Rob Mayer

HIS 430

Unit Plan

Cold War Unit (2-3 weeks)

Eleventh grade, US history. Each class is 50 minutes and meets five days a week.

Unit rationale is attached at the back of paper.

Lesson 1 (2 days)

Topic: Beginning of the Cold War

Background Information:

Following the conclusion of World War II, the United States, Britain, and the Soviet Union met to determine the future of Europe. The United States and the Soviet Union had a tentative alliance during the war. With the war over, the United States’ fear of communism (dating back to the Red Scare of 1919 and before), and its perceived fear of worldwide communist revolution, along with the Soviet Union’s distrust of a capitalist US, made this tentative alliance even weaker.

Near the end of the war, Churchill, Stalin, and Roosevelt met in the Soviet city of Yalta. There, discussions occurred over what to do with Germany. The three decided to divide Germany among the three countries (plus France) at the end of the war. Eastern Europe was another issue. With the US and Britain still fighting in the Pacific, Stalin was able to force the issue of eastern European control in exchange for supporting the allies in the Pacific. However, Roosevelt still had hope that Stalin would acquiesce. Roosevelt and Churchill would have to deal with their idea of a “free” Europe later.

By April of 1945, Roosevelt was dead and Harry Truman had come to power in the US. Unlike Roosevelt, Truman distrusted Stalin. Now, in July of 1945, Truman, Stalin and Churchill met in Potsdam, outside of Berlin, to attempt to finalize the progress made at Yalta. The meetings did not move smoothly, but a decision was made on Germany. Over the following months, the relationship between the US and the USSR cooled. Stalin spoke of the dangers of capitalism, Truman moved towards containment of communism, and in March 1946, Winston Churchill gave his famous speech declaring that an iron curtain had fallen over Europe. The Cold War had begun.

Goals and Objectives:

· GOALS AND OBJECTIVES:

· Students will listen attentively

· Participate in class discussion

· Know terms and concepts

· Understand terms and concepts

· Apply concepts to new situations

· Distinguish between facts and inferences

· ENDURING UNDERSTANDINGS:

· Students will recognize the origins of the Cold War, especially through the beliefs of capitalism and communism.

· Students will scrutinize the role of our democratic society at the beginning of the Cold War.

· STANDARDS:

1SS-P3. Develop historical interpretations in terms of the complexity of cause and effect and in the context in which ideas and past events unfolded.

PO 1. Show connections between particular events and larger social, economic, and political trends and developments

PO 2. Interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values

PO 3. Hypothesize how events could have taken different directions

1SS-P16. Analyze the impact of World War II and the Cold War on United States foreign policy, with emphasis on:

PO 1. the implementation of the foreign policy of containment, including the Truman Doctrine, the Berlin Blockade, Berlin Wall, Bay of Pigs, Korea, and Vietnam

Material and Equipment:

Textbook, handouts, overhead projector, transparencies.

Outline:

I. Set (3-5 min)

A. Present graphic organizer transparency (map of post-WWII Europe)

II. Lecture (10-15 min)

A. Review previously learned material

B. Give background information

C. Summarize events surrounding early Cold War

D. Give handouts (copies of letters, quotes and/or speeches from Cold War policy makers, such as George Kennan, V.M. Molotov and Truman)

III. Reading (20-30 min)

A. Students will read handouts and from text in preparation for discussion.

IV. Closure (1-3 min)

A. Review material from today and have students be prepared for discussion for next class.

V. Brief review (3-5 min)-following day

A. Lead into discussion

VI. Discussion (35-40 min)

A. Pose questions to students.

1. Questions regarding actions and consequences of US and USSR actions taken at beginning of Cold War. Questions about how capitalism and communism played into outcomes. How might either side have reacted differently?

B. Address one question at a time.

1. Create further questions from student comments.

C. Proceed in a logical manner. Keep control of discussion.

VII. Closure (5-10 min)

A. Connect discussion with unit

B. Answer questions/check for understanding

C. Prepare class for formal assessment

Assessment:

The first day of the lesson will be an informal assessment using observation based on attentiveness and completion of reading.

Following the second day’s lesson, I will have students prepare a short (1-2 pages) writing assignment. I want each of them to act as a policy maker during the Cold War. They can choose the point of view from a historical figure or put themselves in that position. How would each of them viewed the other sides (US or USSR) tactics and how would have each of them responded? For higher achieving students I would require them to describe points of view from each side (based on a historical figure) and make a determination if either (or neither) side acted appropriately or was effective in their policy making.

