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In this module, students explore the ideological conflict between liberalism and communism that dominated the latter half of the twentieth century. Students also examine the new challenges facing liberalism in the post-Cold War world.
appreciate how citizens and citizenship are impacted by the promotion of ideological principles (C, TCC)
2.10 analyze how ideological conflict shaped international relations after the Second World War (expansionism, containment, deterrence, brinkmanship, dtente, nonalignment, liberation movements) (PADM, TCC, LPP) 3.6 examine why government practices may not reflect values of liberalism
Skills and Processes S.1 S.2 S.3 S.7 S.8 S.9 develop skills of critical thinking and creative thinking develop skills of historical thinking develop skills of geographic thinking apply the research process demonstrate skills of oral, written, and visual literacy develop skills of media literacy
Relative Advantage: Students will watch the 10 videos on the Cold War then complete the following 3 activity guides as well as the in class essay. The advantage of using videos provides students various methods to listen, watch and write their understanding of the Cold war material. Modifications: The CC can be turned on for hearing impaired students. For ELL students the link to NaturalReader is provided so students can have the lesson and activities read to them. Materials: Students will need access to a smart device of some sort to access the videos. Students will be provided copies of the activities to complete with pencil or made available on-line to be completed electronically. Section Question: How did the post-World War II competition with communism affect the practice and promotion of liberalism in the world? Lessons Module Section 1
Lesson Question Synopsis
One, 80-minute period Video Library: Cold War Worksheet - Cold War Concepts Activity Cold War Concepts Activity - Potential Student Responses Students are provided with a brief overview of geopolitics at the end of World War II and a basic description of the superpower rivalry that characterized the Cold War. This Explore component opens with the textual reading that follows. Watch Cold War videos 1-10 In conjunction with the videos, students are to complete a worksheet entitled Cold War Concepts Activity. This is intended as a formative activity. Teachers should review the students completed worksheet for correctness and provide feedback where appropriate. A sample of potential student responses has been provided. Prior to submitting their Cold War Concepts Activity for review, students are encouraged to review their responses with a fellow student or with an adult who is knowledgable regarding Cold War history.
Lesson Elements
Get Focused
Discussion
Students are encouraged to augment their learning by watching one or more of the following films: o Thirteen Days o Trinity and Beyond: The Atomic Bomb Movie o If You Love This Planet This lesson is terminology intensive. Encourage students to define terms in their own language and ask questions if they are having difficulty. Encourage students to seek definitions to confusing terms even if they are not bolded in the text and to record these words for future reference.
1. (1) Answers may vary. Most students will likely suggest that Europeans in former Nazi-controlled states would vote in liberal democratic governments because they had just lived under authoritarian rule. Some students might take an alternative approach, noting that for some Europeans, communism would offer a solution to the rebuilding of the national economic life that would theoretically address inequities and provide a good standard of living for all citizens. (2) Reneging on the agreement would generate distrust and suspicion between nations. Failing to keep the agreement would likely generate concerns that the country which reneged was attempting to gain control of the formerly occupied nations rather than allowing them to choose their own path. 2. Having communist-controlled states between the nations of Western Europe and the Soviet Union would provide a buffer zone to protect the USSR in case of another war. 3. The conditions for receiving aid required nations to submit to an economic assessment, which likely would have been critical of the communist approach to economics. Moreover, by requiring participation in a broader European economy, the Marshall Plan would force the Soviet satellites to give up some control of their own economies and engage in trade that was likely based on free market ideology. 4. The primary purpose of the Berlin Wall was to prevent East Germans from emigrating to the freer and more prosperous West. The East Germans and their Soviet allies maintained that the wall was constructed to defend against a possible NATO attack. 5. Attempts to introduce liberal reforms or develop closer relations with the West in Russian satellite states were typically stopped through the use of Soviet military force. Examples include the invasions of Hungary in 1956 and Czechoslovakia in 1968. 6. Students may come down on either side of this issue. Justifications in favour of American policy might include the argument that history has shown that extremists who gain power democratically often begin to immediately dismantle the democratic institutions that would allow for their future removal from power. Arguments against the American actions will probably centre on the notion that rigging elections, or preventing a legitimate and peaceful political party from gaining power democratically, are tactics associated with authoritarian rule and are contrary to the fundamental ideals of liberalism.
NOTE: The potential responses do not represent an exhaustive list of concepts or terms. Student lists may be longer and more detailed.
