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Ronald High School Lesson Plan

Section 37222 of Education Code designates February 6th of each year as Day, and encourages public schools and educational institutions to engage in exercises remembering the life of Ronald Reagan. For the full text of Senate Bill 944, the legislation which authorizes , please see the appendix to these lessons.

The Fall of the "It is the Soviet Union that runs against the tide of history.... [It is] the march of freedom and democracy which will leave -Leninism on the ash heap of history as it has left other tyrannies which stifle the freedom and muzzle the self-expression of the people." - President Reagan in an address to the British Parliament in 1982.

In the decades after World War II, it seemed that even the slightest provocation could lead to a devastating conflict between the Soviet Union and the . Of all the foreign policy achievements of Ronald Reagan’s Presidency, none is more important, or had more lasting impact on the world, than the fundamental change in U.S.-Soviet relations. President Reagan often said: “We don’t mistrust each other because we’re armed; we’re armed because we mistrust each other.” He believed that if the mistrust was eliminated, then so, too, could the dangerous policy of Mutually Assured Destruction. For years, President Reagan reached out directly to Soviet leadership, confident that if he could get his Soviet counterpart in a room and tell him face-to-face that America had no hostile intent, the mistrust would begin to evaporate. It wasn’t until the rise to power of that President Reagan got his wish. Over several years and four official summits, President Reagan and General Secretary Gorbachev met and ultimately agreed to reduce nuclear arms through the INF Treaty. In 1987, President Reagan called on Mikhail Gorbachev to tear down the , and in 1989 the enduring symbol of the crumbled. In December of 1991, the Soviet Union, the largest and most powerful communist nation on earth collapsed as well. President Reagan’s prediction that would be left “on the ash heap of history,” had come true.

Overview In this lesson students will analyze various factors contributing to the fall of the Soviet Union. They will examine sources that reveal both historical details and rhetoric that led to the collapse of the eastern communist , and ultimately the end of the Cold War. In pursuit of this understanding, students will analyze and evaluate the discourse between Mikhail Gorbachev, General Secretary of the Soviet Union, and Ronald Reagan, 40th President of the United States.

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Standards Common Core State Standards Reading: Informational Text o Grade Nine and Ten: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. o Grade Eleven and Twelve: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. Speaking & Listening o Grade Nine and Ten: 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. o Grade Eleven and Twelve: 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. History Social Science Content Standards for California Public Schools World History, , and Geography: The Modern World o Grade Ten: 10.9.7. Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.

Objectives Students will be able to (SWBAT): Understand, explain, and analyze major contributing factors to the fall of the Soviet Union. Understand the relationship between the United States and the Soviet Union and their respective leaders. Identify the role President Reagan played in ending the Cold War. Write an analytical summary to show understanding of primary sources.

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Materials Print Resources: Copies of Primary Sources A-H Suggested Online Resources Computer or laptop stations with internet video capacity Copies of Student Handouts

Classroom Procedures I. Essential Question(s): What causes change? II. Agenda Essential Question: See above Hook: Respond to Campaign Commercial from 1980 • Guided Practice • Primary Source Exploration/Independent Practice: • Exit Slip (Optional) III. Hook• (10-15 minutes) • Tell students they will watch a political commercial from 1980 titled “.” You can find this advertisement at The Living Room • Candidate website. Select “Peace” from the thumbnail videos listed next to Republican: http://www.livingroomcandidate.org/commercials/1980 Have them respond to the following prompt as they watch: o In your class journal, explore the idea of “strength” leading to peace. Use • examples from the advertisement, from history you’ve learned, from movies, books, or TV shows, or your own experiences to support your response. Allow 5 minutes for writing and responding to the clip. Students should then share their response with a neighbor. Call on a few • students to share out with the class. Suggested questions to drive discussion: • o How does the advertisement support the notion that strength leads to peace? o According to the advertisement, why is strength such an important component for peace? o What experiences in your life either confirm or refute the claims in this advertisement? Explain to students that in 1980 an important component of the campaign of Ronald Reagan, former , was the idea of “Peace • Through Strength.” For decades the United States and the Soviet Union had been engaged in the Cold War. Both sides were stocked with nuclear weapons, and maintained the peace through a policy called Mutually Assured Destruction (M.A.D). In short, this policy meant that neither side would fire the first shot, because nuclear war would wipe out both countries. Ronald Reagan believed that if America improved and modernized American military forces, then the Soviets would have to come to the table and negotiate arms reductions. These actions would make the United States stronger and allow the U.S. to emerge from the Cold War as the world’s strongest country both economically and militarily. Eventually, Ronald

