American History Unit 8: The Cold War
Ascension Parish Comprehensive Curriculum
Concept Correlation
Unit 8: Post World War II U.S. Foreign and Domestic Issues
Time Frame: Regular 4.5 weeks; Block 2.25 weeks
Big Picture: (Taken from Unit Description and Student Understanding)
Differing goals and ideologies caused a cold war between the U.S. and Soviet Union following WW II.
Cold War tensions impacted U.S. foreign and domestic policies.
Cold War tensions caused crises and conflicts throughout the world.
Cold War tensions caused fears of communism in the U.S. and sometimes lead to violations of civil liberties.
Guiding Questions Activities GLEs Assessed GLEs
Concept 1: Cold War: U.S. Activity 65:
Foreign and Domestic Defining the 18, 42, 2 Compare historical periods or historical
Policy 1945 - 1963 Cold War 43 conflicts in terms of similar issues, actions, or
GQ 1, 9 trends (H-1A-H1) (Analysis)
1. What caused the Cold War?
(GLE 42) Activity 66: 3 Contrast past and present events or ideas in
2. What impact did Cold War Containment and 1, 6, 7, 9, U.S. history, demonstrating awareness of
tensions have on U.S. foreign U.S. Foreign 42, 43 differing political, social, or economic context
policy? (GLE 43) Policy (H-1A-H1) (Analysis)
GQ 2, 8
3. What impact did Cold War 9 Evaluate and use multiple primary or
tensions have on crises and secondary materials to interpret historical
conflicts throughout the Activity 67: facts, ideas, or issues (H-1A-H3) (Analysis)
world? (GLE 44) 6, 7, 9,
Communist v. 15, 42,
Non-Communist 18 Analyze causes and effects in historical and
4. What impact did Cold War 43
Countries contemporary U.S. events, using a variety of
tensions have on U.S.
GQ 2, 8 resources (H-1A-H6) (Comprehension)
domestic policy? (GLE 45)
5. What impact did the Cold 42 Explain the consequences and impact of
War have on the U.S. home Activity 68: World War II (e.g., Cold War, United Nations,
6, 7, 9,
front? (GLE 45) Cold War Crises Baby Boom) (H-1B-H13) (Comprehension)
42, 43,
and Conflicts
6. Can students compare 44
GQ 3, 8 43 Analyze the spread of Communism after
historical periods or historical
World War II and its impact on U.S. foreign
conflicts in terms of similar Activity 69: The 6, 7, 9, policy (H-1B-H14) (Comprehension)
issues, actions, or trends? Cold War at
(GLE 2) 18, 45
Home 44 Analyze the conflicts that resulted from
7. Can students contrast past GQ 4, 5, 8, 9 Cold War tensions (e.g., Vietnam War, Korean
and present events or ideas in War) (H-1B-H14) (Comprehension)
U.S. history, demonstrating
awareness of differing 45 Describe the impact of the Cold War on
political, social, or economic American society and domestic policy (e.g.,
context? (GLE 3) McCarthyism, Space Race) (H-1B-H14)
(Comprehension)
8. Can students evaluate and
use multiple primary or Activity 70: Red
2, 3, 6, 7, 53 Describe the impact of technology on
secondary materials to Scare Part 2
35, 45 American society (H-1B-H16) (Comprehension)
interpret historical facts, ideas, GQ 4,5, 6, 7
or issues? (GLE 9)
Reflections
9. Can students analyze
change and continuity over
time based on information in
stimulus material? (GLE 18)
79
American History Unit 8: The Cold War
Concept 2: U.S. Popular Activity 71: The
Culture, 1950s Impact of
Technology on 1, 2, 3, 6,
10. How did American society American 7, 9, 42,
change following World War Society 53
II? (GLE 42, 53) GQ 6, 7, 9, 10
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American History – Unit 8
Unit 8 - Concept 1: Cold War: U.S. Foreign and Domestic Policy 1945 - 1963
GLEs
*Bolded GLEs are assessed in this unit
1 Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-
H1) (Analysis)
2 Compare historical periods or historical conflicts in terms of similar issues,
actions, or trends (H-1A-H1) (Analysis)
3 Contrast past and present events or ideas in U.S. history, demonstrating
awareness of differing political, social, or economic context (H-1A-H1)
(Analysis)
6 Analyze the point of view of an historical figure or group in U.S. history (H-1A-H2)
(Analysis)
7 Analyze or interpret a given historical event, idea, or issue in U.S. history (H-1A-
H2) (Analysis)
9 Evaluate and use multiple primary or secondary materials to interpret
historical facts, ideas, or issues (H-1A-H3) (Analysis)
15 Interpret or analyze historical data in a map, table, or graph to explain historical
factors or trends (H-1A-H4) (Analysis)
18 Analyze causes and effects in historical and contemporary U.S. events, using a
variety of resources (H-1A-H6) (Comprehension)
35 Analyze the international and domestic events, interests, and philosophies that
prompted threats to civil liberties in the aftermath of World War I. (Comprehension)
42 Explain the consequences and impact of World War II (e.g., Cold War, United
Nations, Baby Boom) (H-1B-H13) (Comprehension)
