4
SE C T I O N
S
Section
If the Bomb Drops . . .
“
If you are in the open, drop to the ground instantly,
back to the light, and try to shade your bare face,
neck, arms, and hands. This will not shield you from
gamma rays, but will protect you from burns.
Review and Preview
”
Students have read about the stalemate
in the Korean War and the domestic
effects of the Cold War. Now they will
learn about additional Cold War tensions throughout the world.
—“What to Do if Bomb Falls Without Warning,”
Seattle Civil Defense Manual, 1951
䊴
Posters warned Americans
about the threat of nuclear war.
Global Concerns
in the Cold War
Objectives
• Explain how the Cold War turned into an
arms race.
• Describe how the Cold War divided the
emerging countries in Asia and Africa.
• Explain how communism gained influence
in Latin America.
• Explain why Cuba became a crisis spot during
the Cold War.
Reading Skill
Evaluate Short- and Long-Term
Effects Some causes lead to both short- and
long-term effects. For example, an event might
cause an immediate reaction and also change a
long-standing pattern in society. The Cold War had
many immediate effects on the world. It also had
long-term effects.
Key Terms and People
superpower
arms race
4
Step-by-Step Instruction
stockpile
John F. Kennedy
Why It Matters Tensions between the United States and
Communist nations increased during and after the Korean
War. As the Cold War intensified, the United States and the
Soviet Union competed for power around the world. They
engaged in a dangerous competition to build up their supplies of nuclear weapons.
Section Focus Question: How did the Cold War increase
tensions around the world?
The Arms Race
After almost 30 years of totalitarian rule in the Soviet
Union, Josef Stalin died in 1953. His death brought no letup
in the Cold War tensions. A new Soviet leader, Nikita Khrushchev (KROOSH chawf), predicted that communism would
destroy the Western democracies.
By the end of the 1950s, the United States and the Soviet
Union had emerged as world superpowers. Superpowers are
countries whose military, economic, and political strength are
so great that they can influence events worldwide.
In the 1950s, the two nations began an expensive and
dangerous arms race. An arms race is a contest in which
nations compete to build more and more powerful weapons.
In 1952, Americans exploded the first hydrogen bomb, or
H-bomb. Soon, the Soviets had their own H-bomb. China
joined the race by exploding its own atomic bomb in 1964.
Three years later, China exploded a hydrogen bomb. Britain
and France also developed nuclear weapons.
Section 4 Global Concerns in the Cold War 855
Use the information below to teach students this section’s high-use words.
High-Use Word
Definition and Sample Sentence
revolt, p. 858
n. uprising; rebellion
The revolt between Britain and the Patriots led to a Patriot victory.
encounter, p. 859
n. short, dangerous, or frightening meeting between people, groups,
or things
At Stalingrad, the encounter between the German forces and the Russian people was brutal.
Section Focus Question
How did the Cold War increase
tensions around the world?
Before you begin the lesson for the day,
write the Section Focus Question on the
board. (Lesson focus: The arms race expanded
to other nations, including China, Britain, and
France, increasing the likelihood of nuclear
annihilation.)
Prepare to Read
Build Background
Knowledge
L2
Have students discuss the results of Cold
War tensions among nations discussed
previously in this chapter using the GiveOne-Get-One strategy (TE, p. T25). Then
have students predict how Cold War tensions would affect emerging nations. As
students read, ask them to monitor the
accuracy of their predictions.
Set a Purpose
■
L2
Read each statement in the Reading
Readiness Guide aloud. Ask students to
mark the statements as True or False.
Teaching Resources, Unit 8,
Reading Readiness Guide, p. 77
■
Have students discuss the statements in
pairs or groups of four, then mark their
worksheets again. Use the Numbered
Heads participation strategy (TE, p. T24)
to call on students to share their group’s
perspectives. The students will return to
these worksheets later.
Chapter 25 Section 4 855
Teach
The Arms Race
Race to the Moon
p. 855
Instruction
■
L2
Vocabulary Builder Before teaching
this section, preteach the High-Use
Words revolt and encounter, using the
strategy on TE p. T21.
