Contents

Twentieth Century History Unit 2 1945-2000

Area of Study One: Ideas and Political PowerAfter World War II the United States emerged with the Soviet Union as the global superpowers and remained so for much of the second half of the twentieth century. Conflict and competition between the opposing ideologies of capitalism and communism raised world tension and conflict, and continued until the fall of communism in 1989.Rivalry between the superpowers was played out in the arts, propaganda, sport, the space race, nuclear weapons production and political influence over developed and emerging nations.

In this area of study, students examine a conflict(s) of the second half of the twentieth century such as those based on competing ideologies of capitalism and communism or ethnic or religious tensions. (History-VCE Study Design, 2010)

Outcome One:On completion of this unit the student should be able to analyse and discuss how post-war societies used ideologies to legitimise their worldview and portray competing systems.

To achieve this outcome the student will draw on knowledge and related skills outlined in area of study 1.Key knowledgeThis knowledge includes:• the principal features of a post-war conflict(s);• the ways in which the competing groups represented themselves and each

other; for example, views on the individual in society, the proper function of the state, tolerance of dissent and minority groups, view of nationalism;

• the propagation and maintenance of ideological views both domestically and beyond their borders; for example, the use of the media, symbols, espionage, competition, physical force and the law;

• the outcome of the competition between ideologies; for example, military threats, propaganda wars, isolationism.

Key skillsThese skills include the ability to:• use key concepts relevant to the selected historical conflict; such as ideology,

power, racism, communism, capitalism, imperialism, ethnicity and nationalism;

• analyse written and visual evidence;• synthesise evidence to draw conclusions;• present historical material using conventions such as quotations, footnotes

and a bibliography.(History-VCE Study Design, 2010)

Origins to the Cold War

This six week unit of work looks at the origins of the Cold War leading towards the rise of McCarthyism in the United States of America. It will specifically concentrate on the conflicting ideologies of Capitalism and Communism, the Berlin Blockade, Brinkmanship and Proxy Wars.

Students will analyze the impact of the ideologies on post WWII culture through the means of media, propaganda and documents. They will analyze documents for their validity as a means of source, context and the bias of each piece. They will also have an understanding and knowledge of which the competing groups represented themselves and each other.

Student will also construct an interactive timeline using Web 2.0 applications to demonstrate the state of events at both a global and domestic level of either side of the conflicting ideologies. They will establish a clear understanding of key principles and outcomes of the conflicting ideologies. Students will also establish and present relevant historiography using quotations, footnotes and references.

Students will debate and present their view on the cause of the Berlin Blockade using relevant historiography, combining with effective document analysis and demonstrating a clear understanding of the implications surrounding and outcomes of the competing groups.

Teaching and Learning ActivitiesFor the purpose of this six week unit of work, teaching and learning activities will be based at four lessons per week, with three assessment tasks. Below is a table that outlines the teaching and learning activities for this six week unit of work, including Student and Teacher resources, Assessment Tasks and the Key Knowledge and Skills related to each teaching and learning activity.

Teaching and Learning Activities

Week

Teaching Activities Assessment Strategies Resources Key Knowledge & Skills

1 Lesson 1:Think Pair Share leading to a KWL ChartDiscussion based on the KWL Chart

Brainstorm effect of WWII – Including the impact of political, social and economic issues

Documentary: “Nuremberg Trails”Worksheet: Nuremberg

Put yourself on the line ActivityDiscussion of Nuremberg Trails, Treaties and Occupation post WWII

Read Textbook: Twentieth Century History 1945-2000 page 38Answer Textbook questions on Iron Curtin Speech

Class Reflection of KWL Chart Lesson2:Word Graffiti ActivityDiscussion of meaning of key words:Communism, Socialism, Capitalism, Proxy Wars, Brinkmanship, Espionage, Propaganda, Occupation

Formative:Observation of students participation in class discussionObservation of students prior knowledge of key concepts and events

Summative:Worksheet: Nuremberg TrailsAppendix WS1

Textbook Questions

Formative:Observation of students participation in classroom activitiesObservation of students contribution in classroom discussionObservation of students knowledge of

Youtube Video: “Nuremberg Trails Documentary Part 1/7”http://www.youtube.com/watch?v=KTsTzOhklDkJune 26, 2010

P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)p 38See Teacher Personal Development

Map of Germany post WWII:From Mappery.comhttp://mappery.com/map-of/Occupation-Areas-of-Germany-after-1945-Map

Key Knowledge: the principal features of a post-

war conflict(s)