43 Analyze the spread of Communism after World War II and its impact on U.S.
foreign policy (H-1B-H14) (Comprehension)
44 Analyze the conflicts that resulted from Cold War tensions (e.g., Vietnam War,
Korean War) (H-1B-H14) (Comprehension)
45 Describe the impact of the Cold War on American society and domestic policy
(e.g., McCarthyism, Space Race) (H-1B-H14) (Comprehension)
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American History – Unit 8
Content Based Guiding Questions: Key Terms and Concepts:
What caused the Cold War? (GLE 42) Alliance for Progress
Bay of Pigs Invasion
What impact did Cold War tensions Berlin Airlift
have on U.S. foreign policy? (GLE 43) Berlin Blockade
Capitalism
What impact did Cold War tensions Chinese Civil War
have on crises and conflicts throughout Cold War
the world? (GLE 44) Communism
Containment
Cuban Missile Crisis
What impact did Cold War tensions
Eisenhower Doctrine
have on U.S. domestic policy? (GLE
Flexible Response
45) Hollywood Ten
HUAC
What impact did the Cold War have on Iron Curtain
the U.S. home front? (GLE 45) Korean War
Loyalty Review Board
Skills Bases Guiding Questions: Marshall Plan
Can students compare historical periods Massive Retaliation / Brinkmanship
or historical conflicts in terms of similar McCarthyism
issues, actions, or trends? (GLE 2) NATO
Nuclear Arms Race
Can students contrast past and present Peace Corps
events or ideas in U.S. history, Red Scare
demonstrating awareness of differing Satellite Nations
political, social, or economic context? Space Race
(GLE 3) Superpower
Thirty Eighth Parallel
Can students evaluate and use multiple Truman Doctrine
primary or secondary materials to United Nations
interpret historical facts, ideas, or Warsaw Pact
issues? (GLE 9) Key Historical Figures:
Chiang Kai-shek
Can students analyze change and Douglas MacArthur
continuity over time based on Dwight Eisenhower
information in stimulus material? (GLE Fidel Castro
18) Harry Truman
John F. Kennedy
Joseph Stalin
Kim Il Sung
Mao Zedong
Nikita Krushchev
Syngman Rhee
Assessment Ideas: Resources:
Timeline Primary and Secondary Sources
Graphic Organizer
Map
Newspaper Article
Political Cartoon
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American History – Unit 8
Instructional Activities
Activity 65: Defining the Cold War (GLEs: 18, 42, 43)
Use the chart below to pose the following questions to students:
What is a hot war?
What is a cold war?
Term What do YOU think this term Ask a classmate…What does What does the term really
means? Why? he/she think the term means? mean?
Provide a definition AND rate Why?
yourself. Provide their definition AND
their rating.
COLD
WAR
Circle a number…How sure are you of Circle a number…How sure is he/she of
your definition? his/her definition?
1 2 3 4 5 1 2 3 4 5
Not sure Very sure Not sure Very sure
HOT
WAR
Circle a number…How sure are you of Circle a number…How sure is he/she of
your definition? his/her definition?
1 2 3 4 5 1 2 3 4 5
Not sure Very sure Not sure Very sure
Then discuss the following:
What are examples of hot wars?
What is the time period known as the Cold War?