Key Terms Following the instruction on
p. 7, have students complete the See It–
Remember It chart for the Key Terms in
this chapter.
■
Read The Arms Race with students
using the Oral Cloze strategy. (TE, p. 22)
■
Have students consider the advantages
and disadvantages of more nations
gaining nuclear capabilities. (Advantages: more friendly nations having the technology may intimidate the Communist
nations. Disadvantages: a greater likelihood
of nuclear war and of politically unstable
nations obtaining the technology.)
The launching of Sputnik set a
new challenge for the United
States. NASA’s goal was to
send a person into space. The
government spent billions of
dollars in the effort. John
Glenn (shown here), in 1962,
became the first American to
orbit, or travel around, Earth.
His flight lasted nearly five
hours. Critical Thinking:
Link Past and Present Do
you think space exploration
is still considered as
important today as it was
during the 1950s and
1960s? Explain.
Independent Practice
Have students begin to fill in the Study
Guide for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 25,
Section 4 (Adapted Version also available.)
Monitor Progress
Evaluate Short- and
Long-Term Effects
Evaluate the short- and
long-term effects of the arms race.
As students begin to fill in the Notetaking
Study Guide, circulate to make sure students understand the dangers associated
with competition over nuclear weapons.
Provide assistance as needed.
How did the launch of Sputnik affect Americans?
Emerging Nations
After World War II, many former colonies gained their independence. The United States and the Soviet Union soon were engaged in a
competition to win allies among the new nations.
Answers
Link Past and Present Possible answers:
Yes, it is important to remain at the forefront of new technology and weaponry.
No, with the Cold War over, it is no longer
necessary to pursue the space program.
Reading Skill Possible answers:
Nations devoted a great deal of time,
money, and human effort to developing
weapons. Tensions among nations
increased, and the proliferation of nuclear
arms became somewhat uncontrolled, as it
remains today.
It shocked Americans, many
of whom probably believed that the Soviets might be able to launch nuclear missiles
at American cities. Americans rushed to
develop their own space program.
856 Chapter 25
No country wanted to use nuclear weapons and risk a deadly
counterattack. Instead, the nuclear nations stockpiled, or collected,
their nuclear weapons. By the 1970s, the Soviet Union and the United
States had enough weapons stockpiled to destroy each other many
times over.
The superpowers also competed in space. In October 1957, the
Soviet Union alarmed the West by launching the world’s first humanmade satellite. Sputnik weighed only 184 pounds, but the tiny satellite circling Earth at 18,000 miles an hour gave Americans a huge
shock. If the Soviets could send satellites into space, they could also
launch nuclear missiles at American cities.
The United States and the Soviets were now also in a race to
develop the technology to control outer space. In response to Sputnik,
Congress created the National Aeronautics and Space Administration (NASA) to launch its own space missions. Congress also passed
the National Defense Education Act. Its goal was to produce more
scientists and more teachers.
The Peace Corps The Soviet Union made a major effort to win
support among the newly independent nations. To counter this
856 Chapter 25 The United States in the Cold War
History Background
The Hunt for Uranium The arms race
started a mining rush for the uranium
needed to produce atomic weapons. Uranium is a naturally occurring element that
is used in nuclear technologies.
Enriched uranium is a product of science that contains an increased portion of
the unstable uranium isotope U–235.
Unlike naturally occurring uranium, most
of which is U–238, enriched uranium is
less stable. It becomes more fissionable as
more U–235 is added. Uranium consisting
of more than 20 percent U–235 is classified
as highly enriched, because it can be used
for weapons. A uranium-based atomic
weapon typically contains 85 percent or
more of the unstable U–235 isotope, and is
far more unstable than uranium used in
peaceful applications.
appeal, President John F. Kennedy in 1961 proposed that Congress
establish a Peace Corps. The new program sought to build
friendships between Americans and the people of other nations. It
also sought to encourage economic growth in developing countries.
Thousands of Americans, young and old, volunteered to serve in
poor villages in Asia, Africa, and Latin America. They shared their
skills and knowledge as teachers, doctors, nurses, carpenters, and
farmers.
