1950s and Early Cold War:

Transcription

1 1950s and Early Cold War: M map the TEKS A analyze data/released tests P purposefully use the processes P plan instruction Jodi Denton Jodi@lead4ward.com Page 1 of 13

2 1950s and Early Cold War Page 2 of 13 Data Data Target TEKS/Student Expectations USH.2A identify the major characteristics that define an historical era USH.2B identify the major eras in US history from 1877 to the present and describe their defining characteristics USH.2D explain the significance of the following years as turning points: 1898 (Spanish-American War), (World War I), 1929 (the Great Depression begins), (World War II), 1957 (Sputnik launch ignites US- Soviet space race), (Martin Luther King Jr assassination and US lands on the moon), 1991 (Cold War ends), 2001 (terrorist attacks on World Trade Center and the Pentagon), and 2008 (election of first black president, Barack Obama) USH.8A describe US responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, the Berlin airlift, and John F Kennedy's role in the Cuban Missile Crisis USH.8B describe how Cold War tensions were intensified by the arms race, the space race, McCarthyism, and the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers USH.8C explain reasons and outcomes for US involvement in the Korean War and its relationship to the containment policy USH.14A identify the effects of population growth and distribution on the physical environment USH.17B identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business USH.17C describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s USH.19E evaluate the pros and cons of US participation in international organizations and treaties USH.25A describe how the characteristics and issues in US history have been reflected in various genres of art, music, film, and literature USH.25B describe both the positive and negative impacts of significant examples of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and western music on American society USH.25C identify the impact of popular American culture on the rest of the world over time USH.25D analyze the global diffusion of American culture through the entertainment industry via various media USH.26E discuss the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust" USH.27B explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines

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4 1950s and Early Cold War Concept Map Outline I. Fear of Communism A. Abroad- Containment 1. USH.8A describe US responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan B. At Home 1. USH.8B describe how Cold War tensions were intensified by... McCarthyism, and the House Un-American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers 2. USH.26E discuss the meaning and historical significance of the mottos "E Pluribus Unum" and "In God We Trust" II. Competition with the Soviet Union A. USH.8B describe how Cold War tensions were intensified by the arms race, the space race, A. USH.2D explain the significance of the following years as turning points: (Sputnik launch ignites US-Soviet space race) II. Post WWII America A. Economic 1. USH.17B identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of the GI Bill (Servicemen's Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business 1. USH.17C describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s B. Geographic 1. USH.14A identify the effects of population growth and distribution on the physical environment C. Social 1. USH.25B describe both the positive and negative impacts of significant examples of cultural Page 4 of 13

5 movements in art, music, and literature such as... the Beat Generation, rock and roll,...on American society a. USH.25A describe how the characteristics and issues in US history have been reflected in various genres of art, music, film, and literature b. USH.25C identify the impact of popular American culture on the rest of the world over time c. USH.25D analyze the global diffusion of American culture through the entertainment industry via various media D. Technology 1. USH.27B explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines IV. Military Involvement A. Berlin 1. USH.8A describe US responses to Soviet aggression after World War II, including... the North Atlantic Treaty Organization, the Berlin airlift... a. USH.19E evaluate the pros and cons of US participation in international organizations and treaties B. Cuba 1. USH.8A describe US responses to Soviet aggression after World War II, including...john F Kennedy's role in the Cuban Missile Crisis C. Korea 1. USH.8C explain reasons and outcomes for US involvement in the Korean War and its relationship to the containment policy Page 5 of 13

6 IQ Analysis Investigating the Question USH.17B identify the causes of prosperity in the 1950s, including the Baby Boom and the impact of the GI Bill (Servicemen s Readjustment Act of 1944), and the effects of prosperity in the 1950s such as increased consumption and the growth of agriculture and business USH.17B Units: RC: 4 USH.17B Q56 Analysis Type Readiness Supporting Data Process Standard A/F* B/G C/H D/J % Error Type Procedural Application Conceptual Guessing Taught v. learned Question Level (Depth of Knowledge) Similar to examples (taught) Requires application (learned) Level 1 Level 2 Level 3 Level 4 * Correct answer (F) 2013 lead4ward Source: Texas Education Agency Page STAAR 6 of 13 Released Test Questions

