Ronald Mayer

Cold War Unit Plan

Who was to blame for the Cold War?
Main objective; SWBAT analyze the reasons behind the start of the Cold War and will be able to
analyze what country is more responsible for igniting the Cold War.
Day 1 objective:
Today you will build your knowledge of reasons why the USA USSR alliance broke
down in 1945.

Day 1 sub objectives:

Who was to blame for the cold War?
What where some of the differences between the USA and the USSR?
Day 2 objective:
Today you will examine the Yalta and Potsdam conference and who agreement
between the U.S. and USSR soon became disagreement,

Day 2 sub objectives:

What did the U.S. and the USSR want from each treaty?

Day 3 & 4 objective:

Today you will examine the U.S. response to the growth of Communism in Eastern
Europe through the Marshall Plan.

Day 3 & 4sub objective:

How did the Marshall Plan affect Cold War relations?

Day 5 & 6 objective:

You will be able to analyze a key speech that represented the reaction of the allies
to the spread of the Soviet Union.

Day 5 & 6 sub objectives:

How did Winston Churchill react to the Soviet expansion into Eastern Europe?
Was Winston Churchills reaction partially to blame for the Cold War?

Day 7 & 8 objective:

Day 7: You will be able to analyze the impact on Cold War relations that the Truman
Doctrine caused
Day 8: You will be able to analyze the effect of the Berlin Blockade on Cold War
relations.

Day 7 & 8 sub objective:

Day 7: How did the Truman Doctrine affect U.S. foreign policy?
Day 8: How did the Berlin Blockade affect both sides in the Cold War?

Day 9 & 10 objective:

You will be able to identify, based on the evidence that you have compiled, what
country, the U.S. or the U.S.S.R., was more responsible for the creation of the Cold
War.

Day 9 & 10 sub objective:

Did the U.S. or U.S.S.R.s actions increase or decrease the Cold War?
Mr. Mayer

Subject:
World History DAY 1

Standard:
Strand 2: World History
Concept 8: World at War
PO 7: Analyze the political, economic and cultural impact of the Cold War:
PO 1: Superpowers

Objective (Explicit):
Today you will build your knowledge of reasons why the USA USSR alliance broke down in 1945.
Evidence of Mastery (Measurable):
Analyze, list, describe.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Who was to blame for the cold War?
What where some of the differences between the USA and the USSR?
Key vocabulary:
Ideological

Materials:
Notes # 11 Ideological Differences
Ideological Differences quiz

Opening (state objectives, connect to previous learning, and make relevant

to real life) Ending world War II. Lend Lease, allies and friends, now
enemies.
Who is to blame for the Cold War???
Look whats happening today!!!
Teacher will start reading front page of notes
assisted by Truman, who will read his quote.
Input
The
teacher will then instruct students to
Instruct
ional
review the back side of their notes for (5)
minutes by themselves.

Students will follow along with the teachers

reading. They will then review the back side
of their notes for minuets.

Teacher will, assisted by Truman, demonstrate Students will complete the assigned task.
the group activity What it be, What it is
This will involve the students to stand up and
Guided
move
around
Practic
e the room quizzing each other
from their notes. One student looks at aa
particular part, says theirs, then the other
student has to answer using the other
countries example. This will be swapped.
Teacher and assistant Truman will moderate
the quizzing
Teacher will have the students independently Students will complete the quiz as directed.
complete a quiz on the notes.

Independent Practice

Closing/Student Reflection/Real-life connections:

If time permitting, the teacher with his assistant Truman will review the quiz with the class.

Mr. Mayer

Subject:
World History DAY 2

Standard:
Strand 2: World History
Concept 8: World at War
PO 7: Analyze the political, economic and cultural impact of the Cold War:
PO 1: Superpowers

Objective (Explicit):
Today you will examine the Yalta and Potsdam conference and who agreement between the U.S.
and USSR soon became disagreement,
Evidence of Mastery (Measurable):
Analyze, list, describe.
Sub-objectives, SWBAT (Sequenced from basic to complex):
What did the U.S. and the USSR want from each treaty?

