WS/FCS
Unit Planning Organizer
Subject(s)
Social Studies
Grade/Course American History 2
Unit of Study Unit 6: Early Cold War Politics and Culture
(4.4, 6.1, 6.2, 7.3, 8.3)
Unit Title
Early Cold War Politics and Culture 1945-1960
Pacing
9 days
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

Conceptual Lenses
Change
Foreign Policy
Culture
Unit Overview
The sixth unit of American History 2 examines the foreign and domestic issues between 1945 and
1960 through the lenses of Change, Foreign Policy, and Culture.
Post World War II
As a result of its leadership role in World War II, the United States abandoned its post-World War I
isolationist policy and adjusted to becoming a superpower. As a superpower, the United States took
on the role of protector of democratic and capitalist ideals, which conflicted with the political
ideologies of its political rival: the Soviet Union. The political rivalry between the United States and
Soviet Union would lead to a Cold War, which dominated the United States’ foreign policy for the next
five decades
On the home front, the first decade after World War II mirrored the first decade after World War I. As
men returned to work, labor issues arose. Citizens feared the “Reds” and minorities sought change.
Mass production of goods escalated and consumerism flourished. On the surface, the country
seemed to be at its cultural, social, and economic best. But, a brewing beneath the surface was a
cultural storm that would shake the nation in the next decade.
Containing Communism
In order to defeat Germany during World War II, the United States and Soviet Union put their political
differences aside. With the end of the war in site, both nations positioned themselves to secure their
economic and political status. Their polarized agendas would manifest in the Cold War.
Attempting to protect the spread of communism into other parts of Europe, President Truman
developed a policy of containment. Containment became the foundation of most foreign policies of
the United States for the next few decades. The Truman Doctrine, Marshall Plan, and North Atlantic
Treaty Organization were born out the policy of containment. And, both nations focused on gathering
intelligence and developing new weapons.
The focus of the containment policy of the United State was not limited to Europe. China had adopted
communism shortly after the Russian Revolution. This left Asia susceptible to communist infiltration.
With the Soviet Union taking control of Eastern Europe, the United States feared China would spread
its communist ideology throughout the rest of Asia. One key area of concern was Korea.
In 1948, South Korea was established in the former United States occupied zone of Korea, while
North Korea remained under the guidance of the Soviet Union and China. The imminent threat of a
communist takeover of South Korea would lead to the Korean War. Although the majority of the Cold
War did not involve military action on the battlefield, the Korean War was one of the few instances
where troops were utilized. Unfortunately, the war was a stalemate with neither side gaining any
further control. But, a fear of communist influence throughout Asia remained.
Tensions between the United States and the Soviet Union escalated under the Eisenhower
administration’s policy of brinkmanship. With the development of the H-bomb, the threat of nuclear
war was on everyone’s mind. Foreign relations, particularly in the Middle East, became difficult. Egypt
played the United States against the Soviet Union in order to get additional aid for the Suez Canal.
The Hungarian Revolt weakened the promise the United States made to those nations hoping to
break free from the Soviet Union’s control. The Soviet Union’s advances in the space race left the
United States in a panic. And, spying missions by the United States further hampered attempts at
creating a peaceful coexistence between the two nations.
Examining Post-War Culture
Financial support from the United States Government, in the form of President Truman’s Fair Deal
and the GI Bill, led to time of conformity and consumerism. Soldiers returning from World War II were
able to use the GI Bill to attend college and get low interest loans to buy homes. Soldiers that took
advantage of the reduced cost of college found themselves able to find white collar jobs and gain
solid footing in the middle class. They married, started families, and bought houses outside the city
limits. This resulted in a baby boom and the growth of the suburbs. As part of the growing middle
class, suburbanites used higher salaries and credit to acquire the latest gadgets, resulting in
increased marketing and consumerism. It seemed as though the “American Dream” was thriving.
While the middle class seemed to be living the “American Dream”, minorities, the urban poor, and
those not willing to follow the status quo had a different experience in the 1950s. Minorities were still
facing segregation and discrimination. And with the middle class moving to the suburbs, many cities
lacked the tax base for upkeep and maintenance and became the face of the American poor, most of
whom were minorities. A segment of writer helped form a counterculture movement against the
conformity of the 1950s. This counterculture movement, known as the beat generation, would
become the basis of the counterculture movement in the 1960s.
Despite the appearance of cultural and economic stability, the 1950s laid the foundation for the
turmoil of the 1960s. The political aims of the United States government to contain communism had a
huge impact on the day to day lives of Americans. Fear of communist infiltration allowed Senator
Joseph McCarthy to suspend the civil rights of citizens in order to flush out communist threats. The
need to stay ahead of Soviet technological advances resulted in a space race and a focus on science
and math in education. And, President Eisenhower backed the development of the Interstate Highway
System as a method to transport troops in case of ground attacks.
