ANALYZE THE SOURCE CHAPTER 15 • LESSON 1

ESSENTIAL QUESTION Fallout Shelters

What challenges may
countries face as a result
of war? DIRECTIONS: Use the image to answer the questions.

EXPLORE THE CONTEXT: During the 1950s, the United States and the Soviet

Universal Images Group/SuperStock

Union entered into a heightened era of tension. As both countries built their
stores of nuclear weapons, the threat of a nuclear war increased. During the
presidency of Dwight D. Eisenhower, the Federal Civil Defense Administration
distributed information to Americans about what to do in case of a nuclear
attack. People were urged to build fallout shelters, underground bunkers that
would provide protection from a nuclear bomb’s radiation. Fallout is the
nuclear material left in the atmosphere after a nuclear blast. Photographs like
this one showed kind of shelters homeowners built in their backyards.

PRIMARY SOURCE: PHOTOGRAPH

1 D
 ETERMINING CONTEXT What events of the 1950s made it necessary
Copyright © McGraw-Hill Education

for the U.S. government to distribute information like this image?

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 2A R
 ELATING EVENTS This photograph was taken only about a decade after the end of World
War II. How do you think living through that conflict affected how Americans responded to
Cold War threats?

2B INFERRING At the time, Americans were going through a “Red Scare.” How do you think
receiving information like this could affect people’s opinions on the spread of communism?

3 D
 ESCRIBING How does this image show what people would need in order to protect
themselves?

4 D
 RAWING CONCLUSIONS How would you describe the mood of the people in the image?
Why do you think they are feeling this way?

5  CIVICS Governments often release public service announcements (PSA s) to educate the
Copyright © McGraw-Hill Education

people about issues, like advice for building a fallout shelter. What do creators of PSA s have to
keep in mind as they plan their message?

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ANALYZE THE SOURCE CHAPTER 15 • LESSON 1

ESSENTIAL QUESTION Thatcher on the Soviet Union

What challenges may
countries face as a result of DIRECTIONS: Use the text to answer the questions.
war?
EXPLORE THE CONTEXT: In the 1960s and 1970s, two of Great Britain’s main

Thatcher, Margaret. 1976. “Britain Awake” - Speech at Kensington Town Hall. January 19, 1976. Reprinted by Margaret Thatcher Foundation.
parties, the Conservative Party and Labour Party, took power at different times. In
1979, the Conservatives came to power under Prime Minister Margaret Thatcher.
Reflecting the values of her party, Thatcher cut social welfare programs and
focused on privatization. She also supported a stronger military presence for
Great Britain. This text excerpt is from a speech she gave on the growing threat
the Soviet Union presented to Western Europe and the United States.

PRIMARY SOURCE: SPEECH

“ We in Britain cannot opt out of the world.

If we cannot understand why the Russians are rapidly becoming the greatest naval
and military power the world has ever seen[,] if we cannot draw the lesson of what
they tried to do in Portugal and are now trying to do in Angola[,] then we are
destined—in their words—to end up on ‘the scrap heap of history’.


We look to our alliance with American and NATO as the main guarantee of our own
security and, in the world beyond Europe, the United States is still the prime
champion of freedom.


But we are all aware of how the bitter experience of Vietnam has changed the
public mood in America. We are also aware of the circumstances that inhibit action
by an American president in an election year.


So it is more vital than ever that each and every one of us within NATO should
contribute his proper share to the defense of freedom.


Britain, with her world-wide experience of diplomacy and defense, has a special role to
play. We in the Conservative Party are determined that Britain should fulfil that role.
VOCABULARY

We’re not harking back to some nostalgic illusion about Britain’s role in the past.
We’re saying—Britain has a part to play now, a part to play for the future.

opt out: to choose not to participate
inhibit: to prevent
harking back: remembering the past
nostalgic: having happy memories of the past

The advance of Communist power threatens our whole way of life. That advance is not
irreversible, providing that we take the necessary measures now. But the longer that
we go on running down our means of survival, the harder it will be to catch up.

