For each term above, write a sentence that explains its relation to the post-

World-War-II period.

Reviewing Main Ideas

Section 1 (pp. 562-565)

(6 points/3 points each)

1. Describe the relationship between the United States and the Soviet Union during World War II.

2. Why did the United States and the Soviet Union have different goals for the postwar period?

Section 2 (pp. 567-581)

(6 points/3 points each)

1. Summarize the policy of containment pursued by the United States during the cold war.

2. How were the Truman doctrine, the Marshall Plan and NSC-68 expressions of containment policy?

Section 4 (pp. 577-581) (15 points/5 points each)

1. What were the purpose and effects of Truman’s Federal Employee Loyalty Program?

2. What accusations did HUAC make against the nineteen Hollywood figures that it called in to testify?

3. What impact did Senator McCarthy’s anticommunist crusade have on American society?

Thinking Critically

(18 points/6 points each)

a. Making Comparisons You have read about the different political and economic ideas that motivated the United States and the Soviet Union during the cold war. How were the foreign policy aims of the two countries similar?

b. Drawing Conclusions During the cold war, fear and hostility toward communism were the driving forces behind many of the social and foreign policies in the Unites States. How much of this fear actually was grounded in reality?

c. Identifying Alternatives Imagine that you are an adviser to President Eisenhower. The President has asked you to draw up a list of alternatives to help him decide on his policy about the emerging conflict in Vietnam. What alternatives can you propose? Which alternative will you advise the President to use?

Making Connections

(50 points in total for this part of the project)

Writing About the Chapter You have been accused by HUAC of participating in a communist conspiracy.

· Write a statement in which you defend yourself against these charges.

· First create a list of the reasons why the accusation is false. (10 points)

· Note ways in which the anticommunist hysteria of the times has contributed to your false accusation. (10 points)

· Then write a draft of your statement in which you respectfully but firmly defend yourself. (10 points)

· Revise your statement, making certain that each point is clearly explained. Hand in your rough draft along with your final typed copy. (20 points)

Print Resources Print Resources Print:

What’s black and white and read all over?

Ms. Bisguier’s Red Scare Newspaper Project

Textbook/Print Resources:

Boyer et al. The Enduring Vision.

Chapter 29 “America at MidCentury.”pp.929-950 .

Especially for Horror Flicks and the Cold War, Hollywood, Popular Culture, Movies, Television, Mass Media

Harold Evans’ The American Century

Special Topics from Chapter 11, “America Leads: 1945-1956”

· “The Pumpkin File” pp. 416-417.

· “Ambassador of Paranoia,” pp. 418-419

· “A Communist Gamble on America’s Lack of Resolve” pp.420-421

· “Two Police States” p. 420

· “The Dirtiest Campaign” 430-431

· “Naughty Naughty,” (political cartoon by Herblock) p.430

· “The Hollywood Ten” pp. 440-441

· “The Thought Police” p. 441

· “The Guilt of Julius Rosenberg” pp. 442-443

· “The Venona Cables” p. 443

· “The Rise of a Demagogue” pp. 444-445

· “McCarthy Meets His Match” pp. 446-447

· “Roy Cohn’s Second Scandalous Career” p. 447

· “The Ordeal of Robert Oppenheimer” pp. 448-449

Bowes, et al .eds.The Americans,

Unit 7 “World War II, Causes and Consequences,” 1933-1960

Especially,

Chapter 30 1945-1956, “Postwar period, Cold War, Korean War,” pp.766-791

Chapter 31 1950-1960, “Adjustments to the 1950s,” pp.792-818

Glencoe’s The American Vision

Chapter 26: The Cold War Begins

Especially,

· section 3 “The Cold War and American Society,” pp. 790-796

Chapter 27: Postwar America 1945-1960 pp. 806-835

Especially,

· section 3 “Popular Culture of the 1950s,” pp.820-827

EMC Paradigm’sLiterature and the Language Arts

Unit 10 Postwar Literature (1945-1960) pp. 758-764

Online Resources/Weblinks:

Use the following online resources to help answer the questions on the worksheet (150 points) and to prepare the special topic of your Public Policy Analysis research for reportage and presentation.

http://www.moderntimes.com/palace/huac.htm

http://huac.tripod.com/

http://www.washington.edu/uwired/outreach/cspn/curcan/main.html#time

http://www.cnn.com/SPECIALS/cold.war/episodes/06/documents/huac/

http://www.pbs.org/wnet/americanmasters/database/kazan_e.html

http://teachers.sduhsd.net/mcunningham/why_i_wrote.htm

Using The TIPS WorkSheets

Use these hyperlinks to access the six worksheets (100 points) of the PPA (The Public Policy Analyst):

The first worksheet, Define the problem, is worth 50 points. Your group will want either to submit several versions of this worksheet or to resubmit this worksheet several times, as the success of your project will depend on the focus of the topic that you choose.

Recommended HOT Topics:

· The Hollywood Ten

· Hysteria in the Hollywood

· Cold War Terror and Scary Movies

· Events in the Rise of Joseph McCarthy

· Proceedings of HUAC

· The Cold War and at Home and Abroad

· Elia Kazan and Arthur Miller: Rivalry and Betrayal

· Television and Truth

· Prosperity and Fear in Post-War America

Journalism Matters :

Direct news leads are used on hard news stories—stories about timely, breaking news. The first one or two paragraphs, the lead, give the most important facts about a story.

s and one

The following and other useful journalism terms may be found on page 114 of Journalism Matters.

What is a lead? A lead is the beginning of a news story; it conveys the main idea in a few words to several paragraphs.

What is a direct news lead? A direct news lead is the first paragraph or two of a hard news story. The direct news lead gives the most important facts, the 5 Ws and an H, about the story.

What are the 5 Ws and an H?The 5Ws and an H are a direct news lead, so named because it answers most of the questions readers ask:

Who? What? Where? When? Why? and How?

The organization of a news story is very important. It gives the reader information that explains the lead. It tells the story in a logical sequence. The sequence in which information is presented in most news stories is called the inverted pyramid.

What Is An Inverted Pyramid?

LEAD

MOST

IMPORTANT DETAILS

LESS

IMPORTANT DETAILS

LEAST

IMPORTANT

DETAILS

Fig. 1

The Inverted Pyramid Organization Pattern (JM 123)

Inverted pyramid structure looks like a pyramid turned upside down. The top-heavy inverted pyramid implies that the heavy information, the foundation, is at the top of the story. Figure 1 graphically shows the inverted pyramid.

The inverted pyramid organizes information from most important to least important.

· The majority of news stories are written in inverted pyramid style.

· Readers are comfortable with it.

· They can extract information quickly from a story organized in inverted pyramid style.

· The style makes it easy for editors who must place the stories on the pages to shorten them to fit smaller spaces.

· It is also a logical thinking pattern for reporters.

For more information on

Writing newspaper articles, including writing leads, the 5Ws and 1 H,

Consult the textbook, Journalism Matters

· Section 3 Writing the News pp.111-22, particularly,

· Chapter 6 Writing a News Story pp.112-123

For more information on

· writing newspaper editorials:

§ Chapter 11 Editorials pp. 248-62

· writing newspaper columns and reviews:

§ Chapter 12 Column Writing and Reviewing pp. 263-83

Evaluation/Rubrics Evaluation/Rubrics:

Newspaper Article Rubric =

200 points for 4 articles total

Developing

Competent

Accomplished

Exemplary

Score

Follows journalism conventions of news article format (hard news, soft news, feature, editorial, or column)

Includes 5Ws and an H, adequate lead

Includes 5Ws and an H in an attempt at inverted pyramid (or other newspaper- appropriate format) order

Includes 5Ws and an H in an inverted pyramid (or other newspaper- appropriate format) order, with the relative importance of all elements accurately assessed

Articles together work as a series

Establishes strong voice, appropriate to audience, purpose, and tone of the era as well as to that of the newspaper’s readership

Knowledge and use of history from texts, independent research, and Public Policy Analyst

