Lesson 1 - Intro to the Cold War!
Intro to the unit: We will start with the following video clip. It is Winston Churchill's "Iron Curtain Speech." Right at the end of the Second World War, Churchill foreshadowed the imminent fight between democracy and Communism. He noted that Stalin's troops had driven into Europe with their armies and appeared unwilling to leave. https://www.youtube.com/watch?v=S2PUIQpAEAQ
1. Students arrive and the desks are are flipped upside down in class. Mr. Fitton will teach the lesson this way. Then we will have a class discussion on how students feel. Imagine living with a huge change like the "Cold War" and the constant threat of Nuclear war. Discuss the concept of discomfort.
2. Play an air-raid siren. Have students discuss their feelings of stress upon suddenly, and without warning, hearing such a terrible sound. https://www.youtube.com/watch?v=rIos0ya-yss 3. Introduce Cold war: Distribute Lyrics to “we didn’t start the fire” -Students check off how many words the know after we play the song twice. -Read introduction to chapter. -Billy Joel: We Didn’t Start the Fire: (4:44) http://www.youtube.com/watch?v=jR-A4QFHZBA |
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4. As a class, we will watch a newsreel on Atomic bombs created in the 1950s : http://www.youtube.com/watch?v=A0BWXEVw6tM (2:45 mins)
5. We will watch a propaganda style commercial from the 1950s showing fear of communism.
http://www.youtube.com/watch?v=OwJHg9UBNPE&feature=related (American Commercial 1964)
5. We will watch a propaganda style commercial from the 1950s showing fear of communism.
http://www.youtube.com/watch?v=OwJHg9UBNPE&feature=related (American Commercial 1964)
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6. Cold War Vocabulary on Ideology: Have students copy down and explain them.
Vocabulary --- A Bipolar World, Ideology, Communism/Capitalism. Communist ideology - Government owns means of production Capitalist Ideology –Private enterprises own means of production 7. Mr. Fitton distributed a lecture and some questions on on the background to the cold war. 8. Watch "Duck and Cover" and practice the drill. This is a school aged children video to warn about what to do in a nuclear attack 9. Distribute a handout on the effects of Nuclear bombs. (it shows the blast radius and potential effects.) |
cold_war_notes.doc | |
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10. ASSIGNMENT: STUDENTS BEGAN working on Chapter questions.
11. While students are working, fake a nuclear blast – play air ride siren sound effect from Youtube, then go and flick the lights on and off. Play video on projector of fatman and little boy dropped. 12. Little Boy and Fatman Dropped: https://www.youtube.com/watch?v=PB-atl3YBSQ 13. Air raid siren sound effect:play when we duck and cover http://www.youtube.com/watch?v=erMO3m0oLvs 14. For Later – Ronald Reagan Tells Soviet Jokes: http://www.youtube.com/watch?v=mN3z3eSVG7A |
cold_war_chapter_questions_copy.doc | |
File Size: | 34 kb |
File Type: | doc |
Lesson 2 - Nato, Defence Lines and Hot Points in the Cold War
1. We will watch "Crash Course in History" as a review of yesterday's class. http://www.youtube.com/watch?v=y9HjvHZfCUI&list=PLBDA2E52FB1EF80C9 - Crash course in World History – Cold War. We will also watch a small clip on the Gouzenko Affair. https://www.youtube.com/watch?feature=player_embedded&v=G6pNM76E96Q
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1. Played Two songs that represent the Cold War:
Cold as Ice: Foreigner - https://www.youtube.com/watch?v=eC99JhQq-3w
Hot Hot Hot: Buster Poindexter: https://www.youtube.com/watch?v=HjO6FDCPIzA
Explain how the cold war was a cold war in that it did not involve direct fighting. What did it involve? (Spying, influence, lack of communication). Class should explain how these two songs represent the cold war.
2. Chapter overview: -Read the chapter overview up until what we have studied so far.
3. Discuss the hotpoints in Cold war: Cold war at home: USA McCarthyism, the red scare/blacklisting
4. NATO (1949) and Warsaw Pact (1955) - have students explain these from earlier handout.
5. PLAY THE MCCarthy Game – with red dot on paper. Some students in class are "communists" with a red dot on a paper. All other students receive a blank paper. They must try to join with others and make the largest group without a person with a dot. People with the dot have to "infiltrate" groups and win a prize if they do. Just to show the paranoia of the era.
