Unit Twelve: The West since World War II (Final Project Intro. pp. 8-12)

Transcription

1 World History 2 Unit Twelve: The West since World War II (Final Project Intro. pp. 8-12) Date Due (April) W6 Assignment Read pp Complete assignment Daily Quiz F8 Read Documents 26.1 and Complete assignment Daily Quiz Final Project topics chosen. T12 W13 F15 Read pp , Document 26.3 and Document Complete assignment Final Project format chosen. Read pp Complete assignment Daily Quiz Read pp Complete assignment Student s Friend P Documents 26.1, The Soviet Victory 26.2, An Iron Curtain 26.3, The Truman Doctrine. 26.4, The Marshall Plan. P. 48 Curtis LeMay on the Russian mindset View Fail Safe, Act I-IV (Mon-Tues) P. 49 View Fail Safe, Act V T26 Unit Review and PERSIA practice. Alexander Solzhenitsyn on the Gulag (Thurs.) Richard Wurmbrand and the Voice of the Martyrs W27 Test over Unit 12. Will include assignments, documents, media, and graphic organizers from unit. PERSIA analysis of effects of Cold War on the United States. Map Activities Th28 Map Quiz: Mental Map (30 items, North America and Europe off-limits) Assignments for Unit Twelve Please type each assignment on a separate sheet of paper. Include full name, class period, and assignment number. Use quotation marks if quoting the text, but strive to explain concepts in your own words. Save returned assignments, as these comprise your study guide for this unit EARLY COLD WAR CONFLICT 1. Using either a paragraph or a Venn diagram, compare and contrast the United States plans for Europe after World War II with those of the Soviet Union. CRISES OF 1956; THE COLD WAR INTENSIFIED 2. Summarize each of these three crises in your own words (one sentence each). How did these events illustrate the power of the United States and the Soviet Union? THE COLD WAR INTENSIFIED 3. Choose one of these three events the shooting down of an American U-2 spy plane, the cancellation of the Paris summit meeting, or the Cuban Missile Crisis and explain why it was a tense moment in the Cold War. Why did the event not cause a hot war (open fighting)? Respond in a paragraph. 1

2 12.2 DOCUMENT 26.1: The Soviet Victory 1. In a paragraph, summarize Stalin s explanation of the Second World War as the inevitable result of capitalism. 2. Respond to Stalin s claim that the Soviet social system is a better form of organization of society than any non-soviet social system in a paragraph. If he is not accurate in saying this, what else might account for the Soviet Union s victory over Germany? DOCUMENT 26.2: An Iron Curtain 3. Explain in your own words what Churchill is saying the West should do. Then use at least two brief quotations from the speech to support your ideas DOCUMENT 26.3: The Truman Doctrine 1. According to Truman, what should the United States do in postwar Europe? In what ways is this serving the Europeans, and in what ways is this serving the interests of the United States? DOCUMENT 26.4: The Marshall Plan 2. Explain how this document could or should be seen as anti-communist. Which statements are directed at the causes of communism? EUROPEAN SOCIETY IN THE SECOND HALF OF THE TWENTIETH CENTURY ( ) 3. After reading this section, choose two developments that either fit in with the goals of the Truman Doctrine and the Marshall Plan, or two developments of which Truman or Marshall would not have approved. Explain the events and why you think they do or do not conform to these plans in a paragraph Create and complete a table like the one below; use information from all sections of the reading to provide several examples in each category. THREE MAJOR THEMES THAT CHARACTERIZE POSTWAR AMERICA ( ) Opposition to the spread of communism Expansion of civil rights Determination to achieve economic growth 2

3 12.5 GORBACHEV ATTEMPTS TO REDIRECT THE SOVIET UNION 1. Explain how Gorbachev and his supporters used perestroika and glasnost to change the character of the Soviet Union. How did the diversity of the Soviet Union cause problems when Gorbachev began a more open society? Respond in a paragraph. 1989: YEAR OF REVOLUTIONS IN EASTERN EUROPE 2. Create a map showing the locations of these revolutions (Poland, Hungary, Germany, Czechoslovakia, and Romania). Then include one key word or phrase on each part of the map that will help you remember (specifically) what happened there in THE COLLAPSE OF THE SOVIET UNION 3. In a paragraph or in a graphic organizer, explain why the Soviet Union collapsed. Include all major steps in your own words. Vocabulary o Cold War o Iron Curtain o Marshall Plan o Truman Doctrine o Ideology o proxy war o containment o blockade o subversion o subjugation o Strategic Air Command o Mutual Assured Destruction (MAD) o Berlin Wall o bloc o satellites o Solidarity o U-2 o Cuban Missile Crisis o détente o NATO o Warsaw Pact 3

