Students read the lyrics to a song from 1919 and predict what the Red Scare was. Then they study the historical background of the Soviet Union (optional). Next they watch a video and learn about the Red Scare and identify three causes. They explain the connection between labor unrest and the Red Scare. Finally they analyze a historical source about the Red Scare and infer the political views of the person who created the source.
Students are introduced to how the Bolshevik Revolution and the rise of the Soviet Union affected the United States. They examine the cover and lyrics of the 1919 song “We’ll Never Change the Blue and White to Red,” then respond to a prompt predicting what the Red Scare was based on the song’s language and symbolism.
Teacher MovesReview the lesson objectives and allow students to brainstorm freely about the meaning of the lyrics and their predictions about the Red Scare. Later in the lesson, have students revisit their initial responses to evaluate and refine their predictions.
Students read background text and view images to learn key facts about the Soviet Union, including the Bolshevik Revolution, the creation and nature of the U.S.S.R., its one-party communist system, limits on personal freedoms, and its eventual breakup in 1991. They then create a concept map summarizing major points about the Soviet Union.
Teacher MovesUse student responses to identify understandings and misconceptions, and to guide follow-up discussion.
Students view an image and caption about Sacco and Vanzetti to consider how immigrant radicals were treated in the United States. They read explanatory text about post–World War I fears of communism, socialism, and anarchism, the definition of the Red Scare, and the role of nationalism, anti-immigrant sentiment, and postwar unemployment. They watch the video The Red Scare in the 1920s and read the first three paragraphs of the article The Red Scare. Using this information, they complete a graphic organizer listing three causes of the Red Scare.
Teacher MovesSummarize the main causes of the Red Scare with the class, drawing on student entries in the organizer. Ask students which cause they think was most significant and facilitate a brief discussion comparing their reasoning.
Students examine a 1919 political cartoon and read text explaining postwar labor tensions, including major strikes, fears of revolution, and the Palmer Raids. They then read the remainder of the article The Red Scare. In one class discussion wall, they explain the connection between labor unrest and the Red Scare, citing evidence from the article. In a second wall, they describe how the Palmer Raids contributed to the end of the Red Scare.
Teacher MovesHighlight and share strong student responses about the link between labor unrest and the Red Scare to prompt whole-class discussion. After students respond about the Palmer Raids, share exemplary answers and explain how civil liberties concerns, criticism from legal and political leaders, and economic needs for immigrant labor helped shift public opinion and wind down the Red Scare, while noting that fear of Soviet communism persisted through most of the twentieth century.
Students choose one source related to the Red Scare—such as the animated short Felix Revolts, the essay The Case against the Reds, Emma Goldman’s deportation account, the Washington Post article “Sailor Wounds Spectator Disrespectful of Flag,” or The Red Scare in Political Cartoons. They read or watch their chosen source, identify whether it is a primary or secondary source and justify their classification, summarize its content and main idea, and infer the political views of its creator. Students then review classmates’ posts and respond to at least two with a question or positive comment.
Teacher MovesDecide whether students will self-select or be assigned sources to ensure coverage of all options. Invite volunteers to present their analyses to the class and use these presentations to guide discussion about differing perspectives and political views during the Red Scare.
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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