Emerging Nations
p. 856
Evaluate Short- and
Long-Term Effects
Evaluate the short- and
long-term effects of growing
independence among developing
nations.
Developments in Africa The Soviet Union quickly extended
aid to the new African nations of Ghana and Guinea. To counter
Soviet influence, the United States expanded its own aid to other
newly independent countries.
The Congo became a flash point for this competition between the
United States and the Soviet Union to gain influence in a region. In
1960, the former Belgian Congo gained independence as the nation of
Congo. Soon, opposing groups were fighting over control of the new
country. The United States backed one side. The Soviet Union aided
the other side. Each side supplied airplanes, trucks, and technical
advisers to its Congo allies. The war became increasingly violent.
The Philippines With European nations weakened by World
War II, many Asians saw an opportunity to seize the independence
for which they had long hungered.
The first Asian country to win independence in the postwar
period was the Philippine Islands. The United States had promised
Filipinos independence in 1934. Twelve years later, in 1946, the
United States lived up to its promise.
Unrest soon developed in the Philippines. Many Filipinos wanted
reforms, especially land reforms. When the government moved too
slowly toward making changes, fighting broke out. Some of the
rebels were Communists. By 1954, the government had defeated the
rebels. It also made some needed land reforms.
After Ferdinand Marcos became president in 1965, however, the
government became less democratic. In the years that followed,
many groups continued to push for greater reforms.
A Volunteer
This Peace Corps volunteer is reading to a child in Senegal. The Peace
Corps logo is also shown.
Indochina Indochina, which had been under French control, took
a different path. After World War II, France struggled to maintain
control. In one of the colonies, Vietnam, Ho Chi Minh (HOH CHEE
MIHN) led the fight for independence from France. Because Ho was a
Communist who had Soviet backing, the United States backed the
French. In 1954, Ho’s forces defeated the French and won control of
the northern part of Vietnam. Fighting in Vietnam would last for
almost 30 years. Before it ended, the fighting would draw the United
States into a long and bitter war. You will read about the Vietnam
War in another chapter.
Instruction
L2
■
Have students read Emerging Nations.
Remind students to answer the reading
Checkpoint question.
■
Ask: What is the Peace Corps? (a program in which volunteers coordinated by the
United States government help emerging
nations with education, training and
resources development) Why did
Kennedy establish it? (to develop good
relations with emerging and developing
nations through social programs and economic aid)
■
Ask: Why did the United States back
the French in Vietnam? (The French were
fighting an independence movement led by
Ho Chi Minh, a Communist who had Soviet
backing.)
Independent Practice
Have students continue filling in the Study
Guide for this section.
Interactive Reading and
Notetaking Study Guide, Chapter 25,
Section 4 (Adapted Version also available.)
Monitor Progress
As students fill in the Notetaking Study
Guide, circulate to make sure students
understand the competition between the
United States and Soviet Union for allegiance from new nations. If students do
not seem to have a good understanding,
have them reread the section. Provide
assistance as needed.
How did the Peace Corps help the United States
build friendships with other nations?
Section 4 Global Concerns in the Cold War 857
Answers
History Background
The Peace Corps Peace Corps volunteers
work hard during a two-year tour of duty.
A volunteer might set up a health clinic,
build an irrigation system, or start a new
school. Volunteers commonly live in remote
settings. All are expected to use the local
language and live as the local people do.
Peace Corps volunteers feel that they do
much more than building, doctoring, and
teaching. Said one: “By communications
on a person-to-person level the people of
the world may some day eliminate the
word [stranger]. Communication, after all,
can breed understanding. And understanding can breed peace.” As of today,
178,000 people have worked for the Peace
Corps.
Reading Skill Possible answers:
Short-term, citizens have new political
freedoms and economic opportunities.
Long-term, developing countries stabilize
politically and economically and become
participants in the global scene.
by supporting the economic
growth in developing nations and getting
to know other nations’ people and their
cultures
Chapter 25 Section 4 857
Discovery School Video
Explore More Video
To enrich students’ understanding of the
threat of communism in Latin America,
have them view the video The Cuban Missile Crisis.
