Multiple Intelligences Unit Plan Template EDUC 522 Unit Title: The Cold War Grade Level: 10 Subject:

World History Time Frame: 13 days Unit Objectives: Students will analyze the reasons that The Cold War started and why it lasted for 45 years (1945-1990). Students will recognize and describe the specific conflicts that arose between the United States and the Soviet Union immediately following World War II. Students will be able to compare the key aspects of communism and democracy during the Cold War. Students will analyze the major Cold War conflicts between the Soviet Union its leaders and the United States and its leaders. Students will differentiate between the music and cultural values found in communist countries compared to those found in the free world during the Cold War period. Students will locate the main countries that supported the Soviet Union or the United States during the Cold War. Students will describe several examples of proxy wars that took place between communism and democracy, in places like Cuba, Vietnam, and Korea. Intelligences: Interpersonal, Intrapersonal, Spatial-visual, Musical, Naturalist, Verbal, Logical, Kinesthetic,
Existential

Teacher: Alex Boshaw

Technologies in the unit: Microsoft Office, Google Docs iPad appsVoicethread, iMovie, Word Puzzles, Declassified Documents, HC Cold War, To the Brink (National Archives) , Talking Tom, History Channel, Google Earth, Garageband Internet pages accessed with Macbooks from computer cart sheppardssoftware.com: http://sheppardsoftware.com/Europe/Eur_G1_1024_768.html Textbooks companion Website (digital flash cards): http://wps.prenhall.com/hss_spodek_wrldhist_4mylab YouTube.com Digital Timeline: http://www.tiki-toki.com/ Wadsworth.com: http://www.wadsworth.com/history_d/special_features/ext/world_hist/WorldCiv-ch20.html College Board: https://apstudent.collegeboard.org/apcourse/ap-world-history/exam-practice Puzzle Maker: http://www.puzzle-maker.com/CW/ wikipedia.com: http://en.wikipedia.org/wiki/Nuclear_testing Voicethread.com Content standards: Sub-Strand 10.9: Students analyze the international developments in the postWorld War II world. --Standard 1: Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan. --Standard 2: Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile. --Standard 3: Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for Americas postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as

Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa. Common Core: 10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says as well as inferences drawn from the text. (use all social studies doc for examples) 10.RIT.6 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence (DBQ example) 10.RIT.7 Analyze various accounts of a subject told in different mediums determining which details are emphasized in each account 10.SL.1 Initiate and participate in a range of collaborative discussions with diverse partners on grades 9-10 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively 10.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence to add interest Technology standards: 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. Apply existing knowledge to generate new ideas, products, or processes. b. Create original works as a means of personal or group expression. c. Use models and simulations to explore complex systems and issues. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. Contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. Plan strategies to guide inquiry. b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. d. Process data and report results. Materials-Digital: Macbook computers, speakers, printer, webcams, microphones, projector, iPads, smart phones Non-digital: paper, pens, pencils, butcher paper for charts, basket, flags, written exam, flashcards Intelligences: Interpersonal, Spatial-visual, Verbal, Logical, Kinesthetic Spatial-visual, kinesthetic, logical, visual, intrapersonal, verbal

Procedures: *Each class period is 75 minutes in length

Intelligences: Interpersonal, verbal, logical, intrapersonal Spatial-visual Spatial-visual, logical, interpersonal, verbal

Day 1 (Monday)
1. Think-pair-share activity: Analyze the conflicts that developed during World War II that led to the escalation of the Cold War. What could have been done to prevent that tension from rising? 2. Using a Macbook from the computer cart, students will watch The Cold Warpart 1 Voicethread. Find and list the early successes of the United States on paper. If you have a Voicethread account, click on this link: https://voicethread.com/?#u2089079.b3103803.i16453643 3. With a partner, complete the fill-in-the-blank outline that corresponds to the Voicethread presentation. Then recite the key dates specified in The Cold War Voicethread presentation and match them with the correct event. Also, discuss those successes with a partner, and then share your thoughts with the class. Discuss the proxy wars with your neighbor, making sure to include the key details. This review will be useful in your proxy wars Voicethread project. 4. Students will meet with their groups to discuss and plan their Voicethread project, due Friday

