Wayne RESA

Unit PlannerUS History and Geography

Wayne RESA – SS / Grade 9 / Social Studies / US History and Geography / Week 26 - Week 28
RESA, MAISA MC3 Units
Unit Abstract

In this unit students continue to examine how the concept of freedom has affected the nation’s history. Students begin by exploring the wants and fears of Americans during the post-war period, addressing the growing tension between liberty and security that characterized the Cold War era. Students evaluate how and why conflicting ideologies and world views resulted in the Cold War. In doing so, they address the origins of the Cold War. Next, students explore the spread of communism abroad by examining and evaluating the United States’ foreign policy of containment. They investigate how ideas, technology, and territory were vehicles of the “war”.  Students then focus on the domestic consequences of the Cold War, exploring why Americans did not feel safe at home. They analyze transcripts from the House Un-American Activities Committee hearings to explore how security trumped liberty in the midst of the Cold War.  Next, students use evidence to examine how the suburbs fulfilled American “wants” identified at the beginning of the unit. As students investigate demographic data with particular focus on suburban America, they consider the groups that prospered and those ignored in the popular narrative of the 1950s as “happy days.”  Students also consider the influence of television on politics and culture with specific attention to the Kennedy-Nixon debate and the treatment of African Americans. Students examine direct and proxy confrontations during John F. Kennedy’s administration as they consider the various foreign policy tools used (economic, military, humanitarian, diplomatic).  They also evaluate Kennedy’s successes and failures by examining the Bay of Pigs, Cuban Missile Crisis, the Space Program, the Alliance for Progress, and the response to the Berlin Wall. Students conclude their study of the Cold War era by exploring how the rallying cry of freedom allowed the United States to unite against a common enemy, yet segregation and discrimination meant that freedom remained elusive for many Americans. 

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Stage One - Desired Results

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Standards
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Compelling Question

How have Americans addressed the tension between liberty and security to protect the idea of freedom?

Supporting Questions
  1. How and why did conflicting ideologies and world views result in the Cold War?
  2. How successful were the United States' responses to the threat of communism at home and abroad?
  3. How did the idea of freedom influence and reflect the Cold War era?
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Content (Key Concepts)

Baby Boom

capitalism

Cold War

communism

consumerism

containment

democracy

economic freedom

ideology

liberty

proxy vs. direct confrontations

security

sphere of influence

suburbanization

 

Skills (Intellectual Processes)

Cause and Effect

Compare and Contrast

Description

Identifying Perspectives

Issue Analysis

Non-linguistic Representations

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Stage Two - Assessment Evidence

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Unit Assessment Tasks
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Stage Three - Learning Plan

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Lesson Plan Sequence
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Resources

Equipment/Manipulative

Data Projector

 

Computer and Internet Access

 

“Freedom Tracking Notebook”

 

Markers

 

Poster Paper

 

Screen

 

Student Resource

Births in the United States 1930-2007. Geography.About.com. 2 October 2015 http://geography.about.com/od/populationgeography/a/babyboom_2.htm

 

Cartoon Analysis Sheet. National Archives and Records Administration. 2 October 2015 http://www.archives.gov/education/lessons/worksheets/cartoon_analysis_worksheet.pdf

 

“A Changing America: Automobiles, Suburbia, and Civil Rights,” from Looking Toward the Future: The Kennedy Generation located at http://player.discoveryeducation.com 2 October 2015

 

Churchill, Winston S. "Iron Curtain Speech." Fulton, MO. 5 Mar. 1946. Internet Modern HIstory Sourcebook. Fordham University. 2 October 2015 http://www.fordham.edu/halsall/mod/churchill-iron.html

 

"Declaration of Conscience" by Senator Margaret Chase Smith and Statement of Seven Senators, June 1, 1950, Congressional Record, 82nd Congress. 1st Session, in Arthur M. Schlesinger, Jr. and Roger Burns, Congress Investigates: A Documented History, 1792–1974 (New York: Chelsea House, 1963), 84–88. Found at: http://historymatters.gmu.edu/d/6459 2 October 2015.

