[The Cold War: East v. West]
[Modern World History]
Greg Hurley
[The Cold War is the name given to the tensions that existed between the “East” and the “West” during the second half of the 20th century. Though much of this unit focuses on the rivalry of the major superpowers, the United States and the Soviet Union, it also has the students examine how this rivalry impacted allies of these countries and those countries who were not aligned with either superpower. This unit aims to give students a complete and thorough examination of the major events of the Cold War from beginning to end, and around the world. Each lesson brings to light specific events of the Cold War as well as bringing up the running themes of competing political systems and just how much is morality maintained or degraded in order to defeat a major enemy.]
Table of Contents
Unit Plan ……………………………………………………………………………………………..………………………………………………….… p. 3
Stage 1………………………………………………………………………………………………………………………………………………………. p. 3
Stage 2………………………………………………………………………………………………………………………………………………………. p. 7
Stage 3………………………………………………………………………………………………………………………………………………………. p. 8
CEPA Overview…………………………………………………………………………………………………………………………..……………… p. 13
CEPA Teacher Instructions …………………………………………………………………………………………………..………………….… p. 13
CEPA Student Instructions …………………………………….……………………………………………………………..………………….… p. 14
CEPA Rubric …………………………………………………………………………………………………………………………………………...… p. 16
CEPA Resources ………………………………………………………………..…………………………………………………………………….… p. 17
Stage 1 Desired Results
ESTABLISHED GOALS G
The Cold War Abroad, 1945-1980
WHII.7 Describe the rise of unions and socialism, including the ideas and influence of Robert Owen and Karl Marx. (H, E)
WHII.28 Explain the consequences of World War II. (H, E)
A. physical and economic destruction
B. the enormous loss of life, including millions of civilians through the bombing of population centers and the slaughter of political opponents and ethnic minorities
C. support in Europe for political reform and decolonization
D. the emergence of the U.S. and the Soviet Union as the world’s two superpowers
WHII.29 Describe reasons for the establishment of the United Nations in 1945 and summarize the main ideas of the Universal Declaration of Human Rights. (H)
WHII.30 Summarize the factors that contributed to the Cold War, including Soviet expansion in Eastern Europe and the differences between democracy and communism. (H, C)
WHII.31 Describe the policy of containment, including the Truman Doctrine, the Marshall Plan, and NATO, as America’s response to Soviet expansionist policies. (H)
WHII.32 Describe the development of the arms race and the key events of the Cold War era. (H)
A. the Korean War
B. the emergence of the People’s Republic of China as a major power
C. the 1956 uprising in Hungary
D. Soviet-U.S. competition in the Middle East
E. conflicts involving Cuba and Berlin
F. the Vietnam War
G. the “Prague Spring”
H. arms control agreements (including the ABM and SALT treaties) and détente under Nixon
I. the Soviet war in Afghanistan
WHII.35 Describe the global surge in economic productivity during the Cold War and describe its consequences. (H, E)
A. the rise in living standards
B. the economic recovery and development of Germany and Japan
WHII.36 Explain the various factors that contributed to post-World War II economic and population growth. (H, E)
A. the long post-war peace between democratic nations
B. the policies of international economic organizations
C. scientific, technological, and medical advances
WHII.38 Describe the development and goals of nationalist movements in Africa, Asia, Latin America, and the Middle East, including the ideas and importance of nationalist leaders. (H)
A. Fidel Castro (Cuba)
C. Ho Chi Minh (Vietnam)
D. Gamal Abdel Nasser (Egypt)
E. Jawaharlal Nehru (India)
F. Juan Peron (Argentina) / Transfer
Students will be able to independently use their learning to… T
Meaning
UNDERSTANDINGS
Students will understand that
Intervention was a primary policy of superpowers in the Cold War.
Governments have engaged in unethical behavior in order to preserve their way of life.
People tend to be drawn to either communism or capitalism and often will judge the other negatively.
Patriotism takes many forms; it can be construed as evil by those from an opposing viewpoint. / ESSENTIAL QUESTIONS Q
Do the ends justify the means?
When and why does one nation have the right to intervene in the affairs of another nation?
Acquisition
Students will know… K
·  The history of communist expansion around the world.
·  Superpowers often view undeveloped allies as disposable
·  After WWII, Soviet and US tension became evident, particularly in war-torn Germany where both sides sought to prove superiority to the other.
·  Berlin became a symbol for the struggle between communism and capitalism and east v. west.
·  The Soviet Union sought to protect itself by expanding communism and giving itself a cushion of protection from the West.
·  The US sought to protect capitalism around the world by containing communism and not allowing it to grow.