Interpersonal, verbal, logical Spatial-visual, logical, intrapersonal Verbal, musical Verbal, kinesthetic, visual, interpersonal Interpersonal, verbal Spatial-visual, logical Spatial-visual, logical

Day 2 (Tuesday)
1. Using sheppardssoftware.com, match the European countries to their correct name. Record the countries and their capital cities in your notebook. http://sheppardsoftware.com/Europe/Eur_G1_1024_768.html 2. Students will recite the Cold War world leaders using the pro metronome app. The tempo helps them memorize the leaders names. 3. With a partner, using iMovie on the iPad, students will record a video in which they compare and contrast communism and democracy 4. Students will meet with their groups to work on their Voicethread project, due Friday

Day 3 (Wednesday)
1. Using World Puzzles app, locate and drag and drop the countries of Eastern Europe into their appropriate spaces 2. Vocabulary Activity (Cold War Chapter 21) a. Using the textbooks companion website, locate the key terms from chapter 21 and write them in a journal http://flashcards.pearsoncmg.com/?bookid=2130&chapters=21 b. On your own, match the vocabulary words with the correct country that it is affiliated with. Make new digital flash cards from those vocabulary words using the companion website c. Print your flash cards using a computer and printer. Draw pictures to represent the vocabulary words, and stick flashcards on the classroom wall using tape 3. Declassified documents app (Cold War). Listen to declassified documents being read aloud and distinguish the particular nuances and tone of the documents

Verbal, logical, Interpersonal,

4. Students will meet with their groups to work on their Voicethread project, due Friday

Day 4 (Thursday)
1. Students will use YouTube to identify music from the Soviet Union and the United States during The Cold War. They will analyze the similarities and differences in the style and sound. 2. Listen to and give your opinion on the Russian National Anthem created during the Russian Revolution (1918) compared to the one produced in 1950. Discuss the patterns in the music. Which one sounds more Russian to you? What does that mean? Soviet National Anthem: http://www.youtube.com/watch?v=0yDrtNEr_5M http://www.sovmusic.ru/english/index.php 3. In groups, students will produce music using a style typical of the communist world or democratic world during The Cold War-use Garageband 4. Students will meet with their groups to work on their Voicethread project, due Friday Musical, logical Musical, interpersonal, existential Musical, verbal, interpersonal Verbal, interpersonal, logical

Day 5 (Friday)
1. Anticipatory Set: with a partner, students demonstrate the ability to problemsolve. Debate the pros and cons of the communist philosophy and the democratic philosophy 2. Play HC: Cold War App game with a partner. Keep track of your score and then switch partners 3. Thoughtfully analyze the reasons that the United States gave for its involvement in the Vietnam War. Use Mr. Boshaws Cold War-part 2 Voicethread to post your comments. Compare and contrast your classmates comments on Voicethread as well. The Cold Warpart 2 Voicethread: https://voicethread.com/?#u2089079.b3103809.i16453698 4. If time allows, students should continue on and discuss the Korean War: Create a rap to remember the events of the Korean War. Upload to your own blog using an audio file 5. Project due: Using your webcam and microphone, create your own narrated Voicethread using PowerPoint slides. Use project rubric. 6. Students should view each others Voicethread presentations on the wiki and complete the evaluation form by Monday.

Interpersonal, verbal

Musical, verbal, interpersonal

Spatial-visual, intrapersonal

Day 6 (Monday)Cuban Missile Crisis,to the brink

1. Using the YouTube app, watch JFKs speech to the nation during the Cuban Missile Crisis. Summarize that speech by writing a paragraph in your journal 2. App-To the Brink (National Archives): Students will draw a timeline of The Cuban Missile Crisis and highlight the impactful events after watching the video clip. Read and evaluate quotes by Khrushchev and JFK. Compare and contrast their styles as well as their differing leadership styles. With a partner, using the Internet, research these 2 men and stage an informal mock debate between the two. 3. Create a new interactive, digital timeline of The Cold War using http://www.tikitoki.com/ 4. Read and evaluate quotes by Khrushchev and JFK. Compare and contrast their styles as well as their differing leadership styles. With a partner, using the Internet, research these 2 men and stage an informal mock debate between the Spatial-visual, logical, intrapersonal Naturalist, logical, spatial-visual, interpersonal

