Part 1

A. Kansas State Standard for Unit: Standard 4- Societies experience continuity and change over
time.
1. Benchmark 4.1: The student will recognize and evaluate continuity and change over
time and its impact on individuals, institutions, communities, states, and nations.
2.Benchmark 4.3: The student will investigate an example of continuity and/or change
and connect that continuity and/or change to a contemporary issue.
B. Interdisciplinary
1. Geography: Maps will be used during the course of this unit depicting the spread of
communism and territorial gains of the Soviet Union, the Korean War, the Cuban Missile
Crisis, and the Vietnam War. Geographical features of different places of the world, like
mountainous Korea or tropical Vietnam will also be discussed.
2. American History: The history of the Cold War very much involves the United States
as they were a main player of the era. Their role in Vietnam, Korea, Cuba, and their
ideological rivalry with that of the Soviet bloc will certainly be discussed. The anti war
movement on the American home front during the Vietnam War will also be addressed.
3. Economics: The economic systems of communism and capitalism will be a focal point
of the unit as well as the critical components that put the two at odds with each other.
4.Government: The governmental styles of state socialism, communism, and liberalism
will be explained and the impacts that they had on the actions of the two main world
powers of the Cold War era. We will explore how Soviet socialism differed from Chinese
socialism as well.
C. Teacher Resources

1. TextbookSpielvogel, Jackson J., and Jay McTighe. World History & Geography. New
York, NY: McGraw-Hill, 2014.
O'Brien, Tim. The Things They Carried. New York, NY: Houghton Mifflin, 1990.
2. Websiteswww.worldology.com/Europe/post-war_imap.htm
www.youtube.com/watch?v=RNYe_UaWZ3U
www.youtube.com/watch?v=uDF-JnnmwUM
www.youtube.com/watch?v=WGBzsfP63fY
www.trumanlibrary.org/whistlestop/study_collections/koreanwar/index.php
http://www.history.com/topics/korean-war/videos
3. MediaVietnam in HD: An Endless War. Directed by Michael C. Hall. A & E Home
Video, 2011. DVD.
D. Vocabulary and Definition
1.Satellite States-A country that is economically and politically dependant on another
country.
2.Containment-Plan to keep something, such as communism, within its existing
geographical boundaries and prevent further aggressive moves.
3. Arms Race- Building up armies and stores of weapons to keep up with an enemy.
4. Deterrence- Policy of holding huge arsenals of weapons to prevent the other side from
using theirs because of fear that the outcome would be too destructive for an attack to be
profitable.

5. Bipolarism- The political arrangement during the Cold War where nations of the world
would either align themselves with the United States or the Soviet Union.
6. Commune- Group of collective farms which contained more than 30,000 people who
lived and worked together in 1950s China.
7. Permanent Revolution- An atmosphere of constant revolutionary fervor favored by
Mao Zedong to enable China to overcome the past and achieve the final stage of
communism.
8. Proxy War- A war in which the powers in conflict use third parties as substitutes
instead of fighting each other directly.
9. Domino Theory- Idea that if one country falls to communism, neighboring countries
will also fall.
10. Truman Doctrine- U.S. policy of giving financial aid to European nations to prevent
the spread of communism.
E. Differentiation
1. Blooms Taxonomy
a. Knowledge- What is the definition of containment?
b. Comprehension- Explain the rationale behind the Marshall Plan.
c. Application- Create a model of the ideal Chinese citizen as Mao Zedong
visualized during his Cultural Revolution.
d. Analysis- What are some similarities and differences between communism
practiced in the Soviet Union and in China?

e. Synthesis- Create two propaganda posters, one promoting U.S. ideals like
capitalism and liberalism, and one promoting Soviet ideals, communism
and state

socialism.
f. Evaluation- Was the United States governments efforts to discourage the
spread of communism both foreign and abroad justified?

Part 2
Day 1
1. Objective: After a map activity, lecture, and a review of the differences between capitalism
and communism, students will understand the political makeup of the world after WWII.
2.Topic: Post WWII balance of power, communism and capitalism characteristics.
3. Materials: Red and blue playing cards, projector and screen for PowerPoint, marker board,
computers for each student.
4. Daily Plan: 25 minutes: students will log onto http://www.worldology.com/Europe/postwar_imap.htm and each will be assigned a different nation to briefly
research,

focusing on economy, government and foreign policy, as well as

major events.

