Student Worksheet: the Faces of Communism and Terrorism

Lesson Plan Three:

The Faces of Communism and Terrorism

11th & 12th Grade

2 class periods and 2 homework assignments

Standards Compliance Introduction.

CA History Standard 11.9.3 During the Cold War, communism was perceived as the greatest threat facing Students analyze U.S. foreign America. Since 9/11 and the launch of the War on Terror, terrorism has been policy since World War II, perceived as a threat of the same importance. Each war has had a profound specifically tracing the origins effect on our place in the world. and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the Objective. following:

• The era of McCarthyism, Students will investigate how perceptions of danger from outside forces can instances of domestic have powerful influences on our society and on our daily lives. They will also consider how the reactions of America during the Cold War and since 9/11 Communism (e.g., Alger have affected America’s standing in the world, and then write a personalized Hiss) and blacklisting essay on the subject.

CA History Standard 11.9.4 List the effects of foreign Tools Required: Computer, Internet access, printer. policy on domestic policies and vice versa Vocabulary Needed: Patriot Act: Passed in the weeks after the Sept. 11 attacks, the law expanded CA Historical the government's powers in anti-terrorism investigations in order to prevent future attacks. Some of the most debated aspects of the law included more Interpretation Standard 4: information sharing among government agencies, roving wiretaps, and Students understand the warrants to search a home or business without immediately notifying the meaning, implication, and target of the probe. (Definition adapted from NPR.) impact of historical events http://www.npr.org/news/specials/patriotact/patriotactprovisions.html and recognize that events could have taken other directions. Cold War: The term used to describe the relationship between America and the Soviet Union from 1945 to 1980. Neither side ever fought the other - the consequences would be too appalling - but they did ‘fight’ using client states who fought for their beliefs and on their behalf e.g. South Vietnam VS North Vietnam and America supporting the Taliban in Afghanistan against the Soviet Union. (Adapted from History Learning Site). http://www.historylearningsite.co.uk/what%20was%20the%20cold %20war.htm Page 2 Page 3

Name: ______The Faces of Communism Date: ______& Terrorism: Day One

Introductory Activity 5-10 minutes

Pose the following question to your students: “Where were you and what you were doing when you heard about the attacks on the World Trade Towers? How did it make you feel?” As the students are brainstorming answers, record their responses on a blackboard or large piece of chart paper and then compare the differences in their answers, especially differences in their feelings.

Mini Lesson 10 minutes

Ask the students if they can identify laws that the government enacted after 9/11. Ask them why these laws were enacted. How many resulted from fear of another terrorist attack?

After listening to student responses, tell them about the Patriot Act, passed in the aftermath of 9/11. Explain that this act gave the government increased powers of surveillance and the ability to spy on American citizens. Ask if they realize that before the Act, a warrant was required for the government to search private records of American citizens, but that after it was passed, your library, travel, video rental, phone, medical, church, synagogue, and mosque records could be searched without your knowledge or consent, providing the government said that it was trying to protect against terrorism.

Then ask students if they think that these laws are fair and appropriate. Listen to their responses and discuss.

Explain to students that the government used fear to enact laws and carry out surveillance during the Cold War. Ask them what they know about the Cold War and communism. After discussing their answers, explain that they are about to listen to an MP4 file about American propaganda during the Cold War. Ask them to think about similarities and differences to the fears and laws that we have today.

Individual Research 30 minutes

Now have the students download the MP4 file at: http://theharrybridgesproject.org/lesson3.html Have them watch the footage and/or listen to the voices.

Print and hand out Student Worksheet: The Faces of Communism and Terrorism (page 3) for students to use in their Individual Research, instructing them to consider the questions using the indicated web sites and to make notes that they will use in their homework assignment.

Conclusion 5 minutes

Have the students come back together as a group. Ask them what they learned about communism or 9/11. What similarities or differences did they see? Explain to students that they will have the opportunity tonight to write their own opinion on the US government’s actions in our own times. Explain that they will imagine they are in France on an exchange program and they need to either defend or argue against America’s policies post-9/11.

Print and hand out Student Homework: Speech on America’s War on Terror (page 4). Use Teacher’s Rubric for Homework (page 7) to grade. Page 3

Student Worksheet: The Faces of Communism and Terrorism For each question, look for answers at the recommended websites; or better yet, find your own websites and share them! Write 3-4 sentences answering each question based on what you discover in these websites.

