The Cold War

1. The Cold War LESSON PLAN

2. Academic Content Standards GRADE 10 • Academic Content Standards: History- 20thCentury Conflict • Grade Level Indicators: 8. By the end of this lesson, students should be able to explain how the Cold War and related conflicts influenced U.S. foreign policy after 1945 with emphasis on the Marshall Plan; Communist Containment including the Truman Doctrine, Berlin Blockade, and the Cuban Missile Crisis; the Korean War and the Vietnam War.

3. Objectives • By the end of this lesson, students should be able to understand: • how the Cold War’s communist “containment” policies affected domestic and foreign relations after 1945 with emphasis on: • the Marshall Plan • Truman Doctrine • the Red Scare • the Berlin Blockade. • Students should understand that “containment” policies affected conflicts such as: • the Cuban Missile Crisis • the Korean War • the Vietnam War for future lessons.

4. Materials Needed In class STUDENTS: • Notebook • Pencil/Pen • Textbook TEACHER: • Lesson Plan • Powerpoint Computer • “Red Scare” Game Supplies • Print outs of Billy Joel lyrics • Timeline printouts

5. Active Learning: Brainstorming • Students will brainstorm at the beginning of class what their prior knowledge is about the Cold War on the black board before adding and negating information. • PURPOSE: Teacher will be able to evaluate what students already previously have learned about the Cold War and refute some myths regarding the era. • MATERIALS: Black board, thinking caps!

6. ACTIVE LEARNING: Red Scare Game • Each student will receive one notecard that has a unique cultural, personality description on it. Everybody will receive a different notecard description at random – one Joseph McCarthy, the rest U.S. citizens. Teacher will instruct students that their card will either have a red or a black dot on their notecard but the color of the dot MUST remain a secret. • Red dot means that you are a communist. • Black dot means you are a capitalist. • Classes will individually listen to each other’s notecard and “Joseph McCarthy” must decide, based on personality descriptions, whether each person is a capitalist or a communist. • McCarthy must separate the communists from the capitalists: • those who were deemed “communist” by McCarthy must be punished in some way. • McCarthy’s standards for punishment included: job loss, prosecution, bad reputations, mistrust in the United States, witchhunting of the 1950’s, many leftists hiding beliefs in fear of prosecution, imprisonment. • PURPOSE FOR ACTIVITY: To prove that many innocent people may have been wrongfully targeted based on simple characteristics; to educate students about the second Red Scare and McCarthyism during the late 1940s – late 1950s. • MATERIALS: Notecards, red/black marker

7. Instructional procedures • Question Previous Knowledge on Topic on Black Board • 5 minutes • NOTETAKING:Introduce the Cold War – “The War of Words”: • After WWII: Germany Divided • POTSDAM CONFERENCE(June 1945): split into 4Allied Occupation Zones: E. Germany (Soviet control), W.Germany (G.B. control), N. Germany (French control),S. Germany (U.S. control) after Allied victory. • Russia –Josef Stalin (dictator), communist Soviet Union • DOMINO THEORY– if one nation fell to communism, surrounding countries would follow suit. • Introduce the TRUMAN DOCTRINE– March 12, 1947 • President Harry Truman: U.S. would help Greece and Turkey militarily and financially, to prevent the spread of communism from Soviet influence. U.S. took over financial help from Great Britain after they became bankrupt doing so, shifting friendly alliances in the Soviet Union from “détente (friendship)” to containment. Consider this the start of the Cold War. • 5 minutes

8. Instructional continued… • Introduce the MARSHALL PLAN (April 1948) • helped to jumpstart economies of those European countries in ruin after WWII, due to the $13.3 billion financial aid from George Catlett Marshall • For the European countries (Great Britain, France, Italy, W. Germany (E. Germany fell to Soviet control), Netherlands, Greece, Austria, Iceland, Luxembourg, Norway, Sweden, Switzerland, Turkey) to have a boosted economy to prevent the spread of communism and spread free-market economies to help benefit theworld order. • 5 minutes • Introduce CONTAINMENTof Communism • Introduce RED SCARE (late 1940s– late 1950s) • Fear of communist infiltrationwould influence communistrevolution within the U.S. Massmistrust evolved and internalpolicies known asMCCARTHYISM(after JosephMcCarthy) made “communism”an epidemic fear. • Play “Red Scare” game • 20 minutes

