Adam Turner TAH Project Canton High School September 27, 2012 The Cold War: Change Over Time State Standards: 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) E. conflicts involving Cuba and Berlin H. arms control agreements (including the ABM and SALT treaties) and détente under Nixon USII.29 Analyze the presidency of Ronald Reagan. (H, E) B. anticommunist foreign and defense policies Time Frame: 5 52 minute class periods Objectives: 1. Students will interpret primary source material. 2. Students will explain how US policy towards the USSR changed over the course of the Cold War. 3. Students will show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. Background/Preparation: This unit will fit into a larger unit on Communism in the 9 th grade World History course. The Cold War is taught at Canton High School in both 9 th grade World
History and 11 th grade USII. This unit is intended for a 9 th grade honors course, but could be easily modified for use in a standard US course. Understanding the Cold War is, of course, central to understanding the history of the twentieth century for both the United States and the world. The emphasis of historical change over time is essential for students to understand that things do not stay the same and that national relationships just like personal relationships evolve, make progress and sometimes hit snags. A short review of the end of WWII is in order before the unit begins to provide some context for the students. Previous work in the unit should ensure that students are knowledgeable about the differences in communism/capitalism and the Russian Revolution. Homework from the textbook requires students to define terms/people to know and be prepared to answer a hw quiz using their notes. The reading list for this sub-unit is listed below. The book used is Beck, Roger B. et al. World History: Patterns of Interaction. Evanston, IL: McDougal Littell, 1999.. Chapter 33.1 Two Superpowers Face Off pgs. 855-860 Terms/people to know: United Nations, iron curtain, containment, Truman Doctrine, Marshall Plan, Cold War, NATO, Warsaw Pact, brinkmanship Questions to consider: 1) Why & how did the U.S. and Soviet Union become enemies after their friendship during WWII? 2) Identify & describe early Cold War events in Europe. Chapter 33.5 The Cold War Thaws pgs. 876-879 Terms/people to know: Nikita Khrushchev, destalinization, détente, SALT, Ronald Regan, Star Wars Questions to consider: Describe US/Soviet relations moving from brinkmanship to détente back to brinkmanship under Regan. Procedures: Lesson one: The Iron Curtain.
Although there are perhaps other primary sources that could begin the unit, the Iron Curtain Speech makes the issue fairly clear to students right away, so we begin here. 1. This lesson should be done in heterogeneous pairs. Assignments should be posted on the overhead to ensure a smooth beginning to the lesson. 2. Students each receive a copy of the entire speech, and then read along with the original video, available at http://www.youtube.com/watch?v=jvax5vuvjwq. (10 minutes) 3. After viewing the video, students should reread the speech with their partner. They should produce a SOAPS analysis (please see appendix A) and choose the most important sentence in the speech. While working the room, the teacher should answer any questions and steer higher-ability students toward the evaluative question. (25 minutes) 4. Whole class discusses at end of class the importance of the speech. What does it reveal about the relationship of the West and the USSR? Review the various practical and ideological conflicts that define the old War in the immediate postwar period. (15 minutes) Homework Chapter 33.1 Lesson two: The Truman Doctrine, Containment, and the Soviet Reaction 1. Class begins with homework quiz on chapter 33.1. Students are allowed to use their homework to answer the following question in one paragraph: Using three or more vocabulary terms, describe how the Cold War escalated in the postwar period. Discuss as class after collecting work. (10 minutes)
2. In heterogeneous pairs, students read Truman s speech and summarize his main points. Advanced students should be encouraged to predict how the Soviets would react while teacher supervises work. (20 minutes) Speech found at http://www.americanrhetoric.com/speeches/harrystrumantrumandoctrine.html 3. Whole class meets to discuss reading and answer questions. Students should be able to identify belief that the USSR is a threat to Turkey and Greece and Truman s encouragement of congress to support them. Students then review vocabulary and are asked to identify which term defines Truman s goal. Students should be able to apply the concept of containment to the speech. (15 minutes) 4. Students then read the Soviet reaction to the Marshall Plan and Truman Doctrine in the UN (http://www.historywiz.com/primarysources/vyshinsky.html). (5 minutes) 5. At end of class, students discuss how close they were to guessing the Soviet reaction. (if there is time) Homework review vocabulary by making a cluster map showing relationships between ideas Lesson three: The Cuban Missile Crisis Jigsaw 1. For this lesson, students will work in heterogeneous groups of three. Assignments should be posted on the overhead to ensure a smooth beginning to the lesson and each student should be assigned a number between one and three for the later part of the activity. 