HSSCS: 11.8 Students analyze the economic boom and social transformation of post–World War II America.
Trace the growth of service sector, white collar, and professional sector jobs in business and government.
Describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in California.
Examine Truman’s labor policy and congressional reaction to it.
HSSCS.11.9 Students analyze U.S. foreign policy since World War II.
3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following: •The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) andblacklisting •The Truman Doctrine •The Bay of Pigs invasion and the Cuban Missile Crisis •The Vietnam War •Latin American policy
Common Core ELA-Literacy Standards
CCSS.ELA- Literacy.WHST.11-2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). CCSS.ELA-Literacy.RH.11-1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 5. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 6. Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence. 7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Big Ideas
The class will cover the Truman and Eisenhower administrations following the conclusion of WWII and how these presidents transitioned social and economic life in peacetime and the role labor unions and Congress played in domestic economic affairs.
The course will have students explore, examine, analyze, discuss, and synthesize key events during the Cold War.
The class will have students contemplate and critically assess the role the U.S. and Soviet Union played in the Cold War and how this impacted foreign and domestic policy.
The course entails the exploration of how communism and the subsequent fear, anxiety, and atomic proliferation of nuclear weapons adversely affected Cold War foreign relations.
Driving Historical Questions
What economic and social changes occurred in the years following WWII in the Truman and Eisenhower administrations?
What long term implications did the Gulf of Tonkin have on U.S. foreign policy regarding less developed nations?
How did Cold War hysteria, anxiety, and fear shape U.S. domestic policy, such as McCarthyism?
How did the Bay of Pigs and Cuban Missile Crisis impact the Cold War relations between the Soviet Union and U.S.?
How do Mexican immigrants fit into the historical narrative of post-WWII America?
Unit Goals
Students should analyze the legislative and presidential actions that implemented following the war and how this was received among workers unions
Students should reflect on and contemplate how anxiety, fear, and hysteria over domestic and foreign communism impacted court trials in the U.S.
Students should engage in primary source analysis in order to better understand how events such as the Cuban Missile Crisis and the Gulf of Tonkin incident occured.
Students should consider and reflect on how Cold War policy impacted foreign relations among nations such as the United States and Soviet Union.
Unit Assessments
1. Lecture Formative: Students will be asked to respond to Checking for Understanding questions during the lecture. Students will think-pair-share the questions and respond via equity cards. This will provide feedback that will let the teacher know whether students are understanding the content. Summative: The think-pair-share activities, group discussions, and the essential questions will help determine whether students are understanding the content and if re-teaching is necessary. The exit-slip will also allow the teacher to see if students came away with a clear understanding of the concepts.
2. Reading Formative: The group discussions and T-chart will provide the teacher data on whether students are grasping the concepts. Summative: The foldable will provide feedback for both the students and the teacher on how students are meeting the learning goals, concepts, and vocabulary terms after completing the reading. The summary that will be written at the end of the foldable assignment will provide summative data on student learning of the stated goals. The exit slip will provide additional feedback on student learning. 3. Primary Source Analysis Formative Assessments: The DBQ questions, primary source analysis tool and graphic organizer will provide the students and teacher formal formative assessments that will demonstrate student learning and understanding of the primary source documents. Students will work individually, in pairs, and in groups to vary their learning experience. The teacher will facilitate discussion and interaction with peers and the documents by prompting students questions throughout the lesson. By progress monitoring student learning, the teacher will be able to informally assess the progress of the student activities. The DBQ, analysis tool, written document analysis worksheet, and graphic organizer will provide students the opportunity to discuss and critically analyze the evidence in order to form a synthesis and corroboration of the documents. Ultimately, this will provide students the necessary knowledge and critical thinking skills to complete the 1-2 paragraph summary that directly responds to the driving historical question. Summative Assessments: The 1-2 paragraph summary will provide the teacher and students a summative assessment of student learning at the closure of the lesson. Using their activities and DBQ assignment, students will engage in a synthesis and corroboration of 3 documents, two which must be written documents. Students will respond to the questions: How did the foreign policies and political ideologies of Fidel Castro, John F. Kennedy, and Nikita Khrushchev impact the Cuban Missile Crisis? How did these beliefs affect the eventual resolution? Was the crisis a justified defense or provocative response on the part of the Soviet Union and Cuba? Who is to blame? Is it a combination of all three leaders, two, or just one? Who is most responsible? What policies or beliefs influenced the events that occurred before, during, and after the Cuban Missile Crisis? Thus, this assessment will provide students the opportunity to demonstrate their learning and critical thinking skills in relation to the driving historical question, the documents, and the political leaders of Cuba, U.S., and the Soviet Union.
