Student Page

[Teacher Page]

Webquest to Create Webquests

Designed by: Evan Faidley, Justin Taylor, Rachel Hill and Amber Tohill ewf7@zips.uakron.edu jct36@zips.uakron.edu rfh17@zips.uakron.edu aly11@zips.uakron.edu

Title Introduction Task Process Process Contd

Evaluation
Conclusion

VS.
The Cold War!
Credits
Based on a template from The WebQuest Page

Student Page
[Teacher Page]

Introduction
The Cold War isn't thawing; it is burning with a deadly heat. Communism isn't sleeping; it is, as always, plotting, scheming, working, fighting. -Richard M. Nixon

Title Introduction Task Process Process Contd Evaluation Conclusion

What is the Cold War and why are we studying it???

The United States and the Union of Soviet Socialist Republics (USSR) emerged as 2 of the strongest world powers after World War II. In a fight to see who was the strongest and most influential country, they began to challenge one another in a series of subjects. This battle became known as The Cold War and lasted from 1945-1991. Two of the largest battles circled around one anothers advancements in technology by means of the Arms Race and the Space Race. During this time there was also a lot of talk of communism and the way it could take over and destroy the world if the United States did not stand up against these evils.

Credits

Based on a template from The WebQuest Page

Student Page
[Teacher Page]

The Task
Working in groups of two: One student will do research on the Soviet Union after World War II. Their reactions to the United States use of the atomic bomb, how they were able to maintain their isolation from Western Society, and the propaganda contest that was the space race. The other student will do research on the American perspective. Examine McCarthyism and the Hollywood witch-hunt, American leaders policies of containment and detente, and Americas space race. During this exercise, students will have one week to look up their information and create a mock primary source (a letter or a journal entry). Put yourself in the shoes of a Soviet Citizen and a U.S. Citizen.

Title Introduction Task Process

Process Contd
Evaluation Conclusion

Credits

Based on a template from The WebQuest Page

Student Page
[Teacher Page]

The Process
Both students must look over these sites: http://library.thinkquest.org/10826/timeline http://www.ducksters.com/history/cold_war/summary.ph p The first link is a timeline of events during the Cold War. The second link contains summaries of the important events and people involved. Students focusing on the Soviet Union should look at these links: Russian Reaction to the Atomic Bomb: http://www.pbs.org/wgbh/amex/bomb/filmmore/reference/int erview/holloway05.html Post-War Russia (Jump to pg. 13): http://www.ecclesbourne.derbyshire.sch.uk/ecclesbourne/conte nt/subsites/history/files/Mr%20Mcs%20Russia%20Themes%20 Resources/USSR%20and%20WW2.pdf USSR Propoganda: http://www.worldaffairsjournal.org/article/tale-two-trialssoviet-propaganda-home-and-abroad Think like an international spy, working with the KGB undercover in an American lab, or discover the alternatives used to defeat the Americans in the Space Race.

Title Introduction Task Process Process Contd Evaluation Conclusion

Credits

Based on a template from The WebQuest Page

Student Page
[Teacher Page]

The Process Cont.

Students focusing on the US should look at these links: McCarthyism: http://www.discoverthenetworks.org/viewSubCategory.asp?id= 1216 Hollywood Communist Scare: http://www.history.com/this-day-in-history/the-red-scarecomes-to-hollywood Detente: http://www.historylearningsite.co.uk/detente.htm

Title Introduction Task Process Process Contd Evaluation Conclusion

Students can look at various topics during this period, either looking at society or shooting for the stars (i.e. Apollo 11).
While looking over this information and with your textbook at hand, consider what it would be like to be alive during this time. How would you feel? What would you think about your political leaders? What would you think about the opposition? Write a one page letter to a friend or family member describing these feelings. Please make sure to include specific events and people.

Credits

Based on a template from The WebQuest Page

Student Page
[Teacher Page]

Evaluation
Beginning 2 Developing 3 Accomplished 4 Exemplary 5 Score

Title Introduction Task Process

Focus on No attempt has been made Some of the story is related Most of the story is related The entire story is related to relate the story to the to the assigned perspective, to the assigned to the assigned Topic assigned perspective. but the reader does not perspective. The story perspective and allows
learn much about the assigned perspective. wanders off at one point, the reader to understand but the reader can still much more about the learn something about the assigned perspective. assigned perspective. The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions.

Process Contd Evaluation

Conclusion

Organizatio Ideas and scenes seem to The letter is a little hard to to not fit the historical are follow. The transitions are n
poorly arranged somewhat not clear.

Justification The Justification does not The historical support

attempt to support the perspective taken in the letter. No opinions are shown nor the support of such.

explains some of the occurrences in the letter. There is one opinion with some support.

