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WebQuest Title:
East vs. West: The Cold War Museum
California Content Standards Addressed in Web Quest:
11.9
2.1 Solve a visual arts problem that involves the effective use of the elements of art and
the principles of design.
pg. 1
2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects
refined craftsmanship and technical skills.
2.6 Create a two or three-dimensional work of art that addresses a social issue.
1.0
Writing Strategies
1.0
Students write coherent and focused essays that convey a well-defined perspective and
tightly reasoned argument. The writing demonstrates students awareness of the audience
and purpose. Students progress through the stages of the writing process as needed.
Written and Oral English Language Conventions
Students write and speak with a command of Standard English conventions.
1.0
Introduction:
The Cold War was a significant point in world history shaping the world in which we live
in today. America and Russia were allies during World War II, but that alliance soon turned into a
distrust that grew into a non-confrontational war that would last from 1945-1991 ending with
the fall of the Soviet Union. Twenty-three years later the Smithsonian has decided to open an
entire museum dedicated to the Cold War from 1945 to 1991. The Board of the Smithsonian is
accepting proposals for the museum. It is your groups job to create a proposal for the new
museum. The Proposal shall include a 2 to 4 sentence description of all exhibits within the
museum, a floor plan (three dimensional or two dimensional) that includes a flow chart of how
the exhibits are to be viewed, a brochure or advertisement poster, and an individual paper. After
all proposals are accepted The Board will then hear a presentation of all submitted proposals.
Task:
Each student group will research the events of the Cold War from its origins to its final
days in 1991. In your groups research you must chose exhibits that showcase the tensions of the
Cold War from both perspectives (United States and Russia), and write a 2-4 sentence
description on these exhibits you chose. An example of a proper description is: Photos from the
U-2 plane that discovered Soviet military units moving missiles into Cuba leading to the thirteen
day struggle of the Cuban Missile Crisis that nearly brought the world to Nuclear War. The floor
pg. 2
pg. 3
Researcher: All member of your group must research using the links provided
below, exploring the internet for sources of their own, or by going to the library
and using books/publications. Each student should take his/her own notes and be
able to share/discuss them within their group.
Once the roles have been assigned each group member must print and sign their name next to the
assigned role sheet below.
Step 4: Research
Each group member will research the Cold war from the origins to the collapse of the Soviet
Union in 1991. Each group member will take their own notes but collectively share their notes
orally during the group exhibit paper, floor plan blueprint, and the presentation. Be sure to
research the Truman Doctrine, Cuban Missile Crisis, NATO, Warsaw Pact, The Reagan
Administration, the fall of the Berlin Wall to mention a few. Be sure to cite all sources in APA
format.
Step 5: Choosing the Exhibits Featured
Once the groups research is completed, you must select the exhibits that will be featured within
your museum floor plan. There are no limits on how many exhibits are to be featured, but the
more exhibits the bigger the presentation, so chose wisely to feature exhibits that have a
significant history within the Cold War and stay away from exhibits that have no relevance.
There must be a minimum of 25 exhibits featured. You want to make sure that you show case the
tensions between the east and west during this period of history. All exhibits must be featured in
chronological order from the beginning of the Cold War until its end in 1991.
Step 6: Group Exhibit Paper
Once your group has decided on the exhibits to be featured, you will write a 2-4 sentence
explanation of the exhibits featured portraying their significance in the Cold War and any
relevant information about them. Example: Photos from the U-2 plane that discovered Soviet
military units moving missiles into Cuba leading to the thirteen day struggle of the Cuban
Missile Crisis that nearly brought the world to Nuclear War. The explanations need to be typed,
double spaced in 12 point Times New Roman font. The cover page must include your group
names, group roles, and title of the assignment. Each exhibit item needs to be numbered.