4. Simulation Formative: The lesson introduction involves having students complete an observation, reflection, and questioning of political cartoons on the McCarthy era. This will provide the teacher with information that will demonstrate whether students have prior knowledge of the subject. The Frayer model will provide the teacher with evidence that shows students know the content and academic vocabulary well enough to continue on in the lesson. The During-After-Video notes and summary of students’ research on the characters will demonstrate to the teacher what students know or have learned about the necessary background information that will be critical to the simulation’s success. The T-chart will provide the teacher information that will show students understood the main facts involved with the case Lastly, the teacher will progress monitor the students throughout the role-play by listening to students’ questions, comments, and portrayals. Summative: The 4 paragraph essay will demonstrate to the teacher that the students have taken into account all of the necessary information, facts, and details about the case. Students will be able to show their learning and critical thinking and analysis of the case by concluding which argument was stronger in their own opinions. This will demonstrate to the teacher that the students absorbed the information and the role-play. Students should demonstrate that they can provide factual evidence to support their position. The teacher will know from the 4 paragraph essay whether students understood the trial, the opposing arguments, and that they have formulated their own opinions and positions about the case.
5. Discussion Formative: The lesson begins by having students complete a sound recording worksheet and has them think-pair-share their thoughts about what they think was important or significant in the song. This provides the teacher informal and formal feedback on whether students are accessing prior knowledge and anticipating the upcoming lesson. The DBA worksheet will provide the teacher feedback on how well students understand the background information and whether re-teaching, additional information, or other steps are needed so that all students have accessed the background information and historical context. The jigsaw and taking a stand instructional strategies will provide the teacher continuous verbal feedback and informal assessment of student learning throughout the body of the lesson. This will provide the teacher opportunities to make clarifications, re-teach, revisit the content, and make other necessary adjustments, changes, or corrections when needed so that all students meet the learning goals. Summative: The four paragraph essay will provide a summative assessment for the teacher. The essay will have students address the driving historical question and demonstrate they have a full range of knowledge about the various events and arguments that support their claims. Using evidence from the documents, students will demonstrate that they have analyzed, close read, corroborated, and synthesized the primary sources. Although their discussions will not be implicit in their essay, their writing should reflect the arguments that were made in both the small and whole group discussions. This essay will provide the teacher formal feedback that will help to assess whether students met the learning goals.
Lesson 1 – Postwar Economy: Mexican Immigrants
Student Learning Objective: Students will examine the significance of Mexican immigration and its impact on the agricultural economy Students will identify and discuss key concepts such as the Bracero Program and Operation Wetback and how these concepts affected Mexican immigrants in California Acceptable Evidence – Formative and/or Summative Assessment:
Formative: Students will be asked to respond to Checking for Understanding questions during the lecture. Students will think-pair-share the questions and respond via equity cards. This will provide feedback that will let the teacher know whether students are understanding the content.
Lesson 2 – Kennedy and the Cold War
Student Learning Objective: Students will analyze the Bay of Pigs invasion and the subsequent Cuban Missile Crisis. Students will be able to link the two major historical events and evaluate the impact they had on U.S. foreign affairs with Soviet Russia.
Formative: The group discussions and T-chart will provide the teacher data on whether students are grasping the concepts. Summative: The foldable will provide feedback for both the students and the teacher on how students are meeting the learning goals, concepts, and vocabulary terms after completing the reading. The summary that will be written at the end of the foldable assignment will provide summative data on student learning of the stated goals. The exit slip will provide additional feedback on student learning.
Lesson 3 – Cuban Missile Crisis
Student Learning Objective: Students will demonstrate critical analysis of primary sources on the Cuban Missile Crisis and the respective leaders of the nations involved in order to conclude how the foreign policies and political ideologies of Castro, Kennedy, and Khrushchev impacted the crisis. Students will demonstrate their knowledge by answering DBQ questions for each primary source document and discuss the various policies and ideologies of the respective leaders in small groups. Students will synthesize and corroborate the primary source documents in order to determine how the nation’s leaders affected the Cuban Missile Crisis and how the role foreign policies and ideologies played in the event. Acceptable Evidence – Formative and/or Summative Assessment: Evidence
Formative Assessments: The DBQ questions, primary source analysis tool and graphic organizer will provide the students and teacher formal formative assessments that will demonstrate student learning and understanding of the primary source documents. Students will work individually, in pairs, and in groups to vary their learning experience. The teacher will facilitate discussion and interaction with peers and the documents by prompting students questions throughout the lesson. By progress monitoring student learning, the teacher will be able to informally assess the progress of the student activities. The DBQ, analysis tool, written document analysis worksheet, and graphic organizer will provide students the opportunity to discuss and critically analyze the evidence in order to form a synthesis and corroboration of the documents. Ultimately, this will provide students the necessary knowledge and critical thinking skills to complete the 1-2 paragraph summary that directly responds to the driving historical question.