In other words: the longer Labour remains in Government, the more vulnerable this
country will be.…


vulnerable: easy to attack This is not a moment when anyone with the interests of this country at heart should
be talking about cutting our defenses.


It is a time when we urgently need to strengthen our defenses.
Of course this places a burden on us. But it is one that we must be willing to bear if
we want our freedom to survive.
Copyright © McGraw-Hill Education


Throughout our history, we have carried the torch for freedom. Now, as I travel the
world, I find people asking again and again, “What has happened to Britain?” They
want to know why we are hiding our heads in the sand, why with all our
experience, we are not giving a lead.
”
Source— Margaret Thatcher, Speech at Kensington Town Hall,
January 19, 1976

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 1 DETERMINING
 CONTEXT According to Thatcher, how was the Cold War threatening Britain?

2A DETERMINING
 CENTRAL IDEAS What was Thatcher proposing as a solution to the problem
posed by the Soviet Union?

2B IDENTIFYING
 ISSUES How did Thatcher’s goals differ from those of the Labour Party?

3  HISTORY NATO (the North Atlantic Treaty Organization) is an alliance of Western European and
North American countries that assist each other with security concerns. What role did Thatcher
think NATO should play in the Cold War conflict?

4 EVALUATING
 ARGUMENTS How does Thatcher use Britain’s past to appeal to her audience?

5 INFERRING
 A newspaper in the Soviet Union called this Thatcher’s “Iron Lady” speech. Why
do you think they named it that?
Copyright © McGraw-Hill Education

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ANALYZE THE SOURCE CHAPTER 15 • LESSON 2

ESSENTIAL QUESTION Soviet Propaganda

What challenges may
countries face as a result
DIRECTIONS: Use the image to answer the questions.
of war?
EXPLORE THE CONTEXT: During the Cold War, both the Soviet Union and its

Heritage Image Partnership Ltd/Alamy Stock Photo

foes in the West made use of propaganda. Propaganda is information that is
purposely biased in order to promote a certain way of thinking. It can take the
form of biased news reports, patriotic rallies, or images that celebrate one way
of thinking over another. Many posters produced in the Soviet Union at the
time showed positive portrayals of life under Communist rule and negative
images of Western leaders. In the poster below, the text reads, “For lasting
peace! For people’s democracy! Against incendiaries [people who start
conflicts] of new war!”

PRIMARY SOURCE: POSTER

1A D
 ETERMINING CONTEXT This poster was created in 1949. What was life
like in the Soviet Union at the time?
Copyright © McGraw-Hill Education

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 1B D
 ETERMINING POINTS OF VIEW What message does this poster have about the Soviet
Union?

2 A
 NALYZING Describe how the artist has illustrated the Soviet people in the poster. What do
you think the artist was trying to communicate about the people? How does that contrast with
the reality of the era?

3A IDENTIFYING BIAS The characters at the bottom right of the poster represent the United
Kingdom and the United States. How does the poster show bias against these countries?

3B A
 NALYZING Who is the artist talking about with the word incendiaries? What effect would using
this word have on the artist’s audience?

4  CIVICS Why do you think governments make greater use of propaganda during times of
conflict?
Copyright © McGraw-Hill Education