9. Instructional continued… • Introduce BERLIN BLOCKADE • (June 24, 1948 – May 12, 1949) Britain, France, Belgium, Luxembourg, the Netherlands, and the U.S. sought to unify West Germany in contrast with Eastern Germany with Soviet Control. One of the first major international crises where Stalin, unhappy about this arrangement, blockaded Berlin (apart of E. Germany, butcontrolled by W. Germany).Stalin hoped allies would give inabout W. Germany, since W.Berlin and W. Germany could notsupport itself. • BERLIN AIRLIFT – food, coal,and other supplies airlifted fromthe Allies to W. Berlin and W.Germany with 6000 tons ofsupplies daily; also banningexports from Germany into SovietUnion. Eventually Soviet Unionaccepted defeat. • 5 minutes

10. Instructional Continued… • Introduce International Policies for Future Lessons • Containing Communism influenced foreign policy during the Cold War. • Cuban Missile Crisis • Vietnam War • Korean War • All meant to contain communism from spreading internationally. • 5 minutes • Music Activity • Listen to and interpret lyrics from “We Didn’t Start the Fire” – Billy Joel. • 10 minutes • Watch humorous video clip about “How to Spot a Communist” & Assign Homework • 5 minutes • END OF CLASS – 60 MINUTES TOTAL

11. Homework • Teacher will pass out typed paper with different events during the first part of the Cold War with many dates. Students must make their own timeline by cutting out the event and the corresponding date that it occurred on a separate sheet of paper. • PURPOSE FOR ACTIVITY: Students will be able to create a visual representation of the Cold War time line. • MATERIALS: Timeline paper, scissors, textbook, glue/tape

12. Interdisciplinary Connections • ENGLISH – Could combine essay writing skills from English classes with historical topics • PSYCHOLOGY – Using historical information to determine what influences events like the Red Scare and war. • SCIENCE – Understanding the technology and scientific revelations of Cold War time period. • GEOGRAPHY – Using maps to understand the changes in national boundaries during the Cold War period.

13. Technology Connections • Listening to “We Didn’t Start the Fire” – Billy Joel, http://youtu.be/eFTLKWw542g • Watching “How to Spot a Communist,” http://youtu.be/SkYl_AH-qyk • COULD USE: • Watching “Cold War – Part 1: From World War to Cold War,” http://www.neok12.com/php/watch.php?v=zX7a486f76475e41745e597b&t=Cold-War • Overhead to present notes

14. Research Citations • Billy Joel - We Didn't Start The Fire. (2009, October 2). Retrieved November 01, 2011 from http://youtu.be/eFTLKWw542g • How to spot a communist. (2010, July 10). Retrieved November 01, 2011 from http://youtu.be/SkYl_AH-qyk • Educational videos and games for kids about science, math, social studies and english. Retrieved November 01, 2011 from http://www.neok12.com/php/watch.php?v=zX7a486f76475e41745e597b • Introduction: For European recovery: The fiftieth anniversary of the Marshall Plan. Retrieved November 01, 2011 from http://www.loc.gov/exhibits/marshall/mars0.html • Berlin Blockade. Retrieved November 01, 2011 from http://www.johndclare.net/cold_war9.htm • Berlin Blockade - information on the Berlin Blockade. Retrieved November 01, 2011 from http://europeanhistory.about.com/od/coldwar/p/prberlinblock.htm • Beck, R. B., Black, L., & Krieger, L. S. (2006). Modern World History (7th ed.). Holt McDougal.