DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 6 PLAN FOR 7TH GRADE CONTENT AREA
Unit Overview:
Instructional Time: 5 weeks 25 days
Quarter
One
X Three
Two
Four
Course/Grade Level: 7th Grade Social Studies
Revised Bloom’s Taxonomy: Level 1-6
Unit Theme:
A World in Repair (1945-1990) East/West Conflict
Unit Summary:
This unit covers the world in repair after the destruction of two world wars. With 40 years to cover, there are numerous topics and concepts to include. The unit
should allow students to understand how the world recovered from the World War II. This unit will cover the spread of Communism, the containment of
Communism and the Cold War.
North Carolina Informational Technology Essential Standards:
7.SI.1 Evaluate information resources based on specified criteria.
7.SI.1.1 Evaluate resources for reliability. (Reliability can be determined by currency, credibility, authority, etc. depending on the curriculum topic).
7.SI.1.2 Evaluate content for relevance to the assigned task.
7.SI.1.3 Evaluate resources for point of view, bias, values, or intent of information.
7.TT.1 Use technology and other resources for assigned tasks.
7.TT.1.1 Use appropriate technology tools and other resources to access information.
7.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. graphic organizers, databases, spreadsheets, and desktop publishing).
NC Essential Standards
7.H.1 Use historical thinking to analyze various modern societies.
H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
H 1.2 Summarize the literal meaning of historical documents in order to establish context.
H.1.3 Use primary and secondary sources to interpret various historical perspectives.
7.H.2 Understand the implications of global interactions.
H.2.1 Analyze the effects of social, economic, military and political conflict among nations, regions and groups (war, genocide)
H.2.2 Evaluate the effectiveness of cooperative efforts and consensus building among nations, regions, and groups (European Union)
H.2.3 Explain how increased global interaction accelerates the pace of innovation in modern societies (communication, transportation, business)
7.G.1 Understand how geography, demographic trends and environmental conditions shape modern societies and regions.
G.1.1 Explain how environmental conditions and human response to those conditions influence modern societies and regions (natural barriers, scarcity of resources)
G.1.2 Explain how demographics trends lead to conflict, negotiation, and compromise in modern societies and regions.
G.1.3 Explain how natural disasters, preservation efforts and human modification of the environment affect modern societies and regions.
7.G.2 Apply the tools of a geographer to understand modern societies and regions.
G.2.1 Construct maps, charts, and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource distribution patterns).
G.2.2 Use maps, charts, graphs, geographic data and available technology tools (i.e. GPS and GIS software) to interpret and draw conclusions about social, economic, and environmental
issues in modern societies and regions.
7.E.1 Understand the economic activities of modern societies and regions.
E.1.1 Explain how competition for resources affect the economic relationship among nations (colonialism)
E.1.2 Explain the implications of economic decisions in national and international affairs (EU, economic alliances, UN)
E.1.3 Summarize the main characteristics of various economic systems (capitalism, socialism, communism, types of economies)
7.C&G.1 Understand the development of government in modern societies and regions.
C&G.1.1 Summarize the ideas that have shaped political thought in various societies and regions (communism, democracy)
C&G.1.2 Evaluate how the Western concept of democracy has influences the political ideas of modern societies.
C&G.1.4 Compare the sources of power and governmental authority in various societies (monarchs, dictators)
7.C.1 Understand how cultural values influence relationships between individuals, groups, and political entities in modern societies and regions.
C.1.1 Explain how culture unites and divides modern societies and regions
C.1.2 Explain how cultural expressions influence modern society.
Essential Question(s):
I Can Statement(s):

What are the challenges that civilizations face post war?

I can explain the effect that the events of World War II had on the international

How does war affect the world and its people?
community.

How do nations gain and lose power?

I can evaluate European cooperation after World War II.

How do political policies affect the way of life for citizens?

I can trace the change of world economic superpowers after World War II

How has political thought changed history?

I can compare democracy and communism.

What rights should all people have?