Refers to information to explain at least one issue or concept in general terms

Relies heavily on information provided in class without evidence of research

Relates only major facts to the basic issues with a fair degree of accuracy

Limited use of information from previous historical knowledge and/or group/individual research

Accurately presents information and issue

Provides facts related to major issues

Shows evidence of use of information from previous historical knowledge as well as research

Demonstrates extensive use of historical knowledge and relates issues to the past and future

Provides a variety of facts to explore major and minor issues and concepts

Grammar, spelling, usage, mechanics

Frequent errors, many of which may confuse the reader

Some errors, none of which seriously impeded reader understanding, not adequately revised and proofread

Ambitious (varied sentence construction, etc.) with very few errors

Virtually no errors

Active voice v. passive voice considered and appropriately used

Communication of ideas

Only minimal organization

Considers only one aspect of problem

Uses general terms with limited evidence that may not be entirely accurate

Deals with major issues and shows some understanding of relationships

Gives consideration of more than one idea or aspect of the problem

Presentation quality of finished project/error

Sloppy presentation

Frequent errors which impede understanding

Not typed

Typed

Many errors, some of which impede understanding

Typed, polished, no errors, shows evidence of revision, but lackluster presentation

Newspaper articles are typed in an appropriate font and really look like newspaper articles of the time period

The REDSCARE PROJECT ORAL PRESENTATION Rubric/50 points possible

SCORE VALUE	10
QUALITY OF VISUAL AIDS: Visual aids should be clear and very large; one should be a graph, map, or chart such as might appear on Task II of a Regents Exam; the visual aid must help tell the story to the audience and must be integral to the material presented overall.
DELIVERY: Fluctuation in volume and inflection should help to maintain audience interest and emphasize high points; mistakes should be few and minor—and recovery quick; eye contact should build and hold attention with all parts of audience
STRENGTH OF MATERIAL: The purpose and subject of the presentation should be clear; pertinent examples, relevant information, and facts and/or statistics from visuals as well as from presentation of content should inform the presentation.
AWARENESS OF AUDIENCE and PROFESSIONALISM: Oral presentation should increase audience’s understanding and knowledge of topic as evidenced by the level and quality of audience response throughout the question- and- answer as well as throughout the presentation.
ORGANIZATION: Major ideas should be summarized in such a manner as to increase the audience’s understanding of these. The story should be told by weaving incidents, details, description and significance—as well as facts and statistics—throughout.

N.Y.C. Standards /N.Y.S. Regents Themes:

The tasks of this webquest not only meet a variety of New York City performance and New York State learning standards at the highest levels, they also reinforce content and skills assessed on two New York State Regents administered at the conclusion of 11^th grade.

The tasks of this webquest provide practice for Task II of the N.Y.S. Regents in English Language Arts.

The tasks of this webquest provide review of the following Key Themes and Concepts for the N.Y.S. Regents in American History and Government*:

Change

Why did the United States and the Soviet Union change from being allies in World War II to enemies during the Cold War?

Foreign Policy

How did the United States use economic aid to build its influence in Europe and Asia?

Constitutional Principles

How did the fear of communism lead to violations of some people’s civil rights in the United States?

*Note: These themes are copied verbatim from Brief Review in Untied States History and Government—the standard Regents review book issued to students.

Students wishing further to review explicitly for the Regents Examination should refer to Section 2 “Peace with Problems 1945-1960” pp.267-89, especially pp. 275-77. Regents questions referring directly to this era may be found on pp. 278-283.

The tasks of this webquest address the following New York City Performance Standards for English Language Arts:

E1 Reading

c. Read and comprehend informational materials.

E2 Writing

a. Produce a report of information.

E3 Speaking, Listening, and Viewing

b. Participate in group meetings.

c. Prepare and deliver an individual presentation.

E4 Conventions, Grammar, and Usage of the English Language

a. Independently and habitually demonstrate an understanding of the rules of the English language in written and oral work.

b. analyze and subsequently revise work to improve its clarity and effectiveness.

E6 Public Documents

a. Critique public documents with an eye to strategies common in public discourse

b. Produce functional documents appropriate to an audience and purpose.

