Scoring Guidelines and Notes for Document-Based Question

Scorng Gudelnes and Notes for Document-Based Queston Evaluate the causes of the begnnng of the Cold War between the U.S. and the USSR from 1945 to 1950. Currculum Framework Algnment Learnng Objectves WOR-2.0 Analyze the reasons for and results of U.S. dplomatc, economc, and mltary ntatves n North Amerca and overseas. Hstorcal Thnkng Sklls Targeted Skll: Causaton Addtonal Sklls: Analyzng Evdence: Content and Sourcng Argumentaton Contextualzaton Synthess Key Concepts 8.1.I Scorng Gudelnes Maxmum Possble Ponts: 7 Please note: Each pont of the rubrc s earned ndependently, e.g. a student could earn the pont for argument development wthout earnng the pont for thess. Unque evdence from the student response s requred to earn each pont, e.g. evdence n the student response that qualfes for the contextualzaton pont, could not be used to earn the pont for synthess or the pont for sourcng the documents. A. Thess and Argument Development (2 ponts) Targeted Skll: Argumentaton (E1) 1 pont Presents a thess that makes a hstorcally defensble clam and responds to all parts of the queston. The thess must consst of one or more sentences located n one place, ether n the ntroducton or the concluson. Scorng Note: Nether the ntroducton nor the concluson s necessarly lmted to a sngle paragraph. 1

1 pont Develops and supports a cohesve argument that recognzes and accounts for hstorcal complexty by explctly llustratng relatonshps among hstorcal evdence such as contradcton, corroboraton, and/or qualfcaton. 0 ponts Nether presents a thess that makes a hstorcally defensble clam and responds to all parts of the queston nor develops and supports a cohesve argument that recognzes and accounts for hstorcal complexty. B. Document Analyss (2 ponts) Targeted Sklls: Analyzng Evdence: Content and Sourcng (A1 and A2) and Argumentaton (E2) 1 pont Utlzes the content of at least sx of the documents to support the stated thess or a relevant argument. 1 pont Explans the sgnfcance of the author s pont of vew, author s purpose, hstorcal context, and/or audence for at least four documents. 0 ponts Nether utlzes the content of at least sx of the documents to support the stated thess or a relevant argument nor explans the sgnfcance of the author s pont of vew, author s purpose, hstorcal context, and/or audence for at least four documents. C. Usng Evdence Beyond The Documents (2 Ponts) Targeted Sklls: Contextualzaton (C3) and Argumentaton (E3) Contextualzaton 1 pont Stuates the argument by explanng the broader hstorcal events, developments, or processes mmedately relevant to the queston. Scorng Note: Contextualzaton requres usng knowledge not found n the documents to stuate the argument wthn broader hstorcal events, developments, or processes mmedately relevant to the queston. The contextualzaton pont s not awarded for merely a phrase or reference, but nstead requres an explanaton, typcally consstng of multple sentences or a full paragraph. Evdence Beyond the Documents 1 pont Provdes an example or addtonal pece of specfc evdence beyond those found n the documents to support or qualfy the argument. 2

Scorng Notes: Ths example must be dfferent from the evdence used to earn other ponts on ths rubrc. Ths pont s not awarded for merely a phrase or reference. Responses need to reference an addtonal pece of specfc evdence and explan how that evdence supports or qualfes the argument. 0 ponts Nether stuates the argument by explanng the broader hstorcal events, developments, or processes mmedately relevant to the queston, nor provdes an example or addtonal pece of specfc evdence beyond those found n the documents to support or qualfy the argument. D. Synthess (1 pont) Targeted Skll: Synthess (C4 or C5) 1 pont Extends the argument by explanng the connectons between the argument and ONE of the followng. a) A development n a dfferent hstorcal perod, stuaton, era, or geographcal area. b) A course theme and/or approach to hstory that s not the focus of the essay (such as poltcal, economc, socal, cultural, or ntellectual hstory). 0 ponts Does not extend the argument by explanng the connectons between the argument and the other areas lsted. Scorng Note: The synthess pont requres an explanaton of the connectons to a dfferent hstorcal perod, stuaton, era, or geographcal area, and s not awarded for merely a phrase or reference. On Accuracy: The components of ths rubrc each requre that students demonstrate hstorcally defensble content knowledge. Gven the tmed nature of the exam, the essay may contan errors that do not detract from the overall qualty, as long as the hstorcal content used to advance the argument s accurate. On Clarty: These essays should be consdered frst drafts and thus may contan grammatcal errors. Those errors wll not be counted aganst a student unless they obscure the successful demonstraton of the content knowledge and sklls descrbed above. 3