I can analyze the overlap of the effects of World War II and the cause of the Cold

How are Communism and Democracy different and similar?
War.

How does the spread of Communism impact nations of the world?

I can explain the effect that the events of World War II had on the international

Is it ever morally right to sacrifice human rights for the greater good?
community.

What is the significance of banning foreign interference?

I can describe the impact that the Marshall Plan had on European nations.

What was the Cultural Revolution?

I can evaluate European cooperation after World War II.

How can one person impact/influence so many?

I can trace the change of world economic superpowers after World War II.

Is a cultural change possible?

I can use maps to draw conclusions about the political effects of the domino theory.

How was Communism different in China than elsewhere?

I can analyze the effects of political conflicts among nations by examining the end of

What were the effects of the Cultural Revolution?
the Cold War.

What problems do developing nations face?

I can evaluate the factors that led to the collapse of Communism in Europe.

How does the loss of cultural traditions impact a civilization?

I can outline the importance of the Iron Curtain and its importance in containing the

What problems do developing nations face?
spread of Communism.

I can explain the factors that led to the creation of NATO and evaluate its
effectiveness.

I can analyze why the creation of NATO led to the creation of the Warsaw Pact.

I can validate why the western allies began to operate the Berlin Lift.

I can analyze the contributing factors behind why Communism fell in Europe vs. why
it remained in Asia.

I can evaluate the effectiveness of nation building by the US in Vietnam and Korea.

I can analyze modern threats that are a legacy of the Cold War

I explain the implications of economic decisions that occurred during the Cultural
Revolution.

I can create graphs and charts to explain the differences in Chinese society before and
after the Cultural Revolution.

