Harry S. Truman Presidential Library & Museum

Cold War competition for power
Mary Ann Wilson
Global Studies: Honors 10th Grade
Berlin Airlift
Atomic Bomb
Baruch Plan
Acheson-Lilienthal Report
Atomic Bomb
Marshall Plan
Cold War

Grade Levels:

Classroom/Homework Activity to be performed:

Cooperative learning through document analysis


Summarize the worldwide efforts of the Cold War, including the competition for power between the United States and the Soviet Union

District, state, or national performance and knowledge standards/goals/skills met:

South Carolina Social Studies Standards: Global Studies 6.2


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 of the Era of World War (1914-1945).

4. (A) analyzes the causes and immediate consequences of WWII (e.g., German, Italian, and Japanese aggression; failure of the League of Nations; appeasement; development of American, British-Soviet alliance; Holocaust; Nanjing; introduction of nuclear weapons; war crime trials).


Secondary materials (book, article, video documentary, etc.) needed:


Primary materials (book, article, video documentary, etc.) needed:

Pres. Truman's Address to the Nation on Sept.23, 1949 and Oct. 13 1949 Kissenger Report of Dec. 1951 "Soviet Strategies with Possible U.S. Countermeasures"

Technology Required:

None Needed

Full description of activity or assignment.

Activitiy 1: Read Pres. Truman's Address to the Nation on Sept.23, 1949 and Oct. 13 1949. Have students find and interview someone who remembers this event. Have them record this in a one-page paper. Ask them to ask questions such as:

1. What were you doing and did it change how you viewed the world?

2. What did the adults in the community say that might have helped you cope with any fears that you may have had?

3. Did you agree/disagree with the implementation of the nuclear age? 4. How did you feel when you found out that a nuclear facility was coming to our community?

5. others?

Activity 2: Present the following report as if the students are Kissenger reporting to the president. Have them interpret the report (with help) and then debate the issue with the president. The student will read the Kissenger Report of Dec. 1951 "Soviet Strategies with Possible U.S. Countermeasures" In pairs, with one student choosing the Soviet strategies and the other choosing the U. S. response, the students will create a chart that analyzes the U. S. position. They will then present this information for debate on the pro's and con's with the president.


TSWBAT describe the development of the Savannah River Plant, under the direction of Dupont, as the focal point in the product of tritium, an integral component in the "Super Bomb" Project: The student will create, in groups of 4-5, a technologically oriented presentation that analyzes the impact of the Savannah River Site socially, geographically, politically, economically, and environmentally on the Central Savannah Regional Area. The student groups will examine this in a two-part process:

1. The first part should focus on the time from the inception of the plant in 1950 until the end of the Cold War and the shut down of the reactors, which occurred at about the same time (1990-1991).

 2. The second part should cover the same categories but should look at a comparison to the present dayâ??2006. How have things changed or not changed for this community with the presence of SRS? Needed Vocabulary: Atomic Bomb Achenson-Lilienthal Report Baruch Plan Atomic Energy Commission Berlin Crisis Marshal Plan Truman Doctrine Iron Curtain Communism Korean War People: Dean Achenson Robert Oppenheimer David Lilienthal Harry Truman Winston Churchill Joseph Stalin