AP World History Unit 8: Cold War and Decolonization (1900-Present) Study Notes

Unit Title: Unit 8: Cold War and Decolonization $1900$ - Present
District Unit Planner: Marietta City Schools $2024$ – $2025$
MYP Year: $5$
Unit Duration: $12$ Hours
Timeline Focus: The unit focuses on the global social, economic, and political impact of the Cold War and decolonization specifically from $1945$ to $1989$ .

SSWH20: Demonstrate an understanding of the global social, economic, and political impact of the Cold War and decolonization from $1945$ to $1989$ .
    * a. Explain the arms race, including the development of nuclear weapons and specific efforts made to limit the spread of nuclear weapons.
    * b. Describe the formation of the state of Israel and the subsequent Arab-Israeli Conflict.
    * c. Analyze the rise of nationalism and revolutionary movements across Asia (specifically highlighting India and China) and Africa.
    * d. Analyze opposition movements directed at existing political systems, including anti-apartheid, the Tiananmen Square protests, and the fall of the Berlin Wall.

Unit 8 Learning Objective A: Explain the historical context of the Cold War after $1945$ .
Unit 8 Learning Objective B: Explain the causes and effects of the ideological struggle characterizing the Cold War.
Unit 8 Learning Objective C: Compare the strategies and methods by which the United States and the Soviet Union sought to maintain and extend influence throughout the Cold War.
Unit 8 Learning Objective D: Explain the specific causes and consequences of China’s adoption of communism.
Unit 8 Learning Objective E: Explain the causes and effects of movements aimed at the redistribution of economic resources.
Unit 8 Learning Objective F: Compare the various processes utilized by different peoples to pursue independence after $1900$ .
Unit 8 Learning Objective G: Explain how political shifts between c. $1900$ and the present resulted in territorial, demographic, and nationalist developments.
Unit 8 Learning Objective H: Explain the economic changes and continuities that emerged from the process of decolonization.
Unit 8 Learning Objective I: Explain various reactions to established power structures in the period following $1900$ .
Unit 8 Learning Objective J: Explain the underlying causes for the end of the Cold War.
Unit 8 Learning Objective K: Explain the extent to which the effects of the Cold War remained similar in both the Eastern and Western Hemispheres.

Key Concept (Change): Change is defined as a conversion, transformation, or movement from one form, state, or value to another. Inquiry into change necessitates an understanding and evaluation of its causes, processes, and long-term consequences.
Related Concepts:
    * Conflict
    * Ideology
    * Significance
Global Context (Globalization and Sustainability): Students explore the interconnectedness of human-made systems and communities. This includes the relationship between local and global processes, how local experiences mediate global trends, and reflection on commonality, diversity, and the impact of decision-making on humankind and environments.
Statement of Inquiry: "Political and social perspectives on the process and effects of globalization reflect circumstances and values."

Factual Questions:
* What were the root causes of the Cold War?
* What were the specific reasons for decolonization across Africa and Asia during the timeframe of $1950$ - $1980$ ?
Conceptual Questions:
* How did the role of the United States change throughout the world as a result of the Cold War?
* In what ways were newly independent states created during the second half of the $20^{th}$ century?
Debatable Question:
* To what extent did the dynamics of the Cold War influence the patterns of decolonization across Africa and Asia?

$6.$ Use map keys/legends to acquire information from historical, physical, political, resource, product, and economic maps.
$8.$ Draw conclusions and make generalizations based on map data.
$10.$ Compare maps of the same location at different points in time and from different perspectives to identify trends, determine changes, and generalize about human activities.

L9-10RHSS3: Analyze a series of events in detail from a text; determine if earlier events caused later ones or merely preceded them.
L9-10RHSS9: Compare and contrast the treatment of the same topic across multiple primary and secondary sources.
L9-10WHST1: Write arguments focused on discipline-specific content.
L9-10WHST2: Write informative/explanatory texts, including historical narrations, scientific procedures, or technical processes.

Objective: Students address the prompt: "To what extent was the end of the Soviet Union due to political changes made by the government?"
Requirements:
    * Respond with a historically defensible thesis or claim establishing a line of reasoning.
    * Describe the broader historical context relevant to the prompt.
    * Support the argument using evidence from at least $7$ documents.
    * For at least $3$ documents, explain how or why the document's point of view, purpose, historical situation, and/or audience is relevant to the argument.
    * Use evidence to corroborate, qualify, or modify an argument that addresses the prompt.

Unit 8 Vocab Quiz: Students complete a chart featuring essential vocabulary words from the unit.
Development of New States - Theodore von Laue SAQ:
* Students use an excerpt from the $1987$ source "The World Revolution of Westernization" by historian Theodore von Laue.
* Assignment: Short Answer Question (SAQ) practice.
New States in Late $20^{th}$ Century SAQ:
* Students answer prompts based on acquired knowledge of the formation and characteristics of new states in the late $20^{th}$ century.
ATL Category (Thinking): Focus on "Transfer" skills, specifically making connections between subject groups and disciplines using SAQ practice.

Content Resources: Quizlet is utilized for individual or group study of vocabulary terms.
Personalized Learning and Differentiation:
    * Teacher-provided content overviews and guided instruction.
    * Allotment of additional time for tasks.
    * Peer-to-peer support systems.
    * Utilization of small, flexible groups to assist struggling students.