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Unit 9 – Cold War and Civil Rights

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Unit 9 – Cold War and Civil Rights US History Frameworks for the Georgia Standards of Excellence in Social Studies The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the US History Social Studies Course. US History – Unit 9 – Cold War and Civil Rights Elaborated Unit Focus In this unit, students will examine the Post-World War II period, including the Cold War and the Civil Rights Movement. Students will analyze postwar policies intended to ensure peace and stability internationally and domestically. US involvement in the Korean and Vietnam Wars will be investigated along with social changes that occurred in the United States during the 1950s and 1960s. President Johnson’s Great Society program will be examined including the actions of Civil Rights Movement members and the program's eventual successes. Students will also investigate the impact of the television on the period. Beliefs and Ideals • Containment and the Truman Doctrine • Great Society • McCarthyism • Civil Rights Movement Conflict and Change • Korean War • Brown v. Board of Education • Vietnam War Connection to • Cuban Missile Crisis Connecting • Passage of Civil Rights Legislation Theme/Enduing Culture Understandings • Life in the 1950s • Impact of television Individuals, Groups, and Institutions • John F. Kennedy • Lyndon B. Johnson • Martin Luther King, Jr. • Cesar Chavez • Robert F. Kennedy • United Farm Workers SSUSH20 Analyze U.S. international and domestic policies including their influences on technological advancements and social changes during the Truman and Eisenhower administrations. a. Analyze the international policies and actions developed as a response to the Cold War including GSE for Social Studies containment, the Marshall Plan, the Truman Doctrine, and the Korean War. (standards and b. Connect major domestic issues to their social effects including the G.I. Bill, Truman’s integration elements) policies, McCarthyism, the National Interstate and Defense Highways Act, and Brown v. Board of Education. c. Examine the influence of Sputnik on U.S. technological innovations and education. SSUSH21 Analyze U.S. international and domestic policies including their influences on technological advancements and social changes during the Kennedy and Johnson administrations. Georgia Department of Education THIS WORK IS LICENSED UNDER A CREATIVE C OMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE 5.31.2017 Page 1 of 83 US History Frameworks for the Georgia Standards of Excellence in Social Studies a. Analyze the international policies and actions taken as a response to the Cold War including U.S. involvement in Cuba and the escalation of the war in Vietnam as a result of the Gulf of Tonkin Resolution. b. Connect major domestic issues to their social effects including the passage of civil rights legislation and Johnson’s Great Society, following the assassination of John F. Kennedy. c. Describe the impact of television on American culture including the presidential debates (Kennedy/Nixon, 1960), news coverage of the Civil Rights Movement, the moon landing, and the war in Vietnam. d. Investigate the growth, influence, and tactics of civil rights groups, Martin Luther King, Jr., the Letter from Birmingham Jail, the I Have a Dream Speech, and Cesar Chavez. e. Describe the social and political turmoil of 1968 including the reactions to assassinations of Martin Luther King, Jr., and Robert F. Kennedy, the Tet Offensive, and the presidential election. L11-12WHST1-Write arguments focused on discipline-specific content. L11-12WHST2- Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. L11-12WHST4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. L11-12WST6-Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. L11-12WHST7- Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. L11-12WHST8- Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, Connection to Literacy avoiding plagiarism and overreliance on any one source and following a standard format for citation. Standards for Social L11-12RHSS1- Cite specific textual evidence to support analysis of primary and secondary sources, Studies (reading connecting insights gained from specific details to an understanding of the text as a whole. and/or writing) L11-12RHSS2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. L11-12RHSS3 - Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. L11-12RHSS4- Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10). L11-12RHSS6-Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. L11-12RHSS7 - Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. L11-12RHSS8-Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information. L11-12RHSS9- Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Georgia Department of Education THIS WORK IS LICENSED UNDER A CREATIVE C OMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE 5.31.2017 Page 2 of 83 US History Frameworks for the Georgia Standards of Excellence in Social Studies INFORMATION PROCESSING SKILLS: 1. Compare similarities and differences 2. Organize items chronologically 3. Identify issues and/or problems and alternative solutions 4. Distinguish between fact and opinion 5. Identify main idea, detail, sequence of events, and cause and effect in a social studies context 6. Identify and use primary and secondary sources 7. Interpret timelines, charts, and tables Connection to Social 8. Identify social studies reference resources to use for a specific purpose Studies Matrices 9. Construct charts and tables (information processing and/or map 10. Analyze artifacts and globe skills) 11. Draw conclusions and make generalizations 14. Formulate appropriate research questions 15. Determine adequacy and/or relevancy of information 16. Check for consistency of information 17. Interpret political cartoons MAP AND GLOBE SKILLS: 11. Compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations Georgia Department of Education THIS WORK IS LICENSED UNDER A CREATIVE C OMMONS ATTRIBUTION - NONCOMMERCIAL - SHAREALIKE 4.0 INTERNATIONAL LICENSE 5.31.2017 Page 3 of 83 US History Frameworks for the Georgia Standards of Excellence in Social Studies Essential Questions and Related Supporting/Guiding Questions How did beliefs and ideals of the United States during the Cold War and Civil Rights Movement influence the nation's Enduring social, political, and economic decisions? Understanding • How do containment and the Truman Doctrine reflect the beliefs and ideals of the US during the Cold War? 1 • How does Johnson's Great Society program reflect the beliefs and ideals of the US during the 1960s? (Beliefs and Ideals) • How did the beliefs and ideals of the United States during the Cold War lead to McCarthyism? • How does the rise of the Civil Rights Movement reflect the shifting beliefs and ideals of the United States? How did the Cold War Conflict and escalating racial tension in the US during the 1950s and 1960s lead to policy changes? Enduring Understanding • How did the Cold War conflict lead to US involvement in the Korean War? 2 • Why did the Brown v. Board of Education ruling increase racial conflict and lead to policy changes in the US? (Conflict and • How did the Cold War conflict influence the complexity of US involvement in the Vietnam War? Change) • Why did the Cuban Missile Crisis lead to US foreign policy changes? • How did escalating racial conflict lead to Civil Rights Legislation being passed in the United States? Enduring How did the religion, beliefs, customs, traditions, and government of the United States during the 1950s influence changes in Understanding culture? 3 • How did television impact culture in the United States during the 1950s? (Culture) Enduring How did the actions of individuals, groups, and institutions during the 1950 and 1960s affect society? Understanding • How did the actions and policies
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