Key Skills: use key concepts relevant to the

selected historical conflict; such as ideology, power, racism, communism, capitalism, imperialism, ethnicity and nationalism

analyse written and visual evidence

Key Knowledge: the principal features of a post-

war conflict(s) the outcome of the competition

between ideologies

Identify and discuss the key problems and issues facing different nations at the end of WWII

Map of Germany post WWIIPut yourself on the line Activity leading to Fold the line Activity

Discuss the issues of Post WWII Germany Occupation

Lesson 3: (Dbl)Worksheet: Post WWII Summary Questions

Video: “Europe in Ruins & The Marshall Plan”

Video: “Truman Doctrine”

Class Discussion of VideosClass Timeline of key events leading to Marshall Plan and Truman Doctrine

Brainstorm analysis questions before reading historiographyOnline Resource: Spartacus The Marshall Plan

Group Document Analysis ActivityWorksheet: Document Analysis

Assessment Task One: Document Analysis: End of Week 3(SAC – Class time given week 2-3)

key concepts of the Cold War

Summative:

Formative:Observation of students participation in class discussionObservation of students prior knowledge of key concepts and eventsObservation of students participation in group activity

Summative:Worksheet: Post WWII Summary QuestionsAppendix WS2

Worksheet: Document AnalysisAppendix WS3

Youtube Video: “Europe in Ruins & The Marshall Plan”http://www.youtube.com/watch?v=pUt7Lr3lubcJune 7, 2009

Youtube Video:”Truman Doctrine”http://www.youtube.com/watch?v=-azZDCjAKus&feature=relatedJune 11, 2010

Online Resource: Spartacus – The Marshall Planhttp://www.spartacus.schoolnet.co.uk/USAmarshallP.htm

P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)pp 38-41

Key Skills: use key concepts relevant to the

selected historical conflict analyse written and visual

evidence

Key Knowledge: the principal features of a post-

war conflict(s)• the ways in which the competing

groups represented themselves and each other; for example, views on the individual in society, the proper function of the state, tolerance of dissent and minority groups, view of nationalism

the outcome of the competition between ideologies

Key Skills: use key concepts relevant to the

selected historical conflict analyse written and visual

evidence•synthesise evidence to draw

conclusions

Set Reading: Twentieth Century History 1945-2000 pages 38-41

2 Lesson 4:Timeline PowerPointEvents leading to the Berlin Blockade

Video: “Berlin Airlift – Story of Great Achievement”Discussion of Propaganda

Propaganda Posters:European Recovery ProgramMarshall Plan

Think Pair Share ActivityDiscussion of Power of Media

Brainstorm Ideas of Promoting both Communism and Capitalism

Read text: Twentieth Century History 1945-2000 page 51 Origins of the Cold War Historiography

Class Definition of Communism and Capitalism

Lesson 5: (Dbl)Introduction to Web Application: Wordle

Read the “No Guns, Just Flour” ArticleDiscuss Wordle of Article

Formative:Observation of students participation in class discussionObservation of students prior knowledge of key concepts and events

Summative:

Formative:Observation of students participation in class discussionObservation of students use of key concepts relevant to the historical conflictObservation of understanding of

Timeline taken from:R, Smith: Reds Under the Bed American Anti-Communism in the 1950s (Collingwood: HTAV, 2005)p 40-41

P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)pp 46-47, 51

Youtube Video: “Berlin Airlift – Story of Great Achievement”http://www.youtube.com/watch?v=_nHdB1vJNsgApril 6, 2010

Propaganda PostersSee Teacher Professional Development

Web Application: Wordlewww.wordle.comSee Teacher Professional Development

“No Guns, Just Flour” Articlehttp://www.cnn.com/US/

Key Knowledge: the principal features of a post-

war conflict(s)• the ways in which the competing

groups represented themselves and each other

•the propagation and maintenance of ideological views both domestically and beyond their borders; for example, the use of the media, symbols, espionage, competition, physical force and the law

Key Skills: use key concepts relevant to the

selected historical conflict analyse written and visual

evidence synthesise evidence to draw

conclusions

Key Knowledge: the principal features of a post-

war conflict(s)• the ways in which the competing

groups represented themselves and each other

•the propagation and maintenance of ideological views

Novel in an Hour ActivityBased on Maryland Council on Economic Education: No Guns, Just Flour: Berlin Airlift Resource

Reflect on Lesson

Lesson 6:Class time used to work on their Assessment Task

propaganda and ways in which competing groups represent themselvesObservation of students understanding and competency of Wordle

Summative:Novel in an hour presentation

Formative:Observation of students use of key concepts relevant to the historical conflictObservation of understanding of propaganda and ways in which competing groups represent themselvesObservation of students understanding and competency of Wordle