Scorng Notes Note: Student samples are quoted verbatm and may contan grammatcal errors. A. Thess and Argument Development (2 ponts) a) Thess Responses earn one pont by presentng a thess that makes a hstorcally defensble clam that responds to all parts of the queston (1 pont). Whle the thess does not need to be a sngle sentence, t does need to be dscrete, meanng t cannot be peced together from across multple places wthn the essay. It can be located n ether the ntroducton or the concluson, but not splt between the two. Acceptable thess statements would need to address the causes of the begnnng of the Cold War between the U.S. and the USSR from 1945 to 1950. Examples of acceptable thess: The man causes of the Cold War durng the perod of 1945 1950 were the runed economc state of Europe, the opposng socal vews of the USA and USSR, and the polaropposte poltcal systems the USA and USSR operated under. The start of the Cold War resulted from the threat of Russa spreadng communsm, the US s attempts to ad Europe and repel communsm, and the formaton of mltary allances that ptted the US and the USSR and ther alles aganst each other. Examples of unacceptable thess: The man tensons for the begnnng of ths Cold War came because socal, economcal, and poltcal dfferences between these two super powers. Ths attempt at a thess s general and formulac. Ths could be an effectve thess f there were specfc references to the knds of socal, economc and poltcal tensons that caused the Cold War. Durng the perod of 1945 1950, both the Unted States and the Sovet Unon contrbuted to the start of the Cold War. Ths attempt at a thess s just a restatement of the queston. If the response could name the ways n whch the Unted States was responsble for causng the Cold War and the ways n whch the Sovet Unon caused the Cold War, ths could be an effectve thess. 4

b) Argument Development To earn ths pont, responses must move beyond a sngle sentence or a lstng of facts n support of the thess or argument; they must explan the relatonshp of hstorcal evdence to a complex and cohesve thess or argument and do so throughout the essay (1 pont). Evdence can be related to the argument n ways such as contradcton (e.g., usng evdence to address a possble counterargument to the man argument n the essay), corroboraton (e.g., combnng multple peces of evdence to support a sngle argument), or qualfcaton (e.g., use of evdence to present an argument that s subsequently made more complex by notng exceptons). Unacceptable argument development would nclude: Responses that do not develop a cohesve essay Responses that smply parrot the documents or lst the documents n order Responses that fal to organze documents n any meanngful way Responses that do not reconnect the evdence of the essay back to a thess or argument Examples of acceptable argument development: Poltcal tensons also rose from the creaton of the contanment polcy. Ths polcy was orgnally created by George Kennan, n order to prevent communsm from spreadng. Ths can be seen n the document of George Kennan descrbng contanment. Ths document s purpose s to explan the vablty of the contanment polcy, and how t would eventually lead to the destructon of the USSR. Snce the USSR wanted to spread communsm, contanment was a way to help prevent t. Ths can be seen n the cartoon by Davd Low. The cartoon s purpose s to show how the USSR ntended to control almost every country wthn Europe, whch dsplays the need for the contanment polcy. Another example of tenson beng caused through poltcal dfferences was Staln s control of Poland. After World War II, Staln wanted to ensure that Germany could never attack the USSR. Ths caused tenson, due to the fact that Staln dd not allow Poland to freely vote. The document of Joseph Staln at the Yalta Conference shows ths. Ths response s part of a cohesve essay that argues there were socal, economc, and poltcal tensons between the U.S. and the USSR, whch led to the begnnng of the Cold War. In ths excerpt, the response uses the evdence from three documents to effectvely corroborate ts argument that poltcal tensons rose out of the contanment polcy. 5