My Definition or Explanation
using the threat of war as a Kennedys negotiation tactics diplomatic tool to force the during the Cuban Missile other side in a dispute to back Crisis are an example. down keeping an opposing nations influence or ideology from spreading to any other countries efforts by a nation to spread its economic or political influence beyond its own borders Economic aid to post-war Europe lessened the appeal of communism. The Soviet Union installed communist governments in the countries it had liberated from Nazi control.
containment
expansionism
Module Section 1
Lesson Question Synopsis Key Concepts
Lesson 1 Part 2: Repercussions of the Cold War and Cold War Video
Get Focused
Explore Watch
Students are asked to recall an international crisis or ideological clash that worried them as a child and to consider how such clashes affect their current lives. Students are instructed to complete a Cold War Scavenger Hunt. The activity requires the students to o use the Cold War video library to find answers to questions that are relevant to the Cold War o record the information about the sources of the answers and do a cursory assessment of the validity of those sources o judge whether the information found for each question represents evidence of the positive, neutral, or negative impact that the Cold War had on humanity o assess the broader conclusions that might be drawn about the Cold War as a result of what they have learned Hand the complete worksheets in so formative feedback can be provided. Students are encouraged to discuss their findings with fellow students or knowledgable adults and to account for descrepencies in information or interpretation.
Lesson Elements
Discussion
The first item is completed for students as an example. Other responses are potential answers students may give. Scavenger Hunt Item Response Source and Validity Assessment Is it a positive, neutral, or negative impact? (Explain your response.)
The bomb test had a negative impact. The bomb was way more powerful than the scientists had predicted. Islanders downwind and some Japanese fishermen were contaminated by radioactive fallout from the test. This had a positive impact. The Marshall Plan promoted European unity, prosperity, and freedom.
What insight does the item provide regarding the impact of the Cold War?
The Cold War arms race led nations to engage in potentially risky tests of nuclear weapons that contaminated innocent people with radiation.
Castle Bravo was the Source: largest nuclear bomb http://en.wikipedia.or ever tested by the g/wiki/Castle_Bravo United States. authoritative requires further verification very weak
Source: http://www.learnnc.or g/lp/multimedia/1380 1 and http://www.history.uc sb.edu/faculty/marcu se/classes/133c/133 CwImages/MarshallP lanBaloonPoster300 http://library.marshall pxw.jpg foundation.org/poster s/library/posters/mar authoritative requires further shall.php verification very weak
Cold War competition led the United States to provide aid programs to other nations in an effort to demonstrate the superiority of capitalism and democracy.
Find two Vietnam war photos that changed American public opinion about the war.
Source:
authoritative http://news.bbc.co.uk requires further /2/shared/spl/hi/pictu verification re_gallery/05/in_pict very weak ures_the_vietnam_w ar_/html/1.stm
Answers will vary depending on the photos chosen. Most photos will suggest a negative impact.
An assessment rubric has been provided for this section challenge. As well, a sample of some potential student responses has been provided for teachers.
SECTION 1 CHALLENGE: COLD WAR VIDEO LIBRARY QUESTIONS PART II 24 marks Student Name:_____________________________ Excellent
Understanding of Concepts 12 The student has demonstrated a comprehensive and sophisticated understanding of Cold War concepts and their connection to Cold War events. 8 The student has incorporated judiciously chosen facts and examples into the responses. The selected material provides
Competent
9 The student has demonstrated a solid and accurate understanding of Cold War concepts and their connection to Cold War events. 6 The student has incorporated appropriate facts and examples into the responses. The selected material provides adequate
Marginal
6 The student has demonstrated a confused and/or fragmentary understanding of Cold War concepts and their connection to Cold War events. 4 The student has incorporated facts and examples into the responses although this data may occasionally be inappropriate or incorrect. The
Unsatisfactory
3 The student has demonstrated a minimal understanding of Cold War concepts and their connection to Cold War events.
Insufficient
The students response is so scant, or of such poor quality, that assessment is not possible.
2 If the student has incorporated facts and examples as support for the comments and analysis, the selected material is largely irrelevant or incorrect.
The students response is so scant, or of such poor quality, that assessment is not possible.
Communication 4 The student has communicated ideas in an eloquent and articulate manner. The student has made extensive and confident use of social studies vocabulary.
3 The student has communicated ideas in a clear manner. The student has made adequate and appropriate use of social studies vocabulary.
Total mark ___/24 Teachers Comments: Examples of Potential Answers SECTION 1 CHALLENGE: COLD WAR VIDEO LIBRARY QUESTIONS PART II
1. Responses will vary. Students who agree with the argument may justify their support in various ways. Examples follow: Sometimes the ends justify the means. The defence of liberal principles as a whole outweighs the comparatively isolated incidents where democracies violated those principles. The Cold War was still a war, you know. In wars you sometimes have to do things that you would never do in peacetime. You suspend rights. You may imprison, without charge, people who are suspected of being national security threats. These actions, too, violate liberal principles, but in the extraordinary circumstances of a war, they are sometimes called for to prevent terrorist attacks on your own soil or to stop spies from passing information to the enemy that would result in the deaths of your own troops. Rigging a foreign election to prevent communists from coming to
power, for example, might be similarly justifiable. In the Cold War, such actions contained communism. They prevented communism from spreading to the point where it was such a threat to liberalism that we would have required a military solution. It was necessary sometimes to abandon our principles because the authoritarian communist regimes we were competing with had no problem violating liberal principles. If we did not occasionally employ the same tactics to contain the spread of communism, we would have lost the Cold War. Imagine watching victorious communist troops marching through our own streets. In such a case, I dont think it would provide much solace for us to know that we did not violate the basic principles of liberalism in our losing cause.