RUBRIC:

Teacher Name: R Mayer Student Name: ________________________________________

CATEGORY	4-Excellent	3-Satisfactory	2-Below Average	1-Unacceptable
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
Paragraph Construction	All paragraphs include introductory sentence, explanations or details, and concluding sentence.	Most paragraphs include introductory sentence, explanations or details, and concluding sentence.	Paragraphs included related information but were typically not constructed well.	Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.

Quality of Information = X3

Organization = X2

Paragraph Construction and Mechanics = X1

Lesson 2 (4-5 days)

Topic: United States at War in Korea/McCarthyism

Background:

At the end of the second world war, Korea was divided in half. North of the 38^th parallel, the Soviet Union took surrender of Japan. To the south, the United States did the same. Their were plans for nationwide elections in order to reunify the country. This did not occur and the Soviet Union installed a Communist government in the north. In the south, the US helped “elect” a pro-American politician.

Events in early 1950 helped lead to the forthcoming conflict. In June of 1950, tens of thousands of North Korean troops armed with Soviet weapons and tanks crossed the 38^th parallel into South Korea. Within a week, Truman had struck back (without Congressional approval) and the Korean War had begun.

On the home front, American paranoia over Soviet spying in this country brought about the rise and eventual fall of a senator from Wisconsin. Joseph McCarthy took the House Un-American Activities Committee (HUAC) to a new level. McCarthy claimed to hold the names of dozens (or hundreds, or a few) of Communists in the US. His antics created a hysteria among the public and fear among the accused.

Goals and Objectives:

· GOALS AND OBJECTIVES:

· Students will identify and describe terms and facts

· Distinguish terms and facts

· Operates an internet site to discover concepts

· Evaluate the relevancy of data

· Give a well-organized presentation

· Demonstrate the ability to work in groups

· ENDURING UNDERSTANDINGS:

· Students will gain understanding of a webquest and its capabilities.

· Students will explore the meanings of freedom relating to war in Korea and McCarthyism.

· Students will critique the democratic process involving these two events.

· STANDARDS

1SS-P2. Demonstrate knowledge of research sources and apply appropriate research methods, including framing open-ended questions, gathering pertinent information, and evaluating the evidence and point of view contained within primary and secondary sources.

PO 1. Identify community resources that preserve historical information--such as libraries, museums, historical societies, a courthouse, the world wide web, family records, elders--and explain how to access this knowledge

PO 2. Identify an author’s argument, viewpoint, or perspective in an historical account

PO 3. Distinguish "facts" from author’s opinions, and evaluate an author’s implicit and explicit philosophical assumptions, beliefs, or biases about a subject

PO 4. Compare and contrast different accounts of the same event, including hypothesizing reasons for differences and similarities, authors’ use of evidence, and distinctions between sound generalizations and misleading oversimplifications

1SS-P16. Analyze the impact of World War II and the Cold War on United States foreign policy, with emphasis on:

PO 1. the implementation of the foreign policy of containment, including the Truman Doctrine, the Berlin Blockade, Berlin Wall, Bay of Pigs, Korea, and Vietnam

PO 2. the Red Scare, including McCarthyism and the House Un-American Activities Committee

Material and Equipment:

Text, Webquest (http://www.portfolio.umaine.edu/~weissers/korean_conflict.htm)

Outline:

I. Day 1. Set (5-10 min)

A. Intro to Korean War with connection to current events.

II. Lecture (10-15 min)

A. Causes and outcomes of the war along with causes and effects of McCarthyism.

III. Move to computer lab (20-25 min)

A. Give intro to webquest (general and specific)

B. Students familiarize themselves with this webquest.

IV. Day 2-Working in computer lab with webquest (45-50 min)

A. Moving through class, observing, answering questions, addressing difficulties.

V. Day 3-Working in class with webquest (45-50 min)

A. Same as above, plus assisting groups in finalizing oral presentations.

VI. Day 4-Group presentations (45-50 min)

VII. Day 5-Group presentations (time needed if not finished ~15-20 min)

The webquest I found on the Korean War and McCarthyism is well-designed and offers an excellent resource page. All the links appear to work as well. I would divide the class into groups of four. The students for this project would be divided into heterogeneous achievement groups (high, middle, low). Each member would take on a two questions from the tasks page. The quiz would be omitted. Then, the group would complete number ten and give a ten minute oral presentation. Because of time constraints, visual aspects of the presentation would not be required. If a group wished to do them (PowerPoint, handouts, etc.) however, additional credit would be given.

