Katie+Maltby+Week+6

**Grade Level/Subject Area:** 10th Grade World History


 * Unit:** Post WWII and the Cold War


 * Lesson Topic:** The Cold War: U.S. vs. USSR


 * Standard 8:** Recognize significant events and people from the post World War II and Cold War eras.

SS.912.W.8.1 Identify the United States and Soviet aligned states of Europe, and contrast their political and economic characteristics. SS.912.W.8.2 Describe the characteristics of the early Cold War.

· SWBAT explain the causes and key events of the Cold War by completing two aligned assignments based on Howard Gardner’s Theory of Multiple Intelligences. · SWBAT determine learning strengths and weaknesses through the completion of an online survey. · SWBAT effectively use social networking and collaborative tools to communicate and share historical ideas.
 * Objectives: **


 * Lesson Overview:** To learn about the causes and key events of the Cold War, specifically the conflict between the United States and the USSR, students will use social networking and collaborative tools, Delicious and Wikispaces, in the process of completing a series of assignments. Assignments were created based on Howard Gardner’s Theory of Multiple Intelligences to increase student success and engagement based on personal learning strengths.


 * Procedures:**
 * 1) Anticipatory Set – Students will take an online survey to determine their intelligence strengths and weaknesses based on Howard Gardner’s Theory of Multiple Intelligences. http://literacyworks.org/mi/assessment/findyourstrengths.html
 * 2) Throughout the unit, students will use two collaborative tools to collect and share information. Therefore, students will first receive a "technology workshop" on how to set up and use both Wikispaces and Delicious.
 * 3) As students locate and use online resources for various unit lessons, they will be asked to bookmark all of them using Delicious, not only as a reference for themselves but to share resources with other students.
 * 4) Once a class wiki is established and all students are members, they will begin working on a page devoted to "The Cold War: United States vs. USSR. Located on this page will be a series of assignments based on Howard Garner’s Theory of Multiple Intelligences. Each student will be asked to complete two of the assignments and post them to the appropriate pages of the wiki. They will be encouraged to choose assignments based on the results from the survey. The assignments are as follows:
 * 5) __Cold War Geography (Spatial, Kinesthetic, Naturalistic):__ Using you choice of creative materials, create a detailed map of Europe and the Soviet Union post-WWII. The map must include the country names and their Cold War alignment, major cities, bodies of water, landforms, areas of natural resources, and other important sites. The map must include a legend to assist a viewer studying the area for the first time. If the map is not produced digitally, either a photo or scanned copy must be provided.
 * 6) __Role Writing (Logical, Linguistic):__ Using historical research, followed by creative writing, complete the following prompt. Imagine you are a resident of Berlin in 1948. Write a letter to a friend living in another part of Germany explaining what is happening in Berlin and your reaction to the actions of the foreign governments involved.
 * 7) __Interpretation of Songs from the Cold War Era (Musical, Interpersonal):__ Research a song from the Cold War Era. Either obtain a copy of the song to post to the wiki or record yourself playing and singing the song. In 2-3 paragraphs, analyze the meaning of the lyrics, the events it refers to, and the opinion being expressed. Provide your personal opinion to this event and how you would have written the song differently.
 * 8) __Political Cartoons (Spatial, Linguistic):__ Locate internet resources containing political cartoons depicting events from the Cold War Era. Select one that you find to be of interest. Provide a written analysis of its symbolism and opinion of the author. Either complete the same steps for an additional cartoon or draw one of you own and include the same analysis.
 * 9) __The Butter Battle Book Analysis (Linguistic, Logical):__ Read //The Butter Battle Book// by Dr. Seuss. Using historical research and literary analysis, provide background information for the Cold War event it is referencing. Explain the symbolism and opinions expressed by the author. How would the book be different if written from a different perspective?
 * 10) __Understanding through Statistics (Mathematical, Linguistic, Spatial):__ Select a statistical aspect from the Cold War Era to investigate. Use graphs and charts to display the data. (Examples: Government spending). Or, conduct an opinion poll comparing U.S. citizens’ beliefs about the Cold War and the current war on terrorism. Provide both a copy of the poll and charts to display the responses.
 * 11) __Movie Review (Linguistic, Interpersonal, Kinesthetic):__ You and an approved partner review a film based on the Cold War Era. Enact a Siskel/Ebert "thumbs up/thumbs down" review of the film with special attention to its historical accuracy. Your review must be in written form and either as a podcast of video. Both formats must be uploaded to the wiki.
 * 12) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">__Journalism and Role Playing (Linguistic, Interpersonal, Kinesthetic):__ Working with a selected, approved partner, create a news broadcast for the nightly news. One person will be the interviewer and the other the interviewee. Select a key event from the Cold War as a focus. Your interview must be videotaped and uploaded to the wiki.
 * 13) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Specific rubrics will be provided for each assignment outlining additional detail and requirements. Students will be asked to reference the rubrics as they work for self-assessment purposes.
 * 14) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">As students complete the requirements, the teacher will act as facilitator, making sure students are on track and using technology appropriately. During this time, other "technology workshops" may take place based on students need.
 * 15) <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">When this part of the wiki is complete, students will be required to post a discussion about at least two of their classmates work. Through this discussion, students will get the opportunity to make corrections and refer to the rubrics before being assessed by the teacher.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">· Computers <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">· Internet <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">· Wikispaces <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">· Delicious
 * <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Technology (Social Networking/Online Collaboration): **

The assignments for this part of the unit were designed based on Howard Garner’s Theory of Multiple Intelligences. Therefore, each student will be given a choice of assignments to complete based on personal strengths. In addition, the teacher will hold technology workshops determined by need in order to assist students with technology issues in a personalized setting.
 * Accommodations for Diverse Learners:**


 * Assessment:**

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Informal: As students are completing assignments and creating the wiki, the teacher will have the opportunity to observe the students as they work. Through an RSS feed and Delicious, progress will be continuously monitored.

Formal: Students will be formally assessed using rubrics specifically created to address the individual assignment options. They will also be assessed based on their post-wiki discussions and the use of Delicious to record resources. As a final assessment, for the unit, the teacher will create a "scavenger hunt" of the wiki, asking questions based on the postings and highlighting important concepts.

Hoover, L. A., & Taylor, R. (1998, February). Exploring Vietnam: A multiple Intelligence portfolio of learning. //Social Education//. 62(2), 93-96.
 * References:**