THE COLD WAR

153 Pages·2017·5.97 MB·English

UNIT 4 | EARLY MODERN: GLOBAL INTERACTIONS
UNIT 8
THE COLD WAR
AND THE STRUGGLE FOR EQUALITY
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UNIT 8
THE COLD WAR
AND THE STRUGGLE FOR EQUALITY
UUNNIITT 48 || ETHARE LCYO MLDO DWEARRN :A GNLDO TBHAEL SINTRTUERGAGCLTEI OFNOSR EQUALITY
UNIT 8 | OVERVIEW, UNIT OBJECTIVES, ESSENTIAL QUESTIONS

This unit begins with the development of the Cold War between the United States
and the Soviet Union and concludes with the unease of the late 1970s. The period
between the mid-1940s and 1980 saw the United States’ global influence expand
through its quest to stop the spread of global communism. The ups and downs of this
struggle impacted the ways in which Americans viewed and interacted with their
government, causing moments of national pride (moon landing) and moments of division
and tension (Vietnam War). This period also saw centuries of oppression of African
Americans boil over into the Civil Rights Movement. The successes and struggles of
this movement will be a major topic in the pages that follow. Overall, this unit will
track these larger processes while maintaining a focus on how all of this played out
in the varied experiences of actual Americans.
TIMELINE: 1945-1980 INSTRUCTIONAL HOURS: 16
UNIT OBJECTIVES
• Analyze the ways in which Americans’ views on the role of government change during the period
1945-1980.
• Analyze the impact of individuals and their actions on the successes and failures of the period.
• Examine the lasting inequalities and unequal distribution of progress in America during the period.
• Understand the ways in which the Cold War and America’s global presence impacted Americans.
• Examine the successes of the Civil Rights Movement and the obstacles that still remain.
ESSENTIAL QUESTIONS
• In what ways did the period between 1945 and 1980 shape the political, social, and cultural
identity of the United States?
• How did the voices and actions of individual citizens impact America during this period?
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UNIT 8
THE COLD WAR
AND THE STRUGGLE FOR EQUALITY
UNIT 8 | THE COLD WAR AND THE STRUGGLE FOR EQUALITY
UNI T 8 | CONTENT

1 LESSON 8.1 | THE COLD WAR 74 Read | Emmett Till
3 Opening | EQ Notebook – Lesson 1 79 Watch | Crash Course US History #40 –
5 Watch | Crash Course US History #37 – The 1960s in America
The Cold War 83 Read | Civil Rights Movements in the 1960s
8 Read | The Truman Doctrine 97 Read | Malcolm X and Martin Luther King, Jr.
and the Marshall Plan Primary Sources
14 Activity | Berlin Airlift Source Analysis 108 Read | Black Panther Party: Ten-Point Program
19 Read | McCarthyism 112 Activity | Civil Rights Movement in Photos
24 Watch | Crash Course US History #38 – 113 Read | Echoes of the Civil Rights Movement
The Cold War in Asia 119 Activity | James Baldwin: “My Dungeon Shook”
28 Read | Vietnam War: Gulf of Tonkin 125 Closing | EQ Notebook
33 Read | Vietnam War: An Overview
40 Activity | Vietnam in Photos Gallery Walk 127 LESSON 8.3 | THE SEVENTIES
46 Read | Resistance to Vietnam War 129 Opening | EQ Notebook - Lesson 3
50 Closing | EQ Notebook 131 Watch | Crash Course US History #41 –
The Rise of Conservatism
52 LESSON 8.2 | THE CIVIL RIGHTS MOVEMENT 134 Read | The Politics of Love, Sex,
55 Opening | EQ Notebook – Lesson 8.2 and Gender – American Yawp
57 Watch | Crash Course US History #39 – 141 Read | Watergate: Undoing a President
Civil Rights and the 1950s 146 Watch | Crash Course US History #42 –
60 Read | The Affluent Society Ford, Carter, and the Economic Malaise
and the Civil Rights Movement 149 Closing | EQ Notebook
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LUENSISTO 8N | 8 T.H1E | CTOHLED C OWLADR WANARD THE STRUGGLE FOR EQUALITY
LESSON 8.1.0 | OVERVIEW | The Cold War
Coming out of World War II, the United States emerged as one of two remaining
world powers. Most of the international events of this period were in some way
related to the ongoing Cold War between the US and the Soviet Union. From
military combat in Korea and Vietnam to the near disasters in Berlin and Cuba,
the impact of the tense rivalry with global communism is difficult to overstate.
Even domestically, the conflict bred contempt with events like McCarthyism and
the Vietnam War signifying the deep divide between the ways in which Americans
viewed this war of ideologies.
ESSENTIAL QUESTIONS
• In what ways did the period between 1945 and 1980 shape the political, social, and
cultural identity of the United States?
• How did the voices and actions of individual citizens impact America during this period?
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LESSON 8.1 | THE COLD WAR
LESSON 8.1.0 | OVERVIEW | Learning Outcomes, Vocabulary, & Outline
LEARNING OUTCOMES
• Identify the ways in which American ideas about itself and the world
were shaped by the Cold War.
• Analyze political, economic, and social effects of the Cold War.
• Understand the impact of military involvement on the homefront.
• Evaluate the successes and failures of American Cold War policy.
LESSON ESSENTIAL QUESTIONS
• How did the Cold War impact the way Americans and their government
viewed and were viewed by the rest of the world?
• In what ways did the Cold War serve to both unite and divide Americans?

