How to Use This Product........... 3 Introduction to Primary Sources..... 5 Activities Using Primary Sources... 15 Photographs The H-bomb on Bikini Atoll..........15 16 The Creation of the Atomic Bomb......15 The Berlin Blockade...............17 18 Berlin Divided.....................17 The Iron Curtain..................19 20 A Shadow Has Fallen...............20 Fighting Against Communism........21 22 Economic Plans to the Rescue.........21 The Forgotten War.................23 24 Korea Divided.....................23 The Pumpkin Affair................25 26 Who s Telling the Truth?.............25 And the Wall Came Down...........27 28 Tearing Down Walls................27 The Gorbachev Phenomenon.........29 30 The End of the War.................29 Primary Sources Truman Diary at Potsdam...........31 34 The Potsdam Conference.............31 Was Truman Responsible? A Cold War Documentary................33 Text of the Potsdam Diary Entries......34 Humphrey Bogart Poster............35 38 Hollywood Under Suspicion..........35 The Red Menace...................37 Poster of Humphrey Bogart...........38 TIME Magazine Cover.............39 42 Statesman Mao Tse-tung.............39 The End of a Ruler.................41 Mao Tse-tung on TIME Magazine......42 MacArthur s Farewell Speech........43 46 Old Soldiers Never Die..............43 An Old Soldier....................45 Excerpt of MacArthur s Speech........46 Michael Rosenberg s Clemency Letter.........................47 50 The Rosenberg Trial................47 Dear Ethel and Julius...............49 Clemency Letters..................50 Table of Contents The Incredible Hulk Comic Book Cover....................51 54 Radiating Comics..................51 Superheroes of the Nuclear Age.......53 The Incredible Hulk.................54 Poster for the Bluff Game...........55 58 Kennedy and Cuba.................55 Kennedy s Bluff...................57 Bluff Instructions...................58 Sputnik Political Cartoon...........59 62 War Breeds Innovation..............59 Landing on the Moon: A Soviet Perspective..............61 Sputnik Political Cartoon.............62 Document Based Assessments A Letter from Albert Einstein...........63 Einstein s Great Mistake...............64 Berlin Divided......................65 China Becomes Communist............66 Communist Leaders..................67 Communist Distribution Worldwide......68 Korean War Prisoners.................69 ROK Troops........................70 McCarthy Takes on the Army...........71 Religious Commitments...............72 Memorial to Kennedy.................73 Secret Weapons......................74 Appendix About Your CD-ROM.................75 Suggested Young-Adult Literature........77 Suggested Websites...................78 Document Based Assessment Rubric Example....................79 Answer Key........................80 #8137 Exploring History The Cold War 2 Teacher Created Materials, Inc.
Standard/Objective Who s Telling the Truth? The Pumpkin Affair Identify and describe the influence of perception, attitudes, values, and beliefs on personal identity. (NCSS) After reflecting on the Hiss-Chambers accusations, students will construct thoughtful advice to help someone who is wrongfully accused. Materials Copies of both sides of The Pumpkin Affair photo card; Copies of the historical background information (page 26) Discussion Questions What motives do you think Whittaker Chambers had to accuse Alger Hiss of spying? How do you think it would have felt to be accused of being a communist during the late 1940s? What can you compare that accusation to today? How do you think it would feel to be accused of something you did not do? Using the Primary Source Begin by showing the photo to the class. Ask students to speculate what the headline on the newspaper in the photo could mean. Make a list on the board and leave it there until the end of the activity so that students can refer back to it. Read the historical background information (page 26) as a whole-class activity. Then break the class into small groups and ask the discussion questions above. Allow enough time for students to reflect on each question. Present the following additional information to the class. Explain that the supporters of Whittaker Chambers knew that Chambers had admitted to committing acts of espionage (spying). Records also showed that Chambers had perjured himself during the questioning before the House Un-American Activities Committee (HUAC). However, instead of prosecuting Chambers, the lawyers were encouraged to accuse Alger Hiss on two counts of perjury: for stealing State Department documents and for denying he saw Chambers after 1935. It was understood that this indictment for perjury was a cover up for the charge of spying. Hiss could not be charged for spying because too much time had lapsed since the supposed spying. In other words, his statute of limitations, or the period of time in which someone can be accused of a crime, had run out. Have students think about their opinion on this trial and answer the question in the headline, Who is lying? Divide students into groups according to whom they think is telling the truth: Hiss or Chambers. Then have them reflect on the following questions. Tell the students to imagine that they are in the shoes of either Chambers or Hiss (whoever they believe). What would it be like if no one believed you were telling the truth? What advice do they wish someone have given them during the situation? Tell students to write down advice that they think would have helped in this situation and allow them to share their advice with the class. Extension Idea Have students research to find out what the statute of limitations is for espionage. Then have students research to find out the last act of espionage committed against the United States. Teacher Created Materials, Inc. 25 #8137 Exploring History The Cold War
