Reading and Writing Workshop
Workshop Title: Civil Liberties Early in the Cold War Era
Resources:
Historical Thinking Guide
Era: Cold War Era
Resources:
Historical Thinking Guide
Era: Cold War Era
Reading and Writing Workshop: The Man in the Basement
Workshop Objective
By the end of this workshop, students will:
SESSION 1: The Red Scare and McCarthyism
1. Novel Excerpt Review
Focus on the novella's depiction of loyalty oaths, FBI surveillance, and the impact on characters like Mr. Feldman and Tommy.
2. Primary Source Exploration
Prompt: How did fear of communism change the way Americans interacted with each other?
Activity: Create a mock Loyalty Board hearing. One group plays accused individuals (teachers, government workers, etc.); the other plays the Loyalty Board. Use excerpts from EO 9835 and McCarthy's speech to frame the charges.
4. Independent Writing & Reflection
Prompt: Imagine you are a student or teacher called to testify before a loyalty committee. What would you say? How would fear or truth influence your decision?
SESSION 2: Suburban Conformity and the GI Bill
1. Novel Excerpt Review
Focus on the descriptions of Shady Grove Lane, conformity, the Russo family’s background, and neighborhood suspicion of difference.
2. Primary Source Exploration
Prompt: How did the GI Bill and suburban development shape ideas of who "belonged" in postwar America?
Activity: Create a “model suburb” poster using historical photographs and advertisements. Label who was included—and who was excluded—from this vision.
4. Independent Writing & Reflection
Prompt: Write from the perspective of a child who feels like they don’t “fit in” to the expectations of 1950s suburbia.
SESSION 3: Dissent and Civil Liberties During the Cold War
1. Novel Excerpt Review
Focus on Tommy's internal conflict and Mr. Feldman’s history as a codebreaker turned target of suspicion.
2. Primary Source Exploration
Prompt: Why is dissent protected in a democracy? When might dissent be seen as dangerous?
Activity: Create a class graffiti wall with quotes about freedom of speech and dissent. Include quotes from Feldman, Madison, and the novella.
4. Independent Writing & Reflection
Prompt: Is it more patriotic to question or to obey? Explain using examples from the novella and Madison’s writings.
SESSION 4: Fear, Surveillance, and the FBI1. Novel Excerpt Review
Read Part III (“The FBI Comes Knocking”) to explore how surveillance impacts personal freedom and community trust.
2. Primary Source Exploration
Prompt: How does government surveillance impact individual behavior, even without arrest?
Activity: Using mock documents, simulate how an FBI file might be compiled on Mr. Feldman or Tommy. Discuss what assumptions are made and what’s missing.
4. Independent Writing & Reflection
Prompt: Write a journal entry from Tommy the night after the FBI visit. What does he fear? What gives him strength?
SESSION 5: Writing Truth in Dangerous Times
1. Novel Excerpt Review
Focus on Part IV and Part V where Tommy begins writing “The Man in the Basement” and faces school backlash.
2. Primary Source Exploration
Prompt: What is the purpose of writing in times of repression?
Activity: In small groups, choose a “dangerous idea” from the 1950s (civil rights, questioning war, supporting unions) and write a fictional letter to the editor defending that position under a pseudonym.
4. Independent Writing & Reflection
Prompt: “If truth makes people uncomfortable, that’s a sign it matters.” Do you agree or disagree? Write an essay or spoken-word poem using Feldman’s legacy as your lens.
Closing Project Options
After all sessions, students select one final project:
Implementation Tips
Workshop Objective
By the end of this workshop, students will:
- Analyze the historical context of the Red Scare, Cold War paranoia, and suburban conformity through historical fiction.
- Distinguish historical facts from fictionalized elements in the novella.
- Examine the impact of political climate on individual liberties, education, and community identity.
- Explore the tension between patriotism, truth, and dissent.
- Develop reading, writing, and critical thinking skills through creative, analytical, and research-based activities.
- Reflect on how government surveillance and censorship affect individual agency.
SESSION 1: The Red Scare and McCarthyism
1. Novel Excerpt Review
Focus on the novella's depiction of loyalty oaths, FBI surveillance, and the impact on characters like Mr. Feldman and Tommy.
2. Primary Source Exploration
- Senator McCarthy’s Wheeling Speech (1950) – Public Domain:
https://www.senate.gov/about/powers-procedures/investigations/mccarthy-wheeling.htm - Executive Order 9835 (Truman’s Loyalty Order, 1947) – Public Domain:
https://www.ourdocuments.gov/doc.php?flash=false&doc=76
Prompt: How did fear of communism change the way Americans interacted with each other?
Activity: Create a mock Loyalty Board hearing. One group plays accused individuals (teachers, government workers, etc.); the other plays the Loyalty Board. Use excerpts from EO 9835 and McCarthy's speech to frame the charges.
4. Independent Writing & Reflection
Prompt: Imagine you are a student or teacher called to testify before a loyalty committee. What would you say? How would fear or truth influence your decision?
SESSION 2: Suburban Conformity and the GI Bill
1. Novel Excerpt Review
Focus on the descriptions of Shady Grove Lane, conformity, the Russo family’s background, and neighborhood suspicion of difference.
2. Primary Source Exploration
- The GI Bill of Rights (1944) – Public Domain:
https://www.ourdocuments.gov/doc.php?doc=76 - Levittown Advertisements and Planning Photos (Library of Congress):
https://www.loc.gov/pictures/item/2003673954/
Prompt: How did the GI Bill and suburban development shape ideas of who "belonged" in postwar America?
Activity: Create a “model suburb” poster using historical photographs and advertisements. Label who was included—and who was excluded—from this vision.
4. Independent Writing & Reflection
Prompt: Write from the perspective of a child who feels like they don’t “fit in” to the expectations of 1950s suburbia.
SESSION 3: Dissent and Civil Liberties During the Cold War
1. Novel Excerpt Review
Focus on Tommy's internal conflict and Mr. Feldman’s history as a codebreaker turned target of suspicion.
2. Primary Source Exploration
- First Amendment to the U.S. Constitution:
https://www.archives.gov/founding-docs/bill-of-rights-transcript - James Madison, Federalist No. 10 (1787) – Public Domain:
https://guides.loc.gov/federalist-papers/text-1-10
Prompt: Why is dissent protected in a democracy? When might dissent be seen as dangerous?
Activity: Create a class graffiti wall with quotes about freedom of speech and dissent. Include quotes from Feldman, Madison, and the novella.
4. Independent Writing & Reflection
Prompt: Is it more patriotic to question or to obey? Explain using examples from the novella and Madison’s writings.
SESSION 4: Fear, Surveillance, and the FBI1. Novel Excerpt Review
Read Part III (“The FBI Comes Knocking”) to explore how surveillance impacts personal freedom and community trust.
2. Primary Source Exploration
- FBI Memorandum on Loyalty Investigations (1951) – Public Domain, Truman Library:
https://www.trumanlibrary.gov/library/research-files/federal-employee-loyalty-program
Prompt: How does government surveillance impact individual behavior, even without arrest?
Activity: Using mock documents, simulate how an FBI file might be compiled on Mr. Feldman or Tommy. Discuss what assumptions are made and what’s missing.
4. Independent Writing & Reflection
Prompt: Write a journal entry from Tommy the night after the FBI visit. What does he fear? What gives him strength?
SESSION 5: Writing Truth in Dangerous Times
1. Novel Excerpt Review
Focus on Part IV and Part V where Tommy begins writing “The Man in the Basement” and faces school backlash.
2. Primary Source Exploration
- Emma Goldman’s “Minorities Versus Majorities” (1910) – Public Domain:
https://www.gutenberg.org/ebooks/20725 - George Orwell, “Politics and the English Language” (1946) – Public Domain:
https://www.orwellfoundation.com/the-orwell-foundation/orwell/essays-and-other-works/politics-and-the-english-language/
Prompt: What is the purpose of writing in times of repression?
Activity: In small groups, choose a “dangerous idea” from the 1950s (civil rights, questioning war, supporting unions) and write a fictional letter to the editor defending that position under a pseudonym.
4. Independent Writing & Reflection
Prompt: “If truth makes people uncomfortable, that’s a sign it matters.” Do you agree or disagree? Write an essay or spoken-word poem using Feldman’s legacy as your lens.
Closing Project Options
After all sessions, students select one final project:
- Historical Fiction Vignette – Write a companion story from the perspective of Billy Katz, Principal Donahue, or Eleanor Russo.
- Documentary Short Script – Draft a script for a 10-minute documentary exploring the Red Scare’s impact on American life.
- First-Person Creative Essay – “I Was Watched”: A fictionalized account of being investigated during the McCarthy era.
- Historical Analysis Paper – Evaluate the long-term effects of McCarthyism on civil liberties in the U.S., using the novella and public domain documents as evidence.
Implementation Tips
- Use multimedia to display primary source documents during class discussion.
- Have students create a portfolio of their notes, creative work, and reflections.
- Encourage group sharing and open-ended questioning to mirror Tommy’s curiosity.