Propaganda also helped the cause of the Cold War. It attempted to dscourage and show the horrors of communsm whle extollng the values of captalsm and democracy. In Davd Low s cartoon t shows how each country was losng ther freedom because of communsm. It shows how the USSR was tryng to take over the other, weak countres. Gallup Polls conducted n the U.S. show how the U.S. ctzens feel about Russa. Throughout the years, the ant-russa sentments grew stronger, probably due to Amercan propaganda. Also, Alger Hss was accused of beng a Sovet spy and was convcted of perjury. Hs case was heavly propagandzed and caused a great deal of controversy. It forced Amercans to become more alert about the dangers of hdden communst agents. All these socal ssues heghtened tensons between the USSR and the Unted States and contrbuted to the Cold War. Ths response s also part of a cohesve essay that argues that dvsve socal ssues, poor economcs, and poltcal tensons led to the begnnng of the Cold War. In ths excerpt, the response argues that many of the socal tensons that grew between captalsm and communsm were fanned by Amercan propaganda. The response llustrates the relatonshps of three of the documents to corroborate ths argument. Example of unacceptable argument development: Economc factors came nto play at the start of the Cold War when the Sovet Unon rejected the Unted States Baruch plan, whch offered economc ad. The USSR dd not want to be n debt to the USA because of the growng tenson. Also, at the end of the war, Germany had large war pensons to pay off to the USSR. The Sovet Unon used ths to keep Germany weak, and began treatng East Germany very poorly compared to West Germany. Ths response s attemptng to support an argument that economc factors led to the begnnng of the Cold War. However, the evdence presented s muddled. The Baruch plan s msdentfed as a program offerng economc ad to the Sovet Unon. Whle war reparatons to the USSR could provde excellent hstorcal evdence to support ths argument, the response s not very clear about how ths led to tensons between the U.S. and the USSR. Overall, ths response s not a clearly supported, cohesve argument. 6

B. Document Analyss (2 ponts) a) Document Content Responses earn one pont by utlzng the content of at least sx of the documents to support the stated thess or a relevant argument (1 pont). Responses cannot earn a pont by merely quotng or paraphrasng the documents wth no connecton to a thess or argument. (See the document summares secton below for descrptons of document content.) Examples of acceptable utlzaton of content from a document to support a thess or relevant argument: Ths can also be seen through the Testmony of Whttaker Chambers before the House Commttee on Un-Amercan Actvtes, August 3, 1948. Ths document states that Alger Hss was a member of an underground organzaton of the Unted States Communst Party.... Ths heghtened fear of communsm helped contrbute to the Cold War because the Amercan publc was constantly afrad of a Sovet takeover, whch provded tenson between the USA and USSR. Ths response s usng the content of document 7 to argue that one of the causes of the Cold War was opposng socal vews of the U.S. and USSR. The response correctly nterprets the document and uses the content of the document to argue that the Cold War developed due to a heghtened fear of communsm n the U.S. The economc polces offered by both superpowers to runed Europeans caused great tensons. In the last 30 years, Russa was attacked by Germany twce causng fear of mllons of deaths plus economc hardshps. Josef Staln proclamed at Yalta that he requests control of satellte states for protecton of the motherland n order to avod another nvason. Ths however was seen by many Alles as a play for Staln to begn hs conquerng of Europe and spread communsm. Ths response uses the content of document 1 to argue that Staln s expanson nto Eastern Europe was an economc cause of the begnnng of the Cold War between the U.S. and USSR. Examples of unacceptable utlzaton of content from a document to support a thess or relevant argument: As seen n George Kennan, State Department offcal, September 1946, where the document explans the contanment polcy. 7

