Global Concerns in the Cold War

Transcription

1 SECTION 4 If the Bomb Drops... If you are in the open, drop to the ground instantly, back to the light, and try to shade your bare face, neck, arms, and hands. This will not shield you from gamma rays, but will protect you from burns. What to Do if Bomb Falls Without Warning, Seattle Civil Defense Manual, 1951 Posters warned Americans about the threat of nuclear war. Section 4 Step-by-Step Review and Preview Students have read about the stalemate in the Korean War and the domestic effects of the Cold War. Now they will learn about additional Cold War tensions throughout the world. Objectives Explain how the Cold War turned into an arms race. Describe how the Cold War divided the emerging countries in Asia and Africa. Explain how communism gained influence in Latin America. Explain why Cuba became a crisis spot during the Cold War. Reading Skill Evaluate Short- and Long-Term Effects Some causes lead to both short- and long-term effects. For example, an event might cause an immediate reaction and also change a long-standing pattern in society. The Cold War had many immediate effects on the world. It also had long-term effects. Key Terms and People superpower arms race stockpile John F. Kennedy Global Concerns in the Cold War Why It Matters Tensions between the United States and Communist nations increased during and after the Korean War. As the Cold War intensified, the United States and the Soviet Union competed for power around the world. They engaged in a dangerous competition to build up their supplies of nuclear weapons. Section Focus Question: How did the Cold War increase tensions around the world? The Arms Race After almost 30 years of totalitarian rule in the Soviet Union, Josef Stalin died in His death brought no letup in the Cold War tensions. A new Soviet leader, Nikita Khrushchev (KROOSH chawf), predicted that communism would destroy the Western democracies. By the end of the 1950s, the United States and the Soviet Union had emerged as world superpowers. Superpowers are countries whose military, economic, and political strength are so great that they can influence events worldwide. In the 1950s, the two nations began an expensive and dangerous arms race. An arms race is a contest in which nations compete to build more and more powerful weapons. In 1952, Americans exploded the first hydrogen bomb, or H-bomb. Soon, the Soviets had their own H-bomb. China joined the race by exploding its own atomic bomb in Three years later, China exploded a hydrogen bomb. Britain and France also developed nuclear weapons. Section 4 Global Concerns in the Cold War 855 Use the information below to teach students this section s high-use words. High-Use Word revolt, p. 858 encounter, p. 859 Definition and Sample Sentence n. uprising; rebellion The revolt between Britain and the Patriots led to a Patriot victory. n. short, dangerous, or frightening meeting between people, groups, or things At Stalingrad, the encounter between the German forces and the Russian people was brutal. Section Focus Question How did the Cold War increase tensions around the world? Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: The arms race expanded to other nations, including China, Britain, and France, increasing the likelihood of nuclear annihilation.) Prepare to Read Build Background Knowledge Have students discuss the results of Cold War tensions among nations discussed previously in this chapter using the Give- One-Get-One strategy (TE, p. T25). Then have students predict how Cold War tensions would affect emerging nations. As students read, ask them to monitor the accuracy of their predictions. Set a Purpose Read each statement in the Reading Readiness Guide aloud. Ask students to mark the statements as True or False. Teaching Resources, Unit 8, Reading Readiness Guide, p. 77 Have students discuss the statements in pairs or groups of four, then mark their worksheets again. Use the Numbered Heads participation strategy (TE, p. T24) to call on students to share their group s perspectives. The students will return to these worksheets later. Chapter 25 Section 4 855

2 Teach The Arms Race p. 855 Vocabulary Builder Before teaching this section, preteach the High-Use Words revolt and encounter, using the strategy on TE p. T21. Key Terms Following the instruction on p. 7, have students complete the See It Remember It chart for the Key Terms in this chapter. Read The Arms Race with students using the Oral Cloze strategy. (TE, p. 22) Have students consider the advantages and disadvantages of more nations gaining nuclear capabilities. (Advantages: more friendly nations having the technology may intimidate the Communist nations. Disadvantages: a greater likelihood of nuclear war and of politically unstable nations obtaining the technology.) Have students begin to fill in the Study Guide for this section. As students begin to fill in the Notetaking Study Guide, circulate to make sure students understand the dangers associated with competition over nuclear weapons. Provide assistance as needed. Answers Link Past and Present Possible answers: Yes, it is important to remain at the forefront of new technology and weaponry. No, with the Cold War over, it is no longer necessary to pursue the space program. Reading Skill Possible answers: Nations devoted a great deal of time, money, and human effort to developing weapons. Tensions among nations increased, and the proliferation of nuclear arms became somewhat uncontrolled, as it remains today. It shocked Americans, many