The Pumpkin Affair Who s Telling the Truth? (cont.) Historical Background Information About the time that the House Un-American Activities Committee (HUAC) was investigating communist activity among actors, directors, and producers in Hollywood, another important investigation began. In August 1948, a TIME editor, Whittaker Chambers, accused an important member of President Franklin D. Roosevelt s administration, Alger Hiss, of communist activity. In 1933, Hiss served as an attorney for the Agricultural Adjustment Administration, a program created by the New Deal. In 1934, Hiss worked with the Senate investigating the munitions industry. He was called upon many times to defend the New Deal s constitutionality. He worked as an assistant to the State Department s political adviser in charge of far eastern affairs during the war and in this capacity he helped set up the United Nations. Accusing Hiss of being a communist was important because of his government leadership role. It was believed that if any member of the United States government was communist, then the government s security was in jeopardy. Chambers told the HUAC that he and Hiss (among many others in government positions) were members of an underground Communist Party during the 1930s when Hiss was a member of Roosevelt s administration. After Chambers appeared before the HUAC, Hiss sent a telegram to the committee. He stated that he did not know anyone by the name of Whittaker Chambers, and he asked for permission to appear before the committee. Hiss appeared before the committee just two days later. Under oath, he denied that he knew anyone named Whittaker Chambers or that he had ever been a member or a sympathizer of the Communist Party. Chambers had also implicated other government leaders, but instead of denying the charges, they chose to plead the Fifth Amendment. Hiss is the only one who challenged Chambers accusations. Some believe this is where Hiss made his mistake. A few days later, a subcommittee privately met with Chambers to explore his accusations against Hiss. Chambers told the committee many intimate details about the Hiss family. Eventually, the committee believed him about Hiss s involvement in the Communist Party. In fact, many of the details he gave were later proven to be false. After seeing Chambers face to face, Hiss told the committee that he had known Chambers under another name, George Crosley. Chambers denied ever using that name. Chambers repeated his accusations against Hiss in public on Meet the Press. After that, Hiss filed a lawsuit against Chambers for slander. When Chambers was further questioned, he admitted that he might have used the name Crosley. A publisher also verified that Chambers used the name Crosley as a pen name on some writings. Hiss challenged Chambers to produce evidence of espionage against Hiss. In November, Chambers produced State Department documents, consisting of four handwritten pages and 65 typed pages, which were supposedly given to him by Hiss for transmission to the Soviet Union. These pages were called the Baltimore Documents. Chambers also had five rolls of film that he had supposedly given to his nephew to hold in an envelope 10 years before. Chambers retrieved the film and hid it in a pumpkin on his farm claiming that he was afraid Hiss was coming to steal them. Then, in a dramatic scene at Chambers s home, investigators issued a subpoena and opened the pumpkin to locate the film. Many documents on the film were found to be information from the State Department that was in the public domain or made available to many people outside of the government. Other information on the film was unreadable. Some of the film was exposed and could not be developed. At the time, Richard Nixon was a new member to Congress and was very interested in the Hiss affair. Wanting to make a name for himself, Nixon kept the case open searching for any evidence to convict Hiss. Before a Grand Jury, Hiss denied that he had committed espionage against the United States. Perjury charges were filed against him. The first trial ended in a hung jury, but the second trial produced a conviction and sent him to prison for almost four years. Hiss was released in 1954 and fought until his death in 1996 to have the conviction overturned. #8137 Exploring History The Cold War 26 Teacher Created Materials, Inc.