The tasks of this webquest address all four of the following New York State Learning Standards For English Language Arts, and at The Commencement Level where indicated with bullets;

Standard 1: Students will read, write, listen, and speak for information and understanding.

Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Students:

· interpret and analyze complex informational texts and presentations, including technical manuals, professional journals, newspaper and broadcast editorials, electronic networks, political speeches and debates, and primary source material in their subject are courses

· synthesize information from diverse sources and identify complexities and discrepancies in the information

· use a combination of techniques (e.g. previewing, use of advanced organizers, structural cues) to extract information from texts

· make distinctions about the relative value and significance of specific data, facts, and ideas

· make perceptive and well developed connections to prior knowledge

· evaluate writing strategies and presentation features that affect interpretation of the information.

Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

Students:

· write and present research reports, feature articles, and thesis/support papers on a variety of topics related to all school subjects

· present a controlling idea that conveys an individual perspective and insight into the topic

· use a wide range of organizational patterns such as chronological, logical (both deductive and inductive), cause and effect, and comparison/contrast

· support interpretations and decisions about relative significance of information with explicit statement, evidence, and appropriate argument

· revise and improve early drafts by restructuring, correcting errors, and revising for clarity and effect

· use standard English skillfully, applying established rules and conventions for presenting information and making use of a wide range of grammatical constructions and vocabulary to achieve an individual style that communicates effectively.

Standard 2: Students will read, write, listen, and speak for literary response and expression.

2. Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

Students:

· present responses to and interpretations of works of recognized literary merit with references to the principal features of the genre, the period, and literary tradition, and drawing on their personal experiences and knowledge.

· produce literary interpretations that explicate the multiple layers of meaning.

· write original pieces in a variety of literary forms, correctly using the conventions of the genre and using structure and vocabulary to achieve an effect

· use standard English skillfully and with an individual style.

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

1. Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

Students:

· analyze, interpret, and evaluate ideas, information, organization, and language of a wide range of general and technical texts and presentations across subject areas, including technical manuals, professional journals, political speeches, and literary criticism

2. Speaking and writing critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based.

Students:

· present orally and in writing well-developed analysis of issues, ideas, and texts, explaining the rationale for their positions and analyzing their positions from a variety of perspectives in such forms as formal speeches, debates, thesis/support papers, literary critiques, and issues analyses.

Standard 4: Students will read, write, listen, and speak for social interaction

The tasks of this webquest address all five of the following New York State Learning Standards For Social Studies, and at The Commencement Level where indicated with bullets;

Standard 1: History of the Untied States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning pints in the history of the United States and New York

1. The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

Students:

· analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans

· describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical documents.

2. Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interaction of people and events across time and from a variety of perspectives.

Students:

· develop hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues

· examine how the Constitution, United States law, and the rights of citizenship provide a major unifying factor in bringing together Americans from diverse roots and traditions

· analyze the United States involvement in foreign affairs and a willingness to engage in international politics examining the ideas and traditions leading to these foreign policies.

3. Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.

Students:

· research and analyze the major themes and development in New York State and United States history….

· Prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history

· Understand the interrelationships between world events and developments in New York State and the United States….

4. The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

Students:

· Analyze historical narratives about key events in New York State and Untied States history to identify the facts and evaluate the authors’ perspectives

· Consider different historians’ analyses of the same event or development in Untied States history to understand how different viewpoints and/or frames of reference influence historical interpretations

· Evaluate the validity and credibility of historical interpretations of important events or issues in New York State or United States history, revising these interpretations as new information is learned and other interpretations are developed.

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.

Section 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.

Standard 4: Economics

Students will use a variety of intellectual skills to demonstrate their understanding of how the united States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Standard 5: Civics, Citizenship, and Government

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establish 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 rules, rights, and responsibilities of citizenship, including avenues of participation.

1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions help by people across time and place regarding power , authority, governance, and laws.

2. The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government.

4. The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

Works Cited Conclusion Works Cited:

Works Cited

Appleby, Joyce, Alan Brinkley, Albert S. Broussard, James M. McPherson, Donald A.