I can summarize the ideas that shaped political thought in Russia and China.
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
During this time the world is more populous, urbanized and productive than ever, but the aftermath of the two world wars has left the globe divided and full of dangerous weapons. After 1950 the
world economy begins a steady growth and leads to the rise of the United States and the USSR as global economic superpowers. Though cooperation in Europe and other capitalistic countries
increases, conflict arises between capitalistic and communist nations leading to the Cold War. This conflict, which last from 1944-1991, leads to an arms race combined with various proxy wars in
places like Vietnam and Korea. This era leads to the rise of independence in many colonized nations, some gaining independence through peaceful constitutional changes others gaining power
through violent protest. Many people migrate because of the fall of the peasantry (move to urbanized area), search for labor, and religious or political persecution (establishment of Israel).
Cold War
Cold War
Marshall Plan
Communism vs Capitalism
NATO
Iron Curtain
Warsaw Pact
Mikhail Gorbachev
Soviet
Truman Doctrine
Socialism
Berlin
Berlin Wall
Berlin Drop
Joseph Stalin
Nikita Khrushchev
Détente
S.A.L.T Accord
United Nations
Cultural Revolution
Chairman Mao Ze Dong
Cultural Revolution
Chiang Kai-Shek
Nationalists
Red Guards
Great Leap Forward
5-Year Plan
Four Olds
Dao-Zi-Bao
Spread and Containment of Communism
Domino Theory
Korean War
Vietnam War
Ho Chi Ming
Viet Cong
Cambodia
Pol Pot
Khmer Rouge
Genocide
DMZ (Demilitarized Zone)
38th Parallel
Tiananmen Square
Technology and Innovation
Sputnik
Cultural Diffusion
Reading and Writing for Literacy and Interdisciplinary Connections
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies
Read and discuss
Red Scarf Girl: A Memoir of the Cultural Revolution Paperback – June 24, 2008
by Ji-li Jiang (Author)
It's 1966, and twelve-year-old Ji-li Jiang has everything a girl could want: brains, tons of friends, and a bright future in Communist China. But it's also the year that China's leader, Mao Ze-dong, launches the Cultural
Revolution—and Ji-li's world begins to fall apart. Over the next few years, people who were once her friends and neighbors turn on her and her family, forcing them to live in constant terror of arrest. When Ji-li's father is
finally imprisoned, she faces the most difficult dilemma of her life. This is the true story of one girl's determination to hold her family together during one of the most terrifying eras of the twentieth century.
Revolution Is Not a Dinner Party Paperback – September 29, 2009
by Ying Chang Compestine
Nine-year-old Ling has a very happy life. Her parents are both dedicated surgeons at the best hospital in Wuhan, and her father teaches her English as they listen to Voice of America every evening on the radio. But when
one of Mao’s political officers moves into a room in their apartment, Ling begins to witness the gradual disintegration of her world. In an atmosphere of increasing mistrust and hatred, Ling fears for the safety of her
neighbors, and soon, for herself and her family. For the next four years, Ling will suffer more horrors than many people face in a lifetime. Will she be able to grow and blossom under the oppressive rule of Chairman
Mao? Or will fighting to survive destroy her spirit—and end her life?
Evidence of Learning (Formative Assessments):
Warm up journal (daily or weekly)
Teacher observation during classroom activities
Exit Slips
Homework
Daily checks for understanding
Skits
Summative Assessment(s):
Teacher made test
Projects
Essays
Glogster
Prezi
Propaganda Posters
Editorials
Journaling
Debates
Newspapers
Blog
Brochures
Unit Implementation:
RESOURCES for this unit:
United Streaming
Free Maps from d-maps: http://d-maps.com/
Free Games (Geography) sheppardsoftware.com
BBC History for kids: http://www.bbc.co.uk/history/forkids/
Prezi (use to make presentations): www.prezi.com
Glogster (need an account): www.glogster.com
Overview of each country: Ciaworldfactbook.gov
Current events
cnnstudentnews.com (CNN newscast for students)
http://flocabulary.com/the-week-in-rap/ (Week in Rap)
http://www.bbc.co.uk/cbbc/ (bbc for kids)
Historical events in the news http://hmcurrentevents.com/world-history/
Webquests: Search for given topic http://www.zunal.com/
NC DPI Graphic Organizers: http://www.dpi.state.nc.us/docs/acre/standards/supporttools/organizers/social/k12-social.pdf
Holt Eastern World 572-573, 548-549p
Holt Western World Chapter 15.3, 17.3
*Prentice Hall Ancient World Chapters
History on the Net - www.historyonthenet.com
Big Era 8 and 9 - http://worldhistoryforusall.sdsu.edu/eras/era8.php
http://worldhistoryforusall.sdsu.edu/eras/era9.php
Avalon: Primary Sources http://avalon.law.yale.edu/
20th Century Documents: http://avalon.law.yale.edu/subject_menus/20th.asp
Social Studies for Kids: http://www.socialstudiesforkids.com/
Fordham University Sourcebooks: http://www.fordham.edu/halsall/
Modern (click links on left for more specific documents):
http://www.fordham.edu/Halsall/mod/modsbook.asp
StudentsFriend.com
http://studentsfriend.com/aids/curraids/curraids.html#anchor1119530
Europe and the European Union Resources: tinyurl.com/eu-web-resources
Week 1: Effects of WWII, Causes/Phases of the Cold War/Fear of the Spread of Communism
This week should focus on the link between WWII and the Cold War. The week should begin with an investigation of the Effects of WWII and the rising fear of the spread of communism. Review the differences
between democracy and communism. Graphic organizers/ charts would be useful here (See resources below). Introducing vocabulary will help students throughout the unit as well (See resources below). The
week should end with an overview of the major phases/ events of the Cold War (See 7 phase’s source below).
Essential Question









What are the challenges that civilizations face
post war?
How does war affect the world and its people?
How do nations gain and lose power?
How do political policies affect the way of
life for citizens?
How has political thought changed history?
What rights should all people have?
How are Communism and Democracy
different and similar?
How does the spread of Communism impact
nations of the world?
Is it ever morally right to sacrifice human
rights for the greater good?
I Can Statement






