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

Unit Overview and Administrative Details

Unit Title: Unit $8$ : Cold War and Decolonization $1900$ – Present.
District: Marietta City Schools, $2024$ – $2025$ District Unit Planner.
MYP Year: $5$ .
Unit Duration: $12$ Hours.
Published Date: March $3$ , $2025$ .
Note on Resources: Materials and assessments not linked to the Student Growth Objective (SGO) or unit planner undergo review at the local school level.

Georgia Department of Education Standards (SSWH20)

Core Standard (SSWH20): Students must demonstrate a comprehensive understanding of the global social, economic, and political impact of the Cold War and decolonization occurring from $1945$ to $1989$ .
Sub-Standard (SSWH20.a): Explain the arms race, with specific focus on:
* The development and proliferation of nuclear weapons.
* International efforts and treaties aimed at limiting the spread of nuclear weapons.
Sub-Standard (SSWH20.b): Describe the historical formation of the state of Israel and the subsequent/ongoing Arab-Israeli Conflict.
Sub-Standard (SSWH20.c): Analyze the rise of nationalism and revolutionary movements across:
* Asia: Specifically citing India and China.
* Africa: Examining continental independence movements.
Sub-Standard (SSWH20.d): Analyze opposition movements targeted at existing political systems, including:
    * The anti-apartheid movement in South Africa.
    * The Tiananmen Square protests in China.
    * The fall of the Berlin Wall and its implications.

College Board Unit 8 Learning Objectives

Learning Objective A: Explain the broader historical context of the Cold War following the conclusion of World War II in $1945$ .
Learning Objective B: Explain the underlying causes and subsequent effects of the ideological struggle characterizing the Cold War.
Learning Objective C: Compare the specific strategies the United States and the Soviet Union utilized to maintain and expand their influence during the Cold War.
Learning Objective D: Explain the causes of China's move toward communism and the consequences of its adoption.
Learning Objective E: Explain the causes and effects of various movements intended to redistribute economic resources during this period.
Learning Objective F: Compare the diverse processes by which different populations pursued independence after $1900$ .
Learning Objective G: Explain how political shifts between c. $1900$ and the present resulted in territorial, demographic, and nationalist developments.
Learning Objective H: Explain the economic changes and continuities that emerged from the process of decolonization.
Learning Objective I: Explain the various reactions and resistances to existing power structures following $1900$ .
Learning Objective J: Explain the multifaceted causes leading to the end of the Cold War.
Learning Objective K: Explain the extent to which the Cold War had similar effects in the Eastern and Western Hemispheres.

Skills for Mastery: Information Processing, Geography, and Literacy

Information Processing Skills:
    1. Compare similarities and differences across historical events and structures.
    2. Identify specific issues or problems and propose alternative solutions.
    3. Interpret and analyze political cartoons to understand contemporary perspectives.
Map and Globe Skills:
    * Skill $6$ : Utilize map keys and legends to acquire data from historical, physical, political, resource, product, and economic maps.
    * Skill $8$ : Formulate generalizations and draw logical conclusions based on map-derived information.
    * Skill $10$ : Compare maps representing the same geography at different temporal points to determine changes, identify trends, and generalize about human activities.
Literacy Standards:
    * L9-10RHSS3: Perform detailed analysis of a series of events in a text to determine if earlier events were causal or merely preceded later ones.
    * L9-10RHSS9: Compare and contrast the treatment of identical topics across multiple primary and secondary sources.
    * L9-10WHST1: Construct arguments focused on discipline-specific historical content.
    * L9-10WHST2: Write informative or explanatory texts summarizing historical events or technical processes.

IB MYP Framework: Concepts and Global Context

Key Concept: Change: Defined as a conversion, transformation, or movement from one form, state, or value to another. Inquiry focuses on understanding and evaluating the causes, processes, and consequences of these shifts.
Related Concepts:
    * Conflict.
    * Ideology.
    * Significance.
Global Context: Globalization and Sustainability: Focuses on the interconnectedness of human-made systems and communities. Students explore the relationship between local and global processes, how local experiences mediate global trends, and the impact of decision-making on both humankind and the environment.
Statement of Inquiry: "Political and social perspectives on the process and effects of globalization reflect circumstances and values."
Inquiry Questions:
    * Factual: What were the root causes of the Cold War? What were the reasons for decolonization across Africa and Asia between $1950$ and $1980$ ?
    * Conceptual: How did the role of the United States change globally due to the Cold War? In what ways were newly independent states created in the latter half of the $20$ th century?
    * Debatable: To what extent did Cold War dynamics influence the specific patterns of decolonization in Africa and Asia?

Assessment Tasks and Performance Criteria

MYP Assessment Objectives: Criterion A (Investigating), Criterion B (Investigating), Criterion C (Communicating), and Criterion D (Thinking Critically).
Summative Assessment: End of the Cold War DBQ Activity:
    * Core Question: To what extent was the end of the Soviet Union due to political changes made by the government?
    * Task Requirements:
        * Develop 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 $7$ provided documents.
        * For a minimum of $3$ documents, explain how or why the document’s point of view (POV), purpose, historical situation, and/or audience is relevant to the argument.
        * Corroborate, qualify, or modify the argument using evidence.
Formative Assessment: Unit $8$ Vocabulary Quiz, requiring students to complete a chart utilizing unit-specific terminology.
Approaches to Learning (ATL): Thinking cluster; specifically the skill of Transfer. Students must make connections between different subject groups and disciplines (e.g., through Short Answer Question [SAQ] practice).

Learning Experiences and Instructional Strategies

Activity 1: Development of New States - Von Laue Westernization SAQ:
* Students utilize an excerpt from The World Revolution of Westernization ( $1987$ ) by historian Theodore von Laue to complete an SAQ.
Activity 2: New States in Late $20$ th Century SAQ:
* Students respond to prompts regarding the emergence of new states in the late $20$ th century based on prior knowledge and unit information.
Personalization and Differentiation Strategies:
    * Teachers provide overviews of content and guided instruction.
    * Flexibility in timing (additional time) and peer-to-peer support mechanisms.
    * Use of small flexible groups to assist struggling students.
Content Resources: Students are directed to use Quizlet for learning and reviewing unit-specific vocabulary terms.