Ritchie, and The National Geographic Society. The American Vision. New York:

Glencoe/McGraw-Hill, 2003.

Bartels, Laura. McCarthyism and the Red Scare. Webquest. 16 Aug. 2003.

http://www.coe.unt.edu/TeacherTools/webquests/mccarthyism/mccarthyism.htm.

Bowes, John S. Miriam Greenblatt, and Winthrop D. Jordan. The Americans: A History.

Evanston: McDougal-Littell/Houghton, 1996.

Boyer, Paul S., Clifford E. Clark, Jr., Joseph F. Kett, Neal Salisbury, Harvard Sitkoff, and

Nancy Woloch. The Enduring Vision: A History of the American People. 3^rd ed. Lexington: D.C. Heath, 1996.

Briggs, Bonnie Anne and Catherine Fish Petersen. Brief Review in United States History

and Government. Needham: Prentice Hall, 2002.

Cayton, Andrew, Elizabeth Isreals Perry, and Allan M. Winkler. America: Pathways to

the Present. Needham: Prentice Hall, 1995.

---. America: Pathways to the Present: Teaching Resources. Needham: Prentice Hall, 1995.

CNN-Interactive. Cold War. Website. A CNN Perspectives Series. Episode 6: “Reds.”

Webpage. 1998. http://www.cnn.com/SPECIALS/cold.war/episodes/06/index.html.

E.M.C. Paradigm. Literature and the Language Arts: The American Tradition.2^nd ed. The

E.M.C. Masterpiece Series. St. Paul: EMC Paradigm, 2003.

Evans, Harold. The American Century. New York: Knopf, 1998.

Friedman, Jesse. “The Fight for America: Senator Joseph McCarthy.” The Writings

Collection: Entertaining Stories, Informative Reports. 5^th rev. 3rd ed. 1 June 2003 http://www.mccarthy.cjb.net/.

Herblock, Bob. “I Can’t Do This To Me.” Political Cartoon. 1954. Washington Post.

Rpt. in Boyer et al., Enduring Vision.

Lacy, Susan. PBS American Masters: Elia Kazan. The Master List. 1995-2000. 7 July

2004. http://www.pbs.org/wnet/americanmansters/databse/kazan_e.html.

McCutcheon, Randall, James Schaffer and Kathryn T. Stofer. Journalism Matters.

Cincinnati: West, 1998.

McKinley, Jesse. “A Reunion of Playwrights Shaped in One Crucible.” New York Times.

24 Sep. 2000, AR 5.

Miller, Arthur. The Crucible. 1953. Rpt. in Prentice Hall: Literature and the American

Tradition.

---. The Crucible. 1953. Performance by The Repertory Theatre of Lincoln

Center featuring Robert Foxworth, Pamela Payton-Wright, and Stuart Pankin. Audiocassette. Rec.1972. Caedmon, 1998.

---. “Why I Wrote The Crucible: An Artist’s Answer to Politics.” The New Yorker 7 &

21 Oct. 1996+. http://teachers.sduhsd.net/mcunningham/why_i_wrote.htm.

7 July 2004 webpage on website http://www.english.upenn.edu/~afilreis/50s/miller-crucible.html.

Mills, Michael. “HUAC AND Censorship Changes.” Web page. Classic Films. Website.

adapted from Basinger, Jeaaine. American Cinema: One Hundred years of Filmmaking, 1994. 1995. http://www.moderntimes.com/palace/huac.htm/

Potter, Charles. “The Rise of Joseph McCarthy.” Days of Shame. 1965. Rpt. in

Pathways: Teacher Resources.

Prentice Hall Literature: The American Experience. Paramount ed. Englewood Cliffs:

Prentice Hall, 1994.

Reese, Michael. “The Cold War and Red Scare in Washington State: A Curriculum

Project for Washington Schools Developed by The Center for the Study of the Pacific Northwest.” Dept. of History. U. of Washington. 7 July 2004. http://www.washinton.edu/uwired/outreach/cspn/curcan/main.html#time.

Tripod. Joseph McCarthy Timeline. http://huac.tripod.com/. 7 July 2004.