events that increased hostilities between the
U.S. and the Soviet Union: the arms race; creation of NATO
and the Warsaw Pact; the (Central Intelligence Agency’s)
CIA’s covert actions in interfering with some foreign
governments; the launching of Sputnik I; the Soviet invasion
of Hungary; Soviet threat of missile launch against British,
French, and Israelis over seizure of the Suez Canal; the U-2
incident in which a CIA spy plane was brought down over
Soviet territory.