of whom probably believed that the Soviets might be able to launch nuclear missiles at American cities. Americans rushed to develop their own space program. Race to the Moon The launching of Sputnik set a new challenge for the United States. NASA s goal was to send a person into space. The government spent billions of dollars in the effort. John Glenn (shown here), in 1962, became the first American to orbit, or travel around, Earth. His flight lasted nearly five hours. Critical Thinking: Link Past and Present Do you think space exploration is still considered as important today as it was during the 1950s and 1960s? Explain. Evaluate Short- and Long-Term Effects Evaluate the short- and long-term effects of the arms race. 856 Chapter 25 The United States in the Cold War History Background The Hunt for Uranium The arms race started a mining rush for the uranium needed to produce atomic weapons. Uranium is a naturally occurring element that is used in nuclear technologies. Enriched uranium is a product of science that contains an increased portion of the unstable uranium isotope U 235. Unlike naturally occurring uranium, most of which is U 238, enriched uranium is No country wanted to use nuclear weapons and risk a deadly counterattack. Instead, the nuclear nations stockpiled, or collected, their nuclear weapons. By the 1970s, the Soviet Union and the United States had enough weapons stockpiled to destroy each other many times over. The superpowers also competed in space. In October 1957, the Soviet Union alarmed the West by launching the world s first humanmade satellite. Sputnik weighed only 184 pounds, but the tiny satellite circling Earth at 18,000 miles an hour gave Americans a huge shock. If the Soviets could send satellites into space, they could also launch nuclear missiles at American cities. The United States and the Soviets were now also in a race to develop the technology to control outer space. In response to Sputnik, Congress created the National Aeronautics and Space Administration (NASA) to launch its own space missions. Congress also passed the National Defense Education Act. Its goal was to produce more scientists and more teachers. How did the launch of Sputnik affect Americans? Emerging Nations After World War II, many former colonies gained their independence. The United States and the Soviet Union soon were engaged in a competition to win allies among the new nations. The Peace Corps The Soviet Union made a major effort to win support among the newly independent nations. To counter this less stable. It becomes more fissionable as more U 235 is added. Uranium consisting of more than 20 percent U 235 is classified as highly enriched, because it can be used for weapons. A uranium-based atomic weapon typically contains 85 percent or more of the unstable U 235 isotope, and is far more unstable than uranium used in peaceful applications. 856 Chapter 25

3 appeal, President John F. Kennedy in 1961 proposed that Congress establish a Peace Corps. The new program sought to build friendships between Americans and the people of other nations. It also sought to encourage economic growth in developing countries. Thousands of Americans, young and old, volunteered to serve in poor villages in Asia, Africa, and Latin America. They shared their skills and knowledge as teachers, doctors, nurses, carpenters, and farmers. Developments in Africa The Soviet Union quickly extended aid to the new African nations of Ghana and Guinea. To counter Soviet influence, the United States expanded its own aid to other newly independent countries. The Congo became a flash point for this competition between the United States and the Soviet Union to gain influence in a region. In 1960, the former Belgian Congo gained independence as the nation of Congo. Soon, opposing groups were fighting over control of the new country. The United States backed one side. The Soviet Union aided the other side. Each side supplied airplanes, trucks, and technical advisers to its Congo allies. The war became increasingly violent. The Philippines With European nations weakened by World War II, many Asians saw an opportunity to seize the independence for which they had long hungered. The first Asian country to win independence in the postwar period was the Philippine Islands. The United States had promised Filipinos independence in Twelve years later, in 1946, the United States lived up to its promise. Unrest soon developed in the Philippines. Many Filipinos wanted reforms, especially land reforms. When the government moved too slowly toward making changes, fighting broke out. Some of the rebels were Communists. By 1954, the government had defeated the rebels. It also made some needed land reforms. After Ferdinand Marcos became president in 1965, however, the government became less democratic. In the years that followed, many groups continued to push for greater reforms. Indochina Indochina, which had been under French control, took a different path. After World War II, France struggled to maintain control. In one of the colonies, Vietnam, Ho Chi Minh (HOH CHEE MIHN) led the fight for independence from France. Because Ho was a Communist who had Soviet backing, the United States backed the French. In 1954, Ho s forces defeated the French and won control of the northern part of Vietnam. Fighting in Vietnam would last for almost 30 years. Before it ended, the fighting would draw the United States into a long and bitter war. You will read about the Vietnam War in another chapter. How did the Peace Corps help the United