Summative:Assessment Task One: Document AnalysisAppendix A1

9805/11/berlin.airlift/index.htmlMay 11, 1998

No Guns, Just Flour: The Berlin Airlift – Lesson PlanMaryland Council on Economic Educationwww.econed.org

both domestically and beyond their borders

• the outcome of the competition between ideologies

Key Skills: use key concepts relevant to the

selected historical conflict analyse written and visual

evidence synthesise evidence to draw

conclusions

Key Knowledge:• the propagation and

maintenance of ideological views both domestically and beyond their borders

Key Skills: use key concepts relevant to the

selected historical conflict analyse written and visual

evidence

3 Lesson 7:Class time used to work on their Assessment Task

Formative:Observation of students use of key concepts relevant to the historical conflictObservation of understanding of propaganda and ways in which competing groups represent themselvesObservation of students understanding

Key Knowledge:• the propagation and

maintenance of ideological views both domestically and beyond their borders

Key Skills: use key concepts relevant to the

Lesson 8:Class time used to work on their Assessment Task Due end of lesson

Lesson 9: (Dbl)Berlin Blockade PowerPointCauses and Outcomes

Brainstorm Analysis Questions for Reading

Read Text: Twentieth Century History 1945-2000 pp 48-53

Worksheet for Berlin Blockade Reading

Video: “We didn’t start the fire”Discussion of what the Cold War was

and competency of Wordle

Summative:Assessment Task One: Document AnalysisAppendix A1

Formative:Observation of students use of key concepts relevant to the historical conflictObservation of understanding of propaganda and ways in which competing groups represent themselvesObservation of students understanding and competency of Wordle

Summative:Assessment Task One: Document AnalysisAppendix A1

Formative:Observation of students use of key concepts relevant to the historical conflictObservation of understanding of propaganda and ways in which competing groups represent themselves

Summative:Worksheet Berlin BlockadeAppendix WS4

selected historical conflict analyse written and visual

evidence

Key Knowledge:• the propagation and

maintenance of ideological views both domestically and beyond their borders

Key Skills: use key concepts relevant to the

selected historical conflict analyse written and visual

evidence

and how it was fought between competing ideologies leading into next topic of Brinkmanship

4 Lesson 10:Class time used to work on their Assessment Task

Lesson 11: (Dbl)Class time used to work on their Assessment Task Due end of lesson

Class Debate: Are the Soviets to blame for the Berlin Blockade?

Formative:Observation of students use of key concepts relevant to the historical conflictObservation of understanding of propaganda and ways in which competing groups represent themselvesObservation of students understanding of outcomes due to historical conflict

Summative:Assessment Task Two: Class DebateAppendix A2

Formative:Observation of students use of key concepts relevant to the historical conflictObservation of understanding of propaganda and ways in which competing groups represent themselvesObservation of students understanding of outcomes due to historical conflict

Summative:Assessment Task Two: Class DebateAppendix A2

Key Knowledge: the principal features of a post-

war conflict(s)• the ways in which the competing

groups represented themselves and each other

• the outcome of the competition between ideologies

Key Skills: use key concepts relevant to the

selected historical conflict synthesise evidence to draw

conclusions; present historical material using

conventions such as quotations, footnotes and a bibliography.

Key Knowledge: the principal features of a post-

war conflict(s)• the ways in which the competing

groups represented themselves and each other

• the outcome of the competition between ideologies

Key Skills: use key concepts relevant to the

selected historical conflict synthesise evidence to draw

conclusions; present historical material using

Lesson 12:Question Die Activity to lead into Discussions of Brinkmanship and Proxy Wars

Video: “Make mine freedom”Top Five Activity to lead into discussion of what are the ways in which this conflict of ideologies is being fought

Timeline leading to Korean War taken from Smith and Twentieth Century History Text book

Key Players of the Cold War taken from Smith and Twentieth Century History textbook

Formative:Observation of students use of key concepts relevant to the historical conflictObservation of understanding of propaganda and ways in which competing groups represent themselvesObservation of students understanding of outcomes due to historical conflictObservation of students participation and contribution in group and class activities

Summative:Question Die Answers

Top Five List

Question Die ActivityD. Kruse, Thinking Strategies for the Inquiry Classroom (Carlton: Curriculum Corporation, 2009)pp 14-16

Youtube Video: “Make mine freedom”http://www.youtube.com/watch?v=mVh75ylAUXYJune 6, 2006

R. Smith, Reds Under the Bed American Anti-Communism in the 50s (Collingwood: HTAV, 2005)pp 40-41

P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)pp 46-47

Question Die ActivityD. Kruse, Thinking Strategies for the Inquiry Classroom (Carlton: Curriculum Corporation, 2009)pp 58-59

conventions such as quotations, footnotes and a bibliography.

