World History and Geography
Era 8: The Cold War and its Aftermath
WH1106
Eleventh Grade: World History and Geography
Unit 6: Era 8 - The Cold War and its Aftermath: The 20th Century
Since 1945
Big Picture Graphic
Overarching Question:
How did military, political, technological, and economic changes influence a new world
order?
Previous Unit:
Era 7: Global Crisis and
Achievement,
1900 – 1945
This Unit:
Era 8: The Cold War and its Aftermath:
The 20th Century Since 1945
Next Unit:
Contemporary
Global Issues
Questions to Focus Assessment and Instruction:
1. How did the Cold War and its end reshape the political and economic structure of the
world?
2. How did decolonization contribute to significant global political transformation?
3. How does the second half of the twentieth century reflect continuity and change in world
history?
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World History and Geography
Era 8: The Cold War and its Aftermath
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Unit Abstract and Historical Overview:
This era opens with the world in a very desperate condition. Over 70 million people had been
killed in the two world wars, countless other millions died because of disease and poverty
generated by depression and the residue of war. Europe, Asia, and much of North Africa were
mired in war-related destruction. With Europe in crisis, many of its former colonies were fostering
independence movements. The United States emerged from World War II as the major industrial
power and, for a brief time, the only atomic power. As one of the Allied Powers from World War II,
the Soviet Union occupied Eastern Europe and the eastern portion of Germany at the war’s end.
Very quickly, however, the Soviet Union and the United States became enemies. These two rivals
engaged in an ideological conflict called the “Cold War.” As economic and political tensions
mounted, this war became “hot” as the two superpowers engaged in proxy conflicts. For example,
Americans fought against Communists in Korea and Vietnam, while the Soviet Union attempted to
spread communism in Latin America and Afghanistan. The deterrence and containment policies of
both blocs rested on the arms race and the fear of mutually assured destruction through nuclear
war. As the Cold War became an economic drain on the Soviet Union, new leaders altered the
ideological landscape. The Cold War abruptly ended in 1989 with the fall of the Berlin Wall.
In the aftermath of World War II, attempts were made to restore and stabilize world systems
through new sets of trade and political policies. For example, the World Bank, International
Monetary Fund, and the United Nations were established. However, what some might call
economic nationalism, or a new form of mercantilism, dominated most policies until recent calls for
global free markets. Also during the Cold War period, the pace at which colonized people
achieved independence seemed to quicken (e.g., India in 1947, Indonesia in 1949, and Ghana in
1957). These newly formed nation-states were poor and the international community responded
through international governmental and non-governmental organizations. It is also important to
note that democratic ideas spread across the globe impacting political change in South Korea,
India, Japan, Brazil, South Africa, and the United States through the civil rights movements.
Suggested Organization for Era 8
Topics
The Cold War
Content Expectations
8.1.1, 8.1.2, 8.1.3,
Independence, Decolonization,
8.2.1, 8.2.2, 8.2.3, 8.1.4
and Democratization Movements
Duration
2.5 weeks
1.5 weeks
Unit Assessment
How did the Cold War, its end, and decolonization in the second half of the 20th century contribute
to significant global political transformation?
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World History and Geography
Era 8: The Cold War and its Aftermath
WH1106
Topic 1: The Cold War
Topic Abstract:
In this unit, students examine the Cold War era including the “hot” and “cold” conflicts between the
West and Soviet Union. They also begin to examine colonial independence struggles that, while
not necessarily stimulated by Cold War politics, became deeply embedded in them. Thus students
investigate the origins of the Cold War from the perspectives of both superpowers, the United
States and the Soviet Union, and trace study global issues from the framework of Cold War politics
and the battle between the superpowers to control world opinion. Students examine shifts in
policies ranging from armed confrontation to the economic self-interest, and including the arms
race and détente. They also use maps and construct “Point of View” timelines in which each event
is given a description from three different vantage points: the West, the Soviets and the Nonaligned nations. In considering the end of the Cold War era, students analyze the political,
economic, and imperialistic forces that created the ultimate collapse of the Soviet Union, including
the war in Afghanistan, the impact of economic competition, and events in Germany.
Focus Questions
1. How would the United States, China, and Soviet Union explain the causes of the Cold War?
2. How did the opposing ideologies of the United States and the Soviet Union impact political,
cultural, and economic developments in non-aligned and aligned nations?