World War II helped foster the African American Civil Rights Movement. During the war, African
American workers were an essential part of factory work in the production of wartime machinery. After
World War II, African American soldiers returned from Europe, where they were treated as heroes, to
face Jim Crow laws and segregation policies. Leaders of the NAACP used this momentum to back a
court case to challenge the “separate but equal” decision of Plessy v. Ferguson. The Brown v. Board
of Education decision was a monumental step in moving towards desegregation and equal rights. The
movement grew with the implementation of Brown’s desegregation, the founding of the Southern
Christian Leadership Conference, and the organization of the Montgomery Bus Boycott. By the
election of 1960, the Civil Rights issue became a major focus of the presidential election.
Setting the Stage for an Explosion of Conflict and Change
The race for president in 1960 was close. Vice President Richard Nixon was up against a young
Senator from Massachusetts, John F. Kennedy. There were many issues facing the nation including
an economic slump, fear of losing the Cold War, and a divide over the Civil Rights Movement. Mass
media played a new role in the election process, with the nation witnessing the first televised
presidential debate. In the end, John F. Kennedy won the election by a narrow margin with the help of
the under 50, Catholic, and Democrat vote. He would become the youngest person elected to the
office of the president and his short stint as president would have a lasting impact on the nation.
Unit Enduring Understanding(s)
Unpacking the Doc.
1. A nation may change its foreign policy to
protect its economic and political interests.
2. War can influence the culture of a nation.
3. Changes in culture can unite and divide a
nation.
Unit Essential Question(s)
1. How can a nation use foreign policy to protect
its economic and political interests?
2. How can war influence cultural changes in a
nation?
3. How can cultural changes lead to conformity
and conflict?
Essential State Standards
Priority Objectives
AH2.H.4.4 Analyze the cultural conflicts that
impacted the United States since Reconstruction
and the compromises that resulted.
AH2.H.6.1 Explain how national economic and
political interests helped set the direction of
United States foreign policy since Reconstruction.
AH2.H.6.2 Explain the reasons for United States
involvement in global wars and the influence each
involvement had on international affairs.
AH2.H.7.3 Explain the impact of wars on
American society and culture since
Reconstruction.
AH2.H.8.3 Evaluate the extent to which a variety
of groups and individuals have had opportunity to
attain their perception of the “American Dream”
since Reconstruction.
*Standards 1 (historical thinking) and 2
(turning points) are included in every unit.
Supporting Objectives
AH2.H.4.1 Analyze the political issues and
conflicts that impacted the United States since
Reconstruction and the compromises that
resulted.
AH2.H.4.3 Analyze the social and religious
conflicts, movements and reforms that impacted
the United States since Reconstruction in terms
of participants, strategies, opposition, and
results.
AH2.H.5.1 Summarize how the philosophical,
ideological and/or religious views on freedom
and equality contributed to the development of
American political and economic.
AH2.H.7.1 Explain the impact of wars on
American politics since Reconstruction.
AH2.H.7.2 Explain the impact of wars on the
American economy since Reconstruction.
“Unpacked” Concepts
(students need to know)
“Unpacked” Skills
(students need to be able to do)
COGNITION
(RBT Level)
AH2.H.4.4
 the cultural conflicts that
impacted the United States
since Reconstruction and the
compromises that resulted
AH2.H.4.4
 Analyze (impact)
AH2.H.4.4
 Analyzing
AH2.H.6.1
 how national economic and
political interests helped set
the direction of United States
foreign policy
AH2.H.6.1
 Explain (interests)
AH2.H.6.1
 Understanding
AH2.H.6.2
 reasons for United States
involvement in global wars
and the influence each
involvement had on
international affairs
AH2.H.6.2
 Explain (reasons and
influence)
AH2.H.6.2
 Understanding
AH2.H.7.3
 impact of wars on American
society and culture
AH2.H.7.3
 Explain (impact)
AH2.H.7.3
 Understanding
AH2.H.8.3
AH2.H.8.3
 the extent to which a variety
 Evaluate (opportunity)
of groups and individuals
have had opportunity to attain
their perception of the
“American Dream” since
Reconstruction
AH2.H.8.3
 Evaluating
Standard(s)
Unit “Chunking”
& Enduring
Understandings
Suggested
Lesson
Essential
Questions
AH2.H.4.4
Analyze the
cultural conflicts
that impacted
the United
States since
Reconstruction
and the
compromises
that resulted.
Post World War II
Nations often
adjust foreign and
domestic policies
after war.
How did the
United States
involvement in
World War II
impact post war
domestic and
foreign policies?
