Chapter 21 Resources - Matthew Pratt Assistant Princpalmatthewpratt.weebly.com/uploads/1/8/2/1/18214341/chap21.pdf · Chapter 21 Resources Use Glencoe’s ... The following standards

652A

Chapter 21 Resources

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APPLICATION AND ENRICHMENTAPPLICATION AND ENRICHMENTEnrichment Activity 21

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In his “Atoms For Peace” speech,President Eisenhower proposed that theUnited States and other nations join toresearch the use of atomic energy for

★ Enrichment Activity 21 ★★

socially desirable purposes. This speechdemonstrates Eisenhower’s strength as aninternational leader, as well as the impor-tance of the United States in world affairs.

Atoms for Peace

★ ★

DIRECTIONS: Read the excerpt below from Eisenhower’s “Atoms for Peace” speech made onDecember 8, 1953, to the United Nations. Then answer the questions that follow.

. . . The United States would seek more than the mere reduction or elimination of atomic materials formilitary purposes.

It is not enough to take this weapon out of the hands of soldiers. It must be put into the hands ofthose who will know how to strip its military casing and adapt it to the arts of peace. . . .

The United States knows that peaceful power from atomic energy is no dream of the future. That capa-bility, already proved, is here—now—today. Who can doubt, if the entire body of the world’s scientists andengineers had adequate amounts of fissionable material with which to test and develop their ideas, thatthis capability would rapidly be transformed into universal, efficient, and economic use.

To hasten the day when fear of the atom will begin to disappear from the minds of people, and thegovernments of the East and West, there are certain steps that can be taken now.

I therefore make the following proposals:The Governments principally involved, to the extent permitted by elementary prudence, to begin now

and continue to make joint contributions from their stockpiles of normal uranium and fissionable materialsto an International Atomic Energy Agency. We would expect that such an agency would be set up underthe aegis of the United Nations . . .

The Atomic Energy Agency could be made responsible for the impounding, storage, and protection of thecontributed fissionable and other materials. The ingenuity of our scientists will provide special safe condi-tions under which such a bank of fissionable material can be made essentially immune to surprise seizure.

The more important responsibility of this Atomic Energy Agency would be to devise methods wherebythis fissionable material would be allocated to serve the peaceful pursuits of mankind. Experts would bemobilized to apply atomic energy to the needs of agriculture, medicine, and other peaceful activities. Aspecial purpose would be to provide abundant electrical energy in the power-starved areas of the world.Thus the contributing powers would be dedicating some of their strength to serve the needs rather thanthe fears of mankind.

The United States would be more than willing—it would be proud to take up with others “principallyinvolved” in the development of plans whereby such peaceful use of atomic energy would be expedited.

Of those “principally involved” the Soviet Union must, of course, be one.

★ ★

Linking Past and PresentActivity 21

When the U.S. dropped thefirst atomic bomb in 1945, othercountries searched for the tech-nology to do the same. By 1949

America’s Cold War nemesis, the Soviet Union, hadsuccessfully tested its own bomb. The arms race wasunderway. Scientists on both sides competed todevelop a bigger and better nuclear arsenal than theother.

The U.S. atomic bomb resulted from the work ofscientists of the secret Manhattan Project, based in LosAlamos, New Mexico. After the first Soviet test, scien-tists and government officials secretly debatedwhether to continue developing the far more destruc-tive hydrogen bomb. Robert Oppenheimer, director ofthe Los Alamos lab, strongly advised against it. Hiscommittee’s report stated that a super bomb “mightbecome a weapon of genocide.” Other officials dis-agreed. President Truman decided to continue theproject. Throughout the Cold War, Los Alamos scien-tists tested their devices in Nevada and the SouthPacific.

By the 1960s, both sides had a large store ofnuclear weapons. Both knew that no winner wouldemerge from an all-out nuclear war. In 1963 the U.S.,Soviet Union, and Britain signed the Nuclear Test-BanTreaty. It prohibited nuclear weapons tests in theatmosphere, in space, and underwater, but not under-ground. In 1968 the three powers signed a NuclearNon-proliferation Treaty, agreeing not to assist othernations in developing nuclear weapons.

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Linking Past and Present Activity 21

The BombMany other nations have

since joined the Non-prolifera-tion Treaty. Later treaties nowlimit production and reduce

stockpiles of nuclear weapons. The 1996Comprehensive Test Ban Treaty (CTBT) prohibits allnuclear explosions.

Other nations have joined the nuclear ranks,including France and China. Long-time rivals India andPakistan, who refused to sign the CTBT, tested nuclearweapons in 1998. Experts believe that Israel hasnuclear weapons, which it refuses to confirm or deny.

Of particular concern are nations hostile to theUnited States and suspected of having nuclearweapons. These include North Korea, our opponent inthe Korean War (1950–1953), and Iraq, our opponentin the Gulf War (1991). Experts believe that Libya, asource of terrorist activity against the United States,would like to buy nuclear weapons.

The Soviet Union broke up in 1991. In 1992 RussianPresident Yeltsin and U.S. President Bush formallydeclared that their countries were no longer enemies.The Cold War had ended. Yet what will happen to theSoviet nuclear arsenal? Will terrorists be able to buythem from the economically devastated Russianrepublics? Where will the Soviet scientists go to earn aliving? Many are currently participating in joint experi-ments with the Los Alamos scientists. Others are try-ing to scratch out a living in the former Soviet Union,often going months without a paycheck. Could theirexpertise be for sale?

N O W

CRITICAL THINKING

Directions: Answer the questions below on a separate sheet of paper.

1. Making Inferences Why would India, Pakistan, and Israel want nuclear weapons?

2. Drawing Conclusions Did the nuclear threat end with the Cold War? Explain.

3. Analyzing Information How do the current economic problems of the former SovietUnion pose a threat to the world?

Primary Source Reading 21

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Primary Source Reading 21-1 ★ ★ ★ ★ ★ ★

(continued)

There are a number of policy matters which I would prefer to discuss withthe committee in executive session, but I have no objection to saying in

open session what I have said before: namely, that we shall never have asecure peace or a happy world so long as Soviet Communism dominatesone-third of all of the peoples that there are, and is in the process of trying atleast to extend its rule to many others.

These people who are enslaved are people who deserve to be free, andwho, from our own selfish standpoint, ought to be free; . . .

. . . [W]e must always have in mind the liberation of these captive peoples.Now, liberation can be accomplished by processes short of war. We have,

as one example—not an ideal example, but it illustrates my point—the defec-tion of Yugoslavia under Tito from the domination of Soviet Communism. . . .

The present tie between China and Moscow is an unholy arrangement,which is contrary to the traditions, the hopes, the aspirations of the Chinesepeople. Certainly we cannot tolerate a continuance of that. . . .

Therefore, a policy which only aims at containing Russia where it now is,is, in itself, an unsound policy; but it is a policy which is bound to failbecause a purely defensive policy never wins against an aggressive policy. If our only policy is to stay where we are, we will be driven back. It is only bykeeping alive the hope of liberation, by taking advantage of that whereveropportunity arises, that we will end this terrible peril which dominates theworld, . . . It must be and can be a peaceful process, but those who do notbelieve that results can be accomplished by moral pressures, by the weight ofpropaganda, just do not know what they are talking about.

I ask you to recall the fact that Soviet Communism, itself, has spread fromcontrolling 200 million people some seven years ago to controlling 800 mil-lion people today, and it has done that by methods of political warfare,

Containment or Liberation?About the SelectionAppointed secretary of state by

President Dwight D. Eisenhower in 1953,John Foster Dulles testified before theSenate during his confirmation hearing. In his testimony, a portion of whichappears below, Dulles proposed the libera-tion of people under Soviet dominationand criticized the containment policy thatPresident Truman had pursued.

★

Reader’s Dictionary

desisting: to halteviction: to force out

GUIDED READING As you read, determine why—according

to Dulles—the policy of containment failed.Then answer the questions that follow.

★ ★

The following standards are highlighted in Chapter 21:Section 1 IX Global Connections: B, D, E, GSection 2 IX Global Connections: B, C, D, E, G Section 3 X Civic Ideals and Practices: C, FSection 4 VIII Science, Technology, and Society: B, C

Meeting NCSS Standards Local Standards

Time Line Activity 21

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Cold War ConflictsU.S. and Soviet forces did not directly confront each other in battle. However,both sides saw plenty of action as the Soviet Union fought to suppress upris-

ings in the countries it controlled, and the United States intervened where communism threat-ened to take over.

DIRECTIONS: Throughout the Cold War, the United States and the Soviet Union were involvedin many different conflicts, some of which are included on the time line below. Use the infor-mation on the time line to answer the questions that follow on a separate sheet of paper.

Time Line Activity 21★

1. U.S. troops fought the longest war in which country? During which years were the troopsin this country?

2. In which country did U.S. troops intervene twice? In what two years did they intervene?

3. How many years after the end of World War II did U.S. forces first become involved inconflict? Where was the conflict and how long did it last?

4. According to the time line, U.S. troops were involved in more than one country duringtwo different years. Name the years and the countries.

5. Where and when were the Soviets involved in a border war? What other country was theSoviet Union in conflict with during that same year?

1950 U.S. forcesintervene in Korea.

1953 The KoreanWar ends..

1953 Soviets suppress anti-Communist revolts in EastGermany.

1956 Soviets forcesfight a revolution inHungary..

1958 U.S. troops aredeployed in Lebanon in“Operation Blue Bat.”

1962 U.S. and SovietUnion are involved inthe Cuban Missile Crisis.

1965 U.S. troopsarrive in Vietnam.

1965 U.S. forces evacuate Americansand English in the Dominican Republicwhen Communists conspire to overtakethe government.

1968 Soviet troopsrepress a rebellionin Czechoslovakia.

1968 Soviets fight a border war withChina.

1970 U.S. forcessent to Cambodiato destroy Vietcongmilitary bases.

1973 Cease-fire is signed withVietnam; U.S. forces areremoved from Vietnam.

1982 U.S. troopsare sent toLebanon as apeacekeepingmeasure.

199019801950 1960 1970

Critical Thinking SkillsActivity 21

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LEARNING THE SKILLWhen you sequence information, you list events in chronological order, or the order

in which they occurred. It is easier to understand the order of events and their rela-tionship to one another if the events are seen in chronological sequence in a list or ona time line.

Use the following guidelines to help you sequence information:

• Study the material carefully.

• Look for dates or cue words that provide you with a chronological (sequen-tial) order: in 2002, the late 1990s, last Thursday, first, then, next, finally, after, andso on.

• If needed to aid your understanding, construct a time line of the events orwrite each event in sequential order on a separate line in your own words.

PRACTICING THE SKILLDIRECTIONS: Examine the map below of key events in the Korean War. Then use a separatesheet of paper to list the following events in proper sequential order: maximum advance ofChinese and North Korean troops (south of Wonju); Chinese intervention; maximumadvance of UN troops; landing of U.S. 7 Division at Iwon; maximum advance of NorthKorean troops (vicinity of Pohang and Taegu); U.S. airborne landings south of Unsan;armistice line drawn; landing of U.S. X Corps at Inchon.

Critical Thinking Skills Activity 21 Sequencing Information

NORTHKOREA

CHINAUN maximumadvance Nov. 2,1950 beforestart of Chinesecounter attack

Chinese interventionOct. 13-14, 1950

US airbornelandings

Oct. 20, 1950

landings ofUS X CorpsSep. 15, 1950

landings ofUS 7 DivisionOct. 26, 1950

armistice lineJuly 27, 1953

Chinese and NorthKorean maximumadvanceJan. 25, 1951

North Koreanmaximum advance

Sep. 15, 1950

38th Parallel

NORTHKOREA

CHINA

SOUTH

KOREA

UN maximumadvance Nov. 2,1950 beforestart of Chinesecounter attack

Chinese interventionOct. 13-14, 1950

US airbornelandings

Oct. 20, 1950

landings ofUS X CorpsSep. 15, 1950

landings ofUS 7 DivisionOct. 26, 1950

armistice lineJuly 27, 1953

Chinese and NorthKorean maximumadvanceJan. 25, 1951

North Koreanmaximum advance

Sep. 15, 1950

Antung

Unsan

Chosan

Iwon

Hungnam

Wonsan

Pyongyang

Panmunjom

InchonWonju

Pohang

Taegu

PusanMokpo

Taejon

Taos

Antung

Unsan

Chosan

Iwon

Hungnam

Wonsan

Pyongyang

Panmunjom

InchonWonju

Pohang

Taegu

PusanMokpo

38th Parallel

Taejon

Taos

0

0

150 miles

150 kilometers

N

S

EW

REVIEW AND REINFORCEMENTREVIEW AND REINFORCEMENTReteaching Activity 21

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The Cold War Begins, 1945–1960

Even before World War II ended, relations between the Soviet Union and United Statesdeteriorated into a political standoff known as the Cold War. Joseph Stalin promoted thespread of communism. President Truman responded with a policy of containment. Thethreat of atomic war and fear of communism created anxiety among Americans.

DIRECTIONS: During Truman’s administration, the policy of containing communism wasintroduced. Explain how each of the policies or actions below supported containment.

1. Truman Doctrine:

2. The Marshall Plan:

3. The Berlin Airlift:

4. NATO:

5. Korean War:

6. Project Venona:

7. Critical Thinking Senator McCarthy played on Americans’ fear of communism until hisinvestigation became a witch hunt. In your opinion, what activities, if any, warrant thesuspension of the rights of an American citizen? Are there instances when the need fornational security supersedes the rights of an individual? Explain.

Name Date Class

Reteaching Activity 21★

Vocabulary Activity 21

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The Cold War Begins, 1945–1960

DIRECTIONS: Match each description in the left column with the correct term in the right col-umn. Write the letter of the correct term in the space provided. Then answer the questions atthe bottom of the page.

11. Tell how some Americans reacted to the threat of nuclear war using the followingterms: fallout, and fallout shelter.

12. Explain how President Eisenhower used the threat of massive retaliation and brinkman-ship to contain communist advances.

Vocabulary Activity 21★

1. a nation whose economy is primarily agricultural

2. the policy of preventing the expansion of a hostilepower

3. lying when one has sworn an oath to tell the truth

4. supposed informal relationship between the military and the defense industry to influencegovernment policy

5. to express a formal disapproval of an action

6. the ideological and often confrontational conflictbetween the United States and Soviet Unionbetween 1946 and 1990

7. a systematic attempt to overthrow a governmentby using persons working secretly from within

8. not openly shown or engaged in

9. war fought with limited resources for a specificobjective, such as containing communism

10. political and military barrier that isolated Soviet-controlled countries of Eastern Europe afterWorld War II

A. censure

B. Cold War

C. containment

D. covert

E. developing nation

F. iron curtain

G. limited war

H. perjury

I. military-industrialcomplex

J. subversion

652B


The following Spanish language materials are available in the Spanish Resources Binder:

• Spanish Guided Reading Activities• Spanish Reteaching Activities• Spanish Quizzes and Tests• Spanish Vocabulary Activities• Spanish Summaries• The Declaration of Independence and United States Constitution

Spanish Translation

SPANISH RESOURCESSPANISH RESOURCES

HISTORY

Use our Web site for additional resources. All essential content is cov-ered in the Student Edition.

You and your students can visit , the Web sitecompanion to the American Republic Since 1877. This innovativeintegration of electronic and print media offers your students a wealthof opportunities. The student text directs students to the Web site forthe following options:

• Chapter Overviews • Student Web Activities• Self-Check Quizzes • Textbook Updates

Answers to the student Web activities are provided for you in the WebActivity Lesson Plans. Additional Web resources and Interactive TutorPuzzles are also available.

The following videotape programs are available from Glencoe as supplements to Chapter 21:

• Dwight D. Eisenhower: Commander-in-Chief (1-56-501807-9)• Senator Joseph McCarthy: An American Inquisitor (1-56-501610-6)• The Rosenbergs (0-76-700193-1)• Harry S Truman: A New View (1-56-501449-9)

To order, call Glencoe at 1-800-334-7344. To find classroom resources toaccompany many of these videos, check the following home pages:A&E Television: www.aande.comThe History Channel: www.historychannel.com

R

R

ASSESSMENT AND EVALUATION

Vocabulary PuzzleMaker CD-ROMInteractive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMAudio ProgramAmerican History Primary Source Documents Library CD-ROMMindJogger VideoquizPresentation Plus! CD-ROMTeacherWorks™ CD-ROMInteractive Student Edition CD-ROMGlencoe Skillbuilder Interactive Workbook CD-ROM, Level 2The American Republic Since 1877 Video ProgramAmerican Music: Hits Through HistoryAmerican Music: Cultural Traditions

MULTIMEDIAMULTIMEDIA

tx.tarvol2.glencoe.com

Chapter 21 Test Form B

Chapter 21 Test Form A

ExamView® Pro Testmaker CD-ROM

Standardized Test PracticeWorkbook Activity 21

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DIRECTIONS: Matching Match each item in Column A with the items in Column B.Write the correct letters in the blanks. (4 points each)

Column A

1. U-2 pilot shot down over the Soviet Union

2. wrote the novel Tomorrow! to educate the public about thehorrors of atomic war

3. leader of the Chinese Nationalists

4. proposed the European Recovery Program that promisedEuropean nations American aid to rebuild their economies

5. leader of the People’s Republic of China

6. FBI head who authorized wiretapping and infiltration ofgroups suspected of subversion

7. “an iron curtain has descended across the continent”

8. in charge of occupied Japan after World War II

9. diplomat who tried to explain Soviet behavior in the “longtelegram”

10. the nation “must be prepared to use atomic weapons in allforms”

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter in the blank. (4 points each)

11. At Yalta, the leaders agreed to recognize the Polish government that theSoviets had set up if Stalin agreed toA. allow free enterprise in Poland.B. allow Poland to trade with the West.C. hold free elections there as soon as possible.D. give up his demand for reparations from Germany.

12. Which of the following best completes the diagram?

A. Germany must be Communist. C. Germany must make reparations.B. Germany must be divided. D. Berlin must be placed under Soviet

control.

Name �� Date �� Class ��

Score★ ScoreChapter 21 Test, Form A

(continued)

The Cold War Begins

Column B

A. J. Edgar Hoover

B. Mao Zedong

C. Winston Churchill

D. Dwight D.Eisenhower

E. George C.Marshall

F. Francis GaryPowers

G. George Kennan

H. DouglasMacArthur

I. Chiang Kai-shek

J. Philip Wylie

Soviet ViewU.S. View

Opposing Views at Potsdam

AllowGermany’seconomy torecover.

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Column A

1. threatening nuclear strikes to back down opponents

2. operated in developing countries to overthrow anti-American leaders

3. asserted “the right of all people to choose the form ofgovernment under which they will live”

4. created out of fear that the nation was falling behind inscientific research

5. Communist countries of Eastern Europe

6. border between North Korea and South Korea

7. era of confrontation between the U.S. and Soviet Union

8. deadly radiation left over after a nuclear blast

9. military alliance in Eastern Europe

10. daring attack that took the North Koreans by surprise

DIRECTIONS: Multiple Choice Choose the item that best completes each sentence or answers each question. Write the letter in the blank. (4 points each)

11. At Yalta, the leaders agreed toA. divide Germany among the four Allied powers.B. allow half of Germany to be Communist and the other half democratic.C. help Germany’s economy to recover.D. allow free elections in Germany.

12. Truman’s first meeting with Soviet Foreign Minister Molotov marked ashift in Soviet-American relations becauseA. Truman gave in to most Soviet demands.B. Truman strongly confronted Molotov.C. Molotov gave in to most of Truman’s demands.D. each official approached the other cautiously but diplomatically.

13. The Truman Doctrine resulted inA. the economic recovery of Europe. C. the rearming of West Germany.B. a pledge to fight communism. D. the Red Scare.

14. The purpose of the Marshall Plan was toA. punish Germany for World War II. C. keep Communist countries weak.B. prevent Germany from rearming. D. help Western Europe recover.


Score★ ScoreChapter 21 Test, Form B

(continued)

The Cold War Begins

Column B

A. fallout

B. demilitarizedzone

C. Cold War

D. Inchon

E. NASA

F. Declaration ofLiberated Europe

G. CIA

H. satellite nations

I. brinkmanship

J. Warsaw Pact

Name __________________________________ Date ____________________ Class ____________

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Social Studies Objective: The student will create written, oral, and visual presentations of social studiesinformation.

The primary purpose of a news story is to provide the latest information about current affairsto the reader. In a news story, the first paragraph—the lead—captures attention and summarizesthe main points of the story. Other details are related in decreasing order of importance. Most ofthe details in a news story are facts—statements, events, and observations—that can be proved ordisproved. The goal of a news story is to answer basic questions (the 5 Ws and H )—Who? What?Where? When? Why? and How?

★ Practicing the SkillRead the following selection and complete the activity that follows.

ACTIVITY 21Writing a News Story

★ Learning to Write a News StoryUse the following guidelines to help you write a news story.

• Gather information that will addauthority and interest to your writing.

• Write a strong lead. Grab the reader’sattention and summarize your main points.

• Present the details in order of importance.

Start with the most important points.• Be fair. Cover all sides of the story, and

keep your own opinions out of your article.• Make sure your facts are accurate and

that proper names are spelled correctly.

Standardized Test Practice

In 1945, as the Allies moved toward victoryin World War II, questions about the organi-zation of the postwar world arose. Soviet forceshad pushed back German armies and occupiedmuch of Eastern and Central Europe. Shouldthese areas remain in Soviet hands?

In February 1945, the “Big Three” Alliedleaders—Franklin D. Roosevelt, Winston Churchill,and Josef Stalin—met at Yalta, a Soviet port on theBlack Sea. They met to discuss issues affecting thepostwar world. Out of this meeting came the Yaltaagreement, in which the Soviet Union agreed toenter the war against Japan. In return, the Sovietsreceived some territories in Asia.

