Objectives:
- Describe the economic impact of Cold War defense spending on American industries.
- Explain the purpose of the General Agreement on Tariffs and Trade (GATT).
Scene 1 — Engage
Student Activity
Students are introduced to the post–World War II economic boom and its overlap with the Cold War, using the example of the costly development of the nuclear-powered submarine U.S.S. Nautilus to consider how large military projects affect the economy. They first estimate the cost of building the submarine in a table response, then post predictions on a collaborative wall about how military expenditures might hurt an economy and how they might help it.
Teacher Moves
Present the lesson overview and objectives, then share the historical cost of the U.S.S. Nautilus and, if relevant, invite interested students to compare it with Jules Verne’s fictional submarine. Review student predictions on the wall, highlighting one or more interesting or exemplary responses to prompt discussion of common views about how military spending can both stimulate economic growth and raise concerns about overreliance on military solutions.
Scene 2 — Explore
Student Activity
Students read background text explaining how Cold War defense spending, including nuclear weapons and related technologies, contributed to economic growth, regional industrial development, and the policy of Mutually Assured Destruction. They then read paragraphs 1–6 of The Post War Economy: 1945–1960 to deepen their understanding of the relationship between the Cold War and the U.S. economy. Students answer a multiple-choice question defining the term “military-industrial complex” and respond to a poll about how important they think military spending was to Cold War prosperity, selecting and justifying their opinion.
Teacher Moves
Clarify key ideas from the background text as needed, including Mutually Assured Destruction and the concept of the military-industrial complex. After students complete the poll, invite them to justify their opinions with reasons and evidence, and, if time permits, allow them to consult additional sources to enrich the discussion.
Scene 3 — Explain
Student Activity
Students read about postwar globalization and international trade, focusing on tariffs and the role of trade agreements, then study GATT: Purpose, History, Pros, Cons (all sections except “History” and “GATT and WTO”) to learn about the creation, goals, provisions, benefits, and drawbacks of GATT. Using a graphic organizer, they take notes on GATT’s definition, purpose, provisions, pros, and cons. Finally, they post to a collaborative wall stating whether they think GATT had generally positive or negative effects, supporting their stance.
Teacher Moves
Monitor students as they complete the graphic organizer, ensuring they capture key aspects of GATT’s purpose, provisions, and impacts. Optionally poll students on their pro or con positions and divide the class into two sides for an informal debate, using the provided discussion questions to help them evaluate the strength and reach of GATT’s positive and negative effects.
Scene 4 — Elaborate
Student Activity
Students learn that the term “military-industrial complex” became widely known through President Dwight D. Eisenhower’s 1961 farewell address and read the opening paragraphs of The Military-Industrial Complex to understand the term and Eisenhower’s concerns. They answer two multiple-choice questions about Eisenhower’s view of military spending and why he felt qualified to assess it. Students then read two contemporary articles—Ike’s Warning of Military Expansion, 50 Years Later and Eisenhower’s “Military-Industrial Complex” Shrinks to 1% of Economy—to analyze how each author builds a point of view on Eisenhower’s warning. For each article, they post to a wall describing the author’s point of view, identifying at least two ways the author’s language and evidence convey that perspective, and evaluating how persuasive they find the argument.
Teacher Moves
Support students in accessing and discussing Eisenhower’s farewell address and the concept of the military-industrial complex, using the initial questions to check understanding of his balanced stance on defense spending. For the two modern articles, use suggested strategies (small-group reading, jigsawing the texts, or assigning them as homework) to help students engage directly with the authors’ language. For each wall, share interesting or exemplary responses with the class to guide discussion of the contrasting liberal and conservative viewpoints on the continuing relevance of Eisenhower’s warning.
Scene 5 — Evaluate
Student Activity
Students complete the exit quiz by answering all the questions.
Teacher Moves
Facilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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