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 * THE COLD WAR

A. Print Resources:** Text #1: Eisenhower’s Farewell Address to the Nation • __Citation__: Eisenhower, D. (1961, January 17). //Eisenhower's Farewell Address to the Nation//. Retrieved March 1, 2009 from The Kennedy Assassination. . • __Text Summary__: Eisenhower aimed this farewell speech at the people of the United States. In his farewell address from presidency, he warns the country about the importance of having the military ready to mobilize and to protect. • __Rationale__: This speech comes after time in North Korea and special "consultants" being placed in Vietnam. The containment policy has already been in place to assure the resistance of communism in countries that are weak after World War II. His warning in the speech makes the citizens aware of the inevitable problem with Russia and how urgent it is to deal with the dilemma. • __Use of text__: This text is perfect to connect a previous unit, which would focus on North Korea and a preview of Vietnam, to the Cold War itself. The text is also interesting and would grasp the attention of the students. The speech Eisenhower gives was geared to the average American, so they would be able to understand and analyze the text at hand. • __Attachment__: See attachment #1 for a copy of this text

Text #2: Cold War Modern at the V&A Museum • __Citation__: Dyckhoff, T. (2008). Cold War Modern at the V & A Museum. //The Times// • __Text Summary__: The article focuses on a new exhibit in a museum being opened up to display some of the hard times the Cold War brought. Its focus is on the everyday life that was affected; consumer goods help to shape the aim of this museum exhibit. • __Rationale__: Students will be able to see another side of the war that was not as emphasized in textbooks and other readings. Rather than only teaching about the warfare and policies used, students can now see how, if they lived during this time, they would have been effected. Also, it helps to answer, "Who cares about something that happened more than thirty years ago?" An opening of a new exhibit shows how important this topic still is. • __Use of text__: Although the article does not go into much detail about the Cold War, I would use this text after teaching about the American preparations for the war. Many times, students do not see how much people were affected during the war. This article, short and only skimming the base of a topic, will let students be aware of the issue without taking up too much time of a class. The text also serves as a supplement to an online media source. • __Attachment__: See attachment #2 for a copy of this text

Text #3: The Cold, Cold War • __Citation__: //The Cold Cold War,// poem by Terry Ann Thaxton. (n.d.). Retrieved March 3, 2009 from http://www.arabesques-editions.com/journal/terry_ann_thaxton/18126615.html • __Text Summary__: The poem is a moving piece of text. It explains how the students felt during drills at school. The drills included ducking beneath their desks to protect themselves from a nuclear fallout. • __Rationale__: A poem that is easy to read and has a direct message will not take long for the students to comprehend. It is also interesting and relates to their lives. If the Cold War happened during the present time, this is what the students would live through. • __Use of text__: This will surely help to make a connection for the students and be able to imagine what life must have been like. It shows how average American children, children like them, were effected. This would be used during a lesson on the Nuclear Fallout Threat. It is interesting and would compliment a text section on the topic quite well. • __Attachment__: See attachment #3 for a copy of this text

Text #4: Home Shelter • __Citation__:Home Shelter. (1980) US Government Printing Office. • __Text Summary__: This was a pamphlet handed out to Americans during the Cold War. Inside the pamphlet is a description of the home shelter and a blueprint for the layout of the structure. • __Rationale__: Reading about a shelter and how families would have to live if attacked is not as influential as actually showing a document from the actual time period. Being able to see the pamphlet that all Americans were given, especially one that includes a drawing and vivid description of the small shelter, will be more beneficial than a hard reading that can not capture the true message from the pamphlet. • __Use of text__: Once again, this text would be used when discussing the effects of a Nuclear fallout. It shows how severe the threat was during the time period. It is one thing for a student to hear that families feared being bombed, but it is another to see how far the government went to address the problem. By seeing such an extreme pamphlet that was given to families, a student can better comprehend the mind set of the government and of the people during the Cold War. • __Attachment__: See attachment #4 for a copy of this text

