The Cold War

09/02/45 –

12/26/91

9th Grade Social Studies

Web Quest

By Kellie Doty

kd152505@ohio.edu

Introduction• During the course of this webquest, you will be introduced to The

Cold War which Webster’s Dictionary defines as “a condition of rivalry, mistrust, and often open hostility, short of violence.” By utilizing a combination of sources, you will explore the history of The Cold War between the United States and the Soviet Union that lasted from the end of WWII to the late 1980s. You will experience various aspects of society and culture during this time period, expand your knowledge of “the bomb,” and develop an understanding of how this standoff affected other regions of the world.

• The two main players of the cold war (the United States and the Union of Soviet Socialist Republics) each “thought the other was militarily aggressive, deceitful, and dangerous. Each feared the other wanted to take over the world.” The tension between these two nations created a sense of paranoia, not only between government officials, but also among the general public and this paranoia even carried over into the beginning of space travel.

The Task • The purpose of the tasks you complete will be to answer two main

questions: – How did the Cold War affect the world, and more specifically, the United

States?– How did the United States and the Soviet Union view the Cold War the

same and differently? • The main task will be comprised of many smaller assignments that

will help to give you the background knowledge to complete your final project. – The mini-assignments will be tied into each website that you explore. – Each mini-assignment will be explained on the resource page of it’s

related webpage. • There will be two components to your final project that you must

complete. One element will be an individual assignment and the other will be a group presentation.

Final Project: Individual Component

• Each student will gather information to complete a creative multi-tiered timeline. – The timeline will have tiers for:

• The United States and other non-communist nations

• The Soviet Union and other communist nations.

• Colonial nations• Society and popular culture in the United

States– You can view the rubric here.

• Next, each student will use that information to compose an essay on how the elements of the cold war affected the different aspects of the world. – The essay is to have a broad focus and

interrelate all tiers.– It shall be no less than 5 pages typed double

space in MLA format.– It will be graded using your standard

freshman English essay rubric.

Final Project: Group Component

• Each team will compose and present a comparison and contrast of the cold war from the viewpoints of both the United States and the USSR. – The team will focus on the themes that are in their individual CNN episode

“First Draft” sections. They will use the other sources throughout this webquest to add to that basic outline.

– Presentations will be done in front of the whole class and will be expected to last about 20 minutes apiece.

– Two rubrics will be provided at the end of the webquest. • The first will allow students to evaluate their team members.• The second will evaluate the actual presentation.

Teams • Each of the four teams in this class will have six members. The blue

team members are from the United States and support Democracy. The red team members are from the Soviet Union and believe in Communism. Your teams and individual number are listed below:

Team 1 Team 2 Team 3 Team 4

1 Tom 7 Laura 13 Adam 19 Jamie

2 Sue 8 John 14 Lisa 20 Eric

3 Mike 9 Terri 15 Kyle 21 Jessie

4 Carrie 10 Chris 16 Liberty 22 Grant

5 Mark 11 Sara 17 Matt 23 Shelly

6 Jane 12 Bob 18 Jenn 24 Ryan

Beware!

• You could have a spy in your group. Your spy could be from the U.S. or the U.S.S.R. The emissary’s goal will be to steal top secret documents (homework!) from their enemy and turn it over to their boss (Ms. Doty). Don’t forget – the spy may be a double agent.

• If your homework (hard copy or electronic file) is stolen you must complete a mission (see instructor) to have it returned.

• For each assignment the spy steals they will receive a bonus point. If they fail to steal any top secret files, they will be docked 5 points.

Who Done It?

• However, each member of the group will have one opportunity to submit their guess as to who the spy is. If they are correct, they will gain 5 bonus points.

• The spy will also gain 5 bonus points if no one in the group discovers their identity.

CNN Interactive: Cold War• Follow the above link. In the left hand navigation bar, click on

“Episode by Episode.” For each episode, click on and read the “episode recap.” – This will be where you, as an individual, are going to start gathering

information for your timeline and other assignments. – Create an electronic double entry journal by copying and pasting key

info into a word document and then, responding with thoughts about what you read and ideas on how to incorporate this information into your final project. Your DEJ will be your primary source for collecting info. You may find it helpful to include dates and sources in your entries so you can go back and review the info if needed.

• Follow the DEJ link for more information and a sample.

CNN Interactive: Cold War• Secondly, from this website

you will explore a specific “First Draft” section. (This is kind of tricky, so if you don’t understand, please: ASK FOR HELP!)

• The “First Draft” section for each episode is found by scrolling down that episode page. It has a picture of Time and Pravda magazines by the link.

• You will read the First Draft section for the episode number that matches your individual number on the team list.

– For example, Tom is number one on the team list, so he will read the First Draft section for episode number one.

– Jenn is number 18 on the team list, so she will read the First Draft section for episode 18.

• For the First Draft section that you read, please complete a T-chart to compare and contrast how the United States and the Soviet Union each viewed the event.

• You may also explore any other links that interest you.

USSR versus USA

• United States – It’s your decision: What would

you do in these situations? • You’re a Hollywood screenwri

ter• You are President Kennedy• You have drawn a low draft n

umber•

You work for CIA counterintelligence

• You are President Ronald Regan

• Soviet Union – It’s your decision: What would

you do in these situations? • You are Joseph Stalin• You are Nikita Khrushchev• You are Leonid Brezhnev• You are a member of the Sovi

et Politburo• You are Mikhail Gorbachev

The next websites you will visit will be based on whether you represent the United States or the Soviet Union. (If your name is in a blue box on the team list you are from the USA, and if your name is in a red box, you are from the USSR.)

Begin by clicking on each scenario below to read the simulation. Decide what you would do and submit your answer. Did you make the same decision that others in that situation made?

USSR versus USA

• Soviet Union– Soviet Archives Exhibit

• Visit the first floor exhibit, “the Internal Workings of the Soviet System” and the second floor exhibit, “The Soviet Union and the United States.”

– As you take the guided tour, especially focus on the sections regarding perestroika, censorship, and the cold war.

– The tour will give you a better understanding of life in the Soviet Union prior to and through the Cold War period.

• United States– 6. National Intelligence Esti

mate • Read only the above

section on this webpage including points 25-45.

– This is an actual State Department archived file from the Kennedy Administration.

– Think about how the CIA’s estimate of the world situation would affect politics and every day life in America.

Next, go to the appropriate websites below and read the information. Make sure to review any primary source documents that are included. Continue making entries in your double entry journal.

Taking Sides • During the Cold War

the world seemed to be divided up by whose side they were on.

– The U.S. and NATO– The U.S.S.R. & the Wa

rsaw Pact• Many nations during this

time were part of the non-aligned movement (NAM), meaning these nations chose to not side with the United States or the Soviet Union.

– Would they remain non-aligned or could they be persuaded to join your side?

NAM and Egypt• Egypt’s leader Gamal Abdel Nasser was one

of the founders of NAM. Because of Egypt’s strategic location in the Middle East and it’s ownership of the Suez Canal, both the US and USSR courted Nasser.

• Go to the Library of Congress Country Studies.

– Choose “Egypt” and then scroll down the links in Chapter 1 to “The Aftermath of the War”.

• Read the sub-sections from “External Relations” through Political Developments 1971 – 1978.

• Did Nasser stay neutral, choose one side, or play both sides to his advantage?

– Copy and paste evidence from the reading into your journal to justify your answer. Make sure to change the font color to keep your article evidence separate from your own words.

What One World Leader Has to Say

• Winston Churchill: Prime Minister of the United Kingdom – Iron Curtain– Atomic Bomb

• Using the model of the “sum it up” worksheet, summarize Churchill’s feelings regarding communism, the cold war and the atomic bomb. – Also include one quote from

what you read/listened to that you believed to be the most powerful.

Colonial Nations • As we know, the Cold War didn’t

just affect the United States and the Soviet Union or other major world powers that were choosing sides. Interestingly, it also played a part in some powerful changes in colonial nations in SE Asia, South America, and Africa.

• Go to the political systems maps. Starting in 1902, click through all of the maps. What major changes do you notice going on during the cold war? Where are these changes taking place?

– Make list of key changes. – Create a hypothesis for why these

changes are happening and write it on your list. Make sure you consider past and current (for the time period) world events.

• For a quick summary of the reasons for decolonization, <click here>

Decolonization

• Now read this article on decolonization and take the quiz. How did you do?

• Use your new knowledge to complete a cause and effect chart that you can use as notes for your final paper.

Ghana is the first African colonial nation to receive independence.

Nuclear Weapons• The threat of nuclear weapons did more

than just linger in the air. Its presence affected the world in every aspect of life from military decisions to education.

• As you read over the next two slides, continue adding to your double entry journal. You should specifically think about how the atomic bomb changed the world – not only when it was dropped, but also the fear of it happening again.

• Learn more about “the bomb” and its effects by exploring these websites:

– The Manhattan Project made possible the advent of nuclear weapons. Begin by reading the page on the fallout shelter, and progress across the top of the page (4 links) to view primary source documents such as a letter from Albert Einstein to President Roosevelt; the orders to drop the bomb; and Adventures Inside an Atomic Bomb, a comic book that explains atomic energy.

Safety versus Reality of Hiroshima

• Duck and Cover is a popular training video for nuclear war survival.

• Bomb shelters were promoted as another way to survive a nuclear attack.

• The reality of Hiroshima contrasts sharply with the “it will be ok” safety propaganda.– Read these testimonies from

people who survived the A-bomb.

• Testimony of Akira Onogi • Testimony of Akihiro Takahashi • Testimony of Kinue Tomoyasu

• Create a found poem based on the words of the survivors.

Culture in the United States • This section will help you to

explore what the culture was like in the United States during the cold war.

• You will be taking a look at many primary sources and a few secondary sources to discover how the cold war played out in every day life.

• Unless given another specific assignment for a section, you will continue to add to your DEJ.

– For each decade, you should add a creative page to your journal that visually sums up what you believe that decade represents.

– Also, please comment in your journal to the various questions posed throughout this section.

• The upcoming pages will explore the cold war from multiple points of view including important political events of the time, technology advances, educational changes, and everyday life.

• Together these events combined to create the atmosphere in the United States and the environment in which Americans based their decisions.

Music of the Cold War• First, let’s hear what the cold

war sounded like. Listen to these video and audio recordings:

• Check out this cold-war era cartoon from YouTube.

• Annual Civil Defense exercise PSA

– Now listen to some music from the cold war:

• Music about the atomic bomb• 99 Red Balloons by Nena• A Hard Rain’s A-Gonna Fall

by Bob Dylan • Blowing in the Wind by Bob

Dylan• Eve of Destruction by Barry

McGuire • Russians by Sting

• As you listen to the music, create a web with “Cold War” as the center and each song as a an extension. From each song, list quotes and tell about what they represent in terms of the cold war. (One example might be “paranoia.”)

The Fabulous Fifties • Don’t forget to continue adding to

your double entry journal as you explore the websites for each decade.

• Click on the “Fabulous Fifties” link above to read about the beginning of life during the baby boom generation by clicking on all of the 15 links except “sources”.

• Another not-so-cheerful international incident included the controversy over the Suez Canal.

• Why were the 50’s characterized by the ideal family and “happy days” despite many not-so-happy events like the Korean war?

The Space Race and Education

• Next, click on Life in the fifties to understand the context of the cold war that began the space race. This fear was magnified with the launch of Sputnik.

• In fact, the launch of Sputnik by the Soviet Union was one of two major events in the 1950’s that resulted in a huge change in United States education.

• The other event was the Supreme Court decision in Brown versus the Board of Education.

Television in the 50’s

• It is said that television created one of the greatest social changes ever!

• One infamous TV show from the fifties is Leave it to Beaver. – Click watch now to watch

the video clips. – Complete the

Venn diagram to show the similarities and differences between Leave it to Beaver and your favorite, modern-day family sitcom.

• Lassie was another popular show of the time period.

The 1960’s• Click on “The 1960’s” link above to

read about the US culture during this decade.

• Need a break? It is time to stand up and dance to the Twist!

– Gather everyone from your team together and watch this video while doing the twist.

• President Kennedy’s presidency was short lived, yet many significant events took place during this time.

– Kennedy takes office on January 20th 1961. He is the youngest elected president and first Roman Catholic president.

– Listen to his inaugural address which is still quoted today.

• Part 1 • Part 2

– He started the Peace Corps– The Bay of Pigs incident – He had to deal with the

Cuban Missile Crisis – Kennedy is assassinated on

November 22, 1963. Many from this generation still remember where they were when they found out Kennedy was dead.

• Do you remember where you were when you heard about the 9/11 terrorist attacks? Can your parents?

Protesting in the 60’s

• Read the story of “This Godless Communism” in the 1960’s comic, The Treasure Chest.– What did Hoover say to do to

protect our nation from communism? Why?

– Does this comic present a biased or unbiased viewpoint?

• How can you tell?

• The end of chapter 1 called for activism and education.

– What current issue would be worthy of your activism?

• List three reputable and reliable websites you could use to gain more knowledge on the topic.

• Create a comic strip showing a key point you would want to use in your activism.

Protesting in the 60’s

• The sixties were full of protests. Check out the following websites to see what Americans believed was worth fighting for during this decade. – Civil Rights Marches– Vietnam Protests– More on Vietnam protests– Nixon’s “Silent Majority”

speech• Read both the article and

the linked speech.

Vietnam War

• So you know that the American public protested against the war, but what do you know about the war itself?

• Review the following two websites to get a brief overview of the war.

– Vietnam Timeline– Vietnam War in Pix

• Do you know someone who died in Vietnam? You can look up their name on the Vietnam Veterans Memorial website.

Money was raised to bring the baby, Tran Thie Het Nhanny, to the US for congenital heart surgery. Afterwards she was adopted, and as of 2005 she was still residing in Ohio.

Woodstock

• You can’t look at the US culture in the 1960’s without learning about Woodstock. – Click on the links on this page

(Including the title link) to learn more about the legendary Woodstock concert of 1969.

• Jimmy Hendrix • Jefferson Airplane• The Who • New York Times Article

• Before Woodstock, another music sensation hit the US. In 1964, the Beatles appeared for the first time on the Ed Sullivan Show.

The 1970’s• The 70’s were more than just disco, mood

rings, and pet rocks. – Go to American Cultural History 1970-79

• How many of the books listed have you read? Check out the display table in the classroom to help refresh your memory.

• The Kent State shootings were a big deal here in Ohio. Follow the link for more info.

The 1970’s

• Today we use technology routinely in almost every aspect of our lives, but many technological advances were a result of the cold war. Can you imagine growing up without a computer, video games, cell phones, etc? – Type your double entry journal for the

70’s on an old fashioned typewriter. If you make a mistake use the correct tape, white-out or eraser. Need a copy? Use carbon paper.

• Include in your journal a response to what you think turning in a typed report would have been like. What if you found an error after you finished your paper and had to correct it?

World Politics Monopoly - 1970

Our Nation’s Bicentennial• Our forefathers declared our

independence from England on July 4, 1776. Two hundred years later, in 1976, there were many celebrations of our freedom. The entire country appeared to be painted in red, white, and blue.

– Read President Gerald Ford’s bicentennial speech made at Independence Hall in Philadelphia, Pennsylvania.

– In what ways did Americans view the cold war as possibly destroying this freedom?

Major Events • The 70’s also had it’s share of

major political and cultural events. – Watergate– The King (Elvis) is dead– Roe versus Wade Supreme

Court Decision• Read the “Reproduction and

Privacy Rights” section.

– 1973 Oil Embargo• “Israel succeeded in

destroying the Arab forces and claimed the Gaza Strip, the Sinai Peninsula, the Golan heights, East Jerusalem, and the West Bank from the neighboring countries of Syria, Jordan, and Egypt.”

– Has this conflict been resolved?

– Create a web that links these locations with today’s world news.

The 1980’s• Games were huge in the

80’s. Personal computers became popular, Atari gaming systems were hitting the market, Pac-Man was released, and the Rubik’s cube was the latest rage. – Take a 15 minutes to play

Pac-Man and/or Asteroids and with the classroom Rubik’s cube.

– Reflect on 80’s gaming versus today’s games.

The 80’s were like tubular, y’know!

• MTV was launched in 1981. Check out the first video played. – What is the irony of the song title?

• Michael Jackson’s Thriller became the hit album and sold 20 million albums.

• Madonna was reaching borderline stardom.

• Big hair bands were cool! – The dude to the right still rocks! Can you

name him? • We can’t forget Live Aid – the

concert/fundraiser where musicians performed all over the world to raise money to feed the hungry in Africa. Listen to the USA’s contribution. – What do the lyrics advocate?

Movies and More• Teen movies, immensely popular in the 80’s,

were ruled by the brat pack. Read the linked article and record in your DEJ how the lives of the brat pack on and off the screen emulated the culture of the time period.

• Blonde jokes were also popular: – Q. Why did the blonde get so excited when she

finished the jigsaw puzzle after only 6 months? – A. Because on the box it said: From 2 to 4 years.

• Check out these fads:

– Hairstyles– Clothing trends

• Which do you consider the worst fashion blunder? • If you were a child of the 80’s which hot clothing

item would have been a must have? • The hit TV show MacGyver gave everyone a

reason to study science! A secret agent with no need for special high tech gadgets to save the day, he used his mind and whatever was at hand.

Where’s the Beef?

• “Where’s the Beef” may have been the catchy slogan of the 80’s, but the 80’s had a serious side too. Here’s the “beef” of the 80’s: – Read through the 80’s “History and Politics”

section of each time capsule. • Determine the importance of these events by

ranking the top 10 events of the decade. Justify your answers.

– Did any of the events you chose have connections with what you have been studying? Explain your response.

The End of the Cold War• Click on the link above. Listen to Gorbachev’s speech. • The Wall Comes Tumbling Down

– perestroika – Glasnost

• East Germany opens checkpoints in the Berlin Wall, allowing its citizens to freely travel to West Germany for the first time in decades. The next day, celebrating Germans began tearing the wall down.

• The Soviet Union collapses. – Does the collapse of the USSR prove that capitalism and

democracy are better than communism? Why or why not?

Looking Back

• Looking back on the events of our world during the cold war, here a few final sentiments about the events of the time: – Patrick Overton – Vietnam Veteran

• Click on “healing” and read Patrick’s story

– Mikhail Gorbachev – former Soviet leader

• As you look back on what you have learned, write a reflection on what was good and not so good during this era.

How Do You Measure Up?• Evaluation:

– Much of the work within the unit is assigned to help facilitate research. It will only be graded formatively and for completion so that guidance may be given to ensure comprehensive final projects.

• However, if work does not meet quality standards, it may be recommended to be repeated in order to guarantee success on the final project.

– Additionally the mini-assignments throughout will be given deadlines to keep the webquest moving at the desired pace.

– Rubrics follow for the essay, timeline, and group project.

Essay Rubric

Trait/points

 

SIX TRAITS SCORING RUBRIC

100STRONG

(excellent grasp of trait)

COMPETENT (minor improvement

needed)DEVELOPING

(needs improvement)

EMERGING (needs major

improvement

Ideas Excels in everything

*Fresh and original *Shows Insight *Relevant quality details reveal new thoughts *Each line adds to essay *Strong support throughout

*Predictable *Direction of essay is apparent *General observations lack specifics *Support is attempted

*Unclear topic *Text is random or repetitious *No support

30 30 26 21 15

Fluency Excels in everything

*Sentences built together *Cadence and rhythm *Varied sentences *Fragments add style

*Sentences just "get the job done" *Rhythm is broken *% sentences varied

*Choppy, rambling, or incomplete sentences *No rhythm *No variations

20 20 17 14 10

Wordchoice

Excels in everything

*Specific + accurate *Easy to understand *Lively verbs and descriptions

*Correct words lack flair *Communicate but not capture

*Language is vague *Incorrect usage

20 20 17 14 10

Essay Rubric

Voice Excels in everything

*Reader can feel interaction with writer *Tone gives flavor *Writing is from heart *Reader can "see" images

*Pieces amuse or move reader *Writing hides as much as it reveals *Writing is "safe"

*Who is writer? *Writing is only functional *Writer is uncomfortable

10 10 9 7 5

Organiza-tion

Excels in everything

*Logical sequencing *Inviting introduction *Thoughtful transitions *Satisfying conclusion *Everything is "in place"

*Doubtful sequencing *Introduction present *Rough transitions *Conclusion present *Connections weak

*Weak sequencing *No set-up *No transitions *No wrap-up

10 10 9 7 5

Conven-tions

Excels in everything

*Paragraphing is sound *Grammar and usage are correct *Punctuation/spelling

*Incorrect paragraphing *Solid grammar and usage *Tense mistakes *2nd person "You" is present

*Paragraphing missing *Weak grammar *Weak usage

10 10 9 7 5

Timeline Rubric

Category 20 17 15 12

Dates An accurate, complete date has been included for each event.

An accurate, complete date has been included for almost every event.

An accurate, complete date for an event is occasionally missing.

Dates are inaccurate and/or missing for several events.

Content / Facts

Facts were accurate for all events reported on the timeline.

Facts were accurate for almost all events reported on the timeline.

Facts were accurate for most (~75%) of the events reported on the timeline.

Facts were often inaccurate for events reported on the timeline.

Quantity of Events

The timeline contains at least 20 - 25 events related to the topic being studied for each tier.

The timeline contains at least 15 - 19 events related to the topic being studied for each tier.

The timeline contains at least 10 - 14 events related to the topic being studied for each tier.

The timeline contains at less than 10 events related to the topic being studied for each tier.

Tiers All four tiers are complete and each highlight appropriate events.

All four tiers are complete and highlight most of the important events.

One tier is not complete or several important events are excluded.

Multiple tiers are not complete and /or historical importance was not used to determine which events to include.

Graphics

All graphics are effective and balanced with text use to be visually appealing.

All graphics are effective, but there appear to be too few or too many.

Some graphics are effective and their use is balanced with text use.

Several graphics are not effective.

Collaboration Rubric

• The collaboration rubric will include categories for: – Focus on ask and participation – Dependability and shared responsibility– Listening, questioning, and discussing– Research and information sharing– Problem solving – Group/partner teamwork

• This will be used for peers to assess each other.

Group Project Rubric

Category20 17 15 12

Excellent Good Fair Poor

Overall Organization

Well structured & presented in a logical sequence. Used time wisely.

Mostly structured. Precise, but some parts may seem disconnected

Somewhat structured. Too many unimportant details. Disjointed sequence.

Unstructured. Strays from subject. Not in logical order. Over or under time requirements.

ComprehensibilityClear and easily understood

Mostly clear, but some confusion

Somewhat clear and leaves listener a little lost

Unclear and confusing. Not understood.

Overall Presentation

Shows depth of thought

Certain areas show depth of thought

Some understanding of subject, but little depth

Shows only surface level knowledge

Variety and Use of Materials

Presentation materials were of high quality & useful

Most materials were high quality

Some materials of high quality

Inadequate, too small, or no presentation materials

Coverage of required topic

Excellent coverage of topic displaying a synthesis of information by each individual.

Most individuals covered the topic well and displayed some synthesis of the material.

A few of the individuals covered the material well or there was little to no synthesis.

The team did not present the topic well or in a manner that the audience could understand.

Something to Ponder…• As we read today’s headlines, we find

article titles such as: – Iran and the US: A new Cold War? – China and USA in New Cold War over

Africa’s Oil Riches – New Cold War: Great Game for

Supremacy in the New World Order?– Is India Aligning in a New Cold War?– Putin and the New Cold War – Arctic military bases signal new Cold

War • Are current events leading to a repeat

in history? • Are today’s leaders still hesitant to use

an atomic bomb?• Do you see signs of cold war

propaganda in our nation? • Will your generation see WWIII?

Conclusion• You have just relived the four decades of

the cold war. You’ve lived in fear of a nuclear attack. You were paranoid of being taken over by other super powers and found it difficult to work with others that you could not fully trust. You seem to have been at war for nearly a century non-stop, which has made you tired and in search of peace. Now that relations have changed with the Soviet Union, peace may be possible.

• Despite the challenges, you have had many great times too! After all, who can not love all the great music, clothes, technological advances, and other cultural transformations during these decades? Gee, I wonder what the 90’s and new millennium will bring…

Extension Opportunities• China: learn about communist China. This

extension ties in well with the closing question on slide 46 regarding the superiority of communism or democracy.

• NATO: learn more about the organization and how it is perceived internationally.

– Online NATO assignment • Warsaw Pact: Check out the

parallel history project to compare NATO and the Warsaw Pact.

• The Philippines: How the U.S. gained this territory and how it fit into the Cold War.

• Civil Rights movement and how it changed the United States.

• Kennedy’s assassination and the controversy that surrounds it.

• Communism and Capitalism

Teacher’s Page • While the webquest is very comprehensive it is not by any

means complete. Teachers should provide additional information in mini-lectures at appropriate times within the quest. It is assumed that students have already studied WWII. The unit briefly ties into the war, but the Marshall Plan, Berlin Airlift, creation of Israel, the Potsdam conference, etc. should already have been covered prior to beginning this study. Special focus during lectures should be given to making connections between events during the Cold War, the past, and the present. Communist China also needs to be tied in during the study of the Vietnam war.

• Students will have an opportunity to work with several of Gardner’s intelligences and all levels of Bloom’s taxonomy. Student’s are expected to do a great deal of critical thinking and synthesis of information throughout the webquest, including drawing conclusions regarding the effect of the cold war on culture. It is a goal of the webquest for students to see that through all the paranoia there were also good times. Additionally, technological advances resulting from Sputnik resulted civilian life changes as well as to space and military advancements.

• The teacher will want to assign due dates for each section, to keep the students up to date with what is going on during the lecture. I would recommend inserting the mini-lectures within the decade culture studies to emphasis how world events affected American culture.

Standards, Benchmarks & Indicators: Social Studies

• OH.SS.9.3.A.2 > Explain how differing points of view play a role in conflicts over territory and resources.

• OH.SS.9.3.A.3 > Explain how political and economic conditions, resources, geographic locations and cultures have contributed to cooperation and conflict.

• OH.SS.9-10.3.C BENCHMARK: Analyze the patterns and processes of movement of people, products and ideas.

• OH.SS.9.3.C.5 > Analyze the social, political, economic and environmental factors that have contributed to human migration now and in the past.

• OH.SS.9-10.6 STANDARD: Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

• OH.SS.9-10.6.A BENCHMARK: Analyze ways people achieve governmental change, including political action, social protest and revolution.

• OH.SS.9.6.A.1 > Analyze and evaluate the influence of various forms of citizen action on public policy including: The French Revolution; The international movement to abolish the slave trade and slavery; The Russian Revolution; The independence movement in India; The fall of communism in Europe; The end of apartheid.

• OH.SS.9.6.A.3 > Analyze how governments and other groups have used propaganda to influence public opinion and behavior.

Standards, Benchmarks & Indicators: Social Studies

• OH.SS.9-10.7 STANDARD: Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.

• OH.SS.9-10.7.A BENCHMARK: Evaluate the reliability and credibility of sources.• OH.SS.9.7.A.1 > Detect bias and propaganda in primary and secondary sources of

information.• OH.SS.9.7.A.2 > Evaluate the credibility of sources for: Logical fallacies; Consistency

of arguments; Unstated assumptions; Bias.• OH.SS.9-10.7.B BENCHMARK: Use data and evidence to support or refute a thesis.• OH.SS.9.7.B.4 > Develop and present a research project including: Collection of

data; Narrowing and refining the topic; Construction and support of the thesis.

Indicators: Language Arts• OH.ELA.6.9.6 Develop an organizing structure appropriate to the writing task

(e.g., outlining supporting details for an expository piece, establish chronology for a narrative piece).

• OH.ELA.6.9.10 Use clauses and phrases to enhance varied sentence structures.

• OH.ELA.6.9.11 Use precise language and active rather than passive voice.• OH.ELA.6.9.13 Proofread writing and edit to improve sentence fluency,

grammar, and usage.• OH.ELA.6.9.14 Read and re-write to clarify meaning, refine organization, and

eliminate unnecessary information.• OH.ELA.7.9.2.6 ...Support key ideas and viewpoints with accurate and

detailed references to the text or to other works and authors.• OH.ELA.8.9.1 Reflect appropriate manuscript requirements, including title

page presentation, pagination, spacing, margins, and integration of source and support materials (e.g. in-text citation, use of direct quotations, paraphrasing) with appropriate citations.

• OH.ELA.8.9.2 Use correct spelling conventions.OH.ELA.8.9.3 Use correct punctuation and capitalization

• OH.ELA.9.9.4 Compile, and organize information, taking notes that record and summarize what has been learned.

Credits• http://library.thinkquest.org/10826/timeline.htm• http://edition.cnn.com/SPECIALS/cold.war/• http://homepage.usask.ca/~dul381/common/dej.html• http://www.eduplace.com/graphicorganizer/pdf/tchart_eng.pdf• http://www.ibiblio.org/expo/soviet.exhibit/soviet.archive.html• http://www.state.gov/www/about_state/history/vol_v/01_09.html• http://upload.wikimedia.org/wikipedia/commons/5/55/Cold_War_Map_1959.png• http://www.direct.gov.uk/en/Gtgl1/GuideToGovernment/InternationalBodies/DG_4003

090• http://www.history.com/this-day-in-history.do?action=Article&id=2667• http://www.tiscali.co.uk/reference/encyclopaedia/hutchinson/m0005012.html• http://lcweb2.loc.gov/frd/cs/cshome.html• http://www.authentichistory.com/1950s/speeches/19460305_Winston_Churchill_Iron_

Curtain_Speech.html• http://www.authentichistory.com/1950s/speeches/19490331_Winston_Churchill_on_A

-Bomb_as_Deterrent.html• http://www.readingquest.org/pdf/sumitup.pdf

Credits • http://users.erols.com/mwhite28/govt1900.htm• http://www.mrdowling.com/610ar.htm#Colonialism• http://www.hyperhistory.net/apwh/essays/comp/cw31decolonizationafricasamerica.ht

m• http://www.educationoasis.com/curriculum/GO_pdf/causeeffect_chart.pdf• http://encarta.msn.com/media_461570575/Ghana_Gains_Independence.html• http://www.mbe.doe.gov/me70/manhattan/facts_fallout.htm• http://video.google.com/• http://www.survivalring.org/FamilyShelter-raf.pdf• http://www.inicom.com/hibakusha/• http://memory.loc.gov/learn/community/am_newsletter/article.php?id=40&catname=te

aching%20ideas• http://www.youtube.com• http://www.conelrad.com/media/nfa/nf_014.ram• http://www.authentichistory.com/1950s/atomicmusic/• http://www.brownielocks.com/eveofdestruction.html• http://www.sparknotes.com/history/american/koreanwar/summary.html• http://www.spartacus.schoolnet.co.uk/COLDsuez.htm

Credits• http://www.history.com/exhibits/fifties/coldwar.html• http://www.cnn.com/SPECIALS/cold.war/experience/technology/space.timeline/frame

set.html• http://www.nytimes.com/2007/09/25/science/space/25educ.html?_r=2&oref=slogin&or

ef=slogin• http://www.nps.gov/brvb/historyculture/upload/brown%201.pdf• http://www.tvland.com/shows/litbeaver/• http://www.learnnc.org/media/lessons/DebbieFox2112003991/VennDiagram1.JPG• http://www.kidsnewsroom.org/elmer/infoCentral/frameset/decade/1960.htm• http://www.peacecorps.gov/kids/about/pchistory.html• http://www.jfklibrary.org/Historical+Resources/JFK+in+History/• http://news.bbc.co.uk/onthisday/hi/dates/stories/november/22/newsid_2451000/2451

143.stm• http://www.authentichistory.com/1960s/treasure_chest/cover_01.html• http://vodreal.stanford.edu/mlkpp/dream/3b01.ram• http://www.spartacus.schoolnet.co.uk/VNprotest.htm• http://www.cnn.com/SPECIALS/cold.war/episodes/13/spotlight/• http://www.pbs.org/wgbh/amex/vietnam/timeline/

Credits• http://www.vietnampix.com/• http://thewall-usa.com/• http://www.woodstockpreservation.org/PastPresent/NYT-PDF/15_BethelPilgrimsSmo

keGrass.pdf• http://kclibrary.nhmccd.edu/decade70.html• http://www.may4.org/• http://www.ford.utexas.edu/LIBRARY/speeches/760645.htm• http://www.inthe70s.com/timeline.shtml• http://www.washingtonpost.com/wp-srv/politics/special/watergate/index.html#chapters• http://news.bbc.co.uk/onthisday/hi/dates/stories/august/16/newsid_2496000/2496375.

stm• http://www.historyofsupremecourt.org/history/gender/overview.htm• http://library.thinkquest.org/20331/history/mideast.htm• http://www.play.vg/games/4-Asteroids.html• http://www.thepcmanwebsite.com/media/pacman_flash/• http://www.rubiks.com/index.cfm• http://www.madonna.com/dancefloor-video-popup-46.php?choice=real_video_high• http://eightiesclub.tripod.com/id299.htm

Credits• http://www.liketotally80s.com/index.html• http://en.wikipedia.org/wiki/List_of_problems_solved_by_MacGyver• http://www.nebraskastudies.org/1000/frameset_reset.html?http://

www.nebraskastudies.org/1000/stories/1001_0140.html• http://www.historyguide.org/europe/lecture16.html• http://www.historyguide.org/europe/perestroika.html• http://www.coldwar.org/articles/90s/fall_of_the_soviet_union.asp• http://www.historyorb.com/russia/glasnost.shtml• http://www.news.harvard.edu/gazette/2002/11.14/11-transcript.html• http://www.pbs.org/pov/stories/vietnam/story.html• http://www.uwstout.edu/soe/profdev/rubrics/secondaryteamworkrubric.pdf