Students investigate a series of landmark events that shaped the Cold War: the Berlin airlift, the Truman Doctrine, and the creation of NATO. Then, students use evidence to develop and support a point of view about the Truman Doctrine and NATO.
Students investigate a series of landmark events that shaped the Cold War: the Berlin airlift, the Truman Doctrine, and the creation of NATO. Then, students use evidence to develop and support a point of view about the Truman Doctrine and NATO.
Students read an introduction to the Cold War, including its time frame and the idea of U.S. responses to Soviet aggression, and review the lesson objectives. They view the image of the fence along the former border between East and West Germany, then watch Cold War Photo Story to get an overview of key Cold War events. Using a collaborative wall, they write a brief definition or description of the Cold War based on the video.
Teacher MovesHighlight the lesson objectives and frame the Cold War as a broad, complex topic that will be explored over multiple experiences, beginning with early postwar events. Select interesting or exemplary student wall responses to spark discussion about what the Cold War was and why it matters. Optionally, use How Is the Cold War Taught to Students in Russia Today? to introduce historiography and differing national perspectives on the Cold War, guiding students to consider Sergei Khrushchev’s point of view.
Students examine an image of Berliners watching a U.S. Air Force plane land during the Berlin airlift. They read Postwar Challenges to learn how tensions emerged between the United States and the Soviet Union after World War II, and complete a graphic organizer with notes on postwar euphoria, reasons for tension, and the global scope of the Cold War. They then read sections of Start of the Cold War—The Berlin Airlift and the Creation of NATO focused on the overview and the Berlin airlift, and answer multiple-choice questions about the Soviet blockade that led to the airlift and how the airlift affected the political map of Germany.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students view a map of Cold War European military alliances and read about the Truman Doctrine as the central statement of U.S. Cold War policy, including its purpose of opposing Soviet aggression worldwide. They read The Truman Doctrine to explore its background, the situations in Greece and Turkey, and its broader effects, recording notes in a three-part graphic organizer. After reading a brief summary statement about the doctrine’s far-reaching commitments, students post to a collaborative wall explaining whether they think the Truman Doctrine was justified, supporting their opinion with reasons in at least two sentences. They then read classmates’ posts and respond to at least two with questions or respectful comments, especially when perspectives differ.
Teacher MovesDirect students to The Truman Doctrine, 1947 for a fuller official analysis of the policy and related Cold War events, as needed, to deepen understanding and provide additional historical context.
Students view an image of a U.S. postage stamp honoring NATO and read about the formation of opposing Cold War alliances—NATO and the Warsaw Pact—across the Iron Curtain. They access The Formation of NATO, watch a video on NATO’s history, and read the accompanying text to understand why NATO was created and how it functioned. They answer multiple-choice questions about NATO’s core security principle of mutual defense and the Soviet takeover of Czechoslovakia as the immediate trigger for the Western conference that created NATO. Students then visit the North Atlantic Treaty Organization website, browsing topics and quick links, and explore Operations and Missions: Past and Present to see examples of NATO’s global activities. Using a graphic organizer, they list at least three positive and three negative aspects of NATO, drawing on both historical and contemporary examples and preparing to explain their reasoning.
Teacher MovesReview students’ charts to identify commonly cited positives and negatives of NATO and use these as a basis for whole-class discussion, encouraging students to explain and compare their opinions.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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