AH2.H.6.2
Explain the
reasons for
United States
involvement in
global wars and
the influence
each
involvement had
on international
affairs.
AH2.H.7.3
Explain the
impact of wars
on American
society and
culture since
Reconstruction.
* This first
question just
sets the stage
for the rest of the
Unit. The first
part focuses on
the Politics and
Foreign Issues
and the second
part focusses on
the Culture and
Domestic Issues.
Possible Factual
Content
(Bold Found in
Standards)
 Post WWII
Culture and
Domestic Issues
- GI Bill
- labor unrest
- Fair Deal
- Dixiecrats
- conformity
- consumerism
- youth culture
- Executive Order
9981
- Brown v. Board
of Education
 Post WWII
Politics and
Foreign Issues
- Allied
conferences
- Cold War
* end isolation
* containment
- recognize and
support Israel
- international
human rights
- advance
democracy
- National
Security Act
* Topics listed above
may be repeated in
other parts of this
unit.
Example(s) From
Unpacked
Standard
How, why and to
what extent
consumerism and
materialism
impacted
American society
following World
War I and World
War II.
Cultural
development and
differences
sometimes lead to
open rebellion
and/or war.
How and why
World War II ended
and how a series
of Allied
conferences would
help initiate the
Cold War.
Containing
Communism
 Foreign Policy –
AH2.H.6.1
Cold War
- Allied
Explain how
conferences
national
How did the policy
- end
economic and
Nations will
of containment
Isolationism
political
develop foreign
influence
- alliances
interests helped policies to protect President
- containment
set the direction their economic
Truman’s
* advancement
of United States and political
decisions
of democracy
foreign policy
interests.
regarding
- Truman
since
international
Doctrine
Reconstruction.
affairs?
- National
Security Act
* CIA
AH2.H.6.2
* J. Edgar
Hoover
Explain the
- trade and tariff
reasons for
* GATT
United States
- Berlin Blockade
involvement in
* Berlin Airlift
global wars and
- Marshall Plan
the influence
- NATO
each
- “iron curtain”
involvement had
- satellite nations
on international
- domino theory
affairs.
______________ _____________ _________________
AH2.H.7.3
Explain the
impact of wars
on American
society and
culture since
Reconstruction.
AH2.H.8.3
A nation’s
unsuccessful
attempt at war
can influence its
involvement in
international
affairs.
How did the
Korean War
affect the United
States’
involvement in
international
affairs?
How the American
foreign policy of
isolationism
ended with United
States
membership in
post World War II
alliances and how
that involvement
influenced
American foreign
policy during the
20th Century.
How, why and to
what extent the
Cold War and the
policy of
containment
influenced the
Truman
administration’s
involvement in
international
affairs.
______________
How and why a
failed policy of
containment in
China would help
lead to United
states
involvement in the
Korean War.
 Korean War
- containment
* China
- human rights
- end
* stalemate
* affect
international
relations since How and why the
Korean War
- MacArthur
ended in
“stalemate” and
how the war’s
outcome affected
international
relations during
and since the
Cold War.
Evaluate the
extent to which
a variety of
groups and
individuals have
had opportunity
to attain their
perception of
the “American
Dream” since
Reconstruction.
______________
A nation may
develop new
weapons and use
covert operations
in an effort to
protect its
interests in
international
affairs.
_____________
How did the
policy of
brinkmanship
influence
President
Eisenhower’s
decisions
regarding
international
affairs?
To what extent the
American soldier
successfully
fought overseas
for greater
freedom and
democracy within
the United States
and throughout
the world.
_________________ ______________
 Eisenhower’s
Administration
- brinkmanship
- CIA
- U-2 incident
- Suez crisis
- Hungary
Invasion
- French
Indochina /
Vietnam
*diplomacy
* Geneva
Accords
- military
industrial
complex
* western states
- interstate
highway system
* reasons
- H-bomb
- Warsaw Pact
- Eisenhower
Doctrine
How, why and to
what extent the
Cold War and the
policy of
brinkmanship
influenced the
Eisenhower
administration’s
involvement in
international
affairs.
How the Soviet
launching of
Sputnik fostered a
space race and
impacted the
development of
American
education and
culture through
the 20th Century.
AH2.H.4.4
Analyze the
cultural conflicts
that impacted
the United
States since
Reconstruction
and the
compromises
that resulted.
Examining PostWar Culture
AH2.H.7.3
Explain the
impact of wars
on American
society and
culture since
Reconstruction.
Post-war
economic growth
can lead to
changes in social
and cultural
norms.
How did
conformity and
consumerism
impact society
and culture of
the United
States in the
1950s?
