S.Pendley

T.MOUNKHALL- SUSAN-WHERE IS YOUR WORK??-4/29, 4/30

B.Barbulean- I really liked your idea of using a compare contrast essay for Fascism and communism. After teaching the unit on totalitarian regimes i still have seen a problem amongst my students of comparing the two ideologies. I think they finally got the difference between the two when i taught Mao and Ho Chi Mihn. In the future i could see myself using this strategy. 4/28

student 9 T.MOUNKHALL- YOU STILL NEED A LIST OF UNIT PLAN GOALS, 4 POSTS AND A MODEL FOR AN EXPANDED CONCLUSION- 4/23-WHEN DO YOU PLAN TO FINISH THIS WORK?-4/25 This is another pre-writing model for thematic essays.T.MOUNKHALL- THESIS-PRECISE CLAIM AS A QUESTION TO BE ANSWERED WITH EVIDENCE- 4/19

This activity was class work for two days. Writing precise claims and a teaching vehicle. I will bring the documents to class. I was not able to scan then into the system.T.MOUNKHALL- BUDDY SYSTEM, SOPHISTICATED DOCS., DOCS USED AS EVIDENCE IN HISTORICAL ESSAY ARGUMENTS-4/19

-T.MOUNKHALL- PLEASE SEE ME AFTER METING TODAY TO SPECIFICALLY IDENTIFY WHAT YOU HAVE TO DO TO COMPLETE YOUR WORKSHOP TASKS-4/18 T.MOUNKHALL- MAP GUIDE RELATES MAP AND TEXT READING AND FOCUSES ON PURPOSE FOR MAP- VERY IMPORTANT-TREATING A MAP AS A DOCUMENT-4/18

Example of a homework assignment where the student usesthe chart to answer analysis questions. In many cases I will make the students create their own questions for homework based on a chart or short reading, then pair share for their do now the next day.T.MOUNKHALL- FINE LEARNING EXERCISE FOCUSING ON THESE EXAMPLES OF SOPHISTICATED THINKING SKILLS- RELTIONSHIPS OVER TIME AND PLACE, MULTIPLE CAUSATION, COMPARE/CONTRAST AND THEME/EXAMPLE- 4/18

This is an example of data driven instruction. Students use their own time line that they created to answer questions about the cold war.

This is the DBQ for Cold War which was part of my multiple choice test for the Cold war and used as a review fo India & Nationalism. Also included on this is my DBQ facts and organization chart forthe students. I make all my students fill out an organizational chart before they write. My procedure is: Brain Storm, then create their chart then write. I will bring a copy of the actual documents & dbq to class. I was not able to scan some of my documents.

This worksheet is used at the beginning of every lesson. I used it for Cold War so the students would begin to have an understanding of how the world was divided up after WWII. This is the pre-writing - brain storming chart I use for Pre-writing a DBQ-T.MOUNKHALL- EFFECTIVE CHART FOR IDENTIFYING DOCUMENT CREDIBILITY-4/18 =T.MOUNKHALL-INTERVIEW ASSIGNMENT ADDRESSES CONSTRUCTED KNOWLEDGE, USE OF PRIMARY SOURCES AND EXTRA CREDIT FOR INCLUSION OF MULTIPLE PERSPECTIVES.T.MOUNKHALL- COMPARE/CONTRAST CHART FOR COLD WAR IS A FINE LEARNING EXPERIENCE- USING DATA TO COMPARE/CONTRAST, COOPERATIVE LEARNING AND THE CLASSIFICATION OF DATA INTO CATEGORIES ADDRESSES CONSTRUCTED LEARNING THEORY-4/17- T. MOUNKHALL- T.MOUNKHALL-ARMS CONTROL CHART ADDRESSES CONTINUITY AND CHANGE AND RELATIONSHIPS OF EVENTS OVER TIME AND PLACE-4/17 T.MOUNKHALL- DBQ FORMAT IS VERY PRACTICAL. SOPHISTICATED TEXTS ARE USED. THINKING SKILLS ADDRESSED: MULTIPLE CAUSATION, COMPARE/CONTRAST AND RELATIONSHIPS OVER TIME AND PLACE. VISUAL ORGANIZER IS AN EXCELLENT GUIDE FOR THE VISUAL LEARNER. SUGGEST A CONCENTRATION ON WRITING A SPECIFIC CLAIM AND AN EXPANDED CONCLUSION. WOULD ALSO SUGGEST TWO THINKING TASKS RATHER THAN THREE IN ONE ESSAY. 4/17-T.MOUNKHALL- TIMELINE QUIZ ADDRESSES BASIC SKILL DEVELOPMENT AND THE IMPORTANT HISTORY THEME OF TURNIG POINTS/MACRO CHANGE. SUGGEST THAT THE PARAGRAPH ABOUT TURNING POINTS FOCUS ON WRITING A PRECISE CLAIM-4/17. SUGGEST WRITTEN PAPER AND PRESENTATION BEGIN WITH A PRECISE CLAIM AND END WITH EXPANDED CONCLUSIONS. THIS IS ABOUT THE INTERVIEW ASSIGNMENT THAT I STARTED COMMENTING ON AT THE TOP AND FINISHED HERE-4/17