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Materials Reagan was able to lead the way in bringing an end to both the Soviet Union Print Resources: Copies of Primary Sources A-H and the Cold War. This lesson will explore a number of the factors that Suggested Online Resources contributed to this result. Computer or laptop stations with internet video capacity Explain to students that a superpower does not collapse because of one man Copies of Student Handouts or one reason alone. In fact, if you look at the collapse of other major world • (Rome, for example) there are often a myriad of reasons for the Classroom Procedures collapse. In this lesson, students will examine a number of primary source documents. I. Essential Question(s): What causes change? IV. Guided Practice II. Agenda Tell students that today they will be examining a series of primary sources Essential Question: See above looking for clues that indicate reasons why the Soviet Union might ultimately Hook: Respond to Campaign Commercial from 1980 collapse. To help them analyze and evaluate these documents, they will be • Guided Practice using a technique known as rhetorical précis. • Primary Source Exploration/Independent Practice: • Exit Slip (Optional) Distribute Student Handout A to students. Read through the description of III. Hook• (10-15 minutes) the different components of a rhetorical précis, and then, using the “Peace • Tell students they will watch a political commercial from 1980 titled “Peace through Strength” advertisement as an example, draft a rhetorical précis that through Strength.” You can find this advertisement at The Living Room effectively models the process for your students. An example of this is • Candidate website. Select “Peace” from the thumbnail videos listed next to provided below. Note that students should combine these separate sentences Republican: http://www.livingroomcandidate.org/commercials/1980 into a paragraph when they are finished. Have them respond to the following prompt as they watch: Requirements Sentence Sentence 1 Author President Ronald Reagan and his Campaign Staff o In your class journal, explore the idea of “strength” leading to peace. Use • examples from the advertisement, from history you’ve learned, from Genre wrote the commercial “Peace Through Strength” movies, books, or TV shows, or your own experiences to support your Title and argued that could be achieved response. Date through strong leadership. Allow 5 minutes for writing and responding to the clip. Argument Students should then share their response with a neighbor. Call on a few Sentence 2 Explain how author President Reagan argues that when strength • students to share out with the class. Suggested questions to drive discussion: supports the argument disappears, opponents are more likely to attack • o How does the advertisement support the notion that strength leads to peace? o According to the advertisement, why is strength such an important Sentence 3 Author’s supposed As this is a campaign commercial, Ronald Reagan component for peace? purpose seeks for the American people to understand his o What experiences in your life either confirm or refute the claims in this foreign policy and to have the confidence to elect advertisement? him President of the United States. Explain to students that in 1980 an important component of the campaign of Sentence 4 Description of the President Reagan wants the American people to Ronald Reagan, former Governor of California, was the idea of “Peace audience that the author elect him and to send a message to the world • Through Strength.” For decades the United States and the Soviet Union had is trying to address about the kind of president he will be. been engaged in the Cold War. Both sides were stocked with nuclear weapons, and maintained the peace through a policy called Mutually Assured Destruction (M.A.D). In short, this policy meant that neither side would fire the first shot, because nuclear war would wipe out both countries. Ronald Reagan believed that if America improved and modernized American Feel free to show the video to students again and point out areas where they military forces, then the Soviets would have to come to the table and can find the information above. negotiate arms reductions. These actions would make the United States Have students complete their own version of a rhetorical précis for the stronger and allow the U.S. to emerge from the Cold War as the world’s “Peace through Strength” advertisement. strongest country both economically and militarily. Eventually, Ronald

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If students need more practice with this technique, read the excerpt of President Reagan’s Remarks at , Berlin, , from , 1987 as a class. Then, complete the rhetorical précis. Example product: President Ronald Reagan delivered his Brandenburg Gate Address on June 12, 1987 that argues for openness in the Soviet Union. President Reagan compares the poverty of the East with the affluence of the West to prove that liberalization is the right way. Reagan’s hope is that he can pressure the Soviet Union to compromise in areas of and weapons reduction in order to avoid conflict between the two superpowers. While he is addressing the people of , he also addresses General Secretary Gorbachev in a direct manner with the understanding that the world is watching. V. Primary Source Exploration (30-40 min) Note to Teachers: Depending on the readiness level of your students you may either complete this activity as a series of primary source analyses, or • combine them together to inform a response to a Document Based Question (DBQ). You will find options for utilizing these primary sources as part of a Jigsaw activity or as part of a DBQ included with the lesson. Technology Note: If you are unable to view the videos described below in your classroom, students can still complete the activity using only the print • version that has been included as part of this lesson. However, because the effectiveness of an is dependent not only on what is said, but how it is said, we encourage students to watch the pieces below when possible. Many of President Reagan’s speeches can be found online at the Reagan Foundation YouTube Channel. www..com/reaganfoundation Teaching Strategy: If you utilize the Jigsaw option for this activity, be sure to assign students to a home group and an expert group. Explain that students • will explore sources from both President Reagan and General Secretary Gorbachev. Divide students into Home Groups. Eight students per Home Group is , so that one student per group can be assigned to become an expert on one of • the primary sources. Assign each student in the Home Group a letter, A-H. Students should then disperse from their Home Group and join their Expert Group. All of the A’s • from the various groups should gather at Primary Source A. All of the B’s from the various groups should gather at Primary Source B and so on. Each Expert Group will become experts on their specific primary source using the rhetorical précis technique for analyzing each source. Remind • students that as they read, view, or otherwise examine their primary source, they should focus on looking for details that might help explain why the Soviet Union eventually collapsed. Have stations appropriately labeled and send students to their expert station, using media and video if available. •