Step 7: Design a Museum floor plan
Once the exhibits have been chosen and the explanations written, the group will design a floor
plan that they feel will be the best to showcase their chosen exhibits and communicate the impact
the Cold War has had on world History. The floor plan can either be 2-dimensional or 3dimensional. The floor plan must show any and all walls, windows, doors, emergency exits, fire
extinguishers, restrooms, stairs, and elevators. The exhibits must be labeled within your floor
plan with a number representing which item is being featured in that spot corresponding to your
groups exhibit paper. The exhibits must be featured in chronological order (you cant have the
Berlin Wall collapse before the Cuban Missile Crisis). The flow of the guests can be depicted as
arrows through the museum. An example museum floor plan is below:
pg. 4
https://www.google.com/search?q=museum+floor+plan&rlz=1C1KMZB_enUS576US586&espv=2&tbm=isch&imgil=uDqRVoTREm20M%253A%253Bhttps%253A%252F%252Fencrypted-tbn1.gstatic.com%252Fimages%253Fq%253Dtbn
%253AANd9GcQQQKFt3y5Une80xywvJESGf3003Ozib0uLZ-W8d0dTnqa133v%253B351%253B432%253BLpnnCvVIbG9RtM
%253Bhttp%25253A%25252F%25252Fwww2.sptimes.com%25252FHolocaust_museum
%25252Ffloorplan.html&source=iu&usg=__p0XmOEo7AjNr3VMdPOpkkedkzso
%3D&sa=X&ei=vEqVU_jUFI2YyAT95YHADw&ved=0CCUQ9QEwAA&biw=1600&bih=799#facrc=_&imgdii=_&imgrc=syiJxN6wmN-vM%253A%3BXX1pU4qLyHB31M%3Bhttp%253A%252F%252Fwww.wildlifeart.org%252Fwp-content%252Fuploads
%252F2012%252F03%252Fart-floorplan-museum.png%3Bhttp%253A%252F%252Fwww.wildlifeart.org%252Fvisit%252Ffloor-plan
%252F%3B1000%3B585
reviewing your presentation for all steps to be meet by completing the review sheet below and
leaving any necessary comments. The Smithsonian Board review sheet is attached below.
Step 10: Individual Argumentative paper
Using their own research notes/group notes from the project, each student must write an
argumentative paper on an event or person they believe had the biggest impact on the Cold War
history. The paper must be 7 to 10 pages double spaced, 12 point Times New Roman font. It
must include a cover page with your title, name, and class period. Each topic must be approved
by your instructor. You must list all sources used during the group research and 3 additional
sources. The paper will be due on the last day of group presentations. You must turn in all group
and individual notes in a two hole punched folder with your name and class period on it.
Resources:
Students can use these links to create a three dimensional floor plan for their museum. These are
pertaining to house plans but can be altered to your liking to create a museum floor plan.
3-demensional floor plans:
http://planner.roomsketcher.com/#/?pid=493174
http://www.floorplanner.com/demo#assets;q=openings
Cold War research:
Sources such as Wikipedia.com, askhow.com , or about.com are strictly forbidden
The following sources are the Presidential library sites of the United States Presidents during the
length of the Cold War. On their sites you can find declassified documents from the presidents
while in office on any topic that they were involved in, please only research relevant information
pertaining to the Cold War.
http://www.trumanlibrary.org/
http://www.eisenhower.archives.gov/
http://www.jfklibrary.org/
http://www.lbjlibrary.org/
Richard Nixon library (enter into search engine)
http://www.ford.utexas.edu/
http://www.reagan.utexas.edu/
http://bushlibrary.tamu.edu/research/
pg. 6
Below are links to the Smithsonian Institute, History Channel, and the Wilson Center pertaining
only to Cold War information. On these sites you will be able to search through numerous
documents, pictures, and papers pertaining to the Cold War.
http://www.si.edu/Researchers
http://www.history.com/topics/cold-war
http://digitalarchive.wilsoncenter.org/theme/cold-war-history
These are the sources that should be cited in every project. Its not required but suggested that
your group research provides at least three additional sources to gain another perspective on the
Cold War.
Evaluation:
Students will be graded on the group project and individual paper separately.
The Group Museum Project must be turned in with a two hole punch folder on the top.
The sources, group exhibit paper, museum floor plan (in that order from bottom to top) must be
presented on the right hand side of the folder. On the left hand side you must turn in any group
notes and any hard copies used for the group presentation (this includes any rough sketches of
your floor plan and rough drafts of your paper). On the folders front cover you must write your
group name, the names of all group members and class period. If you wish, you can design the
folder in a fashion that represents the Cold War. All papers must be double spaced and all sources
must be in APA format. The group project folder will be due before the group can begin their
presentation. Each group will be graded as a whole on 5 categories: research, exhibits/exhibit
group paper, museum floor plan, presentation, and museum brochure/advertisement poster.
Below is the rubric that the teacher will use to grade your group assignment.
Individual Argumentative Paper will be turned in after all presentations have been
completed. A cover page is required containing your name, class period and title of the paper. It
can be stapled or turned in in a presentation folder. Your paper must be doubled spaced and
contain all sources from your group assignment and three additional sources. It must be 12 point
Times New Roman font and be a minimum of 7 (seven) pages but a maximum of 10 (ten) pages.
Students will be evaluated on the following: grammar and spelling, sentence structure,
sequencing, accuracy, support for position, and sources. The rubric used to grade your individual
papers is below.
Smithsonian Board Review: Each student that is not presenting is considered a
Smithsonian Board member and will be peer reviewing the presenting group with the provided
sheet. If a group receives a perfect score on the Smithsonian Board review the group will be
given fifty (50) extra credit points.
pg. 7
________________________________________
10-9
CATEG - Above Standard 8-7 - Meets Standa 6-5 - Approaching Stand 4-1 - Below Standard
ORY s
rds
ards
s
Research Information clearly
relates to the main
topic. It includes 4
or more supporting
details and/or
examples.