- T.MOUNKHALL- SHARING SESSION RE: INSIGHTS ON 4/18 FROM 3:30 TO 6:30 P.M. IN SAME ROOM AS FIRST MEETING- PLEASE PUT ALL NEW WORK AT THE TOP OF THIS PAGE-4/14-T.MOUNKHALL-PLEASE SEE INSIGHT LIST ON MY PAGE-4/14

T.MOUNKHALL- AS OF TODAY, YOU NEED MODELS FOR UNIT GOALS, 6 MODELS FOR WEEKS OF 3/12 AND 3/19, MODELS FOR PRECISE CLAIM AND EXPANDED CONCLUSION PLUS 9 POSTS. PLEASE PUT ALL MODELS AT THE TOP OF THIS PAGE AND POSTS AT THE TOP OF COLLEAGUES' PAGES-4/9

T.MOUNKHALL- AS OF TODAY, YOU STILL NEED MODELS FOR DATA DRIVEN INSTRUCTION, PRECISE CLAIM WRITING AND EXPANDED CONCLUSION. PLUS YOU NEED 7 POSTS. PLEASE PUT ALL WORK AT THE TOP OF THIS PAGE OR AT THE TOP OF COLLEGUE'S PAGE FOR POSTS-4/3

T.MOUNKHALL-PLEASE SEE NOTE ABOUT THE NEXT TWO WEEKS OF THE WORKSHOP ON MY PAGE-4/2

T.MOUNKHALL- PLEASE BRING COPIES OF INSIGHTS FOR ALL ON 4/18-THANKS-3/30

T.MOUNKHALL- PLEASE SEE MY COMMENTS ABOUT INSIGHT SHARING FOR 4/18 ON MY PAGE-3/29

T.MOUNKHALL= PLEASE SEE MY QUESTIONS ABOUT 4/18 ON MY PAGE AND ANSWER THEM HERE-3/28

T.MOUNKHALL- AS OF TODAY, YOU ARE MISSING A STATEMENT OF UNIT PLAN GOALS, 2 MODELS AND THREE POSTS ON COLLEAGUES' WORK FOR THE WEEK OF 3/12 AND 2 MODELS AND 3 POSTS FOR THE WEEK OF 3/19.PLEASE PUT GOALS AND MODELS AT THE TOP OF THIS PAGE SO I CAN FIND THEM EASILY.- 3/23 T.MOUNKHALL- EXCELENT LEARNING TOOL FOR STUDENTS- PARAPHRASING DEFINITIONS, PROCESSING IDEAS INTO CATEGORIES AND SEEING CONNECTIONS BETWEEN NEW INFO. AND ALREADY LEARNED INFO.-3/11 T.MOUNKHALL- YOU NEED LIST OF GOALS FOR 5 DAY UNIT AND 2 LEARNING ACTIVITIES FROM LIST FOR THIS WEEK AND THREE POSTS FOR THIS WEEK- 3/15,3/16-T.MOUNKHALL- PLEASE SEE MY NOTES ON THIS DATED 3/17 ON MY PAGE-3/17

//M.Grande-What grade is this for? I find that when I give vocabulary for the Cold War I try to make them as short as possible for 8th graders.-T.MOUNKHALL- I BELIEVE IT IS 10-GLOBAL-3/23//

__**Five day Unit plan for the Cold War.**__ __**DAY ONE - Introduction to the Cold War- Vocabulary, Map & Speech Analysis.**__
 * Vocabulary terms and assignment is the first pre-lesson assignment. This will better prepare the students for their first reading assignment.
 * **__Do Now- lesson one-__**Essential question- Why is the end of World War II considered a cause of the Cold War?? Give me a specific example from your list of World War II Effects.
 * **__Activity-Powerpoint -inter-active lecture__** which involves the student analyzing a map of the Cold War, Listening & following along as I read the Iron Curtain speech by Churchill and Then drawing their own map of the world in 1946 in regards to geopolitical borders.Questions given to the students once the map is completed will be based on the Division Of Europe, NATO and the formation the WARSAW Pact countires.


