World History Grade 12 Monday, April 20 – Friday, April 24

Purpose

New Material Grade Level Expectation: WH.7.1, WH.7.2

• I can summarize key events that led to the Cold War between the United States and the Soviet Union.

Read/Watch

Monday: Read the provided NATO (Document 1) and Warsaw Pact (Document 2) excerpts and complete the Comparison Chart to build context of the Cold War. Tuesday: Answer the questions to the Video Viewing Guide while watching the World History Crash Course #39 video. The information collected will be used to strengthen the response to the writing prompt. **For enrichment, view the Butler Battle Book by Dr. Seuss’ and answer the questions provided. The key question is how the does the story relate to the Cold War.** USA vs USSR Fight! The Cold War: Crash Course World History #39

• https://www.youtube.com/watch?v=y9HjvHZfCUI Dr. Seuss’ Butter Battle Book

• https://www.youtube.com/watch?v=yeoggnNIg64

Practice

Wednesday: Using information gathered from the readings and videos, fill out the “Who is to Blame?” Worksheet. Be sure to site specific examples. This activity will be used to in conjunction with an interview that will be conducted with a family member with knowledge of the Cold War.

Discuss

Thursday: Interview a parent or grandparent about what you learned about the Cold War. (You can conduct interviews with grandparents via phone or video conferencing) Do they have any personal experiences or stories that may help with understanding the Cold War?

Possible Interview Questions:

• Where were you living during the Cold War? Did this have any influence on your experiences with the Cold War?

• What fears did you have during the Cold War? • What do you remember thinking or hearing about communism? • What were your experiences with civil defense efforts? • What actions or people made you feel the nation was secure or insecure? • What do you remember about the bomb, nuclear testing, or radiation? • What historic events or people do you remember? (Berlin Wall, Cuba, U-2

Incident, Khruschev, Korea, domino theory, McCarthy, Kennedy) • How did you react to these events or how did your parents react to them? • What is your position today on nuclear arms race? How should we protect our

national security? Do you think a nuclear war is still possible? Why or why not? • What is one lesson that we should learn from the Cold War era? • Who do you feel is to blame for the Cold War?

Reflection:

At the conclusion of the interview, refer back to the “Who is to Blame for the Cold War?” Worksheet and answer the following questions:

• As a result of the interview, has your opinion changed or strengthened as to who is to blame for the Cold War?

• What are some points that either changed your opinion, or strengthened your opinion?

Product

Friday: Using the Claims, Evidence, and Reasoning (CER) Graphic Organizer, write a paragraph answering the following prompt: According to the information provided and your knowledge of social studies, what are factors that led to the Cold War between the United States and the Soviet Union?

• Claim - Start with a sentence Historical Set-up, followed by the comparison (similarity and difference), causes and/or effects, continuity and/or change, social/political/economic created category to answer question

• Main Idea - Topic Sentence that explains the similarity/difference, cause/effect, continuity/change, social/political/economic for the created category of Body Paragraph A and the created category of Body Paragraph B (and Body Paragraph C if applicable).

• Evidence - List in bullet form the similarity/difference, cause/effect, continuity/change, social/political/economic specific evidence support from text and background historical terms outside the text.

Screen Free Activities Week 5

Document 1 - Excerpt from the North Atlantic Treaty, which was signed by the United States, Canada, and ten nations of Western Europe in 1948. The parties agree than an armed attack against one or more of them in Europe or in North America shall be considered as an attack against them all. They agree that if such an armed attack occurs, each of them will assist the party or parties so attacked. Each will immediately take whatever action it considers necessary to restore and maintain the security of the North Atlantic area. It will, if necessary, use armed force.

Document 2 - “Warsaw Pact Treaty,” May 14, 1955, History and Public Policy Program Digital Archive, American Foreign Policy, 1950-1955: Basic Documents Vol 1, Department of State Publication 6446, General Foreign Policy Series 117 (Washington, DC : Government Printing Office, 19). Treaty of Friendship, Cooperation and Mutual Assistance Between the People's Republic of Albania, the People's Republic of Bulgaria, the Hungarian People's Republic, the German Democratic Republic, the Polish People's Republic, the Rumanian People's Republic, the Union of Soviet Socialist Republics and the Czechoslovak Republic, May 14, 1955 The Contracting Parties…envisage the formation of a new military alignment in the shape of "Western European Union," with the participation of a remilitarized Western Germany and the integration of the latter in the North-Atlantic bloc (NATO), which increased the danger of another war and constitutes a threat to the national security of the peaceable states; being persuaded that in these circumstances the peaceable European states must take the necessary measures to safeguard their security and in the interests of preserving peace in Europe…have decided to conclude the present Treaty of Friendship, Cooperation and Mutual Assistance and have for that purpose appointed as their plenipotentiaries: who, having presented their full powers, found in good and due form, have agreed as follows: …Article 4 In the event of armed attack in Europe on one or more of the Parties to the Treaty by any state or group of states, each of the Parties to the Treaty, in the exercise of its right to individual or collective self-defence in accordance with Article 51 of the Charter of the United Nations Organization, shall immediately, either individually or in agreement with other Parties to the Treaty, come to the assistance of the state or states attacked with all such means as it deems necessary, including armed force. The Parties to the Treaty shall immediately consult concerning the necessary measures to be taken by them jointly in order to restore and maintain international peace and security. Measures taken on the basis of this Article shall be reported to the Security Council in conformity with the provisions of the Charter of the United Nations Organization. These measures shall be discontinued immediately the Security Council adopts the necessary measures to restore and maintain international peace and security.