Reaching an agreement on postwararrangements proved more difficult. Roosevelt

and Churchill feared the Soviet domination ofEastern Europe and the spread of communism.Stalin, on the other hand, wanted to keep a largearea of land between the Soviet Union and itspotential enemies in the West.

Germany presented a special problem. TheAllies finally agreed to divide Germany into fourzones until elections could be held to determineits future. The Soviet Union, the United States,Britain, and France would each control a singlezone.

Stalin agreed to allow free elections inoccupied Eastern Europe and to cooperate inplanning for the new international organization(the United Nations) proposed by the UnitedStates and Britain. Roosevelt and Churchill felt

The Cold War

Performance AssessmentActivities and Rubrics 21


Use with Chapter 21

The Rosenbergs

BACKGROUNDFollowing World War II, the United States enjoyed peace, but fears of commu-

nism often overshadowed day-to-day life. Reports that the Soviets had detonated anatomic bomb and that the Soviet Union was carrying on espionage in the UnitedStates tapped into people’s fears about a Communist takeover. Between 1947 and1951, the FBI ran checks on 6 million federal employees to determine whether theywere loyal to the United States. A person might become suspect for reading certainbooks, belonging to various organizations or groups, traveling overseas, or even see-ing a foreign film. In Hollywood, members of the House Un-American ActivitiesCommittee (HUAC) questioned screenwriters, actors, and directors about their loy-alty to the country. Hollywood producers drew up a list of people whose loyaltyHUAC felt was in question and agreed not to hire those people. Many careers wereruined. Public anxiety about a possible Communist conspiracy to take over theUnited States kept growing, and increased fears about Communist spying kept thecountry on edge. One of the most sensational spy cases involved Julius and EthelRosenberg, a New York couple who were members of the Communist Party. TheRosenbergs were charged with heading a spy ring that was stealing atomic secretsand passing them to the Communists. The Rosenbergs denied the charges. Some peo-ple believed that they were not spies but that they had been caught up in the wave ofanticommunist feeling. The Rosenbergs were found guilty. There were public expres-sions of support and pleas for clemency, but they were sentenced to death. Julius andEthel Rosenberg were executed in June 1953.

TASKYou are going to participate in a mock trial with four other students in your class.

Two students will assume the roles of Julius and Ethel Rosenberg, one student willassume the role of the prosecutor, one student will be the defense attorney, and onestudent will act as the judge. Each student will research information about his or herrole and then present that information during the trial. The judge will act as modera-tor; the jury will be the members of your class.

AUDIENCEThe members of your class are your intended audience.

PURPOSEThe purpose of this activity is to research the Rosenberg trial and then hold a

mock trial to see if your jury returns the same verdict that the actual Rosenberg juryreturned.

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★ Performance Assessment Activity 21

http://tx.tarvol2.glencoe.com

http://www.aande.com

http://www.historychannel.com

652C


SECTION 1Origins of the Cold War1. Explain the growing tensions

between the United States and theSoviet Union at the end of WorldWar II.

2. Identify the goals of Stalin’s foreignpolicy immediately after the war.

SECTION 2The Early Cold War Years1. Describe the American view of

the Soviet Union and the policy ofcontainment.

2. Explain the causes of the KoreanWar.

SECTION 3The Cold War and American Society1. Describe the new Red Scare.2. Discuss how American society

reflected fears of the nuclear age.

SECTION 4Eisenhower’s Policies1. Evaluate Eisenhower’s military policy

known as the “New Look.”2. Debate the effectiveness of

Eisenhower’s foreign policy.

Assign the Chapter 21 Reading Essentials and Study Guide.

Blackline Master

Poster

DVD

Videocassette

Transparency

Music Program

CD-ROM

Audio Program

Daily Objectives Reproducible Resources Multimedia Resources

*Also Available in Spanish

SECTION RESOURCES

Reproducible Lesson Plan 21–1Daily Lecture and Discussion Notes 21–1Guided Reading Activity 21–1*Section Quiz 21–1*Reading Essentials and Study Guide 21–1Performance Assessment Activities andRubrics

Reproducible Lesson Plan 21–2Daily Lecture and Discussion Notes 21–2Guided Reading Activity 21–2*Section Quiz 21–2*Reading Essentials and Study Guide 21–2Performance Assessment Activities andRubricsSupreme Court Case Studies

Reproducible Lesson Plan 21–3Daily Lecture and Discussion Notes 21–3Guided Reading Activity 21–3*Section Quiz 21–3*Reading Essentials and Study Guide 21–3Performance Assessment Activities andRubricsInterpreting Political Cartoons

Reproducible Lesson Plan 21–4Daily Lecture and Discussion Notes 21–4Guided Reading Activity 21–4*Section Quiz 21–4*Reading Essentials and Study Guide 21–4Performance Assessment Activities andRubrics

Daily Focus Skills Transparency 21–1Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Cultural Traditions

Daily Focus Skills Transparency 21–2Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

Daily Focus Skills Transparency 21–3Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

Daily Focus Skills Transparency 21–4Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMSkillbuilder Interactive Workbook, Level 2TeacherWorks™ CD-ROMVocabulary PuzzleMaker CD-ROMAudio Program

652D

KEY TO ABILITY LEVELS

Teaching strategies have been coded.

L1 BASIC activities for all studentsL2 AVERAGE activities for average to above-average

studentsL3 CHALLENGING activities for above-average students

ENGLISH LANGUAGE LEARNER activitiesELL


Teacher’s Corner

The following articles relate to this chapter.

• “Bikini’s Nuclear Graveyard,” June 1992• “Douglas MacArthur: An American Soldier,” March 1992

INDEX TONATIONAL GEOGRAPHIC MAGAZINE

ADDITIONAL NATIONAL GEOGRAPHICSOCIETY PRODUCTS

To order the following, call National Geographic at 1-800-368-2728:

• The Complete National Geographic: 109 Years of NationalGeographic Magazine (CD-ROM)

• Historical Atlas of the United States (Atlas)• National Geographic World Atlas For Young Explorers—

Classroom Library Edition (Teacher’s Guide, Transparencies,Resource Masters)

• 1945–1989: The Cold War• “The Rise and Fall of the Soviet Union” (Video)

Access National Geographic’s Web site for current events,atlas updates, activities, links, interactive features, andarchives.www.nationalgeographic.com

Tricia HockHeritage AcademyFort Walton Beach, FL

Cold War InterviewsStudents work in groups, pairs, or individually to con-duct interviews with persons who were alive duringthe Cold War. Interviews can be with people of differ-ent ages, but similar questions can be asked, such as:

• What year were you born? How old were youwhen you realized the U.S. was in a “Cold War”?

• If you were in school during the Cold War years,did your school conduct air raid drills? How werethey conducted?

• Were you afraid the United States would be thetarget of bombs or missiles? Who did you thinkwould fire them?

• Did anyone you know have a bomb shelter? Didyou ever see one? If so, what was it like?

• Did TV, books, or the media heighten the fear ofnuclear attack? How?

• When did you realize that the Cold War was over,or coming to an end?

Students should report their findings to the class.

From the Classroom of…

• American Music: Cultural Traditions• American Art & Architecture• Outline Map Resource Book• U.S. Desk Map• Building Geography Skills for Life• Inclusion for the High School Social Studies Classroom

Strategies and Activities• Teaching Strategies for the American History Classroom

(Including Block Scheduling Pacing Guides)

ADDITIONAL RESOURCES FROM GLENCOE

Activities that are suited to use within the blockscheduling framework are identified by:

http://www.nationalgeographic.com

1952• Britain produces

an atomic bomb

652

The Cold WarBegins 1945–1960

1945• Yalta conference

• Franklin Rooseveltdies

1948• Berlin airlift begins

1945• Orwell’s Animal

Farm published

1946• Italian women

gain right to vote1948• State of Israel created

Why It MattersAfter World War II, an intense rivalry developed between the United States and the Soviet

Union—two superpowers with very different political and economic systems. This rivalry, knownas the Cold War, led to a massive buildup of military weapons on both sides. The determination

of American leaders to contain communism also led to the Korean War, in which over 54,000Americans died.

The Impact TodayThe effects of Cold War events are still evident today.

• The NATO alliance works to guarantee the security of many democratic countries.• The math and science training important to the space race remains an educational priority.

The American Republic Since 1877 Video The Chapter 21 video, “Symbols of the Cold War,” examines the era by focusing on the crisis of the Berlin airlift.

▲

▼

▲

▼ ▼▼

1949• NATO

established

▲

1950• McCarthy charges that

Communists staff theU.S. State Department

• Korean War begins

▲

1949• People’s Republic of

China established

▼

1947• Truman Doctrine

declared

▲

1945 1950

Truman1945–1953

652

Why It Matters Activity

Ask students how they think the Cold Warand the fear of communism might haveaffected life in the 1950s. Students shouldevaluate their answers after they havecompleted the chapter. US: 6G; ELA:Gr9/10: 16E; Gr11: 15E

IntroducingCHAPTER 21


Refer to Activity 21 in the Performance AssessmentActivities and Rubrics booklet.

PerformanceAssessment

TWO-MINUTE LESSON LAUNCHERTWO-MINUTE LESSON LAUNCHERAsk students to identify some of the issues facing the United States today in terms of its relation-ships with other nations. Then discuss with students how many of these events, such as the politi-cal and economic changes in the countries of the former Soviet Union and the continuing unrest inthe countries of Southwest Asia, are responses to situations that originated during the post-WorldWar II era. US: 6G

MJ

The American RepublicSince 1877 Video ProgramTo learn more about the crisis of theBerlin airlift, have students view theChapter 21 video, “Symbols of theCold War,” from the AmericanRepublic Since 1877 Video Program.

Available in DVD and VHS

MindJogger VideoquizUse the MindJogger Videoquiz to preview Chapter 21 content.

Available in VHS

653



Organizing Information Have students compare the Soviet and American views of world affairs thatled to the Cold War by completing the following graphic organizers. Students’ answers will vary butshould show the vastly different approaches taken by the two powers. US: 6G

GRAPHIC ORGANIZER ACTIVITYGRAPHIC ORGANIZER ACTIVITY

Soviet Views

More About the Photo

The day after this meeting, The NewYork Times published a transcript ofthe exchange between Nixon andKhrushchev. After asking Nixon howlong America had existed, Khrushchevis reported to have said, “One hun-dred and fifty years? Well then we willsay America has been in existence for150 years and this is the level she hasreached. We have existed not quite 42years and in another seven years we willbe on the same level as America. . . .Plainly speaking, if you want capital-ism you can live that way. That is yourown affair and doesn’t concern us. Wecan still feel sorry for you, but sinceyou don’t understand us—live as youdo understand.“

Have students create a time line forevents in the United States spanning1945 through 1960 using the chaptertime line and the section time lines.Instruct students to include months forall events. US: 1B, 25D; ELA:Gr9/10/11: 7D

American Views

World Affairs

HISTORY

Introduce students to chapter content and key terms by havingthem access the Chapter 21Overview at .

653

1956• Suez Canal crisis

• Hungarians rise up againsttheir Communist government

During Nixon’s 1959 visit to Moscow, the vice president exchanged angry words with Soviet leaderNikita Khrushchev during the “kitchen” debate at an exhibit at the U.S. Trade and Cultural Fair.

▼

1953• Rosenbergs executed

for treason

• Armistice reached inKorean War

1959• Khrushchev and

Eisenhower hold summit▲

▲

1960• U-2 incident

▲

1953• Stalin dies

▼ ▼

1955 1960

Eisenhower1953–1961

1957• Soviet Union

launches Sputnik

HISTORY

Chapter OverviewVisit the American RepublicSince 1877 Web site at

and click on Chapter Overviews—Chapter 21 to preview chapterinformation.



http://www.glencoe.com/sec/socialstudies/ushistory/tar22003/tx/content.php4/715/1


654

1 FOCUSSection OverviewThis section focuses on the grow-ing tensions between the UnitedStates and the Soviet Union atthe end of World War II.

CHAPTER 21Section 1, 654–658CHAPTER 21Section 1, 654–658

Project transparency and havestudents answer the question.

Available as a blackline master.

Comparing and Contrasting

DAILY FOCUS SKILLS TRANSPARENCY 21-1

Copyright © by The McGraw-Hill Companies, Inc. ANSWER: DTeacher Tip: Students should compare the information ineach list to infer the point of agreement between the twonations.

UNIT

6Chapter 21

A CLASH OF BELIEFS

Economic growth was the key to world peace.

Economic growth should be promoted by increasing world trade.

Democratic governments that protected people’s rights made countries more stable.

The free enterprise system was the best route to prosperity.

AMERICAN LEADERS BELIEVED:

Communism was a superior system.

Communism would eventually replace capitalism.

Communism should be encouraged in other nations.

Capitalist countries would try to destroy communism and should be approached with suspicion.

SOVIET LEADERS BELIEVED:

Directions: Answer the followingquestion based on the informationat left.

What one thing did theleaders of the United Statesand the Soviet Union agreeon following World War II?

A Communism was superior tocapitalism.

B Both countries believed that world trade should bepromoted.

C Democracy and free enter-prise were superior to communism.

D Both countries believed theirsystem of government shouldbe encouraged in othernations.

B E L L R I N G E RSkillbuilder Activity

Daily Focus Skills Transparency 21–1

Guide to Reading

Answers to Graphic: Yalta: Poland’sgovernment recognized, Poland tohave free elections, Declaration ofLiberated Europe, Germany dividedinto four zones, terms of Germanreparations set; Potsdam: New bor-der established between Germanyand Poland, Germany’s reparationsto the Soviet Union restructured

Preteaching VocabularyHave students write a paragraphusing all the Key Terms and Names.US: 25A; ELA: Gr9/10/11: 6A

SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 21–1• Daily Lecture and Discussion Notes 21–1• Guided Reading Activity 21–1• Section Quiz 21–1• Reading Essentials and Study Guide 21–1

Transparencies• Daily Focus Skills Transparency 21–1

Multimedia Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio ProgramAmerican Music: Cultural Traditions

February 1945Yalta conference heldin the USSR

654 CHAPTER 21 The Cold War Begins

✦May 1946

On April 23, 1945, President Harry S Truman welcomed Soviet Foreign MinisterVyacheslav Molotov into the Oval Office of the White House. Truman had been president forless than two weeks, but he was determined to get tough with Molotov.

Truman told the Soviet diplomat how disgusted he was with Moscow’s refusal to permitfree elections in Poland, expressing his “deep disappointment” that the Soviet Union was notcarrying out its agreements. Bluntly, he warned Molotov that Soviet defiance would seriouslyshake the confidence of the United States and Great Britain in their wartime ally.

Molotov began to explain the Soviet position, but Truman interrupted again and again,repeating his demand that Stalin “carry out that agreement in accordance with his word.”Astonished, Molotov blurted out, “I have never been talked to like that in my life!”

“Carry out your agreements,” the president snapped back, “and you won’t get talked tolike that!”

—adapted from The Cold War: A History

Origins of the Cold War

✦December 1945

April 1945PresidentRoosevelt dies

July 1945Potsdam conferenceconvenes in Germany

March 1946Churchill delivers “ironcurtain” speech

✦February 1945 ✦July 1945

Main IdeaThe detonation of the atomic bomb andthe end of World War II led to disagree-ments among the “Big Three” wartimeAllies and a shift in American attitudestoward the Soviet Union.

Key Terms and Names Cold War, Potsdam, satellite nation, iron curtain

Reading StrategyCategorizing As you read about the ori-gins of the Cold War, complete a graphicorganizer similar to the one below by fill-ing in the names of the conferences heldamong the “Big Three” Allies and the out-comes of each.

Reading Objectives• Explain the growing tensions between

the United States and the Soviet Unionat the end of World War II.

• Identify the goals of Stalin’s foreignpolicy immediately after the war.

Section Theme Global Connections As World War IIwas ending, the United States and theSoviet Union began to negotiate to influ-ence the shape of the postwar world.

Conferences Outcomes

Social Studies TAKS tested at Grades 10/11: Obj 1: US1B (11); Obj 5: WH25C (10), US24B (11)Obj 1: US6D (11)

A Clash of Interests Even before World War II ended, the wartime alliance between the United States and

the Soviet Union had begun to show signs of strain. President Roosevelt had hoped thata victory over the Axis and the creation of the United Nations would lead to a morepeaceful world. Instead, the United States and the Soviet Union became increasinglyhostile toward each other after the war. This led to an era of confrontation and competi-tion between the United States and the Soviet Union that lasted from about 1946 to 1990.This era became known as the Cold War.

Harry S Truman

ELA: Page 654: Gr9/10/11: 4D, 6A,7D, 7F, 8B, 13C; Page 655:Gr9/10/11: 10B

Student Edition TEKS

655


2 TEACHDaily Lecture and Discussion Notes 21–1

I. A Clash of Interests (pages 654–655)

A. After World War II, the United States and the Soviet Union became increasingly hos-tile, leading to an era of confrontation and competition that lasted from about 1946 to1990 known as the Cold War.

B. Soviets were concerned with security and wanted to avoid future attacks fromGermany. They wanted all countries between Germany and the Soviet Union to beunder Soviet control. Soviets believed communism was superior to capitalism. They

Daily Lecture and Discussion Notes

Chapter 21, Section 1

Did You Know? The term Cold War was first used by WalterLippman, a newspaper columnist. He used it to refer to a state ofwar that did not involve actual bloodshed, but an icy rivalrybetween the United States and the Soviet Union.


Answer: in hopes that trade and freeenterprise would increase prosperityand peace

Organizing Information Havestudents make a two-column listshowing the postwar concerns ofthe Soviet Union and the UnitedStates. Use them to guide a class discussion on mountingtensions. L1 US: 6D, 14E, 24B;ELA: Gr9/10/11: 4D; Gr9/10: 16E; Gr11:15E

ELL

The only two superpowers left afterWorld War II were the United States andthe Soviet Union; they had as much pro-ductive capacity between them as the restof the world combined.

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYResearching Topics Organize the class into two groups and assign one of the topics below toeach group. Have group members answer the question corresponding to their topic and explaintheir answer to the other group. East-West Suspicions—Ask: What was the main reason thealliance between the United States and the Soviet Union began to shatter after the war? TheStrength of Communism—Ask: Why was communism appealing after the war? US: 6D,24B; ELA: Gr9/10: 16E; Gr11: 15EUse the rubric for a cooperative group management plan on pages 71–72 in the PerformanceAssessment Activities and Rubrics.

American Music: CulturalTraditions: “Old Man Atom”

History and theHumanities

Social Studies TAKS tested at Grades 10/11: Obj 1: US6D (11) Obj 3: US14E (11) Obj 3: US14E (11); Obj 5: WH25C (10), US24B (11)

Soviet Security Concerns Tensions between theUnited States and the Soviet Union began to increasebecause the two sides had different goals. As the warended, Soviet leaders became concerned about secu-rity. Germany had invaded Russia twice in less than30 years. The Soviets wanted to keep Germany weakand make sure that the countries between Germanyand the Soviet Union were under Soviet control.

Although security concerns influenced their think-ing, Soviet leaders were also Communists. Theybelieved that communism was a superior economicsystem that would eventually replace capitalism andthat the Soviet Union should encourage communismin other nations. Soviet leaders also accepted Lenin’stheory that capitalist countries eventually would tryto destroy communism. This made Soviet leaderssuspicious of capitalist nations.

American Economic Concerns While Soviet lead-ers focused on securing their borders, American lead-ers focused on economic problems. Many Americanofficials believed that the Depression had causedWorld War II. Without it, Hitler would never havecome to power, and Japan would not have wanted toexpand its empire.

American advisers also thought the Depressionhad been overly severe because countries cut back ontrade. They believed that when nations seal them-selves off economically, it forces them to go to war toget the resources they need. By 1945 PresidentRoosevelt and his advisers were convinced that economic growth was the keyto world peace. They wantedto promote economic growthby increasing world trade.

Similar reasoning convincedAmerican leaders to promotedemocracy and free enterprise.They believed that democraticgovernment with protectionsfor people’s rights made coun-tries more stable and peaceful.They also thought that the freeenterprise system, with privateproperty rights and limitedgovernment intervention in theeconomy, was the best route toprosperity.

Describing Why did U.S. leaderspromote both international tradeand free enterprise?

The Yalta ConferenceIn February 1945, with the war in Europe almost

over, Roosevelt, Churchill, and Stalin met at Yalta—aSoviet resort on the Black Sea—to plan the postwarworld. Although the conference seemed to go well,several agreements reached at Yalta later played animportant role in causing the Cold War.

Poland The first issue discussed at Yalta was whatto do about Poland. Shortly after the Germansinvaded Poland, the Polish government leaders hadfled to Britain. In 1944, however, Soviet troops droveback the Germans and entered Poland. As they liber-ated Poland from German control, the Sovietsencouraged Polish Communists to set up a new gov-ernment. This meant there were now two govern-ments claiming the right to govern Poland, oneCommunist and one non-Communist.

President Roosevelt and Prime MinisterChurchill both argued that the Poles should be freeto choose their own government. “This is what wewent to war against Germany for,” Churchillexplained, “that Poland should be free and sovereign.”

Stalin quickly responded to Churchill’s comments.According to Stalin, the Polish government had to befriendly to the Soviet Union. It was a matter of “lifeand death.” Eventually, the three leaders compro-mised. Roosevelt and Churchill agreed to recognizethe Polish government set up by the Soviets. Stalinagreed that the government would include members

Reading Check

Germany in Ruins World War II devastated many German cities. Here a woman sits among the ruins ofCologne, a northern city on the Rhine River.