States build friendships with other nations? Evaluate Short- and Long-Term Effects Evaluate the short- and long-term effects of growing independence among developing nations. A Volunteer This Peace Corps volunteer is reading to a child in Senegal. The Peace Corps logo is also shown. Emerging Nations p. 856 Have students read Emerging Nations. Remind students to answer the reading Checkpoint question. Ask: What is the Peace Corps? (a program in which volunteers coordinated by the United States government help emerging nations with education, training and resources development) Why did Kennedy establish it? (to develop good relations with emerging and developing nations through social programs and economic aid) Ask: Why did the United States back the French in Vietnam? (The French were fighting an independence movement led by Ho Chi Minh, a Communist who had Soviet backing.) Have students continue filling in the Study Guide for this section. As students fill in the Notetaking Study Guide, circulate to make sure students understand the competition between the United States and Soviet Union for allegiance from new nations. If students do not seem to have a good understanding, have them reread the section. Provide assistance as needed. History Background The Peace Corps Peace Corps volunteers work hard during a two-year tour of duty. A volunteer might set up a health clinic, build an irrigation system, or start a new school. Volunteers commonly live in remote settings. All are expected to use the local language and live as the local people do. Peace Corps volunteers feel that they do much more than building, doctoring, and Section 4 Global Concerns in the Cold War 857 teaching. Said one: By communications on a person-to-person level the people of the world may some day eliminate the word [stranger]. Communication, after all, can breed understanding. And understanding can breed peace. As of today, 178,000 people have worked for the Peace Corps. Answers Reading Skill Possible answers: Short-term, citizens have new political freedoms and economic opportunities. Long-term, developing countries stabilize politically and economically and become participants in the global scene. by supporting the economic growth in developing nations and getting to know other nations people and their cultures Chapter 25 Section 4 857

4 Discovery School Video To enrich students understanding of the threat of communism in Latin America, have them view the video The Cuban Missile Crisis. Explore More Video To learn more about the Cuban missile crisis, view the video. Latin America and the Cold War p. 858 Have students read Latin America and the Cold War. Remind students to look for sequence of events. Have students locate Guatemala, Panama, and Cuba on a map. What had been the United States relationship with Latin America previously? (Students should recall the changing tide of United States policies in Latin America before and after the world wars.) Use the transparency The Cuban Missile Crisis to help students understand why the United States was concerned about Communist Cuba. Color Transparencies, The Cuban Missile Crisis Have students complete the Study Guide for this section. As students complete the Notetaking Study Guide, circulate to make sure students understand why communism in Latin America was a threat to the United States. Provide assistance as needed. Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement. Have students go back to their Word Knowledge Rating Form. Rerate their word knowledge and complete the last column with an example. Teaching Resources, Unit 8, Reading Readiness Guide, p. 77; Word Knowledge Rating Form, p. 73 Answer Analyze Cause and Effect The Cuban missile crisis intensified the arms race. The Cuban Missile Crisis For 13 days in 1962, a standoff between President Kennedy and Soviet leader Nikita Khrushchev over missile bases inside Cuba drew the superpowers dangerously close to a nuclear war. Critical Thinking: Analyze Cause and Effect How did the Cuban missile crisis affect the arms race? Vocabulary Builder revolt (ree VOHLT) n. uprising; rebellion 858 Chapter 25 The United States in the Cold War Differentiated L3 Advanced Readers L3 Gifted and Talented Write Questions Have students further research the roles of Kennedy and Khrushchev in the Cuban missile crisis. Then have students work in pairs to develop a list of questions they would like to have asked Kennedy and Khrushchev. (For example, students might ask Kennedy what he would Latin America and the Cold War In the 1950s, the Cold War moved close to the United States, in Latin America. The nations of Latin America faced many critical problems, including widespread poverty and poor health care. The United States hoped that moderate Latin American governments would gradually improve these conditions. Many Latin Americans, however, rejected gradual solutions. Instead, revolts brought anti-american groups to power. Many Americans worried about the threat to American security and American businesses in Latin America. As a result, the United States helped military dictators keep or gain power in several Latin American countries. This policy aroused hostile feelings in Latin America toward the United States. Fidel Castro Comes to Power In January 1959, Fidel Castro, a Communist, led a successful revolution in Cuba. The Soviet Union promised Castro aid. Castro also began to encourage revolution in other parts of Latin America. Castro s actions forced thousands of Cubans into exile. An exile is a person who is forced to leave his or her own country. Many came to live in the United States. In April 1961, a group of Cuban exiles secretly trained by the U.S. Central Intelligence Agency landed at the Bay of Pigs on the southern coast of Cuba. The invasion failed. However, the invasion made Castro more popular in Cuba and embarrassed the United States. have done if Khrushchev had not backed down, or they might ask Khrushchev why he did back down.) Ask for volunteers to represent each leader and allow pairs to pose their questions to them. Volunteers should answer the questions based on their research. 858 Chapter 25

