Unit 10: The 1950s and the Cold War

Transcription

1 Unit 10: The 1950s and the Cold War Chapters: Essential Questions 1) How are domestic policies affected by foreign policy concerns? 2) How did the idea of the American Dream evolve along with the evolution of political, domestic, and foreign policy concerns? 3) How do the expected roles of citizens change over time? Origins of the Cold War The Cold War The Korean War Postwar Policies Economy and Mood of the 1950s Satellite nation Iron curtain Cold War Collective security Blacklist McCarthyism Arms race Brinkmanship 38 th Parallel Military-industrial complex Korean War Reconversion Modern Republicanism NASA NDEA Franchise Baby boom GI Bill of Rights Beatniks -Communism: Defining Characteristics and Beliefs -Fear of Communism: -Conflicting Postwar Goals: United States and Soviet Union -Iron Curtain: Explanation -Communist Advances in Eastern Europe -Truman Doctrine/Marshall Plan: Purpose -The Berlin Airlift -North Atlantic Treaty Organization: Purpose Joseph Stalin Harry Truman -Policy of : -Fall of China to Communism -The Cold War at Home: Loyalty Program, HUAC, Hollywood Ten, McCarran- Walter Act -McCarthyism: Explanation, Causes/Effects -Fear of Communism: -Situations in Middle East, Southeast Asia, and Latin America -Launching of Sputnik: Causes and Effects -Legacy of McCarthyism Alger Hiss Julius and Ethel Rosenberg Joseph McCarthy Dwight D. Eisenhower Fidel Castro -Dividing Korea: Causes and Effects -Support of South Korea: -Korean War: Aspect of -Challenges Faced by Soldiers -China s Involvement: Causes and Effects -Disagreements Between MacArthur and Truman -Outcome of the War Douglas MacArthur Mao Zedong -Policies of Truman and Eisenhower: Compare and Contrast -Election of 1948: Significance -Public Opinion: Truman and Eisenhower -Civil Rights: Truman and Eisenhower -National Defense Education Act: Explanation and -NASA: Explanation and Harry Truman Dwight D. Eisenhower Richard Nixon Tpics -Reorganization of Business: Effect on Workers -Technology: Effect on Daily Life and Work -The Age of Television -Baby Boom: Effects on Population and Moving Patterns -Creation of Highways -Focus: Comfort and Security -Men and Women: Accepted Roles -Challenges to Conformity: Women at Work, Rock and Roll, Beatnik Generation

2 I Can Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to better prepare for unit assessments. I Can: Identify the causes and effects of the Cold War. (14.E.4) Describe the tensions between the Soviet Union and the United States during the Cold War. (14.B.4) Describe the policy of containment and explain how the United States applied this policy in its relations with other countries. (14.E.4) Explain the meaning of the term Iron Curtain and how this increased Soviet control over Eastern Europe. (14.F.4a) Discuss the purpose of the Marshall Plan and the Truman Doctrine. (14.E.4) Define Red Scare and explain how the fear of communism affected American life at home. (14.D.5) Explain the significance of the following: House Un-American Activities Committee (HUAC), the Hollywood blacklist, the McCarran-Walter Act, and the cases of Julius and Ethel Rosenberg and Alger Hiss. (14.D.5) Identify the causes and effects of the Korean War. (16.B.5b W) Explain how the Korean War was an aspect of the containment policy. (14.E.4) Identify the causes and effects of McCarthyism. (14.D.5) Understand how the arms race developed. (17.C.4a) Explain the significance of the launching of Sputnik and the effects on American society and government policy. (16.A.4b) Describe how businesses reorganized in the post-world War II era and how this reorganization affected American workers. (15.D.4c) Explain the causes and effects of the growth of suburbs and highways in the post-world War II era. (17.C.4b) Discuss why comfort and security were so important to Americans in the 1950s. (14.F.4a) Describe the accepted roles of men and women during the 1950s. (18.A.4) Identify examples of people challenging the conformity of the 1950s. (18.A.4) Understand how technological advances affected life in the 1950s, both at work and at home. (16.D.4b) Describe the domestic and foreign policies of Presidents Truman and Eisenhower. (14.E.5) Discuss attempts by the United States government to reduce the perceived technology gap between the United States and the Soviet Union. (14.E.4)

3 Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH) Key Ideas and Details CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure CCSS.ELA-Literacy.RH Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-Literacy.RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-Literacy.RH Assess the extent to which the reasoning and evidence in a text support the author s claims. CCSS.ELA-Literacy.RH Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently.

4 Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST) Text Types and Purposes CCSS.ELA-Literacy.WHST Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. CCSS.ELA-Literacy.WHST c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.WHST d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CCSS.ELA-Literacy.WHST b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. CCSS.ELA-Literacy.WHST c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.WHST d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. CCSS.ELA-Literacy.WHST e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

5 Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued (WHST) Production and Distribution of Writing CCSS.ELA-Literacy.WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.WHST Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing CCSS.ELA-Literacy.WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Note Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.