4 World History Video Fail Safe (2000) Note: This story is fictional, but was meant to illustrate the real tension of the Cold War period. Setting: Early 1960 s, various U.S. locations. Situation: Despite safety precautions, United States aircraft are sent by mistake to attack the Soviet Union. Medium: Live television performance. Act I 1. Identify various precautions meant to keep war from beginning by mistake. Act II 2. List the possible explanations for the problem. Act III 3. Evaluate the actions of the President in this situation. Act IV 4. Explain the statement, This is where we ve always been headed. Act V 5. Describe the possible consequences of nuclear war. 6. Consider: Who can be blamed? 4

5 7. List the nuclear powers as of World History Video Fail Safe: Reflection After viewing the video and reading the excerpt from Mission with LeMay, respond to the following. You may use a separate sheet of paper if you need more room. 1. Respond briefly to the film s ending. 2. Predict what the year following these events would have been like; what changes might have occurred in the relationship between the United States and the Soviet Union? 3. Explain what Curtis LeMay might have advised the President to do, based on his comments in his 1965 autobiography. (The novel Fail Safe was published in 1964.) 4. Evaluate the statements made both by LeMay and the film s characters about the Russian people. Do you think they are true to life? Are they distorted? 5. Since the fall of the Soviet Union, do you think this kind of event is more likely or less likely? Why or why not? 5

6 Winston S. Churchill: "Iron Curtain Speech", March 5, 1946 Winston Churchill gave this speech at Westminster College, in Fulton, Missouri, after receiving an honorary degree. With typical oratorical skills, Church introduced the phrase "Iron Curtain" to describe the division between Western powers and the area controlled by the Soviet Union. As such the speech marks the onset of the Cold War. The speech was very long, and here excerpts are presented. The United States stands at this time at the pinnacle of world power. It is a solemn moment for the American democracy. For with this primacy in power is also joined an awe-inspiring accountability to the future. As you look around you, you must feel not only the sense of duty done, but also you must feel anxiety lest you fall below the level of achievement. Opportunity is here now, clear and shining, for both our countries. To reject it or ignore it or fritter it away will bring upon us all the long reproaches of the aftertime. It is necessary that constancy of mind, persistency of purpose, and the grand simplicity of decision shall rule and guide the conduct of the English-speaking peoples in peace as they did in war. We must, and I believe we shall, prove ourselves equal to this severe requirement. I have a strong admiration and regard for the valiant Russian people and for my wartime comrade, Marshal Stalin. There is deep sympathy and goodwill in Britain -- and I doubt not here also -- toward the peoples of all the Russias and a resolve to persevere through many differences and rebuffs in establishing lasting friendships. It is my duty, however, to place before you certain facts about the present position in Europe. 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. The safety of the world, ladies and gentlemen, requires a unity in Europe, from which no nation should be permanently outcast. It is from the quarrels of the strong parent races in Europe that the world wars we have witnessed, or which occurred in former times, have sprung. Twice the United States has had to send several millions of its young men across the Atlantic to fight the wars. But now we all can find any nation, wherever it may dwell, between dusk and dawn. Surely we should work with conscious purpose for a grand pacification of Europe within the structure of the United Nations and in accordance with our Charter. In a great number of countries, far from the Russian frontiers and throughout the world, Communist fifth columns are established and work in complete unity and absolute obedience to the directions they receive from the Communist center. Except in the British Commonwealth and in the United States where Communism is in its infancy, the Communist parties or fifth columns constitute a growing challenge and peril to Christian civilization. 6