io30
The Pumpkin Affair Historical Background Information On August 2, 1948, a TIME maganize editor, Whittaker Chambers, offered testimony before the House Un-American Activities Committee (HUAC). He claimed that Alger Hiss, a member of President Franklin Roosevelt s administration, had been a member of an underground Communist Party. Chambers later produced the Baltimore Documents and five rolls of film that he claimed Hiss had given him to give to the Soviet Union. Hiss repeatedly denied these charges, but on January 21, 1950, a jury found him guilty on perjury charges. This photo shows Chambers (left) sitting next to a man reading the newspaper. The man who is reading doesn t realize that he is next to such a famous person. Analyzing History Knowledge Why would the situation between the person reading the newspaper and the man next to him in the photo have been an uncomfortable situation? Draw a cartoon of these two people showing what you believe to be their secret thoughts. Comprehension Explain how Hiss could be telling the truth when he said that he did not known Whittaker Chambers even though Hiss had actually known him. Application Create a charades-type game about the Pumpkin Affair. Create at least five items to be acted out for the game. Analysis Why do you think Chambers would have implicated Hiss if Hiss were innocent? Write or draw your answers on poster board and then cut it into a jigsaw puzzle for someone to solve. Synthesis In 1975, the Massachusetts Bar Association reinstated Hiss as a lawyer who could practice because he had demonstrated the moral and intellectual fitness to be an attorney. This was the first time the Massachusetts Bar had ever reinstated someone. What are some headlines that might have made the newspapers about this event? Evaluation Evidence has already come to light that appears to prove Hiss was innocent. In October 1999, the original Grand Jury testimony was released to the public. This testimony showed Chambers as an unreliable witness with further misleading information given by Richard Nixon. Do you believe that Hiss will one day be exonerated? Why or why not? Historical Writing Fiction The FBI released documents under the Freedom of Information Act to Hiss in the 1960s. These documents verified that the FBI knew that the typewriter submitted as evidence was not the Hiss family typewriter and was not used to type the Baltimore Documents. The prosecution also knew this information, but withheld it from the defense. Imagine the typewriter is called to testify. What would it say? Become the typewriter and type the questions asked of you and your responses. Nonfiction Both Chambers and Hiss wrote books about this experience. You are assigned to write a one sentence recommendation for each book (to appear on the back of the book). What would be your sentence be for each book? History Challenge After the Cold War ended in the early 1990s, Hiss petitioned the Russian government to turn over any information on him including any evidence claiming that Hiss was a spy for the Soviet Union. Find out how the Soviet Union responded to this request? Teacher Created Materials, Inc. #8137 Exploring History Through Primary Sources The Cold War
Standard/Objective Statesman Mao Tse-tung TIME Magazine Cover Identify and describe selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others. (NCSS) Students will write a follow-up article on Mao Tse-tung for TIME explaining how his communist rule has affected life in China. Materials Copy of the facsimile TIME Magazine Cover; Copies of the historical background information (page 40); Copies of the student activity sheet, The End of a Ruler (page 41); For optional use: Mao Tse-tung on TIME Magazine (page 42) Discussion Questions Generate a list of what qualities and characteristics make a great leader. Do you think the United States should have done more to try to help the nationalists defeat the communists in China? What other oppressive leaders throughout history can Mao Tse-tung be compared to? How are they similar or different? Based on the 1949 TIME cover, do you think the United States had a clear picture of what the leadership of Tse-tung would bring? Using the Primary Source Show the TIME cover to the students and tell them that this person is coming in to be their teacher for next year. Ask the students what kind of year they think they will have. Brainstorm their ideas on the board. Students who know about Tse-tung will have a more accurate picture of what school would be like under a communist teacher. Have them read the historical background information (page 40) and then ask the discussion questions above. Finally, go back to the first scenario and ask students to more accurately describe what kind of teacher Tse-tung would make for the following year. Distribute the student activity sheet, The End of a Ruler (page 41) to the students. Tell them that they will be constructing a cover for TIME for the week that Tse-tung died. Explain that students should decide the single most important aspect of Tse-tung s life to show on the cover along with a caption that would sum up this communist leader s rule. Extension Idea Have students compare Tse-tung s years as a leader with Saddam Hussein or another oppressive leader in world history. Teacher Created Materials, Inc. 39 #8137 Exploring History The Cold War