Here are more detailed instructions:
A. Students pick a small piece of paper from a plastic bag. Some of the pieces of paper have a red dot on them while most of the pieces are blank. Students are not to reveal what is on their piece of paper to anyone else. Tell them there are four red dots, but really there are 7 (give 5 minutes, after that whatever they have is their group)
B. The object of the “game” is for the students to create the largest group possible without any red dots. They may question each other as they form groups. The largest group without a member with a red dot wins. Any person who holds a red dot and has infiltrated a group wins.
C. The purpose of the “game” is for the students to experience some of the suspicions associated with The Red Scare and McCarythism.
D. How did they feel when they were asking people questions? What made them decide to trust them or not?
6. Go over "Defense lines" from the textbook.
-NA Defence: RADAR LINES (pinetee, midcanada and DEW line)- --- Page _____?
----Impact on our independence/sovereignty ----NORAD ---- impact on our defence.
---United Nations next week; War heats up:
7. Read Unit overview on the topics below:
KOREA: Korea is divided into communist north, democratic south. N invades S. UN force backed by USA/Can helps. 1953. Cease fire was reached.
SUEZ: BR/FR – Gammal Nasser seizes it. 1956. – Threatens Israel, BR/FR support Israeli war. USA is mad. Louis St. Laurent (our pm denounces Britain--- not support). Min of Ext. Affairs, Lester B. Pearson sends in a UN force to peace-keep. Gets noble prize for defusing the conflict.
Cuban Missile. 1962 – Kennedy. Blockade of Cuba. Brinkmanship. Khrushchev backs down.
Vietnam: N vs S. 1960s send troops, not just $ aid. USSR/Chin supply North. 1973 usa leaves. By 1975 – communists win.
8. Canada reacts to the war--- Pearson is our PM - read textbook section that outlines President Johnsons Speech.
-Pearson spoke out against Vietnam war and was brutalized by Johnson. President said “don’t piss on my rug”
9. Gallery Walk -- Students took notes from posters hanging around the room. (Sheets are all below) Play Hippie protest music in background to give a taste of the time period. Or you can look at the "Cold War Events" powerpoint below.
10. Students can work on Chapter questions. (Copy below - on large sized paper).
Cold as Ice: Foreigner - https://www.youtube.com/watch?v=eC99JhQq-3w
Hot Hot Hot: Buster Poindexter: https://www.youtube.com/watch?v=HjO6FDCPIzA
Explain how the cold war was a cold war in that it did not involve direct fighting. What did it involve? (Spying, influence, lack of communication). Class should explain how these two songs represent the cold war.
2. Chapter overview: -Read the chapter overview up until what we have studied so far.
3. Discuss the hotpoints in Cold war: Cold war at home: USA McCarthyism, the red scare/blacklisting
4. NATO (1949) and Warsaw Pact (1955) - have students explain these from earlier handout.
5. PLAY THE MCCarthy Game – with red dot on paper. Some students in class are "communists" with a red dot on a paper. All other students receive a blank paper. They must try to join with others and make the largest group without a person with a dot. People with the dot have to "infiltrate" groups and win a prize if they do. Just to show the paranoia of the era.
Here are more detailed instructions:
A. Students pick a small piece of paper from a plastic bag. Some of the pieces of paper have a red dot on them while most of the pieces are blank. Students are not to reveal what is on their piece of paper to anyone else. Tell them there are four red dots, but really there are 7 (give 5 minutes, after that whatever they have is their group)
B. The object of the “game” is for the students to create the largest group possible without any red dots. They may question each other as they form groups. The largest group without a member with a red dot wins. Any person who holds a red dot and has infiltrated a group wins.
C. The purpose of the “game” is for the students to experience some of the suspicions associated with The Red Scare and McCarythism.
D. How did they feel when they were asking people questions? What made them decide to trust them or not?
6. Go over "Defense lines" from the textbook.
-NA Defence: RADAR LINES (pinetee, midcanada and DEW line)- --- Page _____?
----Impact on our independence/sovereignty ----NORAD ---- impact on our defence.
---United Nations next week; War heats up:
7. Read Unit overview on the topics below:
KOREA: Korea is divided into communist north, democratic south. N invades S. UN force backed by USA/Can helps. 1953. Cease fire was reached.