They will share their findings with the class so we can get caught

up on the

political makeup of Europe after WWII and compare it with Nazi

controlled

Germany.
15 minutes: PowerPoint lecture with notes concerning bipolarism, Truman, Stalin,
Marshall Plan, COMECON, satellite states, containment, NATO, and the

Warsaw

Pact.
10 minutes: I will list characteristics of either capitalist economies or communist
economies and the students will raise a blue (capitalist) or red

(communist)
the two

playing card and I will keep a running tally on the board to review
economic systems. The same will be done concerning

liberal and socialist

governments.

5. Teacher Materials
Characteristics of Capitalism and Communism and Liberalism and Socialism: To be mixed up
during activity
-Private ownership of means of production
-Free competition
-Law of supply and demand
-Classes based on wealth
-Private investment
-Classless society
-Government investment

-Community ownership of means of production

-Government designated places and people in economics
-Eliminates gap between poor and rich
-Democratic
-Equal distribution of profits
-Strong central state
-Transition to full communism
-Focus on human rights
-Focus on economic equality

Day 2
1.Objective: After watching the Soviet, American, and Chinese propaganda examples, students
will be able to analyze the meaning of propaganda and the role it played in the Cold War.
2.Topic: Arms race and propaganda
3.Materials: Projector and screen, computer to play videos off of youtube.
4. Daily Plan: 15 minutes: PowerPoint lecture about the arms race, deterrence, and space race.
7 minutes 40 sec: Tsar Bomb video
2 minutes: Russia in Syria and Ukraine video
8 minutes: Discussion about similarities between Cold War and current events

18 minutes: Propaganda posters and Make Mine Freedom cartoon, worksheet to

be filled out while viewing the propaganda examples.
5. Teacher Materials:
Video Links
a. Tsar Bomb-www.youtube.com/watch?v=RNYe_UaWZ3U
b. Russia in Syria and Ukraine- https://www.youtube.com/watch?v=uDFJnnmwUM
c.Make Mine Freedom- https://www.youtube.com/watch?v=WGBzsfP63fY
Posters are found in the first three slides of the PowerPoint

Day 3
1. Objective: After a lecture from the PowerPoint about the Chinese Civil War and Mao Zedongs
reforms, students will have the opportunity to interpret the meanings of some quotes from the
Little Red Book.
2. Topic: Chinese communism
3. Materials: Projector and screen, copy of the Little Red Book.
4. Daily Plan: 20 minutes:

Lecture over the Chinese Civil War, the Great Leap Forward, and
the Cultural Revolution.

15 minutes:

Little Red Book Activity. Students will react to some quotes from
Mao Zedong on a worksheet

10 minutes:

Discussion over responses to the assignment

5 minutes:

Discussion of the next days assignment. The handout to follow

explains.

5. Teacher Materials:
Little Red Book Activity

Teacher Key: Possible Responses

Read the following quotes from Mao Zedong's Little Red Book and describe your reactions.
What is meant by these quotes and what impact would this have on the masses of Chinese
people, poor farmers, middle class, rich landowners, or even capitalists?
1. Apart from their other characteristics, the outstanding thing about China's 600 million people
is that they are "poor and blank". This may seem a bad thing, but in reality it is a good thing.
Poverty gives rise to the desire for change, the desire for action and the desire for revolution. On
a blank sheet of paper free from any mark, the freshest and most beautiful characters can be
written, the freshest and most beautiful pictures can be painted.

2. Every comrade must be helped to understand that as long as we rely on the people, believe
firmly in the inexhaustible creative power of the masses and hence trust and identify ourselves

with them, we can surmount any difficulty, and no enemy can crush us while we can crush any
enemy.

3. People of the world, unite and defeat the U.S. aggressors and all their running dogs! People of
the world, be courageous, dare to fight, defy difficulties and advance wave upon wave. Then the
whole world will belong to the people. Monsters of all kinds shall be destroyed.

4. The oppressed peoples and nations must not pin their hopes for liberation on the
"sensibleness" of imperialism and its lackeys. They will only triumph by strengthening their
unity and persevering in their struggle.

5. Our educational policy must enable everyone who receives an education to develop morally,
intellectually and physically and become a worker with both socialist consciousness and culture.

6. In the world today all culture, all literature and art belong to definite classes and are geared to
definite political lines. There is in fact no such thing as art for art's sake, art that stands above
classes, art that is detached from or independent of politics. Proletarian literature and art are part
of the whole proletarian revolutionary cause; they are, as Lenin said, cogs and wheels in the
whole revolutionary machine.

