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Teachers Guide: Cold War

SOCIAL STUDIES GRADE 12: TEACHERS GUIDE Specific Module Information

Module: The Clash of Ideologies, the Cold War
Overview
This module explores elements of: Related Issue 2: Is resistance to liberalism justified? Related Issue 3: Are the values of liberalism viable? Related Issue 4: To what extent should my actions as a citizen be shaped by an ideology?

In this module, students explore the ideological conflict between liberalism and communism that dominated the latter half of the twentieth century. Students also examine the new challenges facing liberalism in the post-Cold War world.

Outcomes, Activities, and Assignments Section 1: The Cold War

Outcomes as prescribed in Alberta Education Standards for Social Studies 12 This section explores elements of: Related Issue 2: Is resistance to liberalism justified? and Related Issue 3: Are the values of liberalism viable? General Outcomes: Students will understand impacts of, and reactions to, liberalism. and Students will understand the extent to which the values of liberalism are viable in a contemporary world.

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Values and Attitudes 2.2

Teachers Guide: Cold War

appreciate how citizens and citizenship are impacted by the promotion of ideological principles (C, TCC)

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Knowledge and Understanding

Teachers Guide: Cold War

2.10 analyze how ideological conflict shaped international relations after the Second World War (expansionism, containment, deterrence, brinkmanship, dtente, nonalignment, liberation movements) (PADM, TCC, LPP) 3.6 examine why government practices may not reflect values of liberalism

Skills and Processes S.1 S.2 S.3 S.7 S.8 S.9 develop skills of critical thinking and creative thinking develop skills of historical thinking develop skills of geographic thinking apply the research process demonstrate skills of oral, written, and visual literacy develop skills of media literacy

Relative Advantage: Students will watch the 10 videos on the Cold War then complete the following 3 activity guides as well as the in class essay. The advantage of using videos provides students various methods to listen, watch and write their understanding of the Cold war material. Modifications: The CC can be turned on for hearing impaired students. For ELL students the link to NaturalReader is provided so students can have the lesson and activities read to them. Materials: Students will need access to a smart device of some sort to access the videos. Students will be provided copies of the activities to complete with pencil or made available on-line to be completed electronically. Section Question: How did the post-World War II competition with communism affect the practice and promotion of liberalism in the world? Lessons Module Section 1
Lesson Question Synopsis

Lesson 1 Part A: A Most Dangerous Dichotomy

What were the characteristics of the ideological conflict that arose between communism and liberalism following World War II? Students will explore the causes and conduct of the Cold War and familiarize themselves with the related events and terminology.

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Key Concepts Students will understand that while the threat of nuclear war largely precluded direct conflict between those nations advocating liberalism and those advocating communism, ideological competition and confrontation continued in a variety of other forms during the Cold War. Key concepts to be mastered include Estimated Time Resources alignment brinkmanship cold war containment dtente deterrence Iron Curtain hot war proxy wars sphere of influence superpower

Teachers Guide: Cold War

One, 80-minute period Video Library: Cold War Worksheet - Cold War Concepts Activity Cold War Concepts Activity - Potential Student Responses Students are provided with a brief overview of geopolitics at the end of World War II and a basic description of the superpower rivalry that characterized the Cold War. This Explore component opens with the textual reading that follows. Watch Cold War videos 1-10 In conjunction with the videos, students are to complete a worksheet entitled Cold War Concepts Activity. This is intended as a formative activity. Teachers should review the students completed worksheet for correctness and provide feedback where appropriate. A sample of potential student responses has been provided. Prior to submitting their Cold War Concepts Activity for review, students are encouraged to review their responses with a fellow student or with an adult who is knowledgable regarding Cold War history.

Lesson Elements

Get Focused

Explore Watch Understanding and Responding

Discussion

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Check Your Understanding Going Beyond Students complete an interactive crossword puzzle that tests their knowledge of Cold War terminology, events, and concepts.

Teachers Guide: Cold War

Students are encouraged to augment their learning by watching one or more of the following films: o Thirteen Days o Trinity and Beyond: The Atomic Bomb Movie o If You Love This Planet This lesson is terminology intensive. Encourage students to define terms in their own language and ask questions if they are having difficulty. Encourage students to seek definitions to confusing terms even if they are not bolded in the text and to record these words for future reference.