I can explain the effect that the events of
World War II had on the international
community.
I can evaluate European cooperation after
World War II.
I can trace the change of world economic
superpowers after World War II
I can compare democracy and communism.
I can analyze the overlap of the effects of
World War II and the cause of the Cold War.
I can explain the effect that the events of
World War II had on the international
community.
Resources
Phases of the Cold War:

YouTube Video demonstrating the 7 phases of the cold war. Good introductory
activity: http://www.teachertube.com/viewVideo.php?video_id=80375
Teaching Support:

10 Important Steps in the European Union (from European Coal and Steel
Community to today)
http://www.euce.org/assets/doc/education/lessonplans/Ten-Historic-Steps.pdf

Lesson 4 The Founding and Development of the European Union Lesson and
PowerPoint http://www.eurunion.org/eu/European-Union-Lesson-PlansSecondary-Level.html

Complete word maps (definition, examples, non-examples, sentence or picture)
and Venn Diagrams for command/market economies and
democracy/communism. This should help students understand the difference
between the two ideas.

The difference between communism and democracy
http://www.differencebetween.net/miscellaneous/difference-betweencommunism-and-democracy/

Chart with the difference between democracy and communism
http://www.edb.gov.hk/FileManager/EN/Content_5536/war_n_peace_1_3_eng.
pdf

Turn the classroom into an economic system: Have students buy and sell goods
as if they lived in a specific economic system.
Communism Resources:

Class Debate: Capitalism or Communism-
http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6082351







Communism Simulation for your classroom:
webs.rps205.com/.../8FFC70D589204C04875539DB26F482C2.doc
Communism Simulation Game:
http://montessorimuddle.org/2010/10/15/capitalism-vs-socialism-a-simulationgame/
Discuss the Fear of Communism in the United States:
http://www.usd116.org/ProfDev/AHTC/lessons/RuudFel08/RuudFel08Lesson2.
htm This is a great activity to turn into a Socratic seminar.
Complete a word map for Superpower. Have students think about what
countries they think are superpower today and why they think they are there.
Teacher should show the shift from World War II (with European powers are
the superpowers of the world) to post world war where the US and USSR pick
up after the destruction of Europe.
Complete a Map that highlights Communist and Capitalism Countries (label and
color-ie green for capitalism, red for communism)
Discuss the Fear of Communism in the United States:
http://www.usd116.org/ProfDev/AHTC/lessons/RuudFel08/RuudFel08Lesson2.
htm . This lesson extends the Who is Afraid of the Big Bad Wolf and applies it
to Communism. This lesson will help student’s understand why non-communist
countries fear Communism and countries that adopt it.
Make a word map
http://www.readwritethink.org/files/resources/lesson_images/lesson307/wordma
p.pdf or http://www.readingquest.org/strat/wordmap.html of the domino
Theory
Week 2 : The Cold War/Space Race:
This week should focus on the major events and effects of the Cold War including The Iron Curtain, nuclear arms race, Cuban Missile Crisis, Berlin Wall, Red Scare, and the End of the Cold
War. There are a number of resources below to help you cover these topics below. One way to cover these is to incorporate the resources by creating stations which students can rotate
through to learn about the different aspects of the Cold War. Students have a difficult time understanding the difference between the imaginary Iron Curtain and real walls they can touch like
the Berlin Wall or the fence that borders North and South Korea. Spend time with them on this and bring in some literary terms to assist the students make the connection.
Essential Question









I Can Statement
What are the challenges that civilizations
face post war?
How does war affect the world and its
people?
How do nations gain and lose power?
How do political policies affect the way of
life for citizens?
How has political thought changed history?
What rights should all people have?
How does the spread of Communism impact
nations of the world?
Is it ever morally right to sacrifice human
rights for the greater good?
What is the significance of banning foreign
interference?