7. [In agricultural production] our fundamental task is to adjust the use of labour power in an
organized way and to encourage women to do farm work.

8. In order to speed up this restoration and development [of agricultural production and industrial
production in small towns], we must do our utmost, in the course of our struggle for the abolition
of the feudal system, to preserve all useful means of production and of livelihood, take resolute

measures against anyone's destroying or wasting them, oppose extravagant eating and drinking
and pay attention to thrift and economy.

6. Student Materials:
Little Red Book Activity

Name___________________

Read the following quotes from Mao Zedong's Little Red Book and describe your reactions.
What is meant by these quotes and what impact would this have on the masses of Chinese
people, poor farmers, middle class, rich landowners, or even capitalists?
1. Apart from their other characteristics, the outstanding thing about China's 600 million people
is that they are "poor and blank". This may seem a bad thing, but in reality it is a good thing.
Poverty gives rise to the desire for change, the desire for action and the desire for revolution. On
a blank sheet of paper free from any mark, the freshest and most beautiful characters can be
written, the freshest and most beautiful pictures can be painted.

2. Every comrade must be helped to understand that as long as we rely on the people, believe
firmly in the inexhaustible creative power of the masses and hence trust and identify ourselves

with them, we can surmount any difficulty, and no enemy can crush us while we can crush any
enemy.

3. People of the world, unite and defeat the U.S. aggressors and all their running dogs! People of
the world, be courageous, dare to fight, defy difficulties and advance wave upon wave. Then the
whole world will belong to the people. Monsters of all kinds shall be destroyed.

4. The oppressed peoples and nations must not pin their hopes for liberation on the
"sensibleness" of imperialism and its lackeys. They will only triumph by strengthening their
unity and persevering in their struggle.

5. Our educational policy must enable everyone who receives an education to develop morally,
intellectually and physically and become a worker with both socialist consciousness and culture.

6. In the world today all culture, all literature and art belong to definite classes and are geared to
definite political lines. There is in fact no such thing as art for art's sake, art that stands above
classes, art that is detached from or independent of politics. Proletarian literature and art are part
of the whole proletarian revolutionary cause; they are, as Lenin said, cogs and wheels in the
whole revolutionary machine.

7. [In agricultural production] our fundamental task is to adjust the use of labour power in an
organized way and to encourage women to do farm work.

8. In order to speed up this restoration and development [of agricultural production and industrial
production in small towns], we must do our utmost, in the course of our struggle for the abolition
of the feudal system, to preserve all useful means of production and of livelihood, take resolute

measures against anyone's destroying or wasting them, oppose extravagant eating and drinking
and pay attention to thrift and economy.

Classroom Commune Activity Guidelines

Our classroom will become a Chinese commune, with many different groups of people living
and working together. Unfortunately, drought has struck the land and food is running very low
and changes will have to be made if the community is going to survive. Within your group come
up with a solution to the crisis that fits the class you belong to and be ready to defend it.
Each person will be assigned to one of these groups:
-Farmers loyal to the commune system-believe the teachings of Mao, that times may be tough
now but if they are overcome, there will be much prosperity. There are many mouths to feed in
China, and collectivizing farms will create maximum output down the road.
-Farmers tired of the commune system-There is a lot of promise in the Peoples Republic, but our
children didnt starve when we could grow crops just for ourselves.
-Industrial workers-Food is necessary, but if China is to become strong economically, it must
industrialize. That is how the United States and the West became prosperous after all.
-The Red Guard- It is time to get rid of the old culture of China, creating one that is distinctly our
own and not defiled by westerners. We need food for sure, but to get the most out of the new
system, everyone must be headed in the direction of progress.

-Chinese Communist Party Members- The communes allow for more food production from less
people, freeing up labor to work in industry, the catalyst for economic growth. Besides, now
everyone gets an equal share of the harvest.
-Soviet Allies-Should we help our young communist comrades by sending food, or can we afford
to at all?

We will come to a consensus as a commune on what should be done and each group will have
the opportunity to present their case as well as refute another group. This will take extra research
on your part so come prepared. Just remember I am Mao, and if the decision goes against the
doctrine of communism, then there may be trouble...

