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ANALYZE THE SOURCE 1 CHAPTER 13 • LESSON 1
ESSENTIAL QUESTION Construction of the Berlin Wall

How does conflict influence
political relationships? DIRECTIONS: Study the image. Then, respond to the questions that follow.
EXPLORE THE CONTEXT: When the Cold War first started, many people fled
from Soviet-ruled East Germany to the democratic West Germany by crossing
into West Berlin. It was a loophole that allowed people to choose democracy.
The Soviet Union responded to this loophole by building a wall that separated
East Berlin from West Berlin. The Berlin Wall was both a physical and ideological
barrier. It divided the city from 1961 to 1989, when it was demolished.
Construction, which is depicted in the image below, began in August 1961 and
was officially ordered by the German Democratic Republic. The Berlin Wall was
more than just a wall; there were guard posts and trenches to prevent people
from crossing.
PRIMARY SOURCE: PHOTOGRAPH
World History Archive/Alamy Stock Photo

Copyright © McGraw-Hill Education
346 It’s All Online! Chapter 13

1 C
ITING TEXT EVIDENCE Based on the image, which side is East Berlin? How do you know?
2 E XPLAINING CAUSE AND EFFECT What events and factors contributed to the Soviet decision
to build the Berlin Wall?
3 IDENTIFYING CONNECTIONS How is the construction of the Berlin Wall connected to the
events of World War II?
4 GEOGRAPHY What impact do you think the Berlin Wall had on the physical space in Berlin?
5 IDENTIFYING EFFECTS What do you think was the economic impact of the Berlin Wall?
6 D
ETERMINING CONTEXT What does the image suggest about the political climate in
Germany?
Chapter 13 347
ESSENTIAL QUESTION Notes Between the United States

political relationships?
and the Soviet Union
DIRECTIONS: Read the letters. Then respond to the questions that follow.
EXPLORE THE CONTEXT: By the 1960s, tensions between the United

States and the Soviet Union were well-established. At the end of the 1940s,
President Truman had announced a policy of containment in the Truman
Doctrine. “Containment” meant that the United States would try to keep
communism from spreading. Tensions continued to rise when construction on
the Berlin Wall began in 1961. In the letters below, the United States addresses
the Soviet Union regarding its actions in Berlin.
Bulletin - Volume XLV: Numbers 1149-1174. Washington, D.C.: U.S. Government Printing Office.
__________. 1961. Exchange Between U.S. and U.S.S.R. August 17 and 18, 1961. Reprinted July 1962 in The Department of State
PRIMARY SOURCE: GOVERNMENT BULLETIN
United States Note to the USSR On Berlin, August 17, 1961
“ . . . On August 13, East German authorities put into effect several measures regulating
movement at the boundary of the western sectors and the Soviet sector of the city of
Berlin. These measures have the effect of limiting . . . passage from the Soviet sector to
the western sectors of the city. These measures were accompanied by the closing of the
sector boundary by a sizable deployment of police forces and by military detachments
brought into Berlin for this purpose.
All this is a flagrant, and particularly serious, violation of the quadripartite status of
VOCABULARY
Berlin. . . . The United States Government has never accepted that limitations can be
regulating: controlling imposed on freedom of movement within Berlin. The boundary between the Soviet sector
sector: section and the western sectors of Berlin is not a state frontier. The United States Government
flagrant: glaring; obvious considers that the measures which the East German authorities have taken are illegal. . . .
The United States Government expects the Soviet Government to put an end to these
quadripartite: split into four separate parts illegal measures. This unilateral infringement of the quadripartite status of Berlin can only
unilateral: coming from only one side increase existing tension and dangers.
—The Department of State Bulletin, September 4, 1961
Soviet Reply
. . . The Soviet Government fully understands and supports the actions of the Government
of the German Democratic Republic which established effective control on the border with
West Berlin in order to bar the way for subversive activity being carried out from West
Berlin against the G.D.R. and other countries of the socialist community. . . .
The Government of the U.S.A. attempts in its note to represent its effort to perpetuate
the occupation of West Berlin . . . as a concern for the Germans and almost as a concrete
expression of the right to self-determination. Such attempts in the final analysis cannot be
taken seriously. And if the taking of defensive measures on the G.D.R. border with West
Berlin creates certain temporary inconveniences for the city’s population, blame for this
rests entirely with the occupation authorities and the F.R.G. Government, which have
done everything to prevent improvement of the atmosphere in this area in accordance
with the legitimate interests of all states. Thus, the protest made in the note of the
Government of the U.S.A. is without foundation and is categorically rejected by the Soviet
Government. . . .
” Source— The Department of State Bulletin, September 4, 1961