US HISTORY: Page 654: 1A, 1B,6D, 24B, 25A, 25C; Page 655: 1A,6D, 9B, 14E, 19B


656


Guided Reading Activity 21–1

Name Date Class

DIRECTIONS: Recalling Facts Read the section and answer the questions below. Refer to yourtextbook to write the answers.

1. Why did the Soviet Union want to keep Germany weak?

2. What was Lenin’s theory about capitalism?

3. What did American advisers believe happens when nations seal themselves off

economically?

4. What did President Roosevelt and his advisers believe was the best way to create

prosperity?

5. What were the differences of opinion among Roosevelt, Churchill, and Stalin as to

Guided Reading Activity 21-1★

As a neutral country, Switzerlandaccepted refugees from the war,although it did close its borders duringpart of the war. Those who were ableto support themselves were allowedto live and work freely in Switzerland.Those who could not support them-selves lived in work camps run by theSwiss police.

MOMENTinHISTORY

Creating a Thematic Map Havestudents create a thematic mapthat shows the countries affectedby Yalta. Instruct students toindicate where the Soviets did not abide by the Yalta agreement. L2 US: 6D, 8A, 8B, 9B,24B, 24H; ELA: Gr9/10/11: 7D

Use the rubric for creatinga map, display, or chart on pages65–66 in the PerformanceAssessment Activities andRubrics.

Over 750 years old, Berlin has been amajor European cultural center since the1700s. Following the reunification ofGermany in 1990, Berlin was reestab-lished as the capital in 1991.

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVerbal/Linguistic Winston Churchill’s metaphor of an iron curtain to describe Soviet control inEastern Europe is very evocative. Have students work individually or with partners to come up withwords and images they associate with the words iron (for example, strength, its use in the makingof weapons) and curtain (for example, its ability to cut off contact with others or to hide what liesbehind it). Allow students to draw as well as list the images that come to mind. L1 US: 25D

Refer to Inclusion for the High School Social Studies Classroom Strategies and Activities in the TCR.

of the prewar Polish government and that free elec-tions would be held as soon as possible.

Declaration of Liberated Europe After reaching acompromise on Poland, Roosevelt, Churchill, andStalin agreed to issue the Declaration of LiberatedEurope. The declaration asserted “the right of allpeople to choose the form of government underwhich they will live.”

The Allies promised that the people of Europewould be allowed “to create democratic institutionsof their own choice.” They also promised to createtemporary governments that represented “all demo-cratic elements” and pledged “the earliest possibleestablishment through free elections of governmentsresponsive to the will of the people.”

Dividing Germany After agreeing to a set of principles for liberating Europe, the conferencefocused on Germany. Roosevelt, Churchill, andStalin agreed to divide Germany into four zones.Great Britain, the United States, the Soviet Union,and France would each control one zone. The same

four countries would also divide the city of Berlin,even though it was in the Soviet zone.

Although pleased with the decision to divideGermany, Stalin also wanted to weaken the countryeconomically. He demanded that Germany payheavy reparations for the war damage it caused.Roosevelt agreed, but he insisted reparations bebased on Germany’s ability to pay. He also sug-gested, and Stalin agreed, that Germany pay repara-tions with trade goods and products instead of cash.The Allies would also be allowed to remove indus-trial machinery, railroad cars, and other equipmentfrom Germany as reparations.

This decision did not resolve the issue. Over thenext few years, arguments about reparations and eco-nomic policy in Germany increased tensions betweenthe United States and the Soviet Union. These argu-ments became one of the major causes of the Cold War.

Tensions Begin to Rise The Yalta decisions shapedthe expectations of the United States. Two weeks afterYalta, the Soviets pressured the King of Romania into


MOMENTinHISTORYAID FOR WAR’SYOUNGEST VICTIMSThe gift of a new pair of shoesfrom the American Red Crosslights up the face of a youngAustrian refugee. Millions ofpeople across Europe wereuprooted by almost six years of fighting that seldom distin-guished between combatantsand civilians. Millions more fledas victorious Soviet troopsadvanced through EasternEurope into Germany at theend of World War II. The fateof the refugees becameenmeshed in the growingpower struggle between theUnited States and the SovietUnion, which turned the formerallies into Cold War enemies.

Social Studies TAKS tested at Grades 10/11: Obj 1: US6D (11)

ELA: Page 656: Gr9/10/11: 8B;Page 657: Gr9/10/11: 10B, 19B,20B


657


Answer: They decided Poland’s government and border, Europeans’right to choose their own govern-ment, and the division of Germanyinto four zones.

History

Answer: Soviets would take repara-tions from their zone, while GreatBritain, the United States, and Francewould allow industry to revive.

3 ASSESSAssign Section 1 Assessment ashomework or as an in-classactivity. US: 25D

Have students use theInteractive Tutor Self-Assessment CD-ROM.

Reading Essentials and Study Guide 21–1

Study GuideChapter 21, Section 1

For use with textbook pages 654–658

ORIGINS OF THE COLD WAR

KEY TERMS AND NAMES

Cold War a period of confrontation and competition between the United States and the SovietUnion (page 654)

Potsdam location of conference between the United States and the Soviet Union regardingGermany (page 657)

satellite nations the Communist countries of Eastern Europe that had to remain friendly to theSoviet Union (page 658)

iron curtain the separation of the Communist nations of Eastern Europe from the West (page 658)

Name Date Class

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGeography Tell students that several nations in eastern Europe have a long history of being over-run by more powerful nations. Organize students into small groups. Give the groups a blank out-line map of eastern Europe today and several overhead transparencies. Have the groups researchand show how the boundaries of these countries have changed by creating a series of overlays forthe map. Suggest that students show the boundaries at the turn of each century or on other signifi-cant dates from 1500 to the present. L2 US: 8A, 8B, 9B, 24B; ELA: Gr9: 7D–H; Gr9/10: 16E; Gr10/11: 7D–G;Gr11: 15E

Section Quiz 21–1


Column A

1. located near Berlin; where Truman and Stalin met to workout a deal on Germany

2. the Communist countries of Eastern Europe

3. issued by Roosevelt, Churchill, and Stalin and declared“the right of all people to choose the form of governmentunder which they will live”

4. a Soviet resort on the Black Sea where Roosevelt, Churchill,and Stalin met to plan the postwar world

5. an era of confrontation and competition between theUnited States and the Soviet Union that lasted from about1946 to 1990


Score★ ScoreChapter 21

Section Quiz 21-1

Column B

A. Declaration ofLiberated Europe

B. satellite nations

C. Cold War

D. Potsdam

E. Yalta

appointing a Communist govern-ment. The United States accusedthe Soviets of violating the Dec-laration of Liberated Europe.

Soon afterward, the Sovietsrefused to allow more than threenon-Communist Poles to serve inthe 18-member Polish govern-ment. There was also no indicationthat they intended to hold freeelections in Poland as promised.On April 1, President Rooseveltinformed the Soviets that theiractions in Poland were not accept-able. Eleven days later, withSoviet-American relations deterio-rating, President Roosevelt died,and Vice President Harry Trumantook office.

IdentifyingWhat did the Allies decide at Yalta?

Truman Takes ControlAlthough inexperienced in diplomacy, Truman

already had his own views about how to deal withthe Soviets. Truman was strongly anticommunist andsuspicious of Stalin. He believed World War II hadbegun because Britain had tried to appease Hitler. Hewas determined not to make the same mistake withStalin. “We must stand up to the Russians,” he toldSecretary of State Edward Stettinius, the day aftertaking office.

Ten days later, Truman did exactly that duringhis meeting with Soviet Foreign Minister Molotov.Truman immediately brought up the issue ofPoland and demanded that Stalin hold free elec-tions as he promised at Yalta. Molotov took theunexpectedly strong message back to Stalin. Themeeting marked an important shift in Soviet-American relations and set the stage for furtherconfrontations.

The Potsdam Conference In July 1945, with thewar against Japan still raging, Truman finally metStalin at Potsdam, near Berlin. Both men had come toPotsdam primarily to work out a deal on Germany.

Truman was now convinced that German industrywas critical. Unless Germany’s economy wasallowed to revive, the rest of Europe would neverrecover, and the German people might turn to com-munism out of desperation.

Stalin and his advisers were equally convincedthat they needed reparations from Germany. The warhad devastated their economy. Soviet troops hadbegun stripping their zone in Germany of its machin-ery and industrial equipment for use back home, butStalin wanted Germany to pay much more.

At the conference, Truman took a firm standagainst heavy reparations. He insisted thatGermany’s industry had to be allowed to recover.Truman suggested that the Soviets take reparationsfrom their zone, while the Allies allowed industry torevive in the other zones. Stalin opposed this ideasince the Soviet zone was mostly agricultural. Itcould not provide all of the reparations the Sovietswanted.

To get the Soviets to accept the deal, Trumanoffered Stalin a small amount of German industrialequipment from the other zones but required theSoviets to pay for part of it with food shipments fromtheir zone. He also offered to accept the newGerman-Polish border the Soviets had established.

Stalin did not like Truman’s proposal. At Potsdam,Truman learned that the atomic bomb had been suc-cessfully tested, and he told Stalin about the test.Stalin suspected Truman was trying to bully him intoa deal and that the Americans were trying to limitreparations to keep the Soviets weak.

Despite his suspicions, Stalin had to accept the deal. American and British troops controlled

Reading Check

CHAPTER 21 The Cold War Begins 657

Potsdam Trio Issues about Germany dominated the Potsdam meeting, which was attended by (from left toright) Britain’s Clement Attlee, President Truman, and Soviet leader Joseph Stalin. What agreement did theyreach regarding reparations?

History


US HISTORY: Page 656: 1A, 6D,9B, 19B; Page 657: 1A, 6D, 9B


658


Answers:1. Germany

2. They were occupied by Soviettroops and forced to seatCommunist governments.

Geography Skills PracticeAsk: With which Communist coun-tries did Austria share a border?(Yugoslavia, Hungary, andCzechoslovakia) US: 8B

Answer: It increased tensionbecause Stalin suspected thatTruman wanted to limit reparationsto keep the Soviet Union weak.

ReteachHave students explain the grow-ing tensions between the UnitedStates and the Soviet Union atthe end of World War II. US: 6D,24B; ELA: Gr9/10: 16E; Gr11: 15E

Enrich Ask students to read and ana-lyze Winston Churchill’s “ironcurtain” speech. US: 24A–D; ELA:Gr9/10: 16E; Gr11: 15E

4 CLOSEHave students identify the goalsof Stalin’s foreign policy imme-diately after the war. US: 24B

1. Terms are in blue. US: 25A2. Potsdam (p. 657), satellite nation

(p. 658) 3. had different goals for Germany

and Eastern Europe US: 6D4. Germany was divided into four

zones controlled by Great Britain,France, the Soviet Union, and theUnited States. US: 9A

5. Students who think the Cold Warcould have been prevented mightmention that Soviet needs mighthave been accommodated.Students who think the Cold Warwas inevitable may say that theSoviets had already broken severalpromises. US: 19B, 24G

6. disagreement over Germany,

Soviets’ refusal to honorDeclaration of Liberated Europe,Soviet actions in Poland, PotsdamConference US: 6D, 25C

7. to protect itself from invasion byGermany US: 8B, 24B

8. Students’ reports will vary. Reportsshould include specific referencesto Churchill’s speech. US: 25D

Germany’s industrial heartland, and there was noway for the Soviets to get any reparations except bycooperating. Nevertheless, the Potsdam conferencemarked yet another increase in tensions between theSoviets and the Americans, further paving the wayfor the Cold War.

The Iron Curtain Descends Although Truman hadwon the argument over reparations, he had less suc-cess on other issues at Potsdam. The Soviets refusedto make any stronger commitments to uphold the

Declaration of Liberated Europe. The presence of theSoviet army in Eastern Europe ensured that eventu-ally, pro-Soviet Communist governments would beestablished in Poland, Romania, Bulgaria, Hungary,and Czechoslovakia. “This war is not as in the past,”Stalin commented. “Whoever occupies a territoryalso imposes his own social system. . . . It cannot beotherwise.”

The Communist countries of Eastern Europe cameto be called satellite nations. Although not underdirect Soviet control, they had to remain Communistand friendly to the Soviet Union. They also had tofollow policies that the Soviets approved.

As he watched the Communist takeover in EasternEurope, Winston Churchill coined a phrase todescribe what had happened. On March 5, 1946, in aspeech delivered in Fulton, Missouri, Churchill said:

“From Stettin in the Baltic to Trieste in the Adriatic,an iron curtain has descended across the continent.Behind that line lie all the capitals of the ancientstates of central and Eastern Europe. . . . All are sub-ject, in one form or another, not only to Soviet influ-ence, but to a very high and increasing measure ofcontrol from Moscow.”

—quoted in The United States and the Origins of the Cold War, 1941–1947

With the iron curtain separating the Communistnations of Eastern Europe from the West, the WorldWar II era had come to an end. The Cold War wasabout to begin.

Explaining How did the Potsdamconference hurt Soviet-American relations?

Reading Check

Lambert Azimuthal Equal-Area projection200 kilometers

200 miles0

0

N

SE

W

50°N

0° 10°E 20°E

FRANCE

ITALY

SWITZ. AUSTRIA

BELG.

NETH.

UNITEDKINGDOM

WESTGERMANY

EASTGERMANY POLAND

CZECH.

HUNGARY

YUGOSLAVIA

ALBANIAGREECE

BULGARIA

ROMANIA

SOVIETUNIONLUX.

SPAINPO

RTU

GA

L

BerlinWarsaw

Prague

ViennaBudapest

London

Paris

Rome

Divided Europe, 1948

Writing About History

Checking for Understanding1. Define: Cold War, iron curtain.2. Identify: Potsdam, satellite nation.3. Reviewing Facts Why did tensions

grow between the United States and the Soviet Union after World War II?

Reviewing Themes4. Global Connections At Yalta, what

agreement did the “Big Three” come toabout Germany’s future after WorldWar II?

Critical Thinking5. Synthesizing Do you think Roosevelt

could have prevented the Cold War?Why or why not?

6. Organizing Use a graphic organizersimilar to the one below to list eventsthat led to the Cold War.

Analyzing Visuals7. Analyzing Maps Study the map on

this page. Why did the Soviet Unionwant the countries on its western border to have strong Communist governments?

8. Expository Writing Imagine you arean adviser to President Truman. Write areport explaining your interpretation ofChurchill’s iron curtain speech.


Events ThatLed to Cold War

Communist nationsNon-Communist nations

Social Studies TAKS tested at Grades 10/11: Obj 5: WG21C (10,11), WH26C (10,11)Obj 1: US6D (11) Obj 1: US6D (11);

Obj 5: WH25C (10), US24B (11)

1. Interpreting Maps What nation was divided intoCommunist and non-Communist zones?

2. Applying Geography Skills Why did so many EasternEuropean nations have Communist governments?

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659


1 FOCUSSection OverviewThis section focuses on the polit-ical, economic, and militarymeasures the United States usedto oppose communism.



Interpreting Information on Time Lines


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: H (from the mid-1940s until August 1949)Teacher Tip: Students should carefully read the dates andinformation given in the time line to determine theanswer.

UNIT

6Chapter 21

CIVIL WAR AND REVOLUTION IN CHINA

Late 1920sChinese Communists and Nationalists begin the struggle for control of the government.

Mid-1940sThe United States sends the Nationalist leader

$2 billion to prevent a Communist takeover.

1949The Communists capture and control the capital, and

popular support for the Nationalists declines.

August 1949The United States discontinues aid to the Nationalists. The

Nationalists flee to the small island of Taiwan.

October 1949The victorious Communists establish the People’s Republic of China.

CHINA

TAIWAN

Directions: Answer the following question based on the time line.

Approximately how long did the United States financially support the Nationalist govern-ment of China?

F four months H five years

G one year J twenty years



Guide to Reading

Answers to Graphic: Answers mightinclude: 1945: Soviet-U.S. division ofKorea at the end of World War II;June 1950: North Korean troopsinvade South Korea; November 1950:China intervenes; April 1951:MacArthur fired

Preteaching VocabularyHave students select one of the KeyTerms and Names to write a one-paragraph description explaining itssignificance. US: 25A; ELA:Gr9/10/11: 6A


Reproducible Masters• Reproducible Lesson Plan 21–2• Daily Lecture and Discussion Notes 21–2• Guided Reading Activity 21–2• Section Quiz 21–2• Reading Essentials and Study Guide 21–2• Supreme Court Case Studies


Multimedia Interactive Tutor Self-Assessment CD-ROMExamView® Pro Testmaker CD-ROMPresentation Plus! CD-ROMTeacherWorks™ CD-ROMAudio Program

March 1947Truman Doctrinedeclared

✦1948 ✦1950

Containing CommunismThe early Cold War shaped the politics and economics of many parts of the world,

especially Europe. The airlift of supplies to Berlin, like Halvorsen’s own candy airlift,reassured Europeans that the United States would help them rebuild their lives, even inthe shadow of growing Soviet hostility.

The Early Cold War Years

✦1947 ✦1949

June 1948Berlin airlift begins

April 1949NATO forms

October 1949People’s Republic ofChina established

June 1950Korean Warbegins


Lieutenant GailHalvorsen

Social Studies TAKS tested at Grades 10/11: Obj 1: US1B (11), US6E (11); Obj 5: WH25C (10), US24B (11)Obj 1: US6D (11)

Main IdeaAs the Cold War began, the United Statesstruggled to oppose Communist aggres-sion in Europe and Asia through political,economic, and military measures.

Key Terms and NamesGeorge Kennan, containment, MarshallPlan, NATO, limited war

Reading StrategySequencing As you read about the ColdWar, complete a time line similar to theone below by recording the major eventsinvolving the Korean War.

Reading Objectives• Describe the American view of

the Soviet Union and the policy of containment.

• Explain the causes of the Korean War.

Section ThemeGlobal Connections Beliefs about Sovietgoals and actions had a lasting effect onAmerican policies abroad and on theagencies used to carry them out.

1945 1951

Air Force lieutenant Gail Halvorsen was one of the pilots who airlifted supplies into Berlinin 1948. On one of his days off, he was shooting a home movie outside Berlin’s TempelhofAirport and soon drew a crowd of curious boys and girls. As a wartime pilot, Halvorsen hadmet children in other cities. They would playfully confront American soldiers, asking, “Anygum, chum?” While digging into his pockets for gum, Halvorsen had an idea. He said that ifthe children would wait at the end of the runway the next day, he would drop candy fromhis airplane.

The next day, eager children gathered at the airport. As Halvorsen’s plane flew over-head, three small white parachutes floated down with a payload of candy. Halvorsen’s“chocolate bombs” became a routine, earning him the nickname Schokoladenflieger (“chocolate-flyer”). Other pilots joined in, and by the end of the airlift, American pilots haddropped 250,000 candy parachutes for the children of Berlin.

—adapted from Berlin in the Balance

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660


2 TEACHDaily Lecture and Discussion Notes 21–2

I. Containing Communism (pages 659–661)

A. As Americans became increasingly impatient with the Soviets, the State Departmentasked the American Embassy in Moscow to explain Soviet behavior. On February 22,1946, diplomat George Kennan responded with the Long Telegram, a 5,540-wordcable message explaining his views of Soviet goals. In the telegram, Kennan discussedRussian insecurity and fear of the West and why it was impossible to reach an agree-ment. He proposed a long-term containment of Russian expansion. This led toTruman’s policy of containment—keeping communism within its present territorythrough diplomatic, economic, and military actions.



Did You Know? During the Berlin airlift, planes bringing foodand other supplies to West Berlin landed every three minutes.


Answer: Most students will likelyfocus on Soviet control of EasternEurope or the exploding of theatomic bombs. Students should pres-ent reasons for their choices.

Graphic Organizer Skills PracticeAsk: Which of the effects waslikely a direct result of the super-powers’ atomic bombs? (Americanand Soviet arms race) US: 6G

Analyzing Points of ViewHave half the students develop alist of reasons that the Trumanadministration should supportthe policy of containment. Havethe other half develop a list ofreasons that the administrationshould oppose the policy. Haveeach group present their lists,then have the class vote to selectthe position that makes the mostsense to them. L2 US: 6D, 8A, 24B,24G; ELA: Gr9/10/11: 7D

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYDiscussing the War Use a panel-discussion format to help students focus on the issues of theKorean War. Call on volunteers to portray President Truman, Douglas MacArthur, a representativefrom the United Nations, a Chinese diplomat, a South Korean civilian, and a North Korean civilian.Then invite other students to ask the panel questions about why there is a war in Korea, why theUnited States forces are fighting there, and how the fighting can be ended. Work with students tocompile a list of memorable statements from the discussion for review purposes. US: 6D, 6E,24B; ELA: Gr9/10: 16E; Gr11: 15EUse the rubric for a cooperative group management plan on pages 71–72 in the PerformanceAssessment Activities and Rubrics.

Despite the growing tensions between the SovietUnion and the United States, many American offi-cials continued to believe cooperation with theSoviets was possible. In late 1945, the foreign minis-ters of the former wartime Allies met first inLondon, then in Moscow, to discuss the future ofEurope and Asia.

Although Ernest Bevin, the British foreign minis-ter, and James Byrnes, the American secretary ofstate, pushed the Soviets to hold free elections inEastern Europe, the Soviets refused to budge. “Ourrelations with the Russians,” Bevin gloomily con-cluded, “are drifting into the same condition as thatin which we had found ourselves with Hitler.”

The Long Telegram Increasingly exasperated bythe Soviets’ refusal to cooperate, officials at the StateDepartment asked the American Embassy inMoscow to explain Soviet behavior. On February 22,1946, diplomat George Kennan responded withwhat came to be known as the Long Telegram, a5,540-word cable message explaining his views ofSoviet goals.

According to Kennan, the Soviets’ view of theworld came from a traditional “Russian sense of inse-curity” and fear of the West, intensified by theCommunist ideas of Lenin and Stalin. BecauseCommunists believed that they were in a long-termhistorical struggle against capitalism, Kennanargued, it was impossible to reach any permanentsettlement with them.

