10th Grade Semester Two
Unit Five: Cold War
Stage 1: Desired OutcomesTopic / Unit Title: Cold War
· How can differing ideologies lead to global conflict?
NYS Content Standards
Standard : 1 Key Idea 4
Standard : 2 Key Idea 2
Standard : 2 Key Idea 3
Standard : 2 Key Idea 4 / Common Core Skills
· RH 1, 2, 5, 8, 9
· W 1, 4, 9
SL 1, 2, 4, 6
Understandings:
· Key characteristics of the following: capitalism, communism, totalitarianism, democracy, dictatorship, laissez-faire capitalism, socialism, command economy & market economy.
· Understand differences between political systems and economic systems.
· Evaluate positive and negative aspects of all the systems listed above.
· How the outcome of World War II led to Europe being divided by an “Iron Curtain”.
· How the Industrial Revolution helped lead to the ideological underpinnings of Communism.
· Evaluate the attempts of the US to “contain” communism in Europe after WWII (eg. Truman Doctrine, Marshall Plan, Berlin Blockade, NATO, Warsaw Pact, etc.).
· Discuss the effects of competition and propaganda on US-Soviet relations (Space Race, Arms Race).
· Discuss the outcome and impact of the Cuban Revolution on US-Soviet relations.
· Assess the competing interests of the U.S. and
· Soviet Union in Korea a discuss reasons for US involvement in Korea.
· Evaluate the military policies advocated by
· President Truman (limited War) and General MacArthur (Total War – use of nuclear weapons). / Essential Questions:
· Could the Cold War have been avoided?
· Are Capitalism and Communism incompatible?
· Why and how did the United States overreact to the spread of Communism?
· What’s the difference between a “cold war” and a “hot war”?
· How was the Cold War “fought”?
· How was Communism contained (Is it possible to contain an idea from spreading)?
· How did the politics of the Cold War affect the daily lives of citizens in affected countries?
· Did the superpower rivalry help or hurt the global community?
· What are the qualifying characteristics of a superpower?
· Should the United States have fought in the Korean & Vietnam Wars?
· Does nuclear technology help or hurt the global community?
· How did the relationship between the superpowers affect the global community?
Stage 2: Assessments and Tasks
Common Core Literacy Task
· Create a two-page dialogue between Joseph Stalin and Harry Truman discussing the spread of communism in Europe post-WWII.
· Diary entry from the perspective of an East German youth immediately following the construction of the Berlin Wall.
· Letter from the Greek President asking Harry Truman for money for help to fight and contain the spread of communism.
· Write a 3-5 paragraph essay that answers the overarching unit question about differing ideologies and how they may lead to global conflict.
· RAFT Activity
· Role – General MacArthur, Soviet factory worker, East German citizen, an American school teacher, kid hiding under his desk during an air-raid drill, leader of a “major” non-aligned country.
· Audience – Soviet High Command, Harry Truman, the readers of Pravda and the New York Times (a la “Op-Ed”), leaders of a “major” non-aligned country.
· Format – poem or song lyrics, letter to the editor, speech, petition.
· Topic – The Arms Race, the spread of communism, the Space Race, the Marshall Plan, the Truman Doctrine, the erection of the Berlin Wall, the amount of resources dedicated to the military-industrial complex. / Performance Task(s) – Other Evidence
· Create a propaganda poster supporting or criticizing communism, capitalism, democracy and/or totalitarianism.
· Story Chain, including vocabulary word maps and answers to various AIM questions.
· Design and create a War Memorial dedicated to victims of surrogate wars (Korea, Vietnam, Afghanistan, etc.).
· Students will complete a map activity identifying the NATO and Warsaw Pact countries in Europe.
Accommodations: Scaffolds and Differentiation
Content / o Modify primary source texts (variety, complexity, length)
o Incorporate alternative materials (visual, video, audio, internet)
o Provide supplementary resources for supports
o Group with a purpose
Process / o Model skills, task and/or product
o Utilize graphic organizers / note taking template
o Provide individual or group intervention and support
o Re-enforce vocabulary / concept development
o Provide choice / variety of activities or tasks
o Group with a purpose
Product / o Assign specific, purposeful assessments to individuals or groups
o Allow students to choose from a variety of assessments
o Provide scaffolds / supports (outlines, templates, models)
o Provide extension activities to expand thinking or understanding
o Group with a purpose
How will students reflect upon and self-assess their learning?