Key vocabulary:
Materials:
Yalta
Notes # 12 Yalta and Potsdam
Potsdam
Yalta and Potsdam quiz
Opening (state objectives, connect to previous learning, and make relevant
to real life)
Introduce the 2 agreements that the allies made for after World War II and
how Europe was to be dealt with.
Teacher will start reading front page of notes
Students will follow along with the teachers
reading. They will then review the back side
will then instruct students to review the back
Input
of their notes for minuets.
side
of their notes for (5) minutes by
Instruct
ional
themselves.
This will involve the students to stand up and
move around the room quizzing each other
from their notes. One student looks at a
particular
part, says theirs, then the other
Guided
Practice
student has to answer using the other
countries example. This will be swapped.

Students will complete the assigned task.

Teacher will have the students independently

complete a quiz on the notes.

Students will complete the quiz as directed.

Independent Practice

Closing/Student Reflection/Real-life connections:

If time permitting, the teacher will go over the quiz with the class.

Mr. Mayer

Subject:
World History

DAY 3 and 4

Standard:
Strand 2: World History
Concept 8: World at War
PO 7: Analyze the political, economic and cultural impact of the Cold War:
PO 1: Superpowers

Objective (Explicit):
Today you will examine the U.S. response to the growth of Communism in Eastern Europe through
the Marshall Plan.
Evidence of Mastery (Measurable):
Analyze, identify.
Sub-objectives, SWBAT (Sequenced from basic to complex):
How did the Marshall Plan affect Cold War relations?

ndent Indepe
ctiona Instru

Key vocabulary:
Materials:
Marshall Plan
The Martial Plan Worksheet
Aid
Opening (state objectives, connect to previous learning, and make relevant to real life)
The teacher will tie in previous lessons about aid during World War II and will compare this to the
Marshall Plan.
The teacher will explain what is expected of
the students to complete the worksheet.

The students will complete the worksheet

as directed.

The teacher will monitor the students work

and assist if needed.

The students will complete the assignment.

Closing/Student Reflection/Real-life connections:

The teacher will go over the answers with the students.

Mr. Mayer

Subject:
World History DAY 5 and 6

Standard:
Strand 2: World history
Concept 8: World at War
PO7: Analyze the political, economic and cultural impact of the Cold War:
B: Division of Europe
Objective (Explicit):
You will be able to analyze a key speech that represented the reaction of the allies to the spread of
the Soviet Union.
Evidence of Mastery (Measurable):
Analyze, identify, list, and explain.
Sub-objectives, SWBAT (Sequenced from basic to complex):
How did Winston Churchill react to the Soviet expansion into Eastern Europe?
Was Winston Churchills reaction partially to blame for the Cold War?
Materials:
Winston Churchill Iron Curtain speech
Winston Churchill Iron Curtain worksheet
Opening (state objectives, connect to previous learning, and make relevant to real life)
Recently you learned about the Iron Curtain and how the soviets controlled Eastern Europe. But
who can tell me how the name, Iron Curtain, came to be?
Winston Churchill
The teacher will give instructions on how the
The students will follow along with the
assignment is to be completed and what the
directions, and will label each of the 6
expectations are for completing the
different sections in the speech. The
The teacher will model the first section with
The students will follow along with the
the students participating. This will lead to
teacher modeling, and will complete the
the completion of the first paragraph column. first paragraph column. The students will
The teacher will ask if there are any
ask any question concerning the
The teacher will monitor student work, giving The students will complete the assignment
assistance to those students who need
and turn it in.
assistance.
ndent Practice
Indepe Guided
ctiona Instru

Key vocabulary: Within the text

Closing/Student Reflection/Real-life connections:

The teacher will ask the question:
Did Winston Churchill add more to the Cold War with this speech, and if so, is he partially
responsible for the Cold War?