Kennan therefore proposed what became the basicAmerican policy throughout the Cold War: “a long-term, patient but firm and vigilant containment of

Russian expansive tendencies.” Kennan explainedthat, in his opinion, the Soviet system had severalmajor economic and political weaknesses. If theUnited States could keep the Soviets from expandingtheir power, it was only a matter of time until theSoviet system would fall apart. Communism couldbe beaten without going to war. The Long Telegramcirculated widely in Truman’s administration. It gaverise to the policy of containment—keeping commu-nism within its present territory through the use ofdiplomatic, economic, and military actions.

Crisis in Iran While Truman’s administration dis-cussed Kennan’s ideas, a series of crises erupted inthe spring and summer of 1946. These crises seemedto prove that Kennan was right about the Soviets.The first crisis began in Iran in March 1946.

During World War II, the United States had puttroops in southern Iran while Soviet troops occupiednorthern Iran to secure a supply line from the PersianGulf. After the war, instead of withdrawing as prom-ised, the Soviet troops remained in northern Iran.Stalin then began demanding access to Iran’s oil sup-plies. To increase the pressure, Soviet troops helpedlocal Communists in northern Iran establish a sepa-rate government.

To American officials, these actions signaled a Sovietpush into the Middle East. Secretary of State JamesByrnes sent Moscow a strong message demanding thatthey withdraw. At the same time, the battleship USSMissouri sailed into the eastern Mediterranean. Thepressure seemed to work. Soviet forces withdrew, hav-ing been promised a joint Soviet-Iranian oil company.The Iranian parliament later rejected the plan.


Causes and Effects of the Cold War

Causes Effects• Soviet Union controls Eastern Europe after

World War II.• Chinese Communists win control of mainland China.• United States and Soviet Union explode atomic bombs.

• Marshall Plan provides aid to Western Europeand Japan.

• Western nations form NATO; Communistnations respond with Warsaw Pact.

• Korean War erupts.• American and Soviet arms race begins.• Red Scare leads to hunt for Communists in

the United States.

Evaluating What do you think was the most important cause of the Cold War? Why?

The Cold War between the United States and the Soviet Union dominated postwar politics.


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661



Name Date Class

DIRECTIONS: Recording Who, What, When, Where, Why, and How Read the section andanswer the questions below. Refer to your textbook to write the answers.

1. What reassured Europeans that the United States would help them rebuild their lives

even in the shadow of growing Soviet hostility?

2. What was containment?

3. How did the Soviet Union signal a push into the Middle East?

4. When did Communists launch a guerrilla war against the Greek government?

5. What were the immediate and long-term effects of the Truman Doctrine?

6. Who proposed the European Recovery Program, and what was its purpose?


Answer: fight Soviet aggression inGreece and Turkey, stabilize Europe’seconomy to defeat communism

Creating a Chart Have studentscreate a chart showing examplesof Truman’s containment poli-cies in Iran, Turkey, Greece,Germany, and China. L2 US: 6D,24B; ELA: Gr9/10/11: 4A–D, 4F; Gr9:7D–H; Gr10/11: 7D–G


Marshall Opposition Senator Robert A.Taft opposed the Marshall Plan, calling it a“global give-away program.” He was con-cerned that the plan would bankrupt theUnited States.

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSVerbal/Linguistic It is often difficult for students with poor vocabularies to understand the emo-tional impact of words and how these words shape our feelings about events. Have studentsexamine the quote on page 661 and make a list of words they believe have an emotional impact.Then ask what emotions these words held for people in the United States and for people wholived in postwar Europe. L1 US: 25A, 25D; ELA: Gr9/10/11: 6A


ELL

Use Supreme Court CaseStudy 27, Dennis v. United States.

The Truman Doctrine Frustrated in Iran, Stalinturned to Turkey. There the straits of the Dardanelleswere a vital route from Soviet Black Sea ports to theMediterranean. For centuries Russia had wanted tocontrol this strategic route. In August 1946, Stalindemanded joint control of the Dardanelles withTurkey. Presidential adviser Dean Acheson saw thismove as the first step in a Soviet plan to control theMideast, and he advised Truman to make a show offorce. The president declared, “We might as well findout whether the Russians are bent on world con-quest.” He then ordered the new aircraft carrierFranklin D. Roosevelt to join the Missouri in protectingTurkey and the eastern Mediterranean.

While the United States supported Turkey, Britaintried to help Greece. In August 1946, GreekCommunists launched a guerrilla war against theGreek government. For about six months, Britishtroops helped the Greeks fight the guerrillas. Theeffort strained Britain’s economy, which was stillweak from World War II. In February 1947, Britaininformed the United States that it could no longerafford to help Greece.

On March 12, 1947, Truman went before Congressto ask for $400 million to fight Soviet aggression inGreece and Turkey. His speech outlined a policywhich became known as the Truman Doctrine. Itsgoal was to aid “free peoples who are resistingattempted subjugation by armed minorities or byoutside pressures.” Its immediate effects were to sta-bilize the Greek government and ease Sovietdemands in Turkey. In the long run, it pledged theUnited States to fight communism worldwide. ; (See page 958 for more on the Truman Doctrine.)

ECONOMICS

The Marshall Plan Meanwhile, postwar WesternEurope faced grave problems. Economies were inruin, people were near starvation, and political chaoswas at hand. The terrible winterof 1946 made things worse.

In June 1947, Secretary ofState George C. Marshallproposed the EuropeanRecovery Program, orMarshall Plan, whichwould give Europeannations American aid torebuild their economies.Truman saw the MarshallPlan and the TrumanDoctrine as “two halves of thesame walnut,” both essential

for containment. Marshall offered help to all nationsplanning a recovery program:

“Our policy is not directed against any country ordoctrine, but against hunger, poverty, desperationand chaos. Its purpose should be the revival of aworking economy in the world so as to permit theemergence of political and social conditions in whichfree institutions can exist. . . .”

—quoted in Marshall: A Hero for Our Times

The Soviet Union and its satellite nations inEastern Europe rejected the offer. Instead, theSoviets developed their own economic program.This action further separated Europe into compet-ing regions. The Marshall Plan pumped billions ofdollars worth of supplies, machinery, and food intoWestern Europe. Western Europe’s recovery weak-ened the appeal of communism and opened newmarkets for trade.

Summarizing What were the goalsof the Truman Doctrine and the Marshall Plan?

The Berlin CrisisThe Marshall Plan was only one part of the

American strategy for rebuilding Europe. PresidentTruman and his advisers believed that WesternEurope’s prosperity depended on Germany’srecovery. The Soviets, however, still wantedGermany to pay reparations to the Soviet Union.Eventually, the dispute over Germany brought theUnited States and the Soviet Union to the brink of war.

West Germany Is Founded By early 1948, U.S. offi-cials had concluded that the Soviets were deliber-ately trying to undermine Germany’s economy. Inresponse, the United States, Great Britain, and Franceannounced that they were merging their zones inGermany and allowing the Germans to have theirown government. They also agreed to merge theirzones in Berlin and to make West Berlin part of thenew German republic.

The new nation was officially called the FederalRepublic of Germany, but it became known as WestGermany. West Germany’s economy was completelyseparate from the Soviet zone, which eventuallybecame known as East Germany. West Germany wasnot allowed to have a military, but in most respects, itwas independent.

Reading Check


George Marshall

Social Studies TAKS tested at Grades 10/11: Obj 1: US6D (11) Obj 5: 8.30A (10), US24A (11)Obj 1: US6D (11); Obj 5: WH25C (10), US24B (11)

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662


History

Answer: 11 monthsAsk: What did the Berlin airlift symbolize? (American determinationto support the divided city)

Answer: Soviet blockade of WestBerlin

Creating a Map On an outlinemap of Europe, have studentsshow the division between Eastand West by shading theEuropean countries that madeup the NATO alliance in 1949 inone color and those that madeup the Warsaw Pact in 1955 inanother color. L1 US: 6D, 8A, 8B,9A, 9B, 24B, 24H; ELA: Gr9/10/11: 4D


During the Berlin airlift, a plane flew intothe city every three minutes. Without thesupplies those planes carried, WestBerliners would have had to back down.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYGovernment Berlin remained a focal point throughout the Cold War. In 1961 the government ofEast Germany built the Berlin Wall to prevent its people from moving to West Germany. The dis-mantling of the Berlin Wall in 1989 foreshadowed the end of the Communist domination ofEastern Europe. Encourage students to use library and Internet resources to learn more about thereunification of Germany and the reestablishment of Berlin as Germany’s capital. US: 8B, 9B, 24A–D;ELA: Gr9/10/11: 13B; Gr9: 7E–H; Gr10/11: 7E–G, 7I

The Berlin Airlift The decision to create WestGermany convinced the Soviets that they wouldnever get the reparations they wanted. In late June1948, Soviet troops cut all road and rail traffic to WestBerlin. The blockade provoked a crisis. PresidentTruman sent long-range bombers with atomicweapons to bases in Britain. General Lucius Clay, theAmerican commander in Germany, warned that ifBerlin fell, West Germany would be next. “If wemean to hold Europe against communism, then wemust not budge,” he said.

The challenge was to keep West Berlin alivewithout provoking war with the Soviets. In June1948, Truman ordered the Berlin airlift to begin.For 11 months, cargo planes supplied Berlinerswith food, medicine, and coal. The airlift continuedthrough the spring of 1949, bringing in over 2 million tons of supplies. Stalin finally lifted theblockade on May 12. The Berlin airlift became asymbol of American determination to stand by thedivided city.

NATO The Berlin blockade convinced manyAmericans that the Soviets were bent on conquest.Both the public and Congress began to support a mili-tary alliance with Western Europe. By April 1949, anagreement had been reached to create the NorthAtlantic Treaty Organization (NATO)—a mutualdefense alliance.

NATO initially included 12 countries:the United States, Canada, Britain, France,Italy, Belgium, Denmark, Portugal, theNetherlands, Norway, Luxembourg , andIceland. NATO members agreed to come tothe aid of any member who was attacked.For the first time in its history, the UnitedStates had committed itself to maintainingpeace in Europe. Six years later, the UnitedStates and its allies decided to allow WestGermany to rearm and join NATO. Thisdecision alarmed Soviet leaders. Theyresponded by organizing a militaryalliance in Eastern Europe, which becameknown as the Warsaw Pact.

Evaluating What triggered the beginning of the Berlin airlift?

The Cold War Spreads toEast Asia

The Cold War eventually spread beyondEurope. Conflicts also emerged in Asia,

where events in China and Korea brought about anew attitude toward Japan.

Civil War and Revolution in China In China,Communist forces led by Mao Zedong had beenstruggling against the Nationalist government led byChiang Kai-shek since the late 1920s. During WorldWar II, the two sides suspended their war to resistJapanese occupation. With the end of World War II,however, civil war broke out again. Although Maomade great gains, neither side could win, and neitherwould accept a compromise.

To prevent a Communist revolution in Asia, theUnited States sent the Nationalist government $2 bil-lion in aid beginning in the mid-1940s, but it squan-dered this advantage with poor military planning andcorruption. By 1949 the Communists had capturedthe Chinese capital of Beijing and moved southward,while support for the Nationalists declined.

In August 1949, the State Department discontin-ued aid to the Chinese Nationalists. The defeatedNationalists then fled the Chinese mainland for thesmall island of Taiwan (Formosa). The victoriousCommunists established the People’s Republic ofChina in October 1949.

After the Fall China’s fall to communism shockedAmericans. To make matters worse, in September 1949the Soviet Union announced that it had successfully

Reading Check

Bucking the Blockade The Berlin airlift became a symbol of American determination to resistthe Soviet Union’s effort to control Berlin. For how many months did American pilots supplyBerlin with food and supplies?

History



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663


Answer: The United States adoptedpolicies to encourage the rapidrecovery of Japan’s industrial economy.

Answers:1. 38ºN

2. Truman did not want to riskbringing the Chinese into thewar, or to use the atomic bomb.

Geography Skills PracticeAsk: What was the importance ofthe Yalu River in the Korean War?(It was the boundary between Chinaand North Korea.) US: 8B

Chinese Changes In October 2000 theLibrary of Congress and other U.S.libraries joined the international commu-nity and began using the Pinyin standardto convert Chinese characters. Pinyin hasbeen widely used since 1979. In the olderWade-Giles system, it was Mao Tse-tung.In the Pinyin system, it is Mao Zedong.

Douglas MacArthur and his father are theonly father and son to have both receivedthe Medal of Honor for people who per-form extraordinary acts of heroism.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYMaking Judgments The Truman administration‘s policy toward China was met with criticism. Havestudents answer the following questions: Could the United States have saved China fromCommunist domination? If so, how? If not, why not? (Students’ answers will vary. Some mightsuggest that the United States should have given the Nationalists more military and economic aid.Other students might suggest that the conflict in China was a civil war and thus beyond the con-trol of the U.S. government.) L2 US: 24B; ELA: Gr9/10: 16E; Gr11: 15E


tested its first atomic weapon. Then, early in 1950, thePeople’s Republic of China and the Soviet Unionsigned a treaty of friendship and alliance. ManyWestern leaders feared that China and the SovietUnion would support Communist revolutions inother nations.

The United States kept formal diplomatic relationswith only the Nationalists in Taiwan. It used its veto power in the UN Security Council to keeprepresentatives of the new Communist China out ofthe UN, allowing the Nationalists to retain their seat.

The Chinese revolution brought about a signifi-cant change in American policy toward Japan. At theend of World War II, General Douglas MacArthurhad taken charge of occupied Japan. His missionwas to introduce democracy and keep Japan from

threatening war again. Once the United States lostChina as its chief ally in Asia, it adopted policies toencourage the rapid recovery of Japan’s industrialeconomy. Just as the United States viewed WestGermany as the key to defending all of Europeagainst communism, it saw Japan as the key todefending Asia.

Analyzing How did the revolutionin China affect American foreign policy with Japan?

The Korean WarAt the end of World War II, American and Soviet

forces entered Korea to disarm the Japanese troopsstationed there. The Allies divided Korea at the 38th

Reading Check

MacArthur lands,Sept. 15, 1950

Taken by UN,Oct. 19, 1950

Liberated by UN,Sept. 28, 1950

2

1

3

N

S

EW

100 kilometers

100 miles0

0

Lambert Conformal Conic projection

40°N

130°E

38th Parallel

YellowSea

Sea ofJapan

Yalu RiverCHINA

SOVIET UNION

NORTHKOREA

SOUTHKOREA

JAPAN

Pyongyang

InchonSeoul

Pusan

Chinese counteroffensive,Nov. 26, 1950

Armistice line,July 27, 1953

5

4

N

S

EW

100 kilometers

100 miles0

0

Lambert Conformal Conic projection

40°N

130°E

38th Parallel

YellowSea

Sea ofJapan

Yalu River

CHINA

SOVIET UNION

SOUTHKOREA

JAPAN

NORTHKOREA

Pyongyang

Inchon

PanmunjomSeoul

Pusan

Taegu

UN-held territory, Sept. 15, 1950

North Korean advanceUN counteroffensiveUN front line, Nov. 24, 1950

June 25, 1950–November 24, 1950

UN front line, Nov. 24, 1950Chinese counteroffensive, Nov. 25, 1950Farthest Chinese advance, Jan. 24, 1951UN advance, Jan. 25, 1951

November 24, 1950–July 27, 1953

Korean War, 1950–1953

Social Studies TAKS tested at Grades 10/11: Obj 5: WG21C (10,11), WH26C (10,11)Obj 5: WH25C (10), US24B (11)

1. Interpreting Maps Along what latitude was Koreadivided into two nations after World War II?

2. Applying Geography Skills In debates over expandingthe Korean War, why do you think Truman opposedMacArthur’s request to bomb bridges on the Yalu River?

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664


Learning from HistoryAnswers:1. MacArthur believed Truman’s

policy would lead to war later.Truman did not want to widenthe conflict, or lose allies.

2. The president is commanderin chief.

Creating a Time Line Havestudents create a time line for theKorean War. Suggest that theyuse the time lines in this chapteras a reference. Encourage themto illustrate the time line withdrawings or photographs. L2 US:6E, 8B, 24B; ELA: Gr9/10/11: 4A–D, 4F






THE EARLY COLD WAR YEARS

KEY TERMS AND NAMES

George Kennan American diplomat who explained Soviet goals (page 660)

containment the policy of keeping communism within its present territory through the use ofdiplomatic, economic, and military actions (page 660)

Marshall Plan an economic recovery plan in which the United States provided aid to Europeannations to rebuild their economies (page 661)

NATO a military alliance made up of the United States, Canada, and several Western Europeannations (page 662)

limited war a war fought to achieve a limited objective such as containing communism (page 665)

Name Date Class

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTChinese Civil War The civil war between the Chinese Nationalists and the Chinese Communistsmight have been avoided had the Nationalists kept their promises to the people. By denying peas-ants the land they were promised, by forcing friendly Communists out of the government, and byignoring corruption, the Nationalists practically guaranteed their unpopularity and the struggle forpower with the Communists.


parallel of latitude. Soviet troops controlled thenorth, while American troops controlled the south.

As the Cold War began, talks to reunify Korea brokedown. A Communist Korean government was organ-ized in the north, while an American-backed govern-ment controlled the south. Both governments claimedauthority over all of Korea, and border clashes werecommon. The Soviet Union provided extensive mili-tary aid to the North Koreans, who quickly built up alarge, well-equipped army. On June 25, 1950, NorthKorean troops invaded into the south, rapidly drivingback the poorly equipped South Korean forces.

The UN Intervenes Truman saw the Communistinvasion of South Korea as a test of the containmentpolicy and ordered United States naval and airpower

into action. He then called on the United Nations toact. Truman succeeded because the Soviet delegatewas boycotting the Security Council over its Chinapolicy and was not present to veto the American pro-posal. With the pledge of UN troops, Truman orderedGeneral MacArthur to send American troops fromJapan to the Korean peninsula.

The American and South Korean troops weredriven back into a small pocket of territory near theport of Pusan. Inside the “Pusan perimeter,” as itcame to be called, the troops stubbornly resisted theNorth Korean onslaught, buying time for MacArthurto organize reinforcements.

Should the War in Korea Be Expanded?

A controversy between President Harry S Truman andGeneral Douglas MacArthur began shortly after the outbreakof the Korean War. It reached a climax when the presidentrelieved MacArthur of his command. Truman believed in alimited war in Korea, while MacArthur wanted total victory.

President Harry S Truman defends limited war:

The Kremlin [Soviet Union] is trying, and has beentrying for a long time, to drive a wedge between us andthe other nations. It wants to see us isolated. It wants tosee us distrusted. It wants to see us feared and hated byour allies. Our allies agree with us in the course we arefollowing. They do not believe that we should take theinitiative to widen the conflict in the Far East. If theUnited States were to widen the conflict, we might wellhave to go it alone.

If we go it alone in Asia, we may destroy the unity ofthe free nations against aggression. Our European alliesare nearer to Russia than we are. They are in far greaterdanger. . . . Going it alone brought the world to the dis-aster of World War II. . . .

I do not propose to strip this country of its allies inthe face of Soviet danger. The path of collective securityis our only sure defense against the dangers thatthreaten us.

GeneralDouglas MacArthuraddresses Congress, April 19, 1951:

History teaches with unmistakable emphasis that appeasementbut begets new and bloodier war. . . . Like blackmail, it lays thebasis for new and successively greater demands, until, as in black-mail, violence becomes the only other alternative. Why, my sol-diers asked of me, surrender military advantage to an enemy inthe field? I could not answer.

It was my constant effort to preserve them and end this savageconflict honorably and with the least loss of time and minimumsacrifice of life.

I am closing 52 years of military service. . . . But I still remem-ber the refrain of one of the most popular barrack ballads of thatday which proclaimed most proudly that—

“Old soldiers never die, they just fade away.” And like the oldsoldier of that ballad, I now close my military career and just fadeaway—an old soldier who tried to do his duty as God gave himthe light to see that duty. Good-by.

Learning From History

Social Studies TAKS tested at Grades 10/11: Obj 1: US6E (11) Obj 5: WH25C (10), US24B (11)

1. Identifying Central Issues How didMacArthur view Truman’s decisionto fight a limited war in Korea? Howdid Truman see it?

2. Making Inferences On the basis ofwhat authority did Truman fireMacArthur?

ELA: Page 664: Gr9/10/11: 8B,10B; Gr9: 7H; Gr10/11: 7G; Page665: Gr9/10/11: 1A, 1B, 4A, 4B, 4D,4F, 6A, 7B–D, 10A, 10B, 13C, 19B,20B; Gr9: 7I; Gr10/11: 7H


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Section Quiz 21–2


Column A

1. keeping communism within its present territory throughthe use of diplomatic, economic, and military actions

2. the Soviet zone of Germany

3. a war fought to achieve a limited objective such ascontaining communism

4. gave European nations American aid to rebuild theireconomies

5. when cargo planes supplied Berliners with food, medicine,and coal

DIRECTIONS: Multiple Choice In the blank at the left write the letter of the choice that


★ ScoreChapter 21

Section Quiz 21-2

Column B

A. East Germany

B. limited war

C. containment

D. Berlin airlift

E. Marshall Plan

Answer: Truman viewed it as a testof the United States containment policy.

