The Cold War

1. The Cold War Unit Portfolio Presentation Katie Papakostas

2. Unit Summary • The Cold War spanned over 45 years and embedded it into the minds and culture of the United States and the world. Students will choose a major Cold War event, research it and create a podcast to report on it. Students will research and analyze the timeline of the chosen event, create breaking news segments, create interview questions and infer the various responses of government officials and the public.

3. Curriculum-Framing Questions

4. Vision for the Unit • During this unit, I would like to… • Use a new multi-media presentation to information. • Create steps in the learning process to allow for students to really understand the information. • I would like for the students to… • Learn through research-based learning. • Understand how each view-point skews opinions on an event. • Be able to understand the cause and effects of events and relate it clearly.

5. 21st Century Skills • Students will gain the following 21st Century Skills and higher-order thinking skills. • Demonstrating originality and inventiveness in work • Understanding the interconnections among systems. • Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and creatively for the issue or problem at hand. • Going beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise.

6. Gauging Student Needs Assessments • Using CFQs to learn • What prior knowledge students have of the Cold War. • What information students have learned about major Cold War events. • Assessing 21st Century Skills • How students are able to make connections between events and lead to an outcome.

7. Gauging Students Needs Assessments

8. Gauging Students Needs Assessments

9. Gauging Student Needs Assessments • How can I use these assessments? • I can assess how much students know about the Cold War and determine where I need to focus more time in class. • I can determine what students misunderstand and what I will need to recover. • How can students use these assessments? • Students can determine how much they need to learn in order to master the subject. • Students can determine where their weaknesses lie in understanding.

10. Requests for Responses • I need help determining some activities to bring lower level students up to higher order thinking. • I need help with activities to motivate low performing students.