1 DETERMINING
CENTRAL IDEAS What is the main idea of the United States’s note to the
Soviet Union?
2 SUMMARIZING
What is the Soviet Union’s response to the United States’s note?
3 ANALYZING
TEXT STRUCTURE What is the tone of the note from the United States?
4 ANALYZING
INFORMATION How are the notes connected to the previous source, the image of
construction on the Berlin Wall?
5 HISTORY How do these notes illustrate the overarching theme of the Cold War that conflict
impacted political relationships?
6 IDENTIFYING
BIAS How are the notes connected to the previous source, the image of
construction on the Berlin Wall?
Chapter 13 349
ESSENTIAL QUESTION Mao’s Sixteen Points

DIRECTIONS: Read the excerpt from the manifesto. Then respond to the
questions that follow.
EXPLORE THE CONTEXT: The Sixteen Points was a resolution passed by

China’s Communist Party that established the Cultural Revolution in 1966.
According to the Sixteen Points, the “Great Proletarian Cultural Revolution” was
“a new stage in the development of the socialist revolution in our country.” The
resolution established the Red Guard. Even though it encouraged verbal
altercations in place of physical fights, the Red Guard often used physical force.
The excerpt below is from Mao’s Sixteen Points.
China’s Cultural Revolution, 1966-1969 - Not a Dinner Party. London: Routledge, A Taylor & Francis Group.
CCCP Central Committee. 1966. Decision Concerning the Great Proletariat Cultural Revolution. Reprinted 2015 by Michael Schoenhals.
PRIMARY SOURCE: BOOK
“ . . . Although the bourgeoisie has been overthrown, it is still trying to use the
old ideas, culture, and customs, and habits of the exploiting classes to corrupt the
masses, capture their minds, and endeavor to stage a comeback. The proletariat
must do just the opposite: it must meet head-on every challenge of the bourgeoisie
in the ideological field and use the new ideas, culture, customs, and habits of the
proletariat to change the mental outlook of the whole of society. At present our
objective is to struggle against and crush those persons in authority who are taking
the capitalist road, to criticize and repudiate the reactionary bourgeois academic
“authorities” and the ideology of the bourgeoisie and all other exploiting classes
and transform education, literature, and art and all other parts of the superstructure
that do not correspond to the socialist economic base, so as to facilitate the
consolidation and development of the socialist system. . . .
VOCABULARY
The masses of the workers, peasants, soldiers, revolutionary intellectuals, and
bourgeois: upper class
revolutionary cadres for the main force in this Great Cultural Revolution. Large
proletariat: working class
numbers of revolutionary young people, previously unknown, have become
ideological: related to a set of ideas
courageous and daring pathbreakers. . . .”
repudiate: to reject
Source— Mao Zedong, The Sixteen Points: Guidelines for the
“Great Proletarian Cultural Revolution,” 1966
1 INTERPRETING What is the difference between the proletariat and the

bourgeoisie?

2 D
ETERMINING CENTRAL IDEAS What is the main idea of this excerpt from Mao’s Sixteen Points?
3 A
NALYZING TEXT STRUCTURE Who is Mao’s audience?
4 A
NALYZING POINT OF VIEW What is the purpose of these guidelines?
5 CIVICS Do you think a document like the Sixteen Points is an efficient way to motivate and
inspire people? Why or why not?
6 C
ITING TEXT EVIDENCE What phrases and sentences in the text indicate Mao’s bias?
Chapter 13 353
ESSENTIAL QUESTION Chervonenko’s Diary

