Document 1) Churchill overview
Document 2) Churchill and the Cold War—2nd paragraph, “Iron curtain speech”
Document 3) Letter from Eisenhower
Documents from the Russian Archives
Document 4) Overview, Ukrainian famine
Document 5) Politburo letter—Ukrainian famine
Document 6) Overview—Russian censorship
Document 7) Letter Exposing Imperialist Policies
Cartoons and images
Document 8) Cartoon, private lot
Document 9) Cartoon, wait for me
Document 10) Cartoon, Communist Paradise
Document 11) Cartoon, Tombstone
Note: Teacher should explain the difference between primary and secondary sources, and the student should be encouraged to identify each link as being either a primary or secondary source.
Refer to the following questions as a guide for viewing the LOC documents throughout the lesson. A short written answer to each question is helpful for following activities.
Churchill clearly believed in the concept of an Iron Curtain. Was he alone in this perception? Who else shared this belief? Explain.
How might actions such as the Ukrainian famine influence American perceptions of Russian Communism?
Is the concept of the “Union of Writers” (in effect a propaganda instrument) in any way consistent with First amendment of the American Constitution? How might the very existence of such an organization influence American thought about Communism? Explain.
The cartoons presented here were all written after the dramatic events that surrounded the demise of Communism in 1989. What do they say about the perception of Communism within Communist countries?
Activities –assigned for homework
1) Short Essay—5 points
The Soviet government always maintained that it was a movement for the people. Based on the available documents, are the Soviet actions consistent with the American concept of a “government of the People, by the people and for the people?”
2) Draw a cartoon about communism and the Cold War. Your cartoon can be subjective and somewhat open-ended. However, some useful topics for your cartoon might include any of the following:
Civil Liberties (or lack thereof)
Perceptions of Communism in the United States
Perceptions of Communism in the Soviet Union
Rubric for short essay
Answers and total point values may vary, but a useful rubric might include the following:
5 points—Excellent. The student uses information from the LOC, draws a conclusion, defends it admirably and shows a strong, fluid writing style with no major errors.
4 points—Good. The student draws a conclusion but either does not defend it thoroughly or can not express it well in writing.
3 points—Average. The student draws a conclusion, but either has errors, is not terribly original or has some fundamental flaws in writing.
2 points—barely passing. The student has identified some elements of a conclusion but can support it well and/or very poor writing style.
1 point—failing. The student has absolutely minimal information.
0 points—The student either does not submit an essay or submits work that is plagiarized, or of obviously inferior quality or quantity.
Note: If teacher desires, the essay may be tripled in point value to match the value for the cartoon
Rubric for Cartoon
Cartoons and grading can vary, but a useful rubric might include the following
5 points 3 points 1 point 0 points
Student clearly demonstrates Theme is clear, tangible, relevant Theme present, reader Theme present but poorly non-existent
a theme related to class. No guesswork required when reading must make guesses demonstrated and highly
as to content unclear
Student’s drawing clearly Cartoon clearly shows relationship between Cartoon shows ideology Ideology is barely present non-existent
demonstrates a relationship among competing ideologies in the Cold War but interaction is
various issues in the Cold War. questionable
The student must be able to show Cartoon clearly shows student’s originality Cartoon shows student Minimal interaction and/or non-existent
that he/she is not simply reciting and deliberate interaction with the materials. is interacting but perhaps engagement
facts but is actively engaged in The student is clearly actively engaged. not fully engaged.
the learning process by making
an original point.