Grade 11 U.S. history
tHE United States INVOLVEMENT IN the Cold War
California State Content Standards:
11.9 Students analyze U.S. Foreign policy since World War II
2. Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.
3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy.
4. List the effects of foreign policy on domestic policies and vice versa.
5. Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.
11.9 Students analyze U.S. Foreign policy since World War II
2. Understand the role of military alliances, including NATO and SEATO, in deterring communist aggression and maintaining security during the Cold War.
3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy.
4. List the effects of foreign policy on domestic policies and vice versa.
5. Analyze the role of the Reagan administration and other factors in the victory of the West in the Cold War.
Common Core Literacy Standards
Reading:
CCSS.Literacy.RH.11-12. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.Literacy.RH.11-12. 5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.Literacy.RH.11-12. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
Writing:
CCSS.Literacy.WHST. 11-12. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
CCSS.Literacy.WHST.11-12. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.Literacy.WHST. 11-12. 9. Draw evidence from informational texts support analysis, reflection, and research.
CCSS.Literacy.RH.11-12. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.Literacy.RH.11-12. 5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.Literacy.RH.11-12. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
Writing:
CCSS.Literacy.WHST. 11-12. 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience
CCSS.Literacy.WHST.11-12. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
CCSS.Literacy.WHST. 11-12. 9. Draw evidence from informational texts support analysis, reflection, and research.
Big Ideas
Essential Historic Questions
1. Why was the United States more involved during the Cold
War than the Soviet Union?
2. From Truman to Reagan, how did the U.S. changed their attitude towards Communism throughout the years? 3. What were the living standards of countries who follow Capitalism or Communism? 4. What were some of the most significant conflicts during the Cold War and what was the outcome? 5. Does the fall of Communism reveal that Capitalism was the economic system everyone should follow? |
Assessments
1. Students will write in their journals their
interpretation of primary sources (both American and Soviet) and by making
references of it.
2. Students will make a compare and contrast chart by pointing out the popularity and infamy of capitalism and communism. 3. Students will each write a short paper (no more than 3-5 pages) by picking a former U.S. president and discussing about the pros and cons of their foreign policies towards communism. 4. Students will work together in groups to come up with propaganda to convince the nations under Communist rule on why Capitalism is better than Communism and vice versa. |