Alabama Social Studies SS24.US2.11a

Social Studies11th GradePost-World War II America

The Standard

SS24.US2.11
Analyze how cultural changes, economic growth, and government action during the Truman and Eisenhower administrations shaped the daily lives of Americans.
Evaluate the effects of the arms and space races on the growth of the military-industrial complex.

2024 Alabama Course of Study: Social Studies

Teacher's field guide

What This Standard Means

What Students Need to Do

Students explain how Cold War competition increased federal spending on weapons and space missions. They trace how that money reached private contractors and judge its effects on jobs, technology, and political influence.

What Mastery Looks Like

A student can use missile production and Apollo contracts to show why aerospace firms grew. They can explain one benefit, such as new jobs, and one concern, such as contractors pushing for more spending.

Common Misconceptions

Students may think NASA was part of the military or that space missions only produced weapons. They may leave private companies and Congress out of their explanation of the military-industrial complex.

How to Assess It

Exit ticket: How did missile production and Apollo missions help aerospace firms grow? Give one benefit and one concern tied to federal contracts.

Lesson moves

Ways to Teach It

  1. Give groups cards labeled Congress, federal agencies, aerospace firms, workers, missiles, and Apollo spacecraft; have them arrange two funding chains.

  2. Ask students to write: Did the jobs and technology from Cold War contracts outweigh their costs and the influence contractors gained?

  3. Play contract match: students pair missile and Apollo project cards with agency and contractor cards, then explain where the funding came from.

  4. Show a NASA contract award notice; have students identify the contractor, dollar amount, and work, then compare it with a defense contract notice.

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