Ths response does not demonstrate an understandng of document 3. The response parrots the source lne and clams that the document s purpose s to explan the contanment polcy. Ths could be true, but the response does not elaborate on what the contanment polcy s nor does the response use ths lne to further any argument about the causes of the begnnng of the Cold War. In The Task of Our Tme: Unte Aganst the Enslavement of the People, the author nforms Russans about the dmnshng tes between the Sovet Unon and the Unted States. Ths response quotes the source lne of document 5, but does not use any of the content of the document to support an argument. The response provdes a general statement that the USSR and the U.S. are experencng dmnshng tes, but the same statement could be made from any of the documents. b) Sgnfcance of Pont of Vew, Purpose, Context, and/or Audence Responses earn one pont by explanng the sgnfcance of the author s pont of vew, author s purpose, hstorcal context, and/or audence for at least four documents (1 pont). (See the document summares secton below for descrpton of pont of vew, purpose, hstorcal context, and audence for each document.) Example of acceptable explanaton of the sgnfcance of the author s pont of vew: The Gallup Polls conducted n the U.S. shows how the pont of vew of many Amercans changed from fondness of Russa to a hatred of communsm. The U.S. heavly used propaganda such as the phrase better dead than red to rally ant-communst sentment and the effectveness of ths propaganda s demonstrated n the changng publc opnon measured n these polls. Example of unacceptable explanaton of the sgnfcance of the author s pont of vew: In Amerca and Brtan, the pont of vew s the exact opposte as depcted n the Davd Low cartoon showng Staln lberatng European countres and denyng them ad from the U.S. and Brtan. Ths response msnterprets the pont of vew of document 6. Whle t could be a good strategy to dscuss the dfferng ponts of vew between the countres nvolved n the begnnng of the Cold War, ths response suggests that the Brtsh supported Staln and hs efforts to lberate European countres, msunderstandng the sarcasm and cyncsm n the poltcal cartoon. 8

Example of acceptable explanaton of the sgnfcance of the author s purpose: The Truman Doctrne essentally told all countres resstng communst nfluence that the Unted States would come to ther ad. Ths can be seen when Truman requested $400 mllon dollars n mltary and economc ad to support Greece and Turkey, who were resstng the nfluence of the USSR. Presdent Harry Truman s Speech to Jont Sesson of Congress shows ths. The purpose of ths document was for Truman to enlst Congressonal acton. He wanted to prevent as many natons as possble from becomng communst, and to demonstrate that the Unted States would support any country resstng communsm through fnancal ad. Example of unacceptable explanaton of the sgnfcance of the author s purpose: In Davd Low s cartoon, the purpose s to show how each country was losng ther freedom because of communsm. It shows how the USSR was tryng to take over the other, weak countres. Ths response s merely descrbng the content of document 6 wthout addng any nsght nto the sgnfcance of the author s purpose. Examples of acceptable explanaton of the sgnfcance of the hstorcal context of a document: In response, Truman s address to the Jont Sesson of Congress clamed hs and ultmately Amerca s poston aganst the spread of communsm. The speech took place amd Truman s more general establshng of the Truman Doctrne and the dea of contanment, a polcy that would be utlzed n the Korean War. Examples of unacceptable explanaton of the sgnfcance of the hstorcal context of a document: Addtonally, the context of Davd Low s cartoon s the Marshall Plan whch was also a part of the contanment polcy because t promsed fnancal ad to those that rejected communsm. The Marshall Plan could provde excellent hstorcal context for several of these documents, however the response does not make clear how the Marshall Plan provdes helpful context for understandng document 6. 9