7 The outlook is also anxious in the Far East and especially in Manchuria. The agreement which was made at Yalta, to which I was a party, was extremely favorable to Soviet Russia, but it was made at a time when no one could say that the German war might not extend all through the summer and autumn of 1945 and when the Japanese war was expected by the best judges to last for a further eighteen months from the end of the German war. I repulse the idea that a new war is inevitable -- still more that it is imminent. It is because I am sure that our fortunes are still in our own hands and that we hold the power to save the future, that I feel the duty to speak out now that I have the occasion and the opportunity to do so. I do not believe that Soviet Russia desires war. What they desire is the fruits of war and the indefinite expansion of their power and doctrines. But what we have to consider here today while time remains, is the permanent prevention of war and the establishment of conditions of freedom and democracy as rapidly as possible in all countries. Our difficulties and dangers will not be removed by closing our eyes to them. They will not be removed by mere waiting to see what happens; nor will they be removed by a policy of appeasement. What is needed is a settlement, and the longer this is delayed, the more difficult it will be and the greater our dangers will become. From what I have seen of our Russian friends and allies during the war, I am convinced that there is nothing they admire so much as strength, and there is nothing for which they have less respect than for weakness, especially military weakness. For that reason the old doctrine of a balance of power is unsound. We cannot afford, if we can help it, to work on narrow margins, offering temptations to a trial of strength. Last time I saw it all coming and I cried aloud to my own fellow countrymen and to the world, but no one paid any attention. Up till the year 1933 or even 1935, Germany might have been saved from the awful fate which has overtaken her and we might all have been spared the miseries Hitler let loose upon mankind. There never was a war in history easier to prevent by timely action than the one which has just desolated such great areas of the globe. It could have been prevented, in my belief, without the firing of a single shot, and Germany might be powerful, prosperous and honored today; but no one would listen and one by one we were all sucked into the awful whirlpool. We must not let it happen again. This can only be achieved by reaching now, in 1946, a good understanding on all points with Russia under the general authority of the United Nations Organization and by the maintenance of that good understanding through many peaceful years, by the whole strength of the English-speaking world and all its connections. If the population of the English-speaking Commonwealth be added to that of the United States, with all that such cooperation implies in the air, on the sea, all over the globe, and in science and in industry, and in moral force, there will be no quivering, precarious balance of power to offer its temptation to ambition or adventure. On the contrary there will be an overwhelming assurance of security. If we adhere faithfully to the Charter of the United Nations and walk forward in sedate and sober strength, seeking no one's land or treasure, seeking to lay no arbitrary control upon the thoughts of men, if all British moral and material forces and convictions are joined with your own in fraternal association, the high roads of the future will be clear, not only for us but for all, not only for our time but for a century to come. Winston Churchill - March 5,

8 World History 2 Final Project: Tracing a Theme The purpose of this activity is to integrate, interpret, and present information encountered during our year of studying world history. Your project must include one item from each group, and establish causal, geographic, or ideological links between all four items. If you wish to substitute another topic from the same time period as those listed, you must seek the approval of your instructor. Group 1 Group 2 Group 3 Group 4 Acts 17 Plato s Republic Scholasticism John Wycliffe Martin Luther Nicholas Copernicus Rene Descartes Isaac Newton Joseph II Catherine the Great Enlightenment John Locke Thomas Jefferson Robespierre Jacque Dessalines Simon Bolivar Toussaint-L Overture Classicism Factory system Slave trade Capitalism Adam Smith Karl Marx Communist Manifesto Meiji Restoration Ichiro Toshimichi Otto von Bismarck Utopian Socialism Congo Free State Joseph Conrad Leopold II Sepoy Mutiny Rudyard Kipling Taiping Rebellion Nationalism Imperialism Monroe Doctrine Panama Canal Spanish-American War Philippine Insurrection Bolshevik Revolution Satyagraha Ottoman Empire Armenian Genocide Rise of Fascism Benito Mussolini The Kuomintang (KMT) The CCP Augusto Cesar Sandino Mao Zedong Depression Strategic bombing D-Day The Holocaust Josef Stalin Kamikaze Containment M.A.D. Civil Rights Vietnam War Ho Chi Minh Berlin Wall Mikhail Gorbachev Pol Pot Velvet Revolution Saddam Hussein Al Qaeda Yourself Other Other Other Other Schedule: Monday, April 4: Final Project assignment distributed. Friday, April 8: Four topics chosen. Tuesday, April 12: Format chosen. Friday, April 15: Rubric created. Wednesday, May 11: Project submitted. Week of May 16: Final Examination 8

9 Possible Formats: Individual: Research Paper 4 pages, double-spaced 12-point Times New Roman Explain significance of each of four items Relate each to the others in a meaningful way Cite sources of information according to Library format Individual: Portfolio 12 items, three for each topic Explain significance of each artifact in relation to four items Relate each to the others in a meaningful way Cite sources of information according to Library format Individual: Musical Composition 2 minute performance time, utilize original or existing melody Original lyrics typed, explain significance of each of four items Relate each to the others in a meaningful way Cite copyright information for melody Group of Two: Drama 5 minutes, script typed Explain significance of each of four items dramatically Relate each to the others in a meaningful way Each student writes dialogue, provides costuming Group of Two: Board Game Playing surface pasted to sturdy board stock Strategy and design explain significance of four items and related topics Allows players to relate to material in a meaningful way Each student responsible for writing, construction, rules Individual or Group of Two: 9

10 Format Students Per. World History 2 Final Project Rubric Write descriptions for each level as necessary. You may change numbers to increase the importance of some areas if you wish. All class members whose project format closely resembles yours must agree to the final rubric. Quantity: Format: Content: Relationship Between Items Demonstrated 10

11 Citation of Sources: Cooperation (If Applicable): 11

12 Student Final Project Topics Theme: Final Project Format Description, if student-created (See examples on pg. 2 of description Student Final Project Topics Theme: Final Project Format Description, if student-created (See examples on pg. 2 of description 12