Day 4
1. Objective: After participating in the classroom commune activity, the students will have the
opportunity to make a choice that the early communist Chinese may have had to consider.
2. Topic: The Great Leap Forward and the Cultural Revolution
3. Materials: Desks and chairs will need to be reorganized to accommodate a classroom debate
type setting.
4. Daily Plan: 15 minutes: Groups will be allowed to gather together and prepare their
arguments.

15minutes: Groups will have the opportunity to refute the propositions of another
group and in turn they will defend their positions.
15 minutes: closing statements will be made from each group and a final vote
taken, but each group cannot vote for themselves. The group must reach
consensus.

Day 5
1. After receiving the handout for possible essay questions, the students will have to evaluate
their learning over the last few class periods and the class periods to come as well as do some
new research to answer the Cold War reflection questions.
2. Topic: The Cold War Begins and China After WWII
3. Materials: PowerPoint and outline, students should also be allowed to use their computers for
research as well.
4. Daily Plan: 20 minutes: I will cover any topics which I feel need to be readdressed and allow
for student questions over the first two sections. A period for review
before

moving on to the Cold War Conflicts.

30 minutes: Students will research and begin formulating an answer for their
essay questions, to be turned in after the test.

6. Student materials:
Cold War Reflection Essay Questions

Name___________________

Write 3-4 pages over one of these topics. Be thorough in your discussion.

1.Is the policy of deterrence justifiable? Or do huge stockpiles of weapons only exacerbate
already tense relations in international politics? Defend your answer with specific examples.
2. What were the ideological differences between the East and West? Explain how governments
garnered support for their side and discouraged support for opposition.
3. What similarities can be found between the Cold War and U.S./Russian relations today? What
differences? Is there a justification for the argument that the Cold War never ended?

Day 6
1.Objective: After lecture and a Truman Library document activity, students will understand the
reasoning behind invading Korea and the importance of primary resources.
2. Topic: Korean War
3. Materials needed: Computers for each student
4. Daily Plan: 15 minutes: PowerPoint lecture about Korean War and Truman speech video
35 minutes: Students will research the Truman Library documents provided and
find a document which they believe to be vital to the course of events in
the

Korean War. They will shortly brief the class about it after research is

complete.

Groups will be altered based on the size of the class.

5. Teacher Materials
Truman firing MacArthur Video: http://www.history.com/topics/korean-war/videos
6. Student Materials

Primary Source Activity: Korean War

As a group, read the primary documents provided at
http://www.trumanlibrary.org/whistlestop/study_collections/koreanwar/index.php from the time
frame that your group has been assigned. Pick one that you find to be most vital to the Korean
War and prepare to share a summary and its importance with the class. Not all documents are
that important, so dont spend too much time on them.
Groups will be divided into these time periods:
1950-January-February
1950-June
1950-July
1950-August
1950-September
1950-October
1950-November
1950-December

Day 7
1. Objective: After lecture about the Cuban Missile Crisis and the short video, students will
create a propaganda poster, some as Soviets and some as Americans.

2.Topic: Cuban Missile Crisis

3. Materials: Projector and screen, coloring materials
4. Daily Plan: 15 minutes: PowerPoint over Cuban Missile Crisis and History Channel video
35 minutes: Students will work on propaganda posters, one half of the room will
be KGB and the other CIA.
5. Teacher Materials:
History Channel Video: http://www.history.com/topics/cold-war/cuban-missile-crisis
6. Student Materials:
Poster Project
Pretend you are either a CIA agent working in the U.S.S.R. or a KGB agent working in the
United States during the Cuban Missile Crisis, and war is inevitable. Create a propaganda poster
to be displayed that will undermine the government of the country you are in. Be creative but
brief and put yourself in the time period. Attack leadership, government, the people themselves,
or promote your home country. These are due tomorrow and we will determine which agency did
the best job of undermining the respective governments.