·  Leaders of the Soviet Union and United States have both threatened world peace and worked towards achieving that same peace.
·  Key Terms: Arms Race, Cold War, Hot War, atomic weapon, nuclear weapon, Soviet Union, Berlin Arilift, East Germany, West Germany, Marshall Plan, Truman Doctrine, Communism, Capitalism, Proxy War, Cuban Missile Crisis, Korean War, Vietnam War, “east”, “west”, United Nations General Assembly, Politburo, NATO, Warsaw Pact / Students will be skilled at… S
Interpreting ideas from primary and secondary sources through reading, listening, and observation
Identifying and validating multiple perspectives on the same event.
Identifying sequences of events
Interpreting and analyzing maps and graphs
Analyzing cause and effect
Identifying change over time
Independently researching for understanding of specific topics
Presenting research findings orally in a engaging manner.
Stage 2 - Evidence
Evaluative Criteria / Assessment Evidence
CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PT
Overview: Students will work in pairs and will be assigned a country. They will research this country to determine which of the two superpowers most negatively affected the assigned country and identify details which support this point of view. They then will write a report (which they will read aloud) in order to persuade the UN General Assembly (who will be made up of their classmates) to award them reparations due to the damage they suffered during the Cold War.
Goal: To exhibit through presentation of research how a developing nation was impacted by the Cold War
Role: Ambassador of that country to the UN
Audience: the United States and Russian governments
Situation: You need to convince the UN to force either the US or Russian government to pay reparations for damages done during the Cold War to your country. You must decide which government you are demanding payment from.
Product: a 2-3 minute oral presentation laying out the history of the country was damaged by the Cold War and how that damage still impacts the world today.
(Model UN Skill: how to collaboratively research a country and identify how that country’s perspective is different from the perspective of a US resident)
Countries: Cuba, Vietnam, Myanmar (Cambodia), Afghanistan, Iran, Argentina, Nicaragua, North Korea, South Korea, Czech Republic, Slovakia, Poland, Hungary, Greece, Romania, Turkey, Saudi Arabia, Germany
For Cold War history of European Nations, go here: http://www.nationalcoldwarexhibition.org/explore/cold-war-countries.cfm
For all countries go here: http://countrystudies.us
Other websites with brief cold war histories for students to use:
The student should research that country’s government website, the US State Department website (www.state.gov), the CIA World Factbook (https://www.cia.gov/library/publications/the-world-factbook/index.html), and UN.org to identify the following:
1)  The role of this country in the Cold War and how the superpowers intervened in that country
2)  What form of government does it have today? Has that changed since the Cold War ended?
3)  What influence remains in that country of either the US or USSR?
4)  Describe daily life for the average person in this country using info like: Per capita income, GDP, Dependency Factor, Religion, transnational issues
5)  How Americans view this country in comparison to those countries’ views of themselves.
The research is done in pairs, and the analysis of this research should be done together. The reports are done individually and can be either presented orally or recorded for the class to view.
OE / Quizzes and Tests on different sections
Stage 3 – Learning Plan
Stage 3 – Learning Plan
Lesson 1: Introduction to the Cold War
Begin with a Cold War Pre-assessment
Review effects of WWII – End of WWII, how Europe and Asia were effected
-Death Rates, Yalta, Potsdam – Textbook/2 column notes of these
“1945 This is what life is like in the US, and then this is what life was like in the USSR (use Soviet Union National Anthem in this)”
US: http://www.pbs.org/wgbh/americanexperience/features/general-article/tupperware-consumer/
Soviet Union:
Intro students to EQ’s and CEPA
Lesson 2: Political Foundations of the Cold War
Disagreements between Stalin and Western democracies, Truman Doctrine, containment, Forming NATO and Warsaw Pact - http://edsitement.neh.gov/curriculum-unit/origins-cold-war-1945-1949#sect-introduction also good sources at: http://people.hofstra.edu/alan_j_singer/242%20Course%20Pack/3.%20Tenth/135.pdf
Create a Cold War timeline. www.timetoast.com
Give students a basic introduction to the concepts of Communism and Capitalism
Lesson 3 Berlin: a city torn between two worlds
The Newseum does a great job laying out what happened in Berlin from the wall being erected to it coming down: a webquest with two column notes and an analytical writing piece would be sufficient for this unit: http://www.newseum.org/berlinwall/
·  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
·  Kennedy: Ich Bein Ein Berliner: http://www.youtube.com/watch?v=iYEdRiBPDXQ
·  Reagan “Tear down this wall”: http://www.youtube.com/watch?v=WjWDrTXMgF8
·  Tom Brokaw reporting as the Berlin wall comes down: http://www.youtube.com/watch?v=fK1MwhEDjHg
Lesson 4: Korea Divided
·  Watch the following Khan Academy Video: https://www.khanacademy.org/humanities/history/euro-hist/cold-war/v/korean-war-overview
·  Read the following: http://www.archives.gov/education/lessons/korean-conflict/
·  Analyze the document, The Truth about Korea: http://www.trumanlibrary.org/whistlestop/study_collections/korea/large/documents/pdfs/ki-18-4.pdf#zoom=100
·  Persuasive Writing Assignment: As an advisor to President Truman, write a policy brief (persuasive essay) which convinces him that Korea is not a threat to the United States, refuting what is said in the document above.