Key Knowledge: the principal features of a post-

war conflict(s)• the ways in which the competing

groups represented themselves and each other

• the outcome of the competition between ideologies

Key Skills: use key concepts relevant to the

selected historical conflict synthesise evidence to draw

conclusions

5 Lesson 13:KWL Chart of Korean War

Korean War ActivityTwentieth Century History 1945-2000GoogleS.R. Gibbons Text

Formative:Observation of students use of key concepts relevant to the historical conflictObservation of understanding of propaganda and ways in which competing groups represent themselves

P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)pp 55-57

Google.com

S. R. Gibbons, The Cold War (NY:

Key Knowledge: the principal features of a post-

war conflict(s) the outcome of the competition

between ideologies

Key Skills:

Korean War WorksheetReflect on KWL Chart

Lesson 14:Main Players PowerPointFrom R. Smith

Brainstorm Analysis Questions for ReadingMcCarthyism: S.R. Gibbons & Twentieth Century History 1945-2000

Video: “See It Now March 9, 1954”

Put Yourself on the line leading to Fold the Line Activity“Was McCarthy a product or cause of the Red fear?”

Lesson 15: (Dbl)DVD: “Good night and Good luck”

Reflective Questions about Movie based on their knowledge of the Cold War

Observation of students understanding of outcomes due to historical conflictObservation of students participation and contribution in group and class activities

Summative:Korean War WorksheetAppendix WS5

Formative:Observation of students use of key concepts relevant to the historical conflictObservation of students contribution to analysis question brainstormingObservation of students understanding of outcomes due to historical conflictObservation of students participation and contribution in group and class activities

Summative:Analysis of Reading Documents

Formative:Observation of students use of key concepts relevant to the historical conflictObservation of students contribution to reflective question Observation of students understanding of outcomes due to historical conflictObservation of students participation and contribution in group and class

Longman, 1986)pp 57-61See Teacher Professional Development

P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)p 58

S. R. Gibbons, The Cold War (NY: Longman, 1986)pp 63-64

Youtube Video: “See It Now March 9, 1954”http://www.youtube.com/watch?v=anNEJJYLU8M&feature=relatedAugust 22, 2009

DVD: “Good night and Good luck”George Clooney, 2005

use key concepts relevant to the selected historical conflict

synthesise evidence to draw conclusions

Key Knowledge: the principal features of a post-

war conflict(s)• the ways in which the competing

groups represented themselves and each other

the outcome of the competition between ideologies

Key Skills: use key concepts relevant to the

selected historical conflict synthesise evidence to draw

conclusions

Key Knowledge: the principal features of a post-

war conflict(s)• the ways in which the competing

groups represented themselves and each other

Key Skills: use key concepts relevant to the

selected historical conflict

activities

Summative:

6 Lesson 16:Introduction to DipityAssessment Task Three: Interactive Timeline

Class time used to work on their Assessment Task

Lesson 17: (Dbl)Class time used to work on their Assessment Task Due end of lesson

Lesson 18:Video: “We didn’t start the fire”

Timeline of Dissent in Europe and Arms

Formative:Observation of students use of key concepts and features relevant to the historical conflictObservation of students understanding of outcomes due to historical conflictObservation of students understanding and competency of Dipity

Summative:Assessment Task Three: Interactive TimelineAppendix A3

Formative:Observation of students use of key concepts and features relevant to the historical conflictObservation of students understanding of outcomes due to historical conflictObservation of students understanding and competency of Dipity

Summative:Assessment Task Three: Interactive TimelineAppendix A3

Formative:Observation of students use of key concepts and features relevant to the historical conflict

Youtube Video: “We didn’t start the fire”http://www.youtube.com/watch?v=2v2JcpolIQU

Key Knowledge: the principal features of a post-

war conflict(s) the outcome of the competition

between ideologies;

Key Skills: use key concepts relevant to the

selected historical conflict present historical material using

conventions such as quotations, footnotes and a bibliography.

Key Knowledge: the principal features of a post-

war conflict(s) the outcome of the competition

between ideologies;

Key Skills: use key concepts relevant to the

selected historical conflict present historical material using

conventions such as quotations, footnotes and a bibliography.