SUEZ: BR/FR – Gammal Nasser seizes it. 1956. – Threatens Israel, BR/FR support Israeli war. USA is mad. Louis St. Laurent (our pm denounces Britain--- not support). Min of Ext. Affairs, Lester B. Pearson sends in a UN force to peace-keep. Gets noble prize for defusing the conflict.
Cuban Missile. 1962 – Kennedy. Blockade of Cuba. Brinkmanship. Khrushchev backs down.
Vietnam: N vs S. 1960s send troops, not just $ aid. USSR/Chin supply North. 1973 usa leaves. By 1975 – communists win.
8. Canada reacts to the war--- Pearson is our PM - read textbook section that outlines President Johnsons Speech.
-Pearson spoke out against Vietnam war and was brutalized by Johnson. President said “don’t piss on my rug”
9. Gallery Walk -- Students took notes from posters hanging around the room. (Sheets are all below) Play Hippie protest music in background to give a taste of the time period. Or you can look at the "Cold War Events" powerpoint below.
10. Students can work on Chapter questions. (Copy below - on large sized paper).
cold_war_events.ppt | |
File Size: | 2919 kb |
File Type: | ppt |
unit_overview.doc | |
File Size: | 1504 kb |
File Type: | doc |
Lesson 3-4- Social Issues in the Cold War + The United Nations + End of the Cold War
1. Review the United Nations:
Play Simpson’s Clip from DAS BUS “The UN” Season 9, Disk 3
-Simpson’s hold a Model UN club – Principal Skinner– “do you want to squabble or be like real UN?”
-Distribute the handout on United Nations. Explain how it is set up.
-Then have students “smart read” the back – write comments, underline important facts.
-What is the UNs main goal? What three things can it do to an aggressor?
(condemn though speeches, economic sanctions, military force)
http://www.wtso.net/movie/11-The_Simpsons_914_Das_Bus.html (if needed, here is an online copy of Das Bus)
Play Simpson’s Clip from DAS BUS “The UN” Season 9, Disk 3
-Simpson’s hold a Model UN club – Principal Skinner– “do you want to squabble or be like real UN?”
-Distribute the handout on United Nations. Explain how it is set up.
-Then have students “smart read” the back – write comments, underline important facts.
-What is the UNs main goal? What three things can it do to an aggressor?
(condemn though speeches, economic sanctions, military force)
http://www.wtso.net/movie/11-The_Simpsons_914_Das_Bus.html (if needed, here is an online copy of Das Bus)
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2. Read Unit Overview up to SALT Talks.
3. Prime Ministers sheet – go through some of the Prime Ministers studied so far – and some points on them. Cut up the prime ministers and put on a timeline. -Have to come up with a song to remember what the prime ministers did. -Song must include name and two important things they did and rhyme. -I will film and put on the internet. -Cut them up and put them on a timeline. -Song to tell the tale of a prime minister – they cut one up. -Can be like animanics president song- https://www.youtube.com/watch?v=Vvy0wRLD5s8 -Students need to silent read and highlight what they think is important about the Prime Ministers. |
4. PPT on the Autopact and other social, political and economic factors involved in the cold war era.
cold_war_info_chretien_autopact_mulroney_un.ppt | |
File Size: | 10164 kb |
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Lesson 5: Vietnam, Reviewing the Prime Ministers and their Accomplishments + Social Changes
1. Review Vietnam War - discuss how it was the first televised conflict and that this led to great social change. View small slideshow with pictures and watch the following two video clips.
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vietnam_war_photos.ppt | |
File Size: | 3150 kb |
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2. Powerpoint dealing with Social issues in the Cold War Era. Show slideshow and discuss how the atomic bomb and cold war inspired a generation of protest etc.
lesson_6_-_the_era_of_protest.ppt | |
File Size: | 1512 kb |
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3. Watch clips from History bites to review the material we've learn thus far, this year on our Prime Ministers.
A. Watch History Bites Uncle Sam (Pt. 3) from 1:38 -6:50. This details Prime Ministers, Borden, King and Bennet.
B. History Bites Mother Britain: Watch from 2:20 - 5:00 (On Prime Ministers from Mackenzie King to Louis St Laurent)
4. We will learn about information involving each Prime Minister. See handout below.
5. We will play a game called "Hot Seat" where students will become the Prime Ministers that we have studied. They will sit up front. The class then has to ask them questions and they will have to answer as that character. An excellent and fun way to review - students also get to Ham it up.
