Introduction
Cold War Web Quest
The Cold War which actually started before World War II was over caused over 60 years of political, social and military tension between the United States and the Soviet Union. These tensions which sparked an arms race between the two countries is often thought of as a war without fighting. This is not entirely true. During the Cold War “hot wars” will break out where the two countries and their allies will bring their disputes to the battle field. The following web quest is designed to help you learn and understand the complexities that were behind the Cold War and its eventual end.
The web links provided under each section are to be jumping off locations. This is a web quest and with that said it is not meant to be an easy experience but rather a scavenger hunt to find the best truth. All of the sites provided will link you to primary sources or reliable secondary sources that have summarized primary sources. You should stay within the confines of the web pages that are given. While answering the questions below you will also need to include the URL for the actual location that you got the information. Your answers do not need to be in complete sentences, however, they do need to be clear and answer the question completely.
Task
Cold War Coverage
You have been tasked to cover the Cold War. Your product must fully explain why the Cold War happened, all of the major events of the Cold War and how they influenced the events that came after them and end with an editorial about the impact of the Cold War on global relations and economies.
You may choose any of the following products to demonstrate your knowledge of the Cold War and the causes and effects.
1. CHILDREN'S STORY BOOK ON THE COLD WAR
You are going to create a children's book on the history of the Cold War. This book should contained both pictures & text but should be formatted for a child of about 10-11 years old. You will plan. write. and illustrate your own book. Make sure you become familiar with the rubric (under the evaluation tab) so you can obtain the ultimate score.
For the following products - make sure you are familiar with the rubrics that are listed on the evaluation page.
2. A News Paper - Special Cold War Edition
3. A Newscast - which may be either live or video taped. (it should include news clips to add to your project - think of the show "60 Minutes"
4. Essay/Research Paper. - Typed, double spaced, 12/14 font New Times Roman with cover page & work cited page in APA format. Visit http://www.easybib.com/ to help format your sources.
Process
Step 1 - Download the forms
Step 2 - work through the web quest
Step 3 - create your story board / draft
Step 4 - create your product
Step 1. Download the forms - Visit my web page and download the work sheet that will be filled out during your quest. You will type your answers into the form and submit them.
http://www.doverhigh.capital.k12.de.us/page/2976
The Marshall Plan http://www.marshallfoundation.org/TheMarshallPlan.htm
PBS - Berlin Airlift http://www.pbs.org/wgbh/amex/airlift/map/index.html
The National Archives http://www.archives.gov/education/lessons/korean-conflict/
Veterans Museum and Memorial Center http://www.veteranmuseum.org/war-history/korean-conflict
NASA http://history.nasa.gov/sputnik/ http://nssdc.gsfc.nasa.gov/nmc/spacecraftDisplay.do?id=1957-002A
Newseum - The Berlin Wall http://www.history.com/topics/cold-war/berlin-wall
Department of the Navy, Navy Historical Center http://www.history.navy.mil/search.html?q=cuban+missile+crisis The
National Archives http://www.loc.gov/exhibits/archives/colc.html
The National Museum of American History http://americanhistory.si.edu/subs/history/timeline/different/america_wars.htm
Vietnam War Summary
http://militaryhistory.about.com/od/vietnamwar/p/VietnamBrief.htm
History Central
http://www.militaryfactory.com/vietnam/casualties.asp
Cold War Studies - Reunification of Germany
http://www.coldwar.org/articles/90s/reunification_of_germany.asp
The National Museum of American History
http://americanhistory.si.edu/subs/history/timeline/end/index.html
Step 2. Web Quest: Using the links below (this is a copy of the form you downloaded) answer the questions on your downloaded copy of the work sheet. They are provided here along with the websites.
Step 3 - Create the Story Board / outline (if you are doing the essay/paper you will NOT create a story board but an outline. - visit my web page to download the story board template:
http://www.doverhigh.capital.k12.de.us/admin/build/module/Custom/s/2488/2976/edit-button
Step 4 - Create your product. See rubrics for more specifics
Evaluation
Children's Book
| CATEGORY | 4 | 3 | 2 | 1 |
| Focus on Assigned Topic | The entire story is related to the assigned topic and allows the reader to understand much more about the topic. | Most of the story is related to the assigned topic. The story wanders off at one point, but the reader can still learn something about the topic. | Some of the story is related to the assigned topic, but a reader does not learn much about the topic. | No attempt has been made to relate the story to the assigned topic. |
| Organization | The story is very well organized. One idea or scene follows another in a logical sequence with clear transitions. | The story is pretty well organized. One idea or scene may seem out of place. Clear transitions are used. | The story is a little hard to follow. The transitions are sometimes not clear. | Ideas and scenes seem to be randomly arranged. |
| Accuracy of Facts | All facts presented in the story are accurate. | Almost all facts presented in the story are accurate. | Most facts presented in the story are accurate (at least 70%). | There are several factual errors in the story. |
| Creativity | The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination. | The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination. | The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination. | There is little evidence of creativity in the story. The author does not seem to have used much imagination. |
| Illustrations | illustrations are detailed, attractive, creative and relate to the text on the page. | illustrations are somewhat detailed, attractive, and relate to the text on the page. | illustrations relate to the text on the page. | Illustrations are not present OR they are not clearly related to the topic |
Newspaper
|
| CATEGORY | 4 | 3 | 2 | 1 |
| Layout - Headlines & Captions | All articles have headlines that capture the reader's attention and accurately describe the content. All articles have a byline. All graphics have captions that adequately describe the people and action in the graphic. | All articles have headlines that accurately describe the content. All articles have a byline. All graphics have captions. | Most articles have headlines that accurately describe the content. All articles have a byline. Most graphics have captions. | Articles are missing bylines OR many articles do not have adequate headlines OR many graphics do not have captions. |
