Course: Contemporary World History
Glenbard District 87 Unit: COLD WAR Stage 1 – Desired Results Established Goal(s): What relevant goals (e.g. Content standards, course or program objectives, learning outcomes, etc.) will this address? National Center for History Standards
Era 8: A Half Century of Crisis and Achievement – 1900-1945
• Standard 5: Major global trends from 1900 to the end of World War Two
Era 9: The 20th Century Since 1945 – Promises and Paradoxes
• Standard 1: How post-World War Two reconstruction occurred, new international power relations took shape, and colonial empires broke up.
• Standard 2: The search for community, stability, and peace in an interdependent world.
Common Core Literacy Standards for Reading
Key Ideas and Details
1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as date and origin of information.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop throughout the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in the text, including vocabulary describing political, social, and economic aspects social studies.
5. Analyze how text uses structure to emphasize key points or advance an explanation or analysis.
6. Compare the point of view of two or more authors for how they treat same/similar topics, including which details they include and emphasize in their accounts.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical analysis (charts, research data, etc.) with qualitative analysis.
8. Assess the extent to which the evidence or reasoning in a text support the author’s claims.
9. Compare and contrast treatment of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Common Core State Literacy Standards for Writing
Text Types and Purposes
1. Write arguments focused on discipline-specific content.
2. Write informative/explanatory texts, including the narration of historical events.
Production and Distribution of Writing
3. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
4. Develop and strengthen writing by planning, revising, editing, or rewriting, focusing on addressing what is most significant for a specific purpose/audience.
5. Use technology to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link and display information.
Research to Present and Build Knowledge
6. Conduct short and more-sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources;
demonstrating understanding of the subject under investigation.
7. Gather relevant information from multiple authoritative (print/digital) sources using advanced searches; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format of citation.
8. Draw evidence from information texts to support analysis, reflection, and research.
Range of Writing
9. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or 1-2 days) for a range of purposes and audiences.
Illinois State Standards: 14B, 14E, 15D, 16A, 16B, 16C Understanding(s): Students will understand that…
Competing ideologies fuel global tension.
A. The ideological differences led to competition and tension between the two superpowers. Nations act in their own perceived self-interest.
Military force influences the balance of power.
B. The superpowers created alliances and influenced internal affairs to create and maintain spheres of influence. Superpowers rise and fall.
C. Economic and political pressures led to the collapse of the Soviet Union. Knowledge: Students will know… 1. Ideologies
• Democracy, Totalitarianism, Soviet Communism,
command economy, Capitalism, free market
2. Key Events and Hot Spots
• Yalta Conference, United Nations, Iron Curtain Speech
• Berlin, Germany, Korea, Vietnam, Cuba, Afghanistan,
Arms/Space Race
3. Foreign Policies and Alliances
• Containment, Truman Doctrine, Marshall Plan, NATO,
détente, Warsaw Pact, Expansionism, sphere of influence,
puppet governments
4. Collapse of the Soviet Union: Gorbachev, Glasnost, Perestroika Essential Question(s): A. What were the major differences between democracy/capitalism
and totalitarianism/communism?
• Can opposing ideologies get along? Was the Cold War
inevitable?
B. How and why do superpowers create and maintain their spheres of
influence?
C. What factors led to the collapse of the Soviet Union and the end of the Cold War? Skills: Students will be able to … 1. Organize information presented/gathered in a variety of formats.
2. Identify, explain, and apply key terms, concepts, and relationships.
3. Comprehend and interpret primary and secondary source
documents based on the Common Core Reading Standards.
• Narrative and non-narrative sources (maps, charts-tablesgraphs, political cartoons, visuals, propaganda, articles)
• Identify main ideas, key supporting details, and purpose.
Draw and support inferences. Define key vocabulary terms.
• Evaluate source validity and author bias.
4. Evaluate comparative relationships.
• Cause/effect, compare/contrast
5. Develop an independent thesis, and support it to construct a
sound historical argument.
6. Apply knowledge and concepts to build a more coherent
understanding of a subject and solve problems, individually or
within a group.
7. Develop and practice technology and computer skills.