A. Watch History Bites Uncle Sam (Pt. 3) from 1:38 -6:50. This details Prime Ministers, Borden, King and Bennet.
B. History Bites Mother Britain: Watch from 2:20 - 5:00 (On Prime Ministers from Mackenzie King to Louis St Laurent)
4. We will learn about information involving each Prime Minister. See handout below.
5. We will play a game called "Hot Seat" where students will become the Prime Ministers that we have studied. They will sit up front. The class then has to ask them questions and they will have to answer as that character. An excellent and fun way to review - students also get to Ham it up.
prime_ministers_timeline_and_peacekeeping.doc | |
File Size: | 190 kb |
File Type: | doc |
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2. Review Prime Ministers Handout - From St. Laurent to Diefenbaker on the Handout list of Prime Ministers.
3. Review the Baby Boomers and explain how they establish culture (and still do, discuss healthy eating trend and how it is driven by boomers)
Baby Boomer population chart. Analyze data.
-Ask what they know already about “Baby Boomers”
-Why so many people born during this time period?
-Baby bonuses, re-populate, create strong economy.
4. Social Change Slideshow. "The Era of Protest." Show slideshow and discuss how the atomic bomb and cold war inspired a generation of protest etc.
5. Chapter Questions: Give students time to work on Chapter questions, Must finish today. Due tomorrow
6. If time, show powerpoint of the "Diefenbunker" a government bomb shelter.
3. Review the Baby Boomers and explain how they establish culture (and still do, discuss healthy eating trend and how it is driven by boomers)
Baby Boomer population chart. Analyze data.
-Ask what they know already about “Baby Boomers”
-Why so many people born during this time period?
-Baby bonuses, re-populate, create strong economy.
4. Social Change Slideshow. "The Era of Protest." Show slideshow and discuss how the atomic bomb and cold war inspired a generation of protest etc.
5. Chapter Questions: Give students time to work on Chapter questions, Must finish today. Due tomorrow
6. If time, show powerpoint of the "Diefenbunker" a government bomb shelter.
population_pyramid_and_baby_boom.doc | |
File Size: | 46 kb |
File Type: | doc |
diefenbunker-2.pptx | |
File Size: | 4419 kb |
File Type: | pptx |
Lesson 6: Diefenbaker, Pearson and Social Change during the Cold War Era.
1. Review Diefenbaker with two youtube clips
A. History Bites Uncle Sam - 6:50-10:00
B. History Bites Mother Britain - 5:00-6:22
A. History Bites Uncle Sam - 6:50-10:00
B. History Bites Mother Britain - 5:00-6:22
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2. Review Pearson: Pensions, Universal Healthcare, Peace Prize, Flag debate (conservatives want blue on each side, liberals want red), Auto-pact.
3. Go over Social aspects of the Cold War notes
4. Assignment: In groups of 3-4, Pick two sections of the notes (below is a copy) and create a comic picture/tableaux to represent it. Mr. Fitton will take the picture and make a comic life comic.
Choices. Groups of 3-4 chose 2 each
1. Massey Commission
2. Trudeaumania
3. Youthquake
4. Women's Movement
5. Environmental Movement
6. Mega Projects
7. National Energy Program
8.Population Increases (immigration/baby boom)
9. Suburbia
10. Automobile
11. Television
12. Teen Culture
3. Go over Social aspects of the Cold War notes
4. Assignment: In groups of 3-4, Pick two sections of the notes (below is a copy) and create a comic picture/tableaux to represent it. Mr. Fitton will take the picture and make a comic life comic.
Choices. Groups of 3-4 chose 2 each
1. Massey Commission
2. Trudeaumania
3. Youthquake
4. Women's Movement
5. Environmental Movement
6. Mega Projects
7. National Energy Program
8.Population Increases (immigration/baby boom)
9. Suburbia
10. Automobile
11. Television
12. Teen Culture
1950s-1990s_lecture_handout_key-2.doc | |
File Size: | 483 kb |
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Lesson 7: Pearson, Trudeau, and Bridges to the World + Essay Topics
1. Review Pearson with History Bites
A. Uncle Sam pt. 4– 3:30-5:15
B. Mother Britain pt 5 - 2:55 - 4:20
A. Uncle Sam pt. 4– 3:30-5:15
B. Mother Britain pt 5 - 2:55 - 4:20
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2. Review Trudeau: Sleeping Elephant, Nukes gone, Bomarc dismantled, FIRA. Show History Bites Clip
A. History bites Mother Britain Part 5 - 7:10-8:30
B. History bites Uncle Sam Part 4 - 5:15 - end
C. History bites Uncle Sam Part 5 - 0 - 2:12
A. History bites Mother Britain Part 5 - 7:10-8:30
B. History bites Uncle Sam Part 4 - 5:15 - end
C. History bites Uncle Sam Part 5 - 0 - 2:12
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3. Explain: Trade and Aid – Francophonie, Columbo Plan: (strengthen economic and social development of member countries, raise their standard of living), Tied Aid etc, Canada new role in the world during the Cold War.