Examples of acceptable explanaton of the sgnfcance of the audence: Joseph Staln s audence was hs fellow Alled leaders Churchll and Roosevelt. Whle they were askng for free electons n Eastern Europe, Staln would need to explan to them the Sovet nterest n Poland. Staln s country had been nvaded twce before by Germany and had twce passed through Poland to do ths. Staln wanted Roosevelt and Churchll to understand what they were askng Staln to sacrfce f they nssted on the USSR backng out of Poland. Examples of unacceptable explanaton of the sgnfcance of the audence: In George Kennan, the State Department offcal s statement s ntended audence s the Unted States government and ctzens. He s tellng them that the Sovets can t be reasoned wth and that they need to be n a stuaton that economcally s unfavorable to go aganst the Unted Natons. Ths s a correct nterpretaton of the content of document 3 and s generally correct n dentfyng that the ntended audence of ths document would be the Unted States government and ctzens. However, to earn credt here, the response must address why ths s sgnfcant and add some nsght nto ths document. C. Usng Evdence Beyond the Documents (2 ponts) a) Contextualzaton Responses earn a pont for contextualzaton by explanng the broader hstorcal events, developments, or processes mmedately relevant to the queston (1 pont). To earn the pont, the essay must stuate the thess, argument, or parts of the argument by accurately and explctly connectng the causes of the Cold War to larger hstorcal processes. Examples mght nclude: Western and Sovet polces regardng the rse of fascsm n the 1930s (Spansh Cvl War, the German-Sovet Nonaggresson Pact) Personal tensons among Roosevelt, Staln, and Churchll durng the Second World War Agreement among the Alles on the dvson of Germany, Austra, and Korea nto dfferent occupaton zones n 1945 10

Example of acceptable contextualzaton: World War II culmnated wth the Alled powers of the Unted States, Unted Kngdom, France, and the USSR prevalng over Naz Germany, Imperalst Japan, and Fascst Italy. The end of the war resulted n Europe beng absolutely destroyed, wth many war-torn countres turnng to communsm as a way to help rebuld. Vctory n the war meant that tensons would rse between the Unted States and the USSR, as both countres held entrely dfferent goals durng the war of what Europe should look lke after t. As shown n the Non-Aggresson Pact, Staln s man goal was to move Russa s borders as far west as possble, whle the U.S. sought mostly to defeat the Axs. Example of unacceptable contextualzaton: World War II left most of Europe poor therefore makng many countres vulnerable to Communsm. Through the vew of contextualzaton t s evdent that the vulnerablty led to a rse n tenson between the Unted States and the Sovet Unon. Ths statement needs to be elaborated upon to warrant a pont for contextualzaton. The response may be consdered the begnnng of an attempt at contextualzaton, but t falls short of the necessary analyss that would explan the way n whch World War II leavng countres poor n some way nfluenced the rse of the Cold War. b) Evdence Beyond the Documents Responses earn a separate pont for provdng an example or addtonal pece of specfc evdence beyond those found n the documents to support or qualfy the argument (1 pont). Examples of such nformaton could nclude, but are not lmted to: Potsdam and Yalta conferences (specfc detals about these agreements) Establshment of the Unted Natons Churchll s Iron Curtan speech Berln crss Marshall Plan Unrest n Greece and Turkey/Truman Doctrne Conflct n Indochna UN Declaraton of Human Rghts Formaton of the North Atlantc Treaty Organzaton 11

Fall of Chna to the Communsts Successful Sovet test of an atomc bomb Arrest of Julus and Ethel Rosenberg Wheelng Speech by Senator Joseph McCarthy Outbreak of the Korean War Example of provdng an example or addtonal pece of specfc evdence beyond those found n the documents to support or qualfy the argument: Along wth socal and economc factors, poltcal tensons were extremely nfluental n causng the war. The USSR supported communsm n numerous countres both wthn and beyond Europe. They sponsored a communst coup n Czechoslovaka, supported Mao communsts n Chna, and consented to North Korea attackng South Korea over the battle of communsm. Example of mproperly provdng an example or addtonal pece of specfc evdence beyond those found n the documents to support or qualfy the argument: Economc factors came nto play at the start of the Cold War when the Sovet Unon rejected the Unted States Baruch Plan, whch offered economc ad. The USSR dd not want to be n debt to the USA because of the growng tenson. Whle the Baruch Plan could be an excellent pece of evdence to support an argument about the start of a nuclear arms race as a cause of the Cold War, the response does not elaborate on the Baruch Plan and msdentfes ths plan as one that offered economc ad to Europe and the Sovet Unon. D. Synthess (1 pont) Responses earn a pont for synthess by extendng ther argument n one of two possble ways (1 pont). a) Responses can extend ther argument by approprately connectng the causes of the begnnng of the Cold War between the U.S. and the USSR from 1945 to 1950 to other hstorcal perods, stuatons, eras, or geographcal areas. (Synthess profcency C4). These connectons must consst of more than just a phrase or reference. 12

