Lesson Plan: Cold War Breakout

Subjects:

U.S. History

• This lesson is best used as an introduction or review activity while studying the early Cold War period (late 1940s through the 1960s).

Grade Level:

7-12

Essential Questions:

• Why did the United States and the Soviet Union enter a Cold War?
• Which events shaped the United States and countries around the world during the Cold War?
• How did Cold War tensions affect American society?

Lesson Objectives:

Students will:

• Analyze the relationships between countries during the Cold War.
• Examine key events to determine the motivations, actions and effects of Cold War policies.

Materials:

• Retro Report films:
  • “How a Cold War Airlift Saved Berlin With Food, Medicine and Chocolate” (Transcript)
  • “How the Korean War Changed the Way the U.S. Goes to Battle” Transcript)
  • “The Cold War on TV: Joseph McCarthy vs. Edward R. Murrow” (Transcript)
  • “Why the Cold War Race for Nuclear Weapons Is Still a Threat” (Transcript)
  • “Atomic Vets” (Transcript)
  • “How the Cold War Arms Race Fueled a Sprint to the Moon” (Transcript)
  • Google Site: Cold War Breakout Room | Evangeline Mitchell
  • Graphic Organizer handout
  • Google Form: Cold War Breakout Form (you will be asked to make a copy)
  • Headphones (optional)

Procedure:

1. Prior to using this activity, the teacher will need to copy the Cold War Breakout Form. This is the Google Form that the teacher will share with students to collect their answers and complete the “breakout” to stop the launch of nuclear weapons. Teachers may also want to make a copy of the graphic organizer to make any changes. The Google site with embedded Retro Report videos can be used as is.
2. Begin by showing students the different parts of the Breakout Room.
   1. Go over the overview scenario on the homepage.
   2. Point out to students that each question on the graphic organizer goes with a page of the website, and that the clues for the breakout are located at the bottom of each page.
   3. Students then work through the information on the website: watching the videos, reading the material and answering the questions on the graphic organizer.
   4. If you do not want the students to begin using the Google Form until the end of the activity, there is a section on the graphic organizer where students can record answers to the clues.
3. Once students have completed the graphic organizer, they will check their answers using the Google Form.
   1. The Form will give the students hints as they put in their correct answers to be able to solve the final puzzle and stop the nuclear countdown.
   2. The Google Form is set up to not allow students to move on until they have the correct answer. All answers must be in capital letters.
4. Once the students have completed the Cold War Breakout Room, you may want to have them reflect on their learning by writing a journal entry or completing an exit slip to capture their learning from this activity.
5. Ideas for differentiation:
   1. Reduce the number of questions required for each student to answer by assigning different parts of the breakout room to different groups of students and having the students teach one another the parts that they don’t explore themselves.
   2. Remove the portion of the assignment containing the Google Form codes to give the assignment fewer parts, or give students one part at a time to scaffold the work.

Extension Activity:

1. Have students focus on the video “How a Cold War Airlift Saved Berlin With Food, Medicine and Chocolate” (Transcript).
   1. Discuss with students the reasons why chocolate or candy became an important part of the Berlin airlift, and analyze how this action brought hope to children and families.
   2. Use the provided template to have students reflect on the Berlin airlift and the “Candy Bomber” by creating their own candy bars.
   3. The template above includes student instructions, a few student examples and a blank template to either print or have students complete digitally.

About the Author:

Evangeline Mitchell teaches U.S. History at Klein High School in Klein, Texas. She serves on the Digital Experience Committee of the Texas Council for Social Studies.

Standards

College, Career, and Civic Life (C3) Framework for Social Studies

• D2.His.1.9-12. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.
• D2.His.2.9-12. Analyze change and continuity in historical eras.
• D2.His.3.9-12. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.
• D2.His.5.9-12. Analyze how historical contexts shaped and continue to shape people’s perspectives.
• D2.His.14.9-12. Analyze multiple and complex causes and effects of events in the past.
• D2.His.15.9-12. Distinguish between long-term causes and triggering events in developing a historical argument.
• D2.Civ.7.9-12. Apply civic virtues and democratic principles when working with others.

Common Core Literacy Standards

• CCSS.ELA-LITERACY.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
• CCSS.ELA-LITERACY.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• CCSS.ELA-LITERACY.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.