Naturalist, logical,

two. 5. New groups will be assigned for this project: Create Cuban Missile Crisis newscast with Talking Tom. Use project rubricDue Friday

spatial-visual, interpersonal Interpersonal, logical, existential, verbal Interpersonal, verbal, spatialvisual

Day 7 (Tuesday)
1. Watch the short film about Pol Pot of Cambodia on the History Channel app. Compare his interpretation of communism to Mao Zedong and Fidel Castro 2. Using an iPad, view the digital timeline of the Cold War on wadsworth.com. http://www.wadsworth.com/history_d/special_features/ext/world_hist/WorldCivch27.html#timeline Discuss and evaluate the timeline events with a partner. Would you have chosen these events if you had made your own timeline? 3. Using GoogleEarth, find Czechoslovakia on a map and share the impact of the Prague Spring movement with a partner 4. Students will list the events that led to the collapse of the Soviet Union in chronological order and use an Excel spreadsheet to categorize the key events and dates 5. Watch Tom Brokaws broadcast of the Fall of the Berlin Wall on YouTube.
http://www.youtube.com/watch?v=fK1MwhEDjHg&feature=related

Spatial-visual, logical Kinesthetic, interpersonal, logical, existential Kinesthetic, interpersonal, logical, existential Interpersonal, logical, spatialvisual Kinesthetic, verbal, spatial-visual, interpersonal Kinesthetic, verbal, logical, interpersonal

Create a skit dramatizing that event. Work on the skit during class; they will be performed tomorrow

Day 8 (Wednesday)
1. Students perform their skits at the beginning of class. See rubric for grading 2. On their own, students will produce an AP Exam comparison essay. Use comparison rubric found on College Board website. Students will be given class time to work on this essay. The essay prompt is: Compare and contrast the rise and growth of communism in the Soviet Union with that from one of these other countries: Cuba, China, Cambodia, Vietnam, Korea, The Congo 3. Choose one partner. Evaluate and critique your partners sample essay question and give constructive criticism on how to improve the quality of the question. Use the rubric provided by the College Board (apcentral.com)

Day 9 (Thursday)
1. Construct a chart categorizing the key events of The Cold War. If the event represented a victory for the Soviet Union, shade that event in red. 2. Create a crossword puzzle using the Cold War vocabulary words. Use the Internet site http://www.puzzle-maker.com/CW/Make sure that every word fits in the puzzle correctly. Switch your crossword puzzles with your partner and see if you can figure them out 3. Students will work on Talking Tom project, which is due tomorrow

Day 10 (Friday)
1. Watch Talking Tom newscasts in class using projector and white board 2. Students evaluate another groups Cuban Missile Crisis Talking Tom newscast using specific rubric 3. Students will use Wikipedia to examine the effects of nuclear testing on the habitat of desert animals in New Mexico. Write a 1-page summary of the pros and cons of nuclear testing

Day 11 (Monday)Review Day

Naturalist, spatialvisual, interpersonal, logical

1. Teach-Teach-Switch Activity: I will assign each student a specific Cold War topic. They will spend 5 minutes researching their topic on a smart phone, tablet, or laptop. This is a review game; students have already been taught this content. Students are then going to get out of their seats and find a partner and teach that Cold War event to them. After 3 minutes, the teacher will become the students, and their partner is then going to teach them about a Cold War event. Then they will switch partners and find another student to teach, and follow the same instructions above. 2. Out-of-your-seat matching activity: Students will be given a list of 5 countries that played a key role in the Cold War: Soviet Union, United States, Germany, China, and Cuba. I will also place the actual flags of those 6 countries at various locations around the classroom. There are 25 students in my World History class. I will place 25 Cold War facts on small pieces of paper and place them in a small basket. Students will come to the front of the room one-at-a-time and draw a fact out of the basket. Students will need to distinguish which country is the most closely related to their fact and go stand under that flag. There will be exactly 5 facts per country. When all the students have drawn their facts and are standing next to a flag, they will look at each others facts and examine the accuracy of the other students in their group. If there are not exactly 5 students standing next to each flag, the students will need to determine the error and send the incorrect fact to the appropriate flag. For example, if a student comes to the front of the room and draws this fact, Responsible for the Marshall Plan, they should go stand next to the flag of the United States. 3. Students will complete a written study guide in preparation for a Cold War unit exam tomorrow