Example of acceptable synthess by approprately connectng the argument to a development n a dfferent hstorcal perod, stuaton, era, or geographc area: The Red Scare that resulted from the begnnng of the Cold War was not a new phenomenon. Just as World War II ended wth a fear of communsm nsde the U.S. as seen n the wtch hunts of Senator McCarthy, the U.S. experenced a smlar Red Scare at the end of World War I. Ths war had led to the Russan Revoluton and the frst ever-communst world power. The U.S. reacted to the creaton of the USSR and the end of World War I wth an ntense solatonsm and the Palmer Rads attempted to rout out communsts, anarchsts and other radcals from Amercan socety. Example that dd not accurately connect the argument to a development n a dfferent hstorcal perod, stuaton, era, or geographc area: Overall, the major economc, poltcal, and socal factors of post-world War II had a huge mpact on world affars. It brewed a hostlty that would last for several more decades through wars lke Vetnam. All untl one sde conquered the other. The nuclear arms race would emerge and threaten the whole world. Ths response has the potental to be a good synthess argument but the response would need to dscuss how Vetnam extends ths argument of economc, poltcal, and/or socal tensons between the U.S. and the USSR. b) Responses can extend ther argument by approprately connectng the causes of the begnnng of the Cold War between the U.S. and the USSR from 1945 to 1950 to course themes and/or approaches to hstory that are not the man focus of the queston (Synthess profcency C5). These connectons must consst of more than just a phrase or reference. For example, responses could dscuss one of the followng: Gender roles as hghlghted by the Cold War Race relatons n the U.S. mpacted by the Cold War Relgous dfferences between the U.S. and the USSR Alternate nterpretatons of the causes of the Cold War (the U.S. exaggerated the threat of communsm to secure European markets for tself) 13

Document Summares The followng pages present the DBQ documents along wth the key aspects of each that students mght offer n support of ther arguments. Also provded are some of the major subjects, concepts, themes, or processes mentoned n the course that students mght use to contextualze ther arguments. Document 1 Source: Joseph Staln, February 6, 1945. Summary of key ponts explanng content of source or argument made by the author: The USSR needs to control Poland for ts own honor and securty The USSR has been nvaded by Germany twce n the last 30 years Example of author s pont of vew: Staln, the Sovet leader, argues that control of Poland s vtal to Sovet securty. Example of author s purpose: Staln s purpose s to explan the Sovet poston on Eastern Europe. Examples of hstorcal context: Students could dscuss Alled leaders, shortly before the end of World War II, met to dscuss the shape of postwar Europe followng the fall of Htler. Example of audence: Document 2 Staln s audence would be FDR, Churchll, and dplomats. Source: Gallup Polls conducted n the Unted States Summary of key ponts explanng content of source or argument made by the author: Between 1945 and 1948, Amercans had become ncreasngly less trustng and more suspcous of the USSR s motves and actons. Example of author s pont of vew: The data, created by an ndependent pollng company n an attempt to objectvely measure Amercan opnon, show a rse n hostlty toward Russa on the part of the Amercan publc durng these years. 14