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If students need more practice with this technique, read the excerpt of A. President Reagan’s Remarks to the National Association of President Reagan’s Remarks at Brandenburg Gate, Berlin, Germany, from Evangelicals in Orlando, Florida. , 1983 (Excerpt) June 12, 1987 as a class. Then, complete the rhetorical précis. Example http://www.youtube.com/watch?v=FcSm-KAEFFA product: B. President Ronald Reagan Letter to General Secretary Mikhail President Ronald Reagan delivered his Brandenburg Gate Address on June 12, Gorbachev. March 11, 1985 1987 that argues for openness in the Soviet Union. President Reagan compares C. Letter from Mikhail Gorbachev to Ronald Reagan (unofficial English the poverty of the East with the affluence of the West to prove that translation), June 6, 1985. (Excerpt) liberalization is the right way. Reagan’s hope is that he can pressure the Soviet D. New Year’s Day Address from President Reagan - January 1, 1986 Union to compromise in areas of human rights and weapons reduction in order http://www.youtube.com/watch?v=GX7mR0X_sqU to avoid conflict between the two superpowers. While he is addressing the E. New Year’s Day Address from General Secretary Gorbachev - January people of West Berlin, he also addresses General Secretary Gorbachev in a 1, 1986 http://www.youtube.com/watch?v=GX7mR0X_sqU direct manner with the understanding that the world is watching. F. Remarks at Brandenburg Gate, Berlin, Germany. (Also known as the V. Primary Source Exploration (30-40 min) “Tear Down this Wall” speech.) June 12, 1987 Note to Teachers: Depending on the readiness level of your students you may http://www.youtube.com/watch?v=5MDFX-dNtsM either complete this activity as a series of primary source analyses, or G. Assorted Photos of President Reagan and General Secretary • combine them together to inform a response to a Document Based Question Gorbachev. (DBQ). You will find options for utilizing these primary sources as part of a H. Joint Statement Following the Soviet-United States Meeting in Jigsaw activity or as part of a DBQ included with the lesson. . June 1, 1988 Technology Note: If you are unable to view the videos described below in Have students in Expert Groups read their primary source aloud or watch the your classroom, students can still complete the activity using only the print video (if available). After they have read, watched, or otherwise examined • version that has been included as part of this lesson. However, because the their primary source, have them complete the rhetorical précis. effectiveness of an orator is dependent not only on what is said, but how it is o Sentence 1: Name of the author, genre, title, date and what the main said, we encourage students to watch the pieces below when possible. Many argument of the text is. of President Reagan’s speeches can be found online at the Reagan o Sentence 2: An explanation of how the author supports that main Foundation YouTube Channel. www.youtube.com/reaganfoundation argument. Teaching Strategy: If you utilize the Jigsaw option for this activity, be sure to o Sentence 3: A statement of the supposed author’s purpose, followed by an assign students to a home group and an expert group. Explain that students “in order” phrase. • will explore sources from both President Reagan and General Secretary o Sentence 4: A description of the audience that the author appears to be Gorbachev. addressing. Divide students into Home Groups. Eight students per Home Group is ideal, This combination should result in an effective paragraph known as the so that one student per group can be assigned to become an expert on one of rhetorical précis. If there are four people per group, it may be efficient to • the primary sources. assign a sentence to each student. Remind students to specifically mention Assign each student in the Home Group a letter, A-H. Students should then any clues indicating the collapse of the Soviet Union in their response. disperse from their Home Group and join their Expert Group. All of the A’s Emphasize that in the exploration of a primary source document, there might • from the various groups should gather at Primary Source A. All of the B’s not be a definitive “right answer.” Instead, students should focus on from the various groups should gather at Primary Source B and so on. developing an understanding based on their analysis of the document. Each Expert Group will become experts on their specific primary source Ensure that all students write a rhetorical précis even if it is the same as their using the rhetorical précis technique for analyzing each source. Remind classmates. • students that as they read, view, or otherwise examine their primary source, After giving the students sufficient time to explore, analyze, and evaluate they should focus on looking for details that might help explain why the their primary source as an Expert Group, ask students to return to their Soviet Union eventually collapsed. Home Group. Have stations appropriately labeled and send students to their expert station, In their Home Group, students will share an explanation of their source with using media and video if available. the rest of their group. From the rhetorical précis, students will share • potential reasons for the collapse of the Soviet Union and offer evidence for the role played by President Reagan and the United States in this collapse.

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Groups will be responsible for listing potential factors that caused the downfall of the Soviet Union in a paragraph form. Potential answers include: , Economy, Communism, system of government, propaganda, the character of General Secretary Gorbachev, and/or President Reagan’s rhetorical prowess and ability to inspire freedom in oppressed peoples. Ask for each group to share their inquiry and discovery about why the Soviet Union collapsed. As viable options are listed, be sure to write them down on the board. Now ask the Home Groups to rank the reasons according to their prior knowledge and the documents they gathered. (Optional) Show footage of the Berlin Wall collapsing and explain that it was a symbol of the being lifted and the Cold War coming to a close. Wrap-Up: Now that students have explored several possible contributing factors to the collapse of the Soviet Union, and ranked them, ask them to discuss the Essential Question: “What causes change?” Try to move them from the specifics of this particular example in history, to more general categories that can be applied over time. For example: Cold War General History Ronald Reagan A strong and visionary leader Build up of American Military Strong military United States vs. Soviet Union Freedom vs. Oppression Summits between President Reagan Ability of leaders from various and General Secretary Gorbachev factions to find common ground vs. Communism Flourishing economy vs. Ineffective economy

VI. Exit Slip (2-4 minutes) Have students write a response to the Essential Question and turn in before leaving the class. Have them write any unresolved questions as well. VII. •Extension Have the students create a collage of all the reasons for the collapse of images and ideas that lead to the collapse of the Soviet Union. • Ask students to draw connections to the Arab Spring or other current events. Ask students to compare the Soviet Union before the collapse and modern • day . • Assign an AP Level Document Based Question. (see attached)

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7 Ronald Reagan Day: High School Lesson Student Handout A

