The+Cold+War


 * THE COLD WAR CONFLICT AND THE POLICY OF CONTAINMENT ** **// Coach Harvill & Coach Gazette //**
 * // English III and American History Honors //**
 * // Ava High School //**

// “From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject in one form or another, not only to Soviet influence but to a very high and, in some cases, increasing measure of control from Moscow.” **Winston Churchill** //

// This was a speech given by Winston Churchill after the end of World War II. He warned the West that a new force, Communism, had taken major parts of Eastern Europe. Historians consider this speech a watershed. It began the era known as the COLD WAR. //

// This period witnessed a life and death struggle between the two super powers that emerged after the war. The Soviet Union, led by Joseph Stalin**,** // // instituted a policy of Communist Imperialism. The fascist threat was crushed by 1945 and it seemed as if the world would enter a period of peace and progress, never before seen. The possibilities and hopes were endless. However, this utopian dream was quickly shattered with the drawing of an iron Curtain, the Berlin Blockade and subsequent airlift. America, the only democracy left in tact after the war, again became the “arsenal of democracy”. What was Harry Truman, a President for only a few months, to do? America was war weary. What policy should America pursue? To make things even more complicated, a new invention was added to the equation. America had ushered in the **nuclear age** at Hiroshima and Nagasaki. But now the Hydrogen Bomb (100 times more powerful than the Atomic Bomb) would be successfully tested and would make a nuclear Holocaust conceivable. // // President Harry Truman made a critical foreign policy decision. Communism **MUST** be stopped. Democracy **MUST** be preserved. He then implemented a new American foreign policy that would not allow another Munich Appeasement. Historians have termed Truman’s initiative as [|“]“CONTAINMENT”. //

// Your job, in this web quest is to analyze the American response to Soviet aggression. Was it effective or did it create more confrontation? How close did the world come to nuclear devastation? // //This is an important investigation. President Obama’s foreign policy has many elements of containment. The President is attempting to contain and destroy terrorism whose horrid consequences were seen on 9/11. Thus, you will be asked to make suggestions to the Obama administration, namely// // Hillary Clinton, regarding foreign policy. Remember, if we do not study history, we will suffer the same consequences as our predecessors. //

**//SO-Good luck!!//** =The Task = //**As advisor to the Secretary of State, you will be asked to do two products.** //
 * // These products will completed in groups as explained in the “process”. //**


 * // PRODUCT #1: //****// Each member of the group will produce a FOUR-PAGE PAPER (APA). This paper will include all the steps of [[image:duckcover1.jpg width="172" height="138" align="left"]]the American History Public Policy An[[image:cd_film_comix_235.gif width="244" height="174" align="right"]]alyst. You will add a suggestion to Mrs. Clinton as to the future of American foreign policy in the war on terrorism. The paper must be type-written on MS Word. You should add illustrations, charts, graphs and pictures to embellish your paper. //**


 * // PRODUCT #2: //****// Your group will present a 10-15 minute max ORAL PRESENTATION. The presentation should use props, in the form of charts, pictures etc. to enhance the presentation. You will also include the elements of the PPA in the presentation. //**


 * // Make use of the search engines on the INTERNET. They will be of help in creating relevant illustrations //**

=The Process =


 * 1: The class will be divided into groups of TWO. **
 * Each member of the group must fulfill their given responsibilities. The group will decide the roles for each member using the outline below. Each group member will be responsible for the four-page Written Report but their will be a group grade for the oral report **
 * 2: Individual responsibilities for group members **
 * //__ Responsibility 1 __//**** : Recorder & Writer-This student will take notes on information gathered by group members and write an outline for the oral report. These notes will also be used by each member to write the paper. This student will be responsible for completing the Public Policy Analyst[[image:civildefenseposter.jpg align="right"]] Worksheets **
 * //__ Responsibility 2 __//**** : Researcher-This student will do the research, with help of other members. He/she will search the Internet and gather information that will be used to complete the worksheets. **
 * //__Responsibility 3__// **** : Time keeper of organizer-Will keep the group on track. He/she will assist in the research, lead & coordinate group meetings and be aware of teacher made deadlines and schedules **


 * //__ ALSO NOTE __//**** : Each member of the group will submit a four page paper. **
 * II: Each group member should do some research on the policy of Containment. As a group, you will complete the worksheets (steps) in the Public Policy Analyst. **
 * III: Remember- ****//__ THINK LIKE A PUBLIC POLICY ANALYST __//**

** You will use the six-step procedure below to structure you products and complete the research **
 * __ LINKS AND WORKSHEETS __**
 * __ STEPS in the AHPPA __**
 * 1: Identify the Historical Problem (Cold War) [[image:benson0201-1.jpg align="right"]] **
 * 2: Find Evidence or impact of the Problem **
 * 3: Find the Causes for the problem **
 * __ 4: Evaluate the Policy of containment __**
 * Your final section of the paper and oral report will be suggestions for Mrs. Clinton and President Obama on policy solutions to solve the problem of International terrorism. You will use the steps in the AHPPA to support your proposals. **


 * You will use these Internet resources along with printed materials to complete your worksheets and gather information for your products **

4: WWW.BING.COM **
 * //__ GENERAL SEARCH ENGINES __//**
 * 1: WWW.GOOGLE.COM **
 * 2: WWW.YAHOO.COM **
 * 3: WWW.ASK.COM


 * //__SPECIFIC WEBSITES __//**
 * 1: COLD WAR BACKGROUND **
 * 2: COLD WAR POLICIES-CHRONOLOGY OF CONTAINMENT **
 * 3: SHORT TIMELINE **
 * 4: MAJOR COLD WAR FIGURES & EVENTS **