What caused the Cold War?
What impact did World War II have on the Cold War?
Were there hot wars during the time period referred to as the Cold War?
Information on “cold wars,” “warm wars,” and “hot wars” may be found on the following
websites:
http://www.historylearningsite.co.uk/what%20was%20the%20cold%20war.htm
http://ns.goobergunch.net/wiki/index.php/Warm_War
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American History – Unit 8
Activity 66: Containment and U.S. Foreign Policy (GLEs: 1, 6, 7, 9, 42, 43)
Discuss the following with students:
What is the policy of containment?
What methods might the U.S. use to contain communism?
Provide the students with information via class discussions and/or primary and secondary sources
on Cold War policies and events that reflect the overreaching U.S. policy of containment during
Cold War.
Have students use the information to complete a chart like the one below in which they describe
the purpose and effectives of the Cold War policies and events. The chart should include: Truman
Doctrine, Marshall Plan, Eisenhower Doctrine, Massive Retaliation / Brinkmanship, Alliance for
Progress, Peace Corps, etc...
Containment
Policy / Event Presidential Purpose Effectiveness
Administration
Truman Doctrine Truman Provide economic aid √
to Greece and Turkey
Have students identify the affected countries and/or regions on a world map.
Extend the activity by having students create a Cold War timeline in which they place policies
and key events.
Cold War timelines may be found on the following websites:
http://www.cnn.com/SPECIALS/cold.war/timeline/frameset.html
http://library.thinkquest.org/10826/timeline.htm
http://faculty.washington.edu/qtaylor/a_us_history/cold_war_timeline.htm
Activity 67: Communist v. Non-Communist Countries (GLEs: 6, 7, 9, 15, 42, 43)
Provide students with information via class discussion and primary and secondary sources on the
division of Europe following World War II as well as the creation of collective defense
organizations. Sources should include maps of Europe and the world from 1945-1990 which
illustrate the division of the world between communist and non-communist countries as well as
maps showing members of collective defense organizations such as NATO, SEATO, CENTO,
and the Warsaw Pact.
Have students consider the following questions:
What was the iron curtain?
What was the purpose of organizations such as NATO and the Warsaw Pact?
What impact might these organizations have on Cold War tensions?
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American History – Unit 8
Activity 68: Cold War Crises and Conflicts (GLEs: 6, 7, 9, 42, 43, 44)
Provide students with information via class discussion and primary and secondary sources on
Cold War crises and conflicts (e.g., Chinese Civil War, Berlin Crisis, Korean War, U-2 Incident,
Bay of Pigs Invasion, Cuban Missile Crisis).
Have students create a Cold War conflicts like the one below.
Cold War Crises and Conflicts
Conflict Presidential Cause Outcome Was Rate the level of
Administration containment tension between the
successful or U.S. and Soviet
unsuccessful? Union caused by the
event
Korean Truman Communist North A cease fire was Successful
War Korea invaded declared and Korea
non-communist remained divided at 1 2 3 4
South Korea the 39th 5
parallel…communist Very
in the north and non- Alot
little
communist in the of
south tension
tension
Have students add the affected countries and/or regions to their world map.
Extend the activity by having students also add the events to their Cold War timeline.
Activity 69: The Cold War at Home (GLEs: 6, 7, 9, 18, 45)
Provide students with information via class discussions and/or primary and secondary sources on
Cold War issues that impacted American society. Ask students to determine how each impacted
American society during the Cold War years.
Nuclear arms race (e.g., impact construction of underground fallout shelters, creation
of informative films, increased military expenditures)
Space Race (e.g., impact increased funding for math and science education and NASA)
Fears of Communism in the U.S. / Red Scare Part 2 (e.g., impact creation of the
Loyalty Review Board and HUAC, Trial of the Rosenbergs, McCarthy Hearings)
Extend the activity by having students create a newspaper report or political cartoon on the Cold
War at home.
Activity 70: Red Scare Part 2 (GLEs: 2, 3, 6, 7, 35, 45)
Have students create a graphic organizer in which they compare and contrast the Red Scare part 1
following WWI to Red Scare part 2 following WW II.