3. How did both the Cold War and its end reshape the political and economic structure of the
world?
Content Expectations
WHG 8.1.1: Origins of the Cold War - Describe the factors that contributed to the Cold War
including the differences in ideologies and policies of the Soviet bloc and the West;
political, economic, and military struggles in the 1940s and 1950s; and development
of Communism in China.
WHG 8.1.2: Cold War Conflicts - Describe the major arenas of conflict, including
• the ways the Soviet Union and the United States attempted to expand power and
influence in Korea and Vietnam
• ideological and military competition in THREE of the following areas: Congo,
Cuba, Mozambique, Angola, Nicaragua, Guatemala, Bolivia, Chile, Indonesia, and
Berlin
• the arms and space race.
WHG 8.1.3: End of the Cold War - Develop an argument to explain the end of the Cold War and
its significance as a 20th-century event, and the subsequent transitions from bi-polar
to multi-polar center(s) of power.
Key Concepts
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Era 8: The Cold War and its Aftermath
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capitalism
Cold War
communism
containment
democracy
détente
deterrence
hegemony
superpower
Duration
2.5 weeks
Lesson Sequence
Lesson 1: Restructuring the Post-War World
Lesson 2: Cold War Conflicts
Lesson 3: End of the Cold War
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
WHG 8.1.1
WHG 8.1.2
WHG 8.1.3
Write an evidentiary-based argument that answers the question, “Why did
the Cold War end.?” Students’ answers should be multi-causal and explain
why the Cold War is considered a world historical event.
WHG 8.1.1
WHG 8.1.2
After listening to a seven-minute segment of the kitchen debate of 1959
between Nixon and Khruschev, students write a short piece for a world
history textbook entitled, “The Kitchen Debate of 1959: What it revealed
about the underpinnings of the Cold War.” The piece should address the
rivalry of the two superpowers and the battle between their economic, social
and political ideologies.
WHG 8.1.2
WHG 8.1.3
Students write an entry for the book The Most Significant Events of the 20th
Century either defending or arguing against the statement: The Cold War
was the most significant global event in the 20th Century. Students should
use evidence learned in Eras 7 and 8 to craft and defend their arguments.
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Era 8: The Cold War and its Aftermath
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Resources
Equipment/Manipulative
Markers
Poster board
5 x 8 index cards
Student Resource
Ash, Timothy Garton. “Multipolar Disorder.” The Khaleej Times. YaleGlobal Online. 10 April 2008
<http://yaleglobal.yale.edu/display.article?id=7864>.
Central Intelligence Agency: The World Factbook. 10 April 2008
<https://www.cia.gov/library/publications/the-world-factbook/index.html>.
CNN Perspectives Series: Cold War. CNN.com. 10 April 2008
<http://www.cnn.com/SPECIALS/cold.war/>.
The Cold War International History Project. The Woodrow Wilson International Center for Scholars.
10 April 2008
<http://www.wilsoncenter.org/index.cfm?fuseaction=topics.home&topic_id=1409>.
Debate of 1959 between Nixon and Khruschev. History.com. 10 April 2008 (available for streaming
at <http://www.history.com/media.do?id=v4t3&action=clip>.
Episode 24: Conclusions. The Cold War. CNN Interactive. 10 April 2008
<http://www.cnn.com/SPECIALS/cold.war/episodes/24/>.
The Korean War. Harry S. Truman Museum and Library. 10 April 2008
<http://www.trumanlibrary.org/whistlestop/study_collections/korea/large/world.htm>.
Nye, Joseph S. Gorbachev and the End of the Cold War. Belfer Center. Harvard University. 10
April 2008
<http://belfercenter.ksg.harvard.edu/publication/1531/gorbachev_and_the_end_of_the_cold
_war.html>.
Teacher Resource
"Big Era Nine." World History for Us All. San Diego State University. 10 April 2008
<http://worldhistoryforusall.sdsu.edu/dev/eras/era9.htm>.
Video Gallery: Famous Speeches. The History Channel. 10 April 2008
<http://www.history.com/media.do?id=v4t3&action=clip>.
Resources for Further Professional Knowledge
Gaddis, John Lewis. The Cold War. New York: The Penguin Press, 2005.
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Era 8: The Cold War and its Aftermath
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Hobsbawm, Eric. The Age of Extremes: A History of the World 1914-1991. New York: First Vintage
Books, 1996.