Day 8
1. Objective: After a short introduction and viewing part 4 of Vietnam in HD, students will
understand some key events of the war and the effect they had on the American public.
2.Topic: Vietnam War
3. Teacher Materials: Screen and projector, Vietnam in HD DVD series
4. Daily Plan: 10 minutes: PowerPoint introduction
40 minutes: Part 4, An Endless War, of Vietnam in HD
Day 9
1. Objective: After listening to both Vietnam era songs, students will be able to fill out a
worksheet comparing the two.
2. Topic: Vietnam War
3. Materials: Audio on projector, and screen
4. Daily Plan: 15 minutes: Lecture about Tet Offensive, Vietcong, and Domino Theory
10 minutes: Listen and discuss The Fightin Side of Me by Merle Haggard
10 minutes: Listen and discuss Fortunate Son by CCR
15 minutes: Students will be given time to finish the worksheet
5. Teacher Materials:

Vietnam War Songs Worksheet

Possible Answers Key

Fightin Side of Me

Initial Reactions

Key Lines

Intent of Song

Fortunate Son

6. Student Materials:
Vietnam War Songs Worksheet

Name_________________________
Fightin Side of Me

Initial Reactions

Key Lines

Fortunate Son

Intent of Song

"The Fightin' Side Of Me"

Merle Haggard
I hear people talkin' bad,
About the way we have to live here in this country,
Harpin' on the wars we fight,
An' gripin' 'bout the way things oughta be.
An' I don't mind 'em switchin' sides,
An' standin' up for things they believe in.
When they're runnin' down my country, man,
They're walkin' on the fightin' side of me.
Yeah, walkin' on the fightin' side of me.
Runnin' down the way of life,
Our fightin' men have fought and died to keep.
If you don't love it, leave it:
Let this song I'm singin' be a warnin'.
If you're runnin' down my country, man,
You're walkin' on the fightin' side of me.
I read about some squirrely guy,
Who claims, he just don't believe in fightin'.
An' I wonder just how long,
The rest of us can count on bein' free.
They love our milk an' honey,
But they preach about some other way of livin'.
When they're runnin' down my country, hoss,
They're walkin' on the fightin' side of me.
Yeah, walkin' on the fightin' side of me.

Runnin' down the way of life,

Our fightin' men have fought and died to keep.
If you don't love it, leave it:
Let this song I'm singin' be a warnin'.
If you're runnin' down my country, man,
You're walkin' on the fightin' side of me.
Yeah, walkin' on the fightin' side of me.
Runnin' down the way of life,
Our fightin' men have fought and died to keep.
If you don't love it, leave it:
Let this song I'm singin' be a warnin'.
If you're runnin' down my country, man,
You're walkin' on the fightin' side of me.

Creedence Clearwater Revival Fortunate Son Lyrics

Some folks are born, made to wave the flag

Ooo, they're red, white and blue
And when the band plays "Hail to the Chief"
Ooo, they point the cannon at you, Lord

It ain't me, it ain't me, I ain't no senator's son, son

It ain't me, it ain't me, I ain't no fortunate one, no

Some folks are born, silver spoon in hand

Lord, don't they help themselves, y'all
But when the taxman comes to the door
Lord, the house looks like a rummage sale, yeah

It ain't me, it ain't me, I ain't no millionaire's son, no, no

It ain't me, it ain't me, I ain't no fortunate one, no

Yeah, yeah
Some folks inherit star spangled eyes
Ooh, they send you down to war, Lord
And when you ask 'em, "How much should we give?"
Ooh, they only answer "More! More! More!", y'all

It ain't me, it ain't me, I ain't no military son, son

It ain't me, it ain't me, I ain't no fortunate one, one
It ain't me, it ain't me, I ain't no fortunate one, no, no, no
It ain't me, it ain't me, I ain't no fortunate son, no, no, no

Day 10
1. Objective: After reading a chapter from "The Things They Carried" the students will evaluate
the importance of their reading by summarizing the chapter and explaining its significance to the
class.
2. Topic: Vietnam War
3. Materials: Copies of "The Things they Carried" by Tim O'Brien
4. Daily Plan: 30 minutes: Students will choose a chapter to read and summarize, they will then
group up with other students who chose the same chapter and share the
story and

purpose of the story with the class.

20 minutes: Students present and discuss their chapters

6. Student Materials

Vietnam War Assignment

Name___________________

After reading one of any chapters from "The Things They Carried", summarize what you read,
then prepare a presentation for the class with others that chose the same chapter as you. You
should explain the story within the chapter and the reasoning for telling the story as well as any
extra meaning that you can find.Only about a 5-8 minute brief about the chapter. What stood out
to you and what message did you come away with? This will be open to questions from the class.
List of Chapters:
The Things They Carried

Field Trip

Love

The Ghost Soldiers

Spin

Night Life

On the Rainy River

The Lives of the Dead

Enemies & Friends

Good Form

How to Tell a True War Story

The Dentist
Sweetheart of the Song Tra Bong
Stockings
Church
The Man I Killed
Ambush
Style
Speaking of Courage