Comparison Chart

Inquiry Question:

Text Source

and Paragraph

Similarities • When applicable label as social

(S), political (P) or economic (E) and define terms when necessary

Differences • When applicable label as social (S),

political (P) or economic (E) and define terms when necessary

Directions: 1. Look at the various items in one column of the chart (social or cause or similarity or continuity)

and create a broader (but not vague) category that would include most if not all of these items. Repeat for the other columns in the chart (political or effect or differences or changes) so that you have two or three broader categories in total. These will become your claim and the subject of your topic sentences for each body paragraph. The specific items in the chart will become the evidence to support your claim in the body paragraphs

Category 1: ________________________________________________________ (Social or cause or similarity or continuity) Category 2: _________________________________________________________ (Political or effect or difference or change)

Category 3: _________________________________________________________ (Economic)

Crash Course World History#39 Viewing Guide - The Cold War 1. The Cold War was a rivalry between the USA and the USSR that played out ____________. 2. The USA feared that the USSR wanted to Destroy ___________________ and ____________________ institutions. 3. The USSR feared that the USA wanted to use its ______________________ and _________________ to dominate Europe and eventually destroy the Soviet Union. 4. The Cold War could lead to the destruction of what? 5. What did the Soviets create immediately after World War II? 6. Why did Stalin’s distrust of the USA and Britain keep growing during World War II? 7. Why did the USA have the advantage from the beginning of the Cold War? 8. What happened to Germany after World War II? 9. What is the US policy of containment? 10. What is the Marshall Plan? 11. How else did the US try to slow the spread of communism? 12. What is probably the most important part of the Cold War that people just don’t remember? 13. What two times were we on the brink of Nuclear war? 14. Where were the two places the Cold War turned “hot”? 15. Where were there “lukewarm” conflicts? 16. List and define: First world, second world and third world. 17. What are Perestroika and Glasnost?

Butter Battle Book Questions

1. What is the difference between the Yooks and the Zooks?

2. In what ways are the Yooks and the Zooks impacted by these differences?

3. Did the Yooks or the Zooks start the competition for the best weapons?

4. What is the root of the conflict between the Yooks and the Zooks?

5. Have you ever experienced a conflict like this? Share an example.

6. Are the Yooks and the Zooks at war? Why or why not?

7. What do you think will happen next?

8. How does this video relate to the Cold War?

Who is to “Blame for the Cold War?” Worksheet

1. What steps did the USA take to Contain Communism?

2. What steps did the USSR take to spread Communism?

3. In your opinion, who is the aggressor in the Cold War? Explain your opinion.

4. In your opinion, who is to blame for the Cold War? Explain your opinion.

CER Graphic Organizer

Social Studies Week 5

Grades 7-12

The United States Preamble

• Background: According to the National Constitution Center, the Preamble of the U.S. Constitution—the document’s famous first fifty-two words— introduces everything that is to follow in the Constitution’s seven articles and twenty-seven amendments. It proclaims who is adopting this Constitution: “We the People of the United States.” It describes why it is being adopted—the purposes behind the enactment of America’s charter of government. And it describes what is being adopted: “this Constitution”—a single authoritative written text to serve as fundamental law of the land. Written constitutionalism was a distinctively American innovation, and one that the framing generation considered the new nation’s greatest contribution to the science of government.

We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defence, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America. – Preamble to the United States Constitution (1787)

- Justice: fairness; equity - domestic: existing within a particular country - Tranquility: the state of being calm; peace - common defence: note - defense in the Preamble is spelled in the British form. - general Welfare: concern of the government for the health, peace, morality, and safety of its citizens - Liberty: freedom - Posterity: future generations of citizens - ordain: officially rule; order; decree - constitution: a plan of government

• Read and interpret the Preamble to the United States Constitution. To help you more clearly understand the document, try replacing the bolded vocabulary with the definitions below.

o According to the Preamble, what are the purposes of the United States Constitution?

o Are those purposes clear in today’s society? Create a potential list.

• Write the Preamble in your own words. Create a document that could easily be

understood by others today. • Interview two adults about their knowledge of the Preamble. Also, have them read

your interpretation of the Preamble. o Asks the adults if they agree with your interpretation. o Asks the adults if they can provide examples of how the purposes outlined in the

Preamble are clear in today’s society. o Create a potential list of their responses.

• Read and/or watch news stories to see if the purposes of the Preamble can be identified.

o Create a potential list of examples identified from the outside sources. o Discuss these examples with the two adults interviewed.

• Write an Essay: Using the sources and your knowledge of the Preamble, write an argumentative essay that tells whether you believe the Preamble is still relevant today. Support your answer with evidence.

o Use the Claims, Evidence, and Reasoning (CER) strategy to provide written answers to the prompt. (Refer to the ELA Screen Free Activities section for guidance).