I can describe the impact that the Marshall Plan
had on European nations.
I can evaluate European cooperation after
World War II.
I can trace the change of world economic
superpowers after World War II.
I can use maps to draw conclusions about the
political effects of the domino theory.
I can analyze the effects of political conflicts
among nations by examining the end of the
Cold War.
I can evaluate the factors that led to the collapse
of Communism in Europe.
I can outline the importance of the Iron Curtain
and its importance in containing the spread of
Communism.
I can explain the factors that led to the creation
of NATO and evaluate its effectiveness.
I can analyze why the creation of NATO led to
the creation of the Warsaw Pact.
I can validate why the western allies began to
operate the Berlin Lift.
Resources
Causes/Effects of the Cold War:

Review Causes/Events (arms race and proxy wars)/Outcome of the Cold War
Chart for students to complete with resources to look for answers
http://www.edb.gov.hk/FileManager/EN/Content_5536/war_n_peace_1_3_eng.
pdf

Search NC Civic Consortium
http://www.civics.unc.edu/resources/index.php?affiliation=17&curriculums=4&
grades=&courses=#lessonsDiv for lessons on the Cold War. Lessons include

The Cold War

Vietnam and Protest Music

African American and the Vietnam War

Cold War Museum http://www.coldwar.org/ This has an abundance of
resources and materials for lessons.

Space Race Lesson Plans http://www.discoveryeducation.com/teachers/freelesson-plans/space-milestones.cfm
http://www.pbs.org/newshour/extra/teachers/lessonplans/history/sputnik_1003.html This site has a few lesson plans and activities to choose from. You can
use the link below as an added resource for the lesson as well.

Space Race http://airandspace.si.edu/exhibitions/gal114/gal114.htm or
http://www.history.com/topics/space-race . These are great starting off websites
with lesson materials, activities, and videos to enhance your lessons.
Marshall Plan:

Review the Marshall Plan (if you did not in the previous unit)
http://www.marshallfoundation.org/TheMarshallPlan.htm

Have students listen to the Marshall plan presentation (
http://www.marshallfoundation.org/library/MarshallPlanSpeech.html) or read
the Marshall Plan http://www.ourdocuments.gov/doc.php?flash=true&doc=82)
and complete APPARTS graphic organizer (see NCDPI graphic Organizers)

Complete PERSIA graphic Organizer (NC DPI graphic organizer) using the
formation of the European Coal and Steel Community as the Event. You could
use this time to talk about the European Union which began after World War II
with the European Coal and Steel Community.
Teaching Resources:

Have students create a wordle ( http://www.wordle.net/ )with the key words of
the Cold War

Have students complete a history frame (
http://www.readingquest.org/strat/storymaps.html) for the Cold War using their
notes from the unit/powerpoint/web or book research
Weeks 3 & 4: The Korean War & Vietnam War:
This week should focus on 2 of the major proxy wars of the Cold War era: The Vietnam and Korean Wars. For Vietnam, after a brief overview (there are a variety of resources below for
this), focusing on the controversy surrounding the war and its connections to modern day controversies (like the war in Afghanistan or Iraq). The primary and secondary sources link below
will be useful for addressing these issues. For the Korean War, the focus should be on the division of the Koreas and its effects on the present day. There are a number of resources linked
which can be used to address issues like the separation of families between North and South Korea and the modern day issues surrounding North Korea which are a legacy of the Korean War.
Capitalize on recent developments surrounding North Korea’s Nuclear armaments. A great resource that offers leveled current event text is: http://www.newsela.org/.
Essential Question














What are the challenges that civilizations
face post war?
How does war affect the world and its
people?
How do nations gain and lose power?
How do political policies affect the way of
life for citizens?
How has political thought changed history?
What rights should all people have?
How are Communism and Democracy
different and similar?
How does the spread of Communism impact
nations of the world?
Is it ever morally right to sacrifice human
rights for the greater good?
How can one person impact/influence so
many?
Is a cultural change possible?
What problems do developing nations face?
How does the loss of cultural traditions
impact a civilization?
What problems do developing nations face?
I Can Statement