Assessment:

Each group would hand in a written report detailing the first eight questions. Also, the group would be evaluated on the oral presentation. Informal assessment would occur as I observed the groups working in the computer lab.

Oral Presentation Rubric : Oral Presentation

Teacher Name: R Mayer Student Name: ________________________________

CATEGORY	4-Excellent	3-Satisfactory	2-Below Average	1-Unacceptable
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Content and Stays on Topic = X2

Speaks Clearly and Collaboration = X1

Group Planning -- Research Project : Group Research

Teacher Name: R Mayer Student Name: ________________________________________

CATEGORY	4-Excellent	3-Satisfactory	2-Below Average	1-Unacceptable
Delegation of Responsibility	Each student in the group can clearly explain what information is needed by the group, what information s/he is responsible for locating, and when the information is needed.	Each student in the group can clearly explain what information s/he is responsible for locating.	Each student in the group can, with minimal prompting from peers, clearly explain what information s/he is responsible for locating.	One or more students in the group cannot clearly explain what information they are responsible for locating.
Quality of Sources	Researchers independently locate at least 2 reliable, interesting information sources for EACH of their ideas or questions.	Researchers independently locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with some adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.	Researchers, with extensive adult help, locate at least 2 reliable information sources for EACH of their ideas or questions.

Plan for Organizing Information

Students have developed a clear plan for organizing the information as it is gathered and in the final research product. All students can independently explain the planned organization of the research findings.

Students have developed a clear plan for organizing the information in the final research product. All students can independently explain this plan.

Students have developed a clear plan for organizing the information as it is gathered. All students can independently explain most of this plan.

Students have no clear plan for organizing the information AND/OR students in the group cannot explain their organizational plan

Each category = X1

Lesson 3 (3 days)

Topic: Sputnik/Arms Race and the Kitchen Debate

Background:

In 1957, the USSR launched Sputnik and competition between the United States and the USSR increased greatly. The space race had begun. Sputnik also made Americans fearful that the USSR had the ability to launch ballistic missiles at the US. This small satellite’s launch led to renewed tension between the two superpowers.

In July 1959, the USSR scheduled the American National Exhibition to be displayed in downtown Moscow. The USSR, at their version of the exhibition in New York City, had displayed their country’s technological and military capabilities. However, the US, headed by the United States Information Agency and private businesses, wanted to show off American consumerism by displaying home models and there contents, thereby highlighting the differences in standards of living between the two countries.

Goals and Objectives:

· GOALS AND OBJECTIVES

· Students will describe terms and concepts

· Understand facts and principles

· Apply facts and concepts

· Demonstrate ability to work cooperatively

· ENDURING UNDERSTANDINGS

· Students will demonstrate understanding of American attitudes towards Communist governments in the 1950's and how it compares to today’s attitudes to foreign governments, societies, and/or organizations.

· Students will continue to be critical of the democratic process (intention vs. reality) that this country was founded on.

· STANDARDS

· 1SS-P16. Analyze the impact of World War II and the Cold War on United States foreign

policy, with emphasis on:

PO 3. nuclear weapons and the arms race

PO 4. Sputnik and the space race

1SS-P3. Develop historical interpretations in terms of the complexity of cause and effect

and in the context in which ideas and past events unfolded.

PO 1. Show connections between particular events and larger social, economic, and political trends and developments

PO 2. Interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values

PO 3. Hypothesize how events could have taken different directions

Material and Equipment:

Handouts, text, and quizzes (For STAD model)

Outline:

I. Day one-Present lesson (20-25 min)

A. Lecture

1. Significance of Sputnik to arms race and how kitchen debate came out of this.

II. Form teams of four in a random manner (2 min)

A. I’ll form groups through counting off.

III. Pass out handouts and assign reading (20- 25 min)

A. Students begin reading.

IV. Closure (1 min)

A. Explain to students to sit in teams for tomorrow

B. Assign remainder of reading for homework

V. Day two-We review reading as a class (10-15 min)

VI. Teams study information (30-35 min)

A. Moving about class observing, assisting, etc.

VII. Day three-Teams review information and prepare for quiz (10-15 min)

VIII. Quiz is given (20 min)

A. Quiz will consist of multiple choice (cognitive memory and higher level interpretive) and fill in the blank questions.