·  More documents on Korean War: http://www.trumanlibrary.org/whistlestop/study_collections/koreanwar/index.php
Lesson 5 – Failed interventions by both superpowers: Vietnam and Afghanistan
Case Study 1: Vietnam and the Domino Theory
·  Read http://civics.sites.unc.edu/files/2012/05/VietnamWar8.pdf
·  Watch: https://www.khanacademy.org/humanities/history/euro-hist/cold-war/v/vietnam-war
·  Use the following resource from the National Archives to teach about Vietnam using pictures: http://www.archives.gov/education/lessons/vietnam-photos/
·  Comparative Assignment: create a graphic organizer which compares and contrasts the politics of the Vietnam and Korean conflicts
·  News story: You’re an embedded reporter with US troops at the My Lai Massacre – film a 3 minute news story explaining what happened and explain the US soldiers’ point of view
Case Study 2: Afghanistan and the Soviet Union
·  Look at this website for a brief overview http://www.ducksters.com/history/cold_war/soviet_afghanistan_war.php
·  Good resource for teachers: http://fmso.leavenworth.army.mil/documents/miredinmount.htm
·  Was the US responsible for sparking Al Qaeda and the Taliban? http://www.global-politics.co.uk/issue6/Stahl/
·  Compare the real life Charlie Wilson: http://www.youtube.com/watch?v=2JgVc8jAHIw with the Hollywood version starring Tom Hanks http://www.youtube.com/watch?v=4t7GADjRIuA
o  Does the film version do the real man credit?
o  In retrospect was his desire to help the Afghans foolish in that it taught the Afghans how to oppose foreign forces?
Lesson 6 – Cuban Missile Crisis
Cuban Communism
·  Begin by watching the following summary of the Cuban Revolution: http://www.youtube.com/watch?v=ynDus_RvuJs
·  Read this summary: http://teacher.scholastic.com/scholasticnews/indepth/upfront/features/index.asp?article=f090108_Cuba
·  Then explore the documents, paying particular attention to the testimonies of Cubans on the threat of Communism in the Caribbean: http://www.latinamericanstudies.org/cuban-revolution.htm
·  Open response: Why might communism appeal to Cubans?
·  Was Cuba a threat to the United States before it allied with the Soviet Union?
·  CIA Factbook research: Why are Cuba and the United States still opponents despite the fall of the Soviet Union?
Cuban Missile Crisis
·  Case Study: Cuban Missile Crisis
o  “World on the Brink” – JFK and the Cuban Missile Crisis: http://microsites.jfklibrary.org/cmc/
§  Read/examine/listen to the documents provided and analyze the President’s actions
§  For each day of the crisis, students summarize if they agree or disagree with JFK’s actions, providing evidence and analysis as support
§  To shorten teachers should have students read Day by Day summaries and focus on the following documents:
·  Map on Day 1 showing Missile sites
·  Day 3: Ted Sorensen’s Memo
·  Day 7: Letter from JFK to Khruschev, listen to JFK speech to the US
·  Day 8: Read Khruschev’s reply letter to JFK
·  Day 12: Khruschev to kennedy
·  Day 13: Kennedy’s Public Statement ending the crisis
§  Extension Activity (or replacement activity) – watch film: “13 Days” and have students analyze President’s actions, explaining if they agree or disagree
·  Arms Control: after the Cuban Missile Crisis – Pages 9-12 of Choices, The Challenge of Nuclear Weapons
·  Nuclear Weapons Reduction Treaties: Strategic Arms Reduction Treaty (START I and II), Anti-Ballistic Missile Treaty, Comprehensive Test Ban Treaty (Pages in Choices, The Challenge of Nuclear Weapons – 15-19) UNODA page on UN treaties: http://www.un.org/disarmament/WMD/Nuclear/
Lesson 7 – Unconventional Battlefields
Examine how the Cold War was fought beyond politics and traditional military build-ups. Content to include: Moscow Olympics boycott, Miracle on Ice, Space Race, “Star Wars”, Metallica plays Moscow, Rocky IV