Westad, Odd Arne. The Global Cold War: Third World Interventions and the Making of Our Times.
New York: Cambridge University Press, 2005.
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World History and Geography
Era 8: The Cold War and its Aftermath
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Instructional Organization
Lesson 1: Restructuring the Post-War World
Content Expectations: WHG 8.1.1
Key Concepts: capitalism, Cold War, communism
Abstract: Drawing on prior knowledge, have students work with a partner to create concept web
around the term “Cold War.” Discuss students’ concept webs as a class, assessing students’ prior
knowledge of the Cold War era and possibly uncover misconceptions which will need to be
addressed in the unit, such as the details of and differences between the economic systems of
capitalism and communism. Teachers should make sure that students have a clear understanding
of these concepts before continuing with the rest of the lesson.
Have students read about the origins of the Cold War in their text or another source. Next, have
students examine maps that depict the political boundaries before World War II, as well as the new
communist and non-communist political boundaries after World War II. Working in small groups,
have the groups represent the United States, China, or the Soviet Union and investigate the
economic, political, and military decisions made by their nation in the immediate post-war period.
Using a jigsaw method, reassign students to groups of three with each group comprised of the
three countries from the list above. Students share the results of their investigations and construct
a group graphic organizer. They then engage in a small group discussion of the following
question: “How would the United States, China, and Soviet Union explain the causes of the Cold
War?”
Lesson 2: Cold War Conflicts
Content Expectations: WHG 8.1.2
Key Concepts: Cold War, containment, deterrence, détente, hegemony, superpower
Abstract: Using Afghanistan as a model, begin the lesson by describing events in this country
from both the perspective of the United States and the Soviet Union. Next, divide the class into
four groups and assign each group a region of the world to investigate: Europe, Africa, Asia, and
Latin America. Instruct students to read their text and various primary and secondary sources that
serve to depict major events and developments in the Cold War occurring in their assigned region
of the world. For each event, the group should write two descriptions, one from the Soviet
perspective and one from the American perspective. In order to complete this task successfully,
students must understand the biases and points of view of each type of nation during the Cold
War. Students should investigate public comments by leaders from the Soviet Union and the West
regarding specific Cold War events. Make sure that students include the following as part of their
investigations: Korea, Vietnam, China, Congo, Cuba, Mozambique, Angola, Nicaragua,
Guatemala, Bolivia, Indonesia, Berlin, and other events in the arms and space race. Once students
have completed their descriptions, construct a class timeline of the events. Using the space above
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World History and Geography
Era 8: The Cold War and its Aftermath
WH1106
and below the timeline, place the descriptions of the events from the two perspectives. Be sure to
include Afghanistan on the timeline. Next, using the timeline and maps, engage the class in a
discussion on the global Cold War patterns. A particularly good example of this is the Korean War,
where competing ideologies and policies such as containment led to a “hot” conflict within the Cold
War. Finally, have students select three events from the timeline and write a paragraph for each
using the following stem: “This conflict/event represents a significant case of the clash of Cold War
ideologies because…” Students should support their position with evidence.
Lesson 3: End of the Cold War
Content Expectations: WHG 8.1.3
Key Concepts: Cold War, hegemony, superpower
Abstract: Distribute several sources to students about the end of the Cold War (see
<http://www.cnn.com/SPECIALS/cold.war/episodes/24/>). Students may also use their textbook.
Have students engage in a class discussion about the various theories concerning the end of the
Cold War. Next, have students work with a partner to develop an argument explaining the
significance of the Cold War as a 20th-century event. Each pair should identify several criteria
they used to draw their conclusions. As each pair presents their argument to the class, construct a
class list of criteria to answer the question: “What made the Cold War a global event?” In doing
so, students should discuss whether the end of the Cold War marked a transition from bi-polar to
multi-polar centers of power in the world. Have students consider economic, political, natural
resources, and military power, alliances, and conflicts in the post-Cold War world. Moreover,
students should consider the role of terrorist organizations as opposed to nations in causing
conflict in world regions.