Text #5: The Cold War: An Eyewitness Perspective • Citation:Cleveland, H. (n.d.). //The Cold War//. Retrieved March 3, 2009 from http://www.archives.gov/research/cold-war/symposium/cleveland.html • __Text Summary__: This summary of the Cold War is a primary source from a worker of the government living during this time period. It is an outline of the war from the perspective of a civilian with only limited information given, which allows them to see the war as they, or as their parents, might have seen it. It addresses not only the United States, but other countries effected- such as China, Russia, and Germany. • __Rationale__: This is a different view than the text would have, for it is from a person who is not only outlining the war, but reflecting on it as well. This reading is also more enjoyable than some may consider the text to be so, after reading the text, students can read this to better understand it. • __Use of text__: The summary this man provides is a great way to capture the attention of the class. They can be provided copies of it before the unit becomes intense, for they can use this as a reference during any other reading or lesson. After analyzing this text, it can be a constant reference for students and a study guide as well. .Students can read this, which is a simpler version of what the text would provide. It also only includes things that he finds most important, which would allow me to fill in with information that should be added. To do this, I would be able to use sources, such as the media sources and online interactive sites. • __Attachment__: See attachment #5 for a copy of this text


 * II. Media Resources**

Source #1: Video Clips of the Cold War Period • __Citation__://Video clips of the Cold War Period//. (n.d.). Retrieved March 3, 2009 from http://www.thecorner.org/hist/video/vcoldwar.htm • __Text Summary__: Perhaps one of the best sources I found, this site includes five video clips taken during the Cold War era. During the videos, there are small phrases flashed to explain what is occurring in each clip. • __Rationale__: There is nothing to better capture the attention of students than short video clips that get right to the point and, at the same time, hold so much information. The sources are short enough so that students will not get bored, and also contain actual footage from the time period. • __Use of text__: Each video can be used to open up or to follow up a lesson on different sections of the unit. For example, a good way to show the extremity of the containment policy in Berlin would be to view the video clip of Kennedy visiting the country and also the blockade effect- with airplanes having to be used as a way to get in supplies and to protect the city. • __Attachment__: See attachment #6 for a copy of this text

Source #2: American - Soviets • __Citation__: //American - Soviets//. Song by the C.C.C.P. (1987). Oak Lawn Records. • Text Summary: This text is a copy of the lyrics of the song American - Soviets, by the CCCP. The text emphasizes the competition between America and Russia with space travel and power by weapons. It ponders why the two leaders of the countries could not debate the issues at hand. Rather, the two choose to use threats against each other’s countries. • __Rationale__: Music is a universal language that can connect generations throughout time. Hearing a song is a different way to teach students who may not like to read more conservative texts. This song is the voice of a generation, and it will be heard well by the students in classrooms. • __Use of text__: The song can be used after explaining to students the issue of Sputnik, or even further in time. Being that the song directly mentions Reagan and Gorbachev, the song can also be placed at the end of the unit. It is a way for students to think back on the lesson and think about all that could have been avoided with simple discussions and debate. • __Attachment__: See attachment #7 for a copy of this text


 * III. Online Interactive Resources**

Source #1: Cold War Exhibition • __Citation__: //Exhibition - Cold War Modern - Victoria and Albert Museum//. (n.d.) Retrieved March 2, 2009 from http://www.vam.ac.uk/microsites/cold-war-modern/exhibition. • __Text Summary__: This site is a way for students to become a part of the exhibition that they have read about in the times article previously in the lesson. They can click on different bubbles on time lines to see when various sources of propaganda and events occurred and the effect that they had. • __Rationale__: site like this captures and keeps the attention of students, and is a way to introduce a new source- the computer. Students enjoy being on the computer, and a site like this can be seen as exciting and interactive. Instead of just reading about events and propaganda from a book, students can now become a part of the lesson and write their own notes according to the outline of the site. • __Use of text__: This text can either be a goo way to introduce the unit or to summarize it. I would most likely use this before teaching a unit on the Cold War, for it provides excellent back ground information and an outline of the events the class would be talking about. At the same time, the site can be reintroduced at the end of a unit as an outline for a study guide for the test to come. • __Attachment__: See attachment #8 for a copy of this text