political relationships? DIRECTIONS: Read the diary. Then respond to the questions that follow.
EXPLORE THE CONTEXT: Stepan Vasilievich Chervonenko was the

ambassador from the Soviet Union to China in the 1960s. He interacted heavily
with Deng Xiaoping, who was a major policy maker at the time. Deng Xiaoping
took control of China after Mao Zedong’s death. He brought the Cultural
Revolution to an end in order to pursue more practical reforms. Deng Xiaoping
was able to hold a significant amount of power without having an official
government position. The excerpt below is from Chervonenko’s diary. He
recorded a conversation with Deng Xiaoping.
Deng Xiapoing, March 1, 1962. Reprinted by Wilson Center Digital Archive website.
Chervonenko, S.V. 1962. From the Diary of S. V. Chervonenko, Transcripts of a Conversation with the General Secretary of the CC CCP
PRIMARY SOURCE: DIARY
“ . . . Deng Xiaoping said: "We have a good basis for resolving difficulties—the
principles of Marxism-Leninism, the Moscow declaration of 1957 and the Moscow
statement of 1960. If only these principles are used as real sources of guidance,
and the Declaration and Statement are observed, then there can be no issues
which cannot be resolved between the fraternal parties. . . . "
For our part, expressed confidence that the presence of some as-yet unresolved
issues between our parties, however significant they might be, does not serve as a
barrier to unity between the CPSU and the CCP, and that if the will for close unity
were manifested, we could return to a situation that always pleased our people,-a
situation of true trust and friendship. . . .
"For us," said Deng Xiaoping, "it is completely clear that the key issue now is
VOCABULARY
agriculture. (In your country, issues of agriculture also occupy an important place,
CPSU: Communist Party of the Soviet Union he noted). In past years in the PRC, the city population has grown excessively. For
CCP: Chinese Communist Party this reason, agriculture, in its present level of development, does not meet the
demands of supply such an increased city population. In the course of 1961 alone,
PRC: People’s Republic of China
the population of the cities alone was reduced by 13 million persons, who returned
communes: communities where all to the countryside, on the whole to the same places where they had previously
possessions are shared lived. A large portion of this number is directed into people's communes, since
capital: money large capital inputs are needed for the development of state farms. In this year, the
enterprise: company or place of business re-settlement of another 10 million people from the cities to rural areas is planned.
Resettlement to the countryside lessens the problem of supplying the city
population. In past years, the development of industry in China took place at high
tempos. At the same time, a situation developed where almost in every enterprise
the number of workers significantly exceeds the quantity needed for the full use of
existing productive capacity. At some enterprises there are as many workers as
would be needed only 10 years hence. As a result, an irrational use of labour power
is taking place. . . . "
The meeting, which continued all in all for about an hour and a half, took place in
an even, calm tone. . . . In parting with us, Deng Xiaoping said: "Your letter calls for
”
solidarity – and that is good. . . .
Source— Diary of Stepan Vasilievich Chervonenko, March 1, 1962

1 INTERPRETING Why did Chervonenko write this in his diary?
2 C
ITING TEXT EVIDENCE Based on Chervonenko’s diary, how would you describe Deng
Xiaoping? Cite evidence from the text to support your answer.
ETERMINING CENTRAL IDEAS What can you tell from this document about Deng Xiaoping’s
3 D
role in Communist China?
NDERSTANDING CONTEXT What does this document indicate about the relations between
4 U
China and the Soviet Union?
5 IDENTIFYING CONNECTIONS How does this document connect to Mao’s Sixteen Points?
6 CIVICS What do you think may be included in the diaries of government officials today?
Chapter 13 355
ESSENTIAL QUESTION The U.S., USSR, and Korean War