To learn more about the
Cuban missile crisis, view the
video.
Latin America and the
Cold War
p. 858
Instruction
L2
■
Have students read Latin America and
the Cold War. Remind students to look
for sequence of events.
■
Have students locate Guatemala, Panama, and Cuba on a map. What had
been the United States’ relationship
with Latin America previously? (Students should recall the changing tide of
United States policies in Latin America
before and after the world wars.)
■
Use the transparency The Cuban Missile
Crisis to help students understand why
the United States was concerned about
Communist Cuba.
Color Transparencies, The Cuban Missile Crisis
The Cuban Missile Crisis
For 13 days in 1962, a standoff
between President Kennedy
and Soviet leader Nikita
Khrushchev over missile
bases inside Cuba drew the
superpowers dangerously close
to a nuclear war. Critical
Thinking: Analyze Cause
and Effect How did the
Cuban missile crisis affect the
arms race?
Latin America and the Cold War
Vocabulary Builder
revolt (ree VOHLT) n. uprising;
rebellion
Independent Practice
Have students complete the Study Guide
for this section.
Fidel Castro Comes to Power In January 1959, Fidel Castro,
Monitor Progress
■
As students complete the Notetaking
Study Guide, circulate to make sure students understand why communism in
Latin America was a threat to the United
States. Provide assistance as needed.
■
Tell students to fill in the last column of
the Reading Readiness Guide. Probe for
what they learned that confirms or
invalidates each statement.
■
Have students go back to their Word
Knowledge Rating Form. Rerate their
word knowledge and complete the last
column with an example.
Teaching Resources, Unit 8,
Reading Readiness Guide, p. 77; Word
Knowledge Rating Form, p. 73
Answer
Analyze Cause and Effect The Cuban
missile crisis intensified the arms race.
858 Chapter 25
In the 1950s, the Cold War moved close to the United States, in
Latin America. The nations of Latin America faced many critical problems, including widespread poverty and poor health care. The United
States hoped that moderate Latin American governments would gradually improve these conditions.
Many Latin Americans, however, rejected gradual solutions.
Instead, revolts brought anti-American groups to power. Many
Americans worried about the threat to American security and American businesses in Latin America. As a result, the United States
helped military dictators keep or gain power in several Latin American countries. This policy aroused hostile feelings in Latin America
toward the United States.
a Communist, led a successful revolution in Cuba. The Soviet Union
promised Castro aid. Castro also began to encourage revolution in
other parts of Latin America.
Castro’s actions forced thousands of Cubans into exile. An exile is
a person who is forced to leave his or her own country. Many came to
live in the United States.
In April 1961, a group of Cuban exiles secretly trained by the U.S.
Central Intelligence Agency landed at the Bay of Pigs on the southern
coast of Cuba. The invasion failed. However, the invasion made
Castro more popular in Cuba and embarrassed the United States.
858 Chapter 25 The United States in the Cold War
Differentiated Instruction
L3 Advanced Readers
L3 Gifted and Talented
Write Questions Have students further
research the roles of Kennedy and Khrushchev in the Cuban missile crisis. Then have
students work in pairs to develop a list of
questions they would like to have asked
Kennedy and Khrushchev. (For example,
students might ask Kennedy what he would
have done if Khrushchev had not backed down,
or they might ask Khrushchev why he did back
down.) Ask for volunteers to represent each
leader and allow pairs to pose their questions to them. Volunteers should answer
the questions based on their research.
Cuban Missile Crisis The next crisis was even more serious. In
1962, aerial photographs showed American leaders that the Soviets
were building nuclear missile bases inside Cuba. The bases could be
used to launch missiles against the United States.
Kennedy insisted that Soviet Premier Nikita Khrushchev remove
the missiles. Kennedy called them “a threat to world peace.” The
President imposed a naval blockade on Cuba. He ordered the U.S.
Navy to stop any Soviet ship from bringing missiles to Cuba.