I can explain the effect that the events of World
War II had on the international community.
I can evaluate European cooperation after
World War II.
I can trace the change of world economic
superpowers after World War II
I can compare democracy and communism.
I can use maps to draw conclusions about the
political effects of the domino theory.
I can analyze the effects of political conflicts
among nations by examining the end of the
Cold War.
I can evaluate the factors that led to the collapse
of Communism in Europe.
I can outline the importance of the Iron Curtain
and its importance in containing the spread of
Communism.
I can analyze the contributing factors behind
why Communism fell in Europe vs. why it
remained in Asia.
I can evaluate the effectiveness of nation
building by the US in Vietnam and Korea.
I can analyze modern threats that are a legacy
of the Cold War
Resources
Korean War:
 History Channel: http://www.history.com/topics/korean-war This site has videos,
primary documents, and useful resources to assist teachers deliver the lesson.
 BBC website, it offers resources for teachers to deliver content to students, there are
some videos on the various links:
http://www.bbc.co.uk/history/worldwars/coldwar/korea_hickey_01.shtml
 Primary Source documents from the War:
http://www.archives.gov/research/military/korean-war/ or
http://www.trumanlibrary.org/whistlestop/study_collections/koreanwar/index.php
 PBS, this site has videos pertaining to various aspects of the Korean war:
http://www.pbs.org/wgbh/amex/bomb/peopleevents/pandeAMEX58.html

Lesson Plan using various viewpoints about the war:
http://sheg.stanford.edu/upload/Lessons/Unit%2011_Cold%20War/Korean%20War
%20Lesson%20Plan.pdf
Vietnam War



History Channel: http://www.history.com/topics/vietnam-war These
are great starting off websites with lesson materials, activities, and
videos to enhance your lessons.
PBS: http://www.pbs.org/battlefieldvietnam/ These are great starting
off websites with lesson materials, activities, and videos to enhance
your lessons.
Primary and Secondary Sources from the War:
http://www.digitalhistory.uh.edu/modules/vietnam/ . This site has
great resources for students to complete photo analysis compare and
contrast, and looking at bias in the various primary and secondary
resources.
Teaching Resources:
 Have students create a wordle ( http://www.wordle.net/ )with the key words of the
Cold War

Utilize http://www.newsela.org/ . This site offered levels current event texts in a
variety of topics. If you PIN News ELA on Pinterest, they create boards that are
relevant to various grade levels so you can stay up to date on current topics.
Week 5: Chinese Cultural Revolution:
This week should focus on the Cultural Revolution in China. Topics addressed should include vocabulary relevant to the Cultural Revolution, Mao Ze Dong as a leader, the tactics of the Red
Guard, China Before and After the Cultural Revolution, and how Communism in China was different from Communism in Russia. Again, incorporate some type of learning center activity
over the course of several days would be good ways to have students investigate explore these topics on their own. See links below for resources.
Essential Question


What was the Cultural Revolution?
How can one person impact/influence so
many?
I Can Statement


I can explain the effect that the events of World
War II had on the international community.
I can compare democracy and communism.
Resources
Cultural Revolution:

Lesson plan discussing the difference between reality and Chinese government
claims regarding the Cultural Revolution:






Is a cultural change possible?
How was Communism different in China
than elsewhere?
What were the effects of the Cultural
Revolution?
What problems do developing nations face?
How does the loss of cultural traditions
impact a civilization?
What problems do developing nations face?






