Glasnost and Goodwill: the Cold War, Washington State, and the Power of Citizen Diplomacy

Glasnost and Goodwill: The Cold War, Washington State, and the Power of Citizen Diplomacy A RESOURCE PACKET FOR EDUCATORS COMPILED BY: Troy Lindell, Zuri Greene, and Ryan Hauck WORLD AFFAIRS COUNCIL—SEATTLE A Master Teacher Workshop, Jackson School of International Studies, University of Washington OCTOBER 24, 2017 1 TABLE OF CONTENTS Introduction of Speakers ……………………..……………………...p.3 Using This Resource Guide Outlining Standards ………………………………………..……….p.4-5 NOTE: Many of these descriptions were excerpted directly from the source Washington State K-12 Social Studies Learning website Standards……………………………………………………...p.4 Recommended Resource College, Career, & Civic Life C3 Frameworks for Social Studies State Standards……..…………………...p.5 Visual Media Educating for Global Competence…………………………………p.6 Learning Objectives……………………………………………….……p.7 Lesson Plan Helpful terms and people to know………………………………...p.8 Soviet Union Brief History and Background ........................p.9 Audio Geography of the Cold War ………………………………………..p.10 Timeline ………………………………………………………………….p.11 English/Language Arts Iron Curtain and Propaganda ………………………………………p.12 Arms Race ……………………………………………………………….p.13 Charts and Graphs New Paper Headlines ……………………………………..p.14 World Nuclear Weapon States …………………….……p.15 Science and Technology …………………………………………….p.16 Gorbachev’s Reforms …………………………………………….…..p.17 Local Washington Connections and Stories ……………...p.18-19 1951 Atomic Blast Radius Over Seattle ………p.20-p.21 Key Washingtonians ……………………………………..……p.22-p.23 Sports Diplomacy …………………………………………….……….p.24 Citizen Diplomacy ……………………………………..…...…p.25-p.26 Citizen Diplomacy in Action: Student and Teacher Exchange Opportunities………………………………………..………….………p.27 GLOBAL CLASSROOM WANTS TO KNOW HOW YOU HAVE USED THIS RESOURCE PACKET IN YOUR CLASSROOM! EMAIL [email protected] AND TELL US YOUR STORY. http://www.washington.edu/uwired/outreach/cspn/Website/ Classroom%20Materials/Pacific%20Northwest%20History/ Lessons/Lesson%2024/24.html 2 Introduction of Speakers Tony Allison worked for many years for Marine Resources Company, the only jointly owned Soviet-American venture of its time. He was the first Fisheries Oper- ations Manager at sea on Soviet processing vessels receiving catches from US boats (the operations continued for 12 years). Later Tony served as Director of the Nakhodka and Moscow offices, and then served as CEO from 1990 until the company’s closure in 2001. Marine Resources Company sponsored or initiated several forms of citizen diplomacy with the USSR-Russia, including a baseball exchange, long-distance chess matches between school children, and a sister city relationship between Bellingham and Nakhodka. Tony subsequently became a high school history teacher in Seattle for several years, and then transitioned to teaching environmental education at the Washington Park Arboretum and Mountains to Sound Greenway Trust. He recently initiated an environmental education exchange between Botanical Gardens in the Russian Far East and the Pacific Northwest. Elena Campbell is an associate professor of History at the University of Washing- ton. She completed her graduate studies at the Russian Academy of Sciences, Insti- tute of Russian History in St. Petersburg, Russia in 1999. She taught at the European University at St. Petersburg, the University of Michigan, and Harvard University be- fore coming to the University of Washington. Her book, The Muslim Question and Russian Imperial Governance (Bloomington: Indiana University Press, 2015) exam- ines how Russia dealt with its Muslim subjects in the late 19th and early 20th century as growing nationalism was transforming the empire’s relationship with its many different ethnic and religious communities. Her current book project, tentatively titled: Northern Empire: Development, Environment, and Power in Late Imperial Rus- sia aims to explore Russia’s turn to the North during the late tsarist era (1860s-1917). She teaches the following courses: “Imperial Russia from 1700 to 1917,” “! Imperial Russia: Historiography,” “St. Petersburg/Leningrad: City as History, from 1703 to the Present,” “Russian History through Biography,” “History and Memory,” and “Empire and Nationalism in Russian History.” Glennys Young is a historian of Russia and the Soviet Union and is a professor in the History Department and the Jackson School of International Studies at the University of Washington. Over the course of her career, she has become increas- ingly interested in the USSR’s involvement in transnational movements and processes, whether political, social, cultural, or economic. She has also pursued research interests in the history of Communism and world history. She has published articles on a number of topics in Soviet social and political history. She has written books on the Russian Revolution and communism in the 20th century. Her most recent book project is titled Refugee Worlds: The Spanish Civil War, Soviet Socialism, Franco’s Spain, and Memory Politics. 