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Era 8: The Cold War and its Aftermath
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Topic 2: Independence, Decolonization, and Democratization Movements
Topic Abstract:
In this topic students examine the legacy of imperialism and compare specific case studies of
decolonization in regions around the world. After studying the Cold War and its consequences,
students now zoom in for a closer view of the complex legacy of imperialism in Africa, Latin
America, the Middle East, Eastern Europe, and Southeast Asia. Students begin by looking at
maps of imperialism in the second half of the 20th century. They then investigate and compare
specific case studies of decolonization and nationalism around the world, including the Middle
East. The unit ends with students returning to examine world maps and constructing an answer to
the question: How does the second half of the twentieth century reflect continuity and change in
world history? This topic is crucial for students in understanding current events around the world,
including on-going tension and conflicts in the Middle East.
Focus Questions
1. How did decolonization contribute to significant global political transformation?
2. How does the second half of the twentieth century reflect continuity and change in world
history?
Content Expectations
WHG 8.1.4: Mapping the 20th Century - Using post-WWI, post-WWII, height of Cold War, and
current world political maps, explain the changing configuration of political boundaries
in the world caused by the World Wars, the Cold War, and the growth of nationalist
sovereign states (including Israel, Jordan, Palestine).
WHG 8.2.1: The Legacy of Imperialism - Analyze the complex and changing legacy of imperialism
in Africa, Southeast Asia, and Latin America during and after the Cold War such as
apartheid, civil war in Nigeria, Vietnam, Cuba, Guatemala, and the changing nature
of exploitation of resources (human and natural).
WHG 8.2.2: Independence, Decolonization, and Democratization Movements - Compare the
independence movements and formation of new nations in the Indian Subcontinent,
Africa, Eastern Europe, and Southeast Asia during and after the Cold War.
WHG 8.2.3: Middle East - Analyze the interregional causes and consequences of conflicts in the
Middle East, including the development of the state of Israel, Arab-Israeli disputes,
Palestine, the Suez crisis, and the nature of the continuing conflict.
Key Concepts
decolonization
democracy
human rights
nationalism
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Era 8: The Cold War and its Aftermath
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self-determination
sovereignty
underdeveloped nations
Duration
1.5 weeks
Lesson Sequence
Lesson 1: Colonial Independence Movements
Lesson 2: The Middle East
Lesson 3: Mapping the 20th Century
Assessment
Selected Response Items
Constructed Response Items
Extended Response Items
Performance Assessments
WHG 8.2.1
WHG 8.2.3
Students write an expository essay on the following question: “How did
decolonization contribute to significant global political transformation?”
Students’ answers should include a description on the growth of democracy
in the second half of the twentieth century and support with evidence about
former colonies in Asia, Latin America, and Africa (e.g., India, Vietnam,
South Africa, and Guatemala).
WHG 8.2.3
Acting as advisors, students create a portfolio for leaders in the Middle East
that includes a briefing on the history of the Arab-Israeli conflict and a
proposed plan for the peace process. The plan should be detailed and
contain a rationale, as well as an evaluation of its pros and cons.
WHG 8.1.4
Using specific examples from the unit and their previous studies in world
history, students use maps to construct an answer to the question: “How
does the second half of the twentieth century reflect continuity and change in
world history?”
Resources
Equipment/Manipulative
Overhead projector
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World History and Geography
Era 8: The Cold War and its Aftermath
WH1106
Poster board and Markers
Student Resource
Central Intelligence Agency: The World Factbook. 10 April 2008
<https://www.cia.gov/library/publications/the-world-factbook/index.html>.
Teacher Resource
Declaration on the Granting of Independence to Colonial Countries and People. United Nations.
10 April 2008 <http://www.unhchr.ch/html/menu3/b/c_coloni.htm>.
Imperial History of the Middle East. Maps of War. 10 April 2008
<http://www.mapsofwar.com/ind/imperial-history.html>.
Internet Modern World History Sourcebook: Decolonization. Paul Halsall. 10 April 2008
<http://www.fordham.edu/halsall/mod/modsbook51.html>.
The Learning Page: Links to Middle East and North Africa. The Library of Congress. 10 April 2008
<http://memory.loc.gov/learn/start/inres/area/mideast.html>.
The United Nations and Decolonization. Decolonization Unit Department of Political Affairs. 10
April 2008 <http://www.un.org/Depts/dpi/decolonization/main.htm>. (Contains historical
information and political maps from 1945 and today).
Resources for Further Professional Knowledge
Hobsbawm, Eric. The Age of Extremes: A History of the World 1914-1991. New York: First
Vintage Books, 1996.