Groups will be responsible for listing potential factors that caused the Rhetorical Précis Technique downfall of the Soviet Union in a paragraph form. Potential answers include: Arms race, Economy, Communism, system of government, propaganda, the A rhetorical précis is an analysis technique that allows you to summarize and evaluate a character of General Secretary Gorbachev, and/or President Reagan’s piece of text. Specifically, this technique of analyzing a document asks you to identify key rhetorical prowess and ability to inspire freedom in oppressed peoples. pieces of information, and to identify the main argument of the author. Each sentence is Ask for each group to share their inquiry and discovery about why the Soviet specifically structured as follows. (Strategy adapted from Reading Rhetorically by John C. Union collapsed. As viable options are listed, be sure to write them down on Bean). the board. Now ask the Home Groups to rank the reasons according to their prior knowledge and the documents they gathered. Sentence 1: Identify the author, genre, title, date, and main argument of the text. If (Optional) Show footage of the Berlin Wall collapsing and explain that it was the source is a photograph, identify the subject, circumstances, and date and make a symbol of the Iron Curtain being lifted and the Cold War coming to a close. inferences about what is happening based on the photo. Wrap-Up: Now that students have explored several possible contributing Sentence 2: An explanation of how the author supports his/her main argument. In a factors to the collapse of the Soviet Union, and ranked them, ask them to photograph, cite specific details in the photo that support your inferences. discuss the Essential Question: “What causes change?” Try to move them Sentence 3: A statement of the author’s purpose for creating this text, followed by a from the specifics of this particular example in history, to more general phrase that begins with “in order to…” Example, “The author created this document categories that can be applied over time. For example: in order to…” For photographs, write about the mood that is captured in this Cold War General History moment. Ronald Reagan A strong and visionary leader Sentence 4: Explains the intended audience of the text. Who is the author speaking Build up of American Military Strong military to? United States vs. Soviet Union Freedom vs. Oppression Summits between President Reagan Ability of leaders from various Requirements Sentence and General Secretary Gorbachev factions to find common ground Sentence 1 Author Capitalism vs. Communism Flourishing economy vs. Ineffective Genre economy Title Date VI. Exit Slip (2-4 minutes) Argument Have students write a response to the Essential Question and turn in before Sentence 2 Explanation of how author leaving the class. Have them write any unresolved questions as well. supports his/her VII. •Extension argument. Be specific. Have the students create a collage of all the reasons for the collapse of images and ideas that lead to the collapse of the Soviet Union. • Ask students to draw connections to the Arab Spring or other current events. Sentence 3 Author’s purpose. Ask students to compare the Soviet Union before the collapse and modern • day Russia. • Assign an AP Level Document Based Question. (see attached)

• Sentence 4 Description of the intended audience for this primary source.

7 1 Ronald Reagan Day: High School Lesson Student Handout A

Assignment Options

Option A: Expert Groups (Collaborative Option) Each Expert Group will use the rhetorical précis technique described above to help them analyze, evaluate, and summarize their Primary Source. Remember to keep an eye out for information that suggests contributing factors to the fall of the Soviet Union. Once your Expert Group has finished your analysis of your Primary Source, you will return to your Home Groups. Each member of the group will report out on the information he/she has uncovered. As a group, make a list of contributing factors to the decline of the Soviet Union.

Option B: Document Based Question (Individual Option) Examine Primary Sources A-H and use the information you find to respond to the following prompt. Discuss the role of played by President Reagan in the collapse of the Soviet Union. Step 1: Develop your thesis. Step 2: Make a T-Chart of the primary sources and the information you want to include to support your thesis. Step 3: Add additional information, research, and prior knowledge to your T-Chart. Step 4: Create an outline for your essay. Step 5: Write.

Document Key Information and Quotations

2 Ronald Reagan Day DBQ Rubric

: High School LessonStudent Checklist and Rubric

 The 8-9 Essay  Contains a well-developed thesis that addresses all parts of the question  Supports the thesis with effective analysis  Effectively uses a substantial number of documents  Supports thesis with substantial and relevant outside information May contain minor errors Is clearly organized and well written  The 5-7 Essay  Contains a thesis that addresses part of the question  Has limited or implicit analysis of these ideals  Effectively uses some documents  Supports the thesis with some relevant outside information May have errors that do not seriously detract from the quality of the essay Shows acceptable organization and writing; language errors do not interfere with the comprehension of the essay  The 2-4 Essay Contains a limited or underdeveloped thesis  Lacks analysis; deals with the question in a general, simplistic, incomplete, or  superficial manner. Merely paraphrases, quotes, or briefly cites documents  Contains little outside information, or information that is inaccurate or  irrelevant May contain major errors May be poorly organized and/or poorly written  The 0-1 Essay  Lacks a thesis or simply restates the question  Exhibits inadequate or incorrect understanding of the question Has little or no understanding of the documents or ignores them completely Rubric adaptedContains from the no College outside Board information Advanced Placement United States History Rubric

1 Ronald Reagan Day: High School Lesson Primary Source A

President Reagan’s Remarks to the National Association of Evangelicals Orlando, Florida. March 8, 1983

During my first press conference as President, in answer to a direct question, I pointed out that, as good Marxist-Leninists, the Soviet leaders have openly and publicly declared that the only morality they recognize is that which will further their cause, which is world revolution. I think I should point out I was only quoting Lenin, their guiding spirit, who said in 1920 that they repudiate all morality that proceeds from supernatural ideas -- that's their name for religion -- or ideas that are outside class conceptions. Morality is entirely subordinate to the interests of class war. And everything is moral that is necessary for the annihilation of the old, exploiting social order and for uniting the .

Well, I think the refusal of many influential people to accept this elementary fact of Soviet doctrine illustrates an historical reluctance to see totalitarian powers for what they are. We saw this phenomenon in the 1930's. We see it too often today. This doesn't mean we should isolate ourselves and refuse to seek an understanding with them. I intend to do everything I can to persuade them of our peaceful intent, to remind them that it was the West that refused to use its nuclear monopoly in the forties and fifties for territorial gain and which now proposes 50-percent cut in strategic ballistic missiles and the elimination of an entire class of land-based, intermediate- range nuclear missiles.