Potential Misconceptions and Difficulties

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Cold War Concepts Activity: Potential Student Responses Answer Key

Teachers Guide: Cold War

1. (1) Answers may vary. Most students will likely suggest that Europeans in former Nazi-controlled states would vote in liberal democratic governments because they had just lived under authoritarian rule. Some students might take an alternative approach, noting that for some Europeans, communism would offer a solution to the rebuilding of the national economic life that would theoretically address inequities and provide a good standard of living for all citizens. (2) Reneging on the agreement would generate distrust and suspicion between nations. Failing to keep the agreement would likely generate concerns that the country which reneged was attempting to gain control of the formerly occupied nations rather than allowing them to choose their own path. 2. Having communist-controlled states between the nations of Western Europe and the Soviet Union would provide a buffer zone to protect the USSR in case of another war. 3. The conditions for receiving aid required nations to submit to an economic assessment, which likely would have been critical of the communist approach to economics. Moreover, by requiring participation in a broader European economy, the Marshall Plan would force the Soviet satellites to give up some control of their own economies and engage in trade that was likely based on free market ideology. 4. The primary purpose of the Berlin Wall was to prevent East Germans from emigrating to the freer and more prosperous West. The East Germans and their Soviet allies maintained that the wall was constructed to defend against a possible NATO attack. 5. Attempts to introduce liberal reforms or develop closer relations with the West in Russian satellite states were typically stopped through the use of Soviet military force. Examples include the invasions of Hungary in 1956 and Czechoslovakia in 1968. 6. Students may come down on either side of this issue. Justifications in favour of American policy might include the argument that history has shown that extremists who gain power democratically often begin to immediately dismantle the democratic institutions that would allow for their future removal from power. Arguments against the American actions will probably centre on the notion that rigging elections, or preventing a legitimate and peaceful political party from gaining power democratically, are tactics associated with authoritarian rule and are contrary to the fundamental ideals of liberalism.

NOTE: The potential responses do not represent an exhaustive list of concepts or terms. Student lists may be longer and more detailed.

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Key Concept
brinkmanship

Teachers Guide: Cold War

Example(s) Related Vocabulary
expansionism containment deterrence Truman Doctrine Marshall Plan

My Definition or Explanation

using the threat of war as a Kennedys negotiation tactics diplomatic tool to force the during the Cuban Missile other side in a dispute to back Crisis are an example. down keeping an opposing nations influence or ideology from spreading to any other countries efforts by a nation to spread its economic or political influence beyond its own borders Economic aid to post-war Europe lessened the appeal of communism. The Soviet Union installed communist governments in the countries it had liberated from Nazi control.

containment

expansionism

containment satellite states spheres of influence

Module Section 1
Lesson Question Synopsis Key Concepts

Lesson 1 Part 2: Repercussions of the Cold War and Cold War Video

Library Questions Part II

How did the Cold War affect the nations involved in the conflict? Students explore how the conflicts and policies of the Cold War-era affected nations and their populations. Students will understand that, while it never evolved into a hot war between the superpowers, the ideological conflict between communism and liberalism had a profound political, economic, scientific, social, environmental, and even psychological impact on the nations involved. Key terms include o proxy wars o liberation movements o espionage o McCarthyism o The Red Scare

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Estimated Time Resources One, 80-minute period Cold War Video Library Worksheet - Cold War Scavenger Hunt Cold War Scavenger Hunt - Potential Student Responses Students are provided with a perspective of the Cold War as a chess match in which the superpowers often manipulated other countries as pieces rather than engaging in direct conflict themselves. The point is then made that despite this armslength approach to conflict, there were heavy costs and also a few benefits derived from the Cold War. The Explore element opens with the reading assignment that follows. Students are to watch all 10 Cold War videos

Teachers Guide: Cold War

Get Focused

Explore Watch

Pause and Reflect Understanding and Responding

Students are asked to recall an international crisis or ideological clash that worried them as a child and to consider how such clashes affect their current lives. Students are instructed to complete a Cold War Scavenger Hunt. The activity requires the students to o use the Cold War video library to find answers to questions that are relevant to the Cold War o record the information about the sources of the answers and do a cursory assessment of the validity of those sources o judge whether the information found for each question represents evidence of the positive, neutral, or negative impact that the Cold War had on humanity o assess the broader conclusions that might be drawn about the Cold War as a result of what they have learned Hand the complete worksheets in so formative feedback can be provided. Students are encouraged to discuss their findings with fellow students or knowledgable adults and to account for descrepencies in information or interpretation.

