THE COLD WAR CONFLICT AND THE POLICY OF CONTAINMENT

MR. J. QUEZADA

AMERICAN HISTORY INSTRUCTOR

FREDERICK DOUGLASS ACADEMY

NEW YORK CITY

DR. HODGE

PRINCIPAL OF FREDERICK DOUGLASS ACADEMY

“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 Bush’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 Bush administration, namely

Condoleezza Rice, regarding foreign policy. Remember, if we do not study history, we will suffer the same consequences as our predecessors.

SO-Good luck!!

I NEED YOUR HELP!

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 FIVE-PAGE PAPER. This paper will include all the steps of the American History Public Policy Analyst. You will add a suggestion to Ms. Rice 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 minute minimum 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

1: The class will be divided into groups of FOUR.

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 Five-page Written Report but their will be a group grade for the oral report

2: Individual responsibilities for group members

Student # 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 Worksheets

Student # 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.

Student # 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

Student # 4: Presenter- This student will be responsible to convey the group findings to the class. He/she will be the main speaker in the Oral Presentation and will assign others their subordinate roles for the oral presentation. The presenter will coordinate the oral report but all members will take part in some form.

ALSO NOTE: Each member of the group will submit a five 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)

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 Ms. Rice and President Bush 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

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

5: COLD WAR HISTORY, FOREIGN & DOMESTIC POLICY

6: CONTAINMENT

7: ECONOMIC POLICIES

8: CONTAINMENT EVALUATION

9: MORE ASSESSMENTS

10: TRUMAN DOCTRINE (with links)

11: HOT SPOTS OF COLD WAR

Research Report:

COLD WAR

RUBRIC

MR. J. QUEZADA

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 3 worksheets	All sources (information and graphics) are accurately documented, but many are not in the desired format. Uses 4 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.

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

“F”=BELOW 11 POINTS

Oral Presentation Rubric:

COLD WAR POLICY EVALUATION

Teacher Name: MR. J QUEZADA

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. Bush and Ms. Rice 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!

LANGUAGE ARTS

Standard 1:   Language for Information and Understanding

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.

Standard 2:   Language for Literary Response and Expression

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.

Standard 3:   Language for Critical Analysis and Evaluation

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.

Standard 4:   Language for Social Interaction

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.

SOCIAL STUDIES

Standard 1:   History of the United States

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.

Standard 2:   World History

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.

Standard 3:   Geography

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.

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Standard 5:   Civics, Citizenship, and Government

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.