At the same time, however, they must be made to understand we will never compromise our

principles and standards…. -- pray they will discover the joy of knowing God. But until they do, let us be aware that while they preach the supremacy…Yes, let us of pray the forstate, the declare salvation its ofomnipotence all of those whoover liveindividual in that man,totalitarian and predict darkness its eventual

dominationWhile America's of all military peoples strength on the Earth, is important, they are letthe me focus add of here evil thatin the I've modern always world… maintained that the struggle now going on for the world will never be decided by bombs or rockets, by armies or military might. The real crisis we face today is a spiritual one; at root, it is a test of moral will and

Ifaith… believe we shall rise to the challenge. I believe that communism is another sad, bizarre chapter in human history whose last pages even now are being written. I believe this because the source of our strength in the quest for human freedom is not material, but spiritual. And because it knows no

Yes,limitation, change it your must world. terrify One and of ultimately our Founding triumph Fathers, over Thomasthose who Paine, would sai enslaved, "We have their it fellow within man… our power to begin the world over again." We can do it, doing together what no one church could do by itself.

1 Ronald Reagan Day Primary Source B

: ExcerptHigh School from Letter Lesson to General Secretary Mikhail Gorbachev

March 11, 1985

1 Ronald Reagan Day Primary Source C

: ExcerptHighs School from Letter Lesson from Mikhail Gorbachev to Ronald Reagan (unofficial English translation)

Note: The parts of the letter that are blacked out below are called redactions. Though the document itself is in the public domain,June 10there, 1985 may be some specific items within the communication that are still considered sensitive and have implications for . In such instances, this information is redacted.

1 Ronald Reagan Day Primary Source C

: High School Lesson

2 Ronald Reagan Day: High School Lesson Primary Source D

President Reagan’s New Year’s Day Address to the Soviet Union January 1, 1986

Good evening. This is Ronald Reagan, President of the United States of America.

I'm pleased to speak to you on the occasion of the New Year. This is a time for reflection and for hope. As we look back on the year just concluded and on the year that is to come, I want to share with you my hopes for the New Year, hopes for peace, prosperity, and good will that the American and Soviet people share.

Just over a month ago, General Secretary Gorbachev and I met for the first time in . Our purpose was to begin a fresh chapter in the relations between our two countries and to try to reduce the suspicions and mistrust between us. I think we made a good beginning. Mr. Gorbachev and I spent many hours together, speaking frankly and seriously about the most important issues of our time: reducing the massive nuclear arsenals on both sides, resolving regional conflicts, ensuring respect for human rights as guaranteed under international agreements, and other questions of mutual interest. As the elected representative of the American people, I told Mr. Gorbachev of our deep desire for peace and that the American people do not wish the Soviet people any harm.

While there were many areas which we did not agree, which was to be expected, we left Geneva with a better understanding of one another and of the goals we each have. We are determined to build on that understanding in the coming months and years. One of the most important things on which we agreed was the need to reduce the massive nuclear arsenals on both sides. As I have said many times, a nuclear war cannot be won and must never be fought; therefore, we agreed to accelerate negotiations where there is common ground to reduce and eventually eliminate the means of nuclear destruction.

Our negotiators will soon be returning to the Geneva talks on nuclear and space arms, where Mr. Gorbachev and I agreed we will seek agreements on the principle of 50-percent reductions in offensive nuclear arms and an interim agreement on intermediate-range nuclear systems. And it's my hope that one day we will be able to eliminate these weapons altogether and rely increasingly for our security on defense systems that threaten no one. Both the United States and Soviet Union are doing research on the possibilities of applying new technologies to the cause of defense. If these technologies become a reality, it is my dream that, well, to one day free us all from the threat of nuclear destruction.

One of the best ways to build mutual understanding is to allow the American and Soviet peoples to get to know one another better. In Geneva we signed a new agreement to exchange our most accomplished artists and academics. We also agreed to expand the contacts between our peoples so that students, teachers, and young people can get to know each other directly. If people in both countries can visit, study, and work together, then we will strengthen the bonds of understanding and build a true foundation for lasting peace.

I also discussed the American people's strong interest in humanitarian issues. Our democratic system is founded on the belief in the sanctity of human life and the rights of the individual -- rights such as freedom of speech, of assembly of movement, and of worship. It is a sacred truth to us that every individual is a unique creation of God, with his or her own special talents, abilities, hopes, and dreams. Respect for all people is essential to peace, and as we agreed in Geneva, progress in resolving humanitarian issues in a spirit of cooperation would go a long way to making 1986 a better year for all of us.

A safe and lasting peace also requires finding peaceful settlements to armed conflicts, which cause so much human suffering in many parts of the world. I have proposed several concrete steps to help resolve such conflicts. It is my hope that in 1986 we will make progress toward this end. I see a busy year ahead in building on the foundations laid in Geneva. There is much work to be done. Mr. Gorbachev will visit the United States later this year, and I look forward to showing him our country. In 1987 I plan to visit your country and hope to meet many of you.

On behalf of the American people, I wish you all a happy and healthy New Year. Let's work together to make it a year of peace; there is no better goal for 1986 or for any year. Let us look forward to a future of chistoye nyebo [blue skies] for all mankind. Thank you, spasibo.

1 Ronald Reagan Day: High School Lesson Primary Source E

General Secretary Gorbachev’s New Year’s Day Address to the United States January 1, 1986

Dear Americans:

I see a good augury in the way we are beginning the New Year, which has been declared the Year of Peace. We are starting it with an exchange of direct messages, President Reagan's to the Soviet people and mine to you. This, I believe, is a hopeful sign of change which, though small, is nonetheless a change for the better in our relations. The few minutes that I will be speaking to you strike me as a meaningful symbol of our mutual willingness to go on moving toward each other, which is what your President and I began doing at Geneva. For a discussion along those lines, we had the mandate of our peoples. They want the constructive Soviet-American dialog to continue uninterrupted and to yield tangible results.

As I face you today, I want to say that Soviet people are dedicated to peace, that supreme value equal to the gift of life. We cherish the idea of peace, having suffered for it. Together with the pain of unhealing wounds and the agony of irretrievable losses, it has become part and parcel of our flesh and blood. In our country there is not a single family or a single home that has not kept alive the memory of their kith and kin who perished in the flames of war, the war in which the Soviet and American peoples were allies and fought side by side.

