Red Scare Simulation Lesson Plan- Taylor Firman Objectives: GOALS/OUTCOMES: Students will develop an understanding of the red

scare and McCarthyism by experiencing firsthand the terror and fear that spread across the country during the Cold War. Students should also be able to give historical examples of other Americans who were accused of being Soviet spies during the Cold War, including the Rosenbergs and Alger Hiss. CONTENT STANDARDS: 8.2.2 Policy Concerning Domestic Issues Analyze major domestic issues in the Post-World War II era and the policies designed to meet the challenges by describing issues challenging Americans such as domestic anticommunism (McCarthyism), labor, poverty, health care, infrastructure, immigration, and the environment Procedure: - You (the class) have been accused of being a stealing a test off of Ms. Firmans desk. Person 1: Stand up and accuse one of the students. (Example: "I saw you walk by Ms. Firmans desk the other day. It looked like you took something off of it!) Person 2: Choose someone in class too accuse and say Werent you just saying how you would do anything to boost your grade? Person 3: You think this is all a joke and say: Theres no way anyone in this class is bad/mean enough to do that Continue to stand up for the accused. Person 4: You are a powerful member of the community. Stand up and accuse someone in the crowd of being a thief at heart! Person 5: Propose a (school appropriate) punishment for the students who have been disloyal. (Example: "These students should face jail time!" "These students should be suspended for their cooperation with the thieves!) Step 1: Ask the accused students to go to the front of the classroom and defend themselves. Let the students fall into their roles. Step 2: You might give each of the students one final chance to defend themselves. Make sure that other students in the audience are getting accused too. Maybe students get suspicious of students who are wearing the other schools colors or someone who lives in the other schools

district. Step 3: Once the simulation has taken its course, be sure to have a follow-up discussion. What was unfair about this "trial"? What seemed unusual about the circumstances? Who tended to be targeted as a Knight? Step 4: Have students write a summary of the activity or have them create a Venn diagram that depicts the similarities between the class activity and the real Red Scare of the 1950s. The follow-up discussion allows the students to make connections with the real event (in this case the Red Scare). Step 5: EXIT TICKET- How was this like the Red Scare? (3 ways)

Materials Person 1: Stand up and accuse one of the students. (Example: "I saw you walk by Ms. Firmans desk the other day. It looked like you took something off of it!) Person 2: Choose someone in class too accuse and say Werent you just saying how you would do anything to boost your grade? Person 3: You think this is all a joke and say: Theres no way anyone in this class is bad/mean enough to do that Continue to stand up for the accused. Person 4: You are a powerful member of the community. Stand up and accuse someone in the crowd of being a thief at heart! Person 5: Propose a (school appropriate) punishment for the students who have been disloyal. (Example: "These students should face jail time!" "These students should be suspended for their cooperation with the thieves!)

Other Materials: Personas, pencil, paper Terms and Skills: Alger Hiss, the Rosenbergs, McCarthyism, Red Scare, first-hand experience, emotional connections