Lesson Elements

Discussion

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Going Beyond Assessment Tips Students are provided with potential films that might be viewed to provide more perspective on the Vietnam conflict. Students are encouraged to research incidents that may have led to an accidental nuclear war. Students are directed to watch Charlie Wilsons War as a study of how Cold War-era conflicts have affected present-day ideological conflicts. The Cold War Scavenger Hunt key is intended primarily to provide a frame work for potential answers. Take the quality of the students reasoning into account when providing feedback on such interpretations. In the Cold War Scavanger Hunt, students are asked to find two iconic photos from the Vietnam War. Many of the photos students will find, while widely publicized in periodicals and textbooks, are nonetheless disturbing and potentially controversial. These images include o the 1963 photo of Buddhist monk Thch Qung cs self-immolation as a protest against the South Vietnamese government o Eddie Adams 1968 photo of the Saigon police chief, Nguyn Ngc Loan, executing a Viet Cong fighter by shooting the soldier in the head at point- blank range o the 1972 American Press photo of Phan Th Kim Ph running naked from her village after a napalm attack Teachers should take into account student sensibilities and backgrounds and may, at their discretion, direct students to omit the search for images from this activity.

Teachers Guide: Cold War

Potential Misconceptions and Difficulties

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Cold War Scavenger Hunt: Potential Student Responses

Teachers Guide: Cold War

The first item is completed for students as an example. Other responses are potential answers students may give. Scavenger Hunt Item Response Source and Validity Assessment Is it a positive, neutral, or negative impact? (Explain your response.)
The bomb test had a negative impact. The bomb was way more powerful than the scientists had predicted. Islanders downwind and some Japanese fishermen were contaminated by radioactive fallout from the test. This had a positive impact. The Marshall Plan promoted European unity, prosperity, and freedom.

What insight does the item provide regarding the impact of the Cold War?
The Cold War arms race led nations to engage in potentially risky tests of nuclear weapons that contaminated innocent people with radiation.

What was the Castle Bravo test?

Castle Bravo was the Source: largest nuclear bomb http://en.wikipedia.or ever tested by the g/wiki/Castle_Bravo United States. authoritative requires further verification very weak

Find a propaganda poster that promotes the Marshall Plan.

Source: http://www.learnnc.or g/lp/multimedia/1380 1 and http://www.history.uc sb.edu/faculty/marcu se/classes/133c/133 CwImages/MarshallP lanBaloonPoster300 http://library.marshall pxw.jpg foundation.org/poster s/library/posters/mar authoritative requires further shall.php verification very weak

Cold War competition led the United States to provide aid programs to other nations in an effort to demonstrate the superiority of capitalism and democracy.

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Teachers Guide: Cold War

Find two Vietnam war photos that changed American public opinion about the war.

Many are available at:

Source:

authoritative http://news.bbc.co.uk requires further /2/shared/spl/hi/pictu verification re_gallery/05/in_pict very weak ures_the_vietnam_w ar_/html/1.stm

Answers will vary depending on the photos chosen. Most photos will suggest a negative impact.

Answers will vary depending on the nature of the photos chosen.

SECTION 1 CHALLENGE: COLD WAR VIDEO LIBRARY QUESTIONS PART II

Description of Section Challenge In this section challenge, students are to use the videos to answer the questions listed. Time Allotted: It is intended that students be allotted at least one, 40-minutes to familiarize themselves with the assignment and to formulate their responses. Assessment Students will be assessed in three categories:

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Understanding of Concepts Supporting Facts and Examples Communication

Teachers Guide: Cold War

An assessment rubric has been provided for this section challenge. As well, a sample of some potential student responses has been provided for teachers.

SECTION 1 CHALLENGE: COLD WAR VIDEO LIBRARY QUESTIONS PART II 24 marks Student Name:_____________________________ Excellent
Understanding of Concepts 12 The student has demonstrated a comprehensive and sophisticated understanding of Cold War concepts and their connection to Cold War events. 8 The student has incorporated judiciously chosen facts and examples into the responses. The selected material provides

Competent
9 The student has demonstrated a solid and accurate understanding of Cold War concepts and their connection to Cold War events. 6 The student has incorporated appropriate facts and examples into the responses. The selected material provides adequate

Marginal
6 The student has demonstrated a confused and/or fragmentary understanding of Cold War concepts and their connection to Cold War events. 4 The student has incorporated facts and examples into the responses although this data may occasionally be inappropriate or incorrect. The

Unsatisfactory
3 The student has demonstrated a minimal understanding of Cold War concepts and their connection to Cold War events.