Chapter 15   403
ANALYZE THE SOURCE
ESSENTIAL QUESTION
What challenges may
countries face as a result
of war?
VOCABULARY
fraught with: filled with (something bad)
evokes: brings to mind
indignation: anger at something unfair
irreparable: unable to be fixed
conflagration: a destructive fire or war
404  It’s All Online! Chapter 15
CHAPTER 15 • LESSON 2
Khrushchev on the Cuban Missile
Crisis
DIRECTIONS: Use the text to answer the questions.
Reprinted 2001 by Thomas Fensch. The Kennedy-Khrushchev Letters. The Woodlands, Texas: New Century Books.
Khrushchev, Nikita. 1961. Telegram From the Embassy in the Soviet Union to the Department of State. Moscow, April 18, 1961.
EXPLORE THE CONTEXT: A revolution in Cuba in 1959 resulted in the overthrow
of President Fulgencio Batista and the establishment of a Communist
government, headed by Fidel Castro. As Cuba and the United States ended their
relationship and Castro developed ties to the Soviet Union, the American
government became concerned. In the spring of 1961, U.S. president John F.
Kennedy approved the CIA’s secret plan to invade Cuba and overthrow Castro.
Known as the Bay of Pigs invasion because of the entry point in a Cuban port of
the name, the attack quickly went wrong for the United States. Just two days
after American forces landed at the Bay of Pigs on April 17, 1961, the Cubans
defeated them. In the telegram below, Soviet premier Nikita Khrushchev sends a
message to Kennedy about the invasion.
PRIMARY SOURCE: TELEGRAM
“ Mr. President, I send you this message in an hour of alarm, fraught with danger
for the peace of the whole world. Armed aggression has begun against Cuba. It is a
secret to no one that the armed bands invading this country were trained,
equipped and armed in the United States of America. The planes which are
bombing Cuban cities belong to the United States of America, the bombs they are
dropping are being supplied by the American Government.
All of this evokes here in the Soviet Union an understandable feeling of indignation
on the part of the Soviet Government and the Soviet people.
Only recently, in exchanging opinions through our respective representatives, we
talked with you about the mutual desire of both sides to put forward joint efforts
directed toward improving relations between our countries and eliminating the danger
of war. Your statement a few days ago that the USA would not participate in military
activities against Cuba created the impression that the top leaders of the United States
were taking into account the consequences for general peace and for the USA itself
which aggression against Cuba could have. How can what is being done by the United
States in reality be understood, when an attack on Cuba has now become a fact?
It is still not late to avoid the irreparable. The Government of the USA still has the
possibility of not allowing the flame of war ignited by interventions in Cuba to grow
into an incomparable conflagration. I approach you, Mr. President, with an urgent
call to put an end to aggression against the Republic of Cuba. Military armament
Copyright © McGraw-Hill Education
and the world political situation are such at this time that any so-called “little war”
”
can touch off a chain reaction in all parts of the globe. . . .
Source— Nikita Khrushchev, Telegram to U.S. president John F. Kennedy,
April 18, 1961
 1A DETERMINING
 CONTEXT What characterized Khrushchev’s time as head of the Soviet Union?

1B RELATING
 EVENTS How do you think the Bay of Pigs invasion likely affected relations
between the United States and Soviet Union?

2 DETERMINING
 CENTRAL IDEAS What does Khrushchev want Kennedy to do?

3 ANALYZING
 What tone do you think Khrushchev takes in this message? What does that tell
you about the situation?

4 DETERMINING
 CONTEXT Khrushchev says that “military armament and the world political
situation are such at this time that any so-called ‘little war’ can touch off a chain reaction in all
parts of the globe.” What does he mean by this statement?

5  GEOGRAPHY Review the location of Cuba on a map. Why was its new Communist government
such a major concern for both the United States and the Soviet Union?
Copyright © McGraw-Hill Education

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ANALYZE THE SOURCE CHAPTER 15 • LESSON 3

ESSENTIAL QUESTION Hong Kong’s Skyline

What challenges may
countries face as a result
of war? DIRECTIONS: Use the image to answer the questions.

EXPLORE THE CONTEXT: Now a territory of China that has some degree of

Elnur Amikishiyev/Alamy Stock Photo

independence, Hong Kong is one of the most densely populated places on
Earth. It is also one of the wealthiest, home to some of the world’s richest
people. Visitors from around the world are impressed with Hong Kong’s
glittering skyline looming over Victoria Harbor. Another common sight in the
harbor are Hong Kong’s famous junks, traditional Chinese sailing ships that
are still used today.

PRIMARY SOURCE: PHOTOGRAPH

Copyright © McGraw-Hill Education

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 1A U
 NDERSTANDING CONTEXT Why is Hong Kong considered one of the “Asian Tigers”?