Interpersonal, spatial-visual, kinesthetic, verbal

Logical, intrapersonal, spatial-visual, kinesthetic, verbal

Logical, spatialvisual Logical, spatialvisual

Day 12 (Tuesday)Unit Exam

1. Students will complete a 100-point unit exam. The exam will include multiple choice questions, essay questions, true/false questions, short answer questions, and fill-in-the-blank questions

Day 13 (Wednesday)-- Socratic Seminar

1. Students will be seated in a circle and be given the opportunity to share about how the Cold War could have been prevented. I will ask leading questions and allow the students to steer the conversation and to respond to each others comments. I will also ask the students to share about conflict resolution in general and to elaborate on ideas to solve problems before they get out-of-hand 2. Students will also be given the opportunity to complete test-corrections for 5 points extra credit to be added to their exam grade. Students may complete the digital alternative to this assignment if they choose. They may film themselves while discussing the questions that they missed; and post that video to YouTube or Vimeo. They should also include a short explanation of what they learned during this unit Naturalist, interpersonal, verbal, existential Interpersonal, verbal, logical, kinesthetic, spatialvisual

Product: Talking Tom Newscast

Intelligences: Verbal, logical, interpersonal

YouTube video Fall of the Berlin Wall Skit Voicethread Presentation Digital Timeline Digital Crossword Puzzle Digital Flashcards

Verbal, logical, interpersonal Verbal, logical, interpersonal Logical, spatial, interpersonal, verbal Logical, spatial, intrapersonal Logical, spatial, naturalist Logical, intrapersonal, visual Musical, logical, interpersonal

Music with Garageband Korean War rap AP Exam comparison essay Written Exam Logical, verbal Test Corrections (Digital alternative) Verbal, logical, intrapersonal (visual) Musical, interpersonal, kinesthetic Verbal, logical

Assessment (quantitative rubric): See below Voicethread activity Talking Tom Newscast AP Exam comparison essay The Cold War skit

The Cold War Voicethread Activity

Categories
Unsatisfactory 4 Presentation includes 3 slides or fewer. Some slides are missing pictures, charts, or graphs Satisfactory 6 Presentation includes 4 slides. Each slide includes at least one picture, chart, or graph Good 8 Presentation includes 5 slides. Each slide includes at least one picture, chart, or graph Excellent 10 Presentation includes 6 or more slides. Each slide includes at least one picture, chart, or graph

Google Presentation

Audio/Video

Voicethread presentation includes 3 or fewer voice or audio comments

Voicethread presentation includes 4 voice or audio comments

Voicethread presentation includes 5 voice or audio comments

Voicethread presentation includes 6 or more voice or audio comments

Slide Layout

The slide layout is not in chronological order and is without structure. It is cluttered and confusing.

The slide layout shows some structure, but is not in chronological order. The headings are confusing and arranged haphazardly.

The slide layout is chronological and somewhat clear. The layout is pleasing. Headings are arranged appropriately

Slide layout is chronological and clear. The layout is aesthetically pleasing and contributes to an understanding overall lesson standards. Excellent use of headings and space Voicethread presentation completed and embedded to the AP World History wiki page on time

Meets Deadlines

Voicethread presentation completed and embedded to the AP World History wiki page more than 2 days late

Voicethread presentation completed and embedded to the AP World History wiki page 2 days late

Voicethread presentation completed and embedded to the AP World History wiki page one day late

Group Contribution

The group required teacher assistance in dividing up tasks and resolving differences. Few people contributed their fair share of the work

The group occasionally helped one another but required teacher assistance in dividing tasks and resolving differences On google.docs, one person documents how he or she did most of the work or that problems were not managed in a way that advanced the group goal

The group required little teacher assistance in dividing tasks or resolving differences. On google.docs, the group documents how the members shared the workload

The group did not require teacher assistance in dividing tasks or resolving differences. On google.docs, the group documents how the members shared the workload. The project is clearly a group effort

Content

The content lacks a logical progression. Supporting information is missing and there is no clear point of view. Less than 50% of the content standards are covered

The content somewhat lacks a logical progression. Supporting information is insufficient and the point of view is vague. 50% or more of the lesson standards are covered Student viewed less than 3 presentations and made less than 3 comments on each one