7 IQ Analysis Investigating the Question USH.26E discuss the meaning and historical significance of the mottos E Pluribus Unum and In God We Trust USH.26E Units: RC: 2 USH.26E Q32 Analysis Type Readiness Supporting Data Process Standard A/F B/G* C/H D/J % Error Type Procedural Application Conceptual Guessing * Correct answer (G) Taught v. learned Question Level (Depth of Knowledge) Similar to examples (taught) Requires application (learned) Level 1 Level 2 Level 3 Level lead4ward Source: Texas Education Agency Page STAAR 7 of 13 Released Test Questions

8 IQ Analysis Investigating the Question USH.8B describe how Cold War tensions were intensified by the arms race, the space race, McCarthyism, and the House Un American Activities Committee (HUAC), the findings of which were confirmed by the Venona Papers USH.8B Units: RC: 1 USH.8B Q7 Analysis Type Readiness Supporting Data Process Standard A/F B*/G C/H D/J % Error Type Procedural Application Conceptual Guessing * Correct answer (B) Taught v. learned Question Level (Depth of Knowledge) Similar to examples (taught) Requires application (learned) Level 1 Level 2 Level 3 Level lead4ward Source: Texas Education Agency Page STAAR 8 of 13 Released Test Questions

9 IQ Analysis Investigating the Question USH.17C describe the economic impact of defense spending on the business cycle and education priorities from 1945 to the 1990s USH.17C Units: RC: 4 USH.17C Q65 Analysis Type Readiness Supporting Data Process Standard A/F B/G C*/H D/J % Error Type Procedural Application Conceptual Guessing * Correct answer (C) Taught v. learned Question Level (Depth of Knowledge) Similar to examples (taught) Requires application (learned) Level 1 Level 2 Level 3 Level lead4ward Source: Texas Education Agency Page STAAR 9 of 13 Released Test Questions

10 IQ Analysis Investigating the Question USH.25B describe both the positive and negative impacts of significant examples of cultural movements in art, music, and literature such as Tin Pan Alley, the Harlem Renaissance, the Beat Generation, rock and roll, the Chicano Mural Movement, and country and western music on American society USH.25B Units: RC: 2 USH.25B Q21 Analysis Type Readiness Supporting Data Process Standard A/F B*/G C/H D/J % Error Type Procedural Application Conceptual Guessing Taught v. learned Question Level (Depth of Knowledge) Similar to examples (taught) Requires application (learned) Level 1 Level 2 Level 3 Level 4 * Correct answer (B) 2013 lead4ward Source: Texas Education Page Agency 10 STAAR of 13Released Test Questions

11 IQ Analysis Investigating the Question USH.27B explain how specific needs result in scientific discoveries and technological innovations in agriculture, the military, and medicine, including vaccines USH.27B Units: RC: 4 USH.27B Q3 Analysis Type Readiness Supporting Data Process Standard A/F B/G C/H D*/J % Error Type Procedural Application Conceptual Guessing Taught v. learned Question Level (Depth of Knowledge) Similar to examples (taught) Requires application (learned) Level 1 Level 2 Level 3 Level 4 * Correct answer (D) 2013 lead4ward Source: Texas Education Page Agency 11 STAAR of 13Released Test Questions

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13 1950s and Early Cold War Resources Presidential Timeline.org- Berlin Airlift, excellent information and primary sources Oral History of Allen Gisburg and Margaret Mead- 5 min long, not for students but interesting for the teacher about the Beat Generation (very dry for students and lacking visuals) generation#allenginsburg-on-the-beat-generation Women in society post World War II (example)- clip from Mona Lisa Smile Great reading about the Duck and Cover videos: Cold War Museum- does not have an education section but articles are very informative and could be used to supplement textbook Lesson Plans utilizing the New York Times Cold War Lesson Plans- Truman Presidential Library =lessons Gilder Lehrman Institution- Essay about anti-communism in the 1950s Page 13 of 13