political relationships? DIRECTIONS: Read the official statement. Then respond to the questions
that follow.
EXPLORE THE CONTEXT: When North Korea invaded South Korea and
sparked the Korean War, the United States defended South Korea. The Soviet
Union supported North Korea. Soon, Korea was split into North and South, the
way Germany was split into East and West. The Soviets helped North Korea
establish a communist government. The United States supported South Korea
financially and militarily. Andrei Gromyko was the Soviet Minister of Foreign
Affairs, and he makes a statement about Soviet involvement in the Korean War.
Gromyko, Andrei A. 1950. Statement by the Deputy Minister of Foreign Affairs of the USSR, July 4, 1950. Soviet News, No. 2393 (July 5, 1950).
PRIMARY SOURCE: OFFICIAL STATEMENT
“ The events now taking place in Korea broke out on June 25 as the result of a
provocative attack by the troops of the South Korean authorities on the frontier
areas of the Korean People’s Democratic Republic. This attack was the outcome of
a premeditated plan. . . .
Only one week before the provocative attack. . . , Syngman Rhee said, in a speech
on June 19 in the so-called “National Assembly” where Mr. Dulles, adviser to the
U.S. State Department, was present: “If we cannot protect democracy in the cold
war, we shall win in a hot war.”
It is not difficult to understand that representatives of the South Korean authorities
could only make such statements because they felt that they had American support
behind them. . . . It is known that only a few days before the Korean events, the
United States Defence Secretary, Mr. Johnson, the Chief of the General Staff of the
United States Armed Forces, General Bradley, and the State Department adviser, Mr.
Dulles, arrived in Japan and had special conferences with General MacArthur. . . .
Mr. Dulles . . .declared. . . that the United States was ready to give all necessary
moral and material support to South Korea which was fighting against Communism.
These facts speak for themselves and need no comment. . . .
The United States Government tries to justify armed intervention against Korea by
alleging that it was undertaken on the authorisation of the Security Council. The
falsity of such an allegation strikes the eye.
What really happened? It is known that the United States Government had started
VOCABULARY armed intervention in Korea before the Security Council was summoned to meet on
provocative: inciting; intending to provoke June 27, without taking into consideration what decision the Security Council might
take. Thus the United States Government confronted the United Nations
premeditated: planned or thought out Organisation with a fait accompli, with a violation of peace.
ahead of time The Security Council merely rubber-stamped and back-dated the resolution
Syngman Rhee: politician and head of proposed by the United States Government, approving the aggressive actions
South Korea’s provisional government which this Government had undertaken. . . .
falsity: state of being false The illegal resolution of June 27, adopted by the Security Council under pressure from
the United States Government, shows that the Security Council is acting, not as a
body which is charged with the main responsibility for the maintenance of peace, but
”
as a tool utilised by the ruling circles of the United States for unleashing war. . . .
Source— Andrei Gromyko, Statement, July 4, 1950

1 S UMMARIZING Describe the differences between a cold war and a hot war.
2 C
ITING TEXT EVIDENCE To what is Gromyko referring when he says, “These facts speak for
themselves and need no comment?” Cite evidence from the text to support your answer.
3 A
NALYZING POINT OF VIEW How does Gromyko’s summary of the start of the Korean War
differ from the United States’s perspective?
4 D
ETERMINING MEANING What is the tone of Gromyko’s statement?
5 C
OMPARING POINTS OF VIEW How does the tone of Gromyko’s statement compare to
Truman’s statement on communism in his inaugural address?
6 CIVICS What are some ways countries can solve conflict without military action? Which of
these ways is mentioned in Gromyko’s statement?
Chapter 13 359
ESSENTIAL QUESTION Kennedy’s Speech on Cuba

DIRECTIONS: Read the speech. Then respond to the questions that follow.
EXPLORE THE CONTEXT: The Cuban Missile Crisis of October 1962 was the
most threatening moment of the Cold War. It was the moment when the Soviet
Union and the United States came closest to engaging in nuclear war. After
Fidel Castro overthrew the Cuban dictator, the Soviets brought missiles into
Cuba and continued to arm the small island despite U.S. president John F.
Kennedy’s demands to stop. Kennedy evoked the Monroe Doctrine, which said
that countries in the Eastern Hemisphere would not interfere with matters in the
Western Hemisphere and vice versa. The excerpt below is from Kennedy’s
speech about the Cuban Missile Crisis.
House. Reprinted by John F. Kennedy Presidential Library and Museum website.