 * **__Wrap -up Question-__** What were the military and Political consequences of the Cold War in the Soviet Union,Europe and The United States? - Students are required to write down the wrap up question and answer the question with speific evidence taken from any of the sources used in class on that day or from a previous lesson.
 * __Homework- Finish working on the Vocabulary and have all the Micro & Macro themes ready to go for tomorrow.__**
 * __Make sure you look over the map have the Eastern Block countires colored in with a different color . NATO & WARSAW pact countries should be listed on the back of your map.__**
 * __Day Two-Cold War Events__**

Do Now- How was Europe Divided, and what were three consequences of it's division?
 * **__Activity 1# Time line-__**Students will create a time line of the major Cold War Events. A list of events will be given to them and they are to plot them on a time line which begins in 1945 - 1991.
 * __**Activity#2- Chart & Time line analysis-**__Students will compare the events from the time to the different SALT Talks and NPT. Students will be asked what evidence supports the idea of Detente' in both the arms talk and the time line events. What events are considered hot or cold? How did this affect the arms talks. Give two examples and explain. Students will be asked to bring both the Time Line and the arms talk chart to class everyday as we will be using it for the entire unit.
 * **Wrap -up Question- based on your Micro & Macro themes from your vocabulary- What themes would you use to describe our lesson today? Explain why.[[file:theme charts.doc]]**
 * __**Homework-**__Map activity and summary writing- Read pages 970 to 971 then exam your Map of the cold war- and if needed look at the map in our textbook on page 971`and answer the following questions.
 * __**Questions -**__ Considering Cuba's location on the MAP, why did the Soviet Nuclear Missiles Pose a threat to the United States. What evidence supports your answer. How is the fact that we had Missiles in Turkey influencing The Cuban Missile Crisis? Explain. Why might Khrushchev have agreed to withdraw his missiles from Cuba? Explain. What is the problem with the United States putting missiles in Turkey. Why did the location anger the Soviets? Show evidence in your answer. Use your map and discuss Turkeys location. How else did the Soviet Union and the U.S confront each other around the world during the Cold War? Give at least three examples. Include the Domino Theory and The Truman Doctrine. Be prepared to share this in class as part of your DO - Now tomorrow.

__**DAY 3 - COLD WAR GOES GLOBAL**__ students will use last night's homework to help formulate their answers. Students will be asked to make sure that their maps include a division between the Eastern Bloc Countires and The Western Democracies.
 * __Do Now- What kinds of conflicts resulted from Global confrontation between the two superpowers.__**
 * __Activity#1 -__** Students will take out their cold war geopolitical map a time line and a new reading about Indochina & the French.[[file:Map Analysis Worksheet cold war.doc]]

Then students will examine the map and remembering our unit on Imperialism, will be asked :How does Foreign rule of IndoChina affect the Cold War? What evidence supports the fact Nixon was concerned about U.S. involvement as far back as 1953? Does this primary source support the idea of the Domino Theory. How does Nixon's concerns Mirror the reasons for the Korean War and why he felt we failed. Find two quotes that supports the deomcratic non-communist ideology & two quotes that support communist ideology. //M.Grande-Are there any documents you have that compare Vietnam with modern "quagmires?" I can't find a reliable one.// Homework- Read and answer questions regarding Ho Chi Minh- biography- Half Lenin, half Gandhi. Lenin and to Gandhi. __**Activity #2 -**__ Two short readings on Gorbachev & Reagan. Questions regarding the decline of the Soviet Union economically. Then Compare Command Economy to Market Economy create three open ended questions based on the chart and the short reading. We will then share out in class. Homework- Read the article from the Economist on the Break up of the Soviet Union. Answer the following questions. How did Gorbachev's reforms lead to the Breakup of the Soviet Empire. Why were Eastern Europeans able to break free of communist governments and Soviet Domination in the late 1980's? How did the collpase of the Sov iet Union affect the power of other countries around the world? What does the future hold for the many nations of Eastern Europe and their DIVERSE make-up?
 * __Activity#__** 2 Students will then be asked to Add the Berlin Wall and read two primary sources, one includes Nixon discussing The French & Vietnam in 1953 and the other reading from General MacArthur regarding Korea.
 * __Activity#3 One page reading on Vietnem with questions to compare with Korea. How did theses two conflicts become known as HOT SPOTS.__**
 * __Wrap up question- To what extent can the war in vietnam been seen as an anti imperialist re__**
 * __volt? If that was the case then is Vietnam really a product of the Cold war?__**
 * __Day 4- Ending of Vietnam and The Fall of the Soviet Union-__**
 * __Do Now-__** How did a civil war in Vietnam become a Major Cold War Conflict? Compare Ho Chi Minh to
 * __Activity #1__** - Ending of Vietnam- move to 1979. Why is 1979 important.Using student's time line and maps we will analyze & discuss the invasion of afganistan and the Iranian revolution in the context of the Cold War. How does the invasion of Afganistan contribute to the economic condition of the Soviet Union.
 * __Wrap up Question-__** Why was the Command Economy unable to create wealth or raise living standards as quickly as a market economy? What reforms did Gorbachev make to try and improve the Soviet Economy?