Winston S. Churchill: "Iron Curtain Speech"

1.) Winston Churchill gave this speech at Westminster College, in
Fulton, Missouri, after receiving an honorary degree. With typical
oratorical (speaking) skills, Churchill introduced the phrase "Iron

Curtain" to describe the division between Western powers and

the area controlled by the Soviet Union. As such the speech
marks the onset (start) of the Cold War. The speech was very
long, and here excerpts (parts) are presented.
Key Idea:

Supporting Detail:

Introducing the Iron Curtain

Division between Western powers and the Soviet

Union

2.) The United States stands at this time at the pinnacle (top) of
world power. It is a solemn (sad) moment for the American
democracy. It is necessary that constancy (constant,
consistency) of mind, persistency (stubbornness) of purpose,
and the grand simplicity of decision shall rule and guide the
conduct of the English-speaking peoples in peace as they did in
war. We must, and I believe we shall, prove ourselves equal to this
severe requirement.
Key Idea
America defends democracy, its the top
dog

Supporting detail
America must keep on fighting for
democracy
Constant, persistent, meet the
requirement

3.) I have a strong admiration and regard for the valiant Russian
people and for my wartime comrade, Marshal Stalin. It is my
duty, however, to place before you certain facts about the present

position in Europe. 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
(zone of control), 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.
4.) The safety of the world, ladies and gentlemen, requires a
unity in Europe, from which no nation should be permanently
outcast.
5.) Surely we should work with conscious (thoughtful) purpose
for a grand pacification (peace) of Europe within the structure of
the United Nations and in accordance with our Charter
(agreement). In a great number of countries, far from the
Russian frontiers and throughout the world, Communist fifth
columns (communist spies) are established and work in
complete unity and absolute obedience to the directions they
receive from the Communist center. Except in the British
Commonwealth and in the United States where Communism is in
its infancy, the Communist parties or fifth columns constitute
(make up) a growing challenge and peril (danger) to Christian
civilization. The outlook is also anxious (nervous) in the Far East
and especially in Manchuria. The agreement which was made at
Yalta, to which I was a party, was extremely favorable to Soviet

Russia, but it was made at a time when no one could say that the
German war might not extend all through the summer and
autumn of 1945 and when the Japanese war was expected by the
best judges to last for a further eighteen months from the end of
the German war.
6.) I repulse (hate) the idea that a new war is inevitable
(unstoppable) -- still more that it is imminent (about to
happen). It is because I am sure that our fortunes are still in our
own hands and that we hold the power to save the future, that I
feel the duty to speak out now that I have the occasion and the
opportunity to do so. I do not believe that Soviet Russia desires
war. What they desire is the fruits of war and the indefinite
(never ending) expansion of their power and doctrines. But
what we have to consider here today while time remains, is the
permanent prevention of war and the establishment of conditions
of freedom and democracy as rapidly as possible in all countries.
Our difficulties and dangers will not be removed by closing our
eyes to them. They will not be removed by mere waiting to see
what happens; nor will they be removed by a policy of
appeasement.
7.) What is needed is a settlement, and the longer this is delayed,
the more difficult it will be and the greater our dangers will
become. Up till the year 1933 or even 1935, Germany might
have been saved from the awful fate which has overtaken her and
we might all have been spared the miseries Hitler let loose upon
mankind. There never was a war in history easier to prevent by

timely action than the one which has just desolated such great
areas of the globe. It could have been prevented, in my belief,
without the firing of a single shot, and Germany might be
powerful, prosperous and honored today; but no one would listen
and one by one we were all sucked into the awful whirlpool. We
must not let it happen again. This can only be achieved by
reaching now, in 1946, a good understanding on all points with
Russia under the general authority of the United Nations
Organization and by the maintenance of that good understanding
through many peaceful years, by the whole strength of the
English-speaking world and all its connections.
8.) If we adhere (follow) faithfully to the Charter of the United
Nations and walk forward in sedate and sober strength (chill
strength), seeking no one's land or treasure, seeking to lay no
arbitrary (unnecessary) control upon the thoughts of men, if all
British moral and material forces and convictions are joined with
your own in fraternal (brotherly) association, the high roads of
the future will be clear, not only for us but for all, not only for our
time but for a century to come.
Winston Churchill - March 5, 1946

Name: ____________________________ Date: _______

Winston Churchill: Iron Curtain Speech:
First Impression:

Paragrap
h#
1

Key Idea

Supporting Detail

Final Impression, what did you think of the speech?