ReteachHave students describe theAmerican view of the SovietUnion and containment. US: 6D,24B, 24G; ELA: Gr9/10: 16E; Gr11: 15E

Enrich Invite interested students towrite an editorial expressing anopinion about when, if ever, it is appropriate for a militaryleader to override a president’sdecision. US: 24B, 24G; ELA:Gr9/10/11: 1A, 1B

4 CLOSEHave students create a cause-and-effect organizer for theKorean War. US: 6E, 24B; ELA:Gr9/10/11: 4D

1. Terms are in blue. US: 25A2. George Kennan (p. 660), Marshall

Plan (p. 661), NATO (p. 662) US:6D

3. They would help any country fightagainst communism and theywould help rebuild economies tostrengthen the resistance to communism. US: 6D

4. the policy of containing commu-nism through international aid,diplomacy, and a strong militaryUS: 6E

5. It recommended patient but firmand vigilant containment ofRussian expansion. US: 6D

6. crisis in Iran, Berlin crisis, KoreanWar US: 24B, 25C

7. November 1950; July 27, 1953 US:8B, 24B

8. Students’ letters will vary. Lettersshould express a point of viewbased on facts. US: 25D

HISTORY

Objectives and answers to the student activity can be found in the Web Activity Lesson Plan at .

On September 15, MacArthur ordered a daringinvasion behind enemy lines at the port of Inchon. TheInchon landing took the North Koreans by surprise.Within weeks they were in full retreat back across the38th parallel. Truman then gave the order to pursuethe North Koreans beyond the 38th parallel.MacArthur pushed the North Koreans north to theYalu River, the border with China.

China Enters the War The Communist Chinesegovernment saw the advancing UN troops as a threatand warned the forces to halt their advance. Whenthose warnings were ignored, China launched a mas-sive attack across the Yalu River in November.Hundreds of thousands of Chinese troops floodedacross the border, driving the UN forces back acrossthe 38th parallel.

As his troops fell back, an angry MacArthurdemanded approval to expand the war againstChina. He asked for a blockade of Chinese ports, theuse of Chiang Kai-shek’s Nationalist forces, and thebombing of Chinese cities with atomic weapons.

Truman Fires MacArthur President Truman re-fused MacArthur ’s demands because he did notwant to expand the war into China or to use theatomic bomb. MacArthur persisted. He publicly criti-cized the president, saying, “There is no substitutefor victory.”

Determined to maintain control of policy and showthat the president commanded the military, an exas-perated Truman fired MacArthur for insubordinationin April 1951. MacArthur, who remained populardespite being fired, returned home to parades and ahero’s welcome. Despite criticism, Truman remainedcommitted to limited war—a war fought to achieve a

limited objective, such ascontaining communism.

Changes in Policy Trumanchose General Matthew Ridg-way to replace MacArthur.By mid-1951, the UN forceshad pushed the Chinese andNorth Korean forces backacross the 38th parallel. Thewar then settled down into aseries of relatively small bat-tles over hills and other localobjectives. In November1951, peace negotiationsbegan, but an armistice would not be signed until July1953. More than 33,600 American soldiers died inaction in the Korean War, and more than 20,600 diedfrom accidents or from disease.

The Korean War marked an important turningpoint in the Cold War. Until 1950 the United States hadpreferred to use political pressure and economic aid tocontain communism. After the Korean War began, theUnited States embarked on a major military buildup.

The Korean War also helped expand the Cold Warto Asia. Before 1950 the United States had focused onEurope as the most important area in which to containcommunism. After the Korean War began, the UnitedStates became more militarily involved in Asia.Defense agreements were signed with Japan, SouthKorea, Taiwan, the Philippines, and Australia.American aid also began to flow to the French forcesfighting Communist guerrillas in Vietnam.

Analyzing How did PresidentTruman view the Communist invasion of South Korea?

Reading Check



Checking for Understanding1. Define: containment, limited war.2. Identify: George Kennan, Marshall

Plan, NATO.3. Review Facts How did the Truman

Doctrine and the Marshall Plan addressthe spread of communism?

Reviewing Themes4. Global Connections What long-term

Cold War strategy did the United Statesfollow?

Critical Thinking5. Evaluating How did the Long Telegram

influence American policy?6. Categorizing Use a graphic organizer

similar to the one below to list earlyconflicts between the USSR and the U.S.

Analyzing Visuals7. Analyzing Maps Study the maps of

the Korean War on page 663. When did the United Nations control the mostterritory in Korea? When did both sidesfinally agree upon an armistice line?

8. Persuasive Writing Write a letter tothe editor of a newspaper explainingwhether you agree or disagree withPresident Truman’s firing of GeneralMacArthur.

ConflictsBetween the USSR

and the U.S.

Student WebActivity Visit theAmerican RepublicSince 1877 Web site at

and click on StudentWeb Activities—Chapter 21 for anactivity on the ColdWar.

HISTORY


Social Studies TAKS tested at Grades 10/11: Obj 1: US6E (11)Obj 1: US6E (11); Obj 5: WH25C (10), US24B (11)

US HISTORY: Page 664: 1A, 6E,19B, 24B; Page 665: 1A, 6D, 6E,8B, 24B, 25A, 25C, 25D



http://www.glencoe.com/qe/qe35tx.php?&st=715&pt=2&bk=21


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EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTStalin’s Response The impact of the Soviets’ lack of a free press—one of the keystones of theAmerican constitutional system— is demonstrated by some of Stalin’s statements. For example,after Winston Churchill’s “iron curtain” speech, Stalin came up with his own characterization ofgeopolitical changes. Stalin claimed that the West was racist. He compared the West to “Hitler andhis friends,” and said Churchill was arguing that “only nations speaking the English language arefully valuable nations. . . .” Under the Soviet system, no journalist or scholar could challenge theaccuracy of Stalin’s statement.

1 FOCUSAfter students have read theLooking Back. . . feature, reviewthe reasons stated in the Why ItMatters paragraph. Then havestudents reread Patrick Henry’swords at the bottom of page 666.Discuss what his words mean intoday’s context. US: 24C, 25A; ELA:Gr9/10/11: 6A

2 TEACHDemonstrating the Main IdeaAt the beginning of class, havestudents take out a sheet ofpaper for a pop quiz. Give themfive very difficult questions overmaterial that they have not yetstudied. Tell students that thequiz grades will count the sameas a test. Amid students’ protes-tations, ask students how youractions represent tyranny.Review with students the mean-ings of the following words:tyranny, oppression, and despotism. L1 ELA: Gr9/10/11: 6D

Analyzing Concepts Have stu-dents list recent examples oftyranny in the world. Ask stu-dents what role the United Stateshas played in defending thosewho lost their natural rights as aresult of tyranny. Also, ask themto evaluate the effectiveness ofcurrent American policies aboutgranting people basic humanrights. L2 US: 25A, 25D; ELA:Gr9/10/11: 6A

Steps to . . . the AmericanRevolution

A central idea behind the American Revolutionwas that the colonists had a right to rebel becausethe British were suppressing their basic rights.Americans have remained committed to this politi-cal principle. By contrast, many of these rights—forexample, the right to free speech or to own prop-erty—were not recognized in the Soviet Union.

Samuel Adams Few colonists were as unyieldingin their opposition to British rule as Samuel Adams.Adams was one the most outspoken of the patriots

and the founder of the prominent resist-ance group, the Sons of Liberty. He

admired the ideas of English

philosopher John Locke, agreeing with Locke thatevery citizen enjoyed the natural rights of life, liberty,and property.

A government, Adams declared, “has no right toabsolute, arbitrary power over the lives of and for-tunes of the people. . . . ”

Thomas Jefferson Perhaps no colonist did moreto advance freedom than Thomas Jefferson, one ofthe main authors of the Declaration of Indepen-dence. When the debate over whether to fight GreatBritain began, Jefferson was one of many whoargued that personal liberty and self-determinationwere worth fighting for.

“We have counted the cost of this contest andfind nothing so dreadful as voluntary slavery,”Jefferson stated in a 1775 declaration cowritten with

Why It Matters The Cold War between the United States and the Soviet Union stemmedfrom a number of factors, from mutual fear and mistrust to a desire by both superpowers to spread theirinfluence around the world. On another level, however, the effort to contain communism reflected a basictradition of Americans first seen in the American Revolution: standing up to tyranny and fighting forfreedom.

The United States was founded on the principles of individual liberty and democratic rule. Since then,Americans have felt a special duty to promote these ideals and challenge any attempt to undermine themabroad as well as at home. In confronting the Soviet Union, Americans believed they were carrying on a longtradition of battling oppression and despotism.

The AmericanRevolution

“If we wish to be free; if we mean to preserve inviolatethose inestimable privileges for which we have been so

long contending; if we mean not basely to abandonthe noble struggle in which we have been so longengaged, . . . we must fight!”

—Patrick Henry, 1775

666

Social Studies TAKS tested at Grades 10/11: Obj 1: 8.4B(10,11), 8.4C(10,11)

XX: Page XXX: XXX

Student Edition TEKSELA: Page 666: Gr9/10/11: 8B;Page 667: Gr9/10/11: 8B, 10B


667

3 ASSESSReteach

Review the seven elements inthe chart on page 667 listing spe-cific rights under the AmericanConstitution. Have students con-sider working examples of theserights in their own community.Call on students in a class dis-cussion to elicit their examples.US: 25D

Enrich

Have students choose one of thefour American leaders treated inthe Looking Back. . . feature—Samuel Adams, ThomasJefferson, George Washington,Benjamin Franklin. Studentsshould conduct further researchin the library or on the Internetto deepen their understanding ofthe ideas excerpted here, andthen write a short report on thisresearch. US: 24A, 24D, 25D; ELA:Gr9/10/11: 4C, 4F, 13B

4 CLOSEAsk students to consider when,if ever, freedom of the pressshould be limited and how.Have students give specificexamples. US: 25D; ELA: Gr9/10:16B; Gr11: 15B

Checking for Understanding1. Samuel Adams promoted Locke’s concept of natural

human rights.

2. Washington believed that the civil governmentshould be supreme and that the military should notinterfere in politics.

Critical Thinking1. Without a free press, citizens have very limited

means to express their discontent or protests.

2. Answers will vary. Students should mention theircommitment to a freely elected government andtheir commitment to natural human rights.

John Dickinson. “Honor, justice, and humanity for-bid us tamely to surrender that freedom which wereceived from our gallant ancestors, and which our[descendants] have a right to receive from us.”

George Washington During the Revolution,George Washington’s duties were mostly military,but he believed strongly in civilian government. Heshowed his political beliefs at the end of theRevolutionary War, when he learned that a group ofmilitary officers who had not been paid were con-sidering seizing control of the government. He criti-cized the plotters and expressed his disgust withthe idea of military rule. Such an action,Washington declared, “has something so shockingin it that humanity revolts at the idea. . . .”Washington’s position reflected his commitment toa government by the people.

Benjamin Franklin Benjamin Franklin, theAmerican philosopher, diplomat, and inventor,also supported independence. For a long time,Franklin was friendly to Great Britain, but heeventually came to see British rule as oppressive.In a satirical 1773 piece entitled Rules by Which aGreat Empire May Be Reduced to a Small One,Benjamin Franklin explained that Britain was fol-lowing all the necessary steps to create a colonialrebellion:

“If you are told of discontents in your colonies,never believe that they are general, or that you have

given occasion for them; therefore, do not think ofapplying any remedy, or of changing any offensivemeasure. . . .”

Free Speech and Free Press Free speech andfreedom of the press were important freedoms forwhich the colonists fought. Before the AmericanRevolution, colonists could be charged with sedi-tion for criticizing the government. After theRevolution, many state constitutions guaranteedthe right to free speech and a free press.

The Virginia Declaration of Rights of 1776 statedthat “the freedom of the press is one of the greatestbulwarks of liberty and can never be restrained butby despotic governments.” These ideas led to thelines in the First Amendment of the Constitutionguaranteeing free speech and freedom of the press.These freedoms are rarely found in Communistsocieties or in military dictatorships. Protectingthese freedoms was one more reason the UnitedStates opposed the spread of communism.

Check for Understanding1. What doctrine of John Locke did Samuel Adams promote?2. What principle did George Washington believe was important

in the relationship between government and the military?

Critical Thinking1. Why do you think that dictatorships and other tyrannical

forms of governments oppose freedom of the press?2. In what ways were the revolutionary leaders mentioned here

similar to American leaders during the Cold War?

U.S. Constitutional System

Bill of Rights to protect individual rights with access to independent judiciary

Free elections

Representative government at federal, state, and local levels

Police under civilian control

Free press

Military under control of elected civilian government bodies

Extensive private property ownership

Soviet System

Soviet constitution states protections, but they are notenforced; no independent judiciary

Government-controlled elections

Central Committee of Communist Party in control of central, state, and local government

Police under party control; active secret police unit to control dissent

State-controlled press

Military under control of central leadership of Communist Party

State ownership of major industries; very limited private ownership

American vs. Soviet Government Systems

Social Studies TAKS tested at Grades 10/11: Obj 1: 8.4B(10,11), 8.4C(10,11) Obj 4: 8.22B(10,11)

XX: Page XXX: XXX

Student Edition TEKSUS HISTORY: Page 666: 1A, 19A;Page 667: 1A, 19A, 24B, 24G


668

1 FOCUSSection OverviewThis section focuses on theimpact of the Cold War onAmerican society.




Drawing Conclusions


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: No. Explanations may vary but should includethe point that few Communists were actually found.Teacher Tip: Have students compare the total number ofemployees with the actual number of employees fired.

UNIT

6Chapter 21

LOYALTY REVIEWS

President Truman began loyalty reviewsin 1947 to screen federal employees for Communist

infiltrators. With the federal government setting the example,many other organizations and businesses

began searching for Communists.

EMPLOYEES FEDERALGOVERNMENT

Total number

UNIVERSITY OF CALIFORNIA

6 million 11,000

Investigated bythe FBI 14,000 none

Quit during the review 2,000 none

Fired for“questionable loyalty”

or refusal to signa loyalty oath

212 157

Directions: Answer the followingquestion based on the table.

Do you think the RedScare—the fear ofCommunist infiltrators—was justified? Explain youranswer.



Guide to Reading

Answers to Graphic: The Cold War and American Society

I. The New Red ScareA. The Loyalty Review ProgramB. HUACC. Alger HissD. The RosenbergsE. Project VenonaF. The Red Scare Spreads

Students should complete the outlineby including all heads in the section.

Preteaching VocabularyHave students create a study card foreach Key Term and Name with theterm on one side and a definition ordescription on the other side. US:25A SECTION RESOURCESSECTION RESOURCES

Reproducible Masters• Reproducible Lesson Plan 21–3• Daily Lecture and Discussion Notes 21–3• Guided Reading Activity 21–3• Section Quiz 21–3• Reading Essentials and Study Guide 21–3• Interpreting Political Cartoons



March 1947Loyalty Review Boardestablished


✦1950 ✦1953

In the 1940s, Ruth Goldberg belonged to the Parent-Teacher Association in Queens, NewYork. In 1947 she agreed to run for PTA president, but the campaign turned nasty. BecauseGoldberg had associated with people with left-wing interests, a rumor spread through theneighborhood that she was a Communist. Suddenly Goldberg’s quiet life became terrifying.Callers threatened her, and the local priest denounced her in his sermons. One afternoon,Goldberg’s eight-year-old son came home in tears. A playmate had told him, “You know,your mother’s a Red. She should be put up against a wall and shot.”

Looking back much later, Goldberg saw the PTA campaign as part of a bigger and morecomplex pattern of distrust and hatred. “It was a small thing, but it was an indication of whathad happened with the Cold War, with this Red specter—that somebody like me could be adanger to a community.”

—adapted from Red Scare

A New Red ScareDuring the 1950s, thousands of ordinary people—from teachers to autoworkers to

high government officials—shared Ruth Goldberg’s disturbing experience. Rumors andaccusations of Communists in the United States and of Communist infiltration of thegovernment tapped into fears that the Communists were trying to take over the world.

The Cold War andAmerican Society

Main IdeaThe Cold War heightened Americans’fears of Communist infiltration andatomic attack.

Key Terms and Namessubversion, loyalty review program, Alger Hiss, perjury, McCarran Act,McCarthyism, censure, fallout, fallout shelter

Reading StrategyTaking Notes As you read aboutAmerican reaction to the Cold War, usethe major headings of the section to create an outline similar to the onebelow.

Reading Objectives• Describe the new Red Scare.• Discuss how American society reflected

fears of the nuclear age.

Section ThemeCivic Rights and Responsibilities In theearly part of the Cold War, the fear ofcommunism led to a hunt for spies and tointolerance and suspicion of people withradical ideas in the United States.

✦1947

February 1950McCarthy claims to have a list ofCommunists in the State Department

June 1953Rosenbergs executed

September 1950McCarran Act passed

The Cold War and American SocietyI. A New Red Scare

A. The Loyalty Review ProgramB.C.D.

Book produced during the RedScare of the 1950s

Social Studies TAKS tested at Grades 10/11: Obj 1: US6D (11); Obj 5: WH25C (10), US24B (11)

ELA: Page 668: Gr9/10/11: 4D, 6A,7D, 7F, 8B; Gr9: 7I; Gr10/11: 7H;Page 669: Gr9/10/11: 6A, 19B, 20B


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2 TEACH

Organizing Information Havestudents create a chart of themajor players in the new RedScare. Instruct students toinclude the names of the persons involved, a descriptionof their involvement, and anexplanation of the outcome oftheir involvement. L1 US: 6D,6F, 24B, 25C, 25D; ELA: Gr9/10/11:4A–D, 4F


ELL

Daily Lecture and Discussion Notes 21–3

I. A New Red Scare (pages 668–670)

A. During the 1950s, rumors and accusations of Communists in the Unites States led tofears that Communists were attempting to take over the world. The Red Scare beganin September 1945, and escalated into a general fear of Communist subversion—aneffort to secretly weaken a society and overthrow its government.



Did You Know? A small group of senators led by RepublicanSenator Margaret Chase Smith of Maine spoke out against SenatorJoseph McCarthy and his “witch hunt” for Communists. In herspeech called the “Declaration of Conscience,” Smith said she wasashamed of the way the Senate had become “a publicity platformfor irresponsible sensationalism.”


History

Answer: condemned to death forespionageAsk: Do you think the Soviet Unioncould have produced an atomicbomb without help? Why or whynot? (Most students will likely notethat it probably would have taken theSoviet Union longer without help.)

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYRole-playing To dramatize the Cold War fears, have students act out scenes that might haveoccurred during this period. Groups might present a skit based on one of the situations below.Each group should choose a director, a scriptwriter, and actors. US: 6D, 6F, 24B, 24C, 24F, 24G,25A–D; ELA: Gr9/10: 16B; Gr11: 15B

A history teacher finding out that the FBI is investigating herA blacklisted actor at an auditionCoworkers in an office discussing the Hiss or Rosenberg casesA family talking about building a fallout shelter

The Red Scare began in September 1945, when aclerk named Igor Gouzenko walked out of the SovietEmbassy in Ottawa, Canada, and defected. Gouzenkocarried documents revealing a massive effort by theSoviet Union to infiltrate organizations and govern-ment agencies in Canada and the United States withthe specific goal of obtaining information about theatomic bomb.

The Gouzenko case stunned Americans. It impliedthat spies had infiltrated the American government.Soon, however, the search for spies escalated into ageneral fear of Communist subversion. Subversionis the effort to secretly weaken a society and over-throw its government. As the Cold War intensified in1946 and early 1947, Americans began to fear thatCommunists were secretly working to subvert theAmerican government.

GOVERNMENT

The Loyalty Review Program In early 1947, justnine days after his powerful speech announcing theTruman Doctrine, the president established a loyaltyreview program to screen all federal employees.Rather than calm public suspicion, Truman’s actionseemed to confirm fears that Communists had infil-trated the government and helped increase the fear ofcommunism sweeping the nation.

Between 1947 and 1951, over 6 million federalemployees were screened for their loyalty—a termdifficult to define. A person might become a suspectfor reading certain books, belonging to variousgroups, traveling overseas, or even seeing certain for-eign films. About 14,000 employees were subject tointensive scrutiny from the Federal Bureau ofInvestigation (FBI). Some 2,000 employees quit theirjobs during the check, many under pressure. Another212 were fired for “questionable loyalty,”though no actual evidence against themwas uncovered.

HUAC Although the FBI helped screenfederal employees, FBI Director J. EdgarHoover was not satisfied. In 1947 Hooverwent before the House Un-AmericanActivities Committee (HUAC). Formed in1938 to investigate both Communist andFascist activities in the United States,HUAC was a relatively minor committeeuntil Hoover catapulted it to prominence.

Hoover urged HUAC to hold publichearings on Communist subversion. Thecommittee, Hoover said, could reveal “thediabolic machinations of sinister figures

engaged in un-American activities.” Once Com-munists were identified, he explained, the publicwould isolate them and end their influence.Hoover ’s aim was to expose not just Communistsbut also “Communist sympathizers” and “fellowtravelers.” Under Hoover’s leadership, the FBI sentagents to infiltrate groups suspected of subversionand wiretapped thousands of telephones.

Alger Hiss In 1948 HUAC heard startling revela-tions from Whittaker Chambers, a Time magazineeditor. Chambers admitted that he had been aCommunist courier between 1934 and 1937, and heclaimed that several government officials had beenCommunists or spies at that time.

The most prominent among these was Alger Hiss, alawyer and diplomat who had served in Roosevelt’sadministration, attended the Yalta conference, andtaken part in organizing the United Nations. Chambersclaimed that in 1937 and 1938, Hiss had given himsecret documents from the State Department. Hissdenied being a member of the Communist Party andalso denied ever knowing Chambers.

The committee was ready to drop the investiga-tion until Representative Richard Nixon of Californiaconvinced his colleagues to continue the hearings todetermine whether Hiss or Chambers had lied. Asthe committee continued to question Hiss, he admit-ted that he had indeed met Chambers in the 1930s.When Chambers continued to claim that Hiss was aCommunist, Hiss sued him, claiming that his accusa-tions were unfounded and malicious.