Day 5- **__Effects of the Collapse of the Soviet Empire & the end of the Cold War.__** What is similar? Show evidence. What is different? Name two other empires that have collapsed and why? Manchu/ Qing China and Japan ?? Austrian, Holy Roman, Byzantine, Ottoman. Give students some examples if they can't remember.
 * __Do Now-Compare the Collapse of the Soviet Empire to the Fall of Rome.__**
 * __Activity #1 - Reading on Solidarity Movements- Poland- Eastern Europe.__** Questions about free elections and how the supression of the Soviet Union prevented ethnic tensions from rising. What happens now with the Soviet Union gone? Discussion on- Rise of Nationalism, Genocide, Balkan & Yugoslavia.


 * __Activity#2 - Go over all the charts, maps, timelines, Cause & effect T charts. Have students analyze all the resources we created, read and discussed. Each student will now create 10 open ended questions, two for each lesson they were taught. We will start this in class and have students finish them for Homework. Questions will be collected tomorrow and used as a review for the entire class.__**

__**Wrap up Questions-**__ How did the Cold War Develop, how did it shape political and economic life in individual nations, and why did it end? What were the effects of the Cold War? Use your Geopolitical map to represent the changes.

__**Homework-**__ Finish writing your open ended questions for tomorrow. Analyze the changes you made based on the ending of the cold war and write a one paragraph summary using speific evidence-discuss the Post Cold War issues & conflicts that will affect the world in the next 5-10 years.

H. Frischknecht ** - I really like the continuity of this unit. You are very puposeful in the activities you have students do each, building on both the ideas and what students have created previously. I also like the student centered activities you have included (timeline, maps, etc.) Day 5 has some great higher level thinking skills addressed, building on prior knowledge and applying it to the current topic. As silly as it is, you could try and tie in Gingrich's "Northwest Ordinance for Space", linking it to the US/Russia space race. 3/11- T.MOUNKHALL-HAVING STUDENTS CONNECT NEW INFORMATION WITH THEMES THEY HAVE ALREADY LEARNED LEADS TO VERY POWERFUL LEARNING-3/11 ** **Pendley-3/11 Love the suggestion regarding Gingrich's " Northwest Ordinance forSpace ". I'm going to create a summary reading with key questions as a hw assignment. Then for their do now the next day they can create a compare chart and create 2 questions about the goals and realities of both programs including the politics/economics.Thanks for the suggestion!!!!!!-T.MOUNKHALL- RELATING A WORLD HISTORY DCEVELOPMENT TO A CURRENT POLITICAL SITUATION MAKES BOTH MUCH MORE UNDERSTANDABLE FOR STUDENTS-3/12** T.MOUNKHALL- WELL PLANNED UNIT-1-FOCUS ON DEVELOPING SOPHISTICATED THINKING SKILLS E.G. COMPARE/CONTRAST, RELATIONSHIPS OVER TIME AND PLACE, MULTIPLE CAUSATION, THEME/EXAMPLE-CONSTRUCTED KNOWLEDGE, 2- EFFECTIVE USE OF VISUALS TO PROCESS DATA E.G. CHARTS AND TIMELINES, 3- WELL PLANNED QUESTIONS RE: HOMEWORK READING, 4- STUDENTS READING ALONG AS TEACHER READS SPEECH IN CLASS, 5- USE OF EVIDENCE FROM SOPHISTICATED TEXTS, 6- HOMEWORK AND DO NOW FOR NEXT DAY RELATED, 7- STUDENT CREATION OF ASSESSMENT QUESTIONS-3/11 J. Pedota--- Hi Sue. I also create a Cold War Timeline with my students and have students responsible for presenting three cold war events. I like how you have students compare and contrast Gandhi, Ho Chi Minh, and Lenin to stress the theme of nationalism. I think it is also great that you discuss the collapse of other empires such as the Greek and Roman Empires and compare them to fall of the Soviet Empire and the end of the Cold War. This help students remember 9th grade Global and helps them better prepare for the regents. Nice Job!-T.MOUNKHALL-COMPARE/CONTRAST OF THREE 20TH CENTURY NATIONALISTS ALSO ADDRESSES THE COGNITIVE SKILL OF CONNECTING DATA TO AN IMPORTANT THEME. USE OF 9TH GRADE DATA IN 10TH GRADE LESSONS IS THE WAY TO GO-3/14
 * Assessment- Each day the student's were assessed either during the DO NOW or the WRAP UP Question. Students will be given an end of Unit final test which incorporates their questions and mine, along with the vocabulary. Vocabulary is on every test I give, without a word bank. I always have the students create open ended questions either using a map, time line, primary source document or an outline that they created.**