I can analyze the overlap of the effects of
World War II and the cause of the Cold War.
I can explain the effect that the events of World
War II had on the international community.
I can analyze the contributing factors behind
why Communism fell in Europe vs. why it
remained in Asia.
I explain the implications of economic
decisions that occurred during the Cultural
Revolution.
I can create graphs and charts to explain the
differences in Chinese society before and after
the Cultural Revolution.
I can summarize the ideas that shaped political
thought in Russia and China.




http://ncta.osu.edu/lessons/china/history/Ahrens-China.pdf
Teaching materials ranging from lesson plans, background info, videos, images,
and propaganda examples: http://sheg.stanford.edu/chinas-cultural-revolution
Lesson plan on why Chinese Youth followed Chairman Mao:
http://mrdaviswh.weebly.com/uploads/7/9/4/0/7940379/cultural_revolution_less
on_0.pdf
Propaganda Poster Lesson Plan: In this lesson plan students will analyze a
variety of Chinese propaganda posters:
http://ncta.osu.edu/lessons/china/history/Montella-China.pdf
Prezi on Chairman Mao: http://prezi.com/zmbqvu-r1jkg/the-impact-ofchairman-mao/
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Instructional
Activities:
Scaffolding Option 1:
Intervention
Scaffolding Option 2:
Maintenance
Scaffolding Option 3:
Extension
Comparing Economic Systems (Market,
Traditional, Command, Mixed) E.1.3
Students can complete a graphic organizer. The
type of economy is on the first column. For each
type of economy students will have to fill in boxes
the answer these questions (put these on the top
row). Who controls what gets produced? Who
controls how it is produced? Who controls who it is
produced for? What are some countries that have
this economy?
Teachers can use a PowerPoint to produce this,
send students on a webquest or use the internet for
research, use textbooks or use SAS Curriculum
Pathways QL #1513 at
Using the information from their graphic organizer,
students will create a story and/or comic strip
connecting the different types of economic systems.
The narrative/ comic strip should reflect their
understanding of the different systems as well as how
they relate to one another.
Students will choose one of the economic
systems from their graphic organizer to further
research in order to become an “expert” on that
system. Students will create a PowerPoint,
Prezi or poster on the economic system of their
choice.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
E.1.3: Students who understand economic systems
Multimedia
SAS Curriculum Pathways QL #1297
Activities:
will have a chance to review each system, then see
End of the Cold War: This 4 minute audio/video
how they work in the world today. Students will
tutorial reviews the start of the Cold War (causes,
placed involved), conflict throughout the Cold War complete graphic organizer as they complete research.
Econedlink.org Webquest
(proxy wars, arms race, nuclear weapons) and the
What would life be like in the North Korean
end of the Cold War. Students have the option to
take a multiple choice quiz at the end (which allows economy? How would things be different in the
economy of Chad? In this lesson, you will have the
students to keep guessing until they get the correct
SAS Curriculum Pathways #936
http://www.sascurriculumpathways.com/portal/
Launch?id=936
Explore the Cold War and the Cuban Missile Crisis to
answer this question: Did Khrushchev keep his promise to
defend Cuba? You'll take a position and defend it with
evidence from primary source documents.
answer). This is a great review of the Cold War for
students who did not understand the first time or an
introduction for all students.
opportunity to compare these two economies to the
U.S. economy, and you’ll practice using some tools
that can help you to study any economy in the world.
In this lesson students will define market economies,
command economies, and developing economies.
Students will also compare one country with another
by reference to factors associated with economic
performance.
SAS Curriculum Pathways #196
http://www.sascurriculumpathways.com/portal/Launch?id
=196
Examine the background of postwar Europe and analyze
the effectiveness of the Marshall Plan in aiding recovery.
You'll summarize what you learn to answer this focus
question: Why was the Marshall Plan effective?
SAS Curriculum Pathways #1126
http://www.sascurriculumpathways.com/portal/Laun
ch?id=1126
Investigate key Cold War events that occurred in various
global regions: Asia; Caribbean, Central and South
America; Eastern Europe; or the Middle East and Africa.
You'll make a presentation on the impact of events on the
region and the Cold War.
SAS Curriculum Pathways #209
http://www.sascurriculumpathways.com/portal/Laun
ch?id=209
Identify the objectives of the Truman Doctrine and analyze
the motives behind the U.S. involvement in the Korean
War. You'll summarize what you learn to answer this
focus question: Why did President Truman think it was
necessary for the U.S. to get involved in the Korean War?