1.+Cold+War+Overview

Title: Understanding the Fundamentals of the Cold War
Lesson Overview: This lesson will cover the start of the cold war and the development of bi-polar world after the end of WW2 all the way to 1989 and the fall of change. Students will be introduced to the subject area through a series of technological tools that will allow students to see how the cold war developed and eventually ended. Grade Level: 10-12th Grades Time in Class about 120 Instructional Minuets Homework about 120 Min __Objectives :__ Students will use math and science resources that are provided and find more, organize these resources to be used for the entire unit. Students will create a timeline that allows them to see the beginning the progression and the end of the cold war. __NETS Standards__ collect and analyze data to identify solutions and/or make informed decisions. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. __Accommodations__
 * //Student Difficulty// || //Accommodation// ||
 * Students with Cognitive Difficulties || Have students use touch screen ||
 * Students with Physical Difficulties || Use special keyboard, mouse, ||
 * Students with Sensory Difficulties || Use Zoom Text ||
 * At-Risk Students || Have students use OneNote ||
 * Gifted and Talented Students || Expand their research into a mini essay and argument formulation ||

__Materials__ Computer, internet connection, Dipity, Wiki, laptop (one to one), speakers for video, __Sequence__: Opening Activity about 20 minuets Orientation Activity-35-45 Minutes in class the rest homework Application Activity-35-55 Minutes in class the rest homework __Opening -Informational__ Watch Video these two videos first, one is a review from a previous unit media type="youtube" key="Z5mfJTrpYIs" height="385" width="480"

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media type="youtube" key="EKexf166TKk" height="385" width="480"

[|http://www.youtube.com/watch?v=EKexf166TKk&feature=player_embedded#!]

Students will take notes- 5 from each one, on OneNote (one to one laptop program) This will lead into the foundations of how the Cold War started and progressed over its life span

__ Orientation Activity __ Create a Dipity Timeline. Students will create a Web 2.0 driven tool of a Cold War timeline. Students will look up 20 (extra credit for more) events throughout the life span of the cold war. Events can and should be broad, entailing military, economic, and political events. The timeline must however, include the beginning and the end of the Cold War. The timeline must also include, pictures, and videos for at least 10 events. As well each event needs a brief description. This will be embedded in the Wiki

OR students can do this activity instead

Database activity- A timeline for the history of the Cold War Objective: Students will create a database timeline within excel that represents the historic cold war between the Western Allies and the USSR. The database will contain student work that will be linked to Excel, such as presentations, websites, and 1. Students will input websites that are of historical value, these represent significant events that can be placed on a time line. A. Students will include year B. Links to the websites or documents that were worked on in class that are relevant to the timeline. (I put only websites for examples-students will link other documents, such as word, PowerPoint, etc.). This will be the database of information that will be stored witting excel. C. Use Smart Art to illustrate a time line... wrap text around the Smart Art creation. D. Include some pictures in the timeline to help enhance the project. Rubric
 * ||  || Poor || Meet || Exceeded ||
 * 20 Events that are relevant to the Cold War || 85% of Mark || Has less than 15 events and/or is not relevant to the subject || Has at least 15 events and/or is in the range or proper sources || Has all 20 or more events with it being relevant and to the topic ||
 * Videos and Images are Included || 10% of Mark || Less than 5 have images or videos || More than 5 have images and/or videos || Includes at least 10 images and/or videos ||
 * Embedded || 5% || Not embedded || Is embedded || Is Embedded ||

__Application Activity__ So much of the Cold War was based on science and math. For instance the nuclear program from both sides took a tremendous amount of resources science to complete. As for math, both sides were obsessed with estimation of troops, weapons and economic strength, and this took math to complete. Students will now research and complete the associated activity.

Science The Cold War brought about great pollution and caused major problems for these countries years after the fall. How has this pollution changed the people of today? [] And of course Chernobyl disaster [] Atom bombs were important to both sides, students can look up on these sites: [] [] Both the west and the east were looking into planet colonization as a part of their strategies. Students can look up here: Students can see if there is possibilities based on the science [] Electronics was a big concept for both sides during the Cold War, learning how to manipulate electronics was key for soldiers on both sides. [] Math Money is a strange concept for the former Eastern Bloc, as everyone (theoretically) got paid the same amount as the next person did. Find out through math and basic statistics how money played a role in the Eastern Bloc, how much off was this compared to the west. Part of this is to do the stock market as well. Learning how the stock market works is a western ideal, in the former Soviet Union this was not a concept that was well understood. This site will help students understand the stock market. Currency convertor on the Symbaloo Using math to figure out probability of statistical data from the Soviet Union was also key to understanding how many weapons or people were in the military. This website will assist students in figuring out probability To teach yourself stats look at this website [] Math was also used for measurement as this was a crucial tool both sides to estimate or get a real sense of how far off troops, missiles, etc. This is a good sight to check out, just click the resource that you want []
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Assignment Students must completely fill their Symbaloo with math and science resources of what they researched. As well students must take one resource from math and science and do a brief write up of what they learned about in details of how does this relate to the Cold War and what ways does it explain some of the wrongs of the Cold War. This is to be put on their Wiki when they are finished. Rubric for assessment
 * ||  || Poor || Meet || Exceeded ||
 * Full of resources || 85% || Completed less than 15 and/or not relevant sources || Completed at least 15 and/or not relevant sources || Meet all resource requirements ||
 * Gives proper titles and organization || 10% || Not organized or titles are not used correctly || Mostly organized and titles are mostly appropriate || The Symbaloo is organized and the titles make sense ||
 * Embed on Wiki || 5% || Not Embedded ||  || Embedded ||

__Final Lesson Assessment__ take the online quiz here: [] Students must have an account given to them form the school. This will be done. Students will print out the results and turn it in for assessment. Students can refresh their knowledge by watching the video before the quiz option. Students are to do the Communism and the Cold War quiz Grades are based on percentage correct for quizzes. __Close__ Students were introduced to many new concepts and ideas of how the Cold War worked and functioned. Students will be asked thru NetOps school open questions these two questions: Name one event of the cold war and one bit of science used in the Cold War. This will be gathered and then discussed as a class.