The content demonstrates a logical progression of ideas. Supporting information is sufficient and the point of view is clear. 75% or more of the lesson standards are addressed in the Voicethread presentation. Student viewed and commented on 2 of the other groups Voicethread presentations and made at least 3 comments on each one

Interaction with other groups

Student viewed and commented on 1 of the other groups Voicethread presentations

The content demonstrates a logical, thoughful progression of ideas. Supporting information is strong and the point of view is clear and concise. 100% of the lesson standards are addressed in the Voicethread presentation Student viewed and commented on all 3 of the other groups Voicethread presentations and made at least 3 comments on each one

Talking Tom Newscast

CATEGORY Research 4 Group researched the subject and integrated
All supportive facts are reported accurately (3 of 3). Speaks clearly and distinctly all of the time and mispronounces no words. The group functioned exceptionally well. All members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! Newscast establishes a purpose at the beginning and maintains that focus throughout! Cohesive!

3
Group researched the subject and integrated 2 \"tidbits\" from their research into their newscast. Almost all facts are reported accurately (2 of 3). Speaks clearly and distinctly all of the time but mispronounces 1 or more words. The group functioned pretty well. Most members listened to, shared with and supported the efforts of others. The group (all members) was almost always on task! Establishes a purpose at the beginning, but occasionally wanders from that focus.

2
Group researched the subject and integrated 1 \"tidbit\" from their research into their newscast. One fact is reported accurately. Speaks clearly and distinctly most of the time and mispronounces no words. The group functioned fairly well but was dominated by one or two members. The group (all members) was almost always on task!

1
Either no research was done or it was not clear that the group used it in the newscast.

Accuracy of Facts

No facts are reported accurately OR no facts were reported. Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word. Some members of the group were often off task AND/OR were overtly disrespectful to others in the group AND/OR were typically disregarded by other group members.

Speaks clearly

Group Work

Point of ViewPurpose

The purpose is somewhat clear but many apects of the newscast seem only slightly related.

It was difficult to figure out the purpose of the newscast.

Comparison Essay Rubric

Compare and contrast the rise and growth of communism in the Soviet Union with that from one of these other countries: Cuba, China, Cambodia, Vietnam, Korea, and The Congo

Has a relevant thesis that addresses both groups Analyzes relevant reasons for differences between groups Analyzes the reasons for similarities and differences Core Grading 1. 2. 3. 4. 5. Has acceptable thesis (addresses both groups, in first paragraph) 1 point Addresses all parts of the question, though not necessarily evenly up to 2 points Substantiates thesis with appropriate historical evidence up to 2 points Makes at least one or two relevant, direct comparisons between groups 1 point Analyzes at least one reason for one of these in # 4 1 point

Expanded Core 0-2 points Expands beyond basic core of 1-7 points, based on historical writing skills Particularly nuanced thesis Relates comparisons to larger global patterns and connections Suggests similarities with the growth of communism in other regions Critiques the argument of the author (this would be particularly impressive)

SKIT RUBRIC
CATEGORY EXCELLENT-3 POINTS Preparation/errors Very well presented and polished. Nice smooth flow. 2 or fewer errors GOOD-2 POINTS FAIR-1 POINT Too slow and choppy. Lines not memorized. More than 7 errors. Participants got out of character Lack of enthusiasm; monotone. Some group members were not featured at all. There was a great imbalance in the participation of the group members No props or costumes, no fun

Participation

Pretty good presentation. Kept consistent pace, but stumbled a bit. We were able to follow the dialog. Between 3-7 errors Lots of enthusiasm, Every group member inflection, and tone. participated in the Interesting and fun. production, but not Every group member can equally. Some actors document equal were featured more participation than others Props and costumes were very high quality and contributed to the meaningfulness of the skit. Your group put a lot of effort into the costume and prop design. Every group member was wearing a costume or had a prop Turned in on time. Clean, neat, and organized. Easy to read and follow. Less than 5 grammatical errors Some props and costumes were used appropriately, but nothing that really stands out, or gave meaning to the skit. Not every group member was wearing a costume or had a prop Turned in one day late. A bit messy and not easy to read and follow. 5-10 grammatical errors

Props/costumes

Written Script

Script turned in more than one day late. OR more than 10 grammatical errors