Westad, Odd Arne. The Global Cold War: Third World Interventions and the Making of Our Times.
New York: Cambridge University Press, 2005.
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Era 8: The Cold War and its Aftermath
WH1106
Instructional Organization
Lesson 1: Colonial Independence Movements
Content Expectations: WHG 8.2.1; WHG 8.2.2
Key Concepts: decolonization, human rights, nationalism, self-determination, sovereignty,
underdeveloped nations
Abstract: Using maps that depict European colonialism/imperialism in the world in 1900 and
1945, have students work in small groups to construct a list of their observations. After students
share their observations with the class, engage students in a class discussion of the social,
political and economic consequences of World War II on European colonies (from Era 7). Then
ask students to make predictions about the future of the colonies after World War II: What might
be the challenges of maintaining an empire after a war? What demands might the people living
under imperial rule have in the wake of World War II? Have the students work with their small
groups to construct several predictions in response to these questions. Then have the groups
analyze the UN Declaration on the Granting of Independence to Colonial Countries and People
located at <http://www.unhchr.ch/html/menu3/b/c_coloni.htm>. Students should come to a group
consensus on the three most significant/important reasons why the United Nations believes all
nations should be independent.
Next, have students work with a partner to investigate two nationalist and independence
movements in the 20th century. Partners should prepare two 5 minute news reports based on their
investigations. The first report should compare and contrast nationalist and independence
movements in two different locations, including the identification of causes. In their reports,
students should assess whether imperialistic powers followed the declarations in the UN document
(see above). Students should select among those in India, Eastern Europe, Africa (Ghana, South
Africa, Nigeria or Zimbabwe), Asia (China, Vietnam), and Latin America (Cuba, Guatemala). In the
second report, students should explain the consequences of these nationalist and independence
movements in the two locations selected. In particular students should look at the legacy of
imperialism and the changing nature of exploitation of resources (human and natural).
After students present their new reports to the class, discuss with students that more than 90
nations gained independence between 1945 and 1980 and ask students to consider how
decolonization contributed to significant global political transformations. To what extent did these
nations challenge the hegemony of the two super powers? Additionally, they should make
predictions about the social, economic, security, and identity challenges that the new nations
faced. Students should also discuss the ways in which the U.S. and U.S.S.R. played out the Cold
War in these various nations (See previous topic).
Lesson 2: The Middle East
Content Expectations: WHG 8.1.4; WHG 8.2.3
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Era 8: The Cold War and its Aftermath
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Key Concepts: decolonization, human rights, nationalism, self-determination
Abstract: In this lesson students use primary sources, maps, timelines and secondary texts to
trace the history and changing political boundaries of the Middle East from the end of World War I
to present. Students are divided into groups of four or five and assigned one of the following to
investigate with respect to the consequences in the Middle East of imperialism, the creation of
Israel, and the Cold War. As each group conducts their investigation, they should explore the role
of armed conflict, nationalist and independence movements, religion, and geography on the ongoing conflicts in the Middle East. They construct graphic organizers of the information and share
it with their classmates. Next, the teacher tells the class that they will be acting as advisors for the
United Nations in an attempt to bring peace to the Middle East. The class discusses several
components of a portfolio that would assist advisors in solving the disputes. Students then use the
information gathered in this lesson to create a portfolio for the United Nations that includes a
briefing on the history of the Arab-Israeli conflict and a proposed plan for the peace process. The
plan should be detailed and contain a rationale, as well as an evaluation of its pros and cons.
Lesson 3: Mapping the 20th Century
Content Expectations: WHG 8.1.4
Key Concepts: decolonization, nationalism, self-determination, sovereignty, underdeveloped
nations
Abstract: As a culminating activity for this unit and era, students look at large world historical and
geographic trends for this time period. Using maps from post-WWI, post-WWII, height of Cold
War, and current world political maps, students work in groups to identify patterns. They begin to
develop an argument about the changing configuration of political boundaries in the world caused
by the World Wars, the Cold War, and the growth of nationalist sovereign states (including Israel,
Jordan, and Palestine). Provide students with the essay question in advance and have the groups
gather evidence to prepare for the assessment question: “How does the second half of the
twentieth century reflect continuity and change in world history?” Each group should construct a
poster display describing the political, geographic, and economic aspects of change and continuity
in the 20th Century. Have the groups share their visuals with the class.
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