 * 6: CONTAINMENT **
 * 7: ECONOMIC POLICIES **
 * 8: CONTAINMENT EVALUATION **
 * 9: MORE ASSESSMENTS **
 * 10: TRUMAN DOCTRINE (with links) **
 * 11: HOT SPOTS OF COLD WAR **

** COLD WAR **
 * || ===**//__ Research Report: __//**===
 * __ RUBRIC __** ||

Please remeber your grade is affected by the percentage not the number of points **__ GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS __**
 * CATEGORY || ** 4 EXCELLENT ** || ** 3 SATISFACATORY ** || ** 2 NEEDS IMPROVEMENT ** || ** 1 UNSATISFACTORY ** ||
 * ** Organization ** || Information is very organized with well-constructed paragraphs and subheadings. || Information is organized with well-constructed paragraphs. || Information is organized, but paragraphs are not well-constructed. || The information appears to be disorganized. 8) ||
 * ** Amount of Information ** || All topics are addressed and all questions answered with at least 2 sentences about each. || All topics are addressed and most questions answered with at least 2 sentences about each. || All topics are addressed, and most questions answered with 1 sentence about each. || One or more topics were not addressed. ||
 * ** Sources **
 * worksheets ** || All sources (information and graphics) are accurately documented in the desired format. ** Uses all worksheets ** || All sources (information and graphics) are accurately documented, but a few are not in the desired format. ** Uses 4 worksheets ** || All sources (information and graphics) are accurately documented, but many are not in the desired format.
 * Uses 3 worksheets ** || Some sources are not accurately documented and worksheets are missing ||
 * ** Paragraph Construction ** || All paragraphs include introductory sentence, explanations or details, and concluding sentence. || Most paragraphs include introductory sentence, explanations or details, and concluding sentence. || Paragraphs included related information but were typically not constructed well. || Paragraphing structure was not clear and sentences were not typically related within the paragraphs. ||
 * ** Internet Use ** || Successfully uses suggested internet links to find information and navigates within these sites easily without assistance. || Usually able to use suggested internet links to find information and navigates within these sites easily without assistance. || Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance. || Needs assistance or supervision to use suggested internet links and/or to navigate within these sites. ||
 * ** Diagrams & Illustrations ** || Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic. || Diagrams and illustrations are accurate and add to the reader's understanding of the topic. || Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. || Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. ||
 * __ “F”=BELOW 11 POINTS __**
 * || ===**// Oral Presentation Rubric: //**===
 * COLD WAR POLICY EVALUATION ** ||


 * CATEGORY || ** 4 EXCELLENT ** || ** 3 VERY GOOD ** || ** 2 SATISFACTORY ** || ** 1 UNSATISFACTORY ** ||
 * ** Enthusiasm ** || Facial expressions and body language generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others. || Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked. || Very little use of facial expressions or body language. Did not generate much interest in topic being presented. ||
 * ** Preparedness ** || Student is completely prepared and has obviously rehearsed. || Student seems pretty prepared but might have needed a couple more rehearsals. || The student is somewhat prepared, but it is clear that rehearsal was lacking. || Student does not seem at all prepared to present. ||
 * ** Speaks Clearly ** || Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. || Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. || Speaks clearly and distinctly most of the time. Mispronounces no more than one word. || Often mumbles or can not be understood OR mispronounces more than one word. ||
 * ** Props ** || Student uses several props (could include costume) that show considerable work/creativity and which make the presentation better. || Student uses 1 prop that shows considerable work/creativity and which make the presentation better. || Student uses 1 prop which makes the presentation better. || The student uses no props OR the props chosen detract from the presentation. ||
 * ** Stays on Topic ** || Stays on topic all (100%) of the time. || Stays on topic most (99-90%) of the time. || Stays on topic some (89%-75%) of the time. || It was hard to tell what the topic was. ||
 * ** Content ** || Shows a full understanding of the topic. || Shows a good understanding of the topic. || Shows a good understanding of parts of the topic. || Does not seem to understand the topic very well. ||

**__ GRADING: “A” = 21-24 POINTS “B”= 16-20 POINTS “C”= 11-15 POINTS __**
 * __ “F”=BELOW 11 POINTS __**


 * CONTAINMENT ||


 * You should have learned, from this web quest that the Cold War was a major watershed in American history. President Truman’s policy of Containment set a precedent for the next forty years of American Foreign Policy. Did it help preserve American values and create a better world? Did it protect individual and universal human rights? Or, did American foreign policy inflame international tensions and create and atmosphere of war and death? You have made that historical evaluation and have used this evidence to create new foreign policies for contemporary America. You have become a Public Policy Analyst using one of the best learning instruments we have: History! **
 * You have also learned the importance of the Public Policy Analysts. These political scientists create foreign and domestic policies that affect the lives of all on the planet. **
 * Let’s hope you gave Mr. Obama and Mrs. Clinton constructive suggestions. **
 * Let’s hope YOU made a difference. Let’s hope you will continue to do so in the future. Remember, in a democratic society, those who do not participate will be controlled by those who do! **


 * WE THANK YOU FOR YOUR PARTICIPATION! **


 * **__ THANKS! __** ||

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation. Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues. Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
 * //__ LANGUAGE ARTS __//**
 * Standard 1: Language for Information and Understanding **
 * Standard 2: Language for Literary Response and Expression **
 * Standard 3: Language for Critical Analysis and Evaluation **
 * Standard 4: Language for Social Interaction **


 * //__ SOCIAL STUDIES __//**

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface. . Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.
 * Standard 1: History of the United States**
 * Standard 2: World History**
 * Standard 3: Geography**
 * Standard 5: Civics, Citizenship, and Government**