Findings should include: fears over the spread of communism (e.g., as a result of the Russian
Revolution in 1917 and the infiltration of communism in Eastern Europe after WWII), restrictions
of civil liberties (e.g., Palmer Raids post WWI and Loyalty Review Board and HUAC
investigations post WWII).
Extend the activity by having students research modern day instances in which violations of civil
liberties occurred in the name of protecting national security (e.g., Patriot Act post 9/11).
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American History – Unit 8
Unit 8 - Concept 2: U.S. Popular Culture, 1950s
GLEs
*Bolded GLEs are assessed in this unit
1 Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-
H1) (Analysis)
2 Compare historical periods or historical conflicts in terms of similar issues,
actions, or trends (H-1A-H1) (Analysis)
3 Contrast past and present events or ideas in U.S. history, demonstrating
awareness of differing political, social, or economic context (H-1A-H1)
(Analysis)
6 Analyze the point of view of an historical figure or group in U.S. history (H-1A-H2)
(Analysis)
7 Analyze or interpret a given historical event, idea, or issue in U.S. history (H-1A-
H2) (Analysis)
9 Evaluate and use multiple primary or secondary materials to interpret historical
facts, ideas, or issues (H-1A-H3) (Analysis)
15 Interpret or analyze historical data in a map, table, or graph to explain historical
factors or trends (H-1A-H4) (Analysis)
18 Analyze causes and effects in historical and contemporary U.S. events, using a
variety of resources (H-1A-H6) (Comprehension)
42 Explain the consequences and impact of World War II (e.g., Cold War, United
Nations, Baby Boom) (H-1B-H13) (Comprehension)
53 Describe the impact of technology on American society (H-1B-H16)
(Comprehension)
Content Based Guiding Questions: Key Terms and Concepts:
How did American society change Baby Boom
following World War II? (GLE 42, 53) Franchise / Fast Food
Interstate Highway System
Skills Bases Guiding Questions:
Rock and Roll
Can students compare historical periods
Television
or historical conflicts in terms of similar
issues, actions, or trends? (GLE 2)
Key Historical Figures:
Can students contrast past and present Dwight Eisenhower
events or ideas in U.S. history, Harry Truman
demonstrating awareness of differing John F. Kennedy
political, social, or economic context?
(GLE 3)
Can students evaluate and use multiple
primary or secondary materials to
interpret historical facts, ideas, or
issues? (GLE 9)
Assessment Ideas: Resources:
Timeline Primary and Secondary Sources
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American History – Unit 8
Activity 71: The Impact of Technology on American Society (GLEs: 1, 2, 3, 6, 7, 9, 42, 53)
Have students create an illustrated timeline which highlights key technological advancements
beginning in the mid-1800s through the 1950s and extend the activity by having students add
advancements through present day. Advancements may include: electricity, telephone,
automobile, radio, movies / motion pictures, television, personal computers, Internet, etc…)
Ask students to consider the following:
What political, social, and economic impact have technological advancements had on
American society?
Trace technological advancements from their earliest form to its present day form.
Which technological advancement has had the greatest impact on American society?
Why?
Make predictions about the changes and improvements that will be made within the next
fifty years.
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American History – Unit 8
Sample Assessments
General Guidelines
Students should be monitored on all activities via teacher observation, report writing, class
discussion, and journal entries.
Teachers should use a variety of performance assessments to determine student
understanding of content.
Teachers should select assessments that are consistent with the types of products that
result from the student activities.
Teachers should develop a scoring rubric collaboratively with other teachers or students.
General Assessments
Have students analyze information from primary source documents from the Cold War
Period on key Cold War policies, crises, and conflicts. Students will use the information
to create graphic organizers.
Have students create a timeline of key events from 1945 to 1963.
Have students create a newspaper article or political cartoon on the impact of the Cold
War at home.
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American History – Unit 8
Name/School_________________________________ Unit No.:______________
Grade ________________________________ Unit Name:________________
Feedback Form
This form should be filled out as the unit is being taught and turned in to your teacher coach upon completion.
Concern and/or Activity Changes needed* Justification for changes
Number
* If you suggest an activity substitution, please attach a copy of the activity narrative
formatted like the activities in the APCC (i.e. GLEs, guiding questions, etc.).
American History-Unit 8-The Cold War 89