LESSON OUTLINE
1 Opening | EQ Notebook – Lesson 1 7 Activity | Korean War
2 Watch | Crash Course US History #37 – 8 Read | Vietnam War
The Cold War 9 Activity | Vietnam in Images
3 Read | The Truman Doctrine & Marshall Plan 10 Read | Anti-War Protests
4 Activity | Berlin Airlift 11 Activity | Space Race
5 Read | McCarthyism 12 Closing | EQ Notebook
6 Watch | Crash Course US History #37 –
The Cold War in Asia
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LLEESSSSOONN 88..11 || TTHHEE CCOOLLDD WWAARR
LESSON 8.1.1 | OPENING | EQ Notebook
PURPOSE
Each unit and lesson of the Crash Course United Essential Question with evidence they have
States History Course (CCUSH) is guided by gathered throughout the unit. This provides
an essential question. The Essential Question students an opportunity to track their learning
Notebook (EQ Notebook) is an informal writing and to prepare them for future activities.
resource for students to track their learning and To help students focus on the important ideas,
understanding of a concept throughout a unit. this activity asks them to look at the big ideas
Students will be given an Essential Question through the lens of the Essential Question. At this
at the beginning of the unit and each lesson point, students won’t have much background
and asked to provide a response based on prior to bring to bear on the issue just yet. This early
knowledge and speculation. Students will then exercise helps to bring to the fore what they
revisit the notebook in order to answer the know coming into the unit.
PROCESS
Ask students to think about the essential in a democracy like the United States?
questions for Unit 8 and Lesson 8.1, What do you think are some possible
respectively. Students should write down reactions to great change?
the Essential Questions and record their
responses to opening questions in their EQ They can do this in the context of their
Notebook Worksheets. knowledge of US History, or relate it
to their own lives.
Example Opening Questions:
How do you think that the results of World
War II are going to shape America and ATTACHMENT
its relationship to the world? What do you • The EQ Unit 8 Notebook Worksheet
think our government’s role should be in
the actions of other nations? What is protest?
What is the point of protest? What power
do individuals possess to spark great change
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CRASH COURSE | AMERICAN HISTORY
UNIT 8 | EQ Notebook Worksheet
Answer the Essential Questions in Lesson 8.1.1, then again in Lesson 8.1.12. In your
answer, be sure to include ideas such as historical context and how themes through
history change over time. Use specific examples to support your claims or ideas.

ESSENTIAL QUESTIONS
1. How did the Cold War impact the way Americans and their government
viewed and were viewed by the rest of the world?
2. In what ways did the Cold War serve to both unite and divide Americans?
LESSON 8.1.1

LESSON 8.1.12

HOW HAS YOUR
THINKING CHANGED?