 

“Enemies from Within: Senator Joseph McCarthy’s Accusations of Disloyalty.” History Matters. 2 October 2015 http://historymatters.gmu.edu/d/6456

 

GI Bill of Rights. US Department of Veteran Affairs. 2 October 2015 http://www.gibill.va.gov/GI_Bill_Info/history.htm

 

*Hales, Peter B. Levittown: Documents of an Ideal Suburb. University of Illinois at Chicago. 3 May 2010

 

“Introduction to Anti-Communism in America.” Rutgers University. 3 May 2010

 

“John F. Kennedy in History: Election of 1960.” John F. Kennedy Presidential Library and Museum. 2 October 2015 http://www.jfklibrary.org/Historical+Resources/JFK+in+History/Campaign+of+1960.htm

 

*Lee, Robert V. "Newspapers: The Pittsburgh Courier." PBS.org. PBS. 2 October 2015 http://www.pbs.org/blackpress/news_bios/courier.html

 

*McCarthy, Joseph R. "Enemies from Within." U.S. Senate, State Department Loyalty Investigation Committee on Foreign Relations, 81st Congress, Washington, D.C. 11 Feb. 1950. 2 October 2015 http://historymatters.gmu.edu/d/6456

 

“NSC-68, 1950.” U.S. Department of State. Office of the Historian. 2 October 2015 http://history.state.gov/milestones/1945-1952/NSC68

 

“Origins of the Korean War.” From Gaddis, John Lewis. The Cold War: A New History (The Penguin Press, 2005), pp. 40-46, as reprinted at 2 October 2015 http://warchronicle.com/korea/origin_war.htm

 

“Paul Robeson and the Freedom Train.” Digital Archives of New Jersey History. Rutgers University. 3 May 2010

 

“Pop Goes the Culture as the Culture Goes Pop.” 2 October 2015 http://www.ustrek.org/odyssey/semester2/031001/031001stephenfifties.html

 

Transportation in Rural America. Farming in the 1950s & 60s. Living History Farm. 2 October 2015 http://www.livinghistoryfarm.org/farminginthe50s/life_14.html

US Urbanized Area Growth: 1950-1990, Central Cities & Suburbs
33 Individual Urbanized Area Charts. Demographia. 2 October 2015 http://www.publicpurpose.com/dm-uacht.htm

 

U.S. Senate, State Department Loyalty Investigation Committee on Foreign Relations, 81st Congress; Joseph McCarthy to President Harry Truman February 11, 1950, Congressional Record, 81st Congress.

 

“You Are the Un-Americans, and You Ought to be Ashamed of Yourselves”: Paul Robeson Appears Before HUAC. History Matters. 2 October 2015 http://historymatters.gmu.edu/d/6440iHH

 

*Testimony of Paul Robeson: ‘You Are the Un-Americans, and You Ought to be Ashamed of Yourselves.’” Congress, House, Committee on Un-American Activities, Investigation of the Unauthorized Use of U.S. Passports, 84th Congress, Part 3, 12 June 1956. in Thirty Years of Treason: Excerpts from Hearings Before the House Committee on Un-American Activities, 1938-1968, Eric Bentley, ed. New York: Viking Press, 1971, 770. http://historymatters.gmu.edu/d/6440

 

Teacher Resource

Alliance for Progress. All Experts Encyclopedia. 2 October 2015 http://en.allexperts.com/e/a/al/alliance_for_progress.htm

 

*Chase, Margaret. "“National Suicide”: Margaret Chase Smith and Six Republican Senators Speak Out Against Joseph McCarthy’s Attack on “Individual Freedom”." History Matters: The U.S. Survey Course on the Web. 1 June 1950. Center for History and New Media. George Mason University. 2 October 2015 http://historymatters.gmu.edu/d/6459

 

The Cuban Missile Crisis. US Department of State. 4 May 2010

 

Drake, Frederick D. and Sarah Drake Brown. A Systematic Approach to Improve Students’ Historical Thinking. The History Teacher. 2 October 2015 http://www.historycooperative.org/journals/ht/36.4/drake.html

 