Key Knowledge: the principal features of a post-

war conflict(s) the outcome of the competition

Race

Read Text: Twentieth Century History 1945-2000 pp 60-62

Question Die Activity in Groups to reflect and respond to reading

Observation of students understanding of outcomes due to historical conflictObservation of students participation and contribution in Question Die Activity

Summative:Question Die Questions and Answers

November 6, 2007

R, Smith: Reds Under the Bed American Anti-Communism in the 1950s (Collingwood: HTAV, 2005)p 40-41

P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)pp 46-47, 60-62.

between ideologies;

Key Skills: use key concepts relevant to the

selected historical conflict synthesise evidence to draw

conclusions

Teacher Professional DevelopmentResources Used Specifically in this Unit of WorkP. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)Textbook provided by HTAV great for reading and historiography. The Textbook chronologically covers the required curriculum as per the Study Design from VCAA

R, Smith: Reds Under the Bed American Anti-Communism in the 1950s (Collingwood: HTAV, 2005)Teacher Resource which will assist teachers for an American perspective of Cold War conflict domestically

Propaganda Posters Numerous Propaganda Posters can be found via Google images search. However Designer-Daily, a design blog has an entry on some Cold War Propaganda images link below:http://www.designer-daily.com/examples-of-american-cold-war-propaganda-2918

WordleWordle is a web application that allows the user to enter any body of text and the application will highlight key words by constructing a word collage. Key words will be in the largest font and the priority of words will descend due to font size, thus the least common words in the body of text will be the smallest font. Link bellow:www.wordle.com

“No Guns, Just Flour” ArticleAn article taken from the CNN website which remembers the Berlin Blockade from a journal entry of the Candy Bomber, link provided.http://www.cnn.com/US/9805/11/berlin.airlift/index.htmlMay 11, 1998

No Guns, Just Flour: The Berlin Airlift – Lesson PlanMaryland Council on Economic Education provides excellent lesson plans which are economically orientated; however they have a few lesson plans in PDF format, which link with Cold War events in this case the Berlin Airlift.Maryland Council on Economic Educationwww.econed.org

D. Kruse, Thinking Strategies for the Inquiry Classroom (Carlton: Curriculum Corporation, 2009)Kruse, provides great Thinking strategy activities which can be used for various lessons. In this unit we use the Question Die activity and the Top Five activity.

S. R. Gibbons, The Cold War (NY: Longman, 1986)Great Historiography source and resource for teachers who are teaching Twentieth Century History 1945-200 Unit 2. It is strongly recommended to make photocopies of sections from the book. It does require a higher level of reading and comprehension but a great source for students to have extra historiography.

DVD: “Good Night and Good Luck” George Clooney, 2005Great visual prompt for an understanding of McCarthyism and its consequences in America, it can be found at most video stores and libraries.

YoutubeYoutube can be a great visual resource; however care needs to be taken with copyrights issues of how videos are created. It is also important to note that it is a Web 2.0 technology and therefore the validity of videos can be in question.www.youtube.com

Mappery.comMappery.com is a great resource for founding historical mapswww.mapery.com

Resources used for Professional DevelopmentP. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)

R, Smith: Reds Under the Bed American Anti-Communism in the 1950s (Collingwood: HTAV, 2005)

Maryland Council on Economic Educationwww.econed.org

D. Kruse, Thinking Strategies for the Inquiry Classroom (Carlton: Curriculum Corporation, 2009)

S. R. Gibbons, The Cold War (NY: Longman, 1986)

C. Marsh, Teaching Studies of Society and Environment 4th ed. (NSW: Pearsons, 2004)

J. Gibbs, Engaging All by Creating High School Learning Communities (Nevada: CenterSource Systems, 2008)

History Teachers Association of Victoria Websitehttp://htav.asn.au

Victorian Curriculum and Assessment Authority Websitehttp://www.vcaa.vic.edu.au/

The History Teacher Journal published quarterly by The Society of History Educationhttp://www.thehistoryteacher.org/

History Teachers Association of Australiahttp://www.historyteacher.org.au/

Assessment TasksAssessment Task One: Document Analysis Report and PresentationStudent’s will choose one of four documents during the time of Cold War, they will analyse the documents and write a report highlighting the historical context, meaning of the images, proposed audience as well as description of the significant use of words or symbols of the documents and what can be learned from the documents regarding the ideological conflict at the time.

Students will then present to the class their chosen document and their brief analysis based on their report of the previously stated elements.

This assessment task will explicitly link with Outcome One: “student should be able to analyse and discuss how post-war societies used ideologies to legitimise their worldview and portray competing systems.” (History-VCE Study Design, 2010)

It will also address the following Key Knowledge and Skill elements:Key Knowledge: the propagation and maintenance of ideological views both domestically and

beyond their borders; for example, the use of the media, symbols, espionage, competition, physical force and the law;

Key Skill:• use key concepts relevant to the selected historical conflict; such as ideology,

power, racism, communism, capitalism, imperialism, ethnicity and nationalism;

• analyse written and visual evidence;(History-VCE Study Design, 2010)

Appendix A1 – Is the Assessment task Sheet with attached Rubric.