Notes
In the Field

Unit 18 Test: Cold War

Name___________________

Matching
1._____Domino Theory
2._____Truman Doctrine
3._____Deterrence
4._____Permanent Revolution
5._____Bipolarism
6._____Proxy War
7._____Arms Race
8._____Containment
9._____Commune
10._____Satellite States

A. The political arrangement during the Cold War where nations

of the world would either align themselves with the United States
or the Soviet Union.
B. An atmosphere of constant revolutionary fervor favored by
Mao Zedong to enable China to overcome the past and achieve the
final stage of communism.
C. A war in which the powers in conflict use third parties as
substitutes instead of fighting each other directly.
D. Building up armies and stores of weapons to keep up with an
enemy.
E. Idea that if one country falls to communism, neighboring
countries will also fall.
F. Policy of holding huge arsenals of weapons to prevent the other
side from using theirs because of fear that the outcome would be
too destructive for an attack to be profitable.
G. Group of collective farms which contained more than 30,000
people who lived and worked together in 1950s China.
H. A country that is economically and politically dependant on
another country.
I. U.S. policy of giving financial aid to European nations to
prevent the spread of communism.
J. Plan to keep something, such as communism, within its existing
geographical boundaries and prevent further aggressive moves.

Multiple Choice
11._____What was the Berlin Airlift?
A. The Soviet invasion of Nazi Berlin that destroyed the entire German Air Force.
B. Allied plan to get needed items like food and clothing into Soviet
blockaded West Berlin.
C. A new economic plan proposed to rebuild Germany by the Yalta Conference.
D. A U.N. committee of nations charged with creating a new German
government.

12._____The United States policy of preventing communism in Europe by rebuilding their

economies with American financial aid is known as what?
A. COMECON
B. The Great Leap Forward
C. The Marshall Plan
D. The Warsaw Pact
13._____NATO was created to do which of the following?
A. Contain communism within its current boundaries by creating
military alliances.
B. Make China and the U.S.S.R fully communist states
C. Build nuclear weapons to be given to western nations in the event of a Soviet
nuclear threat.
D. Keep Nazi Germany from rising to power again.
14._____The arms race created which of the following technological/military advancements?
A. The nuclear bomb, radar, and cruise missiles
B. The hydrogen bomb, intercontinental ballistic missiles, and space shuttles
C. Aircraft, tanks, and biological weapons
D. All of the above
15._____This structure, built in 1961, by Nikita Khrushchev became the symbol of rivalry
between the United States and the U.S.S.R. Its destruction marked the end of the Cold War era.
A. The Russian Space Station
B. The Motherland Statue in Ukraine
C. The Empire State Building
D. The Berlin Wall
16._____The Great Leap Forward did all of the following except
A. Created 26,000 vast communes to speed up economic growth
B. put more workers in industrial jobs
C. Put in place some liberal governmental practices like elections
D. Resulted in millions of Chinese starving to death
17._____The Red Guards set out to destroy the four olds, which of these is not one of them?

A. Old culture
B. Old food
C. Old ideas
D. Old habits
18._____General Douglas MacArthur was removed from command in Korea because
A. He wanted to defeat the Chinese Army to remove communism in the area for
good while President Truman preferred a peaceful withdrawal.
B. His military actions in Korea were considered too harsh
C. Truman thought that the war needed to be fought more aggressively
D. He was not removed, he died of old age
19._____The Soviet Union agreed to remove their nuclear missiles from Cuba as long as
A. The United States agreed to vacate West Berlin
B. The United States adopted communist principles
C. The United States ended the CIA program
D. The United States pulled its weapons out of Turkey
20._____The Vietcong used what type of military tactic against U.S. forces
A. Conventional Warfare
B. Guerilla Warfare
C. Naval superiority
D. Nuclear Weapons

Arms Race Graph

21. What is this graph comparing?

22.The two distinctly different shapes suggest what about the U.S. and Soviet Union?
23. What are some possible reasons for the reduction in arms over the past 25 years?

Short Answer
24. Examine the main components of Bipolarism?

25. What are the main differences and similarities between Chinese and Russian communism?

26. Was the Cold War necessary in your opinion? Write 3 paragraphs explaining your rationale.
There is no right or wrong answer, but the best answer uses historical facts to promote a
reasonable hypothesis.