Mywebquest

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A WebQuest for 11th Grade U.S. History

Designed by

Brittany [email protected]

Based on a template from The WebQuest Page

The Second Red Scare

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Introduction

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[Teacher Page] Introduction

The 1950s was an uncertain time. This was the time of the Second Red Scare and McCarthyism. Many people believe that some of the activities that took place because of the intense fear of the American public during this time and the irresponsibility of people in government, caused injustices. In this activity you will be reading about the 1950s and deciding whether acts should be passed, vetoed, or amended based on the time period and based on being a just government. This is how you will decide if our government during the time was behaving in an upstanding manner!

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The Task

You are to read about the Red Scare, McCarthyism, HUAC, the Rosenbergs, and the Hollywood 10 to understand what was happening during the early 1950s. After this you are to read through the three acts passed during this time. Your job is to be President Truman. He had to pass, veto, or amend each of these acts based on whether the acts were justifiable for the time period. If you think that they are not justifiable then it is your job to either amend the act or completely veto it. If you agree with the act, you can pass it. No matter what you decide you have to have a well thought out reason for doing so.

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[Teacher Page]

1. You’ll be assigned a group of three2. You will then take on the role of being President Truman3. You will have to read through the turbulent times he was dealing with in the

early 50s 4. First read about the Second Red Scare, think about how you would feel during

this time if you were living in the United States. 5. Next read about McCarthyism and think about his motivations for his actions. 6. Then read about HUAC. Was this a necessary committee for the time period? 7. Read about the Hollywood 10. Were these people victims? 8. Then read about the Rosenbergs. This one is tricky, were these two victims?

Julius Rosenberg Ethel Rosenberg The Story After The Trial

9. Next read about the Smith Act.10. Discuss as a group. Should you veto, accept, or amend this act? Remember

you’re President Truman. 11. Nest read about the McCarran Internal Security Act.12. Discuss as a group. Should you veto, accept, or amend this act?13. Next read about the Communist Control Act.14. Discuss as a group. Should you veto, accept or amend this act?15. Once you have decided what you think about each act, fill out the worksheet

you have been handed with what you have decided. You may choose to do this as you go.

16. Next grab a poster board and markers. In a creative way show what you have chosen for each act, so you can present it to the class. Come to me if you need any help with this part!

17. Remember this activity is suppose to be fun and there are no wrong answers, so be creative!

The Process

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[Teacher Page] EvaluationExample:

Making A Poster : Poster Presentation

Student Name: ________________________________________

CATEGORY 4 3 2 1

Knowledge Gained

Student can accurately answer all questions related to facts in the poster and processes used to create the poster.

Student can accurately answer most questions related to facts in the poster and processes used to create the poster.

Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.

Student appears to have insufficient knowledge about the facts or processes used in the poster.

Originality Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the poster reflect student creativity in their creation and/or display.

The graphics are made by the student, but are based on the designs or ideas of others.

No graphics made by the student are included.

Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others

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[Teacher Page] Conclusion

Hopefully by the end of this you will have learned a little about the culture of the early 1950s. It was a scary time for many Americans and a lot of what happened was out of fear. Also you should have learned a little bit about the lawmaking process. Its hard to be the President, don’t you think? Having to do what is right and keep everyone happy at the same time. It’s not an easy task.

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[Teacher Page] Credits & References

Websites used:1. http://iws.ccccd.edu/kwilkison/Online1302home/20th%20Century/redscare.html2. http://www.encyclomedia.com/mccarthyism.html 3. http://www.nps.gov/archive/elro/glossary/huac.htm4. http://www.spartacus.schoolnet.co.uk/USAhollywood10.htm5. http://www.law.umkc.edu/faculty/projects/ftrials/rosenb/ROS_BJRO.HTM 6. http://www.law.umkc.edu/faculty/projects/ftrials/rosenb/ros_bero.htm7.http://www.foxnews.com/story/0,2933,421321,00.html 8. http://www.bc.edu/bc_org/avp/cas/comm/free_speech/smithactof1940.html9. http://www.multied.com/documents/McCarran.html10. http://tucnak.fsv.cuni.cz/~calda/Documents/1950s/Communist_54.html

Picture: http://www.law.umkc.edu/faculty/projects/ftrials/rosenb/Ros_ph2c.htm

The WebQuest Page The WebQuest Slideshare Group

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Teacher Page

A WebQuest for 11th Grade U.S. History

Designed by

Brittany [email protected]

Based on a template from The WebQuest Page

Evaluation

Teacher Script

Conclusion

Second Red Scare (Teacher)

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Introduction (Teacher)

This project was developed by the Colorado State University Education Department as a part of teaching the effectiveness of the Webquest to future teachers!

This Webquest is meant to show students what was happening during the 1950s. It will hopefully show them how fear from the American public can effect politics and laws. They will also be asked to determine whether the laws passed during this time that had to do with the Red Scare should be passed, amended, or vetoed based on their role as President Truman. They will then be asked to share their findings with the class.

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Learners (Teacher)

The grade level this is designed for is 11th graders studying U.S. History. It implements some Civics in its teachings.

The learner may need to know something about the ways bills are passed. Just a brief overview will do. A little background knowledge about the First Red Scare and Communism would also be beneficial.

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Social Studies Standards Addressed1. Students understand the chronological organization ofhistory and know how to organize events and people intomajor eras to identify and explain historical relationships.2. Students know how to use the processes and resources ofhistorical inquiry*.3. Students understand that societies* are diverse* and havechanged over time.5. Students understand political institutions and theories thathave developed and changed over time.6. Students know that religious and philosophical ideas havebeen powerful forces throughout history.