To defend himself, Chambers produced copies ofsecret documents along with microfilm that he hadhidden in a hollow pumpkin on his farm. These“pumpkin papers,” Chambers claimed, proved that

Convicted of Conspiracy Ethel and Julius Rosenberg were convicted of transmitting atomicsecrets to Soviet Russia. What sentence did they receive?

History


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Name Date Class

DIRECTIONS: Identifying Supporting Details Read each main idea. Use your textbook tosupply the details that support or explain each main idea.

Main Idea: As the Cold War intensified in 1946 and 1947, Americans began to fear thatCommunists were secretly working to subvert the American government.

1. Detail: is the effort to secretly weaken a society and overthrow its

government.

2. Detail: FBI Director urged the , formed in

1938 to investigate Communist and fascist activities in the United States, to hold public

hearings on Communist subversion.

3. Detail: In 1948 admitted he had been a Communist courier

between 1934 and 1937, and he claimed that several government officials had been

Communists or at that time.

4. Detail: , a New York couple who were members of the Communist

★


Answer: to check for Communistswho might have infiltrated the gov-ernment of the United States

Writing an Article Have stu-dents write an article for a his-tory journal about the impact ofaccusations of disloyalty. Forexample, anyone accused of dis-loyalty had a very difficult timefinding a job. Encourage stu-dents to use library and Internetresources. L2 US: 6D, 6F, 24A–D,25A–D; ELA: Gr9/10/11: 1A, 1B, 13B,13C

Use the rubric for creatinga magazine/newspaper/Website article or help-wanted ad onpages 75–76 in the PerformanceAssessment Activities andRubrics.

Many people, including Albert Einsteinand Pope Pius XII, urged clemency for theRosenbergs. Files released after the fall ofthe Soviet Union seem to indicate that theRosenbergs were guilty. However, infor-mation based on a 1996 interview withDavid Greenglass, Ethel Rosenberg’sbrother, puts Ethel’s guilt in doubt.

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSInterpersonal To help demonstrate the impact of McCarthyism, invite two volunteers to portray aHUAC member and someone called to testify before the committee. Have the HUAC memberquestion the witness for several minutes about Communist influence in his or her workplace and among his or her friends and family. Afterward, ask participants and listeners to share theirreactions. L2 US: 6F; ELA: Gr9/10: 16B; Gr11: 15B


he was telling the truth. A jury agreed and con-victed Hiss of perjury, or lying under oath.

The Rosenbergs Another sensational spy case cen-tered around accusations that American Communistshad sold the secrets of the atomic bomb. Many people did not believe that the Soviet Union couldhave produced an atomic bomb in 1949 without help.This belief intensified the hunt for spies.

In 1950 the hunt led to Klaus Fuchs, a British scien-tist who admitted sending information to the SovietUnion. His testimony led the FBI to arrest Julius andEthel Rosenberg, a New York couple who weremembers of the Communist Party. The governmentcharged them with heading a Soviet spy ring.

The Rosenbergs denied the charges but were con-demned to death for espionage. Many peoplebelieved that they were not leaders or spies, but vic-tims caught up in the wave of anti-Communistfrenzy. Appeals, public expressions of support, andpleas for clemency failed, however, and the couplewas executed in June 1953.

Project Venona The American public hotly debatedthe guilt or innocence of individuals like theRosenbergs who were accused as spies. There was,however, solid evidence of Soviet espionage,although very few Americans knew it at the time. In1946 American cryptographers working for a projectcode-named “Venona” cracked the Soviet spy code ofthe time, enabling them to read approximately 3,000

messages between Moscow and the United Statescollected during the Cold War. The messages con-firmed extensive Soviet spying and sent federalinvestigators on a massive hunt. To keep the Sovietsfrom learning how thoroughly the United States hadpenetrated their codes, authorities chose not to makethe intercepted messages public. Not until 1995 didthe government reveal Project Venona’s existence.The Venona documents provided strong evidencethat the Rosenbergs were guilty.

The Red Scare Spreads Following the federal gov-ernment’s example, many state and local govern-ments, universities, businesses, unions, and churchesbegan their own efforts to find Communists. TheUniversity of California required its 11,000 facultymembers to take loyalty oaths and fired 157 whorefused to do so. Many Catholic groups becamestrongly anticommunist and urged their members toidentify Communists within the church.

The Taft-Hartley Act required union leaders to takeoaths that they were not Communists, but many unionleaders did not object. Instead they launched their ownefforts to purge Communists from their organizations.The president of the CIO called Communist sympa-thizers “skulking cowards” and “apostles of hate.” TheCIO eventually expelled 11 unions that refused toremove Communist leaders from their organization.

Explaining What was the purposeof the loyalty review boards and HUAC?

Reading Check

Hollywood on TrialOne of HUAC’s first hearings focused on

the film industry as a powerful cultural forcethat Communists might use and manipulate.Its interviews routinely began, “Are you now,or have you ever been, a member of theCommunist Party?” As fear of Communists inHollywood spread, producers then drew upa blacklist and agreed not to hire anyone inthe film industry who was believed to be aCommunist or who refused to cooperatewith the committee. The blacklist createdan atmosphere of distrust and fear.People could be blacklistedfor making chance remarks,criticizing HUAC, or knowinga suspected Communist.

Ronald Reagan, head of the ScreenActors Guild at the time, testifiedthat there were Communists inHollywood.

Ten screenwriters, known as the “Hollywood Ten”(shown here with their lawyers), used their FifthAmendment right to protect themselves from self-incrimination and refused to testify before HUAC.


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Drawing a Political CartoonHave students draw a politicalcartoon on the effect SenatorJoseph McCarthy had on theAmerican people. The cartoonshould express a clear opinionabout McCarthy’s tactics. L2 US:6D, 6F, 24B, 25C, 25D; ELA: Gr9/10/11:4D

Use the rubric for creatinga political cartoon, pamphlet, orhandbill on pages 77–78 in thePerformance AssessmentActivities and Rubrics.

Literature In his 1953 play, TheCrucible, playwright Arthur Millerwrote about the witch trials in Salem,Massachusetts, in the 1600s. Despitethe setting, Miller made it clear thatthe play was referring to theMcCarthy era.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYPsychology Have students use library and Internet resources to learn how mass hysteria con-tributed to the hunt for Communists in the United States in the 1950s. Ask students to write areport that answers the following questions: What fears did people have that made them soworried about Communist infiltration? How did media and government actions fuel thesefears? L2 US: 6D, 6F, 24A–D, 25A–D; ELA: Gr9/10/11: 1A, 1B, 13B, 13C; Gr10/11: 7I

Of the film industry people investigatedby HUAC, ten went to prison. This group,often referred to as “The Hollywood Ten,”consisted of Alvah Bessie, Herbert J.Biberman, Lester Cole, Edward Dmytryk,Ring Lardner, Jr., John Howard Lawson,Albert Maltz, Samuel Ornitz, Adrian Scott,and Dalton Trumbo.

Red Channels, published in 1950, wasprepared by three ex-FBI agents. Thebooklet claimed to identify 151 subver-sive entertainers in radio and television.

A number of well-known Hollywood celebrities,including actors Humphrey Bogart and LaurenBacall (front row), went to Washington to protestHUAC’s investigation of alleged Communists.


Social Studies TAKS tested at Grades 10/11: Obj 1: US6F (11)

“A Conspiracy So Immense”In 1949 the Red Scare intensified even further. That

year, the Soviet Union successfully tested an atomicbomb, and China fell to communism. To manyAmericans these events seemed to prove that theUnited States was losing the Cold War. Deeply con-cerned, they wanted an explanation as to why theirgovernment was failing. As a result, many continuedto believe that Communists had infiltrated the gov-ernment and remained undetected.

In February 1950, soon after Alger Hiss’s perjuryconviction, a little-known Wisconsin senator gave apolitical speech to a Republican women’s group inWest Virginia. Halfway through his speech, SenatorJoseph R. McCarthy made a surprising statement:

“While I cannot take the time to name all the menin the State Department who have been named asmembers of the Communist Party and members of aspy ring, I have here in my hand a list of 205 thatwere known to the Secretary of State as being mem-bers of the Communist Party and who neverthelessare still working and shaping the policy of the StateDepartment.”

—quoted in The Fifties

By the next day, the Associated Press had picked upthe statement and sent it to papers all over the country.When McCarthy arrived at the Denver airport,

reporters crowded around him and asked to see hislist of Communists in the state department. McCarthyreplied that he would be happy to show them the list,but unfortunately, it was packed in his bag on theplane. In fact, the list never appeared. McCarthy, how-ever, continued to make charges and draw attention.

McCarthy’s Charges Born in 1908 near Appleton,Wisconsin, Joseph R. McCarthy studied law andserved in World War II before his first run for theSenate. McCarthy’s 1946 political campaign soundedthe keynote of his career. Without making any spe-cific charges or offering any proof, McCarthyaccused his opponent, Robert M. La Follette, Jr., ofbeing “communistically inclined.” Fear of commu-nism, plus McCarthy’s intense speeches, won himthe election.

After becoming a senator, McCarthy continued toproclaim that Communists were a danger both athome and abroad. To some of his audiences, he dis-tributed a booklet called “The Party of Betrayal,”which accused Democratic Party leaders of corrup-tion and of protecting Communists. Secretary ofState Dean Acheson was a frequent target.According to McCarthy, Acheson was incompetentand a tool of Stalin. He wildly accused George C.Marshall, the former army chief of staff and secre-tary of state, of disloyalty as a member of “a conspir-acy so immense as to dwarf any previous suchventures in the history of man.”

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History

Answer: Television drew nationalattention to the hearings. When peo-ple saw McCarthy’s bullying tactics,the support for his accusations waned.Ask: Who finally stood up toMcCarthy? (an army lawyer namedJoseph Welch)

Creating Relative ChronologyHave students chronicle themajor events of the McCarthyera by creating a chart listing sig-nificant events in the order theyoccurred. Encourage students touse library and Internet resourcesto learn more about the events ofthe McCarthy era. L2 US: 1B, 6D,6F, 24A–D, 24H; ELA: Gr9/10/11: 4D,13B, 13C


Many Americans were afraid to challengeMcCarthy. Even Dwight D. Eisenhower,running for president in 1952, did notspeak out against him, thoughEisenhower disliked McCarthy’s tactics.Once he was elected president, heworked with congressional leaders toundermine McCarthy’s authority.

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYAssessing Outcomes The McCarthy era officially ended with McCarthy’s death in 1957. In the endfew spies were purged from the United States government. Yet for many people, the impact ofMcCarthy was felt for a lifetime. During the 1950s, many workers in a variety of industries lost theirjobs because they were accused of having Communist sympathies. Although some of thoseaccused probably were Communists, many others were not. Ask: Why do you think that fellowworkers might have been afraid to stand up for their friends? (for fear of being attacked them-selves) L2 US: 6D, 6F, 24B; ELA: Gr9/10: 16E; Gr11: 15E

Use Interpreting PoliticalCartoons, Cartoon 26.


McCarthy Goes Too Far Army lawyer Joseph Welch listensto Senator McCarthy during the televised Army-McCarthy hear-ings. How did televising the hearings affect McCarthyism?

History

McCarthy was not alone in making such charges.In the prevailing mood of anxiety about communism,many Americans were ready to believe them.

The McCarran Internal Security Act In 1950, withthe Korean War underway and McCarthy and othersarousing fears of Communist spies, Congress passedthe Internal Security Act, usually called theMcCarran Act. Declaring that “world Communismhas as its sole purpose the establishment of a totali-tarian dictatorship in America,” Senator PatMcCarran of Nevada offered a way to fight “treach-ery, infiltration, sabotage, and terrorism.” The actmade it illegal to “combine, conspire, or agree withany other person to perform any act which wouldsubstantially contribute to . . . the establishment of atotalitarian government.” The law required all Com-munist Party and “Communist-front” organizationsto register with the United States attorney generaland publish their records. The act also created otherrestrictions for Communists. For example, they couldnot get passports to travel abroad.

The McCarran Act did not stop there. In case of anational emergency, it allowed the arrest and deten-tion of Communists and Communist sympathizers.Unwilling to punish people for their opinions,Truman vetoed the bill, but Congress easily passed it

over his veto in 1950. Later Supreme Court cases,however, ensured that the McCarran Act wouldnever be very effective.

McCarthy’s Tactics After the 1952 election gave theRepublicans control of Congress, McCarthy becamechairman of the Senate subcommittee on investiga-tions. Using the power of his committee to force gov-ernment officials to testify about alleged Communistinfluences, McCarthy turned the investigation into awitch hunt—a search for disloyalty based on flimsyevidence and irrational fears. His tactic of damagingreputations with vague and unfounded chargesbecame known as McCarthyism.

McCarthy’s theatrics and sensational accusationsdrew the attention of the press, which put him in theheadlines and quoted him widely. When he ques-tioned witnesses, McCarthy would badger themand then refuse to accept their answers. His tacticsleft a cloud of suspicion that McCarthy and othersinterpreted as guilt. Furthermore, people wereafraid to challenge him for fear of becoming targetsthemselves.

McCarthy’s Downfall In 1954 McCarthy began tolook for Soviet spies in the United States Army.Alerted to his intentions, the army conducted its

Social Studies TAKS tested at Grades 10/11: Obj 1: US6F (11)

ELA: Page 672: Gr9/10/11: 19B,20B; Page 673: Gr9/10/11: 10B,19B, 20B


673


Answer: It ruined many careers, colored political life, and influencedpopular culture.

History

Answer: led to HUAC, the McCarranAct, and increased concern withnational defenseAsk: What kinds of things were inthe “survival kit” that is displayedin this illustration? (bottled water,first aid kit, flashlights, canned food)

Discussing a Topic Have stu-dents discuss how effective theythink fallout shelters would havebeen during and after a nuclearattack. Ask what they think sur-vivors would have faced whenthey came out of the shelter. L2US: 6F, 24B; ELA: Gr9/10: 16E; Gr11:15E






THE COLD WAR AND AMERICAN SOCIETY

KEY TERMS AND NAMES

subversion an effort to secretly weaken a society and overthrow its government (page 669)

loyalty review program a screening process of federal employees set up by President Truman in1947 (page 669)

Alger Hiss a government official accused of being a Communist spy (page 669)

perjury lying under oath (page 670)

McCarran Act a law passed by Congress that required Communist organizations to provide thegovernment with their records (page 672)

McCarthyism Senator McCarthy’s method of destroying reputations with weak evidence andunfounded charges of Communist activity (page 672)

Name Date Class

EXTENDING THE CONTENTEXTENDING THE CONTENTEXTENDING THE CONTENTNuclear Powers In 1945 the United States exploded the first atomic bomb in New Mexico. TheSoviet Union tested its first atomic bomb in 1949. China, France, Great Britain, India, and Pakistanhave also exploded nuclear weapons. In addition to the countries that have tested nuclearweapons, there are several countries believed to possess nuclear capabilities. L2

Signs of the Times During the Cold War, the media often gave survival tips for the nuclear holocaust many saw just around the corner. At right, aCalifornia resident works on his fallout shelter. How did such fears affect American politics?

History

Social Studies TAKS tested at Grades 10/11: Obj 1: US6F (11); Obj 5: WH25C (10), US24B (11)Obj 1: US6E (11)

own internal investigation and found no spies orany suspicion of espionage. Furious at the denial,McCarthy took his investigation onto television. Hequestioned and challenged officers in a harsh voice,harassing them about trivial details and accusingthem of misconduct.

During weeks of televised Army-McCarthyhearings in the spring of 1954, millions ofAmericans watched McCarthy bully witnesses. Hispopular support started to fade. Finally, to strikeback at the army lawyer, Joseph Welch, McCarthybrought up the past of a young lawyer in Welch’sfirm who had been a member of a Communist-frontorganization during his law school years. Welch,who was fully aware of the young man’s past, nowexploded at McCarthy for possibly ruining theyoung man’s career: “Until this moment, I think Inever really gauged your cruelty or your reckless-ness. . . . You have done enough. Have you nosense of decency, sir, at long last? Have you left nosense of decency?”

Spectators cheered. Welch had said aloud whatmany Americans had been thinking. One senator onthe committee, Stuart Symington of Missouri, was alsorepelled: “The American people have had a look at youfor six weeks. You are not fooling anyone.” McCarthyhad lost the power to arouse fear. Newspaper head-lines repeated, “Have you no sense of decency?”

Later that year, the Senate passed a vote ofcensure, or formal disapproval, against McCarthy—one of the most serious criticisms it can level againsta member. His influence gone, McCarthy faded frompublic view. Although he remained in the Senate, hehad little influence. He died in 1957, a broken andembittered man.

Evaluating What were the effects ofMcCarthyism?

Life During the Early Cold WarThe Red Scare and the spread of nuclear weapons

had a profound impact on life in the 1950s. Fear ofcommunism and of nuclear war dominated life forordinary Americans as well as for government lead-ers throughout the era.

Facing the Bomb Already upset by the first Sovietatomic test in 1949, Americans were shocked whenthe USSR again successfully tested the much morepowerful hydrogen bomb, or H-bomb, in 1953. Thiswas less than a year after the United States had testedits own H-bomb.

Americans prepared for a surprise Soviet attack.Schools set aside special areas as bomb shelters. Inbomb drills, students learned to duck under their

Reading Check

US HISTORY: Page 672: 1A, 6F,15B; Page 673: 1A, 6F


674


Section Quiz 21–3


Column A

1. formal disapproval

2. the effort to secretly weaken a society and overthrow itsgovernment

3. blackening reputations with vague and unfounded charges

4. built to protect people from the radiation left over after anuclear blast

5. lying under oath

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatbest completes the statement or answers the question. (10 points each)


Score★ ScoreChapter 21

Section Quiz 21-3

Column B

A. fallout shelters

B. McCarthyism

C. subversion

D. perjury

E. censure

The Cold War inspired the marketingof Nuclear Attack Survival Kit Water,which was bottled water claiming tobe “impervious to nuclear fallout.”

Answer: Americans prepared for asurprise Soviet attack, worried abouta nuclear war, and watched films andread books about Communist infiltra-tion of the United States.

ReteachHave students describe the newRed Scare. US: 6F

Enrich Have interested students make aposter using headlines and say-ings from the McCarthy era. US:6F, 24A–D, 25C, 25D

4 CLOSEHave students discuss howAmerican society reflected fearsof the nuclear age. US: 1A, 6D–F

1. Terms are in blue. US: 25A2. loyalty review program (p. 669),

Alger Hiss (p. 669), McCarran Act(p. 672), McCarthyism (p. 672)US: 6F

3. to crack the Soviet spy code, andconfirm Soviet spying US: 6F

4. to make it illegal to associate withor be a Communist US: 6F

5. While people were enjoying post-war prosperity and optimism, theyfeared communism and an atomicattack. US: 6F

6. People feared communism. US: 6F7. Causes: Gouzenko case, Alger Hiss

trial, Rosenbergs, Russia’s success-ful test of an atomic bomb; Effects:Loyalty Review Program, HUAC,

McCarran Act, McCarthyism, falloutshelters, etc. US: 6F, 24B, 25C

8. Students might suggest disgust orannoyance. US: 6F, 24B

9. Students’ editorials will vary.Editorials should address the tac-tics McCarthy used and express aclear point of view. US: 25D

desks, turn away from the windows, and covertheir heads with their hands. These “duck-and-cover” actions were supposed to protect them froma nuclear bomb blast.

“Duck-and-cover” might have made people feelsafe, but it would not have protected them fromdeadly nuclear radiation. According to experts, forevery person killed outright by a nuclear blast, fourmore would die later from fallout, the radiation leftover after a blast. To protect themselves, some fami-lies built backyard fallout shelters and stocked themwith canned food.

Popular Culture in the Cold War Worries aboutnuclear war and Communist infiltration filled people’simaginations. Cold War nightmares soon appeared infilms and popular fiction.

Matt Cvetic was an FBI undercover informantwho secretly infiltrated the Communist Party inPittsburgh. His story captivated magazine readers inthe Saturday Evening Post in 1950 and came to thescreen the next year as I Was a Communist for the FBI.Another suspense film, Walk East on Beacon (1951),features the FBI’s activities in an espionage case. In1953 television took up the theme with a series aboutan undercover FBI counterspy who was also aCommunist Party official. Each week, I Led ThreeLives kept television viewers on edge.

In 1954 author Philip Wylie published Tomorrow!This novel describes the horrific effects of nuclearwar on an unprepared American city. As an adviseron civil defense, Wylie had failed to convince the fed-eral government to play a strong role in buildingbomb shelters. Frustrated, he wrote this novel to edu-cate the public about the horrors of atomic war.

At the same time these fears were hauntingAmericans, the country was enjoying postwar pros-perity and optimism. That spirit, combined withMcCarthyism, witch hunts, fears of Communist infil-tration, and the threat of atomic attack, made theearly 1950s a time of contrasts. As the 1952 electionapproached, Americans were looking for someone orsomething that would make them feel secure.

Describing How did the Cold Waraffect life in the 1950s?

Reading Check


Checking for Understanding1. Define: subversion, perjury, censure,

fallout, fallout shelter.2. Identify: loyalty review program, Alger

Hiss, McCarran Act, McCarthyism.3. Explain the goals of Project Venona.4. Review Facts What did the McCarran

Act propose to do?

Reviewing Themes5. Civic Rights and Responsibilities

How did McCarthyism and the RedScare change American society andgovernment?

Critical Thinking6. Interpreting Why did McCarthy ini-

tially receive a lot of support for hisefforts to expose Communists?

7. Organizing Use a graphic organizer tolist the causes and effects of the newRed Scare.

Analyzing Visuals8. Analyzing Photographs Study the

photograph on page 672 of the Army-McCarthy hearings. From theirpostures, how would you describe theattitude of army lawyer Joseph Welchtoward Senator Joseph McCarthy? Doyou think Welch respects McCarthy’spresentation?