“George Kennan’s ‘Long Telegram.’” Feb. 22, 1946. National Security Archives. George Washington University. 2 October 2015 http://www.gwu.edu/~nsarchiv/coldwar/documents/episode-1/kennan.htm

 

*"Happy Days." The Internet Movie Database. 1974. 2 October 2015 http://www.imdb.com/title/tt0070992/videosites

 

*Hoskins, Samuel P. "“The Right to Housing Is a Civil Right Due Without Discrimination”: Racial Bias in Public and Private Housing." History Matters: The U.S. Survey Course on the Web. 14 Nov. 1947. Center for History and New Media. George Mason University. 2 October 2015 http://historymatters.gmu.edu/d/6900

 

JFK in History: The Bay of Pigs. John F. Kennedy Library and Museum. 4 May 2010

 

JFK in History: The Cold War in Berlin. John F. Kennedy Presidential Library and Museum. 4 May 2010

 

JFK in History: Peace Corps. JFK Presidential Library and Museum. 4 May 2010

 

JFK in History: The Space Program. JFK Presidential Library and Museum. 4 May 2010

 

*Lee, Robert V. "Newspapers: The Pittsburgh Courier." PBS.org. PBS. 2 October 2015 http://www.pbs.org/blackpress/news_bios/courier.html

 

Levittown, PA. Youtube. 2 October 2015 http://www.youtube.com/watch?v=lrJMez9vkrw

 

*McCarthy, Joseph R. "Enemies from Within." U.S. Senate, State Department Loyalty Investigation Committee on Foreign Relations, 81st Congress, Washington, D.C. 11 Feb. 1950. 2 October 2015 http://historymatters.gmu.edu/d/6456

 

Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons 2 October 2015 http://www.osteachingresearchwriting.org/

 

“Richard Nixon’s Sweaty Debate.” Kennedy-Nixon Debates. United Streaming 2 October 2015 http://player.discoveryeducation.com/index.cfm

 

Soviet Propaganda Against the USA. English Russia. 2 October 2015 http://englishrussia.com/?p=312

 

*Testimony of Paul Robeson: ‘You Are the Un-Americans, and You Ought to be Ashamed of Yourselves.’” Congress, House, Committee on Un-American Activities, Investigation of the Unauthorized Use of U.S. Passports, 84th Congress, Part 3, 12 June 1956. in Thirty Years of Treason: Excerpts from Hearings Before the House Committee on Un-American Activities, 1938-1968, Eric Bentley, ed. New York: Viking Press, 1971, 770. 2 October 2015 http://historymatters.gmu.edu/d/6440

 

Wineburg, Sam. Historical Thinking and Other Unnatural Acts. Philadelphia: Temple University Press, 2001.

 

Resources for Further Professional Knowledge

Borstelmann, Thomas, The Cold War and the Color Line: American Race Relations in the Global Arena. Cambridge, MA: Harvard University Press, 2001.

 

Brand, H.W. The Devil We Knew: Americans and the Cold War. New York: Oxford University Press, 1993.

 

Cohen, Lizabeth. A Consumers’ Republic: The Politics of Mass Consumption in Postwar America. New York: Random House, 2004.

 

Evans, Sara M. Tidal Wave: How Women Changed America at Century’s End. New York: The Free Press, 2003.

 

Feis, Herbert. Churchill, Roosevelt, Stalin: The Wars They Waged and the Peace They Sought. Princeton, NJ: Princeton University Press, 1967.

 

---. From Trust to Terror: The Onset of the Cold War, 1945-1950. New York: Norton, 1970

 

Foner, Eric. The Story of American Freedom. New York: W.W. Norton and Company, 1998.

 

Fousek, John. To Lead the Free World: American Nationalism and the Cultural Roots of the Cold War. Chapel Hill, NC : University of North Carolina Press, 2000.

 

Fursenko, Aleksandr, and Naftali, Timothy. "One Hell of a Gamble": Krushchev, Castro, and Kennedy, 1958-1964. New York: W.W. Norton, 1997.

 

Gaddis, John Lewis. We Now Know: Rethinking Cold War History. New York: Oxford University Press, 1998.