1B INTERPRETING How does this picture reflect Hong Kong’s status as an “Asian Tiger”?

2 INFERRING What impression does Hong Kong’s skyline make on you? How do you think the
people of Hong Kong think of this view of their city?

3 A
 NALYZING Junks are traditional boats that have been used in China and Hong Kong for a
long time. What does their presence in the harbor today say about the speed at which Hong
Kong has developed?

4 INFERRING Junks were once used for trading goods. Today, Hong Kong’s junks are used
mostly to appeal to tourists going for boat rides. Why do you think the people of Hong Kong
want to preserve the use of junks in the harbor?

5  GEOGRAPHY Find Hong Kong and the other “Asian Tiger” countries on a map. What role do
you think geography had on their development?
Copyright © McGraw-Hill Education

Chapter 15   409
ANALYZE THE SOURCE CHAPTER 15 • LESSON 3

ESSENTIAL QUESTION The Constitution of Japan

What challenges may
countries face as a result
of war? DIRECTIONS: Use the text to answer the questions.

EXPLORE THE CONTEXT: In the first part of the twentieth century, Japan

__________. 1947. The Constitution of Japan - Effective May 3, 1947. US Department of State - Publication 2836, Far Eastern Series 22.
followed the Meiji Constitution, which had been put in place during the rule of
Emperor Meiji, from 1867–1892. Under the Meiji Constitution, a prime minster
held some power, but the emperor of Japan was the supreme ruler. Japan’s
current constitution was drafted in 1946 and adopted as the law of the land in
1947. Below is the first part, or preamble, to the current constitution.

PRIMARY SOURCE: GOVERNMENT DOCUMENT

“ We, the Japanese people, acting through our duly elected representatives in
the National Diet, determined that we shall secure for ourselves and our posterity
the fruits of peaceful cooperation with all nations and the blessings of liberty
throughout this land, and resolved that never again shall we be visited with the
horrors of war through the action of government, do proclaim that sovereign power
resides with the people and do firmly establish this Constitution. Government is a
sacred trust of the people, the authority for which is derived from the people, the
powers of which are exercised by the representatives of the people, and the
VOCABULARY benefits of which are enjoyed by the people. This is a universal principle of
Diet: a congress or other legislative mankind upon which this Constitution is founded. We reject and revoke all
meeting
constitutions, laws, ordinances, and rescripts in conflict herewith.
our posterity: future generations of people
We, the Japanese people, desire peace for all time and are deeply conscious of the
striving: working toward
high ideals controlling human relationship, and we have determined to preserve
incumbent: necessary for
our security and existence, trusting in the justice and faith of the peace-loving
peoples of the world. We desire to occupy an honored place in an international
society striving for the preservation of peace, and the banishment of tyranny and
slavery, oppression and intolerance for all time from the earth. We recognize that
all peoples of the world have the right to live in peace, free from fear and want.
We believe that no nation is responsible to itself alone, but that laws of political
morality are universal; and that obedience to such laws is incumbent upon all
Copyright © McGraw-Hill Education

nations who would sustain their own sovereignty and justify their sovereign
relationship with other nations.
We, the Japanese people, pledge our national honor to accomplish these high
ideals and purposes with all our resources. . . .
”
Source— The Constitution of Japan, 1947

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 1 DETERMINING
 CONTEXT What events surrounded the drafting of this constitution? How does
that explain why the drafters of the constitution were Americans?

2 DETERMINING
 CENTRAL IDEAS What goals for Japan does the constitution set in place?

3A DETERMINING
 CENTRAL IDEAS According to the writers of this document, what is the
relationship between a government and its people?

3B IDENTIFYING
 CONNECTIONS Using your knowledge of the U.S. Constitution, describe how
the countries have similar definitions for the role of government.

4 ANALYZING
 Japan had been a fiercely nationalist country during World War II. How does the
constitution signal a change from this?

5  CIVICS This text is from the preamble, or introduction, to the constitution before the document
starts listing specific laws. Why do you think government documents like this often include
preambles?
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Chapter 15   411