3.1 The truman doctrine and the marshall plan

Social sciences

History

Grade 9

The nuclear age and the cold war

Module 10

The truman doctrine and the marshall plan

Activity 1:

To historically research the cold war by the use of similarity and change, withdrawal of evidence and interpretations and conclusions from it: treaty organisations

[lo 1.1, 1.2, 1.3, 2.2, 3.1, 3.2, 3.3]

THE TRUMAN DOCTRINE AND THE MARSHALL PLAN

SOURCE A: An excerpt from the speech by President Truman regarding the Truman Doctrine, March 1947

At the present moment in world history nearly every nation must choose between alternative ways of life. The choice is too often not a free one.

One way of life is based upon the will of the majority and is distinguished by free institutions, representative government, free elections, guarantees of individual liberty, freedom of speech and religion and freedom from political oppression.

The second way of life is based upon the will of a minority forcibly imposed upon the majority. It relies upon terror and oppression, a controlled press and radio; fixed elections and the suppression of personal freedom.

I believe that it must be the policy of the United States to support free peoples who are resisting attempted subjugation by armed minorities or by outside pressures.

SOURCE B: Soviet reaction to the Marshall Plan of 1947, described by JN Westwood in Russian History 1812 - 1971

The Marshall Plan of 1947 was an anti-communist measure in so far that it was the Americans’ wish to offer assistance to the European economies that struggled with post-war problems. Their motivation was to discourage, in such a manner, the spread of communisim.

After the initial discussions, the USSR delegation, under the leadership of Molotov, walked out and Soviet pressure prevented the participation of Csechoslovakia. In the same year ... the world was irrevocably divided into two camps..

To replace the Komintern, the Kominform was formed to co-ordinate the policy-making of the most important European parties.

SOURCE C: NATO – Membership of NATO from Tydkringe by HGJ Lintveldt, et al . (free translation)

NATO officially came into being in April 1949. Apart from the USA and Canada, ten other countries were initially members of the joint defence pact, namely Britain, The Netherlands, Belgium, Luxembourg, Italy, Norway, Portugal, Denmark and Iceland.

The outbreak of the Korean War and the success of the Soviet Union in the development of the atom bomb … made the further enlargement of NATO’s military power in Europe necessary. Therefore Greece and Turkey joined NATO in 1952 despite objections by France and Western Germany.

• Answer the questions on the Cold War:

1. Study sources A and B. In source A Truman describes two ways of life. Use the sources and your knowledge to motivate which way of life was supported by the:

3.1) USA

3.2) USSR

2. In which way do sources A and B show, the difference in the approach between the USA and USSR concerning aid to European countries?

3. Study source C. Using the source and your knowledge, explain why the admission of West Germany to NATO was a problem.

4. Show evidence from source C that indicates that Russia’s activities forced NATO to increase its military power in Europe.

Assessment

Learning outcomes (LOs)

LO 1

Historical investigation

The learner is able to use research skills to investigate both the present and the past.

Assessment standards (ASs)

We know this when the learner:

1.1 investigates a topic by asking key questions and identifies a variety of relevant sources to explore

this topic [finding sources];

1.2 asks significant questions to evaluate the sources (e.g. to identify bias and stereotypes, omissions and gaps) [working with to sources];

1.3 analyses the information in sources [working with sources];

1.4 presents an independent line of argument in answering questions posed, and justifies (using evidence) the conclusions reached [answering the question];

1.5 communicates knowledge and understanding by constructing own interpretation and argument based on the historical sources; uses information technology where available and appropriate [communicating the answer].

LO 2

Knowledge and Understanding of History

The learner is able to demonstrate knowledge and understanding of history.

We know this when the learner:

2.1 places events, people and changes in the periods of history studied within chronological framework [chronology and time];

2.2 identifies categories of cause and effect (e.g. immediate and long-term, direct and indirect) [cause and effect];

2.3 explains and analyses the reasons for and results of events in history [cause and effect];

2.4 recognises that change and development does not always mean progress [change and continuity].

LO 3

Interpretation of History

The learner is able to interpret aspects of history.

We know this when the learner:

3.1 understands the contested nature of content, and that historians construct histories when writing about events from the past [source interpretation];

3.2 constructs an interpretation based on sources, giving reasons for own interpretation [source interpretation];

3.3 analyses issues which influence the way history has been written [influences on interpretation];

3.4 explains the ways in which symbols are used to remember events and people from the past, and how oral histories can contribute to our understanding of the symbols [representation of the past].