Kennedy, John F. 1962. Radio and Television Report to the American People on the Soviet Arms Buildup in Cuba. October 22, 1962. The White
PRIMARY SOURCE: SPEECH
“ . . . Within the past week, unmistakable evidence has established the fact that a
series of offensive missile sites is now in preparation on [the island of Cuba]. The
purposes of these bases can be none other than to provide a nuclear strike
capability against the Western Hemisphere. . .
…This action also contradicts the repeated assurances of Soviet spokesmen, both
publicly and privately delivered that the arms build-up in Cuba would retain its
original defensive character and that the Soviet Union had no need or desire to
station strategic missiles on the territory of any other nation.
Neither the United States of America nor the world community of nations can
tolerate deliberate deception and offensive threats on the part of any nation, large
or small. We no longer live in a world where only the actual firing of weapons
represents a sufficient challenge to a nation’s security to constitute maximum peril.
Nuclear weapons are so destructive and ballistic missiles are so swift that any
substantially increased possibility of their use or any sudden change in their
deployment may well be regarded as a definite threat to peace.
VOCABULARY For many years both the Soviet Union and the United States, recognizing this fact,
assurances: promises have deployed strategic nuclear weapons with great care, never upsetting the
station: to set up precarious status quo which insured that these weapons would not be used in the
peril: danger absence of some vital challenge. . . .
But this secret, swift, and extraordinary build-up of Communist missiles—in an area
well known to have a special and historical relationship to the United States and
the nations of the Western Hemisphere . . .is a deliberately provocative and
unjustified change in the status quo which cannot be accepted by this country if our
courage and our commitments are ever to be trusted again by either friend or foe.
The 1930’s taught us a clear lesson: aggressive conduct, if allowed to grow

unchecked and unchallenged, ultimately leads to war. This nation is opposed to
war. We are also true to our word. Our unswerving objective, therefore, must be to
prevent the use of these missiles against this or any other country and to secure
their withdrawal or elimination from the Western Hemisphere.
”
Source— Address on the Cuban Missile Crisis, October 22, 1962

1 D
ETERMINING CENTRAL IDEAS What is the main idea of Kennedy’s speech?
2 C
ITING TEXT EVIDENCE Who is Kennedy’s primary intended audience? Is there a secondary
audience for this speech?
NALYZING TEXT STRUCTURE How does Kennedy structure his speech? Describe each of
3 A
the parts.
ELATING EVENTS To what is Kennedy referring when he mentions the 1930s? What effect
4 R
might this have?
5 HISTORY How does Kennedy evoke the Monroe Doctrine? Cite evidence from the text to
support your answer.
6 A
SSESSING What was the purpose of Kennedy’s speech? Do you think his speech was
designed effectively?
Chapter 13 361

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ANALYZE THE SOURCE 1 CHAPTER 13 • LESSON 1

ESSENTIAL QUESTION Construction of the Berlin Wall

PRIMARY SOURCE: PHOTOGRAPH

World History Archive/Alamy Stock Photo

346 It’s All Online! Chapter 13

ESSENTIAL QUESTION Notes Between the United States

EXPLORE THE CONTEXT: By the 1960s, tensions between the United

348 It’s All Online! Chapter 13

ESSENTIAL QUESTION Mao’s Sixteen Points

EXPLORE THE CONTEXT: The Sixteen Points was a resolution passed by

1 INTERPRETING What is the difference between the proletariat and the

352 It’s All Online! Chapter 13

ESSENTIAL QUESTION Chervonenko’s Diary

EXPLORE THE CONTEXT: Stepan Vasilievich Chervonenko was the

354 It’s All Online! Chapter 13

ESSENTIAL QUESTION The U.S., USSR, and Korean War

Source— Andrei Gromyko, Statement, July 4, 1950

358 It’s All Online! Chapter 13

these ways is mentioned in Gromyko’s statement?

ESSENTIAL QUESTION Kennedy’s Speech on Cuba

House. Reprinted by John F. Kennedy Presidential Library and Museum website.

The 1930’s taught us a clear lesson: aggressive conduct, if allowed to grow

360 It’s All Online! Chapter 13

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1 INTERPRETING What is the difference between the proletariat and the