week 32: april 21-25, 2014 unit iv: post ww ii & early cold war americans, ch. 18 and 19, plus...

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. 37-40QUIZ Friday

Monday, April 21, 2014

Advanced: Cold War DBQ Document analysis & discussion COMPLETE outline & “practice” writing

How would you USE this document? (A-M)…13 ptsAcademic:Oral History Project COLLABORATION Day “1.5”“Student actively works with peers and

contributes to their success.”

Advanced: Complete outline & packet “analysis” for use on Cold War DBQ essay tomorrow

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).

http://www.google.com/url?sa=i&rct=j&q=US+History&source=images&cd=&cad=rja&docid=xC_AcpMmfh_oZM&tbnid=H89Nm3IFnHe9JM:&ved=0CAUQjRw&url=http://mrsmithshistorycorner.blogspot.com/&ei=yvggUr7DHorNrQGyi4DYCQ&bvm=bv.51495398,d.aWM&psig=AFQjCNHb4YZhatk5VJpjMIWUhj7r16W-eA&ust=1377978940842577

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?

1. Share & discuss your RESEARCH. 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?

Permission slip? Event/era confirmation?Contact Mr. R if you have any questions or concerns!

COLLABORATION Checklist My Partner:

Topic:

My Name:


Contact Mr. R if you have any questions or concerns!

COLLABORATION Checklist

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?




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?





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?

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?



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?





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?

Permission slip? Event/era confirmation?Contact Mr. R if you have any questions or concerns!

COLLABORATION Checklist My Partner:

Topic:

My Name:

Criteria Advanced Proficient Basic Below Basic Interviewee’sexperience

Demonstrates sophisticated understanding of interviewee’s experience in historical context.

35-32

Demonstrates understanding of interviewee’s experience in historical context.

31-25

Demonstrates limited understanding of interviewee’s experience in historical context.

24-20

Demonstrates little to no understanding of interviewee’s experience in historical context.

\ 19-0

_____/35 points

StudentResearch

Collaboration

Demonstrates sophisticated understanding of the historical time period. Uses 5 or more sources. Multiple citations in MLA format 35-32 Student actively works with peers and contributes to their success. 10-9

Demonstrates understanding of the historical time period. Uses 3 – 4 sources

Citations in MLA format 31-25 Student collaborates with peers but has minimal impact on their success. 8-7

Demonstrates limited understanding of the historical time period. Uses 2 sources

Material is cited

24-20 Student has minimal collaboration with peers. 6

Demonstrates little to no understanding of the historical time period. Uses 1 source There are no citations

19-0

Student does not collaborate with anyone. 5-0

_____/35 points _____/10 points

Product Media chosen is highly effective in engaging and connecting to audience. 10-9

Media chosen is effective in engaging and connecting to audience.

8-7

Media chosen is somewhat effective in engaging and connecting to audience. 6

Media chosen is ineffective in engaging and connecting to audience.

5-0

_____/10 points

Conventions Questions, bibliography, and product show evident control of grammar, mechanics, and spelling 10-9

Questions, bibliography, and product show sufficient control of grammar, mechanics, and spelling. 8-7

Questions, bibliography and product show limited control of grammar, mechanics, and spelling. 6

Questions, bibliography, and product show minimal control of grammar, mechanics, and spelling.

5-0

_____/10 points

Oral History ProjectNinth Grade Social Studies Core AssessmentTask: 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 2014Time 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 WednesdayOpportunity #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

Event Situation Choice Person Reason Means

PresentWhat 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? Why will? How will?

Imagination What might?Where / When might?

Which might? Who might? Why might? How might?

Weiderhold’s Question Matrixhttp://www.ltag.education.tas.gov.au/effectteach/Thinking/matrix.htmThe 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

Q-MatrixEvent 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 ScriptWho 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 ScriptWhy 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 ScriptWhy 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 ScriptWhat “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. 37-40QUIZ Friday

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)

Advanced: Complete outline & packet “analysis” for use on Cold War DBQ essay tomorrow


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 DBQAdvanced ONLY

• Tuesday, 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?

• 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.

Cold War DBQAdvanced ONLY

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?

Paragraph 1

Paragraph 2

Paragraph 3

Introduction, including thesis

Conclusion

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?

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 1945From 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, 1946Excerpted 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, 1947The 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 of- SPOKESMAN: 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, 1949http://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," 1950Congressional 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 anti-totalitarian 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 activitiesReduction 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 BlowPremier 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

http://www.ibhistorytopics.com/?attachment_id=850

Homework: OHP interview? STUDY via Schoolwires(Ch. 18, plus Ch. 37-40QUIZ 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!


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 War3rd of 5 district-mandated “chunked exams” is

planned for Wednesday, 4/30

• Isolationism vs. Interventionism

• Mobilization for WWII

• Lend-Lease Act

• Pearl Harbor

• Changes on the home front

• Japanese Internment

• Experiences of African Americans

• Decision to Drop the Atomic

Bomb

• Rise of Superpowers

• Containment Policy

• Red Scare

• McCarthyism

• Nuclear weapons

• Korean War

• John F. Kennedy

• Bay of Pigs

• Cuban Missile Crisis

Read textbooks and/or visit Schoolwires

Calendar and record NOTES in class today!

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 DayPost-WW II & early Cold War “Terms”History Alive! “Matrix of Knowledge”


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?

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.

Did you watch & complete NOTES on

Ch. 1-9?

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 NationsWhat 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”


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 War3rd of 5 district-mandated “chunked exams” is

planned for Wednesday, 4/30

• Isolationism vs. Interventionism

• Mobilization for WWII

• Lend-Lease Act

• Pearl Harbor

• Changes on the home front

• Japanese Internment

• Experiences of African Americans

• Decision to Drop the Atomic

Bomb

• Rise of Superpowers

• Containment Policy

• Red Scare

• McCarthyism

• Nuclear weapons

• Korean War

• John F. Kennedy

• Bay of Pigs

• Cuban Missile Crisis

Read textbooks and/or visit Schoolwires

Calendar…multiple choice “big ideas” test!

Post-WW II & early Cold War Study MaterialsQuiz scheduled for Friday,

Unit IV district Exam scheduled for Wednesday, April 30th

Quiz day questions? (what to expect)

Advanced Decision ONLYUse word banks or “PASS” for a guaranteed POINT?

#1-5 (from Ch. 18 “ttt” review)

RUSSIAN REVOLUTION CHINESE REVOLUTION

NORTH SOUTH EASTERN WESTERN

CHINA RUSSIA

POLITICAL MILITARY ECONOMIC GEOGRAPHIC

Abbreviated “things:”

CIA HUAC JFK MAD U-2

UN USA USSR

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 ChangeEssential Questions1. 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…6. People’s values and actions are by the culture

that surrounds them. 2. Democracy is an ongoing process that involves

and requires .3. and can participate to influence the government and reform society, but are often met with . 4. Breaches of trust by leaders damage the public’s

in government.

groups

strugglecooperation

influenced

Individuals

confidenceopposition

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 .


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?


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.


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?


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.


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.


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 .


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?


4. Some of the events that increased hostilities between the

U.S. and the Soviet Union: the race; creation of

and the ; the ’s covert actions

in interfering with some foreign governments; the launching

of ; the Soviet invasion of ;

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 Conflicts4. 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.

week 32: april 21-25, 2014 unit iv: post ww ii & early cold war americans, ch. 18 and 19, plus...

Documents

cold war video questions

practice interview questions

tomorrows cold war essay

ohp interview

cold waramericans

world war

interview plans

ohp work day