Insufficient
The students response is so scant, or of such poor quality, that assessment is not possible.

Supporting Facts and Examples

2 If the student has incorporated facts and examples as support for the comments and analysis, the selected material is largely irrelevant or incorrect.

The students response is so scant, or of such poor quality, that assessment is not possible.

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compelling support for the students comments and analysis. support for the students comments and analysis. selected material provides only limited support for the students comments and analysis. 2 The student has communicated ideas in a straightforward but occasionally awkward or unclear manner. The student has made a limited and, sometimes, incorrect use of social studies vocabulary. 1 The student has demonstrated weak and ineffectual communication skills. The textual content and/or speech is inarticulate, disjointed, or confusing. The student has made a minimal or, largely, incorrect use of social studies vocabulary. The students response is so scant, or of such poor quality, that assessment is not possible.

Teachers Guide: Cold War

Communication 4 The student has communicated ideas in an eloquent and articulate manner. The student has made extensive and confident use of social studies vocabulary.

3 The student has communicated ideas in a clear manner. The student has made adequate and appropriate use of social studies vocabulary.

Total mark ___/24 Teachers Comments: Examples of Potential Answers SECTION 1 CHALLENGE: COLD WAR VIDEO LIBRARY QUESTIONS PART II

1. Responses will vary. Students who agree with the argument may justify their support in various ways. Examples follow: Sometimes the ends justify the means. The defence of liberal principles as a whole outweighs the comparatively isolated incidents where democracies violated those principles. The Cold War was still a war, you know. In wars you sometimes have to do things that you would never do in peacetime. You suspend rights. You may imprison, without charge, people who are suspected of being national security threats. These actions, too, violate liberal principles, but in the extraordinary circumstances of a war, they are sometimes called for to prevent terrorist attacks on your own soil or to stop spies from passing information to the enemy that would result in the deaths of your own troops. Rigging a foreign election to prevent communists from coming to

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Teachers Guide: Cold War

power, for example, might be similarly justifiable. In the Cold War, such actions contained communism. They prevented communism from spreading to the point where it was such a threat to liberalism that we would have required a military solution. It was necessary sometimes to abandon our principles because the authoritarian communist regimes we were competing with had no problem violating liberal principles. If we did not occasionally employ the same tactics to contain the spread of communism, we would have lost the Cold War. Imagine watching victorious communist troops marching through our own streets. In such a case, I dont think it would provide much solace for us to know that we did not violate the basic principles of liberalism in our losing cause.

Students who disagree with the argument may justify their support in various ways. For example: It is obviously hypocritical. To talk about how great democracy is and then, when it looks like a communist or socialist party may gain power in a country, to use the CIA to influence an election undermines the credibility of our ideology. Why would anyone respect liberal principles when we ourselves dont? It is the fundamental principles of liberalism that are its strength. Most people want the freedoms liberalism offers. If we abandon our ideals in an effort to contain communism, we actually weaken the appeal of liberalism.

3. Responses will vary. Most students will suggest that the leading communist regimes (the Soviet Union, China) during the Cold War were expansionist. Communisms stated goal was the overthrow of capitalism and, by extension, liberalism. A failure to challenge communism might have eventually led to the erosion of liberalisms influence in the world, or a lack of action may have led to military invasion by communist forces as happened in South Korea. Alternatively, some students may point to the trillions of dollars that would have been saved if the United States and its allies had not gotten involved in an arms race with the communist bloc. Students might also point out that the loss of life in wars like Vietnam would not have occurred. Students who take this perspective will still need to discuss how liberal democracies should have met the challenge of communist expansionism. 4. Answers will vary. Students in favour of democracies taking an active role in spreading liberalism may discuss the need to meet communisms expansionism head on and to help free people who are already oppressed. Students might point to a variety of case studies, citing resistance to communism in, for example, Hungary, Czechoslovakia, and Afghanistan. Other students may suggest that believing in liberal ideology does not necessarily require one to try to spread liberalism to other places or to force the ideology on other people. Attempting to do so can be disastrous: students might use the Vietnam War as an example of a disaster. More sophisticated responders will likely equivocate in their responses by recognizing that different situations may require different answers. For example, some may say that providing support to liberation movements may be justified where the vast majority of a population is clearly anti-communist. On the other hand, pressuring popularly elected governments in non-aligned nations to choose the Western side in the Cold War could be viewed as contrary to the principles of liberalism, depending on what form of pressure is applied.