IX. Students then exchange quizzes and we grade them as a class. (15-20 min)

A. Grades are recorded and rewards are given. Perhaps something like a “no homework pass” for high achieving groups.

Assessment:

The quiz on the third day of the lesson will be used as the formal assessment. Informal assessment will take place during the lecture and group work.

Lesson 4 (2 days)

Topic: United States in Latin America and The Cuban Revolution

Background:

By the post-war period, the United States had invested billions of dollars into the economies of many Latin American countries. US corporations controlled much of the resources of these countries and made hefty profits. Meanwhile, the citizens of these nations saw very little of this economic wealth. As well, the US government spent billions of dollars in aid to these nations. However, much of the money spent was on military build up to suppress any Communist threat. Nationalism and anti-Americanism became strong because of the US’s actions. In 1954, the United States indirectly supported the overthrow of a democratically elected government in Guatemala. Then, in 1959, Cuba fell as a strong contingent citizens supported Fidel Castro. However, the United States was determined to return Cuba to an American-backed dictator and restore corporate interests.

Goals and Objectives:

· GOALS AND OBJECTIVES:

· Students will know terms and concepts

· Understand terms and concepts

· Use terms and concepts

· Illustrate concepts

· Explain concepts

· ENDURING UNDERSTANDINGS:

· Students will seek out explanations for US actions in Latin America with an understanding of Communism and how that influenced policy in this country.

· Students will explore the differing levels of freedom between citizens of the US and ones in places like Guatemala and Cuba. They will analyze and evaluate reasons for and outcomes of their freedom, or lack of.

· STANDARDS:

1SS-P3. Develop historical interpretations in terms of the complexity of cause and effect and in the context in which ideas and past events unfolded.

PO 1. Show connections between particular events and larger social, economic, and political trends and developments

PO 2. Interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values

PO 3. Hypothesize how events could have taken different directions

1SS-P16. Analyze the impact of World War II and the Cold War on United States foreign policy, with emphasis on:

PO 1. the implementation of the foreign policy of containment, including the Truman Doctrine, the Berlin Blockade, Berlin Wall, Bay of Pigs, Korea, and Vietnam

Material and Equipment:

Text, handouts, graphic organizer, overhead projector

Outline:

I. Set (2-3 min)

A. Present graphic organizer on overhead (picture of Castro and Khrushchev)

II. Lecture (15 min)

A. Give background of US involvement in Latin America and Cuban Revolution.

III. Pass out reading, assign reading, and give assignment (5 min)

A. Students have a choice for assignment

1. Prepare a story-write a letter in the role of a revolutionary in Latin America during the late 1950's. What might motivate one to revolt and what possible retaliations might one face from the US?-some students might present in class.

2. Student prepares a speech to give in front of class which attempts to rally support for his/her cause.

IV. Students begin reading and preparing for assignment. (20-25 min)

A. Informal assessment through observation.

B. Homework is to prepare speech or write letter.

V. Day two-Student presentations (45-50 min)

A. Students who chose role-playing give speech.

B. Time permitting, some students could read letters.

Assessment:

RUBRICS:

Story Writing : Latin American Revolutionary

Teacher Name: R Mayer Student Name: ________________________________________

CATEGORY	4-Excellent	3-Satisfactory	2-Below Average	1-Unacceptable
Focus on Assigned Topic	The entire story is related to the assigned topic and allows the reader to understand much more about the topic.	Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic.	Some of the story is related to the assigned topic, but a reader does not learn much about the topic.	No attempt has been made to relate the story to the assigned topic.
Accuracy of Facts	All facts presented in the story are accurate.	Almost all facts presented in the story are accurate.	Most facts presented in the story are accurate (at least 70%).	There are several factual errors in the story.
Creativity	The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.	The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.	The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.	There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Spelling and Punctuation

There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

Focus on assign topic and accuracy of facts = X3

Creativity = X2

Spelling and Punctuation = X1

Historical Role Play : Latin American Revolutionary

Teacher Name: R Mayer Student Name: ________________________________________

CATEGORY	4	3	2	1
Historical Accuracy	All historical information appeared to be accurate and in chronological order.	Almost all historical information appeared to be accurate and in chronological order.	Most of the historical information was accurate and in chronological order.	Very little of the historical information was accurate and/or in chronological order.
Knowledge Gained	Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.	Can clearly explain several ways in which his character "saw" things differently than other characters.	Can clearly explain one way in which his character "saw" things differently than other characters.	Cannot explain one way in which his character "saw" things differently than other characters.
Required Elements	Student included more information than was required.	Student included all information that was required.	Student included most information that was required.	Student included less information than was required.