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LLEESSSSOONN 88..11 || TTHHEE CCOOLLDD WWAARR
LESSON 8.1.2 | WATCH | Crash Course US History #37
The Cold War
PREVIEW PURPOSE
In which John Green teaches you about the Cold In this video, students will be introduced to The
War, which was the decades long conflict between Cold War. They will come to understand the basics
the USA and the USSR. The Cold War was called of the ideological conflict between the United
cold because of the lack of actual fighting, but this States and the Soviet Union and the ways in which
is inaccurate. There was plenty of fighting, from this conflict impacted life in America and around
Korea to Vietnam to Afghanistan, but we’ll get the globe.
into that stuff in the next episode. This time we’ll
talk about how the Cold War started. In short it
grew out of World War II. Basically, the Soviets
occupied eastern Europe, and the US supported
western Europe. This setup would spill across the
world, with client states on both sides. It’s all
in the video. You should just watch it.
PROCESS
As with all of the videos in the course, ask LINK
students to watch the video before class. • Crash Course US History #37 –
Remind students of John’s fast-talking and The Cold War
play the video with captions. Pause and
Video questions for students to answer during
rewind when necessary. Before they watch
their viewing.
the video, remind them of the central ideas
of the Unit 8 Essential Questions and the
Lesson 8.1 Essential Questions.
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LESSON 8.1 | THE COLD WAR
LESSON 8.1.2 | WATCH | Key Ideas – Factual
Use these questions and prompts at the appropriate stopping points to check in
with students and ensure they are getting the key concepts covered in the video.
1. (:30) When did the Cold War take place, SAMPLE ANSWER: The Cold War lasted roughly
who was involved, and why? from 1945 to 1990 and involved, the United States
and the USSR. Both nations sought ideological
and strategic influence throughout the world.

2. (3:00) Why did the United States approach SAMPLE ANSWER: Containment was a policy of
USSR with a policy of containment and stopping the spread of communism throughout
what were the four goals of that policy? the world. The goals were to block further expansion
of Soviet power, expose the falsities of Soviet
pretensions, to induce a retraction of the Kremlin’s
control and influence, and to foster the seeds
of destruction within the Soviet system.

3. (4:20) What precedent was established SAMPLE ANSWER: The Truman Doctrine created
through the language of the Truman Doctrine? the language through which Americans would
come to view the world: that America was “free”
and Communists were tyrannical.

4. (4:50) What three security organizations SAMPLE ANSWER: The Truman Doctrine led
were born out of the Truman Doctrine? to the creation of the National Security Council,
the Central Intelligence Agency, and the Atomic
Energy Commission.

5. (7:00) What key events occurred in 1949? SAMPLE ANSWER: 1949 saw Germany splitting into
two nations and the Soviets detonated their first
atomic bomb. Additionally, NATO was established
and the Chinese Revolution ended in Communist
victory.

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LESSON 8.1 | THE COLD WAR
6. (9:00) What lengths did the United States SAMPLE ANSWER: In feeling it was necessary
government go to intervene in the spread to prevent the spread of communism, the CIA
of communism? funded magazines, news broadcasts, concerts,
and art exhibitions that provided examples
of American freedom and expression, which was
viewed as the vanguard of artistic freedom and
the exact opposite of Soviet socialist thinking.
7. (10:00) What social policies did Truman scrap SAMPLE ANSWER: Truman had to stop extending
due to anti-communist sentiment? the social policies of the New Deal, which would
have increased the minimum wage, extended
national health insurance, and increased public
housing, social security, and aid to education.

8. (11:15) In what ways did the United States SAMPLE ANSWER: Truman implemented a loyalty
react to fears of communism within government? review system which required government
` employees to prove their patriotism when accused
of disloyalty. There was also the Red Scare and
the rise of McCarthyism, where Senator Joseph
McCarthy claimed to have a list of 205 communists
who worked in the State Department.
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