Summative Assessments: The 1-2 paragraph summary will provide the teacher and students a summative assessment of student learning at the closure of the lesson. Using their activities and DBQ assignment, students will engage in a synthesis and corroboration of 3 documents, two which must be written documents. Students will respond to the questions: How did the foreign policies and political ideologies of Fidel Castro, John F. Kennedy, and Nikita Khrushchev impact the Cuban Missile Crisis? How did these beliefs affect the eventual resolution? Was the crisis a justified defense or provocative response on the part of the Soviet Union and Cuba? Who is to blame? Is it a combination of all three leaders, two, or just one? Who is most responsible? What policies or beliefs influenced the events that occurred before, during, and after the Cuban Missile Crisis? Thus, this assessment will provide students the opportunity to demonstrate their learning and critical thinking skills in relation to the driving historical question, the documents, and the political leaders of Cuba, U.S., and the Soviet Union.
Lesson 4 - Rosenberg Trial and McCarthyism
Student Learning Objective: Students will explore and examine the Red Scare and McCarthyism within the context of the Cold War. Students will analyze primary and secondary sources on McCarthyism and the Red Scare of the 1950s. Students will gain a deep understanding of how the Cold War era, McCarthyism, and fear of Communism contributed to the trial of Ethel and Julius Rosenberg by experiencing multiple perspectives through a role-play of the trial. Students will demonstrate their understanding through whole class and group discussion following the simulation. Students will determine whether or not the Rosenberg’s were guilty of espionage and conspiracy. Acceptable Evidence – Formative and/or Summative Assessment:
Formative: The lesson introduction involves having students complete an observation, reflection, and questioning of political cartoons on the McCarthy era. This will provide the teacher with information that will demonstrate whether students have prior knowledge of the subject. The Frayer model will provide the teacher with evidence that shows students know the content and academic vocabulary well enough to continue on in the lesson. The During-After-Video notes and summary of students’ research on the characters will demonstrate to the teacher what students know or have learned about the necessary background information that will be critical to the simulation’s success. The T-chart will provide the teacher information that will show students understood the main facts involved with the case Lastly, the teacher will progress monitor the students throughout the role-play by listening to students’ questions, comments, and portrayals. Summative: The 4 paragraph essay will demonstrate to the teacher that the students have taken into account all of the necessary information, facts, and details about the case. Students will be able to show their learning and critical thinking and analysis of the case by concluding which argument was stronger in their own opinions. This will demonstrate to the teacher that the students absorbed the information and the role-play. Students should demonstrate that they can provide factual evidence to support their position. The teacher will know from the 4 paragraph essay whether students understood the trial, the opposing arguments, and that they have formulated their own opinions and positions about the case.
Lesson 5 - Gulf of Tonkin
Student Learning Objective: Students will analyze primary source documents in order to answer the driving historical question: Was the U.S. planning to go to war with North Vietnam before the Gulf of Tonkin Resolution? In small groups, students will become experts on specific primary source documents and will teach their expertise to students from other expert groups and vice versa following the Jigsaw communication strategy. Students will discuss the driving historical question in a whole class discussion following the Taking a Stand strategy. Students will synthesize the primary sources and discussion in order to make a valid judgment in response to the driving historical question by writing a four paragraph essay. Acceptable Evidence – Formative and/or Summative Assessment:
Formative: The lesson begins by having students complete a sound recording worksheet and has them think-pair-share their thoughts about what they think was important or significant in the song. This provides the teacher informal and formal feedback on whether students are accessing prior knowledge and anticipating the upcoming lesson. The DBA worksheet will provide the teacher feedback on how well students understand the background information and whether re-teaching, additional information, or other steps are needed so that all students have accessed the background information and historical context. The jigsaw and taking a stand instructional strategies will provide the teacher continuous verbal feedback and informal assessment of student learning throughout the body of the lesson. This will provide the teacher opportunities to make clarifications, re-teach, revisit the content, and make other necessary adjustments, changes, or corrections when needed so that all students meet the learning goals. Summative: The four paragraph essay will provide a summative assessment for the teacher. The essay will have students address the driving historical question and demonstrate they have a full range of knowledge about the various events and arguments that support their claims. Using evidence from the documents, students will demonstrate that they have analyzed, close read, corroborated, and synthesized the primary sources. Although their discussions will not be implicit in their essay, their writing should reflect the arguments that were made in both the small and whole group discussions. This essay will provide the teacher formal feedback that will help to assess whether students met the learning goals.