Cold War in Asia

1. Students will have read the text selection on the Cold War in Asia prior to class.  (The text used in this lesson is America Past and Present, by Robert Divine, revised 6th edition, 2003.)  The selection focuses on events in Korea while briefly mentioning the Chinese Civil War.
2. Briefly review reading and earlier lesson on the origins of the Cold War and post-war aid to Europe.  Discuss the European emphasis of Cold War --- a tendency of historians to focus on events in Europe, particularly divided Berlin, as well as the tendencies of the Truman Administration to focus on Europe at the onset of the Cold War. 
3. Brief lecture:
   1. Post-war occupation of Japan and removal of Japanese from China
   2. Division of Korea; no division of Japan (review end of WWII in Pacific and role of Soviet Union, bomb)
   3. Soviet occupation of Manchuria
   4. Marshall’s visit to China to mediate Civil War – explain Marshall’s role, the efforts he made with both Chiang Kai-shek and Mao Tse-tung
   5. Marshall’s problems in China, report of no success to Truman
   6. Truman commissioned the China White Paper – a study of what America could and should do to prevent communist takeover in China
4. Document analysis
   1. Individually, students will complete document analysis form over excerpt from China White Paper and Chennault’s speech on the Chinese Civil War.  Both documents were released before Communist takeover and defeat of Chiang Kai-shek. (This probably will take at least 30 minutes – may be assigned as homework.)
   2. In small groups, students will discuss the key ideas of the documents, as well as the various perspectives from which the authors were writing. (China White Paper authors were government officials; Chennault comes from a military perspective.)
   3. Document-based debate

                                                              i.      Divide the class into thirds.  One third will support White Paper, one third will hold to Chennault’s views and remaining third will act as members of Senate Foreign relations committee.  

                                                            ii.      Each team will prepare based on earlier document analysis – Senate Foreign relations committee should prepare questions for both sides while teams prepare arguments based on the documents. (In a 45-minute class, students probably will have just enough time after to organize their ideas and divide responsibilities within their groups.  They should prepare their arguments, based on the documents and outside information from lecture and text, as homework for the next class period.  In a 90-minute block, students probably will need 10-15 minutes to prepare, and the simulated Senate debate can occur in the same class period.)

                                                          iii.      Rules of presentation to Senate:

1. White Paper supporters speak first without interruption.  They present arguments to the committee in support of the views expressed in the White Paper.  Committee members are the chief audience and may ask for clarification of points during the presentation, but debate begins following the presentation.
2. Senate committee questions White Paper team.  After completion of questioning, Chennault reps may ask questions as well. This should lead to a debate between the two teams to be moderated by the Senate committee. (Teacher may take the moderator role if preferred.)
3. Repeat procedure with Chennault supporters.
4. Following debate, Senate asks questions to both teams for clarification, deliberates and announces position. (During Senate deliberation, other teams could be occupied by writing a summary of key points of the debate or hypothesizing the outcome in an informal class discussion.)
5. Debrief – explain Truman’s decision and rationale for it
   1. Truman aided the nationalists, but not as much as Chiang Kai-shek needed or wanted. 
   2. Truman’s rationale was based on Marshall’s report of the war in China, as well as on the fact that he didn’t see Mao as a threat – he felt he could work with Mao better than Mao could work with Stalin.  This proved to be an underestimation of Stalin’s influence over Mao.
   3. Truman also saw the emphasis of the Cold War to be on Europe, and, in 1949, he had to consider public opinion regarding the potential for American involvement in another war, particularly in Asia.
   4. October 1, 1949 – Mao announced declaration of People’s Republic of China.  Soviet recognition October 2 made it impossible for Truman to extend recognition and work with Mao.
      1. Analyzing effects of Chinese Civil War on the Cold War

                                                              i.      Discuss American public opinion of Civil War in China; if possible, obtain newsreel footage of the war and discuss how Americans would respond, given the fear of Communism as well as the short time between the end of WWII and the “crisis” of China. (Would Americans see it as a crisis?  Would they support intervention? )

                                                            ii.      Document analysis of NSC-68 excerpt – what are the recommendations? What significance do such recommendations hold?  (Explain Truman’s refusal to adopt these suggestions until Korean War began)

                                                          iii.      Map analysis of geopolitical effect:  Throughout the Cold War unit, students keep an on-going map of the Cold War. By this time, they already have labeled divided Europe and Soviet bloc.  Now they will add China to the red Communist bloc.  Instruct them to find Korea and label divided Korea.  What does the fall of China mean to Asia, as well as Korea?  Preview the next lesson (Korean War) by discussing how Korea’s border with Communist China and proximity to the Soviet Union will shape alliances during the Korean War, as well as America’s interests in Korea.

Subsequent lessons on Korea and McCarthyism will come back to fall of China.  When discussing the Korean War, China’s communist regime and actions during the war are obvious components of the lesson.  When discussing McCarthyism, McCarran Act will tie to China, as will McCarthy’s assertions of President Truman being soft on Communism and using China as an example.