The historical support The historical support explains most the explains every occurrence occurrences in letter and in the letter, as well as the shows some opinion(s) with support to several support. opinions.

Creativity There is little evidence of

creativity in the letter. THe author does not seem to have used much imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has to use his/her imagination.

The story contains a few creative details and/or descriptions that contribute to the readers learning of the historical content. The author has used his/her imagination.

The story contains many creative details and/or descriptions that contribute to the readers enjoyment. Imagination has truly been integrated into the letter.

Spelling & The final draft has many Grammar spelling and punctuation

errors which distract from the final product.

There are a few spelling and There are a couple spelling There are no spelling or punctuation errors in the and punctuation errors in punctuation errors in the final draft. the final draft. final draft. Character and place names that the author utilizes are spelled consistently throughout.

Credits

Based on a template from The WebQuest Page

Student Page
[Teacher Page]

Conclusion
By the end of this WebQuest students should understand the difference between Capitalism and Communism. They will also be able to explain how The Cold War shaped history. Do you understand the difference between the Arms Race and the Space Race? Why was this era of time referred to as The Cold War? What was the most interesting part of this era? If you were a member of Hollywood accused of being a Russian spy, how do you think you would handle that? Do you think the United States was overreacting or were they smart to enact their idea of Containment? Did you find any really cool websites you want to share?

Title Introduction Task Process Process Contd Evaluation Conclusion

Credits

Based on a template from The WebQuest Page

Student Page
[Teacher Page]

Credits & References

Thank you to all of the helpful resources we were able to use throughout this WebQuest. Images: Hammer and Sickle http://commons.wikimedia.org/wiki/File:Hammer_and_sickle_transparent.svg American Flag www.prepaidmvno.com Falling Wall http://www.memo.fr/en/article.aspx?ID=CON_LGF_006 USA vs USSR http://www.foreignaffairs.com/features/collections/communismand-the-cold-war Children under desks majorityoftwo.blogspot.com The Cold War http://www.historywiz.com/coldwar.htm Space Race http://en.wikipedia.org/wiki/Space_Race Websites: The WebQuest Page The WebQuest Slideshare Group http://library.thinkquest.org/10826/timeline http://www.ducksters.com/history/cold_war/summary.php http://www.pbs.org/wgbh/amex/bomb/filmmore/reference/interview/holloway0 5.html http://www.ecclesbourne.derbyshire.sch.uk/ecclesbourne/content/subsites/histo ry/files/Mr%20Mcs%20Russia%20Themes%20Resources/USSR%20and%20WW2 .pdf http://www.worldaffairsjournal.org/article/tale-two-trials-soviet-propagandahome-and-abroad http://www.discoverthenetworks.org/viewSubCategory.asp?id=1216 http://www.history.com/this-day-in-history/the-red-scare-comes-to-hollywood http://www.historylearningsite.co.uk/detente.htm Quotes: Richard Nixon Quote http://www.brainyquote.com/quotes/quotes/r/richardmn402998.html#qW9ruua kljVKrCl0.99

Title Introduction Task Process Process Contd Evaluation Conclusion

Credits

Based on a template from The WebQuest Page

[Student Page]

Teacher Page
Title Standards

The Cold War

A WebQuest for 9-10 grade History classes. Designed by: Evan Faidley, Justin Taylor, Rachel Hill and Amber Tohill ewf7@zips.uakron.edu jct36@zips.uakron.edu rfh17@zips.uakron.edu aly11@zips.uakron.edu

This lesson is geared toward 9-10th grade History students but it can also be extended to 7 and 8th grade Social Studies classes as it is very versatile. With this though it would be a good idea to introduce The Cold War in brief before assigning this WebQuest. I also believe it would help students relate to the topic if they have already learned or at least addressed World War I and II prior to this assignment as that will offer the students background knowledge on how the world came to this era.
Based on a template from The WebQuest Page

[Student Page]

Teacher Page
Title Standards

Curriculum Standards (Teacher)

Social Studies Standards Addressed: Students will learn about how atomic weapons changed the nature of war, MAD, and the altered the balance of power that began the Nuclear Age. Students will discover the policy of containment that the United States used in response to the spread of Communism. Students will see that the use of propaganda heavily affected the outlook of many Americans in response to the Cold War. Students will begin to understand how conflicts with various countries led to a shift in domestic and international politics. Students will begin to understand how the improved global communications, international trade, transitional business organizations, overseas competition and the shift in manufacturing to service industries have impacted the American economy to this day. These content statements are based off of the Ohio Department of Education website; under Social Studies Content Standards.

Within in this lesson students also used technological skills to find various pieces of credible information. By working in small groups they will discover what it is like to work cooperatively with peers to reach a common goal. Language Arts skills will also play a key role in comparing and contrasting the 2 countries.

Based on a template from The WebQuest Page