· Students will be asked to write a reflection based on what they learned and how effectively they worked.
· Reading feedback on essays and other written work.
· Student will peer- and self-edit essay for proper structure and mechanics, and students will evaluate essay content.
· Students will revise first drafts of their essays.
· Student will self-assess learning by attempting another combination in the RAFT.
Student will assess their key-term knowledge by attempting to recreate parts of their vocabulary word maps without looking through their notes.
Stage 3: Learning Plan
AIM: Could the Cold War have been avoided?
· Identify/define: communism, capitalism, totalitarianism, democracy, cold War, Iron Curtain, Eastern Bloc, Western Bloc, buffer zone, Yalta and Potsdam Conferences.
· Discuss the impact of WWI and WWII on the Soviet Union
· Discuss the major agreements of the Yalta nod Potsdam Conferences.
· Analyze the major reasons for the post war tensions and struggles between the US and the Soviet Union and explain their opposing aims and views.
· Evaluate whether the Cold War was inevitable.
· Suggested documents: Churchill’s Iron Curtain speech, geopolitical maps.
AIM: Did the United States overreact to the spread of communism in Eastern Europe?
· Identify/define: containment, Marshall Plan, Truman Doctrine, Berlin Airlift, Berlin Blockade, NATO, Warsaw Pact.
· Discuss and analyze the economic and political conditions in post war Europe.
· Evaluate the attempts of the US to “contain” communism in Europe after WWII by analyzing the effects of the Marshall Plan, Truman Doctrine, NATO< Berlin Blockade, and the Berlin Airlift.
· Evaluate the USSR’s response to containment, whether the US was successful in containing communism, and whether the US overreacted to the spread of communism in Europe.
· Suggested documents: geopolitical maps showing division of NATO/Warsaw Pact nations; excerpts of the Truman doctrine; documents related to civil war involving communism in Europe (i.e. Greece)
AIM: Did the superpower rivalry help or hurt the global community?
· Identify/define: Fidel Castro, Bay of Pigs, John F. Kennedy, Kruschev, Sputnik, Cuban Missile Crisis, détente, peaceful co-existence.
· Discuss the effect of Sputnik on US-Soviet relations (Space Race)
· Discuss the outcome and impact of the Cuban Revolution on US-Soviet relations.
· Explain US and Soviet interest in Cuba.
· Assess the impact of the spread of communism in Cuba on Cold War tensions.
· Explain the events of the Cuban missile Crisis.
· Evaluate other actions Kennedy could have taken to deal with the Soviet missiles in Cuba.
· Evaluate whether the superpower rivalry helped or hurt the global community.
· Suggested documents: communications between JFK and Kruschev, or JFK and his advisors.
AIM: Should the U.S. have fought the Korean war? OR Should the spread of communism have become a global conflict?
· Identity/define: 38th parallel, containment, limited war, and total war.
· Discuss how WWII affected Korea.
· Assess the competing interests of the U.S. and Soviet Union in Korea an discuss reasons for US involvement in Korea.
· Discuss how Cold War tensions contributed to the division of Korea.
· Explain the role of the UN in the Korean conflict.
· Evaluate the military policies advocated by President Truman (limited War) and General MacArthur (Total War – use of nuclear weapons).
· Evaluate whether the spread of communism should have become a global issue.
Teacher Reflection for Future Planning
· Evaluate exit tickets and responses to questions during discussion.
· Explore test results and essay writing skills on class exam to shape future writing lessons/assignments.
Regents Thematic Essays
August 2007Theme: Political Systems
Political systems have affected the history and culture of nations and societies.
Task: Choose two different political systems and for each
• Describe the characteristics of the political system
• Discuss how the political system has affected the history or culture of a specific nation or society
You may use any political systems from your study of global history. Some suggestions you might wish to consider include absolute monarchy, constitutional monarchy, parliamentary democracy, direct democracy, theocracy, communism, and fascism.
January 2005
Theme: Change [Political Events]
Twentieth-century political events have had positive and negative effects on global history.