Example of author s purpose: The poll s purpose s to present publc opnon data about the U.S. atttudes toward the Sovet Unon. Example of hstorcal context: Students mght dscuss specfc events that affected U.S. opnon at the tme, such as the alled vctory over Japan (August 1945) or the Marshall Plan (early 1948). Example of audence: The poll s audence s the readng publc. Document 3 Source: George Kennan, State Department offcal, September 1946. Summary of key ponts explanng content of source or argument made by the author: The Sovet Unon s not gong to be reasoned wth The U.S. needs to maneuver the USSR nto a poston that wll requre the Sovet Unon s cooperaton Kennan argues that the USSR needs to be contaned Example of author s pont of vew: Kennan, a dplomat pushng to nfluence Amercan publc polcy, argues that Sovet expansonsm needs to be met wth force, not attempts to persuade Sovet leaders. Example of author s purpose: Kennan s purpose s to convnce lsteners to take a hard dplomatc lne aganst the Sovets. Example of hstorcal context: Students could dscuss the Iron Curtan speech and rsng concern of U.S. leaders about conflcts n places such as Indochna and Greece. Example of audence: The audence would be those nterested n foregn affars, partcularly fellow dplomats and poltcans 15

Document 4 Source: Presdent Harry Truman, Speech to Jont Sesson of Congress, March 12, 1947 Summary of key ponts explanng content of source or argument made by the author: The U.S. has protested volatons of the Yalta agreement The U.S. supports prncples of democracy The U.S. must combat the prncples of terror and oppresson Example of author s pont of vew: Presdent Truman, as the leader of the most powerful democratc country, artculates hs Truman Doctrne argung that the U.S. needs to ad countres resstng Communsm. Example of author s purpose: Truman s purpose s to convnce congressonal leaders to act. Example of hstorcal context: Students could menton that Truman had devsed a plan to fnancally and mltarly assst countres and needed Congressonal backng. Example of audence: Document 5 The audence would be Congress and the general publc. Source: V.M. Molotov, Sovet foregn mnster, The Task of Our Tme: Unte Aganst the Enslavement of the People, broadcast to the Russan people, November 6, 1947 Summary of key ponts explanng content of source or argument made by the author: The U.S. and Great Brtan domnate other countres through captalsm The U.S. and Great Brtan have volated the Yalta and Potsdam conference agreements The U.S. and Great Brtan have departed from democratc prncples Example of author s pont of vew: Molotov, the Sovet foregn mnster and archtect of Russan foregn polcy, argues that Western natons desre world domnaton and are to blame for rsng Cold War hostltes. 16

Example of author s purpose: Molotov s purpose s to artculate the Sovet poston on Western actons. Example of hstorcal context: Students could dscuss Sovet belefs that the U.S. and Great Brtan volated the agreements made concernng the parttonng of Berln. Example of audence: The audence would be the Sovet publc. Document 6 Source: Davd Low cartoon n the London Evenng Standard, March 1948 Summary of key ponts explanng content of source or argument made by the author: Staln s expandng hs sphere of nfluence through Europe Countres taken over by the USSR lose ther freedoms Example of author s pont of vew: Low, a promnent poltcal cartoonst, lampoons Staln s actons as cyncal and random. Example of author s purpose: Low s purpose s to attack and carcature Sovet actons n Eastern Europe. Example of hstorcal context: Students could dscuss the recent establshment of Sovet-style republcs n the countres of Eastern Europe. Example of audence: Document 7 The audence s the readng publc. Source: Testmony of Whtaker Chambers before the House Commttee on Un-Amercan Actvtes, August 3, 1948 Summary of key ponts explanng content of source or argument made by the author: Whtaker Chambers and Alger Hss were members of an underground communst organzaton Communsts want to overthrow the government Communsts are secret, snster, and enormously powerful 17

Example of author s pont of vew: Chambers s a former communst agent wth frsthand knowledge of the Sovet s esponage system wthn the Unted States who beleves that Communsts form a conspracy to overthrow the U.S. government. Example of author s purpose: Chambers purpose s to convnce a congressonal commttee of the author s belefs concernng Communsm n Amerca. Example of hstorcal context: Students could dscuss the growng fear that Communsm was nfltratng Amerca. They could dscuss Alger Hss convcton of perjury. Example of audence: The audence s both the Congressonal leaders holdng hearngs and the wder Amercan publc. 18