Mr. Mayer

Subject:
World History DAY 7 and 8

Standard:
Strand 2: World history
Concept 8: World at War
PO7: Analyze the political, economic and cultural impact of the Cold War:
B: Division of Europe
Objective (Explicit):
Day 7: You will be able to analyze the impact on Cold War relations that the Truman Doctrine
caused
Day 8: You will be able to analyze the effect of the Berlin Blockade on Cold War relations.
Evidence of Mastery (Measurable):
Analyze, describe, identify
Sub-objectives, SWBAT (Sequenced from basic to complex):
Day 7: How did the Truman Doctrine affect U.S. foreign policy?
Day 8: How did the Berlin Blockade affect both sides in the Cold War?
Key vocabulary:
Materials:
Truman Doctrine
Student computers
Berlin Blockade
Truman Doctrine worksheet
Berlin Blockade worksheet

ndent Practice
Indepe Guided
ctiona Instru

Opening (state objectives, connect to previous learning, and make relevant to real life)
Day 7: How should the U.S. have treated the Soviet Union during the Cold War?
Day 8: How was Germany split after World War II?
The teacher will provide instructions on how
the students will go through the project.

The students will follow the teachers

directions.

The teacher will demonstrate how to access

the documents online (all included on the
students worksheet).

The students will follow along with the

teachers instructions.

The teacher will ensure that all students are

participating the in the process. As well as
ensuring that no students stray from the
delegated webpages.

The students will complete the worksheets.

Closing/Student Reflection/Real-life connections: The teacher will review each day with the
students to ensure full comprehension.

Truman Doctrine Activity Instructions

Step 1.) Go into the Documents folder.

Step 2.) Go into the PUHSDBriefcase.

Step 3.) Go into the Central folder.

Step 4.) Go into the IN folder.

Step 5.) Go into the Gould-J folder.

Step 6.) Click on your class period and access the Document.

Step 7.) Make sure you save the document into your class period folder with your
name on it. You must turn in your own copy, not just one for the group. DO NOT
SAVE YOUR ASNWERS ON THE MAIN DOCUMENT.

Truman Doctrine Activity Instructions

Objective: You will examine a video and a webpage about the Truman Doctrine.
You will work in pairs, unless otherwise decided on. You must complete the
worksheet below for credit at the end of class.
These are the only 2 webpages you should be on, the links are below.
Video:
https://www.youtube.com/watch?v=-azZDCjAKus
Webpage:
http://www.trumanlibrary.org/teacher/doctrine.htm
You and your partner may decide to complete the video or the webpage assignment
first.

IF YOU ARE COMPLETING THE WORKSHEET ONLINE,

YOU MUST SAVE AS WITH YOUR LAST NAME ON
THE FILE NAME.
The worksheet (the next two pages) can either be completed on the computer
version which you have already accessed, or on a paper copy that will be provided
upon request.

IF YOU ARE COMPLETING THE WORKSHEET ONLINE,

YOU MUST SAVE AS WITH YOUR LAST NAME ON
THE FILE NAME.

Name: ___________________________________________ Period: ___________

The Truman Doctrine
U.S. reaction to Soviet expansion
Part 1: You and your partner will watch the video while also looking at activity 6 on the
webpage, which is a written copy of the speech from the video.
(3 points each = 9 points total)
1.) Who is Truman addressing?

2.) What is Truman asking for?

3.) What are the first and second "ways of life" that Truman refers to?

Part 2: Complete each assigned activity from the webpage. Follow each direction.
(2 points each = 12 points total)

Activity 1: Answer 2 of the questions from activity 1 below. Be sure to write the # of the
questions you answered.

Activity 4: Answer 2 of the questions from activity 4 below. Be sure to write the # of the
questions you answered.

Activity 7: Answer 2 of the questions from activity 7 below. Be sure to write the # of the
questions you answered.

Part 3: Your Opinion (5 points)

Should the United States have treated the Communist threat like the Truman
Doctrine did? Should America have reacted more harshly, or should America
have given in more to Communism? Explain you answer in 4 or more
sentences using your knowledge of the situation.

