Nicholas R. Baker
Directions: Please take out a blank piece of
paper and a writing utensil. Describe the
following: What is each picture trying to
illustrate regarding the Cold War. Make sure
you number your paper and write down your
response beside the number.
Picture #1
Picture #2
Picture #3
Picture #4
Picture #5 The two
pictures represents the
same thing.
This would be a great Just Do It activity to
introduce SOL USII.8c. Cold War terminology is
extremely important to understand in order to
understand the Cold War ideologies and
perspectives. This is a great exercise that
would help students to differentiate between
each important Cold War term and to illustrate
the perspective of communism within the
United States during the Cold War.
Directions: Describe the fears that the United
States had in regards to the communism. What
locations did the United States try to prevent
communism from spreading and were they
successful? How and why? Please write at least
a 2 paragraph response. You may use your
notes.
Then draw 4 pictures representing
containment, the spread of communism,
détente, and brinkmanship.

This would be a wonderful Wrap Up Activity
because it essentially is a summary of the
lessons important talking points on the Cold
War. This activity would help students realize
the success or unsuccessful attempts made
by the United States to contain communism
around the globe. This activity would nicely
wrap up a lesson on the United States
perspective during the Cold War.
Directions: The following picture represents
the three social classes or estates in French
society. Please take out a blank sheet of paper
and writing utensil. Describe each person and
social class within the picture in at least 3-4
sentences. Think about what types of clothes,
how they are positioned, and etc.

The Just Do It Activity utilizes a visual discovery
component that could be used to discuss the
causes of the French Revolution in SOL WHII.6e.
This Just Do It Activity would be a great
introduction into the French Revolution. The Just
Do It activity reflects the strife between the three
estates or the French social class. Students will
be able to reflect and differentiate between the
three estates and determine what estate is being
dominated over by the other two estates. Social
strife between the three estates is a critical
important cause for the French Revolution.
Directions: Answer the following question by
creating some sort of collage using pictures
from old magazines. How did the third estate
differ from the first and second estates? How
did the third estate revolt against the first and
second estates? When creating a visual please
use school appropriate images. Please write a
2-3 paragraph summary of your answers on
the back of your collage or visual.
This is an interesting Wrap Up activity where I
would have students create a collage to
summarize the views and impact that the third
estate had on the French Revolution. I would
have students analyze how the 3rd estate was
so successful during the French Revolution and
why they revolted specifically against the 1st
and 2nd estates.
Directions: Please take out a piece of paper and
write down your definition for natural rights
and social contract. After this we will go over
your response as a class.
For the Just Do it Activity I want students to
describe and define what are natural rights and
a social contract. These two terms are very
important for students to understand in that
these two terms are the foundation for many
important government documents for example,
The Declaration of Independence and the US
Constitution. These two ideas are fundamental
terms that are used by Enlightenment
philosophers and terms specifically mentioned
in SOL WHII.6d.
Directions: Have students answer the following
worksheet by having them analyze quotes from
the Declaration of Independence and the US
Constitution. For each quote have them
analyze the quote and then determine what
Enlightenment philosopher’s ideas are being
represented in the quote. At the end go over
as a class the answers.
The Declaration of Independence
Quotes:
1. “…all men are created equal, that they are
endowed by their Creator with certain inalienable
Rights, among these are Life, Liberty, and the
Pursuit of Happiness.” (Answer: John Locke Natural
Rights)
2. “…that whenever any form of Government
becomes destructive of these (rights), it is the
Right of the people to alter or to abolish it, and it
institute a new government.” (2 Enlightenment
Philosophers) (Answer: Locke and Rousseau)
3. “He has dissolved Representative houses repeatedly,
for opposing… his invasions on the Rights of the
people…” (Answer: Montesquieu)
4. “…for imposing Taxes on us without our consent…”
(Answer: Rousseau)
The US Constitution
1.
Amendment 1 “Congress shall make no law
respecting an establishment of religion, or
prohibiting the free exercise thereof, or abridging
the freedom of speech, or of the press…” (Answer:
Voltaire)
2. “Article I Legislature Power…
Article II: Nature and Scope of Executive Power…
Article III: Judicial Power, Courts, Judges…”
(Answer: Montesquieu)
3. “The Senate shall have the sole power to try all
Impeachments. When the President is tried, the
Chief Justice shall preside Judgment in Cases of
Impeachment shall not extend further than to
removal of office…” (Answer: Montesquie Checks
and Balances)
This Wrap Up activity connects the entire
lesson together by having students analyze
how the Enlightenment philosophers ideals
connect to the creation of important
government documents that make up the many
political systems around the world. The two
government documents are the Declaration of
Independence and the US Constitution both
were chosen due to the ability to relate the
material more to the students.
Directions: Please take out a sheet of paper
and a writing utensil. What is the “feminization
of poverty” in your own words? How do you
think it relates to the photograph. List who,
what, when, where, and why. Explain. We will
go over as a class once you are done.
For the Great Depression/Stock Market Crash
Just Do It Activity I had students analyze a
picture of the Migrant Mother in order to have
students reflect on the lives of women during
the Great Depression. A key aspect of this is
from the SOL USII.6d where it talks about
analyzing the impact of the Great Depression
on various individuals.
Directions: Please outline the cause and effects
of the Stock Market Crash and Great
Depression. Include this when you write a
personal reflection on how people must have
felt during the Great Depression and the Stock
Market Crash. Please write a school appropriate
rap song to answer the above question.
For the Wrap Up Activity I had students create a
rap song on the cause and effects of the great
depression and an average person’s
perspective within the Great Depression. I
thought that this would be a fun and engaging
activity where students could be assessed on
how well they understand the impact of the
Great Depression on many Americans during
the time period.
Directions: Analyze the following two quotes and pictures.
Next write a 3-4 sentences explaining; who, what, when,
where, and why.


We saw all these people behind the fence, looking out,
hanging onto the wire, and looking out because they were
anxious to know who was coming in. But I will never forget
the shocking feeling that human beings were behind this
fence like animals [crying]. And we were going to also lose
our freedom and walk inside of that gate and find
ourselves…cooped up there…when the gates were shut,
we knew that we had lost something that was very
precious; that we were no longer free."
Mary Tsukamoto from
http://amhistory.si.edu/ourstory/activities/internment/m
ore.html
“I spent my boyhood behind the barbed wire
fences of American internment camps and that
part of my life is something that I wanted to
share with more people.” from George Takei
This Just Do It activity comprises primary
source information that is being used as both a
visual discovery element and a quote analysis
element. I wanted students to make a
connection between the primary source quotes
and the pictures to determine and describe the
event that is taking place. This activity would
be a great activity to discuss the internment of
Japanese Americans during World War II.
Directions: (You have two choices)
#1 Write a personal reflection from the position of
an interred Japanese American living in an
internment camp. Make sure to describe what life
must have been like in an internment camp for a
Japanese living in America during WWII.
In 1-3 paragraphs
or
#2 You can write a reflection on why groups of
individuals are forced relocated and compare and
contrast the Japanese Internment to other
examples throughout history. 1-3 paragraphs
For this Wrap Up Activity I decided to give
students two choices. The first option is to
write a personal reflection from the perspective
of an interned Japanese American. The second
option is to describe why force relocation has
occurred throughout history and to give
examples over time. This Wrap Up Activity
nicely summarizes USII. 7c regarding the
impact and importance of force relocation and
specifically how this impacted Japanese
Americans during WWII.