UnderstandingbyDesign

DesignerName(s):DylanTBoggs
Date:Feb.3,2014
SubjectArea:
World History
GradeLevel(s):10th

UnitTitle/Focus
: The Global Cold War and
beyond
EstimatedAmountofInstructionalTime:

20
class periods

Stage1DesiredResults
StateContentStandards:
10.9.1
Compare the economic and military power shifts
caused by the war, including the Yalta Pact, the
development of nuclear weapons, Soviet control over
Eastern European nations, and the economic recoveries of
Germany and Japan.
10.9.2.
Analyze the causes of the Cold War, with the free
world on one side and Soviet client states on the other,
including competition for influence in such places as Egypt,
the Congo, Vietnam, and Chile.
10.9.3
Understand the importance of the Truman Doctrine
and the Marshall Plan, which established the pattern for
Americas postwar policy of supplying economic and
military aid to prevent the spread of Communism and the
resulting economic and political competition in arenas such
as Southeast Asia (i.e., the Korean War, Vietnam War),
Cuba, and Africa.
10.9.4.
Analyze the Chinese Civil War, the rise of Mao
Tse-tung, and the subsequent political and economic
upheavals in China (e.g., the Great Leap Forward, the
Cultural Revolution, and the Tiananmen Square uprising).
California English Language Development Standards,
Grades 9-10, Part I:
Strand 2:
Interacting with others in written English in
various communicative forms (print, communicative
technology, and multimedia)
Strand 6:
Reading closely literary and informational texts
and viewing multimedia to determine how meaning is
conveyed explicitly and implicitly through language.
Strand 10:
Writing literary and informational texts to
present, describe, and explain ideas and information, using
appropriate technology
Strand 11:
Justifying own arguments and evaluating others
arguments in writing

EnduringUnderstandings:
Students will understand that
1. Not all wars involve direct military conflict.
2. Disputes between larger combatants can draw in
smaller parties and have a profound effect.
3. The advent of atomic weaponry has brought an end
to the era of total warfare.

State Common Core Standards, Grade 9-10:

RH-1:
Cite specific textual evidence to support analysis
of primary and secondary sources, attending to such
features as the date and origin of the information.
RH-3:
Analyze in detail a series of events described in a
text; determine whether earlier events caused later ones or
simply preceded them.
RH-6:
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.
RH-9:
Compare and contrast treatments of the same topic
in several primary and secondary sources
WHST-1:
Write arguments focused on discipline-specific
content.
WHST-6:
Use technology, including the Internet, to
produce, publish, and update individual or shared writing
products, taking advantage of technologys capacity to
link to other information and to display information
flexibly and dynamically.
WHST-8:
Gather relevant information from multiple
authoritative print and digital sources (primary and
secondary), 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.
WHST-9:
Draw evidence from informational texts to
support analysis, reflection, and research.
SL-1:
Initiate and participate effectively in a range of
collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 910 topics,
texts, and issues, building on others ideas and expressing
their own clearly and persuasively.
EssentialQuestions:
1. When is it right to interfere in someone elses
internal business?
2. Is your way of doing things right for everyone?
What should you do if it isnt?
3. How do you stop the spread of ideas you dont
like?

Big Idea(s)
ideologicalconflict
dominotheory
Whatstudentswillknow:
1.
2.
3.
4.
5.

Causes of the Cold War, including the basic

philosophical differences between the United States and
the Soviet Union
The United States and Soviet Union fought each other
indirectly, through proxies in third-party nations.
The fierce rivalry between the U.S. and USSR forced
many nations to choose a side.
The U.S. and USSR both interefered in the domestic
affairs of other nations in attempts to gain an advantage
over each other.
The Communist victory in Chinas civil war led to
severe human and economic loss, and to the Korean
War.

theshrinkingworld
totalwarvs.limitedwar
Whatstudentswillbeabletodo:
-SWBAT decide when it is best to become involved with the
problems of others, and when it is better to step away.
-SWBAT evaluate conflicting sources and decide for
themselves what to believe.
-SWBAT understand the effects that conflicts and disputes
can have on those who are not directly involved.
-SWBAT understand how to deal with and react to those
who think different from them.

Stage2AssessmentEvidence
PerformanceTasks:

Summativegroupnewspaperproject.
Studentswillworkingroupsoffourtodesigna
newspaperdetailingandanalyzingeventsina
majorhotspotduringtheColdWar,utilizing
primarysources,imagesandindependentresearch,
demonstratingaclearunderstandingofthecauses
ofthoseeventsandtheeffectthatthe
Soviet-Americanrivalryhadonthatnation.

Students will support the newspaper by creating an

original speech, supporting or condemning the
American or Soviet involvement in their country,
laying out their faction's views on how the country
should be led during the Cold War (and the reasoning
behind it). They will record the speech for a fictional
radio broadcast, in-character as the leader of the
nation's government or as the leader of a rebel group
attempting to overthrow the government (example:.
Fidel Castro's speeches during and after the Cuban
Revolution), and where possible, incorporate music
from that era into the finished product.