I say this because our common quest for peace has its roots in the past, and that means we have a historic record of cooperation which can today inspire our joint efforts for the sake of the future. The many letters I have received from you and my conversations with your fellow countrymen -- Senators, Congressmen, scientists, businessmen, and statesmen -- have convinced me that in the United States, too, people realize that our two nations should never be at war, that a collision between them would be the greatest of tragedies.

It is a reality of today's world that it is senseless to seek greater security for oneself through new types of weapons. At present, every new step in the arms race increases the danger and the risk for both sides and for all humankind. It is the forceful and compelling demand of life itself that we should follow the path of cutting back nuclear arsenals and keeping outer space peaceful. This is what we are negotiating about at Geneva, and we would very much like those talks to be successful this year.

In our efforts for peace, we should be guided by an awareness of the fact that today history has willed our two nations to bear an enormous responsibility to the peoples of our two countries and, indeed, the peoples of all countries for preserving life on Earth. Our duty to all human kind is to offer it a safe prospect of peace, a prospect of entering the third millenium without fear. Let us commit ourselves to doing away with the threat hanging over humanity. Let us not shift that task onto our children's shoulders.

We can hardly succeed in attaining that goal unless we begin saving up, bit by bit, the most precious capital there is: trust among nations and peoples. And it is absolutely essential to start mending the existing deficit of trust in Soviet-American relations. I believe that one of the main results of my meeting with President Reagan is that, as leaders and as human beings, we were able to take the first step towards overcoming mistrust and to activate the factor of confidence. The gap dividing us is still wide, to bridge it will not be easy, but we saw in Geneva that it can be done. Bridging that gap would be a great feat, a feat our people are ready to perform for the sake of world peace.

I am reminded of the title of a remarkable work of American literature, the novel ``The Winter of Our Discontent.'' In that phrase let me just substitute hope for discontent. And may not only this winter but every season of this year and of the years to come be full of hope for a better future, a hope that, together, we can turn into reality. I can assure you that we shall spare no effort in working for that. For the Soviet people, the year 1986 marks the beginning of a new stage in carrying out our constructive plans. Those are peaceful plans. We have made them known to the whole world. I wish you a happy New Year.

To every American family I wish good health, peace, and happiness.

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Excerpt from President Reagan’s Remarks at Brandenburg Gate Berlin, Germany. June 12, 1987

Behind me stands a wall that encircles the free sectors of this city, part of a vast system of barriers that divides the entire continent of Europe. From the Baltic, south, those barriers cut across Germany in a gash of barbed wire, concrete, dog runs, and guard towers. Farther south, there may be no visible, no obvious wall. But there remain armed guards and checkpoints all the same--still a restriction on the right to travel, still an instrument to impose upon ordinary men and women the will of a totalitarian state. Yet it is here in Berlin where the wall emerges most clearly; here, cutting across your city, where the news photo and the television screen have imprinted this brutal division of a continent upon the mind of the world. Standing before the Brandenburg Gate, every man is a German, separated from his fellow men. Every man is a Berliner, forced to look upon a scar.

…Today I say: As long as the gate is closed, as long as this scar of a wall is permitted to stand, it is not the German question alone that remains open, but the question of freedom for all mankind. Yet I do not come here to lament. For I find in Berlin a message of hope, even in the of this wall, a message of triumph...

In West Germany and here in Berlin, there took place an economic miracle, the Wirtschaftswunder. Adenauer, Erhard, Reuter, and other leaders understood the practical importance of liberty--that just as truth can flourish only when the journalist is given freedom of speech, so prosperity can come about only when the farmer and businessman enjoy . The German leaders reduced tariffs, expanded , lowered taxes. From 1950 to 1960 alone, the standard of living in West Germany and Berlin doubled...

In the , Khrushchev predicted: "." But in the West today, we see a free world that has achieved a level of prosperity and well-being unprecedented in all human history. In the Communist world, we see failure, technological backwardness, declining standards of health, even want of the most basic kind--too little food. Even today, the Soviet Union still cannot feed itself. After these four decades, then, there stands before the entire world one great and inescapable conclusion: Freedom leads to prosperity. Freedom replaces the ancient hatreds among the nations with comity and peace. Freedom is the victor.

And now the Soviets themselves may, in a limited way, be coming to understand the importance of freedom. We hear much from Moscow about a new policy of reform and openness. Some political prisoners have been released. Certain foreign news broadcasts are no longer being jammed. Some economic enterprises have been permitted to operate with greater freedom from state control. Are these the beginnings of profound changes in the Soviet state? Or are they token gestures, intended to raise false hopes in the West, or to strengthen the Soviet system without changing it? We welcome change and openness; for we believe that freedom and security go together, that the advance of human liberty can only strengthen the cause of world peace.

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There is one sign the Soviets can make that would be unmistakable, that would advance dramatically the cause of freedom and peace.

General Secretary Gorbachev, if you seek peace, if you seek prosperity for the Soviet Union and Eastern Europe, if you seek liberalization: Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down this wall!

I understand the fear of war and the pain of division that afflict this continent-- and I pledge to you my country's efforts to help overcome these burdens. To be sure, we in the West must resist Soviet expansion. So we must maintain defenses of unassailable strength. Yet we seek peace; so we must strive to reduce arms on both sides…

But we must remember a crucial fact: East and West do not mistrust each other because we are armed; we are armed because we mistrust each other. And our differences are not about weapons but about liberty. When President Kennedy spoke at the City Hall those 24 years ago, freedom was encircled, Berlin was under siege. And today, despite all the pressures upon this city, Berlin stands secure in its liberty. And freedom itself is transforming the globe…

…There is no better way to establish hope for the future than to enlighten young minds, and we would be honored to sponsor summer youth exchanges, cultural events, and other programs for young Berliners from the East. Our French and British friends, I'm certain, will do the same. And it's my hope that an authority can be found in East Berlin to sponsor visits from young people of the Western sectors.