For 13 days, the world held its breath, hoping that there would
not be an encounter between the two superpowers. Soviet ships
packed with more missiles steamed toward Cuba. American armed
forces went on alert. Across the country, Americans wondered what
would happen if the Soviet ships did not turn back.
At the last moment, the Soviet ships approaching the blockade
turned back. Khrushchev agreed to withdraw the missiles. The
United States pledged not to invade Cuba. U.S. Secretary of State
Dean Rusk described the tense last hours of the crisis: “We were
eyeball to eyeball, and I think the other fellow just blinked.”
Assess and Reteach
Assess Progress
Teaching Resources, Section
Vocabulary Builder
encounter (ehn KOWN ter) n.
short, dangerous, or frightening
meeting between people, groups,
or things
Comprehension
and Critical Thinking
1. (a) Recall Why did the United
States become involved in the
affairs of some Latin American
countries?
(b) Detect Points of View
How do you think the outcome of
the Cuban missile crisis affected
Kennedy’s reputation in the
United States? How do you think
it affected Khrushchev’s reputation in the Soviet Union?
2. (a) Identify What event in
October 1957 shocked the
United States?
(b) Draw Conclusions Why
was the event seen as a grave
threat?
Reading Skill
Key Terms
Complete each of the following
sentences so that the second part
further explains the first part and
clearly shows your understanding of
the key term.
4. In the 1950s, the Soviet Union and
the United States engaged in a
dangerous arms race, _____.
L1
If students need more instruction, have
them read this section in the Interactive
Reading and Notetaking Study Guide and
complete the accompanying question.
Interactive Reading and
Notetaking Study Guide, Chapter 25,
Section 4 (Adapted Version also available.)
Extend
For: Self-test with instant help
Visit: PHSchool.com
Web Code: mva-8254
3. Evaluate Short- and LongTerm Effects Reread the text
following the subheading
“Developments in Africa.” Evaluate the short- and long-term
effects of civil war in the Congo.
To further assess student understanding,
use the Progress Monitoring Transparency.
Reteach
Looking Back and Ahead Dramatic changes occurred
in United States foreign policy after World War II. Isolationism was
no longer a valid response to world events. There were also critical
changes on the home front, especially in the area of racial relations.
You will learn about this historic era in the next chapter.
Check Your Progress
Quiz, p. 85
Progress Monitoring Transparencies,
Chapter 25, Section 4
Why were events in Cuba troubling to the American
government?
Section 4
L2
Have students complete Check Your
Progress. Administer the Section Quiz.
5. After World War II, the United
States and the Soviet Union
emerged as the world’s two
superpowers, _____.
Writing
6. Add to the following list of items
to be used in a multimedia presentation about the Cuban missile
crisis: photograph of Soviet missiles in Cuba; photograph of Senator Kenneth Keating presenting
aerial view of missile sites.
L3
To wrap up this section, have students
create a political cartoon for one of the
significant events or relationships discussed in this section. Have them present
their drawings to the class and discuss the
symbols used in the cartoon.
Progress Monitoring Online
Students may check their comprehension of this section by completing the
Progress Monitoring Online graphic
organizer and self-quiz.
Answer
Possible answer: The events
in Cuba showed the American government
that the United States was not as safe as it
thought it was.
Section 4 Global Concerns in the Cold War 859
Section
4 Check Your Progress
1. (a) The U.S. government feared that
these countries would develop alliances
with the Soviet Union as revolts began.
(b) Possible answer: Kennedy’s reputation as a tough negotiator was reinforced. Khrushchev’s reputation was
damaged.
2. (a) The Soviet Union launched Sputnik
into orbit.
(b) Possible answer: It meant that the
Soviet Union might be technologically
more advanced than the United States,
might dominate space with its satellites
and threaten the United States.
3. Short-term effects include Soviet and
U.S. involvement. Long-term effects
include continuing instability and many
deaths.
5. countries whose military, economic, and
political strength were so great they
were able to influence events worldwide
6. Answers will vary, but students’
responses should include items that
would be useful in a multimedia presentation about the Cuban missile crisis.
4. a contest in which each nation competed
to build more numerous and more powerful nuclear weapons
Chapter 25 Section 4 859