AH2.H.8.3
Evaluate the
extent to which
a variety of
groups and
individuals have
had opportunity
to attain their
perception of
the “American
Dream” since
Reconstruction.
______________
Threats to a
nation’s values
and beliefs often
lead to fear and
anxiety among its
citizens.
_____________
How did the
threat of
communism
spreading into
the United
States impact
U.S. culture and
society?
 Truman
- Fair Deal
* extension of
New Deal
 Labor Unrest
 GI Bill
 Suburbs/Suburbia
- why developed
- movement to
 Baby Boom
- impact
 Conformity
- corporate life
* blue collar
* white collar
- cult of
domesticity
- Levittowns
- Ralph Ellison’s
The Invisible
Man
- John Kenneth
Galbraith’s The
Affluent Society
- Edward Hopper
 Counterculture
- how / why
started
- beatniks
 Consumerism
and Materialism
- post war
- impact on
society
- credit cards
______________
 Interstate
Highway System
- implications on
society and
culture
 Red Scare
- McCarthyism
- communication
technology
* television,
film, radio
How, why and to
what extent
American culture
was “conforming”
during the 1950s
and how
conformity helped
produce and
American
counterculture.
How, why and to
what extent
consumerism and
materialism
impacted
American society
following World
War I and World
War II.
How the post
World War II baby
boom generation
affected the
culture, economy
and politics of the
United States
through the 20th
Century.
______________
How, why and to
what extent
Americans feared
the spread of
communism and
how that fear
impacted
American culture
in “Red Scares”
after World War I
and World War II.
______________
A nation’s
involvement in
war can lead to
changes in the
freedom and
equality of its
citizens.
_____________
~ promote
propaganda
/ patriotism
- literature, arts,
music and pop
culture
* reflect fear,
anxiety, dissent
- House UnAmerican
Activities
Committee
- blacklist
- Ethel and Julius
Rosenberg
 Space Race
- Sputnik
- impact on
education and
culture
- technology
achievements
_______________
 Civil Rights
- state rights
- federal v. state
power
- CORE
- Executive Order
How did the
9981
United States’
- Brown v. Board
involvement in
of Education
World War II
* 14th
influence the
Amendment
African American
* Thurgood
civil rights
Marshall
movement?
- Warren Court
* racial equality
- Montgomery
Bus Boycott
- Southern
Christian
Leadership
Conference
(SCLC)
- Septima Clark
- Daisy Bates
- Little Rock 9
How the Soviet
launching of
Sputnik fostered a
space race and
impacted the
development of
American
education and
culture through
the 20th Century.
______________
How and to what
extent United
States
involvement in
world wars
influenced the
development of
the 20th Century
African American
civil rights
movement.
AH2.H.4.4
Analyze the
cultural conflicts
that impacted
the United
States since
Reconstruction
and the
compromises
that resulted.
Setting the Stage
for an Explosion
of Conflict and
Change
Cultural change
can impact the
outcome of
elections.
How did cultural
conflicts of the
late 50s
influence the
1960
presidential
election?
 Election of 1960
 Youth Culture
- influence from
* consumerism
* delinquency
* rock-n-roll
- impact on
society
How and why a
youth culture
driven by
consumerism,
delinquency, and
rock-n-roll music
emerged after
World War II and
impacted
American society.
AH2.H.8.3
Evaluate the
extent to which
a variety of
groups and
individuals have
had opportunity
to attain their
perception of
the “American
Dream” since
Reconstruction.
To what extent the
leaders and
participants of civil
rights movements
successfully
organized,
protested and
advocated for
greater freedom
and equality.
*Standards 1 (historical thinking) and 2 (turning points) are included in every unit. i.e.: How
America’s policy of containment a turning point in U.S. history?
HISTORY
Conflict
Leadership
National
Identity
Patterns
War
GEOGRAPHY
Location
Place
Region
CIVICS &
GOVERNMENT
ECONOMICS
Citizenship
Freedom
Individual Rights
National Identity
Political Action
Politics
Needs and Wants
Standard of Living
Trade
CULTURE
Technology
Values and
Beliefs
Language Objective EXAMPLES
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
Geography Skills
.
General Unit Resources
○
○ “Straight Ahead”
□“Uphill”
http://millercenter.org/president
http://www.havefunwithhistory.com/movies/index.html
http://www.sascurriculumpathways.com/portal/
http://www.livebinders.com/
“The Other America” by Michel Harrington
□
The DBQ Project volume 2: www.dbqproject.com
http://www.sascurriculumpathways.com/portal/
http://www.loc.gov/index.html
http://www.civics.org
http://rockhall.com/education/
∆ “Mountainous”
∆ JSTOR: Historical Documents /www.jstor.org
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).