Students watch a photomontage of key events and trends of the Cold War and then try to describe what the Cold War was. Then they read several general articles about the Cold War and the “iron curtain.” Next they analyze the Truman Doctrine and state an opinion about it. Finally they learn about NATO and list some positive and negative aspects of the political alliance.
Students read an introduction explaining how tensions at the end of World War II set the stage for the Cold War and learn that the United States and the Soviet Union emerged as rival superpowers. They watch Cold War Photo Story, a photomontage of key Cold War events and trends, then post a brief definition or description of the Cold War based on what they observed.
Teacher MovesReview the lesson objectives and highlight that the Cold War is a broad topic that will be explored over an entire unit, beginning with its earliest events in this lesson. Select one or more student responses as discussion starters to surface initial ideas about the Cold War. Optionally, use How Is the Cold War Taught to Students in Russia Today? to introduce historiography and discuss how Sergei Khrushchev’s background and modern Russian politics shape interpretations of the Cold War.
Students examine an image of the Berlin airlift and, after a brief teacher-led review of postwar context, read Postwar Challenges to learn how tensions between the United States and the Soviet Union developed after World War II. They complete a graphic organizer summarizing postwar euphoria, reasons for tension, and the scope of the Cold War. Next, they read sections of Start of the Cold War—The Berlin Airlift and the Creation of NATO to understand the Berlin airlift and answer multiple-choice questions about Soviet actions and the political consequences for Germany. Students then read Why the Berlin Wall rose—and how it fell to learn why the wall was built and what it represented. After reading about the origin and meaning of the term “iron curtain,” they post predictions explaining why the Berlin Wall and the iron curtain were powerful symbols of the Cold War, and respond to at least two classmates with questions or positive comments.
Teacher MovesReview key points about the end of World War II, including the division of Germany, Soviet control of Eastern Europe, and U.S. concerns about reparations and totalitarianism. Clarify student understanding of the Berlin airlift and its outcomes as needed. After students post about the Berlin Wall and the iron curtain, highlight how both symbolized the rigid divide and lack of freedom in the Soviet bloc, noting that an “iron” curtain suggests an impenetrable barrier rather than a movable border.
Students view a map of Cold War European military alliances and read The Truman Doctrine to learn about the doctrine’s purpose, its warning to the Soviet Union, and its early applications, such as U.S. support for the Greek government. After reading a brief explanation of the doctrine’s broad commitment of U.S. resources to allies worldwide, they post a response stating whether they think the Truman Doctrine was justified and support their opinion with evidence.
Teacher MovesSummarize key takeaways from the reading, emphasizing that the Truman Doctrine pledged U.S. support to nations threatened by armed minorities, was applied in Greece, and shaped U.S. foreign policy throughout the postwar era. Share an interesting or exemplary student response to prompt discussion of differing views on U.S. responsibilities as a superpower versus concerns about interference in other nations’ politics. Optionally, direct interested students to the U.S. State Department’s The Truman Doctrine, 1947 page for deeper analysis.
Students examine an image of a U.S. postage stamp honoring NATO and read an explanation of how the United States and the Soviet Union organized opposing alliances (NATO and the Warsaw Pact) and engaged in an arms race across the Iron Curtain. They watch The Formation of NATO to learn about NATO’s origins and then answer multiple-choice questions about NATO’s core security principle and the Soviet actions that triggered its creation. Next, they visit the North Atlantic Treaty Organization website, briefly exploring topics, quick links, and the page Operations and Missions: Past and Present to see examples of NATO’s global activities. Using this information, they complete a graphic organizer listing at least three positive and three negative aspects of NATO, including specific operations and broader long-term issues, and prepare to discuss their reasoning.
Teacher MovesGuide students to connect NATO’s founding context to the broader Cold War arms race and alliance system. After students complete the organizer, identify commonly cited positives and negatives and invite students to explain and compare their views. Use sample ideas—such as collective defense, disaster relief, alliance obligations, defense spending requirements, and tensions with Russia—to support discussion of NATO’s benefits and controversies.
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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