Historical Accuracy and Knowledge Gained = X2

Required Elements = X1

Lesson 5 (2 days)

Topic: Cuban Missile Crisis

Background:

In 1961, John Kennedy came to power and faced the problem, in his words, of a “communist satellite on our very doorstep.” Various plans to unseat Castro (Bay of Pigs, Operation Mongoose and other CIA operations) were unsuccessful and Castro, along with Soviet Premier Khrushchev took notice. Neither of them was willing to lose out to American intentions. Therefore, the Soviet Union attempted to raise the ante by installing missiles on the island of Cuba.

In October 1962, a US spy plane flying over Cuba took pictures of Cuban soldiers loading Soviet missiles. Over the next week, the Kennedy administration discussed ways (negotiations, bombing, etc.) to address the problem that were dismissed. It was finally agreed to block Cuban shipping lanes to stop any more missiles from reaching Cuba and to hopefully influence Moscow to remove the existing ones. The president then spoke of his plan on national television. Over the next few tense days, an agreement was met and the crisis ended.

Goals and Objectives:

· GOALS AND OBJECTIVES:

· Students will understand facts and concepts

· Apply facts and concepts to new situations

· Distinguish between facts and inferences

· Create a solution for a problem

· Explain the solution

· ENDURING UNDERSTANDINGS:

· Students will continue to explore the conflict between capitalism and communism.

· Students will be exposed to multiple solutions to the Cuban missile crisis.

· STANDARDS:

1SS-P3. Develop historical interpretations in terms of the complexity of cause and effect and in the context in which ideas and past events unfolded.

PO 1. Show connections between particular events and larger social, economic, and political trends and developments

PO 2. Interpret past events and issues within the context in which an event unfolded rather than solely in terms of present day norms and values

PO 3. Hypothesize how events could have taken different directions

1SS-P16. Analyze the impact of World War II and the Cold War on United States foreign policy, with emphasis on:

PO 3. nuclear weapons and the arms race

Material and Equipment:

Handouts with introduction to Cuban missile crisis and problem needing to be solved.

Outline:

I. Set (3-5 min)

A. Connect Cuban missile crisis to students.

II. Introduce lesson (25-30 min)

A. Students will read excerpts from historical narratives that describe events leading up to the crisis.

III. Students will form into groups (4 members each) based on achievement. (1-2 min)

A. Higher achievement students will have one excerpt and other students will have another.

IV. Groups will begin to form a solution to crisis based on information gathered and previous knowledge. (10-15 min)

V. Day two-Students continue to formulate position and turn assignment. (35-40 min)

A. Informal assessment through observation. Moving about class for assistance.

B. Reflection on assignment as a class (10-15 min)

VI. Closure (2-3 min)

A. Wrap up unit and mention next unit.

Assessment:

Higher achieving groups’ work will be weighted differently than other group.

RUBRIC:

Persuasive Essay : Cuban Missile Crisis

Teacher Name: R Mayer Student Name: ________________________________________

CATEGORY	4 - Above Standards	3 - Meets Standards	2 - Approaching Standards	1 - Below Standards	Score
Position Statement	The position statement provides a clear, strong statement of the author's position on the topic.	The position statement provides a clear statement of the author's position on the topic.	A position statement is present, but does not make the author's position clear.	There is no position statement.

Support for Position	Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.	Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.	Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.	Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Evidence and Examples	All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.	At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.	Evidence and examples are NOT relevant AND/OR are not explained.
Accuracy	All supportive facts and statistics are reported accurately.	Almost all supportive facts and statistics are reported accurately.	Most supportive facts and statistics are reported accurately.	Most supportive facts and statistics were inaccurately reported.

Grammar & Spelling

Author makes no errors in grammar or spelling that distract the reader from the content.

Author makes 1-2 errors in grammar or spelling that distract the reader from the content.

Author makes 3-4 errors in grammar or spelling that distract the reader from the content.

Author makes more than 4 errors in grammar or spelling that distract the reader from the content.