Assessment Task Two: Berlin Blockade Class DebateStudents will be split into two groups and work collaboratively in order to win a class debate. The debate will be centered on the Berlin Blockade and will allow for students to develop, problem solving and their interpersonal skills. Students within their groups will need to research and establish an argument based on the debate question: “Are the Soviets to blame for the blockade?” They will need to acquire relevant historiography and have historical evidence to support their arguments. The debate will be structured with three presentations per team with each presentation lasting five minutes. Team members who are not presenters

are still involved in the research, speech writing and collaborative work in establishing arguments. They are also during the debate encouraged to take notes, research and provide rebuttal contributions to their respective presenters.

Three speeches are required to be submitted for this assessment including references and a resource list of historical material used by each team as part of their research. Teams will also be assessed on their presentations but not on the eventual winner of the debate as it is an exercise to encourage historical research and argumentative conclusions.

This assessment task will explicitly link with Outcome One: “student should be able to analyse and discuss how post-war societies used ideologies to legitimise their worldview…” (History-VCE Study Design, 2010)

It will also address the following Key Knowledge and Skill elements:Key Knowledge: the principal features of a post-war conflict(s); the ways in which the competing groups represented themselves and each

other; for example, views on the individual in society, the proper function of the state, tolerance of dissent and minority groups, view of nationalism;

the outcome of the competition between ideologies; for example, military threats, propaganda wars, isolationism.

Key Skill:• use key concepts relevant to the selected historical conflict; such as ideology,

power, racism, communism, capitalism, imperialism, ethnicity and nationalism;

synthesise evidence to draw conclusions; present historical material using conventions such as quotations, footnotes

and a bibliography.(History-VCE Study Design, 2010)

Appendix A2 – Is the Assessment task Sheet with attached Rubric.

Assessment Task Three: Interactive Cold War Time Line (Post WWII – McCarthyism) Students in pairs will collaboratively construct an interactive time line of events that are crucial to the origins of the Cold War till the rise of McCarthyism in America. They are to use the Web 2.0 Technology Dipity and the use of mashups1. Students will need to decide if they will like to concentrate on a Soviet or American timeline and provide a relevant timeline for both global and domestic events. They are to include different uses of media and a brief description of each element of their timeline.

They will provide a bibliography and reference to all their research material and media used as part of their mashup.

This assessment task will explicitly link with Outcome One: “student should be able to analyse and discuss how post-war societies used ideologies to legitimise their worldview…” (History-VCE Study Design, 2010)1 A web application that combines multiple services into a single application for example a web forum may contain a mashup that uses Google maps to display what parts of the world the users are posting from. (techterms.com, 2007)

It will also address the following Key Knowledge and Skill elements:Key Knowledge: the principal features of a post-war conflict(s); the outcome of the competition between ideologies; for example, military

threats, propaganda wars, isolationism.

Key Skill:• use key concepts relevant to the selected historical conflict; such as ideology,

power, racism, communism, capitalism, imperialism, ethnicity and nationalism;

present historical material using conventions such as quotations, footnotes and a bibliography.

(History-VCE Study Design, 2010)

Appendix A3 – Is the Assessment task Sheet with attached Rubric.

Appendix A1Origins of the Cold War - Document AnalysisAnalyse critically ONE of the attached documentary extracts in no more than 1000 words. During your document analysis answer the question: Why is your document significant to our understanding of the origins of

the Cold War?In your answer consider the following:

The proposed audience of the document The historical context of the document Meaning of the use of words and images The significance of the use of words and symbols What we can learn from this document to shape our understanding of the

ideological conflicts of the time

You will submit your written report and present to the class a 5 minute brief description of your chosen document.A satisfactory completion of the assignment requires:

Demonstration of understanding of the main points of the topic A coherent analysis answering the questions set Use of historiography to support your answers with accurate citation and

referencing

Assessment One: Document Analysis RubricCriteria Mark Comments

Does your report answer the question

/20Do you demonstrate a sound knowledge of the propagation and maintenance of the ideological views /25Use of key concepts relevant to the historical conflict /25A coherent analysis of the documentation /20References Section /5Use of a Style Guide particularly for accurate citation for references

/5Comments:

Teacher: Total: /100

Date: Pass: S / N

Document One: Truman Doctrine

At the present moment in world history nearly every nation must choose between alternative ways of life. The choice is too often not a free one. One way of life is based upon the will of the majority, and is distinguished by free institutions, representative government, free elections, guarantees of individual liberty, freedom of speech and religion, and freedom from political oppression. The second way of life is based upon the will of a minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and radio; fixed elections, and the suppression of personal freedoms. I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures. I believe that we must assist free peoples to work out their own destinies in their own way. I believe that our help should be primarily through economic and financial aid which is essential to economic stability and orderly political processes. The world is not static, and the status quo is not sacred. But we cannot allow changes in the status quo in violation of the Charter of the United Nations by such methods as coercion, or by such subterfuges as political infiltration. In helping free and independent nations to maintain their freedom, the United States will be giving effect to the principles of the Charter of the United Nations. It is necessary only to glance at a map to realize that the survival and integrity of the Greek nation are of grave importance in a much wider situation. If Greece should fall under the control of an armed minority, the effect upon its neighbor, Turkey, would be immediate and serious. Confusion and disorder might well spread throughout the entire Middle East. Moreover, the disappearance of Greece as an independent state would have a profound effect upon those countries in Europe whose peoples are struggling against great difficulties to maintain their freedoms and their independence while they repair the damages of war. It would be an unspeakable tragedy if these countries, which have struggled so long against overwhelming odds, should lose that victory for which they sacrificed so much. Collapse of free institutions and loss of independence would be disastrous not only for them but for the world. Discouragement and possibly failure would quickly be the lot of neighboring peoples striving to maintain their freedom and independence. Should we fail to aid Greece and Turkey in this fateful hour, the effect will be far reaching to the West as well as to the East. We must take immediate and resolute action.

(Yale Law School, 2008)

Document Two: General Clay Memo to Pres. Truman

Picture taken from: The Harry S. Truman Library and Museum

Document Three: Stalin “Can He Block It?” Cartoon

Picture from: HistoryWiz.com

Document Four: Is This Tomorrow “America under Communism” Comic

(Catechetical Guild Education Society, 1947)

Picture from: Designer Daily.com

Appendix A2Origins of the Cold War – Classroom DebateWe will hold a classroom debate surrounding the events leading to and the outcome of the Berlin Blockade. The question for the debate is:

“Are the Soviets to blame for the Berlin Blockade?”

In your group you are required to use relevant historical evidence to establish your conclusion to this question.

Each group will be required to have three representatives and each will present their argument to the debate for 5 minutes.

All other participants need to provide relevant research and rebuttal comments or questions during the debate.

Each group is required to submit 3 written speeches which are the speech presented on the day of the debate with correct use of a style guide to accurately provide citation and a Reference page.

Assessment Two: Classroom Debate RubricCriteria Mark Comments

Do your speeches answer the question

/10Demonstrate a sound knowledge of the outcomes of the Berlin Blockade /35Use of key concepts relevant to the historical conflict /15Use historical evidence to support your argument /30References Section /5Use of a Style Guide particularly for accurate citation for references

/5Comments:

Teacher: Total: /100

Date: Pass: S / N

Appendix A3Origins of the Cold War – Interactive TimelineYou are to construct an Interactive Timeline using Dipity.com outlining the events post WWII that are significant to the Origins of the Cold War till the Korean War and the rise and fall of McCarthyism in America.

Your timeline needs to be constructed from the either a Soviet or American perspective, clearly outlining events in a global and domestic setting.

Your timeline should include all key events that highlight the conflict between the ideologies and how they opposed one another during the Cold War.

The use of mashups is encouraged but you will need to correctly reference all media used in your timeline.

Assessment Three: Integrated Timeline DipityCriteria Mark Comments

Demonstrate a sound knowledge of the events leading towards the Cold War /25Demonstrate events from a global and domestic perspective /25Use of key concepts relevant to the historical conflict /20References Section /15Use of Mashups /15Comments:

Teacher: Total: /100

Date: Pass: S / N

Appendix WS1Nuremberg TrailsAfter watching the video answer the following questions:

1. From the images of Europe after the WWII, describe what you SAW, what it made you THINK, and what you WONDER.

2. What is the importance of the ‘WHY’ question the narrator suggest the people wanted to know?

3. What was the name of the Tribunal that was sitting in to judge the Nazi war criminals?

4. Can you remember any of the names of the Nazi war criminals? If so list them

5. What was the significance of the inquest according to the American prosecutor?

6. Why is it important that the war criminals were allowed to defend themselves? What does this imply about Western values?

7. From your prior knowledge how important is Adolf Hitler and Mein Kampf to the Nuremberg Trails?

Appendix WS2Post WWII Summary Questions

1. Summarise the impact of the war under the following headings: Social consequences

Economic consequences

Political consequences

2. Summarise changes in leadership during the period 1943-46: Britain

USA

USSR

Germany

3. What ‘demographic catastrophe’ resulted from WWII?

4. Conclusion/opinion: what do you see as the key problems or issues facing the world at the end of WWII? Give reasons for your answer.

