Grade: 7-12Subject:
English Language Arts, U.S. History
Number of Activities: 3
During the 1950s, the United States was gripped by McCarthyism, a period of accusations against individuals and groups for treason without just evidence. Heightened by fears of communist spies hidden among the U.S. population, Senator Joseph McCarthy gained prominence after presenting a list of possible Communist Party members working within the
U.S. State Department. This lesson will discuss how McCarthyism abused the First Amendment rights of Americans, how it targeted Chinese Americans during the Korean War, and modern day profiling of people in the name of national security.
Students will:
- Describe the motivations, justification, and targets of McCarthyism
- Identify world events that heightened McCarthy-era targeting of Chinatowns and how those accusations impacted Chinese communities
- Connect McCarthy-era profiling to modern day racial profiling of Chinese scientists Wen Ho Lee and Sherry Chen
- Research and report back on current day instances of McCarthy-esque profiling
During the 1950s, the United States was gripped by fear of the Cold War, with concerns that
communism was taking over and Soviet spies were infiltrating the U.S. Fanning these flames was Senator Joseph McCarthy of Wisconsin.
In the 1950s, McCarthy gained prominence after presenting an unsubstantiated list of possible Communist Party members working within the U.S. State Department. At hearings conducted by the House Un-American Activities Committee, alleged communists or sympathizers lost their jobs and careers, including those in entertainment being
blacklisted. Notable affected individuals targeted include Lucille Ball, Charlie Chaplin, Lena Horne, and Langston Hughes. This practice of making unfounded accusations of subversion and treason without proper evidence became known as “McCarthyism”.
In 1949, China, an ally of the United States during World War II, was taken over by the Chinese Communist Party. The following year, the Korean War broke out when the North Korean Communist army invaded non-Communist South Korea. The North was supported by China and the Soviet Union, and the South was supported by the U.S. and United Nations. China Daily News, a domestic news
publication reporting on news from China. When the China Daily News reported the communist revolution, it became branded as a communist paper.
In 1955, the China Daily News was accused of violating the Trading with the Enemy Act of 1917, charged with running advertisements for Hong Kong branches of People’s Republic China-backed banks. Many associated with the newspaper were targeted, and the paper’s editor Eugene Moy was arrested and convicted, and ultimately died in prison.
By the mid-1950s, public support of McCarthyism was on the decline. McCarthy was condemned during a series of hearings in 1954, and criticized by renowned journalist Edward R. Murrow in a TV editorial.
The U.S. Supreme Court under Chief Justice Earl Warren took notice of McCarthyism’s effect on the liberties of citizens and it made several important rulings in the late 1950s, including Yates v. United States,
which protected radical and reactionary speech under the First Amendment unless it posed a clear and present danger to the country, and Kent v. Dulles, which halted the U.S State Department’s refusal or revoking of passports based on an applicant’s communist beliefs or associations.
- Blacklist: a list, often generated by those in positions of power, of particular people or groups that are suspicious, dangerous, and worthy of public censure
- Communism: a political and economic system based on the idea of collective ownership of all goods and services in society that are distributed to the population based on need
- What events were happening in the 1950s that created the conditions for Senator McCarthy’s accusations to take hold?
- How were the lives of Chinese Americans affected by McCarthy-era profiling? Why did the United States government target the China Daily News?
- What does McCarthyism tell us about how those in power use profiling to target their own people in the name of national security?
Activity 1:
First Amendment: Freedom of Speech
Drawing on the widespread fear of communism emblematic of the Cold War era, Senator Joseph McCarthy’s “Enemies From Within”
speech on February 20, 1950 launched him into the national spotlight, branding him an authority on identifying and blacklisting
unwanted communists in the United States. Many of those accused never admitted, or were proven to be, communists, but some paid
a hefty price professionally, socially and economically. McCarthy was condemned by the U.S. senate in 1954, and the Supreme Court
followed in the late 1950s with several rulings on the protection of individuals’ First Amendment rights.
Ask students to research the following three areas (definitions/overview included for teachers below) and provide a short overview:
- First Amendment of the U.S. Constitution: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.
- 1940 Smith Act: Making it a criminal offense to advocate the violent overthrow of the government or to organize or be a member of any group or society devoted to such advocacy.
- Yates v. United States (1957): Making it a criminal offense to advocate the violent overthrow of the government or to organize or be a member of any group or society devoted to such advocacy.
Have students answer the following questions, preparing to address questions in a class discussion:
Assign students to research one prominent individual who was targeted for communist activity by
Senator McCarthy or by the House on Un-American Activities. Begin this exercise by starting together
as a class and reviewing the history of Hsue-Shen Tsien, a Chinese scientist who was accused of being
a communist spy during the 1950s.
Suggested individuals that you may assign to students may include: Charlie Chaplin, Leonard Bernstein,
Langston Hughes, Lucille Ball, W.E.B. Du Bois, Leonard Bernstein, Lena Horne, Dorothy Parker, Dalton Trumbo,
and Orson Welles.
Students can record their findings on a three-column chart:
- Column 1: Name, Professional Contributions
- Column 2: Gender, Race, National Origin, Religion, or Other Known Identities
- Column 3: Were they blacklisted? Or did they escape that label? What happened to them and their careers as a result?
Split students into small breakout groups of three to four students to share findings, or to post findings.
Provide students adequate time to review in a museum-style walk/jamboard (for remote learning). With the whole
class, discuss the following questions:
- What commonalities exist among those blacklisted?
- Why might they have been targeted beyond their potential connections to communism?
- In what ways was the label “communist” used to facilitate the marginalization (social exclusion) of individuals or groups considered undesirable in the United States?
- When powerful individuals can label others as “un-American” or “disloyal” to the United States?
Activity 3:
First Amendment: Freedom of Association
After the Chinese Communist Revolution and the onset of the Korean War, there was an increase in anti-Communism
sentiment in the United States. And many in the U.S. government viewed Chinese Americans as suspicious and
potentially disloyal. In 1955, the China Daily News was accused of violating the Trading with the Enemy Act of
1917, charged with running advertisements for Hong Kong branches of People’s Republic of China-backed banks.
Many associated with the newspaper were targeted, and the paper’s editor Eugene Moy was arrested and convicted,
and ultimately died in prison.
Discussion Questions:
After watching the video clip, divide students into small breakout groups of three or four students and have
them answer the following questions. After completing the questions, groups will come back together and share
with the rest of the class their answers. Allow time for students to potentially research some of these questions:
- What is the Trading with the Enemy Act of 1917, and why did the United States government use it against the Chinese American community during the Korean War?
- Interpret the following phrase into your own words: “guilty by association.” How does it describe the events surrounding the China Daily News?
- Is there another example of Asian communities, or other communities, being made “guilty by association.” When? Where? Why? By whom?
- Why is the First Amendment affording people the freedom of association important?
Personal Connections:
Have students individually answer the following questions, and then discuss as a whole class:
- What commonalities exist among those blacklisted?
- Why might they have been targeted beyond their potential connections to communism?
- In what ways was the label “communist” used to facilitate the marginalization (social exclusion) of individuals or groups considered undesirable in the United States?
- When powerful individuals can label others as “un-American” or “disloyal” to the United States?
Class Web:
Make class webs with the following in the middle:
- “Guilt by Association: At School”
- “Guilt by Association: Historic Examples”
- “Guilt by Association: Examples from Policing,” etc.
As you build the web, ask students the following questions:
- What patterns do you notice among those listed?
- What can be done to address these potentially harmful “guilt by association”?
Warning: When discussing heinous and often deadly incidences of “guilt by association” events, especially
with regards to police brutality, make sure to prepare students for this discussion in advance and offer
moments to leave the room if necessary. Additionally, students working on these difficult encounters should
be given facts only. No use of racist or other derogatory language should ever be allowed in the classroom.
California Common Core Standards Addressed
National Standards for Civics and Government
Grades: 5-8 II.A.1.4
Explain how specific provisions of the United States Constitution, including the Bill of Rights, limit the powers of government in order to protect the rights of individuals, e.g., habeas corpus; trial by jury; ex post facto; freedom of religion, speech, press, and assembly; equal protection of the law; due process of law; right to counsel
Grades: 5-8 II.A.1.5.a
Evaluate, take, and defend positions on current issues involving constitutional protection of individual rights, such as limits on speech, e.g., "hate speech," advertising, libel and slander, "fighting words"
Grades: 5-8 V.B.2.4.a
Explain the importance to the individual and society of such political rights as freedom of speech, press, assembly, and petition
Grades: 5-8 V.B.4.1
Explain what is meant by the "scope and limits" of a right, e.g., the scope of one's right to free speech in the United States is extensive and protects almost all forms of political expression. The right to free speech, however, can be limited if and when that speech seriously harms or endangers others
Grades: 9-12 I.B.4.1
Identify essential political freedoms, e.g., freedom of religion, speech, press, and assembly
Grades: 9-12 V.B.2.3.a
Explain the importance to the individual and society of such political rights as freedom of speech, press, assembly, petition
Grades: 9-12 V.B.5.1
Explain what is meant by the "scope and limits" of a right, e.g., the scope of one's right to free speech in the United States is extensive and protects almost all forms of political expression; however, the right to free speech can be limited if and when speech seriously harms or endangers others
National Standards for History
U.S. History Grades 5-12 9.3A
The student understands the political debates of the post-World War II era.
U.S. History Grades 5-12 9.2A.3
Examine the U.S. response to the Chinese Revolution and its impact on the Cold War. [Analyze cause-and-effect relationships]
U.S. History Grades 5-12 9.2A.6
Explain the popular uprisings against communist governments in Eastern Europe and evaluate how they affected United States foreign policy. [Analyze cause-and-effect relationships]
U.S. History Grades 5-12 9.3A.3
Explain the relationship between post-war Soviet espionage and the emergence of internal security and loyalty programs under Truman and Eisenhower. [Analyze cause-and-effect relationships]
U.S. History Grades 5-12 9.3A.4
Analyze the rise and fall of McCarthyism, its effects on civil liberties, and its repercussions. [Analyze cause-and-effect relationships]
College- and Career-Readiness Anchor Standards
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.6
Assess how point of view or purpose shapes the content and style of a text.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
CCSS.ELA-Literacy.CCRA.W.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.CCRA.W.2
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8
Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.SL.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.CCRA.SL.4
Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.L.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Grades 6-8:
CCSS.ELA-Literacy.RI.6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.6.6
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
CCSS.ELA-Literacy.RI.7.6
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
CCSS.ELA-Literacy.RI.8.6
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
CCSS.ELA-Literacy.RI.6.8
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
CCSS.ELA-Literacy.RI.7.8
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
CCSS.ELA-Literacy.RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
CCSS.ELA-Literacy.W.6-8.1
Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.6-8.1.b
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.6-8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
CCSS.ELA-Literacy.W.6-8.2.b
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
CCSS.ELA-Literacy.W.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.6-8.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
CCSS.ELA-Literacy.W.6-8.8
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
CCSS.ELA-Literacy.SL.6-8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6-8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-Literacy.SL.6-8.1.a
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.6-8.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-Literacy.L.6-8.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Grades 9-10:
CCSS.ELA-Literacy.RI.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RI.9-10.6
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
CCSS.ELA-Literacy.RI.9-10.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
CCSS.ELA-Literacy.W.9-10.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.9-10.1.b
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.W.9-10.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.9-10.2.b
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.W.9-10.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.9-10.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.9-10.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.9-10.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.L.9-10.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
Grades 11-12:
CCSS.ELA-Literacy.RI.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
CCSS.ELA-Literacy.RI.11-12.6
Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
CCSS.ELA-Literacy.RI.11-12.8
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
CCSS.ELA-Literacy.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.W.11-12.1.b
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
CCSS.ELA-Literacy.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.W.11-12.2.b
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.W.11-12.2.d
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
CCSS.ELA-Literacy.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.11-12.7
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
CCSS.ELA-Literacy.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-Literacy.SL.11-12.1.a
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-Literacy.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS.ELA-Literacy.L.11-12.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).