9. Persuasive Writing Imagine you are anewspaper editor during the McCarthyhearings. Write an editorial supportingor condemning Senator McCarthy.Defend your position.


RedScare

EffectsCauses

Cold War Words The development of nuclearweapons and artificial satellites created not only newanxieties but also new words and expressions.

“Sputnik,” the name of the Soviet satellite, startedits own language trend, as words gained a -nik end-ing for a foreign-sounding effect. One new word,beatnik, described a young person influenced by thestyle of Beat writers such as Jack Kerouac and AllenGinsberg. Another word, peacenik, was used todescribe a peace activist.

The atomic bomb test on Bikini Atoll gave theNuclear Age two new words: fallout, the term for theharmful radiation left over after an atomic blast, andbikini, a skimpy swimsuit that French designerspromised would produce an “explosion” on the beach.

Social Studies TAKS tested at Grades 10/11: Obj 1: US6E (11) Obj 1: US6F (11)Obj 1: US6E (11); Obj 5: WH25C (10), US24B (11)

ELA: Page 674: Gr9/10/11: 1A, 1B,4A, 4B, 4D, 4F, 6A, 7B–D, 10A, 10B,19B, 20B; Gr9: 7I; Gr10/11: 7H;Page 675: Gr9/10/11: 4D, 6A, 7D,7F, 8B


675


1 FOCUSSection OverviewThis section focuses onEisenhower’s plans to reduceworld tensions and contain andcompete with communism.



Interpreting Line Graphs


Copyright © by The McGraw-Hill Companies, Inc. ANSWER: JTeacher Tip: Remind students that they are looking fortrends rather than actual numbers.UNIT

6Chapter 21

EISENHOWER’S “NEW LOOK”

During the 1950s

Bill

ions

of D

olla

rsN

umbe

r of

Bom

bs(I

n Th

ousa

nds)

During the 1950s

$0

$10

$20

$30

$40

$50

$60MILITARY SPENDING

101214161820

86420

NUCLEAR ARSENAL

$50 billion

$34 billion

18,000

1,000

Directions: Answer the followingquestion based on the line graphs.

During his presidency, how did Eisenhower modifymilitary spending and thenation’s nuclear arsenal?

F He reduced both militaryspending and the number ofbombs in the arsenal.

G He increased both militaryspending and the number ofbombs in the arsenal.

H He increased military spend-ing and reduced the numberof bombs in the arsenal.

J He reduced military spendingand increased the number ofbombs.



Guide to Reading

Answers to Graphic: brinkmanship,covert action, massive retaliation

Preteaching VocabularyHave students select two of the KeyTerms and Names and use them in a sentence. US: 25A; ELA: Gr9/10/11:6A


Reproducible Masters• Reproducible Lesson Plan 21–4• Daily Lecture and Discussion Notes 21–4• Guided Reading Activity 21–4• Section Quiz 21–4• Reading Essentials and Study Guide 21–4• Performance Assessment Activities and

Rubrics



On May 1, 1960, CIA pilot Francis Gary Powers sat in the cockpit of his U-2 spy plane, fly-ing at more than 60,000 feet over Afghanistan. His mission was to fly over suspected Sovietmissile bases and photograph them.

As Powers passed over the forbidden border into the Soviet Union, he felt a familiar thrill.“There was no abrupt change in topography,” he remembered, “yet the moment you crossedthe border, you sensed the difference. . . . Knowing there were people who would shoot youdown if they could created a strange tension. . . . I wondered how the Russians felt, knowingI was up here, unable to do anything about it. . . . I could imagine their frustration and rage.”

Suddenly, Powers heard a dull thump. A surface-to-air missile exploded nearby in a flashof orange. The plane’s wings snapped off, leaving the spinning aircraft plummeting downtowards the earth. Powers screamed, “I’ve had it now!”

The downing of Powers’s plane set off one of the major confrontations of the Cold Warduring the presidency of Dwight D. Eisenhower.

—adapted from May-Day: The U-2 Affair

July 1953Armistice inKorean War

✦1955 ✦1961

Eisenhower’s “New Look”By the end of 1952, many Americans were ready for a change in leadership. The Cold

War had much to do with that attitude. Many Americans believed that Truman’s foreignpolicy was not working. The Soviet Union had acquired the atomic bomb and consoli-dated its hold on Eastern Europe. China had fallen to communism, and American troopshad been sent across the Pacific to fight in the Korean War.

Eisenhower’s Policies

Francis Gary Powers

✦1952 ✦1958

October 1956Hungarianrevolution

October 1956Suez Canal crisis

October 4, 1957Soviet Unionlaunches Sputnik

May 1960U-2 incident


Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C (10), US24B (11)

Main IdeaAs president, Eisenhower developedplans to reduce world tensions while con-taining and competing with communism.

Key Terms and Namesmassive retaliation, Sputnik, brinkman-ship, covert, Central Intelligence Agency,developing nation, military-industrialcomplex

Reading StrategyOrganizing As you read aboutEisenhower’s presidency, complete agraphic organizer similar to the onebelow by filling in aspects of Eisenhower’s “New Look”.

Reading Objectives• Evaluate Eisenhower’s military policy

known as the “New Look.”• Debate the effectiveness of

Eisenhower’s foreign policy.

Section ThemeScience and Technology Nuclear tech-nology enabled Eisenhower to changeAmerican military policy, while new missile technology marked the beginningof the space age.

Eisenhower´s“New Look”

US HISTORY: Page 674: 1A, 6F,20A, 24B, 25A, 25C, 25D; Page675: 1A, 1B, 24B, 25A, 25C


Tired of the criticism and uncertain he could win,Truman decided not to run again. The Democratsnominated Adlai Stevenson, governor of Illinois. TheRepublicans chose Dwight D. Eisenhower, the gen-eral who had organized the D-Day invasion.

Despite Stevenson’s charming personality andskilled speech making, he had no chance against anational hero who had helped win World War II.Americans were looking for someone they couldtrust to lead the nation in its Cold War struggleagainst communism. Eisenhower won in a landslide.

“More Bang for the Buck” The Cold War shapedEisenhower ’s thinking from the moment he tookoffice. Eisenhower was convinced that the key to vic-tory in the Cold War was not simply military mightbut also a strong economy. The United States had toshow the world that free enterprise could produce abetter and more prosperous society than commu-nism. At the same time, economic prosperity wouldprevent Communists from gaining support in theUnited States and protect society from subversion.

As a professional soldier, Eisenhower knew thecosts associated with large-scale conventional war.Preparing for that kind of warfare, he believed,would cost far too much money. “We cannot defend

the nation in a way which will exhaust our econ-omy,” Eisenhower declared. A “New Look” indefense policy was needed. Instead of maintaining alarge and expensive army, the nation “must be pre-pared to use atomic weapons in all forms.” Nuclearweapons, he said, gave “more bang for the buck.”

Massive Retaliation The Korean War had con-vinced Eisenhower that the United States could notcontain communism by fighting a series of smallwars. Such wars were unpopular and too expensive.Instead, they had to be prevented from happening inthe first place. The best way to do that seemed to beto threaten to use nuclear weapons if a Communiststate tried to seize territory by force. This policy cameto be called massive retaliation.

The new policy enabled Eisenhower to cut mili-tary spending from $50 billion to $34 billion. He didthis by cutting back the army, which required a lot ofmoney to maintain. At the same time, he increasedAmerica’s nuclear arsenal from about 1,000 bombs in1953 to about 18,000 bombs in 1961.

The Sputnik Crisis The New Look’s emphasis onnuclear weapons required new technology to deliverthem. In 1955 the air force unveiled the huge B-52


TheHydrogenBombThe atomic bomb droppedon Hiroshima in 1945 hadan explosive force of 20,000tons of TNT. As devastatingas that bomb was, thehydrogen bomb was expo-nentially more powerful.Designed by Edward Tellerand Stanislaw Ulam, thehydrogen test bomb, nick-named “Mike,” was first det-onated on November 1,1952. Its explosive force wasequal to 100 million tons ofTNT. How did the twoexplosive devices combineto create an explosion?

1

23

The plutonium core provides the radiationfrom plutonium essential for a fusion reaction.

The primary device sets off a smaller atomicexplosion that creates x-ray radiation pressure.

In the secondary device, the fusion processbegins when pressure builds inside the bombcasing from the release of radiation.

2

1

3

High explosivecharges

uranium shield

Plutonium 239

676


2 TEACH

Creating an Outline Have stu-dents create an outline illustrat-ing Eisenhower’s approach tonuclear war, massive retaliation,a smaller army, and a strongeconomy. L1 US: 24B, 25C,25D; ELA: Gr9/10/11: 4A–D

ELL

Background: The Soviets also hada highly secret program to create ahydrogen bomb. A famous Orthodoxmonastery housed the design team,which successfully tested the Soviethydrogen bomb on August 12, 1953.Answer: The primary device sets offa smaller atomic explosion, creating x-ray radiation pressure. The second-ary device creates the fusion processwhen pressure from the first devicebuilds inside the bomb casing.Ask: Why did Eisenhower favornuclear weapons? (He believed thecost to fight a conventional war wastoo great; having nuclear weaponswould create sufficient threat to deterwar and be more cost efficient.)

COOPERATIVE LEARNING ACTIVITYCOOPERATIVE LEARNING ACTIVITYCreating Posters Organize the class into groups of three or four. Have each group plan and pre-pare a poster explaining Eisenhower’s approach to one of the following events: the Korean War,the Sputnik crisis, the Taiwan crisis, the Suez crisis, or the covert battle against communism. Havethe groups display their posters and then discuss the ways in which Eisenhower changed militarypriorities. US: 1C, 6E–G, 24B, 25C, 25D; ELA: Gr9/10/11: 4D; Gr9/10: 16E; Gr11: 15EUse the rubric for a cooperative group management plan on pages 71–72 in the PerformanceAssessment Activities and Rubrics.

Daily Lecture and Discussion Notes 21–4

I. Eisenhower’s “New Look” (pages 675–677)

A. The election of 1952 placed Democratic candidate Adlai Stevenson against RepublicanDwight D. Eisenhower. Eisenhower, the general who organized the D-Day invasion,was a national hero. Eisenhower won by a landslide.

B. Eisenhower felt the way to win the Cold War was through a strong military and astrong economy Eisenhower believed a conventional war would be too expensive and



Did You Know? In 1666 Isaac Newton came up with the theorythat if a cannonball was fired at a high enough speed, the cannon-ball would not hit the ground at all because of the curvature of theearth. About 300 years later, scientists applied Newton’s theory tothe launching of satellites.


ELA: Page 676: Gr9/10/11: 6A, 8B;Page 677: Gr9/10/11: 6A, 8B, 10B,19B, 20B; Gr9: 7G; Gr10/11: 7F


677



Name Date Class

DIRECTIONS: Using Headings and Subheadings Locate each heading below in your textbook.Then use the information under the correct subheading to help you write each answer.

I. Eisenhower’s “New Look”

A. Why did Americans believe that Truman’s foreign policy was not working?

B. How did Eisenhower believe the Cold War could be won?

C. What was Eisenhower’s defense policy?

D. What was massive retaliation?

II. Brinkmanship in Action

A. What was brinkmanship?


Answer: He cut military spendingfrom $50 billion to $34 billion whileincreasing America’s nuclear arsenal.

Answer: The cartoonist is conveyinganxiety in an ironic manner—theUnited States has built fancy con-sumer goods, but it is behind in spacetechnology.Ask: Do you think the cartoonistwould have supported Eisenhower’sdefense plans? (The cartoonist likelywould have supported his plans.)

Analyzing Political Cartoons

One of the ways the United Statesresponded to Sputnik was by establishingthe National Science Foundation (NSF),which provides programs to help improvescience instruction in schools.

MEETING SPECIAL NEEDSMEETING SPECIAL NEEDSAuditory/Musical Have students write and present a verse that either supports or opposes theconcept of brinkmanship. Encourage students to examine different styles of poetry before writingtheir verse. Have volunteers present their verses to the class and have the class identify whetherthey express support or opposition for brinkmanship. L3 US: 25D; ELA: Gr9/10/11: 1A, 1B


bomber, which was designed to fly across continentsand drop nuclear bombs anywhere in the world.Because bombers could be shot down, Eisenhoweralso began development of intercontinental ballisticmissiles (ICBMs) that could deliver bombs anywherein the world. He also began a program to build sub-marines capable of launching nuclear missiles.

As the United States began to develop long-rangenuclear missiles, Americans were stunned to dis-cover the Soviet Union had already developed theirown. On October 4, 1957, the Soviets launchedSputnik, the first artificial satellite to orbit the earth.This technological triumph alarmed Americans, whotook it as a sign that the United States was fallingbehind the Soviet Union in missile technology.

Eisenhower insisted he was not worried justbecause the Soviets “put one small ball into the air.”Members of Congress, on the other hand, feared thenation was falling behind in scientific research. Thefollowing year, Congress created the NationalAeronautics and Space Administration (NASA) tocoordinate research in rocket science and space explo-ration. It also passed the National Defense EducationAct (NDEA), which provided funds for educationand training in science, math, and foreign languages.

Summarizing How did Eisenhoweralter the nature of defense spending?

Brinkmanship In ActionPresident Eisenhower ’s apparent willingness to

threaten nuclear war to maintain the peace worriedsome people. Secretary of State John Foster Dulles,however, the dominant figure in the nation’s foreignpolicy in the 1950s, strongly defended the policy:

“You have to take chances for peace, just as youmust take chances in war. Some say that we werebrought to the verge of war. Of course we werebrought to the verge of war. The ability to get to theverge without getting into the war is the necessaryart. . . . If you try to run away from it, if you arescared to go to the brink, you are lost. We’ve had tolook it square in the face. . . . We walked to the brinkand we looked it in the face. We took strongaction.”

—quoted in Rise to Globalism

Critics called this brinkmanship—the willingnessto go to the brink of war to force the other side toback down—and argued that it was too dangerous.

Several times, however, President Eisenhower feltcompelled to threaten nuclear war during a crisis.

The Korean War Ends During his campaign for thepresidency, Eisenhower had said, “I shall go toKorea,” promising to end the costly and increasinglyunpopular war. On November 29, 1952, just weeksafter his election, he kept his promise. Bundledagainst the freezing Korean winter, the president-elect talked with frontline commanders and theirtroops.

Eisenhower became convinced that the ongoingbattle was costing too many lives and bringing toofew victories. “Small attacks on small hills,” the for-mer general declared, “[will] not end this war.” Thepresident then quietly let the Chinese know that theUnited States might continue the Korean War “undercircumstances of our own choosing”—a hint atnuclear attack.

The threat to go to the brink of nuclear war seemedto work. In July 1953, negotiators signed an armistice.The battle line between the two sides, which was verynear the prewar boundary, became the borderbetween North Korea and South Korea. A “demilita-rized zone” (DMZ) separated them. There was no vic-tory, but the war had at least stopped the spread ofcommunism in Korea—the goal of containment.American troops are still based in Korea, helpingSouth Korea defend its border.

Reading Check

Cold War Worries The speaker here is comparing American prosperity withthe Soviets’ launching of Sputnik. What is the cartoonist’s intent?

Analyzing Political Cartoons


“So Russia Launched a Satellite, but Has It Made Cars With Fins Yet?”

Social Studies TAKS tested at Grades 10/11: Obj 1: US6F (11) Obj 5: WH25C (10), US24B (11)Obj 5: WH26C (10, 11) Obj 1: US6E (11)

US HISTORY: Page 676: 1A, 6F,14C, 19B, 22B, 25A; Page 677: 1A,6E, 6F, 14C, 22B, 24B, 25A


678


Answers:1. eight; nine if one views the Soviet

Union as European, which somescholars do at least to the UralMountains

Geography Skills PracticeAsk: Which major nation on theAdriatic Sea was Communist butnot a member of the Warsaw Pact?(Yugoslavia)

Creating a Chart Have studentscreate a chart to list the fivecountries most directly involvedin the Suez Crisis and each coun-try’s role in the crisis. L2 US: 6G,8B, 9A, 24B; ELA: Gr9/10/11: 4D, 7D


The Suez Canal, which connects theMediterranean and Red Seas, opened in1869. It cut approximately 4,000 miles offvoyages between Britain and India.

World History Many historiansrecognize Gamal Abdel Nasser’smove to seize control of the SuezCanal as the beginning of a processthat would eventually dissolve theBritish Empire.

INTERDISCIPLINARY CONNECTIONS ACTIVITYINTERDISCIPLINARY CONNECTIONS ACTIVITYCommunication Have students work as a team to prepare a thirty-minute special news reportabout the 1956 Suez Canal crisis. Organize students into groups of at least five students. Instructeach group to organize itself into a team, including a segment producer, researchers, and writers.After the segments are produced, ask for volunteers to present the special report. Remind studentsthat a news report will include graphics. L2 US: 6G, 8A, 8B, 24A–D, 25A–D, 26A; ELA: Gr9/10/11: 1A, 1B,13B, 13C

The Taiwan Crisis Shortly after the war ended, anew crisis erupted in Asia. Although the ChineseCommunists had taken power in mainland China, theChinese Nationalists still controlled Taiwan and sev-eral small islands along China’s coast.

In the fall of 1954, China threatened to seize two ofthe islands from the Nationalists. Eisenhower sawTaiwan as part of the “anticommunist barrier” inAsia. When China began shelling the islands andannounced that Taiwan would soon be liberated,Eisenhower asked Congress to authorize the use offorce to defend Taiwan.

Eisenhower then warned the Chinese that anyattempt to invade Taiwan would be resisted byAmerican naval forces stationed nearby. He and Dulleshinted that they would use nuclear weapons to stop aninvasion. Soon afterward, China backed down.

The Suez Crisis The year after Eisenhower went tothe brink of war with China, a serious crisis eruptedin the Middle East. Eisenhower’s goal in the Middle

East was to prevent Arab nations from aligning withthe Soviet Union. To build support among Arabs,Dulles offered to help Egypt finance the constructionof a dam on the Nile River. The Egyptians eagerlyaccepted the American offer.

The deal ran into trouble in Congress, however,because Egypt had bought weapons from CommunistCzechoslovakia. Dulles was forced to withdraw theoffer. A week later, Egyptian troops seized control ofthe Suez Canal from the Anglo-French company thathad controlled it. The Egyptians intended to use thecanal’s profits to pay for the dam.

The British and French responded quickly to theSuez Crisis. In October 1956, British and French troopsinvaded Egypt. Eisenhower was furious with Britainand France. He declared they had made a “completemess and botch of things.” The situation became evenmore tense when the Soviet Union threatened rocketattacks on Britain and France and offered to sendtroops to help Egypt. Eisenhower immediately putAmerican nuclear forces on alert, noting, “If those

500 kilometers0

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SPAIN

FRANCE

BELGIUM

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AUSTRIA

ITALY

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ALBANIA

YUGOSLAVIA

HUNGARYROMANIA

SOVIET UNION

BULGARIA

NORWAY

SWEDEN

FINLAND

DENMARK

CZECHOSLOVAKIA

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Lisbon Madrid

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Rome

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AmsterdamLondon

Dublin

Vienna

Berlin

Copenhagen

Tirana

Sofia

Belgrade

Budapest

Prague

Warsaw

Moscow

Bucharest

Oslo

Stockholm

Helsinki

Ankara

NATO and the Warsaw Pact, 1955

"Iron Curtain"Communist nations not in Warsaw Pact

Non-Communist nations not in NATONATO countries

Warsaw Pact countries

Capital

Social Studies TAKS tested at Grades 10/11: Obj 5: WG21C (10, 11), WH26C (10,11)

By the mid-1950s, two powerful military alliances, NATOand the Warsaw Pact, were facing each other in Europe.Applying Geography Skills How many European nationshad Communist governments in 1955?

ELA: Page 678: Gr9/10/11: 8B,10B; Page 679: Gr9/10/11: 6A,10B, 19B, 20B


fellows start something, we may have to hit them—and if necessary, with everything in the bucket.”

Under strong American pressure, the British andFrench called off their invasion. The Soviet Unionhad won a major diplomatic victory, however, bysupporting Egypt. Soon afterward, other Arabnations began accepting Soviet aid as well.

Identifying What was brinkmanship?

Fighting Communism Covertly President Eisenhower relied on brinkmanship on

several occasions, but he knew it could not work inall situations. It could prevent war, but it could not,for example, prevent Communists from staging revo-lutions within countries. To prevent Communistuprisings in other countries, Eisenhower decided touse covert, or hidden, operations conducted by theCentral Intelligence Agency (CIA).

Containment in Developing Nations Many of theCIA’s operations took place in developing nations—nations with primarily agricultural economies. Manyof these countries blamed European imperialism andAmerican capitalism for their problems. Their leaderslooked to the Soviet Union as a model of how to in-dustrialize their countries. They often threatened tonationalize, or put under government control, foreignbusinesses operating in their countries.

American officials feared that these leaders mightalign their nations with the Soviet Union or evenstage a Communist revolution. One way to stop de-veloping nations from moving into the Communistcamp was to provide them with financial aid, asEisenhower had tried to do in Egypt. In some cases,however, where the threat of communism seemedstronger, the CIA staged covert operations to over-throw anti-American leaders and replace them withpro-American leaders.

Iran and Guatemala Two examples of covert oper-ations that achieved American objectives took placein Iran and Guatemala. By 1953 Iranian prime minis-ter Mohammed Mossadegh had already nationalizedthe Anglo-Iranian Oil Company. He seemed ready tomake an oil deal with the Soviet Union. In 1953Mossadegh moved against the pro-American Shah ofIran, who was temporarily forced into exile. Dullesquickly sent agents to organize street riots andarrange a coup that ousted Mossadegh, and the Shahreturned to power.