OtherEvidence:

Cold War pre-test

Marshall Plan writing prompts
Truman Doctrine DBQs
Korean War Source Analysis
Eastern Europe vocabulary and map page
Soviet art and architecture collage
Prague Spring mock radio script
Afghan reaction proposal
Collapse of the Soviet Union chart
Czechoslovakia/Yugoslavia
compare/contrast newspaper article
Putin/Soviet comparison analysis
Communist China timeline
Mao propaganda and quote analysis
Vocabulary and Guided reading tasks
Map identification tasks
Communist China primary source analysis

Stage3LearningPlan
Week One: Roots of the Cold War
Monday: Introducing the Cold War
1. Students take a pre-test on the Cold War, assessing
their background knowledge on the effects of the
Russian Revolution and World War II.
2. Students work in groups to decide what is meant by the
term Cold War, and how it is different from a Hot
War, and understand that a Cold War is an
ideological
conflict
.
3. Students identify the reasons and causes for the Cold
War by creating a chart to organize information, that
will be updated throughout the unit, and by examining
maps showing the division between the United States
and its allies/satellites, and the Soviet Union and its
allies/satellites.
Tuesday: The Marshall Plan

Week 2: Soviet Control of Eastern Europe

Monday: Key terms and geography
1. Students build a foundation of knowledge about
Eastern Europe during the cold war by completing a
vocabulary graphic organizer detailing key people
and events, and a map labeling key locations.
Tuesday: Post-war recovery in Russia; de-Stalinization
1. Students will examine the Soviet plans for post-war
recovery, how it contrasted with recovery in Western
Europe, and the effect of Kruschevs
de-Stalinization programs inside Russia and other
Warsaw Pact nations, and create a college of Soviet
art and architecture with a description of how it
reflects conditions in post-war eastern Europe.

1.

Students compare the postwar situations in Eastern

Europe and Western Europe by examining documents
detailing the damage and casualties suffered by the
combatants in World War II.
2. Students analyze George Marshalls speech outlining
the reasoning, implementation and goals of the
Marshall Plan. Students will answer written prompts
about Marshalls speech showing that they understand
the purpose of the Marshall Plan, the reasons the U.S.
felt it was necessary, and the reasons that the Soviet
Union did not participate in it.
Wednesday: Truman Doctrine, Containment and Comintern
1. Students will listen to excerpts of Trumans speech
outlining the Truman Doctrine and read excerpts from
Soviet documents outlining their goals and
perspectives.
2. Students work in groups to analyze both sources and
write their opinions on which argument is more
compelling.
Thursday: Korean War
1. Students study a timeline of the creation of the United
Nations and the course of the Korean War, then
analyze multiple sources on the war in order to answer
the writing prompt:
What caused of the Korean War?
Friday:
1. Students are introduced to the units summative project
and performance task. They form their groups, divide
group tasks and begin research on their Cold War
newspaper project.
Week 3: The Soviet decline and modern Russia.
Monday: The Afghan Hotspot
1. Students will examine the reasons for the Soviet
intervention in Afghanistan in 1979. In groups, they will
roleplay as members of the Soviet Politburo, American
cabinet, or Afghan mujahadeen, and outline a proposal
on how the United States, USSR, or Afghan people
should respond to the situation in Afghanistan.
Tuesday: Stress and collapse of the USSR
1. Students will be able to detail the reasons for the
internal collapse of the Soviet Union by examining
sources detailing the economic, political and diplomatic
strains on the USSR, and completing a chart detailing
how each of these strains led to the collapse.
Wednesday: The disintegration of Yugoslavia and
Czechoslovakia
1. Students will examine sources related to the break-up
of Yugoslavia and Czechoslovakia, and be able to
describe in writing why Czechoslovakia was peaceful
and the collapse of Yugoslavia resulted in extended
ethnic strife, in a mock newspaper article.
Thursday: The rise of Putin and the new Russia
1. Students will examine descriptions of the post-Soviet
changes in Russia from Western and Russian sources
and be able to compare the similarities and differences
between the old Soviet regimes and the New Russia
led by Vladimir Putin in a written response.
Friday: Group project work
1. Students reconvene in their groups and put the final
touches on their group summative project, including
recording and editing the audio

Wednesday and Thursday: The Prague Spring

1. Students will examine primary and secondary
sources on the Prague Spring and be able to
explain in detail the attempted Dubcek reforms, the
Soviet response, and the reasons why the Soviets
intervened.
2. Students examine how the Prague Spring was
described differently in Western and pro-Soviet
media. writing a mock radio broadcast about the
event from a pro-Soviet or anti-Soviet perspective.
Friday: Group project work
1. Students will reconvene with their groups to
continue researching their group summative project
and begin assembling the newspaper and the script
for their radio broadcast.

Week 4: Communist China

Monday: Key terms, geography and people
1. Students will research and detail the Communist
victory in the Chinese Civil War and the challenges
faced by China as the Cold War progressed by
creating a timeline.
Tuesday: Chinas Role in the Cold War
1. Students will examine Chinas attempts to become
the leader of the global Communist movement but
analyzing Communist Chinese propaganda and
correlating it to quotes from Maos Little Red Book.
Wednesday: The Cultural Revolution
1. Students examine primary sources from the Cultural
Revolution and evaluate its effects on China and its
appeal to certain segments of Chinese society, by
writing a summary which cites specific details of
how the Cultural Revolution appealed to Chinese
youths.
Thursday: China After Mao
1. Students examine developments in China since
Maos death by reading primary sources from Deng
Xiaoping and Fang Zhili, then responding the DBQs.
Friday: Summative Unit Tests
1. Students submit their completed group projects.
2. Students take a summative test on the ideas and
concepts covered in this unit, including multiple
choice and short-response answers.