 

---. The United States and the Origins of the Cold War, 1941-1947. New York: Columbia University Press, 1972.

 

---. Strategies of Containment: A Critical Appraisal of Postwar American National Security Policy. New York: Oxford University Press, 1982.

 

Gardner, Lloyd, Arthur Schlesinger, Hans Morgenthau. The Origins of the Cold War. Waltham, MA: Ginn-Blaisdell, 1970.

 

Griffith, Robert, Paula Baker, and Thomas Paterson. Major Problems In American History Since 1945: Documents and Essays. 2nd ed. New York: Houghton Mifflin Company, 2001.

 

Halle, Louis. The Cold War as History. New York: Harper and Row, 1967.

 

Jackson, Kenneth T. Crabgrass Frontier: The Suburbanization of the United States. New York: Oxford University Press, 1985.

 

Journal of Cold War Studies. Davis Center for Russian and Eurasian Studies. Harvard University. 2 October 2015 http://www.fas.harvard.edu/~hpcws/journal.htm

 

LaFeber, Walter. America, Russia, and the Cold War, 1945-1992. Boston, MA: McGraw-Hill, 2002.

 

- - -. America, Russia, and the Cold War: 1945-2006. 10th ed. New York: McGraw Hill, 2006.

 

- - -.The American Age: United States Foreign Policy at Home and Abroad, Since 1896.New York: WW Norton, Co., 1994.

 

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

 

McGirr, Lisa. Suburban Warriors: The Origins of the New American Right. Princeton: Princeton University Press, 2002.

 

McMahon, Robert J. The Cold War: A Very Short Introduction. New York: Oxford University Press, 2003.

 

The Literature and Culture of the American 1950s. University of Pennsylvania. 2 October 2015 http://writing.upenn.edu/~afilreis/50s/home.html

 

The Origins of the Cold War. Virginia Center for Digital History. Miller Center for Public Affairs. University of Virginia. 2 October 2015 http://www.vcdh.virginia.edu/solguide/VUS12/essay12b.html

 

Tyler May, Elaine. Homeward Bound: American Families in the Cold War. New York: Basic Books, 1990.

