South Carolina State Standards for Global Studies:
- infer the difference between the ideologies of Communism, Democracy, Fascism, Nazism and describe the impact of the particular leaders who represented each of these particular styles of government during the 20th century.
- analyze the long-lasting effect of the World War II, including the Holocaust, the moral implications of modern military technology (atomic bomb), the human costs of war, and the establishment of democratic and communist governments throughout Europe and Asia; propose solutions to these problems.
- demonstrate an understanding of the effects of economic, geographic, and political interactions that have taken place throughout the world from the period of the Cold War to the present day
- summarize the effects of the Cold War, including the competition for power between the U. S. and the USSR.
2. Continuity and change in the history of Missouri, the United States and the world
6. Relationships of the individual and groups to institutions and cultural traditions
7. The use of tools of social science inquiry (such as surveys, statistics, maps, documents)
Benchmark 3: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990).
1. (K) explains why the United States emerged as a superpower as the result of World War II.
2.(A) analyzes the origins of the Cold War (e.g., establishment of the Soviet Bloc, Mao’s victory in China, Marshall Plan, Berlin Blockade, Iron Curtain).
3. (A) evaluates the foreign policies of Truman and Eisenhower during the Cold War (e.g., establishment of the United Nations, containment, NATO, Truman Doctrine, Berlin Blockade, Korean War, Iron Curtain, U-2 incident).
Benchmark 5: The student engages in historical thinking skills.
1. (A) analyzes a theme in United States history to explain patterns of continuity and change over time.
2. (A) develops historical questions on a specific topic in United States history and analyzes the evidence in primary source documents to speculate on the answers.
3. (A) uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historical-based conclusion).
4. (A) compares competing historical narratives in United States history by contrasting different historians’ choice of questions, use of sources, and points of view, in order to demonstrate how these factors contribute to different interpretations.