…As I looked out a moment ago from the Reichstag, that embodiment of German unity, I noticed words crudely spray-painted upon the wall, perhaps by a young Berliner: "This wall will fall. Beliefs become reality." Yes, across Europe, this wall will fall. For it cannot withstand faith; it cannot withstand truth. The wall cannot withstand freedom.

And I would like, before I close, to say one word. I have read, and I have been questioned since I've been here about certain demonstrations against my coming. And I would like to say just one thing, and to those who demonstrate so. I wonder if they have ever asked themselves that if they should have the kind of government they apparently seek, no one would ever be able to do what they're doing again.

Thank you and God bless you all.

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President Reagan's first meeting with Soviet General Secretary Gorbachev at Fleur D'Eau during the in . 11/19/85. Courtesy Ronald Reagan Library.

President Reagan and Soviet General Secretary Gorbachev meet in the boathouse during the Geneva Summit in Switzerland . 11/19/85 . Courtesy Ronald Reagan Library.

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President Reagan and Soviet General Secretary Gorbachev at the Hofdi House in Reykjavik, during the Reyjavik Summit. 10/11/86. Courtesy Ronald Reagan Library.

President Reagan leaves after a breakdown in talks after the last meeting at Hofdi House, Reykjavik, Iceland. 10/12/86. Courtesy Ronald Reagan Library.

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President Reagan and Soviet General Secretary Gorbachev signing the INF Treaty in the of the . 12/8/87. Courtesy Ronald Reagan Library.

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President Reagan with Soviet General Secretary Gorbachev speaking by the fireplace during the . 12/10/87. Courtesy Ronald Reagan Library.

President Reagan and Soviet General Secretary Gorbachev signing the INF Treaty in the East Room of the White House. 12/8/87. Courtesy Ronald Reagan Library.

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President Reagan and Soviet General Secretary Gorbachev in Red Square during the . 5/31/88. Courtesy Ronald Reagan Library.

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President Reagan, and President-Elect Bush meet with Soviet General Secretary Gorbachev on Governor's Island, New York. 12/7/88. Courtesy Ronald Reagan Library.

President Reagan and Soviet General Secretary Gorbachev in Red Square during the President Reagan and President-Elect Bush meet with Soviet General Secretary Gorbachev Moscow Summit. 5/31/88. Courtesy Ronald Reagan Library. on Governor's Island, New York. 12/7/88. Courtesy Ronald Reagan Library.

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Excerpt from the Joint Statement Following the Soviet-United States Summit Meeting in Moscow June 1, 1988

The President and the General Secretary view the Moscow summit as an important step in the process of putting U.S.-Soviet relations on a more productive and sustainable basis. Their comprehensive and detailed discussions covered the full agenda of issues to which the two leaders agreed during their initial meeting in Geneva in November, 1985 -- an agenda encompassing , human rights and humanitarian matters, settlement of regional conflicts, and bilateral relations. Serious differences remain on important issues; the frank dialogue which has developed between the two countries remains critical to surmounting these differences.

The talks took place in a constructive atmosphere which provided ample opportunity for candid exchange. As a result, the sides achieved a better understanding of each other's positions. The two leaders welcomed the progress achieved in various areas of U.S.-Soviet relations since their last meeting in Washington, notwithstanding the difficulty and complexity of the issues. They noted with satisfaction numerous concrete agreements which have been achieved, and expressed their determination to redouble efforts in the months ahead in areas where work remains to be done. They praised the creative and intensive efforts made by representatives of both sides in recent months to resolve outstanding differences.

Assessing the state of U.S.-Soviet relations, the President and the General Secretary underscored the historic importance of their meetings in Geneva, Reykjavik, Washington, and Moscow in laying the foundation for a realistic approach to the problems of strengthening stability and reducing the risk of conflict. They reaffirmed their solemn conviction that a nuclear war cannot be won and must never be fought, their determination to prevent any war between the United States and Soviet Union, whether nuclear or conventional, and their disavowal of any intention to achieve military superiority.

The two leaders are convinced that the expanding political dialogue they have established represents an increasingly effective means of resolving issues of mutual interest and concern. They do not minimize the real differences of history, and ideology which will continue to characterize the US-Soviet relationship. But they believe that the dialogue will endure, because it is based on realism and focused on the achievement of concrete results. It can serve as a constructive basis for addressing not only the problems of the present, but of tomorrow and the next century. It is a process which the President and the General Secretary believe serves the best interests of the peoples of the United States and the Soviet Union, and can contribute to a more stable, more peaceful and safer world.

I. Arms Control

The President and the General Secretary signed the protocol on the exchange of instruments… of ratification of the Treaty between the United States of America and the Union of Soviet Socialist Republics on the Elimination of Their Intermediate-Range and

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Shorter-Range Missiles. The two leaders welcomed the entry into force of this historic agreement, which for the first time will eliminate an entire class of U.S. and Soviet nuclear arms, and which sets new standards for arms control. The leaders are determined to achieve the full implementation of all the provisions and understandings of the Treaty, viewing joint and successful work in this respect as an important precedent for future arms control efforts

Nuclear Non-Proliferation… The two leaders noted that this year marks the 20th Anniversary of the Nuclear Non- Proliferation Treaty, one of the most important international arms control agreements with over 130 adherents. They reaffirmed their conviction that universal adherence to the NPT is important to international peace and security. They expressed the hope that each state not a party to the Treaty will join it, or make an equally binding commitment under international law to forego acquisition of nuclear weapons and prevent nuclear weapons proliferation. This will enhance the possibility of progress toward reducing nuclear armaments and reduce the threat of nuclear war...