Appendix WS3Document AnalysisGo to the following website address:

http://www.spartacus.schoolnet.co.uk/USAmarshallP.htm

Select ONE (1) of the historiography on the site and answer the following questions:

1. Who is the author or speaker?

2. Who is their intended audience?

3. What is the message that they are trying to imply with their words?

4. What are the key words, symbols or common theme in the piece?

5. How is this significant to our understanding of the Cold War?

Appendix WS4Berlin BlockadeRead pages 48-53 of your Text Book: Twentieth Century History 1945-2000

Answer the following questions:

1. Complete ‘source box’ activity p.48.2. What justification would Stalin give for Soviet expansion in Eastern

Europe?

3. What were Truman’s key reasons for US actions in Europe?

4. Explain the US motivation behind the Marshall Plan and the Soviet response.

5. What was the COMINFORM and the motivation behind it?

6. Explain the three alternate views in the ‘Historiography’ of the Cold War.

7. Complete ‘source box’ activity p.52.8. How would you describe the reasons or motivation of the Soviets and the

Western allies?

9. Do you think either side was more to blame then the other? Explain.

Appendix WS5Korean WarYou will in groups you are to use the source allocated by your teacher to do the following:

1. Write a fact sheet of the Korean War:2. Establish a conclusion of who is to blame for the Korean War and give your

reasons?

The sources you can use are either: (As well as Google)

Twentieth Century History 1945-200

S. R. Gibbons, The Cold War

References‘Can He block it?’, HistoryWiz.com [Image], http://www.historywiz.com/marshallplan.htmlAccessed 3 Oct 2011

Clooney, G. “Good night and Good luck” Movie(Warner Independent ,2005)

“Europe in Ruins & The Marshall Plan”http://www.youtube.com/watch?v=pUt7Lr3lubcJune 7, 2009Accessed 2 Oct 2011

Evans, P. Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)

Gibbons, S. R. The Cold War (NY: Longman, 1986)

History Study Design (VCAA, 2004) PDF, http://www.vcaa.vic.edu.au/vce/studies/history/history-sd.pdfAccessed 3 Oct 2011

‘Is This Tomorrow America Under Communism’, Desinger-Daily.com [Image] http://www.designer-daily.com/examples-of-american-cold-war-propaganda-2918Accessed 3 Oct 2011

Kruse, D. Thinking Strategies for the Inquiry Classroom (Carlton: Curriculum Corporation, 2009)

“Make mine freedom”http://www.youtube.com/watch?v=mVh75ylAUXYJune 6, 2006Accessed 4 Oct 2011

Map of Germany post WWII:http://mappery.com/map-of/Occupation-Areas-of-Germany-after-1945-MapAccessed 1 Oct 2011

‘Mashup’, Techterms, October 25, 2007http://www.techterms.com/definition/mashupAccessed 3 Oct 2001

‘No Guns, Just Flour’, CNN Interactive, May 11, 1998http://www.cnn.com/US/9805/11/berlin.airlift/index.htmlAccessed 5 Oct 2011

‘No Guns, Just Flour: The Berlin Airlift – Lesson Plan’, Maryland Council on Economic Education, www.econed.orgAccessed 5 Oct 2011

“Nuremberg Trails Documentary Part 1/7”http://www.youtube.com/watch?v=KTsTzOhklDkJune 26, 2010. Accessed 3 Oct 2011

“See It Now March 9, 1954”http://www.youtube.com/watch?v=anNEJJYLU8M&feature=relatedAugust 22, 2009Accessed 3 Oct 2011

Smith, R, Reds Under the Bed American Anti-Communism in the 1950s (Collingwood: HTAV, 2005)

Spartacus – The Marshall Planhttp://www.spartacus.schoolnet.co.uk/USAmarshallP.htmAccessed 3 Oct 2011

“Truman Doctrine”http://www.youtube.com/watch?v=-azZDCjAKus&feature=relatedJune 11, 2010Accessed 3 Oct 2011

Truman, H. ‘Address before a joint session of congress – March 12, 1947’, The Avalon Project, (Yale Law School, 2008) http://avalon.law.yale.edu/20th_century/trudoc.aspAccessed Oct 5 2011

‘Truman Memo from Gen. Clay, 1948’, Harry S. Truman Library and Museum [Image] http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/documents/index.php?documentdate=1948-00-00&documentid=5-2&studycollectionid=Berlin&pagenumber=1Accessed 3 Oct 2001

“We didn’t start the fire”http://www.youtube.com/watch?v=2v2JcpolIQUNovember 6, 2007Accessed 3 Oct 2011