Objective: You will examine 2 videos and 2 webpages about the Berlin Blockade. You will work
in pairs, unless otherwise decided on. You must complete the worksheet below for credit at the
end of class.
These are the only pages you should be on, the links are below.
Videos:
Part 1 video:
https://www.youtube.com/watch?v=CZidBq8QS-g
Part 4 video:
https://www.youtube.com/watch?v=LsOoLbJ_ZAQ
Part 2 and 3 webpage:
http://www.trumanlibrary.org/teacher/berlin.htm#links operation little vittles
Part 4 webpage:
http://www.pbs.org/wgbh/amex/airlift/peopleevents/p_halvorsen.html
You and your partner may decide to complete the video or the webpage assignment first.
The worksheet can either be completed on the computer version which you have already
accessed, or on a paper copy that will be provided upon request.

IF YOU ARE COMPLETING THE WORKSHEET ONLINE, YOU MUST SAVE AS

WITH YOUR LAST NAME ON THE FILE NAME.

Name: _____________________________ Period: __________

What where the consequences of the Berlin Blockade?
Part 1: Video Assignment (2 points each = 10pts)
1.)

How many people died during the Berlin Blockade trying to keep Berlin open to the
West?

2.)

What was the name of the council that controlled Germany?

3.)

List the 3 main means that material was transported from the west to Berlin.

4.)

After America and Britain created the Western Zone, what action did the Soviets take
in regards to Berlin?

5.)

What was the western response to the Soviet blockade of Berlin?

Part 2: Truman Library Assignment (4 points each = 8 points total)

Follow Up Questions: Answer each part of the assigned questions.
1.)

4.)

Part 3: Truman Library Assignment (4 points each = 8 points total)

Issues for Discussion: Answer each part of the assigned questions.
1.)

5.)

Part 4: Use both the video and webpage to answer the following questions. (2 points each = 6
points total)

1.) Why was Halvorsen so touched when he saw the children in Berlin?

2.) Why was Halvorsen called Uncle Wiggly Wings?

3.) How did Halvorsen get the candy to the children?

Mr. Mayer

Subject:
World History DAY 9 and 10

Standard:
Strand 2: World History
Concept 8: World at War
PO 7: Analyze the political, economic and cultural impact of the Cold War:
PO 1: Superpowers

Objective (Explicit):
You will be able to identify, based on the evidence that you have compiled, what country, the U.S.
or the U.S.S.R., was more responsible for the creation of the Cold War.
Evidence of Mastery (Measurable):
Identify, analyze, examine.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Did the U.S. or U.S.S.R.s actions increase or decrease the Cold War?
Key vocabulary:
Cold War
Truman Doctrine
Ideological differences
Yalta and Potsdam Conferences
Iron Curtain
Berlin Blockade

Materials:
Essay paper
(all student material)

ctiona Instru

Opening (state objectives, connect to previous learning, and make relevant to real life)
As you have learned several events have led to the Cold War from both the U.S. and the U.S.S.R.
Your case is what country do you think is the MOST to blame for the Cold War?
The teacher will read with the students the
directions for the essay assignment. The
teacher will ensure that the students know

The students will follow along with the

teachers directions.

ndent Indepe

The teacher will make sure that all students

are working independently on the essay.

The students will complete the essay.

Closing/Student Reflection/Real-life connections:

The teacher will gauge an idea on whom the students blame by asking the students whom they
thought was more at fault.

Name: ____________________________________________________ Period: _____________

Objective: YOU will write an essay examining which country, U.S. or U.S.S.R, through their
actions, was more responsible for the Cold War.
Your essay should follow the below format, providing examples for both the country that you
believe was more at fault, as well as why the other country was less at fault.
1st paragraph
Explain how the world transitioned from World War II to the Cold War.
2nd paragraph
Explain which country was the most responsible for the Cold War.
3rd paragraph
Explain which event led most to the Cold War, and why the country you chose was more
responsible.
U.S. responsible

U.S.S.R. responsible