McCarthy doubles down on McCarthyism

Description: 

This mini-lesson gives students a chance to use their historical thinking skills to take a deeper look at what was happening in the US government during the Cold War and the anti-Communism scare.

Directions: 

Read this telegram (see additional pages via the link) from Senator Joseph McCarthy to President Harry Truman, use these questions as a guide during your reading:

  • Why do you think McCarthy chose to write this telegram? What were his goals?
  • What does this document tell you about the events occurring in our government when it was written?
  • What are McCarthy’s demands? Who does McCarthy accuse of being a spy?

Next, read President Truman’s unsent response and discuss the following questions:

  • Discuss the general tone of Truman’s response, what could you infer his opinions about McCarthy are at this time? Why?
  • Do you think McCarthy and Truman agree on the problem that is happening at this time? Why do you think they have such different responses to the same issue?
  •  Why do you think Truman left this response un-sent?
  • How do you think the events unfolding in these two documents are reflected in society today?

Document Source: Telegram from Senator Joseph R. McCarthy to President Harry S. Truman; 2/11/1950; President’s Secretary’s Files (Truman Administration). [Online Version, https://www.docsteach.org/documents/document/telegram-from-senator-joseph-r-mccarthy-to-president-harry-s-truman-with-trumans-reply, September 10, 2018]

Skills used: 

Sourcing, Contextualization, Corroboration

Reflection:

These documents are important historical documents because the words come right from the mouths of two powerful players in history. The documents are meant to show two very different positions on the same subject, allowing for corroboration and a fuller understanding of the politics at this time in American history. Reading them and exploring the questions about their varying opinions allows for discussion around the various viewpoints of the Cold War and America’s uneasiness about Communism as a whole. Both documents allow for broad contextualization about the events and fears occurring in America at the time. The discussion question regarding what students could infer about the events in the government allow for contextualization as well. Sourcing is practiced when the students are asked to discuss why McCarthy chose to write the telegram, and why Truman never sent his response.

 

The Dreaded History Class

This meme is an example of  the challenges of teaching a history course. So many students come into class with the preconceived notion that history is stagnant, boring, and just a listing of facts that are no longer relevant to everyday life. I imagine most of us aim to change this view of history class. I’d like to show students what my best teachers showed me, that history is a dynamic story, with multiple viewpoints and an unbelievable amount of action. History class should be exciting and vibrant, essentially the exact opposite of the typical lecture-style class.