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After World War II the United States centered its foreign policy on the containment of communism, at home and abroad. Although it was aimed primarily at containing the spread of communism in Europe, the policy also extended to Asia. Asia proved to be the site of the first major battle waged in the name of containment: the Korean War. Dividing Korea in half came about at the end of World War II. In an effort to avoid a long-term decision regarding Korea's future, the United States and the Soviet Union agreed to divide Korea temporarily along the 28th parallel, a latitudinal line that bisected the country. War between North and South Korea broke out along the 38th parallel on June 25, 1950. The U.S. decision to intervene in Korea grew out of the tense atmosphere that characterized Cold War politics. This lesson plan provides an historical background of the conflict; reproduces President Harry Truman's statement ordering troops to Korea; identifies the National History Standards and National Civics and Government Standards correlations; and presents seven activities for analyzing the document. Also contains a written document analysis worksheet. (BT)

The issues that ignited the Solidarity movement in August 1980 had been fermenting for years during the Edward Gierek regime (1970-1980). This curriculum project presents students with an experiential exercise to provoke thinking about the economic shortcomings of the communist countries of the former Soviet bloc. The project also presents the issue of the heavy censorship of Polish media to disguise the government's shortcomings. It asks students to use statistical information to describe the living conditions for most Polish people during the 1970s. The project is divided into four sections: (1) "Experiential Exercise: The Unraveling of the Soviet-Style Economy"; (2) "Media Censorship"; (3) "Researching Life in Poland in the 1970s Using Microsoft (MS) Encarta"; and (4)"Bibliography." (Contains 14 references.) (BT)

This instructional unit combines a study of the Soviet leader V. I. Lenin with a study of libraries. Lenin was selected as the focus because of his support of books and libraries and because he oversaw a revolution that altered the political and social structure of Russia and the balance of power throughout the world. Included are lesson plan activities and examples, as well as a review of "Libraries in the USSR." This review helps the social studies instructor prepare a course of study about Lenin. The unit is intended for use with secondary students and needs three or more class periods to complete. The goal of the curriculum unit is that students studying Lenin will identify the need to support and use libraries. (BT)

As soon as World War II ended, the United States and the Soviet Union began a struggle for supremacy. It was against the backdrop of the Cold War that the threat of internal subversion and external attack began to preoccupy Congress. On February 9, 1950, Senator Joseph McCarthy gave a speech in Wheeling, West Virginia, where he claimed to have in his possession information proving that more than 200 employees in the State Department were Communist Party members. This began a campaign during which McCarthy continued to make accusations about communist activity within the executive branch. His 1954 probe of the U.S. Army, televised nationally, led to his downfall. The featured primary source document, a telegram from Senator McCarthy to President Truman, was sent to the President on February 11, 1950. This lesson also includes Truman's reply (probably not sent). The lesson relates to the interaction between the executive and legislative branches dealing with the nation's security and acts that may be determined to be treason (Article III, Section 3, Paragraph 1). It correlates to the National History Standards and to the National Standards for Civics and Government. The lesson provides historical background (four resources); and suggests diverse teaching activities for classroom implementation, including document analysis, research and class discussion, compare and contrast, and extension activities. (BT)

This lesson plan sets up a scenario that involves lost, declassified military documents concerning a program begun in 1945 that placed 1,000 men and women in stasis (they were called "sleepers") deep within mine shafts in the mountains of Utah. The program was to provide, in the event of an overthrow of the U.S. government, a means to re-establish the U.S. government and way of life. Student teams must provide a brief but complete history, emphasizing the Truman Doctrine, of the past 50 years for the forgotten, and now-awakened, "sleepers." Students are provided with background information, detailed instructions, online resources, a Web site evaluation form, and reflection questions. The teacher's notes describe the unit's purpose, explain the unit's correlation to history/social science standards, suggest day-by-day teaching strategies, and address adaptations for special needs students. (BT)

The dissemination and synthesis of critical, but scattered, existing knowledge concerning the human costs of J.V. Stalin's once-acclaimed achievements are contained in this seed document. The document is primarily for teachers who are free to expand, contract, modify, or delete the seed suggestions provided according to the characteristics of their students and teaching situations. The package contains 10 representative activity modules about Stalin that may require anywhere from 1 to 4 class periods. The package's modules can be used in any order and as supplementary teaching materials that will enrich topics and exercise students' critical thinking skills. The first component of each activity module lists a number of critical and/or moral thinking issues for the teacher's pedagogical consideration. The package also contains 20 reference sheets that complement the activity modules and provide databases for the lines of inquiry suggested in the modules. The document concludes with an extensive bibliography. (BT)

The curriculum projects in this collection focus on diverse aspects of China, the most populous nation on the planet. The 16 projects in the collection are: (1) "Proposed Secondary Education Asian Social Studies Course with an Emphasis on China" (Jose Manuel Alvarino); (2) "Education in China: Tradition and Transition" (Sue Babcock); (3) "Chinese Art & Architecture" (Sharon Beachum); (4) "In Pursuit of the Color Green: Chinese Women Artists in Transition" (Jeanne Brubaker); (5) "A Host of Ghosts: Dealing with the Dead in Chinese Culture" (Clifton D. Bryant); (6) "Comparative Economic Systems: China and Japan" (Arifeen M. Daneshyar); (7) "Chinese, Japanese, and American Perspectives as Reflected in Standard High School Texts" (Paul Dickler); (8) "Gender Issues in Transitional China" (Jana Eaton); (9) "A Walking Tour of Stone Village: Capitalism with Chinese Characteristics" (Ted Erskin); (10) "The Changing Role of Women in Chinese Society" (John Hackenburg); (11) "Healing Practices: Writing Chinese Culture(s) on the Body: Confirming Identity, Creating Identity" (Sondra Leftoff); (12) "Unit on Modern China" (Thomas J. MacDonough); (13) "Chinese Women in Transition" (Sally McWilliams); (14) "Minorities, Regional Diversity and National Identity among the Contemporary Chinese" (W. Lawrence Neuman); (15) "China in 1998" (David Philips); and (16) "Traditional Chinese Architecture" (Ted Sawruk). (BT)