Bilateral aid - aid is given directly from government to government
Multilateral aid - funded by a number of gov’ts, involving large scale programs
Tied aid - conditions are attached to aid given (i.e.: must improve human rights, schooling for girls, etc)
2. Go over Mulroney, refer to the chapter question on them. Show History Bites clip (Uncle Sam Pt. 5 2:10-2:50 (see above video clips)
3. Put Simple song titles on the board (Frere Jaques, Jingle Bells, Ants Go Marching, Bingo, Wheels on the Bus, Twinkle Twinkle Little Star, Grand Old Duke of York, This Old Man) Can use them to make your own song.
Bilateral aid - aid is given directly from government to government
Multilateral aid - funded by a number of gov’ts, involving large scale programs
Tied aid - conditions are attached to aid given (i.e.: must improve human rights, schooling for girls, etc)
2. Go over Mulroney, refer to the chapter question on them. Show History Bites clip (Uncle Sam Pt. 5 2:10-2:50 (see above video clips)
3. Put Simple song titles on the board (Frere Jaques, Jingle Bells, Ants Go Marching, Bingo, Wheels on the Bus, Twinkle Twinkle Little Star, Grand Old Duke of York, This Old Man) Can use them to make your own song.
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4. Prime Ministers sheet – go through some of the Prime Ministers studied so far – and some points on them. We've been doing this throughout the unit with the Prime Ministers Handouts.
-Have to come up with a song to remember what the prime ministers did. -Song must include name and two-three important things they did and rhyme. -I will film and put on the internet. -Cut them up and put them on a timeline. -Song to tell the tale of a prime minister – they cut one up. -Can be like animanics president song- https://www.youtube.com/watch?v=Vvy0wRLD5s8 -Students need to silent read and highlight what they think is important about the Prime Ministers. -must create a song parody that includes at least three important things that Prime Minister did. Have 20 minutes, then present. -We will play a game of "Hot Seat" where students sit down at the front of the class and they pretend to be a Prime Minister. Students in the class then have the opportunity to ask them questions and they must answer as though they are that Prime Minister. (Historical Empathy + must know their history). 5. Create charts on Cold War Essay topics |
paragraph_assignment_-_cold_war.doc | |
File Size: | 78 kb |
File Type: | doc |
Lesson 8: Peace Keeping, Peace Making and the New World Order
1. Briefly discuss the end of the Cold War and then Show the “New World Order” after the Cold War (US the only superpower, going to enforce peace and democracy world wide. Use UN to Peace Keep and Peace Make).
2. Show Clip on the Cold War to teach the end.
2. Show Clip on the Cold War to teach the end.
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3. Go through peacekeeping missions powerpoint/ Students record notes on handout. See below (peacekeeping notes sheet). For section on Rwanda, show "Hotel Rwanda" clips above. The First hotel Rwanda clip is a gruesome scene showing how awful the acts of genocide were. The second "ambush" scene shows the Canadian UN General Romeo Dallaire saving Rwandan lives.
4. Students will present the charts they made for their upcoming in-class essay. on their Cold War Essay questions. Monday is an in-class essay on one of those topics
4. Students will present the charts they made for their upcoming in-class essay. on their Cold War Essay questions. Monday is an in-class essay on one of those topics
avro_arrow__peacekeeping_.ppt | |
File Size: | 10038 kb |
File Type: | ppt |
peacekeeping_-_note_sheets.doc | |
File Size: | 49 kb |
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If you have struggled with the Chapter Questions - Below is a copy of a student set of responses. It is an answer key of sorts, but beware, some questions are missing and some responses may require additional information. It is a guide only if you are struggling.
cold_war_chaptrer_questions_-_student_key.pdf | |
File Size: | 1169 kb |
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