TIME Magazine Cover Statesman Mao Tse-tung (cont.) Historical Background Information Before the Republican Revolution of 1911, China had only known imperial rule. China s republic lasted from 1912 1949, but it was a republic in name only. The first leader had aspirations to set himself up as an emperor, but was prevented from doing so by the public. So, for the first decade (1912 1921), the government in China was extremely shaky. In 1921, the Communist Party in China was established and joined hands with the Nationalist Party, also known as Kuomintang or KMT. After encouragement from the Soviets, the KMT joined hands with the communists in China in order to form a strong revolution. This new unification brought complications. The communists encouraged the peasants to reform movement, but the KMT drew support from the wealthy landowners. By 1927, this conflict (between rich and poor) led the KMT to expel all communists from the country. Many of the communists settled on the borders of the Jiangxi province. It was here that the up-and-coming communist leader, Mao Tse-tung, led them. Tse-tung (also known as Mao Zedong) was born into a peasant farming family in 1893. He often rebelled against his father, the ruling authoritarian in his household. Tse-tung learned early that his rebellion paid off. If he defended his rights against his father s rule, his father would eventually give in. If he submitted to his father, Tse-tung would be beaten. Tse-tung was educated in the village schools and sometimes skipped classes so that he could read books and teach himself. He tried to help when a famine spread across his area by asking the wealthy farmers to contribute food. This made his father upset. His father would rather sell his rice to people in the cities than help those in need in the country. When his father wanted to send him to a rice field to work for a rice merchant, Tse-tung rebelled again. He left home to study at a college. When he graduated, he became a teacher. He joined the Communist Party when it was founded in 1921 and married a daughter of a professor who was also a communist. Tse-tung believed that for communists to be strong, the peasants must be convinced to embrace communism. By the mid-1930s, the Japanese had invaded China, and Tse-tung agreed to merge with the KMT to hold the Japanese back. After accepting the Japanese surrender, bitter feelings between the communists and the KMT caused their alliance to end. After that, a civil war took place between the KMT and the Chinese Communist Party. After World War II, the United States unsuccessfully tried to mediate problems between the KMT and the communists in China, but the KMT were badly beaten. By 1949, the communists controlled most of mainland China and the nationalists retreated to the island of Taiwan. A month before the communists won the civil war, the United States released The China White Paper, a document that tried to explain why the United States was not able to alter the results of the war in China. Many people criticized President Truman s administration and believed they could have done more to help the KMT win the war. As the fighting continued between these two forces, Tse-tung made his way from village to village. He worked the land just like the peasants he lived among. In this way, he became increasingly popular and gathered a large following. In 1949, the year TIME published this cover of Tse-tung, he became the leader of the newest communist country, the People s Republic of China. During the Korean War, China viewed the United States as an enemy. Over one million Chinese soldiers fought against the United States in the war and Tse-tung even lost a son on the front lines. Throughout Mao Tse-tung s 27-year rule, many suffered from famine and oppression. His ideas led him to believe that peasants under communist rule could overtake western economies by implementing hard work. Between 1959 1962, more than 20 million people died from starvation. Tse-tung died in 1976, bringing his destructive and brutal rule to an end. #8137 Exploring History The Cold War 40 Teacher Created Materials, Inc.
TIME Magazine Cover Name The End of a Ruler Background Information Mao Tse-tung, first communist ruler of China, began his reign on October 1, 1949. for the People s Republic of China. His idealistic reign cost many Chinese civilians their lives. Tse-tung allowed intellectuals in Chinese society to voice criticism about the Communist Party in hopes of implementing improvement. When the plan backfired and he received more criticism than he bargained for, those people lost their jobs and their freedom. He also hoped to increase the agricultural production to the extent of making China the first communist utopia. This plan also backfired with 20 million Chinese people dying of famine. TIME featured Tse-tung on its cover in July 1949, just before the communists defeated the nationalists in the Chinese civil war. Activity Directions: Throughout history there have been cruel leaders who have oppressed their people in hopes of advancing their own agendas. It s not always possible to predict exactly what will happen with these leaders. At the time this magazine was published, history had not yet revealed the harsh methods that were to come from Tse-tung s rule. Imagine that TIME asked you to produce their cover picture and caption for the week that Tse-tung died, September 9, 1976. What image of Tse-tung would you choose to show? What caption would catch the essence of Tse-tung s life and work as a communist leader? Brainstorm your ideas below and then use another sheet of plain paper to draw your cover and write your caption. Challenge Find out what happened to Tse-tung s first wife, Yang Kaihui, who was a daughter of a professor and an outspoken communist herself. Teacher Created Materials, Inc. 41 #8137 Exploring History The Cold War
TIME Magazine Cover Mao Tse-tung on TIME Magazine TIME Magazine, TIME, Inc./Timepix #8137 Exploring History The Cold War 42 Teacher Created Materials, Inc.
Name Berlin Divided Document Based Assessments Directions: Germany was divided into several sections giving both the Allies and Soviets control. Berlin, which was located within the Soviet section of Germany, was also divided. This photo shows a gate leading into the Soviet section of Berlin. Soviet guards are keeping watch to make sure no one passes through. 1. Identify items in this photo that are set up to keep people from crossing through to the other side. 2. What do you suppose the Soviet soldiers are doing in this photograph? 3. On another sheet of paper, describe whether or not you think that the United States, Britain, and France should have used force to keep Berlin open. Teacher Created Materials, Inc. 65 #8137 Exploring History The Cold War