2. Groups are assigned one of three primary source documents relating to the cold war. Groups 1, 4, & 7 will read John F. Kennedy s speech to congress concerning the Cuban Missile Crisis (text can be found at http://www.historywiz.com/primarysources/kennedyspeechcuba.html ); groups 2, 5, & 8
will read Dobrynin s cables after speaking with RFK ( text can be found at http://www.historywiz.com/primarysources/dobrynin.htm ) ; groups 3, 6, & 9 will read The Cuban Missile Crisis briefing Paper (text can be found at http://www.historywiz.com/primarysources/briefingpaper.html ). Students read and summarize text in green pen. (25 minutes) 3. The next step requires groups to reform with a member from each of the previous groups (e.g. three students each group, one from 1, 2, 3, ect). In new groups, students discuss the Cuban Missile Crisis and provide perspective on the events using their primary source. As each reports, the other two members jot down any new info that they did not gleen from their primary source in blue or black pen, so they can monitor what information they discovered themselves as opposed to what they learned from their classmates. (15 minutes) 4. Whole class discussion on Cuban Missile Crisis. Teacher answers questions, fills in historical gaps, and provides feedback to students. Make sure to evaluate which doc seemed to be the most useful to helping understand the event! (10 minutes) Homework Chapter 33.1 Lesson Four: Détente and SALT 1. Class begins with homework quiz on chapter 33.5. Students are allowed to use their homework to answer the following question in one paragraph: Using three or more vocabulary terms, describe how the Cuban Missile Crisis and the U-2 Incident led to a change in cold war policy. Identify that policy. Discuss as class after collecting work. (10 minutes)
2. If 70%> of class is able to make connections between concepts in vocabulary from both textbook homeworks, then continue with lesson. If not, take time for review. (10 minutes as needed) 3. Class works to identify all countries that currently possess nuclear weapons. Teacher fills in what students do not know through background knowledge. Students evaluate the importance of possession of nuclear weapons in diplomacy (10-15 minutes) 4. Class reads http://www.state.gov/www/global/arms/treaties/abm/abm2.html and examine the graph (please see appendix B) comparing the USA s and USSR s nuclear arsenal. Students think-pair-share (individually write, share with partner, discuss as class) why reduction of nuclear arms seemed a good option for both parties. (10 minutes) Homework create cause and effect graphic organizer with all events covered thus far. If #2 was unnecessary, students can begin hw with teacher supervision. Lesson Five: Reagan and Star Wars 1. Students review homework and discuss change over time theme. Teacher should check for understanding before moving to the activity. (10 minutes) 2. Student view a video clip of Reagan announcing the Star Wars program, and afterwards students evaluate their initial feelings about the plan. Does it sound like a good idea? Students think-pair share: what advantages could it provide? What problems could it cause or unforeseen circumstances could make the program unworkable? Teacher should discuss problems associated with program such as cost and logistics, while leaving out soviet diplomatic relations until after next clip. Video can be found at http://www.youtube.com/watch?v=oyjjngsudw4. (15 minutes)
3. Students then view and critique Reagan s evil empire speech and discuss how this might impact US/Soviet relations. Video can be found at http://www.youtube.com/watch?v=do0x-egc6oa&feature=related. (15 minutes) Homework over weekend, students write a short essay showing how relationship between the USA and USSR changed over time during the Cold War. Students should use evidence to back their claims from the textbook readings, primary sources, and discussion. Students should use a minimum of ten vocabulary terms and three primary sources. (10 minutes to review expectations for paper) Appendix A Speaker Occasion Audience Purpose Subject What person or group wrote this? When and in what context was this created? Who was meant to see this document? Often there was more than one! Why was the document created? Often there is more than one reason Summarize the main points of the document
Appendix B