Students who disagree with the argument may justify their support in various ways. For example: It is obviously hypocritical. To talk about how great democracy is and then, when it looks like a communist or socialist party may gain power in a country, to use the CIA to influence an election undermines the credibility of our ideology. Why would anyone respect liberal principles when we ourselves dont? It is the fundamental principles of liberalism that are its strength. Most people want the freedoms liberalism offers. If we abandon our ideals in an effort to contain communism, we actually weaken the appeal of liberalism.
3. Responses will vary. Most students will suggest that the leading communist regimes (the Soviet Union, China) during the Cold War were expansionist. Communisms stated goal was the overthrow of capitalism and, by extension, liberalism. A failure to challenge communism might have eventually led to the erosion of liberalisms influence in the world, or a lack of action may have led to military invasion by communist forces as happened in South Korea. Alternatively, some students may point to the trillions of dollars that would have been saved if the United States and its allies had not gotten involved in an arms race with the communist bloc. Students might also point out that the loss of life in wars like Vietnam would not have occurred. Students who take this perspective will still need to discuss how liberal democracies should have met the challenge of communist expansionism. 4. Answers will vary. Students in favour of democracies taking an active role in spreading liberalism may discuss the need to meet communisms expansionism head on and to help free people who are already oppressed. Students might point to a variety of case studies, citing resistance to communism in, for example, Hungary, Czechoslovakia, and Afghanistan. Other students may suggest that believing in liberal ideology does not necessarily require one to try to spread liberalism to other places or to force the ideology on other people. Attempting to do so can be disastrous: students might use the Vietnam War as an example of a disaster. More sophisticated responders will likely equivocate in their responses by recognizing that different situations may require different answers. For example, some may say that providing support to liberation movements may be justified where the vast majority of a population is clearly anti-communist. On the other hand, pressuring popularly elected governments in non-aligned nations to choose the Western side in the Cold War could be viewed as contrary to the principles of liberalism, depending on what form of pressure is applied.
5. Answers can vary; however, a discussion of the Vietnam War would clearly suit this question. Students may bring up the Vietnam counterculture movement, the draft, the conduct of the war itself, or the fact that the United States lost. Alternative events that could be discussed include nuclear testing and its environmental effects. Students might discuss the Castle Bravo nuclear test or the downwinders in the US. It is also possible for students to discuss this question from the perspective of someone living under communism. In that case, they might discuss Soviet involvement in Afghanistan and/or Soviet nuclear accidents that affected civilians.
In this assignment, you will communicate clearly; your interpretation of three sources explaining the ideological perspective in each, identifying the relationship between the sources and explain the links to the principles of liberalism.
Source 1
Source 2 When liberty comes with hands dabbled in blood it is hard to shake hands with her. Oscar Wilde (18541900)
Source 3 Do you think when two representatives holding diametrically opposing views get together and shake hands, the contradictions between our systems will simply melt away? What kind of a daydream is that? Nikita Khrushchev (18941971)
When marking Interpretation of Sources, markers should consider how effectively the writer Interprets each source to demonstrate an understanding of how each source linke to liberalism Note: Writers are expected to address all sources.
Excellent
E
Proficient
Interpretation of the source is sophisticated, insightful, and precise, demonstrating a perceptive understanding of the links to liberalism. (4) Interpretation of the source is sound, specific, and adept, demonstrating a sound understanding of the links to liberalism. (3.5-3)
Pf
Satisfactory
S
Limited
Interpretation of the source is adequate, The explanation of relationship(s) is adequate and straightforward, and conventional, demonstrating a straightforward. (3-3.5) generalized understanding of the links to liberalism (2.5) Interpretation of the source is incomplete and/or vague, demonstrating a confused understanding of the links to liberalism. (1.5-2) Interpretation of the source is minimal and/or inaccurate, demonstrating little or no understanding of links to liberalism. (.5-1) The explanation of relationship(s) is superficial, redundant, and of questionable accuracy.(2.5-2)
L
Poor
P
/20
SIS2S3-
/4 /4 /4
/12
/6
/2
Zero can be assigned to a response that fails to meet the minimum requirements of the POOR category.
REVISED 09/06/2011