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Expectations/Standards
MI: Social Studies (2007)
High School
Civics & Government
1.2 Alternative Forms of Government
Describe constitutional government and contrast it with other forms of government through the investigation of such questions as: What are essential characteristics of limited and unlimited government? What is constitutional government? What forms can a constitutional government take?
1.2.1 Identify, distinguish among, and provide examples of different forms of governmental structures including anarchy, monarchy, military junta, aristocracy, democracy, authoritarian, constitutional republic, fascist, communist, socialist, and theocratic states.
2.2 Foundational Values and Constitutional Principles of American Government
Explain how the American idea of constitutional government has shaped a distinctive American society through the investigation of such questions as: How have the fundamental values and principles of American constitutional government shaped American society?
2.2.3 Use past and present policies to analyze conflicts that arise in society due to competing constitutional principles or fundamental values (e.g., liberty and authority, justice and equality, individual rights, and the common good).
3.5 Other Actors in the Policy Process
Describe the roles of political parties, interest groups, the media, and individuals in determining and shaping public policy through the investigation of such questions as: What roles do political parties, interest groups, the media, and individuals play in the development of public policy?
3.5.9 In making a decision on a public issue, analyze various forms of political communication (e.g., political cartoons, campaign advertisements, political speeches, and blogs) using criteria like logical validity, factual accuracy and/or omission, emotional appeal, distorted evidence, and appeals to bias or prejudice.
C4 The United States of America and World Affairs
4.1 Formation and Implementation of U.S. Foreign Policy Describe the formation and implementation of U.S. foreign policy through such questions as: How is foreign policy formed and implemented in American constitutional government?
4.1.1 Identify and evaluate major foreign policy positions that have characterized the United States’ relations with the world (e.g., isolated nation, imperial power, world leader) in light of foundational values and principles, provide examples of how they were implemented and their consequences (e.g., Spanish- American War, Cold War containment)
4.1.3 Evaluate the means used to implement U.S. foreign policy with respect to current or past international issues (e.g., diplomacy, economic, military and humanitarian aid, treaties, sanctions, military intervention, and covert action).
4.1.4 Using at least two historical examples, explain reasons for, and consequences of, conflicts that arise when international disputes cannot be resolved peacefully.
4.2 U.S. Role in International Institutions and Affairs
Identify the roles of the United States of America in international institutions and affairs through the investigation of such questions as: What is the role of the United States in international institutions and affairs?
4.2.2 Analyze the impact of American political, economic, technological, and cultural developments on other parts of the world (e.g., immigration policies, economic, military and humanitarian aid, computer technology research, popular fashion, and film).
Economics
E3 The International Economy
3.1 Economic Systems
Explain how different economic systems, including free market, command, and mixed systems, coordinate and facilitate the exchange, production, distribution, and consumption of goods and services.
3.1.5 Comparing Economic Systems – Using the three basic economic questions (e.g., what to produce, how to produce, and for whom to produce), compare and contrast a socialist (command) economy (such as North Korea or Cuba) with the Capitalist as a mixed, free market system of the United States.
US History & Geography
FOUNDATIONS IN U.S. HISTORY AND GEOGRAPHY: ERAS 1-5
F1 Political and Intellectual Transformations of America to 1877
F1.1 Identify the core ideals of American society as refl ected in the documents below and analyze the ways that American society moved toward and/or away from its core ideals
• Declaration of Independence
• the U.S. Constitution (including the Preamble)
• Bill of Rights
• the Gettysburg Address
• 13th, 14th, and 15th Amendments
USHG ERA 8 – Post-world war 11 United States (1945 -1989)
8.1 Cold War and the United States Identify, analyze, and explain the causes, conditions, and impact of the Cold War Era on the United States.
8.1.1 Origins and Beginnings of Cold War – Analyze the factors that contributed to the Cold War including
• differences in the civic, ideological and political values, and the economic and governmental institutions of the U.S. and U.S.S.R.
• diplomatic decisions made at the Yalta and Potsdam Conferences (1945)
• actions by both countries in the last years of and years following World War II (e.g., the use of the atomic bomb, the Marshall Plan, the Truman Doctrine, North American Treaty Alliance (NATO), and Warsaw Pact) (National Geography Standard 13, p. 210)
8.1.2 Foreign Policy during the Cold War – Evaluate the origins, setbacks, and successes of the American policy of “containing” the Soviet Union, including
• the development of a U.S. national security establishment, composed of the Department of Defense, the Department of State, and the intelligence community
• the armed struggle with Communism, including the Korean conflict
• direct conflicts within specific world regions including Germany and Cuba
• U.S. involvement in Vietnam, and the foreign and domestic consequences of the war (e.g., relationship/conflicts with U.S.S.R. and China, U.S. military policy and practices, responses of citizens and mass media)
• indirect (or proxy) confrontations within specific world regions (e.g., Chile, Angola, Iran, Guatemala)
• the arms race Standards 13, p. 210)
8.2 Domestic Policies
Examine, analyze, and explain demographic changes, domestic policies, conflicts, and tensions in Post- WWII America.
8.2.1 Demographic Changes – Use population data to produce and analyze maps that show the major changes in population distribution, spatial patterns and density, including the Baby Boom, new immigration, suburbanization, reverse migration of African Americans to the South, and the flow of population to the “Sunbelt.”
8.2.2 Policy Concerning Domestic Issues – Analyze major domestic issues in the Post-World War II era and the policies designed to meet the challenges by
• describing issues challenging Americans such as domestic anticommunism (McCarthyism), labor, poverty, health care, infrastructure, immigration, and the environment (National Geography Standards 9 and 14; p. 201 and 212)
• evaluating policy decisions and legislative actions to meet these challenges (e.g., G.I. Bill of Rights (1944), Taft-Hartley Act (1947), Twenty-Second Amendment to the U.S. Constitution (1951), Federal Highways Act (1956), National Defense Act (1957), E.P.A. (1970)
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