Also students will exercise teamwork, compromise, and critical thinking skills to achieve an outcome for this project as well. They will learn a little bit of how the executive branch works in their roles as President Truman.

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Curriculum Standards (Teacher)

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The Process (Teacher)

1. Put them in groups of three based on their leaning levels (i.e. one high level learner, one middle level learner, and one lower level learner)

2. You will tell them that they are to take on the role of being President Truman3. They will have to read through the turbulent times he was dealing with in the

early 50s from the webpages listed on this slide.4. They will first read about the Second Red Scare, 5. Next they will read about McCarthyism 6. Then they will read about HUAC.7. They will read about the Hollywood 10.8. Then they will read about the Rosenbergs.

Julius Rosenberg Ethel Rosenberg The Story After The Trial

9. Next they read about the Smith Act.10. They will discuss as a group whether they should veto, accept, or amend this

act in their roles as the president. 11. Nest they will read about the McCarran Internal Security Act.12. They will discuss as a group whether they should veto, accept, or amend this

act.13. Next they read about the Communist Control Act.14. They will again discuss as a group whether they should veto, accept or

amend this act,15. Once they have decided what they think about each act, they will fill out the

worksheet you have handed them with what they have decided. You may choose to do have them do this as they go.

16. Let them grab a poster board and markers, so they can make their poster to present to the class!

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Resources (Teacher)

What is needed for this project:•Worksheet that will aide the students in developing their ideas for each act that they are deciding on and that they will turn in, that states what they think should be done with each act•Posters•Markers•Computers (at least one for each group)

Websites used:1. http://iws.ccccd.edu/kwilkison/Online1302home/20th%20Century/redscare.html2. http://www.encyclomedia.com/mccarthyism.html 3. http://www.nps.gov/archive/elro/glossary/huac.htm4. http://www.spartacus.schoolnet.co.uk/USAhollywood10.htm5. http://www.law.umkc.edu/faculty/projects/ftrials/rosenb/ROS_BJRO.HTM 6. http://www.law.umkc.edu/faculty/projects/ftrials/rosenb/ros_bero.htm7.http://www.foxnews.com/story/0,2933,421321,00.html 8. http://www.bc.edu/bc_org/avp/cas/comm/free_speech/smithactof1940.html9. http://www.multied.com/documents/McCarran.html10. http://tucnak.fsv.cuni.cz/~calda/Documents/1950s/Communist_54.html



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Evaluation (Teacher)

Making A Poster : Poster Presentation

Student Name: ________________________________________

CATEGORY 4 3 2 1

Knowledge Gained

Student can accurately answer all questions related to facts in the poster and processes used to create the poster.

Student can accurately answer most questions related to facts in the poster and processes used to create the poster.

Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster.

Student appears to have insufficient knowledge about the facts or processes used in the poster.

Originality Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display.

One or two of the graphics used on the poster reflect student creativity in their creation and/or display.

The graphics are made by the student, but are based on the designs or ideas of others.

No graphics made by the student are included.

Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Use of Class Time

Used time well during each class period. Focused on getting the project done. Never distracted others.

Used time well during each class period. Usually focused on getting the project done and never distracted others.

Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others.

Did not use class time to focus on the project OR often distracted others

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Teacher Script (Teacher)

1. Divide the students into groups of threes2. Give each of the groups a computer or use the library3. Read through the Introduction and the Tasks with the students. Ask if there

are any questions so far.4. Ask the students to read through the process. While they are reading hand

out the worksheet they will need to complete their task.5. Ask if they have any questions about what they need to be doing.6. Tell them to start and if they run into any questions you are there to help.7. Walk around answering questions, this is also the time to get the posters

and markers out. If you have done this before, maybe show an example of a previous classes poster.

8. Monitor the activity in the classroom make sure each student is on task.9. After they are done with their worksheets, get them going on their posters.10.This activity may take two class periods to complete, so monitor progress

accordingly.11.Give them some time at the beginning of the next class period to finish their

posters .12. After this have them present their posters to the class. 13.You may want the class to vote on whether they agree with the laws their

classmates have made.14. Wrap up. Ask them if it was hard to take on the role of president at such a

turbulent time in history. Discuss what it would be like living through this time of fear and if they see any commonalities between the Second Red Scare and what happened after 9/11 concerning terrorists.

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Conclusion (Teacher)

This lesson will hopefully teach the students about the importance of laws in this country. It should show them how people can tend to overreact during times of increased fearfulness and how this fear can lead to unjust acts occurring, maybe even unjust laws. It will hopefully show the students that it is hard to keep the country happy as a president. It will also show them a little bit about how laws are passed through the executive branch of government.

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Credits & References (Teacher)

Websites used:1. http://iws.ccccd.edu/kwilkison/Online1302home/20th%20Century/redscare.html2. http://www.encyclomedia.com/mccarthyism.html 3. http://www.nps.gov/archive/elro/glossary/huac.htm4. http://www.spartacus.schoolnet.co.uk/USAhollywood10.htm5. http://www.law.umkc.edu/faculty/projects/ftrials/rosenb/ROS_BJRO.HTM 6. http://www.law.umkc.edu/faculty/projects/ftrials/rosenb/ros_bero.htm 7.http://www.foxnews.com/story/0,2933,421321,00.html 8. http://www.bc.edu/bc_org/avp/cas/comm/free_speech/smithactof1940.html9. http://www.multied.com/documents/McCarran.html10. http://tucnak.fsv.cuni.cz/~calda/Documents/1950s/Communist_54.html



Mywebquest

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