I. Curricular Framework

Concept:

Culture

Essential Question:

How did the fear of the spread of Communism affect the American culture?

Bridge:

Images of Tension

Content:

The Cold War

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: Students will experience institutional coercion as an introduction to the culture of the Cold War.

Activity: Before class begins the teacher places a red dot (or some other marker) on the desk of a few carefully chosen students. When class begins explain that you have uncovered a plot to cheat on the last test. Tell your students that you found notes written on small pieces of paper near the desks on which you have placed a red dot and that you will be calling the students in those desks into the hallway to question them one by one. Call students one at a time and question them about their knowlege of the plot and ask them to name other students involved. When all of the students with the red dots on their desks have been called continue to call students and question them until you have called three-fourths of your class into the hall. Remain in the hallway for a few minutes after the last student has returned. Then return to class and explain that the whole activity was a hoax. Ask students to share their feelings and reactions to the activity and then explain the link between this activity and McCarthyism.

Assessment: Students should demonstrate the ability to identify with the feelings of the men and women caught up in the Red Scare.

2. Attend: Attending to the Connection

Objective: Students will recognize the validity of their own individual reaction to the “Red Dot Activity” and demonstrate an understanding of the feelings and reactions of the American people during the Red Scare.

Activity: Have students write a journal entry, letter, or essay describing their feelings during the “red dot” activity. Students writing should indicate their emotional responses to the activity, the connections they made as different students were called out of class, and the judgments they were making about the teacher and the students called into the hall. Call volunteers to share their writing and lead a class discussion relating their feelings to those of Americans during the Red Scare.

Assessment: The ability to write a coherent essay or journal entry expressing their personal feelings.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: Students will gather visual images of the effect the rising tension of the Cold War had on American society.

Activity: Show “The Atomic Café” or a combination of the following that highlight McCarthyism, civil defense, the development of nuclear weapons, and the space race.
The Atomic Café – thoroughly and ironically depicts the effects of the arms race and the fear of a communist attack.
Racing for the Moon America’s Glory Days in Space (ABC News)
Civil Defense: The War at Home (A&E)
Senator Joseph McCarthy (A&E)
Spy in the Sky (PBS – The American Experience)
The Manchurian Candidate – A classic film, if at times bazaar, which gives some real insight into the depth of American paranoia about communism.
After viewing the movie have students or student pairs make a collage representing images or ideas from the movie that they found funny, disturbing, interesting or memorable. When the collages are complete display them around the room and ask for volunteers to share the images and ideas on their collages.

Assessment: Student lists should contain things like mushroom clouds, bomb shelters, civil defense drills, etc…

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: Students will be able to list and explain the major events of the early Cold War 1945-1960.

Activity: Deliver a lecture over the following topics:
1. The Division of Europe
2. The Triumph of Chinese Communists
3. The Berlin Airlift
4. The Development of Hydrogen Weapons
5. Truman’s Policy of Containment
6. The Korean War
7. The Development of the Military Industrial Complex
8. The Space Race
9. The U2 Incident
Students should take notes on the lecture.

Assessment: Students should have a better understanding of the events that heightened tensions between the Soviet Union and the United States.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: Students will explore the activities of Joseph McCarthy by examining headlines, quotes about McCarthy and quotes from McCarthy.

Activity: Distribute copies of Student Handout 1 and provide them with access to headlines and quotes dealing with McCarthy. One great source for these quotes is a teacher resource called, Analyzing the Fifties:Interactive Learning Through Involvement published by the Interactive Company in 1977. If this source or others is not readily available the assignment will work with copies of a good encyclopedia entry about McCarthy’s life and career.
The assignment requires students to interpret and analyze the statements of McCarthy and others to arrive at their own conclusions about the Senator and his activities. Be prepared to answer questions and fill in details. Walk around and monitor student progress.

Assessment: Student responses on Student Handout 1 should reflect a true understanding of McCarthy’s methods, character and the reactions provoked by McCarthy.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Students will research and gather information about how the climate of fear that existed inside the U.S during the Cold War affected American culture.

Activity: Provide research materials from the library or set up time in the library for your classes to do research on the impact of the Cold War on American art, music, literature and movies during the late 40’s and early 50’s. Have them complete Student Handout 2.
When the time allotted for research is over give your students Student Handout 3 which describes the independent creative assignment they will complete and share with the class. You could assign this for homework or give students time to work on the project in class.
*Note – To save time you could assign the research and the work on Student Handout 2 to cooperative groups of four in which each student researches one of the topics and reports back to the group.

Assessment: Student Handout #2 should be filled out completely and the information included on the chart should reflect the depth of student research and show the relationship between Cold War events and culture

7. Refine: Refining the Extension

Objective: Students will evaluate the creative projects of their peers and receive constructive criticism form each other on their creative projects.

Activity: Have students gather in small cooperative groups. Each student will present the basic idea for their creative project over the Cold War era. The members of the group should provide each presenter with constructive criticism. This can be done orally or in writing.
Try to join each group briefly, offer your own advice and ideas and make sure that the criticism stays friendly.
When student groups have completed their peer reviews allow them to continue work on their projects.

Assessment: Students should demonstrate effective listening and speaking skills as well as the ability to offer constructive criticism

8. Perform: Creative Manifestation of Material Learned

Objective: Students will present their creative projects to the class.

Activity: Have individual students present their stories, poems, artwork, or videos to the class.
The length of the presentations should be limited.
When all the projects have been presented, lead the class in a discussion on how outside rivalries or misunderstandings affect the United States today.

Assessment:Student projects should meet the criteria outlined in Student Handout 3. Their presentations should reflect their knowledge of the subject and some speaking skills

Assessment, Phase Five,Performance, Creative Use of Material Learned: