OBJECTIVE: To develop the class’s website on the history and importance of the Cold War.
DUE DATE: 25th of October for both your website and action plan (you will not be given this lesson to work on this task).
PURPOSE: To understand the magnitude of the Cold War.
INSTRUCTIONS:
Below is a collection of key topics relating to the Cold War that we will be studying over the next few weeks. You each will be studying one bulleted topic, and we’ll be producing a collection of these ideas on this Cold War Website. The requirements for each area of study is as follows:
Step 1:
ARMED CONFLICT
TECHNOLOGY
FOREIGN AFFAIRS
RESOURCES
ECONOMICS
SIGNIFICANT INDIVIDUALS
POLITICS
Step 2:
ARMED CONFLICT: Armed conflict was what many were trying to avoid, while others were looking to use it to their advantage. For your assigned topic discuss:
TECHNOLOGY: Because of the nature of the Cold War one side could not be out-done by the other, so there was an increasingly high level of competition between the U.S. and the Soviet Union. The technological advancements during this period far surpassed any other period in recorded human history. For your assigned topic discuss:
FOREIGN AFFAIRS: This area of discussion epitomizes the heart of the Cold War discussion. The idea of foreign affairs focuses on the idea of the relations between nations. The topics included in this section are here because it includes particular nations that were directly impacted by the Cold War, but were not the U.S. or U.S.S.R. For your assigned topic discuss:
RESOURCES: As with empires from the past, the motivations of the 20th century superpowers was largely driven by the control and acquisition of valuable resources. For your assigned topic discuss:
ECONOMICS: Now, let’s be honest, it all boils down to this. As the famous axiom goes: If you want to know who behind it, then “follow the money”. To understand the nature and movement of money is to better understand the motives behind the actions and the key players involved. For your assigned topic discuss:
SIGNIFICANT INDIVIDUALS: There is no shortage of important people involved in the Cold War. To study these people you no doubt find interesting characters that played an important role in the development of global events. For your assigned topic discuss:
POLITICS: The political game during the Cold War is something they make movies about. The Cold War political interactions is often cited in political science/theory courses because it was the pinnacle of political tension, gaming, and jockeying for global positioning. The battles that ensued between the U.S. and U.S.S.R. provide historians and political scientists a trove of documented evidence, only years later, to sift through to discover the key underlying motives between the most powerful people of the 20th century. For your assigned topic discuss:
Step 3:
When you have completed researching for your topic and have filled in your Action Plan, you are then ready to create your webpage:
Have you checked your work to ensure you have;
By the end of your assessment task, you need to prove to me your understanding of your segment of the Cold War and its impact. The more detailed you are able to make each and every piece of this assessment the better I’ll know how much you know, and how well you have grasped the discussions that we’ve had during our class discussions.
A: Knowing and Understanding: How well you understand the information on your section of the site, the required structure of that page, and the key pieces of history relating to the Cold War event in your region with relation to each required section.
Achievement level Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student:
i. uses limited relevant terminology
ii. demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or examples.
3–4
The student:
i. uses some terminology accurately and appropriately
ii. demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples.
5–6
The student: i. uses a range of terminology accurately and appropriately
ii. demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples.
7–8The student:
i. consistently uses a wide range of terminology effectively ii. demonstrates detailed knowledge and understanding of content and concepts through thorough accurate descriptions, explanations and examples.
B: Investigation: Your gathering of ‘relevant’ resources needed to build your understandings of the Cold War, and include it on the site effectively. You have cited your sources properly on the ‘works cited page’ in proper MLA format. You have also completed an awesome Action Plan? Do you have a research question that includes; social, political, economic or environmental within the question?
Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student:
i.
ii. formulates a limited action plan to investigate a research question or does not follow a plan
iii. collects and records limited information, not always consistent with the research question
iv. makes a limited evaluation of the process and results of the investigation.
3–4
The student:
i.
ii. formulates and somewhat follows a partial action plan to investigate a research question
iii. uses a research method(s) to collect and record mostly relevant information
iv. evaluate some aspects of the process and results of the investigation.
5–6
The student:
i.
ii. formulates and follows a substantial action plan to investigate a research question
iii. uses research method(s) to collect and record appropriate relevant information
iv. evaluates the process and results of the investigation.
7–8
The student:
i.
ii. formulates and effectively follows a comprehensive action plan to investigate a research question
iii. uses research methods to collect and record appropriate, varied and relevant information
iv. thoroughly evaluates the investigation process and results.
C: Communication: How does the page look as I scroll through it. This includes the effective use of unit terminology, grammar, and voice. Also, how does it all line up? Margins and pictures are tight and clean; you have designated each section clearly; used headings, bullets, and it is ready to be presented as a respectful piece of work.
Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student:
i. communicates information and ideas in a limited way, using a style that is limited in its appropriateness to the audience and purpose
ii. in a limited way, structures information and ideas according to the specified format
iii. in a limited way, documents sources of information.
3–4
The student:
i. communicates information and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose
ii. structures information and ideas in a way that is somewhat appropriate to the specified format
iii. sometimes documents sources of information using a recognized convention. (MLA)
5–6
The student:
i. communicates information and ideas accurately by using a style that is mostly appropriate to the audience and purpose
ii. structures information and ideas in a way that is mostly appropriate to the specified format
iii. often documents sources of information using a recognized convention. (MLA)
7–8
The student:
i. communicates information and ideas effectively and accurately by using a style that is completely appropriate to the audience and purpose
ii. structures information and ideas in a way that is completely appropriate to the specified format
iii. consistently documents sources of information using a recognized convention. (MLA)
DUE DATE: 25th of October for both your website and action plan (you will not be given this lesson to work on this task).
PURPOSE: To understand the magnitude of the Cold War.
INSTRUCTIONS:
Below is a collection of key topics relating to the Cold War that we will be studying over the next few weeks. You each will be studying one bulleted topic, and we’ll be producing a collection of these ideas on this Cold War Website. The requirements for each area of study is as follows:
Step 1:
- Choose a category and a bullet point from the list below.
- Let Ms. Ross know what you have chosen. (one topic/focus point per class).
ARMED CONFLICT
- Vietnam War
- Korean War
- Afghanistan
- Bay of Pigs
- Other: ________________
TECHNOLOGY
- Space Race
- Nuclear Arms Race
- Militarism - The rise of the military industrial complex
- Other: ________________
FOREIGN AFFAIRS
- Containment Policies
- Espionage
- Cuban Missile Crisis
- The Berlin Wall
- Suez Crisis
- Truman Doctrine
- North Atlantic Treaty Organisation (NATO)
- Warsaw Pact
- Iranian Coup
- Other: ________________
RESOURCES
- Oil/Petroleum
- Agriculture
- Other: ________________
ECONOMICS
- TNC Actions
- Big Banks
- The Currency War
- Communism v. Capitalism
- Other: ________________
SIGNIFICANT INDIVIDUALS
- The Dulles Brothers (U.S.)
- Dwight Eisenhower
- Lyndon Johnson
- Richard Nixon
- Joseph Stalin
- Leonid Brezhnev
- Ho Chi Minh
- Fidel Castro
- Other: ________________
POLITICS
- Kennedy v. Khrushchev
- Reagan v. Gorbachev
- McCarthyism - The Red Scare
- Other: ________________
Step 2:
- Look for your chosen category in the list below so that you know what questions you need to answer.
ARMED CONFLICT: Armed conflict was what many were trying to avoid, while others were looking to use it to their advantage. For your assigned topic discuss:
- Where did the conflict take place?
- What was the build-up to this event?
- How did the climate of the Cold War contribute to this conflict?
- Who were the groups involved in the conflict?
- What were the perspectives of each respective group involved?
- What were their motivations?
- How did they justify their actions?
- What happened?
- What did each side try and do to achieve their goal? ie. alliances, treaties, military action, etc.
- What were the end results?
- What were the long-term impacts of this event?
TECHNOLOGY: Because of the nature of the Cold War one side could not be out-done by the other, so there was an increasingly high level of competition between the U.S. and the Soviet Union. The technological advancements during this period far surpassed any other period in recorded human history. For your assigned topic discuss:
- How the climate of the Cold War contribute to the development of the topic in general, and specific inventions
- The types of inventions included within the topic (two from each side)
- How the inventions gave one side an advantage over the other
- One invention, from each side, that was influenced by an invention from the other side
- On invention that might be credited with giving the American’s the distinct advantage in being successful in the Cold War (you have to be able to prove how it contributed to eventual victory)
FOREIGN AFFAIRS: This area of discussion epitomizes the heart of the Cold War discussion. The idea of foreign affairs focuses on the idea of the relations between nations. The topics included in this section are here because it includes particular nations that were directly impacted by the Cold War, but were not the U.S. or U.S.S.R. For your assigned topic discuss:
- How the climate of the Cold War contributed to the development of the topic in general
- Where the nation is on the map and why this location was strategic for both the U.S & U.S.S.R.
- What political, economic and militaristic special interest served the U.S. and U.S.S.R.
- A historical event that happened, and why it was important the overall development of the Cold War
- Any long-term impacts this event had on the lives of the people in the nations involved (not the U.S. or U.S.S.R)
RESOURCES: As with empires from the past, the motivations of the 20th century superpowers was largely driven by the control and acquisition of valuable resources. For your assigned topic discuss:
- How the climate of the Cold War contributed to the development of the topic in general
- What the resource was, where it could be found, and the value it held to the U.S. and U.S.S.R.
- Two particular global conflicts that resulted from the desires both nations had in controlling the resource, and for these conflicts discuss:
- The nations involved
- 2 Significant individuals involved (Who were they with, what did they do that made them significant)
- The methods used by the U.S. and U.S.S.R. to gain access and control of the resource. (this could include the use of politics, militarism, espionage, corruption, revolutions, assassinations, etc.)
- How the control of this resource then compares to the control of it today, ie. what was the long-term result of the quest for control?
ECONOMICS: Now, let’s be honest, it all boils down to this. As the famous axiom goes: If you want to know who behind it, then “follow the money”. To understand the nature and movement of money is to better understand the motives behind the actions and the key players involved. For your assigned topic discuss:
- How the climate of the Cold War contributed to the development of the topic in general
- 2 institutions involved (not including nations states)
- 2 significant individuals
- What were these individuals involved in?
- Who did they work for?
- Were they on a particular ‘side’? (U.S. or U.S.S.R.)
- How did the individuals/institutions benefit from the Cold War?
- If the benefits experienced by these specific groups/people ‘trickled down’ to the actual citizens of the countries? Or, were these benefits contained to particular groups of people? Whose interests they were serving?
SIGNIFICANT INDIVIDUALS: There is no shortage of important people involved in the Cold War. To study these people you no doubt find interesting characters that played an important role in the development of global events. For your assigned topic discuss:
- How the climate of the Cold War contributed to the development of the topic in general
- Who the person was, by explaining a bit about their upbringing and the important events that put them in a position to be influential.
- What group/organization/institution/country they served, and the position they held within that group
- 2 other significant individuals from history (could be on the list above, but doesn’t have to be) that this person was involved with in one way or another.
- What this person did that made them so significant
- Who was impacted by their actions and why did/does it matter?
- The person’s lasting impact on the Cold War, and the future of the world
- Include one or more groups of people in this discussion
POLITICS: The political game during the Cold War is something they make movies about. The Cold War political interactions is often cited in political science/theory courses because it was the pinnacle of political tension, gaming, and jockeying for global positioning. The battles that ensued between the U.S. and U.S.S.R. provide historians and political scientists a trove of documented evidence, only years later, to sift through to discover the key underlying motives between the most powerful people of the 20th century. For your assigned topic discuss:
- How the climate of the Cold War contributed to the development of the topic in general
- Who the players were, by explaining a bit about their upbringing and the important events that put them in a position to be influential.
- What group/organisation/institution/country they served, and the position they held within that group
- 2 key historical events that played an important role in the Cold War dialogue
- The cause of the event
- What each side wanted
- How the event helped to define the importance of the topic
Step 3:
- Go to Moodle and click on the link to the Action Plan
- Make a copy of the Action Plan and rename it - Your name, topic and class eg: Ms Ross, Vietnam War, 10/1
- Share your Action Plan with your teacher
- Complete your Action for every lesson and homework as you will be graded on this (Criteria: B)
- Create a Research Question that includes; Social, Economic, Political or Environment within the question
When you have completed researching for your topic and have filled in your Action Plan, you are then ready to create your webpage:
- Look for your allocated page.
- You should have been given permission to edit this page already, if not please see Ms. Ross.
Have you checked your work to ensure you have;
- Answered ALL the questions?
- Have you answered your Research Question? Does your research question include either; Social, Economic, Political or Environment?
- Presented your work clearly with titles so your teacher knows what question you are answering?
- Included a bibliography at the END of your webpage in MLA format?
- Included pictures, videos etc?
- Completed your action plan?
By the end of your assessment task, you need to prove to me your understanding of your segment of the Cold War and its impact. The more detailed you are able to make each and every piece of this assessment the better I’ll know how much you know, and how well you have grasped the discussions that we’ve had during our class discussions.
A: Knowing and Understanding: How well you understand the information on your section of the site, the required structure of that page, and the key pieces of history relating to the Cold War event in your region with relation to each required section.
Achievement level Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student:
i. uses limited relevant terminology
ii. demonstrates basic knowledge and understanding of content and concepts with minimal descriptions and/or examples.
3–4
The student:
i. uses some terminology accurately and appropriately
ii. demonstrates adequate knowledge and understanding of content and concepts through satisfactory descriptions, explanations and examples.
5–6
The student: i. uses a range of terminology accurately and appropriately
ii. demonstrates substantial knowledge and understanding of content and concepts through accurate descriptions, explanations and examples.
7–8The student:
i. consistently uses a wide range of terminology effectively ii. demonstrates detailed knowledge and understanding of content and concepts through thorough accurate descriptions, explanations and examples.
B: Investigation: Your gathering of ‘relevant’ resources needed to build your understandings of the Cold War, and include it on the site effectively. You have cited your sources properly on the ‘works cited page’ in proper MLA format. You have also completed an awesome Action Plan? Do you have a research question that includes; social, political, economic or environmental within the question?
Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student:
i.
ii. formulates a limited action plan to investigate a research question or does not follow a plan
iii. collects and records limited information, not always consistent with the research question
iv. makes a limited evaluation of the process and results of the investigation.
3–4
The student:
i.
ii. formulates and somewhat follows a partial action plan to investigate a research question
iii. uses a research method(s) to collect and record mostly relevant information
iv. evaluate some aspects of the process and results of the investigation.
5–6
The student:
i.
ii. formulates and follows a substantial action plan to investigate a research question
iii. uses research method(s) to collect and record appropriate relevant information
iv. evaluates the process and results of the investigation.
7–8
The student:
i.
ii. formulates and effectively follows a comprehensive action plan to investigate a research question
iii. uses research methods to collect and record appropriate, varied and relevant information
iv. thoroughly evaluates the investigation process and results.
C: Communication: How does the page look as I scroll through it. This includes the effective use of unit terminology, grammar, and voice. Also, how does it all line up? Margins and pictures are tight and clean; you have designated each section clearly; used headings, bullets, and it is ready to be presented as a respectful piece of work.
Achievement level
Level descriptor
0
The student does not reach a standard described by any of the descriptors below.
1–2
The student:
i. communicates information and ideas in a limited way, using a style that is limited in its appropriateness to the audience and purpose
ii. in a limited way, structures information and ideas according to the specified format
iii. in a limited way, documents sources of information.
3–4
The student:
i. communicates information and ideas satisfactorily by using a style that is somewhat appropriate to the audience and purpose
ii. structures information and ideas in a way that is somewhat appropriate to the specified format
iii. sometimes documents sources of information using a recognized convention. (MLA)
5–6
The student:
i. communicates information and ideas accurately by using a style that is mostly appropriate to the audience and purpose
ii. structures information and ideas in a way that is mostly appropriate to the specified format
iii. often documents sources of information using a recognized convention. (MLA)
7–8
The student:
i. communicates information and ideas effectively and accurately by using a style that is completely appropriate to the audience and purpose
ii. structures information and ideas in a way that is completely appropriate to the specified format
iii. consistently documents sources of information using a recognized convention. (MLA)