 What was the “Cold War”? What Was the Cold War? The Origins of the Cold War ______

 What are the similarities between the concerns about communism during the Cold War and the concerns about terrorism today? What are the differences? The Cold War and the War on Terror Communism and Terrorism as Enemies ______

 How did some Americans feel after 9/11? How 9/11 Changed Our Lives ______

 Is America justified in fighting the War on Terror? The Doctrine of a Just War in the Age of Terrorism The Conservative Thinking Behind the War on Terrorism ______If you have time, check out other pages on these sites or find your own sites as well. If you discover websites that helped in your research, send them to us at [email protected] and say “Lesson Plan Sites” in the subject line. Also let us know if any of the sites that we have supplied have shut down. Include your name and your school’s name and we will add your information to the Education Project!

Name: ______

Date: ______

Student Homework: Speech on America’s War on Terror Imagine that you are an exchange student living with a family in France. Your school asks you to give a speech in English explaining America’s attitude toward terrorism. Some people in your audience will think America’s wars on terror are over the top, while others will think what America did was justified. What’s your stance? Write a 250-word speech and include at least one comparison to America’s war on communism. If you need more room, attach another sheet of paper.

______Page 5

The Faces of Communism & Terrorism: Day Two

Introductory Activity 5 minutes

Explain that today the students are going to share their essays with each other in small groups, and then discuss with the class what they have learned from their research and writing. Ask them whether it was easy or difficult to write the essay, and what helped or hindered them.

Group Activity 20 minutes

Have the students break up into groups of 4 or 5 and read their essays to each other. Choose a student in each group to act as a recorder who will make notes about the similarities and differences of the opinions in the essays. Then have each recorder read their notes to the class.

Teacher Led Discussion 15-20 minutes

Record their notes on a blackboard or large piece of chart paper in two columns: For and Against the War on Terror.

Lead a discussion about what they have learned, using some of the following questions.

 What surprised you the most about your research?  Do you see the fears of communism and terrorism as similar or different?  Which voices did you identify with on The Nation web site?  Was it easy or difficult for you to decide whether you were pro or anti America’s attitude toward terrorism?  Do you think that a War on Terrorism can be won?  Did this assignment make you think any differently about how to keep America safe?  How do you imagine your speech was received?  Has America gained or lost friends since 9/11?  Did you find any other useful web sites?

Conclusion 5 minutes

Explain that our attitudes to subjects such as communism and terrorism are complicated and can bring up many different viewpoints. Remind them that disagreement and diverse opinions are cornerstones of democracy. Give a homework assignment of writing a second essay supporting the opposite view to their first essay.

Print and hand out Student Homework: Opposing Speech on War on Terror (page 6). Use Teacher’s Rubric for Homework (page 7) to grade.

Name: ______Date: ______Student Homework: Opposing Speech on America’s War on Terror

Imagine that you are an exchange student living with a family in France. You are now asked to give a speech in English supporting the opposite viewpoint to the one that you gave yesterday. Write a 250-word speech and include at least one comparison to America’s war on communism. If you need more room, attach another sheet of paper.

______

TEACHER’S RUBRIC FOR HOMEWORK Score Development of Organization Use of Sentence Grammar and Position Language Structure Word Usage

Grammar and No plausible word usage are position is taken Contains so poor that they on the topic; Disorganized; Severely flawed fundamental interfere with 1 severely lacking little or no focus; sentence vocabulary meaning; very in examples, incoherent structure mistakes poor mechanics reasons and/or (like evidence punctuation) Position on topic Poor use of Grammar and is unclear or Poorly language; word usage Frequent extremely organized; lacks indicates very mistakes are problems with 2 limited; focus; problems limited frequent and sentence inappropriate with coherence vocabulary and interfere with structure examples or or flow of ideas poor word meaning; poor reasons choice mechanics Position on topic Displays demonstrates Limited in developing use Some problems critical thinking organization and Contains many of language; with sentence skill applied focus; mistakes in contains structure; lacks a 3 inconsistently; demonstrates grammar word indications of variety of inadequate lapses in usage and weak vocabularysentence examples, coherence or mechanics and poor word structures reasons or flow of ideas selection evidence Position on topic Generally Displays Good sentence demonstrates organized and Contains few adequate use of structure; competent criticalfocused; mistakes in language; demonstrates 4 thinking skill; demonstrates grammar, word vocabulary used some variety of example, reasons some coherence usage and is generally sentence and evidence are and attention to mechanics appropriate structure good the flow of ideas

Adapted from the SAT Writing Rubric. Page 8 This Lesson Plan was developed by Ian Ruskin, Director of The Harry Bridges Project, and Education Consultants Kara Hunter and Karen Mowrer.

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