5 Cuban Missile Crisis The next crisis was even more serious. In 1962, aerial photographs showed American leaders that the Soviets were building nuclear missile bases inside Cuba. The bases could be used to launch missiles against the United States. Kennedy insisted that Soviet Premier Nikita Khrushchev remove the missiles. Kennedy called them a threat to world peace. The President imposed a naval blockade on Cuba. He ordered the U.S. Navy to stop any Soviet ship from bringing missiles to Cuba. For 13 days, the world held its breath, hoping that there would not be an encounter between the two superpowers. Soviet ships packed with more missiles steamed toward Cuba. American armed forces went on alert. Across the country, Americans wondered what would happen if the Soviet ships did not turn back. At the last moment, the Soviet ships approaching the blockade turned back. Khrushchev agreed to withdraw the missiles. The United States pledged not to invade Cuba. U.S. Secretary of State Dean Rusk described the tense last hours of the crisis: We were eyeball to eyeball, and I think the other fellow just blinked. Section 4 Why were events in Cuba troubling to the American government? Looking Back and Ahead Dramatic changes occurred in United States foreign policy after World War II. Isolationism was no longer a valid response to world events. There were also critical changes on the home front, especially in the area of racial relations. You will learn about this historic era in the next chapter. Check Your Progress Vocabulary Builder encounter (ehn KOWN ter) n. short, dangerous, or frightening meeting between people, groups, or things For: Self-test with instant help Visit: PHSchool.com Web Code: mva-8254 Assess and Reteach Assess Progress Have students complete Check Your Progress. Administer the Section Quiz. Teaching Resources, Section Quiz, p. 85 To further assess student understanding, use the Progress Monitoring Transparency. Progress Monitoring Transparencies, Chapter 25, Section 4 Reteach L1 If students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question. Extend L3 To wrap up this section, have students create a political cartoon for one of the significant events or relationships discussed in this section. Have them present their drawings to the class and discuss the symbols used in the cartoon. Comprehension and Critical Thinking 1. (a) Recall Why did the United States become involved in the affairs of some Latin American countries? (b) Detect Points of View How do you think the outcome of the Cuban missile crisis affected Kennedy s reputation in the United States? How do you think it affected Khrushchev s reputation in the Soviet Union? 2. (a) Identify What event in October 1957 shocked the United States? (b) Draw Conclusions Why was the event seen as a grave threat? Reading Skill 3. Evaluate Short- and Long- Term Effects Reread the text following the subheading Developments in Africa. Evaluate the short- and long-term effects of civil war in the Congo. Key Terms Complete each of the following sentences so that the second part further explains the first part and clearly shows your understanding of the key term. 4. In the 1950s, the Soviet Union and the United States engaged in a dangerous arms race,. 5. After World War II, the United States and the Soviet Union emerged as the world s two superpowers,. Writing 6. Add to the following list of items to be used in a multimedia presentation about the Cuban missile crisis: photograph of Soviet missiles in Cuba; photograph of Senator Kenneth Keating presenting aerial view of missile sites. Section 4 Global Concerns in the Cold War 859 Progress Monitoring Online Students may check their comprehension of this section by completing the Progress Monitoring Online graphic organizer and self-quiz. Answer Possible answer: The events in Cuba showed the American government that the United States was not as safe as it thought it was. Section 4 Check Your Progress 1. (a) The U.S. government feared that these countries would develop alliances with the Soviet Union as revolts began. (b) Possible answer: Kennedy s reputation as a tough negotiator was reinforced. Khrushchev s reputation was damaged. 2. (a) The Soviet Union launched Sputnik into orbit. (b) Possible answer: It meant that the Soviet Union might be technologically more advanced than the United States, might dominate space with its satellites and threaten the United States. 3. Short-term effects include Soviet and U.S. involvement. Long-term effects include continuing instability and many deaths. 4. a contest in which each nation competed to build more numerous and more powerful nuclear weapons 5. countries whose military, economic, and political strength were so great they were able to influence events worldwide 6. Answers will vary, but students responses should include items that would be useful in a multimedia presentation about the Cuban missile crisis. Chapter 25 Section 4 859