Source #2: Social Democracy versus Communism • __Citation__: Karl Kautsky: Social Democracy vs. Communism. (n.d.) Retrieved March 2, 2009 from http://www.marxists.org/archive/kautsky/1930s/demvscom/index.htm. • __Text Summary__: This website allows viewers to look at the beginning of communism. It has a page dedicated to the founded, Lenin, as well as a comparison between communism and democracy. • __Rationale__: The site gives students information on a type of government they may not be familiar with. Communism is not discussed much in the United States outside of a classroom. Before students learn about a war fought over political reasoning, it is imperative that they have a strong concept of both types of governments. This will allow them to look at the Cold War more objectively rather than democratically biased. • __Use of text__: Students would read this before learning anything about the war. This would let them to create their own opinion on communism, and it would clearly help them to define what it is and understand its’ beginnings. Also, it would be a good pre-read to other texts used in the classroom that throw around the term "communism" without actually defining what this concept is. • __Attachment__: See attachment #9 for a copy of this text


 * IV. Instructional Resources**

Source #1: Nuclear Fallout • __Citation__: Photographs and Pamphlet about Nuclear Fallout. (n.d.) Retrieved March 2, 2009 from [|http://www.archives.gov/education/lessons/fallout-docs/.] • __Text Summary__: The site allows students to briefly review the Cold War and the events leading up to it. Not only does it allow a teacher to review information, but there are also many links to activities, different ways of instruction for the unit, and sources to use as additional information and texts students can read. • __Rationale:__ This guideline allows teachers to get many ideas for the lesson that he or she is planning on the Cold War. The activities and the links provided allow teachers many resources and options of things to include in the classroom. • __Use of text__: I would use this not as a direct outline for my lesson, but as a way for me to review the Cold War. The activities provide great suggestions for engaging students in a lesson. Links to other websites and articles also would give me some more resources to use for myself. The text can not be the only source a teacher has when preparing for a unit; a teacher must go beyond the text if he or she expects students to do the same. This site seems to be sufficient in providing guidance needed to make oneself and others interested in the Cold War. • __Attachment__: See attachment #10 for a copy of this text


 * V. Use of Text**

All the texts correlate well with each other, for what is unclear in one is defined in the other. The students would first read "Social Democracy vs Communism" to build a back ground knowledge on the two main governments. Then, the speech by Eisenhower would be a good lead-in to connect the previous unit on his presidency to the more prominent Cold War following his departure. The exhibition website with an interactive time line would also be introduced during the beginning of the unit, for it serves as a beneficial guiding tool as to what students should expect to learn. After reading the //Eyewitness Perspective// in class, we would then link this to the __Nuclear Fallout Pamphlet.__

To better engage the students, the poem would be introduced so they get a clear idea of how students, just as they are, were effected by this threat. I would end the unit with the C.C.C.P. song and lyrics to have them think about the hypothetical question, "How did communism lead to such an outbreak of fear and war?" The various video clips would be placed throughout the lessons at appropriate times. There is only one text I did not directly include in my unit, which is //The Times// article explaining the exhibit displayed on the web site. If students had questions about what they were looking at or why this was only established recently, then I would provide this text as an answer.


 * Britta Leigh- This looks great. I liked your use of multiple forms of obtaining the same information or multiple view points on the information. I would have enjoyed a lesson like this in my history classes, more than just the text book and maybe a movie. Great connection to the students as well.
 * Matt Siegel- Emily this looks fantastic!! Great format and citations! I love the Cold War so this was very interesting to me. I think you did a great job using different types of sources to get across your main ideas and goals. I also loved your ending with the connecting to the students with the C. C. C. P. song. Can't wait to see your lesson plan in action, if it is half as good as this you will blow them away!!