Higher Achieving Group:

Position Statement and Support for Position = X3

Evidence of Examples and Accuracy = X2

Grammar and Spelling = X1

Lower Achieving Group:

All categories = X2, except Grammar and Spelling = X1

Bibliography

Barson, Michael and Heller Steven. 2001. Red Scared: The Commie Menace in Propaganda and Popular Culture. San Francisco: Chronicle Books.

Dudley, William (ed.). 1992. The Cold War: Opposing Viewpoints. San Diego: Greenhaven Press.

George, Alice L. 2003. Awaiting Armageddon: How Americans Faced the Cuban Missile Crisis. Chapel Hill, NC: The University of North Carolina Press.

Kort, Michael G. 1994. The Cold War. Brookfield, CT: The Millbrook Press

Leffler, Melvyn P. 1992. A Preponderance of Power: National Security, the Truman Administration, and the Cold War. Stanford CA: Stanford University Press.

Nash, Gary B. 1992. American Odyssey: The United States in the Twentieth Century. Lake Forest, IL: Glencoe.

Zinn, Howard. 1995. A People’s History of the United States: 1492-Present. New York, NY: Harper Perennial.

National Archives and Records Administration. Laguna Niguel. The Kitchen Debate.

http://www.portfolio.umaine.edu/~weissers/korean_conflict.htm Webquest on the Korean War.

http://www.hfac.uh.edu/gl/us37.htm A selection of quotes from policy makers during the Cold War.

http://www.hq.nasa.gov/office/pao/History/sputnik/ NASA website on Sputnik with some primary source documents.

http://dir.yahoo.com/Arts/Humanities/History/By_Time_Period/20th_Century/Cold_War/Nuclear_Arms_Race/ Offers links to various websites on arms race during Cold War.

http://www.historyguide.org/europe/lecture14.html From a lecture on the origins of the Cold War.

http://dir.yahoo.com/Regional/Countries/Cuba/Government/Government_Officials/ Offers good links to documents on Cuban Revolution including primary sources.

http://www.state.gov/ Our state department’s take on their role in Latin America and elsewhere through history and today.

http://darkwing.uoregon.edu/~caguirre/uslatam.html Links to websites documenting our involvement in Latin America over the years.

http://www.gwu.edu/~nsarchiv/nsa/cuba_mis_cri/ Information on Cuban Missile Crisis.

Here are examples of handouts I will give my students.

Lesson 1

1. Soviet-American Confrontation

From Stettin on the Baltic to Trieste on 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, Vienna, Budapest, Belgrade, Bucharest, and Sofia, all these famous cities and the populations around them lie in the Soviet sphere and all are subject, in one form or another, not only to Soviet influence but to a very high and increasing measure of control from Moscow....Police governments are prevailing in nearly every case, and so far, except in Czechoslovakia, there is no true democracy.

--Winston S. Churchill

One cannot forget the following fact: the Germans carried out an invasion of the U.S.S.R. through Finland, Poland, Rumania, Bulgaria, and Hungary....One can ask, therefore, what can be surprising in the fact that the Soviet Union, in a desire to ensure its security for the future, tries to achieve that these countries should have governments whose relations to the Soviet Union are loyal?

--Joseph Stalin

How do American actions since V-J Day appear to other nations? I mean by actions the concrete things like $13 billion for the War and Navy Departments, the Bikini tests of the atomic bomb and continued production of bombs, the plan to arm Latin America with out weapons, production of B-29's and planned production of B-36's, and the effort to secure air bases spread over half the globe....

How would it look to us if Russia had the atomic bomb and we did not, if Russia had 10,000 bombers and air bases within a thousand miles of our coast lines and we did not?....Most of us are firmly convinced of the soundness of our position when we suggest the internationalization and defortification of the Danube or of the Dardanelles, but we would be horrified and angered by any Russian counter-proposal that would involve the internationalizing and disarming of Suez or Panama. We must recognize that to the Russians these seem to be identical situations.

--Henry A. Wallace

Today the ruling circles of the U.S.A. and Great Britain head one international grouping, which has as its aim the consolidation of capitalism and the achievement of the dominations of these countries over other peoples. The countries are headed by imperialist and anti-democratic forces in international affairs, with the active participation of certain Socialist leaders in several European states.

--V.M. Molotov

Whether it be the control of atomic energy, aggression against small nations, the German or the Austrian peace settlements, or any of the other questions, the majority of nations concerned have found a common basis for action. But in every case the majority agreement has been rejected, denounced, and openly attacked by the Soviet Union and her satellites whose policy she controls....What the world needs in order to regain a sense of security is an end to Soviet obstruction and aggression.