3 A Note on Learning Standards Presented in this Packet: Three sets of standards have been linked to each of the learning objectives in this packet. The Washington State K-12 Social Studies Learning Standards and the accompanying Grade Level Requirements are the social studies standards for WA State. The College, Career,& Civic Life C3 Framework for Social Studies State Standards are the standards published by the National Council for the Social Studies. Guiding the packet as a whole is the Framework for Global Learning creat- ed by the Asia Society and the Council of Chief State School Officers titled Educating for Global Competence: Prepar- ing Our Youth to Engage the World (2011). Cross-objective standards are listed at the beginning of the packet, and content-specific standards can be found after each learning objective. The standards provided have been selected for relevance, but are not exclusive: many other standards, such as Com- mon Core, may be applicable to the resources and learning objectives identified in this packet. The intention for this packet’s organization is to provide educators with an idea of resources available and possible uses for resources. Users should feel free to create their own learning objectives and to select resources according to the specific needs of their classrooms. WASHINGTON STATE K-12 SOCIAL STUDIES LEARNING STANDARDS There are five EALRs in Social Studies, one for each of the discipline areas: civics, economics, geography, and history, and a fifth for social studies skills. (1) Social Studies EALR 1: CIVICS The student understands and applies knowledge of government, law, politics, and the nation’s fundamental docu- ments to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship. (2) Social Studies EALR 2: ECONOMICS The student applies understanding of economic concepts and systems to analyze decision-making and the interac- tions between individuals, households, businesses, governments, and societies. (3) Social Studies EALR 3: GEOGRAPHY The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments. (4) Social Studies EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes on local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future. (5) Social Studies EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, and form and evaluate positions through the processes of reading, writing, and communicating. 4 COLLEGE, CAREER, & CIVIC LIFE C3 FRAMEWORK FOR SOCIAL STUDIES STATE STANDARDS The C3 Framework is organized into the four Dimensions, which support a robust social studies program rooted in inquiry. The four Dimensions are as follows: (1) Developing questions and planning inquiries; (2) Applying disciplinary concepts and tools; (3) Evaluating sources and using evidence; (4) Communicating conclusions and taking informed action C3 Framework Organization DIMENSION 1: DIMENSION 2: DIMENSION 3: DIMENSION 4: DEVELOPING QUESTIONS APPLYING DISCIPLINARY EVALUATING SOURCES COMMUNICATING AND PLANNING INQUIR- TOOLS AND CONCEPTS AND USING EVIDENCE CONCLUSIONS AND IES TAKING INFORMED Civics Gathering and Evaluating Communicating and Cri- Sources tiquing Conclusions Developing Questions and Economics Planning Inquiries Geography Developing Claims and Taking Informed Action History Using Evidence Dimension 2 has four disciplinary subsections: (1) Civics; (2) Economics; (3) Geography; (4) History. Each disciplinary subsection has three to four additional categories, which provide an organizing mechanism for the foundational content and skills within each discipline. Four Categories within Dimension 2 CIVICS ECONOMICS GEOGRPAHY HISTORY Civic and Political Institutions Economic Decision Making Geographic Representations: Change, Continuity, and Con- Special Views of the World text Participation and Delibera- Exchange and Markets Human-Environment Interac- Perspective tion: Applying Civic Virtues tion: Place, Religions, and and Democratic Principles Culture Processes, Rules, and Laws The National Economy Human Populations: Spatial Historical Sources and Evi- Patterns and Movements dence The Global Economy

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