1
Cold War
US/World History II Unit V outline
Essential Questions:
1) How did the end of World War II lead to the start of the Cold War?
2) How and why did communism spread around the world?
3) What did the U.S. do to stop the spread of communism?
4) What was the impact of the Cold War on various places around the world?
5) How did the Cold War end?
Homework
Th5Winter Break Lore and new Unitnone-get your life together
Fri6End of WWII start of Cold War 10-15 sentences on Cold War
Mon9U.S. foreign policy - 4 choicesGreen 932-937, 942-949
Tues10 Truman DoctrineGreen 1075 1079, Intro. Question
Wed11Civil war in China (Late Start)none
Th12China Great LeapMao readings
Fri13China Cultural RevolutionBlue 662-665
Mon16NO SCHOOL MLK DAY
Tues17Korean Warproject: step 1
Wed18Korean WarBlue 668-674
Th19U.S. in the 1950s: Cold War cultureBlue 718,725-726
Fri20Space RaceCold War tensions
Mon23Cuban Missile Crisis backgroundOct. 1962
Tues24Cuban Missile Crisis activityVietnam packet: part I
Wed25Vietnam: origins colonialism 1900 1954 Vietnam packet: part II
Th26Vietnam: origins cold war 1954-1965 Vietnam packet: 4 options
Fri27Vietnam: 4 choices in 1965 Vietnam packet: part III
Th28Vietnam: U.S. fighting 1965-1975 Vietnam packet: parts V, VI,
Fri29Cold War examples: Angola, Nicaragua project step 2 and
Afghanistanbegin project step 3
Mon30Project Work Dayproject: step 3
Tues31ALL PROJECTS DUE!!!Green 977-981
Wed11989 dramatic changes (Late Start)Green 981-986
Th2Fall of Soviet Unionstudy for test
Fri3Cold War Teststudy for test
The Project for Unit 5
Cold War
For this unit project, students will be encouraged to identify and analyze various forms of propaganda. Our class will consider the use of propaganda during World War I and II as a means of review and study propaganda during the Cold War as a major tool of foreign policy and government influence on the society. You must find three examples of propaganda from these three historical time periods and produce two additional examples on your own. Your two productions can look like or be modeled after other pieces of media, but you must construct them with aspects of your own creativity or originality (they cant just be copied). For your two examples, you can select any historical time period in the 20th century and any current topic in the news. Of the five examples for this project, one must take the form of a visual poster, one will be a written piece and one will be an example of a video. You will have to do an analysis on each piece of propaganda!!! (at bottom of page)
Types of propaganda to be analyzed (must have one of each)
Poster/ visual, written work, video-film
Historical time periods that must be covered (must have one of each)
Step one: World War I and World War II (1 piece for WWI and 1 piece for WWII)
Step two: The Cold War (1 piece)
Step three: your choices (must have 2 additional topics or time periods. These can be either poster/visual, written work, video/film, etc.)
Rubric for unit V project (15 points per example X 5 = 75 points)
______ out of 25 Examples of each piece of propaganda (5 points each)
______ out of 50 Analysis Answer the following questions: (10 points each)
1) What is topic? What is the creator of this piece of propaganda saying about the topic?
2) What is the message? How did the creator intend to spread this message?
3) Analyze the techniques (see Page 4) observed in this example. Describe how at least two techniques are used and why they would be used to spread this message?
________ out of 75 (total of 5 propaganda examples
Propaganda Overview
pro-pa-gan-da {n}Congregatio de propaganda fide-
Congregation for propagating the faith established in 1623 by Pope Gregory XV
1. cap: a congregation of the Roman curia having jurisdiction over missionary territories and related institutions
2. the spreading of ideas, information, or rumor for the purpose of helping or injuring an instituio, a cause, or a person
3. ideas, facts, or allegations spread deliberately to further ones cause or damage an opposing cause; a public action to such an effect.
It seems strange to suggest that the study of propaganda has relevance to our contemporary world. After all, when most people think about propaganda, they imagine enormous campaigns that were generated by Hitler or Stalin or they remember the Red Scare of the 1950s in the United States. Since nothing comparable is being disseminated in our society today, many people assume that propaganda is no longer an issue.