--President Harry Truman

The Containment Policy

Soviet power...bears within itself the seeds of its own decay, and the sprouting of these seeds is well advanced...[If] anything were ever to disrupt the unity and efficacy of the Party as a political instrument, Soviet Russia might be changed overnight from one of the strongest to one of the weakest and most pitiable of national societies....This would...warrant the United States entering with reasonable confidence upon a policy of firm containment, designed to confront the Russians with unalterable counter-force at every point where they show signs of encroaching upon the interests of a peaceful and stable world.

--George Kennan

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.

--Truman Doctrine, 1947

The truth of the matter is that Europe's requirements for the next three or four years of foreign food and other essential products--principally from America--are so much greater than her present ability to pay that she must have substantial additional help or face economic, social, and political deterioration of a very grave character....

Our policy is directed not against any country or doctrine but against hunger, poverty, desperation, and chaos. Its purpose should be the revival of a working economy in the world so as to permit the emergence of political and social conditions in which free institutions can exist.

--The Marshall Plan, 1947

Article 5 The parties agree that an armed attack against one or more of them in Europe or North America shall be considered an attack against them all; and consequently they agree that, if such an armed attack occurs, each of them...[will take] such action as it deems necessary, including the use of armed force, to restore and maintain the security of the North Atlantic area.

--The North Atlantic Treaty, 1949

Why, by inter-weaving our destiny with that of any part of Europe, entangle our peace and property in the toils of European ambition, rivalship, interest, humor, or caprice? It is our true policy to steer clear of permanent alliances with any portion of the foreign world.

--George Washington, 1796

The security of the United States would again be seriously endangered if the entire European continent were once more to come under the domination of a power or an association of powers antagonistic to the United States....Today, the weakened condition in which the nations of Europe find themselves as a result of the destruction and privation of war has afforded a golden opportunity for a new aggressor....It is believed essential to the security of the United States, therefore, that it consolidate the friendship and support which it now enjoys from free and friendly nations.

--State Department

The pact destroys the chances of European recovery. A permanently militarized Europe is doomed to living on an American dole. The pact is not an instrument of defense but a military alliance designed for aggression. It bypasses the United Nations and violates its Charter in a most flagrant manner. It divides the world permanently into two armed camps. And it provocatively establishes military bases on the borders of the Soviet Union.

--Henry Wallace

Lesson 3

The Kitchen Debate - Attached

http://www.hq.nasa.gov/office/pao/History/sputnik/oct57.html A meeting of the National Security Council (Oct. 10, 1957) to discuss the implications of the Sputnik launch.

http://www.parascope.com/gallery/galleryitems/hotNukes/ Documents US nuclear weapons tests.

Lesson 4

http://www.gwu.edu/~nsarchiv/NSAEBB/NSAEBB4/index.html Released government documents on CIA actions concerning Guatemala in 1954.

http://www.marxists.org/history/cuba/archive/castro/1960/07/09.htm A speech by Castro on facing US aggression.

Lesson 5

Cuban Missile Crisis

At midday, and again in the early evening of October 16, 1962, John F. Kennedy called together a group of his closest advisers at the White House. Late the night before, the CIA had produced detailed photo intelligence identifying Soviet nuclear missile installations under construction on the island of Cuba, some ninety miles off the Florida coast; now the president and his men confronted the dangerous decision of how the United States should respond.

Secretary of Defense Robert McNamara outlined three possible courses of action for the president: "the political course of action" of openly approaching Castro, Khrushchev, and U.S. allies in a gambit to resolve the crisis diplomatically, an option that McNamara and others considered unlikely to succeed; "a course of action that would involve declaration of open surveillance" coupled with "a blockade against offensive weapons entering Cuba"; and "military action directed against Cuba, starting with an air attack against the missiles." Much of the conversation that day centered on the military option and the hazardous unknowns of Soviet retaliation, including the possibility of nuclear escalation. "I don't believe we have considered the consequences," McNamara told the president. "I don't know quite what kind of a world we live in after we've struck Cuba, and we, we've started it.... How, how do we stop at that point?"

As the leader of the United States, how would you have reacted to this problem?

http://www.mtholyoke.edu/acad/intrel/baypig2.htm An account of a meeting in Kennedy administration (Jan, 1961) regarding the invasion of Cuba.