| Articles - Purpose | 90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. | 85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. | 75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. | Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic. |
| Articles - Supporting Details | The details in the articles are clear, effective, and vivid 80-100% of the time. | The details in the articles are clear and pertinent 90-100% of the time. | The details in the articles are clear and pertinent 75-89% of the time. | The details in more than 25% of the articles are neither clear nor pertinent. |
| Graphics | Graphics are in focus, are well-cropped and are clearly related to the articles they accompany. | Graphics are in focus and are clearly related to the articles they accompany. | 80-100% of the graphics are clearly related to the articles they accompany. | More than 20% of the graphics are not clearly related to the articles OR no graphics were used. |
| Use of Primary Sources | Reading of primary source material was thorough. | Reading of primary source material was fairly thorough. | Reading of primary source material was incomplete. | Reading of primary source material was not done. |
| Editorials - Worthwhile | The information was accurate and there was a clear reason for including the editorial in the newspaper. | The information was accurate and there was a fairly good reason for including the editorial in the newspaper. | The information was occasionally inaccurate or misleading, but there was a clear reason for including the editorial in the newspaper. | The information was typically inaccurate, misleading or libelous. |
Newscast - video or live
|
| CATEGORY | 4 | 3 | 2 | 1 |
| Speaks clearly | Speaks clearly and distinctly all of the time and mispronounces no words. | Speaks clearly and distinctly all of the time but mispronounces 1 or more words. | Speaks clearly and distinctly most of the time and mispronounces no words. | Does NOT speak clearly and distinctly most of the time AND/OR mispronounces more than 1 word. |
| Posture and Eye Contact | Stands or sits up straight and looks confident and relaxed. Establishes eye contact with audience during most of newscast. | Stands or sits up straight. Establishes eye contact with audience during most of newscast. | Slouches or appears too casual but establishes good eye contact with audience during most of newscast. | Slouches or appears too casual AND establishes little eye contact with audience during newscast. |
| Enthusiasm | Facial expression and body language show a strong interest and enthusiasm about the topic throughout the newscast, but it is not overdone. | Facial expression and body language show a strong interest and enthusiasm about the topic throughout the newscast, but it is somewhat overdone. | Facial expression and body language show some interest and enthusiasm about the topic throughout the newscast. | Facial expression and body language depict apathy or boredom with the topic. |
| Attire | Very professional clothing and accessories. | Business casual look. | Clean and attractive student look. Attire does not detract from credibility of presentation. | Sloppy appearance which detracts from credibility of presentation. |
| Research | Group researched the subject and integrated 3 or more "tidbits" from their research into their newscast. | Group researched the subject and integrated 2 "tidbits" from their research into their newscast. | Group researched the subject and integrated 1 "tidbit" from their research into their newscast. | Either no research was done or it was not clear that the group used it in the newscast. |
| Point of View - Purpose | Newscast establishes a purpose at the beginning and maintains that focus throughout! Cohesive newscast. | Establishes a purpose at the beginning, but occasionally wanders from that focus. | The purpose is somewhat clear but many apects of the newscast seem only slightly related. | It was difficult to figure out the purpose of the newscast. |
| Coverage | Each major event is fully covered and the cause and effect are clearly stated. There is a good and understandable flow from beginning to end of the newscast | Each major event is covered and the cause and effect are stated. There may lapses in the connections of cause and effect | Most events are covered and there are attempts at connecting causes and effects. Story is not always clear. | Events are covered but the newscast is more like a listing of with little or no connection of cause and effect |
| Duration of presentation | The newscast was between 4-6 minutes and did not seem hurried or too slow. | The newscast was between 4-6 minutes but seemed SLIGHTLY hurried or too slow. | The newscast was between 4-6 minutes but seemed VERY hurried or too slow. | The newscast was too long or too short. |
Research Paper
|
| CATEGORY | 4 | 3 | 2 | 1 |
| Organization | Information is very organized with well-constructed paragraphs and subheadings. | Information is organized with well-constructed paragraphs. | Information is organized, but paragraphs are not well-constructed. | The information appears to be disorganized. |
| Quality of Information | Information clearly relates to the main topic. It includes several supporting details and/or examples. | Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. | Information clearly relates to the main topic. No details and/or examples are given. | Information has little or nothing to do with the main topic. |
| Sources | All sources (information and graphics) are accurately documented in the desired format. | All sources (information and graphics) are accurately documented, but a few are not in the desired format. | All sources (information and graphics) are accurately documented, but many are not in the desired format. | Some sources are not accurately documented. |
| Mechanics | No grammatical, spelling or punctuation errors. | Almost no grammatical, spelling or punctuation errors | A few grammatical spelling, or punctuation errors. | Many grammatical, spelling, or punctuation errors. |
| Diagrams & Illustrations | Diagrams and illustrations are neat, accurate and add to the reader's understanding of the topic. | Diagrams and illustrations are accurate and add to the reader's understanding of the topic. | Diagrams and illustrations are neat and accurate and sometimes add to the reader's understanding of the topic. | Diagrams and illustrations are not accurate OR do not add to the reader's understanding of the topic. |
| Work Cited Page | Students have listed at least 5 sources (required) and done in the correct APA format | Students have 3-5 sources and there is 1 error in the APA format | Students have 3 or fewer sources. Students have attempted to use APA format without success | There is no work cited page. |