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Teachers Guide: Cold War

5. Answers can vary; however, a discussion of the Vietnam War would clearly suit this question. Students may bring up the Vietnam counterculture movement, the draft, the conduct of the war itself, or the fact that the United States lost. Alternative events that could be discussed include nuclear testing and its environmental effects. Students might discuss the Castle Bravo nuclear test or the downwinders in the US. It is also possible for students to discuss this question from the perspective of someone living under communism. In that case, they might discuss Soviet involvement in Afghanistan and/or Soviet nuclear accidents that affected civilians.

Assessment: In Class Essay

Module Challenge: Position Paper

Description of Module Challenge Students will write a diploma exam-style position paper in which they will respond to the three sources below.. Time Allotted: It is recommended that students be allotted at least one, 80-minute period to outline and write their position paper. Assessment The rubric follows the sources

In this assignment, you will communicate clearly; your interpretation of three sources explaining the ideological perspective in each, identifying the relationship between the sources and explain the links to the principles of liberalism.

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Teachers Guide: Cold War

Source 1

2005 Cam Cardow, The Ottawa Citizen, and PoliticalCartoons.com

Source 2 When liberty comes with hands dabbled in blood it is hard to shake hands with her. Oscar Wilde (18541900)

Source 3 Do you think when two representatives holding diametrically opposing views get together and shake hands, the contradictions between our systems will simply melt away? What kind of a daydream is that? Nikita Khrushchev (18941971)

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Teachers Guide: Cold War

SOCIAL STUDIES 30-1

SCORING CRITERIA FOR MINOR WRITTEN RESPONSE

Interpretation of Sources (12) Identification of Relationships (6)
When marking Identification of Relationships, the markers should consider how effectively the writer Identifies the relationship(s) that exist among all sources Note: Writers may discuss the relationship(s) in one part of the response or the discussion of relationship(s) may be embedded throughout the response.

Quality of Communication (2)

When marking Quality of Communication the marker should consider the extent to which the writer communicated effectively, including control of Vocabulary Sentence structure and organization Mechanics and grammar Note: Writers are expected to use paragraph form for the response. Consider the proportion of error in terms of the complexity and length of the response Vocabulary is precise and deliberately chosen. Sentence structure is controlled and sophisticated; The writing demonstrates skillful control of mechanics and grammar and is judiciously organized. Vocabulary is appropriate and specific. Sentence structure is controlled and effective. The writing demonstrates capable control of mechanics and grammar and is purposefully organized Vocabulary is conventional and generalized. Sentence structure is controlled and straightforward. The writing demonstrates basic control of mechanics and grammar and is adequately organized. Vocabulary is imprecise, simplistic, and/or inappropriate. Sentence structure is awkward. The writing demonstrates a faltering control of mechanics and grammar and is ineffectively organized. Vocabulary is over-generalized and/or inaccurate. Sentence structure is uncontrolled. The writing demonstrates a profound lack of control of mechanics and grammar and is haphazardly organized.

When marking Interpretation of Sources, markers should consider how effectively the writer Interprets each source to demonstrate an understanding of how each source linke to liberalism Note: Writers are expected to address all sources.

Excellent

E
Proficient

Interpretation of the source is sophisticated, insightful, and precise, demonstrating a perceptive understanding of the links to liberalism. (4) Interpretation of the source is sound, specific, and adept, demonstrating a sound understanding of the links to liberalism. (3.5-3)

The explanation of relationship(s) is perceptive and thorough. (6-5.5)

Pf
Satisfactory

The explanation of relationship(s) is capable and purposeful. (5-4))

S
Limited

Interpretation of the source is adequate, The explanation of relationship(s) is adequate and straightforward, and conventional, demonstrating a straightforward. (3-3.5) generalized understanding of the links to liberalism (2.5) Interpretation of the source is incomplete and/or vague, demonstrating a confused understanding of the links to liberalism. (1.5-2) Interpretation of the source is minimal and/or inaccurate, demonstrating little or no understanding of links to liberalism. (.5-1) The explanation of relationship(s) is superficial, redundant, and of questionable accuracy.(2.5-2)

L
Poor

P
/20

The explanation of relationship(s) is scant, illogical, and tangential. (1.5-1)

SIS2S3-

/4 /4 /4

/12

/6

/2

Zero can be assigned to a response that fails to meet the minimum requirements of the POOR category.
REVISED 09/06/2011

Cold War Lesson EdTech 533 - Todd Dumais

Social Studies 30-1: Teachers Guide