II. Human Rights and Humanitarian Concerns The President and the General Secretary engaged in a detailed discussion of human rights and humanitarian concerns. The leaders reviewed the increasingly broad and detailed U.S.- Soviet dialogue in this area and agreed that it should be conducted at all levels in order to achieve sustained, concrete progress. They noted that this dialogue should seek to maximize assurance of the rights, freedoms and human dignity of individuals; promotion of people-to-people communications and contacts; active sharing of spiritual, cultural, historical and other values; and greater mutual understanding and respect between the two countries

III. Regional Issues…

They reaffirmed their intention to continue U.S.-Soviet discussions at all levels aimed at helping… parties to regional conflicts find peaceful solutions which advance their independence, freedom and security. They emphasized the importance of enhancing the capacity of the and other international institutions to contribute to the resolution of regional conflicts

… V. Future Meetings The President and the General Secretary, recognizing the importance of their personal involvement in the development of relations in the months ahead, instructed Secretary of State Shultz and Foreign Minister Shevardnadze to meet as necessary and to report to them on ways to ensure continued practical progress across the full range of issues. Expert-level contacts will also continue on an intensified basis.

2 SENATE BILL No. 944

Introduced by Senators Runner and Strickland (Principal coauthor: Assembly Member Audra Strickland)

February 3, 2010

An act to amend Section 37222 of the Education Code, and to add Section 6722 to the Government Code, relating to Ronald Reagan Day.

legislative counsel’s digest SB 944, as introduced, Runner. Ronald Reagan Day. Existing law designates specified days as having special significance, and specifies how the days of special significance should be observed in public elementary and secondary schools and educational institutions. This bil would express findings and declarations of the Legislature relating to Ronald Reagan. This bill would designate of each year as Ronald Reagan Day, and would encourage public schools and educational institutions to engage in exercises remembering the life of Ronald Reagan, as specified. Existing law requires the Governor to proclaim various days in honor of a person, status, or an event. This bill would require the Governor to annually proclaim February 6 as Ronald Reagan Day. Vote: majority. Appropriation: no. Fiscal committee: no. State-mandated local program: no.

The people of the State of California do enact as follows:

1 SECTION 1. The Legislature finds and declares all of the 2 following:

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1 (a) Ronald Wilson Reagan was a man of humble background 2 who worked throughout his life serving freedom and advancing 3 the public good, having been employed as an entertainer, union 4 leader, corporate spokesman, Governor of California, and President 5 of the United States. 6 (b) Ronald Reagan served with honor and distinction for two 7 terms as the 40th President of the United States of America; the 8 second of which he earned the confidence of three-fifths of the 9 electorate and was victorious in 49 of the 50 states in the general 10 election—a record unsurpassed in the history of American 11 presidential elections. 12 (c) In 1981, when Ronald Reagan was inaugurated President, 13 he inherited a disillusioned nation shackled by rampant inflation 14 and high unemployment. 15 (d) Ronald Reagan’s commitment to ’s children helped 16 lower crime and drug use in our neighborhoods. 17 (e) Ronald Reagan’s commitment to our Armed Forces 18 contributed to the restoration of pride in America, her values, and 19 those cherished by the free world, and prepared America’s Armed 20 Forces to meet 21st Century challenges. 21 (f) Ronald Reagan’s vision of “peace through strength” led to 22 the end of the Cold War. 23 (g) Members of the Legislature take great pride in honoring 24 Ronald Reagan for his many contributions to our country and in 25 celebrating his life. 26 SEC. 2. Section 37222 of the Education Code is amended to 27 read: 28 37222. (a) The following days in each year are designated and 29 set apart as days having special significance: 30 (1) The second Wednesday in May as the Day of the Teacher. 31 (2) April 21 of each year as John Muir Day. 32 (3) April 6 of each year as California Poppy Day. 33 (4) May 22 of each year as Day. 34 (5) February 6 of each year as Ronald Reagan Day. 35 (b) On each of the days designated in subdivision (a), all public 36 schools and educational institutions are encouraged to observe 37 those days and to conduct suitable commemorative exercises as 38 follows: 39 (1) On the Day of the Teacher, exercises commemorating and 40 directing attention to teachers and the teaching profession.

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1 (2) On John Muir Day, exercises stressing the importance that 2 an ecologically sound natural environment plays in the quality of 3 life for all of us, and emphasizing John Muir’s significant 4 contributions to the fostering of that awareness and the indelible 5 mark he left on the State of California. 6 (3) On California Poppy Day, exercises honoring the California 7 Poppy, including instruction about native plants, particularly the 8 California Poppy, and the economic and aesthetic value of 9 wildflowers; promoting responsible behavior toward our natural 10 resources and a spirit of protection toward them; and emphasizing 11 the value of natural resources and conservation of natural resources. 12 (4) On Harvey Milk Day, exercises remembering the life of 13 Harvey Milk, recognizing his accomplishments, and familiarizing 14 pupils with the contributions he made to this state. 15 (5) On Ronald Reagan Day, exercises remembering the life of 16 Ronald Reagan, recognizing his accomplishments, and 17 familiarizing pupils with the contributions he made to this state. 18 (c) It is the intent of the Legislature that the exercises 19 encouraged in this section be integrated into the regular school 20 program, and be conducted by the school or institution within the 21 amount otherwise budgeted for educational programs. 22 SEC. 3. Section 6722 is added to the Government Code, to 23 read: 24 6722. The Governor shall annually proclaim February 6 as 25 Ronald Reagan Day.

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