The materials in this publication were developed by nine high school teachers from St. Louis, Missouri, and a U.S. economic educator after they attended a program in Kharkiv, Ukraine, to learn about the difficulties of economic transition in that country. This book is designed to provide lessons about basic economic reform issues facing the countries in the former Soviet Union and eastern Europe. Each of the 10 lessons focuses on a specific aspect of economic reform and the challenges that have been encountered. The 10 lessons in this packet include: (1) "A Parking Lot Full of Incentives"; (2) "Who Decides?"; (3) "A Tale of Two Countries"; (4) "Klips and Kupons"; (5) "Economic Transition: The Role of the State"; (6) "All for One, One for All: - Well Maybe: Problems Within a Tightly Controlled Industrial Structure"; (7) "The Money Maze"; (8) "Public to Private"; (9) "Worker Woes: Labor Transition Challenges"; and (10) "Market or Command: Which Is Best for the Environment?" (EH)

Since the end of the Cold War, those teaching about developing democracies in Central and Eastern Europe have taken on new responsibilities: dispelling cultural attitudes formed and taught during the Cold War, helping students to understand the concept of democracy, and analyzing the effects of these events on the world. This high school lesson plan begins by briefly describing the changes in Eastern and Central Europe during 1989 that led to the collapse of communism there. Students analyze the transition of Hungary and Poland to democracies by examining case studies of each country, answering series of questions about specific areas, and then presenting a plan for restructuring the countries. The lesson encourages students to become aware of the changes in Central and Eastern Europe, improve their communication skills, and develop cooperation, teamwork, and decision-making abilities. A fact sheet for each country details demographics, cultural attitudes and beliefs. The fact sheets also list each country's problems in the following areas: education, employment, housing, commerce, pollution, economic goals, political structure, foreign policy, and cultural clashes (alcoholism, drugs, minority rights/ethnic groups, xenophobia). A "Lesson Debrief" helps students summarize what they have learned. Before beginning this lesson, students should know about the Cold War and the Soviet bloc and understand democracy, communism, and free markets. The document includes a 17-item annotated resource list, a 1994 map of Central and Eastern Europe, and maps of Hungary and Poland. (LAP)

This guide provides an overview of the rise to power of Joseph Stalin and the legacy of Communist rule in the Soviet Union. The guide provides a listing of key events, a background essay, a list of components related to articles from "The New York Times" of the era, suggested activities, discussion questions, a list of key players related to the event, vocabulary terms, and suggested readings for further study. (EH)

This document is a collection of supplemental classroom materials on Czechoslovakia to be photocopies for use in secondary schools in conjunction with the Education for Democracy Project. After decades of Soviet domination and communist dictatorship, Eastern European countries are demanding democracy, human rights, and an end to the Soviet Union's military presence. The democratic revolution in Eastern Europe can serve to help students gain a greater appreciation of and interest in the subject of history, and attain a deeper understanding of the ideas and principles of democracy. This collection of materials offers an historical framework for considering current events, but is focused on the events, ideas, issues, and personalities that have propelled Czechoslovakia's successful democracy movement. A timeline, maps and a college of historic headlines are included to give a basic historical context. A vocabulary for junior high classes or classes with little or no previous exposure to international studies, editorial cartoons, and a resource guide are also included. An update of the timeline contains two entries from 1990 and two from 1991. Sections include: (1) The Establishment of the Communist State; (2) Reform and Reaction; (3) Voices, which is a collection of excerpts from creative writings by various novelists and playwrights; (4) Documents of Dissent; (5) On Change, which is "comprised a various newspaper articles; and (6) a biography of Vaclav Havel. (Author/DK)

Discusses the role Hollywood and films had in defining the image of women in post-World War II in the United States. Focuses on the film, "Mildred Pierce," and offers a discussion of the content of this film. Includes a film based lesson plan and three accompanying handouts. (CMK)

This teacher resource text and student text are part of a continuing series on current and historical international issues, placing special emphasis on the importance of educating students in their participatory role as citizens. It examines the debate on Russia's identity from a Russian perspective in the areas of economic development, political organization, and foreign policy. At the core of the unit are three distinct directions, or Futures, for Russia in the coming years. Each Future is grounded in a clearly defined philosophy about Russia's place in the world and offers broad guidelines on fundamental public policy issues in Russia. The background reading prepares students to assess Russia's policy choices. Part 1 surveys key periods of change in Russian history, ranging from the reign of Peter the Great to the Mikhail Gorbachev era. Part 2 reviews the momentous changes that have taken place in Russia since the collapse of the Soviet Union, focusing in particular on new political thinking, economic reform, and Russia's evolving international relations. Includes five- and three-day lesson plans. (BB)