Document-Based Activities on the Cold War
Using Primary Sources and the Internet
Michael Hutchison, Writer
Kerry Gordonson, Editor
Bill Williams, Editor
Dr. Aaron Willis, Project Coordinator
Amanda Harter, Editorial Assistant
Social Studies School Service
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All the Web addresses in this book can be found on our Web site:
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Updated 2005
© 2003 Social Studies School Service
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Permission is granted to reproduce individual worksheets for classroom use only.
Printed in the United States of America.
ISBN 1-56004-137-4
Product Code: ZP206
iii
TABLE OF CONTENTS
Teacher Introduction ................................................................................................ v
Overview: The Cold War .......................................................................................... vii
LESSONS:
1. The Truman Doctrine
Teacher Page ...................................................................................................... 1
Student Worksheet ............................................................................................... 3
2. The Korean War
Teacher Page ...................................................................................................... 7
Student Worksheet ............................................................................................... 9
3. The Cuban Missile Crisis
Teacher Page ...................................................................................................... 13
Student Worksheet ............................................................................................... 17
4. Détente
Teacher Page ...................................................................................................... 21
Student Worksheet ............................................................................................... 23
5. The Fall of the Berlin Wall
Teacher Page ...................................................................................................... 27
Student Worksheet ............................................................................................... 29
Culminating Activities ............................................................................................ 33
Appendix
Answer Key ......................................................................................................... 37
Rubrics ................................................................................................................ 47
Related Web Sites ................................................................................................ 53
Suggested Curriculum Materials ........................................................................ 55
1
The Truman Doctrine
Teacher Page
Overview:
In the years after the end of the Second World War, the Soviet Union sought to extend its
sphere of influence throughout central Europe not only by actually intervening in other
countries (such as Czechoslovakia) but by supporting communist insurgencies in Greece
and Turkey. Britain had been sending monetary aid to both nations to prevent communist
takeovers, but because its economy had been greatly weakened by the war, it could no
longer do so, and it asked the U.S. to assume the financial responsibility. President
Truman went to Congress and requested $400 million in aid to the two nations; he also
recommended that the U.S. should support free peoples throughout the world who were
“resisting takeovers by armed minorities.” This view became known as the “Truman
Doctrine.”
Objectives:
Students will:
•
•
•
read and analyze President Harry Truman’s address before a joint session of
Congress
speculate as to the motives and views of President Truman regarding this national
security issue
make inferences and conclusions about the effectiveness of Truman’s position and
the Truman Doctrine in general
Web Sites Used in this Lesson:
Students will access the text of President Truman’s “Truman Doctrine” speech, located at
http://www.socialstudies.com/article.html?article@truman_doctrine.
Supplemental resources for the Truman Doctrine include:
The Truman Doctrine Study Collection, located on the Truman Library Web site
(http://www.trumanlibrary.org/whistlestop/study_collections/doctrine/large/doctrine.htm)
The Spartacus Schoolnet (UK) page on the Truman Doctrine
(http://www.spartacus.schoolnet.co.uk/U.S.AtrumanD.htm)
The “Our Documents” Web site’s page on the Truman Doctrine
(http://ourdocuments.gov/doc.php?flash=true&doc=81)
Strategies:
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Introduce the lesson with an overview of how the tensions between the U.S. and Soviet
Union developed after World War II. It might be helpful to use a map to help students
visualize the reasons why the Soviet Union might have found Greece and Turkey
desirable as allied nations. (Warm water ports, buffer states to protect the Soviet south,
and ideological links to the Soviets might be some of the reasons students might suggest
the Russians would support communist takeovers in those nations.)
Distribute the worksheets to students and allot sufficient time for them to complete the
questions.
Student responses to most questions may vary, but should average 3–5 sentences per
answer. Responses to question #10 may range from one paragraph to a page, depending
on time available.
Wrap-Up:
After students have completed the worksheets, have a discussion focused on whether the
United States should follow policies similar to the Truman Doctrine regarding nations
whose stability is threatened by insurgencies or by dictatorships. (Recent examples of this
might include Iraq, Liberia, Somalia, and some of the former Soviet bloc nations.)
Extension Activity:
Have students write newspaper editorials or letters to the editor either supporting the
Truman Doctrine or rejecting it. (You may wish to divide the class and assign certain
students to support the Doctrine while requiring others to write against it.)
An alternative activity might be to have students engage in a class debate regarding the
extent of U.S. policy in the affairs of other nations. Should the United States be
financially involved? Should it be involved militarily?
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3
The Truman Doctrine
Student Worksheet
Introduction:
In the years following the Second World War, the Soviet Union sought to spread its
influence and authority throughout the European continent. Some nations also
experienced communist insurgencies; in Europe, Greece and Turkey in particular were in
danger of being taken over by communist groups and falling under the sway of the Soviet
Union.
In response to this danger, President Harry Truman proposed in 1947 that the United
States should take over Great Britain’s role of providing financial aid to Greece, and also
proposed that the United States financially assist Turkey as well in order to prevent the
communist insurgencies from succeeding.
All Web links for this lesson can be found at: http://www.socialstudies.com/uslinks.html
Directions:
The Truman Doctrine
http://www.socialstudies.com/article.html?article@truman_doctrine
Read President Truman’s speech to Congress requesting financial assistance for Greece
and Turkey, then answer the following questions:
1. Truman addressed a “joint session” of Congress (both the House of
Representatives and the Senate) regarding this crisis. What evidence did he give
to suggest that Greece was in extreme need of assistance?
2. Give examples of how Truman describes the insurgents who wanted to overthrow
the Greek government and replace it with a communist regime.
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4
3. Why did Truman recommend the United States take on the financial
responsibility of aiding Greece, rather than having Britain or the United Nations
do so?
4. Truman also made note of the situation in Turkey. According to Truman, how
was the situation in Turkey different from that in Greece? In what ways was it the
same?
5. In his address, Truman noted that “every nation must choose between alternative
ways of life. The choice is too often not a free one.” What choices does Truman
describe?
6. Truman notes, “I believe it must be the policy of the United States to support free
people who are resisting attempted subjugation by armed minorities or by outside
pressures. I believe that we must assist free people to work out their own destinies
in their own way.” How did Truman suggest the U.S. should assist nations to
achieve this goal? In your view, is this a good policy in general? Explain your
view.
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