Task: Identify two 20th-century political events and for each
· Discuss the historical circumstances surrounding the event
· Evaluate the extent to which this event has had a positive or a negative effect on global history
You may use any major political event from your study of global history. Some suggestions you might wish to consider include Lenin’s establishment of a Communist government in Russia, rise of totalitarian governments in Europe, Ho Chi Minh’s unification of Vietnam against imperialism, increasing support for Islamic fundamentalism in the Middle East, Mao Zedong’s Cultural Revolution in China, the dismantling of the Berlin Wall, development of nuclear weapons in India and Pakistan, and Nelson Mandela’s opposition to apartheid in South Africa.
August 2004
Theme: Economic Systems
Societies have developed different economic systems for many reasons. Some of these economic systems include manorialism, capitalism, and communism.
Task: Identify one society and one economic system that has been used or is being used in that society and
· Discuss the historical circumstances surrounding the development of that economic system
· Describe two features of the economic system
· Evaluate the impact the economic system had on this society during a specific historical period
You may use any society from your study of global history. Some suggestions you might wish to consider include western Europe during the Middle Ages, western Europe during the Industrial Revolution, the Soviet Union between 1917 and 1990, Japan after World War II, China since 1949, and Cuba since 1959.
Theme: Change [Political Events]
Twentieth-century political events have had positive and negative effects on global history.
Task: Identify one 20th-century political events and
· Discuss the historical circumstances surrounding the event
· Evaluate the extent to which this event has had a positive or a negative effect on global history
You may use one major political event from the following: Division of Berlin after WWII, Cuban Missile Crisis or the Korean War.
Intro: Background and Thesis
______
Paragraph #1: (Explain historical circumstances)
______
Paragraph #2: (Evaluate the extent to which it was positive or negative)
______
Rubric / 5: Excellent work. / 3: Acceptable work. / 1: Not AcceptableTASK / All aspects of the task are addressed evenly and in depth. / Most aspects of the task are addressed; or all aspects are addressed, but somewhat unevenly. / Essay is very uneven and/or addresses only a portion of the task.
EVIDENCE / Richly supports the theme with many (2-4) relevant facts, examples, and details. / Includes some (1-2) relevant facts, examples, and details; may include some inaccuracies. / Includes little or no relevant facts, examples, and/or has many inaccuracies.
ANALYSIS / Clearly demonstrates analysis well beyond description. Rich Analysis: evaluates the impact, change, extent of effectiveness for all aspects of the task. / Demonstrates some analysis but is mostly description. Some Analysis: discusses the impact, change, extent of effectiveness for some of the task. / Demonstrates some description and lacks analysis. Lacks analysis of the impact, change, or extent of effectiveness for all aspects of the task.
ORGANI
ZATION / Intro includes strong historical context with a clear, concise thesis.
Paragraphs start with a clear topic sentence. / Intro includes some historical context with a thesis.
Paragraphs start with a topic sentence. / Intro lacks relevant historical context and lacks a thesis statement.
Paragraphs lack a topic sentence.
Multiple Choice
1 Which traits characterize a laissez-faire capitalist economic system?
(1) slash-and-burn agriculture and animal-powered technology
(2) central planning and government quotas
(3) private property and profit incentive
(4) national health care and social security
2 Which phrase best illustrates the theory of laissez-faire capitalism?
(1) businesses operating with little government regulation
(2) the state establishing production quotas
(3) central planning committees setting prices on goods
(4) decisions related to distribution being based on community traditions
3
• The United States offered aid to Turkey (1947).
• The Soviet Union helped finance the Aswan Dam in Egypt (1956).
• A coup d’état in Iraq was supported by the United States (1963).
Which conclusion about the Middle East can be drawn from these situations that occurred during the Cold War?
(1) It served as a key ally for the Soviet Union.
(2) It developed a policy of appeasement.
(3) It became a site of strategic competition between the superpowers.
(4) It allowed the United Nations to establish the region’s foreign policies.
4 During the Cold War, which event occurred last?
(1) Cuban missile crisis
(2) destruction of the Berlin Wall
(3) Berlin airlift
(4) launch of Sputnik by the Soviet Union
5 The Truman Doctrine and the North Atlantic Treaty Organization (NATO) were United States responses to the
(1) threat of the Nazis in the 1930s
(2) fear of economic depression after World War I
(3) concern about the partition of India in 1947
(4) communist threat after World War II
6 The purpose of both the Truman Doctrine and the Marshall Plan was to
(1) support the construction of the Iron Curtain
(2) increase membership in the United Nations
(3) prevent the spread of communism