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Chapter 13: 1945-1960 Inquiry Organizer

📝 Inquiry Organizer Summary of chapter objectives and resources
📖 Chapter Introductory Essay In-depth overview of significant events in the time period
🔎 Narratives Shorter essays on a dramatic story or individual
📝 Decision Points Narratives that describe a pivotal decision in history
💬 Point-Counterpoints Differing sides of an argument presented by scholars or historical figures
✒️ Primary Sources Firsthand accounts from the time period
📝 Lessons Instructions and handouts to engage students in the classroom
✏️ Unit Essay Activity Culminating essay based on AP LEQs to assess chapter objectives
Unit 7: Chapter 13 (1945-1960)
Compelling Question: How did anti-communist foreign policy, the liberal welfare state, and American cultural values shape the postwar world from 1945 to 1960?
Chapter Objectives:

  • Students will explore the causes and effects of the Cold War and U.S. internationalist foreign policy.
  • Students will analyze how the civil rights movement gained momentum after World War II.
  • Students will analyze vast economic, demographic, technological, cultural, and social changes in the postwar United States.
Supporting Question 1: What were the causes and effects of the Cold War and U.S. internationalist foreign policy? Resources:

  • McCarthyism DBQLesson
  • George Kennan (“Mr. X”), “Sources of Soviet Conduct,” July 1947Primary Source
  • Harry S. Truman, “Truman Doctrine” Address, March 1947Primary Source
  • Winston Churchill, “Sinews of Peace,” March 1946Primary Source
  • Richard Nixon, “Checkers” Speech, September 1952Primary Source
  • Dwight D. Eisenhower, Farewell Address, January 1961Primary Source
  • Who Was Responsible for Starting the Cold War?Point-Counterpoint
  • Truman Intervenes in KoreaDecision Point
  • Truman Fires General Douglas MacArthurDecision Point
  • Eisenhower and the Suez Canal CrisisDecision Point
  • The Berlin AirliftNarrative
  • The Postwar Red ScareNarrative
  • Cold War Spy CasesNarrative
  • The Nixon-Khrushchev Kitchen DebateNarrative
  • The Korean War and the Battle of Chosin ReservoirNarrative
Supporting Question 2: How did the civil rights movement gain momentum after World War II? Resources:

  • Jackie RobinsonNarrative
  • Rosa Parks, Martin Luther King Jr., and the Montgomery Bus BoycottNarrative
  • Rosa Parks’s Account of the Montgomery Bus Boycott (Radio Interview), April 1956Primary Source
  • The Little Rock NineNarrative
  • The Murder of Emmett TillNarrative
Supporting Question 3: What were the economic, demographic, technological, cultural, and social changes taking place in the postwar United States? Resources:

  • The G.I. BillNarrative
  • Dr. Benjamin Spock and the Baby BoomNarrative
  • The Sound of the SuburbsLesson (fromteachrock.org)
  • Levittown Videos, 1947-1957Primary Source
  • Critics of Postwar Culture: Jack Kerouac,On the Road(Excerpts), 1957Primary Source
  • The National Highway ActNarrative
  • Nam Paik,Electronic Superhighway, 1995Primary Source
  • William F. Buckley Jr. and the Conservative MovementNarrative
  • Sputnik and NASANarrative
  • Was Federal Spending on the Space Race Justified?Point-Counterpoint
  • Kennedy vs. Nixon: TV and PoliticsLesson (fromjfklibrary.org)
Additional Resources:

  • Chapter 13 Introductory Essay: 1945-1960
  • Eleanor Roosevelt and the United Nations Narrative
Unit 7 Essay Activity:
How did anti-communist foreign policy, the liberal welfare state, and American cultural values shape the postwar world from 1945 to 1960?
Option A: Explain the causes and effects of the Red Scare after World War II.
Through this inquiry, students will evaluate primary and secondary sources to explain the causes and effects of the Red Scare after World War II. Ultimately, students will use the primary and secondary sources in this chapter to practice constructing an essay, in AP Long Essay Question format, demonstrating their skills in explaining historical causation. Students should be evaluated using the AP Rubric. Assess students’ progress in understanding the compelling question for this chapter by assigning the Unit 7 Essay Activity.

Some components of this resource may contain terminology that is no longer used because the terms are recognized to be offensive or derogatory, and some components may contain images that would be considered offensive or derogatory today. These terms and images have been retained in their original usage in order to present them accurately in their historical context for student learning, including understanding why these are not acceptable today.