Students define the term cold war. Then they learn the historical background of the Soviet Union. Next they examine two major military conflicts of the Cold War—the Korean Conflict and the Vietnam War. Then they analyze the Space Race as a non-military conflict in the Cold War. Finally, they learn about the Cold War boycotts of the 1980 and 1984 Olympics and formulate an opinion if sports should be politicized.
Students read an introduction explaining how the United States emerged from World War II as a world power and preview that they will study Cold War tensions with the Soviet Union. They then respond to a collaborative prompt predicting what the Cold War was, based on the term and any prior knowledge.
Teacher MovesReview the lesson objectives and key vocabulary, then use student predictions to introduce the Cold War as the major post–World War II conflict between the United States and the Soviet Union. Clarify that students are not expected to know the term yet and, if helpful, point them to the optional background resource on the Soviet Union and the Cold War in the student pack.
Students read background text describing the formation of the Soviet Union after the Russian Revolution, its communist one-party government, limits on personal freedoms, its control over Eastern Europe and other countries, and its breakup in 1991. They then create a concept map that organizes major points about the Soviet Union.
Teacher MovesSupport students in identifying key ideas about the Soviet Union’s government, geography, influence, and collapse, and guide them in translating those ideas into a clear concept map. Clarify unfamiliar terms (such as communist, Eastern Bloc, and republics) and connect this background to the upcoming study of the Cold War.
Students read about how the United States and the Soviet Union became postwar superpowers, compare democratic and communist blocs, and learn how their rivalry led to the Cold War, nuclear arms stockpiles, and indirect conflicts. They examine summaries of the Korean Conflict, the Vietnam War, and the end of the Cold War, then answer multiple-choice questions to check their understanding of which conflicts were part of the Cold War, what the Cold War was, and what event ended it.
Teacher MovesDiscuss the described events with students, emphasizing that the Korean and Vietnam Wars were regional conflicts influenced by the Cold War rather than direct wars between the United States and the Soviet Union. Clarify key concepts such as superpower, indirect conflict, and nuclear deterrence, and use student responses to the questions to address misunderstandings about the nature and timeline of the Cold War.
Students view an image from the Apollo 11 mission and read about the Space Race as a Cold War competition for technological and scientific superiority, including the launch of Sputnik, the creation of NASA, and the U.S. moon landing. They respond to a prompt explaining why the Space Race became one way the Cold War was expressed, citing evidence from the text.
Teacher MovesProvide context about the Apollo 11 mission and the limited photographs of Neil Armstrong, then guide students in connecting the Space Race to broader Cold War rivalry. Highlight how space exploration symbolized national power and technological leadership, and share strong student responses to spark discussion about why space was seen as a key arena for competition.
Students examine an image of the U.S. Olympic delegation and read about Cold War competition in sports, focusing on the 1980 Moscow Olympics boycott by the United States and allies and the 1984 Los Angeles Olympics boycott by the Soviet Union and Eastern Bloc countries. They respond to a collaborative prompt explaining whether they think it is fair to politicize sports and whether sporting events can be separated from political events.
Teacher MovesClarify that students are expressing opinions and that there are no right or wrong answers. If appropriate, introduce additional historical examples of politics in sports, such as the 1936 Berlin Olympics and boycotts of South African teams during apartheid. Facilitate discussion with questions about whether athletes should bear the consequences of political disputes and whether they should use their public platform to support political positions.
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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