The following year, the CIA acted to protectAmerican-owned property in Guatemala. In 1951Jacobo Arbenz Guzmán won election as president ofGuatemala with Communist support. His landreform program took over large estates, includingthose of the American-owned United Fruit Company.In May 1954, Communist Czechoslovakia deliveredarms to Guatemala. The CIA responded by armingthe Guatemalan opposition and training them atsecret camps in Nicaragua and Honduras. Shortlyafter these CIA-trained forces invaded Guatemala,Arbenz Guzmán left office.

Uprising in Hungary Covert operations did notalways work as Eisenhower hoped. In 1953 Stalindied, and a power struggle began in the SovietUnion. By 1956 Nikita Khrushchev had emerged asthe leader of the Soviet Union. That year, Khrushchevdelivered a secret speech to Soviet leaders. Heattacked Stalin’s policies and insisted there were

Reading Check


Distinguished Brothers John Foster Dulles (right) became secretary of stateunder Eisenhower; his brother Allen Dulles (center) was director of the CIA inthe 1950s. With what policy is John Foster Dulles associated?

History

679


US HISTORY: Page 678: 1A, 8B,19B; Page 679: 1A, 19B, 25A


Answer: Brinkmanship is the willing-ness to go to the brink of war toforce the other side to back down.

History

Answer: brinkmanshipAsk: Who coined the term brink-manship? (critics of Eisenhower’s will-ingness to threaten nuclear war to getthe other side to back down)

Many people in Iran resented the Shah’sclose ties with the West. Their anger at theShah’s attachment to Western ideas andcustoms helped fuel the 1979 revoltagainst him. Mohammed Reza Pahlavidied in exile in 1980.






EISENHOWER’S POLICIES

KEY TERMS AND NAMES

massive retaliation the policy of threatening Communist states with nuclear war if the statetried to take territory by force (page 676)

Sputnik developed by the Soviet Union, the first artificial satellite to orbit the earth (page 677)

brinkmanship the willingness to go to the brink of war to force the other side to back down(page 677)

covert hidden (page 679)

Central Intelligence Agency an agency that conducted covert operations (page 679)

developing nation nation with a primarily agricultural economy (page 679)

military-industrial complex the relationship between the military establishment and the

Name Date Class

CRITICAL THINKING ACTIVITYCRITICAL THINKING ACTIVITYEvaluating Action The overthrow of the leftist Guatemalan government was made possible by theactivities of the Central Intelligence Agency. Ask students the following questions: Is secret aggres-sion, such as that by the CIA, justifiable? Why or why not? What events in your lifetime havehelped shape your opinion? L2 US: 6H, 24B

680


Section Quiz 21–4


Column A

1. formal face-to-face meeting of leaders from differentcountries to discuss important issues

2. policy of threatening to use nuclear weapons if aCommunist state tried to seize territory by force

3. countries with primarily agricultural economies

4. a relationship that developed between the militaryestablishment and the defense industry

5. the first artificial satellite to orbit earth

DIRECTIONS: Multiple Choice In the blank at the left, write the letter of the choice thatb t l t th t t t th ti (10 i t h)


★ ScoreChapter 21

Section Quiz 21-4

Column B

A. massiveretaliation

B. developingnations

C. military-industrialcomplex

D. Sputnik

E. summit

Answer: He used covert actions tosecretly help countries fight commu-nism and overthrow anti-Americanleaders.

Answer: He thought that a military-industrial complex could threatendemocracy.

ReteachHave students rate the changesEisenhower brought to the WhiteHouse as positive or negative.US: 24B; ELA: Gr9/10/11: 7D

Enrich Have interested studentsresearch the social, cultural, andhistorical factors that affected theHungarians’ reaction toCommunist control. Encouragestudents to use library andInternet resources. US: 24A–D;ELA: Gr9/10/11: 13B, 13C

4 CLOSEHave students debate the effec-tiveness of Eisenhower’s foreignpolicy. US: 24B; ELA: Gr9/10: 16E;Gr11: 15E

1. Terms are in blue. US: 25A2. Sputnik (p. 677), Central

Intelligence Agency (p. 679) US:6F

3. It stunned Americans and led tothe creation of NASA and the pas-sage of the NDEA. US: 6F

4. It allowed him to pursue the policyof brinkmanship since the nuclear

arsenal was a real threat. It alsoallowed covert operations in Iranand Guatemala. US: 19A

5. Students’ answers will vary.Students should cite specific eventsto support their conclusion. US:24G

6. strong economy, nuclear weaponsfor massive retaliation, brinkman-

ship, covert operations US: 25C7. 12 NATO on map (Iceland also a

member, but not shown on map);8 Warsaw Pact; 7 did not belong toNATO or the Warsaw Pact US: 8B,24B

8. Students’ answers should express apoint of view supporting or oppos-ing brinkmanship. US: 25D

many ways to build a Communist society. Althoughthe speech was secret, the CIA obtained a copy. WithEisenhower’s permission, the CIA arranged for it tobe broadcast to Eastern Europe.

Many Eastern Europeans had long been frustratedwith Communist rule. Hearing Khrushchev’s speechfurther discredited communism. In June 1956, riotserupted in Eastern Europe. By late October, a full-scale uprising had begun in Hungary. AlthoughKhrushchev was willing to tolerate greater freedomin Eastern Europe, he had never meant to imply thatthe Soviets would tolerate an end to communism inEastern Europe. Soon after the uprising began, Soviettanks rolled into Budapest, the capital of Hungary,and crushed the rebellion.

Explaining Why did Eisenhoweruse covert operations?

Continuing TensionsThe uprising in Hungary forced Khrushchev to

reassert Soviet power and the superiority ofcommunism. Previously, he had supported“peaceful coexistence” with capitalism. Now heaccused the “capitalist countries” of starting a“feverish arms race.” In 1957, after the launch ofSputnik, Khrushchev boasted, “We will burycapitalism. . . . Your grandchildren will live undercommunism.”

In late 1958 Khrushchev demanded that the UnitedStates, Great Britain, and France withdraw their troopsfrom West Berlin. Secretary of State Dulles rejectedKhrushchev’s demands. If the Soviets threatened

Berlin, Dulles announced, NATO would respond, “ifneed be by military force.” Brinkmanship workedagain, and Khrushchev backed down.

To try to improve relations, Eisenhower invitedKhrushchev to visit the United States in late 1959.The visit went well, and the two leaders agreed tohold a summit in Paris in 1960. A summit is a formalface-to-face meeting of leaders from different coun-tries to discuss important issues.

Shortly before the summit was to begin, the SovietUnion shot down the American U-2 spy plane pilotedby Francis Gary Powers. At first, Eisenhower claimedthat the aircraft was a weather plane that had strayedoff course. Then Khrushchev dramatically producedthe pilot. Eisenhower refused to apologize, saying theflights had protected American security. In response,Khrushchev broke up the summit.

In this climate of heightened tension, PresidentEisenhower prepared to leave office. In January1961, he delivered a farewell address to the nation.In the address, he pointed out that a new relation-ship had developed between the military establish-ment and the defense industry. He warnedAmericans to be on guard against the immenseinfluence of this military-industrial complex in ademocracy. Although he had avoided war and keptcommunism contained, Eisenhower admitted tosome frustration: “I confess I lay down my officialresponsibility in this field with a definite sense ofdisappointment. . . . I wish I could say that a lastingpeace is in sight.”

Evaluating Why did Eisenhowerwarn Americans about the military-industrial complex?

Reading Check

Reading Check


Checking for Understanding1. Define: massive retaliation, brinkman-

ship, covert, developing nation, military-industrial complex.

2. Identify: Sputnik, Central IntelligenceAgency.

3. Reviewing Facts What was the signifi-cance of the Soviet Union’s launching ofSputnik in 1957?

Reviewing Themes4. Science and Technology How did

technology shape Eisenhower’s militarypolicy?

Critical Thinking5. Interpreting Do you think

Eisenhower’s foreign policy was successful? Why or why not?

6. Organizing Use a graphic organizersimilar to the one below to listEisenhower’s strategies for containingCommunism.

Analyzing Visuals7. Analyzing Maps Study the map on

page 678. How many nations belongedto NATO? How many nations belongedto the Warsaw Pact? Which nations didnot belong to either NATO or theWarsaw Pact?

8. Persuasive Writing Imagine you are a member of Eisenhower’s cabinet.Defend or attack brinkmanship as a foreign policy tactic. Be sure to providespecific reasons for your point of view.


Strategies forContaining

Communism

ELA: Page 680: Gr9/10/11: 1A, 1B,4A, 4B, 4D, 4F, 6A, 7B–D, 8B, 10A,10B, 19B, 20B; Gr9: 7I; Gr10/11: 7H;Page 681: Gr9/10/11: 1A, 1B, 4A,4B, 4F, 8B


681

TEACHMaking Decisions Have stu-dents select one of the leadersdiscussed in this chapter. Thenhave students identify a specificdecision of that leader and possi-ble alternatives the leader mayhave had. Have students writetwo or three paragraphs explain-ing whether a different decisionwas defensible. US: 19A, 25D, 26B;ELA: Gr9/10/11: 1A

Additional Practice

ANSWERS TO PRACTICING THE SKILL1 Nonrecognition leads to tension and possible war.2 No airlift makes Berlin residents suffer and the United

States look weak.3 No Marshall Plan hurts Europe’s economy and its

political stability.

4 Leaving MacArthur in command might lead to warwith China and greater American involvement in Asia.

Applying the SkillStudents’ reasoning should be clearly evident.

Reinforcing Skills Activity 21

Name Date Class

Making Decisions

LEARNING THE SKILLTo make a good decision, you need to analyze the information available and

weigh the possible consequences. Decision making involves: (1) identifying the prob-lem; (2) gathering information and considering alternatives; (3) identifying possiblepositive and negative consequences; (4) evaluating the consequences; and (5) select-ing the most favorable alternative.

PRACTICING THE SKILLDIRECTIONS: Read the excerpt below from Truman’s speech to Congress, delivered March 12,1947, which came to be known as the Truman Doctrine. Based on this excerpt and Section 2of your text, answer the following questions on a separate sheet of paper.

The peoples of a number of countries of the world have recently had totalitarian regimes forcedupon them against their will. The Government of the United States has made frequent protests

i i d i i id i i i l i f h Y l i P l d R i d

★

★

Reinforcing Skills Activity 21★

CD-ROMGlencoe SkillbuilderInteractive Workbook CD-ROM, Level 2

This interactive CD-ROM reinforcesstudent mastery of essential socialstudies skills.

Critical Thinking

Critical Thinking

Making Decisions

Applying the SkillMaking Decisions Use a newspaper or magazine tofind a current issue that directly affects your life.Identify the issue, and then review the facts and whatyou already know about the issue. Identify variousalternatives and determine the consequences for each.Use this information to evaluate both positive and neg-ative consequences. Make a sound decision aboutwhich alternative would be best for you, and write aparagraph defending your decision.

Glencoe’s Skillbuilder Interactive WorkbookCD-ROM, Level 2, provides instruction andpractice in key social studies skills.

681

Social Studies TAKS tested at Grades 10/11: Obj 5: WH25C (10), US24B (11)

Why Learn This Skill?Suppose you have been given the choice of tak-

ing an art class or a music class during your freeperiod during school. How will you decide whichclass to take?

Learning the Skill When you make a decision, you are making a

choice between alternatives. In order to make thatchoice, you must be informed and aware. There arefive key steps you should follow that will help youthrough the process of making decisions.

• Identify the problem. What are you being askedto choose between?

• Gather information to identify and consider various alternatives that are possible.

• Determine the consequences for each alternative.Identify both positive and negative consequences.

• Evaluate the consequences. Consider both thepositive and negative consequences for eachalternative.

• Determine which alternative seems to have morepositive than negative consequences. Then makeyour decision.

Practicing the SkillDecisions throughout history have affected the

outcome of events and defined history as we knowit today. Identify the alternatives and describe theirconsequences for each of the following events thatoccurred after World War II. Each of these eventstook place as a result of a decision made by a per-son or a group of people.

1 Britain and the United States recognize theSoviet-backed government that takes control inPoland.

2 The United States orchestrates the Berlin airliftto assist residents of West Berlin after Stalin cutsoff surface transportation bringing suppliesfrom the West.

3 The Marshall Plan for rebuilding war-tornWestern Europe is approved.

4 President Truman relieves General DouglasMacArthur of his command because of insubordination.

Skills AssessmentComplete the Practicing Skills questions on

page 683 and the Chapter 21 Skill ReinforcementActivity to assess your mastery of this skill.

President Truman and Dean Acheson

US HISTORY: Page 680: 1A, 1C,6F, 8B, 24B, 24G, 25A, 25C, 25D;Page 681: 1A, 24B, 26B


Reviewing Key Facts15. Identify: Potsdam, Marshall Plan, NATO, McCarthyism.

16. How did Stalin’s postwar foreign policy goals add to thegrowing tensions between the United States and the USSR?

17. Why were NATO and the Warsaw Pact formed?

18. What was the long-term strategy of the United States duringthe Cold War?

19. What were the effects of the new Red Scare on federalemployees?

20. What was President Eisenhower’s “new look” for the military?

Critical Thinking21. Analyzing Themes: Global Connections How did the

Truman Doctrine and the Marshall Plan cause the UnitedStates to change its foreign policy goal of isolationism?

22. Evaluating How did the Korean War affect Americandomestic and international policy?

23. Organizing Use a graphic organizer similar to the onebelow to list the causes of the Cold War.

24. Interpreting Primary Sources Margaret Chase Smith, aRepublican from Maine, was elected to the Senate in 1948.As a newcomer and the only woman in the Senate, she hadvery little power. Smith was upset by Joseph McCarthy’saccusations, but she hoped her senior colleagues would reprimand him. When they failed to do so, Smith made her“Declaration of Conscience” speech. Read the excerpt andanswer the questions that follow.

1. Cold War

2. iron curtain

3. containment

4. limited war

5. subversion

6. perjury

7. censure

8. fallout

9. fallout shelter

10. massive retaliation

11. brinkmanship

12. covert

13. developing nation

14. military-industrial

complex

Reviewing Key TermsOn a sheet of paper, use each of these terms in a sentence.

Causes ofCold War

Soviet Union Western Allies

General Goals

In Europe

In the Middle East

In Asia

At Home

The Cold War

• To create a protective sphere of Communist countries along European border

• To promote the spread of communism

• Occupied Eastern European nations and saw that Communist governments were established

• Sought access to oil in Iran• Aided Communists in Greece and pressured

Turkey for access to the Mediterranean

• Communists seize power in China in 1949• China and Soviet Union signed treaty of

friendship and alliance• Communist North Korea invaded South Korea

to start Korean War• Chinese troops fought for North Korea

• Promoted development of high-technology weapons and surveillance

• To contain the spread of communism by supporting capitalist democratic governments

• Expected free elections to occur in Soviet-controlled Eastern Europe

• Forced Soviet withdrawal from Iran • Pledged aid to halt Soviet threats to Turkey

and Greece

• Aided China’s Nationalist government • Dedicated money and troops to establish

democratic stronghold in Japan• United Nations troops sent to fight for

South Korea in Korean War

• Focused on the development of advanced technology weapons

CHAPTER 21Assessment and Activities

Reviewing Key TermsStudents’ answers will vary. The pageswhere the words appear in the text areshown in parentheses.

1. Cold War (p. 654)

2. iron curtain (p. 658)

3. containment (p. 660)

4. limited war (p. 665)

5. subversion (p. 669)

6. perjury (p. 670)

7. censure (p. 673)

8. fallout (p. 674)

9. fallout shelter (p. 674)

10. massive retaliation (p. 676)

11. brinkmanship (p. 677)

12. covert (p. 679)

13. developing nation (p. 679)

14. military-industrial complex(p. 680)

US: 25A, 25B; ELA: Gr9/10/11: 6A

Reviewing Key Facts15. Potsdam (p. 657), Marshall Plan

(p. 661), NATO (p. 662),McCarthyism (p. 672)

16. Stalin’s push for German reparationsand for a Communist government inPoland conflicted with United Statesdesire for democracy in Poland andeconomic recovery for Germany.US: 6D

17. NATO was formed to maintain peaceand freedom for European nationsand the Warsaw Pact was formed toachieve Soviet foreign policy goals.US: 6D

18. The long-term strategy was to fight the spread of communismworldwide. US: 6D

19. Federal employees faced stricter screening and termi-nation if they were suspected of being disloyal. US:24B

20. Eisenhower favored the use of atomic weapons,instead of maintaining a large and expensive army.ELA: Gr9/10/11: 10B

Critical Thinking 21. They highlighted the possibility of Communist influ-

ence in Turkey, Greece, and Europe, resulting in thecontainment policy and increased foreign aid. US: 6D,24B

22. domestic: reinforced the idea of containment andgreater military readiness; international: brought theCold War to Asia, and led to United States defenseagreements with Asian countries US: 6E

682

MindJogger VideoquizUse the MindJogger Videoquiz to review Chapter 21 content.

Available in VHS

CHAPTER 21Assessment and Activities

683

Chapter Activity26. Multimedia reports will vary but

should reflect elements of popularculture from the 1950s. US: 24A,24D, 25D

Writing Activity27. Students’ opinion pieces will vary

but should clearly express a rea-soned opinion supporting or oppos-ing MacArthur’s reception. US: 24G,25D; ELA: Gr9/10/11: 1A, 1B, 4A,4B, 4F

Geography and History28. a. It was completely surrounded by

East Germany; blockaded it; b. Ithad three airports that were used toshuttle food and supplies to theBerliners. US: 6D, 8B

23. Soviet-U.S. conflict over Soviet control of EasternEurope and Soviet reparations demands fromGermany; U.S. fear of Communist influence or controlin the Middle East and Asia US: 6D, 25C; ELA:Gr9/10/11: 4D, 7D

24. a. with the Senate because of its behavior in pursuingsuspected Communists; b. believed the Republicansand Democrats were dividing the nation US: 24A;ELA: Gr9/10/11: 4C, 13B

Practicing Skills25. Problem: USSR demanded control of Dardanelles and

Greek Communists began guerrilla warfare; alterna-tives: allow USSR and Communists to control andexpand or stand up to the USSR in Turkey and supportthe Greek government; consequences: further expan-sion of communism, fewer overseas entanglements, andless spending overseas, or increased overseas involve-ment, more security for United States, and halt spreadof communism US: 6D, 26B; ELA: Gr9/10/11: 7C

HISTORY

Have students visit the Web site atto review

Chapter 21 and take the Self-CheckQuiz.

Answer: DTest-Taking Tip: Tell students to tryusing the process of elimination tohelp rule out answers that cannotpossibly be correct. For example, ifa student knows that communismoften takes hold in poor countries,he or she can eliminate B. ELA:Gr9/10/11: 8B; TAKS: Obj 1, 5

Ask: How long did the era calledthe Cold War last? (from 1946 to1991)

Bonus QuestionBonus Question ??

“As a United States Senator, I am not proud of theway in which the Senate has been made a publicity plat-form for irresponsible sensationalism. I am not proud ofthe reckless abandon in which unproved charges havebeen hurled from this side of the aisle. I am not proudof the obviously staged, undignified countercharges thathave been attempted in retaliation from the other sideof the aisle. . . . I am not proud of the way we smearoutsiders from the Floor of the Senate and hide behindthe cloak of congressional immunity. . . .

As an American, I am shocked at the wayRepublicans and Democrats alike are playing directlyinto the Communist design of ‘confuse, divide, and conquer’. . . . I want to see our nation recapture thestrength and unity it once had when we fought theenemy instead of ourselves.”a. With whom is Smith angry, and why?

b. According to Smith, who is really dividing the nation?

Practicing Skills 25. Making Decisions Study the text on the Truman Doctrine

on page 661. Then use the steps you learned about makingdecisions on page 681 to identify the alternatives the presi-dent had in making a decision to ask for aid to fight Sovietaggression in Turkey and Greece. Create a graphic organizerto list the alternatives you have identified.

Chapter Activity26. Technology Activity: Developing a Multimedia

Presentation Use the Internet and other resources to findout more about American popular culture during the ColdWar. Then create a multimedia report about popular cultureat this time, and present your report to the class. Your reportcould discuss films, books, and magazine articles.

Writing Activity27. Persuasive Writing Imagine that you have witnessed the

crowds giving General MacArthur a hero’s welcome. Writean opinion piece for a magazine justifying his reception orcriticizing it because of his disagreement with Truman.

Geography and History28. The map above shows the occupation of Berlin after World

War II. Study the map and answer the questions below. a. Interpreting Maps How was West Berlin’s location a dis-

advantage? How did Stalin use this disadvantage againstthe Western Allies?

b. Applying Geography Skills What transportation advan-tage did West Berlin have over East Berlin? How did theUnited States use this advantage when West Berlin wasstranded?


Directions: Choose the phrase that bestcompletes the following sentence.

One historical lesson from the McCarthy era is the realiza-tion that

A loyalty oaths prevent spying.

B communism is influential in prosperous times.

C Communist agents had infiltrated all levels of the U.S.government.

D public fear of traitors can lead to intolerance and discrimination.

Test-Taking Tip: Think about the definition of McCarthyism,the use of unsubstantiated accusations to discredit people.Which of the answers relates best to this definition?

Self-Check QuizVisit the American Republic Since 1877 Web site at

and click on Self-Check Quizzes—Chapter 21 to assess your knowledge of chapter content.

HISTORY


5 kilometers0Albers Conic Equal-Area projection

5 miles0

N

S

EW

EASTGERMANY

Gatow

Brandenburg Gate

Tempelhof

Tegel

EastBerlin

WestBerlin

The Occupation of Berlin AfterWorld War II, 1945

Airports

American sectorBritish sectorFrench sectorSoviet sector