Information clearly
relates to the main
topic. It provides 23 supporting details
and/or examples.
Exhibits/
Exhibit
group
paper
Students have
developed a clear
plan for organizing
the information in
the final research
product. All
students can
independently
explain this plan.
Students have
developed a clear
plan for organizing
the information as
it is gathered and in
the final research
product. All
students can
independently
explain the planned
organization of the
research findings.
pg. 8
Presentat Student is
ion
completely
prepared and has
obviously
rehearsed. Shows a
full understanding
of the topic. Facial
expressions and
body language
generate a strong
interest and
enthusiasm about
the topic in others.
Student seems
pretty prepared but
might have needed
a couple more
rehearsals. Shows a
good understanding
of the topic. Facial
expressions and
body language
sometimes generate
a strong interest
and enthusiasm
about the topic in
others.
Museum
brochure
/
advertise
ment
poster
pg. 9
10-9
8-7 - Meets Standa 6-5 - Approaching Stand 4-1 - Below Standard
CATEG - Above Standard rds
ards
s
Persuasive
Essay
:
Individual
Argumentative
Paper
ORY s
Gramma Author makes no
Author makes 1-2 Author makes 3-4 errors Author makes more
r&
errors inTeacher
grammar
errors
grammar in grammar or spelling
than 4 errors in
Name:
SethinJohnson
Spelling or spelling that
or spelling that
that distract the reader
grammar or spelling
distract the reader distract the reader from the content.
that distract the reader
from theStudent
content.Name:
from________________________________________
the content.
from the content.
Sentence All sentences are
Structure well-constructed
with varied
structure.
Arguments and
support are
provided in a fairly
logical order that
makes it reasonably
easy to follow the
author\'s train of
thought.
Includes 4 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the position
statement. The
writer anticipates
the reader's
concerns, biases or
arguments and has
provided at least 1
counter-argument.
Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the position
statement.
Includes 2 pieces of
evidence (facts, statistics,
examples, real-life
experiences) that support
the position statement.
Includes 1 or fewer
pieces of evidence
(facts, statistics,
examples, real-life
experiences).
pg. 10
Sources
Conclusion:
Students will be able to do basic research for historical purposes, cite sources effectively
and chronologically identify the history of the Cold War and the significance it has had on world
history to the present point. Students will be able to defend their position of what or who they
pg. 11
believe had the most significant impact on the Cold War and effectively influenced current
events. The material learned and researched will branch out into all categories of history within
the last half of the 20th century and certain points within the 21st century. With the bigger context
of the fight between the United States and Russia understood, students will be able to identify
other areas of the world that were influenced by these two superpowers, i.e. Africa and the
Middle East.
Extension Projects:
1. Have students map the communist controlled parts of Africa and the American
controlled parts of Africa and see how the Soviet Union and America didnt
engage in open War but did so within the African nations.
2. Have students map the progression of the NATO treaty and the Warsaw pact to
see how NATO surrounded the Warsaw Pact countries.
3. Have students create a flip book of the different steps of the Berlin Wall from
beginning to end.
4. Have students interview someone that lived during any period of the Cold War.
Have them interview someone from a Soviet occupied country or the Soviet
Union itself, and then from an American Ally or an American. Have them note the
differences of lifestyle, culture, thought, education, and freedoms.
Group name:________________________
Print
Sign
pg. 12
Editor 1:____________
_
____________/___ ____________
Editor 2:_____________
_________/__________ __
Artist 1:__________________
Artist 2:_____________
Presenter 1:____________
_________-
______________
______/_____________ _
____________
___________/_____________
__ ___________
________/_______________
____________
Presenter 2:_________
___________/_______________
____________
Director:___________
____________/________________
___________
Extra Roles:____________________________________
_________________
Exceeded
Expectations (10-8
pts.)
F
T
Research
Exhibits
Exhibit Descriptions
Museum floor plan
Museum
brochure/advertisement
poster
Presentation
Total given out of ten
(10)
The Smithsonian Board (you the students) will review the following categories given and check
your satisfaction with each groups presentation. You will then give each group the assigned
points within the category that meet your expectations. You will then add the total points for the
three categories at the bottom and the total points for the presentation on the box at the bottom
right hand corner. There is space for any additional comments you may feel you want to add.
Comments:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
Teacher note: This Project is designed for eight (8) classroom days starting on a Monday and
ending on the following Wednesday. It is designed for the students to research for two days while
pg. 14
in class and as homework. The other steps of the project are assigned for one day of classroom
time and as homework. On the sixth day of classroom time the presentations should begin. The
project is designed to be a midterm project to replace or build upon the midterm exam, or to add
upon a Cold war lesson.
pg. 15