However, propaganda can be as blatant as a swastika or as subtle as a joke. Its persuasive techniques are regularly applies by politicians, advertisers, journalists, radio personalities, and others who are interested in influencing human behavior. Some people get paid a lot of money to change the way we think! Propaganda messages can be used to accomplish positive social ends, as campaigns to reduce drunk driving, but they are also used to win elections and sell malt liquor.
Propagandists love short cuts particularly those which evade rational though. They encourage this by agitating emotions, exploiting insecurities, capitalizing on the ambiguity of language and by bending the roles of logic. As history shows, they can be quite successful. With the growth of communication tools like the Internet, the flow of persuasive messages has been accelerated, while the time for intellectual thought, analysis and judgment has been reduced.
Every day we are bombarded by one persuasive communication after another. These appeals persuade not through the give-and-take of argument and debate, but through the manipulation of symbols and of our most basic human emotions. For better or worse, our information age is an age of propaganda.-Pratkanis and Aronson, Media Wars
Propaganda Techniques (Pages 4 and 5)
Word Games
1) Name calling- intends to imply a rejection or condemnation
ex: commie, fascist, pig, yuppie, counterculture
2) Euphemisms- makes an unpleasant reality more acceptable
ex:War Department now called Department of Defense
MX-Missile was renamed The Peacekeeper
dead civilians are referred to as collateral damage
3) Glittering Generalities- seeks to make us accept and approve the broad notion
ex:Fight the Good Fight for Freedom
For the good of science
Operation Enduring Freedom
False Connections
1) Transfer- when something we respect and revere is carried on to something else
ex:Jeep commercial landing on Normandy Beach
images of U.S. flag and Uncle Sam to sell anything
2) Testimonial- individuals not qualified to make judgments about an issue
ex:Michael Jordan says Wheaties is good for you
Richard Gere protests for a Free Tibet
Bono wants to save Africa
Special Appeal
1) Plain Folks- association with the common, convince us that their ideas are ours
ex:Ron Paul Wake Up America!
Rosie the Riveter: We Can Do it!
2) Bandwagon- everyone else is doing it, so should you
ex:Join your fellow Americans in donating to the Red Cross Disaster Relief Fund
Join millions of Americans who have already switched to Verizon Wireless
3) Fear- appeal to basic human fear
ex:commercial for seat belts showing car crashes
Stop the Huns from invading with War Bonds
Logical Fallacies
1) Poor Logic- drawing illogical conclusions from statements of fact
ex:Barack Obama supported legalized health care in 2008.
All socialist regimes in the 21st Century legalize health
care.
Barack Obama is a socialist.
2) Unwarranted Extrapolation- making huge conclusions or predictions based on a small amount of information
ex:New airport rules will take away our human rights
Donate scrap and well kill a Jap
World War I Propaganda
Britain and the U.S.
Soon after the outbreak of World War I, the British government set up the British War Propaganda Bureau, as a means of competing with a similar German propaganda agency, which was disseminating false information about the war. To support British interests in the war, twenty-five well-known British writers such as Arthur Conan Doyle, Thomas Hardy, Rudyard Kipling, and H.G. Wells were organized in secrecy to write pamphlets and books, which could promote the governments ideas about the war. Photographers and cartoonists were later added to increase the information as the war dragged on.History books, war images, newspaper articles and international wire services were all part of the British means of promoting information, encouraging morale at home and demonizing the enemy.
The absence of public unity was a major concern when the U.S. entered the war. National support was obviously crucial and Woodrow Wilson wanted to ensure complete cooperation back at home. On April 13, 1917, (just 7 days after entering the conflict), Wilson created the Committee on Public Information to promote the war domestically while publicizing American war aims abroad. The CPI blended advertising techniques with a sophisticated understanding of human psychology, and its efforts represent the first time that a modern government disseminated propaganda on such a large scale. It is interesting to note that phenomenon, often linked with totalitarian regimes, emerged in democratic states
