The Cold War Era HOCPP 1250 Published: June, 2008

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2 Thank you for your purchase from In the Hands of a Child Your Premiere Lapbook Provider since 2002!! The Cold War Era HOCPP 1250 Published: June, 2008 Authors: Katie Kubesh Niki McNeil Kimm Bellotto For information about other products available from In the Hands of a Child Call or visit our website at Entire contents of this Project Pack 2007 In the Hands of a Child Kerlikowske Road Coloma, MI Permission is hereby granted to the individual purchaser to reproduce student materials in this project pack for noncommercial individual or classroom use only. In the Hands of a Child gives permission for one copy of all written material to be copied and or printed. Classroom teachers have permission to reproduce one copy for each student in class. Members of co-ops or workshops have permission to reproduce one copy for up to 10 children per unit. Reproducible graphics may be reprinted as many times as needed. Permission is not granted for school wide or system wide reproduction of materials. Printed in the USA. 2 P a g e

3 Bringing Laughter and Learning Together In the Hands of a Child From the day we first began using and creating Project Packs we fell in love with them. We knew that this type of hands-on learning experience was just the thing that was needed to make boring unit studies not only educational but fun and exciting too! To help you get started with your Project Pack, we have included some of the most frequently asked questions we receive about our Project Packs. What is a Project Pack? A Project Pack contains both the activities and the lesson plans or research guide needed to complete the activities. Imagine your child not only learning about the life cycle of a butterfly, but also creating a cocoon of his or her own. Students don t just read the story, Blueberry Sal by Robert McCloskey- they enjoy a blue day complete with a recipe for blueberry pancakes, making a blue collage, and don t forget painting a blue picture! Why is this a better way to learn? How does this help me? Student learning improves when lessons incorporate hands-on projects or crafts. Children learn by doing. Project Packs put learning into their hands! The possibilities are endless when your student begins a lapbook with a Project Pack from In the Hands of a Child. There are no age or skill limits and any topic or subject can be worked into a Project Pack. When you purchase a Project Pack from In the Hands of a Child, all the work is done for you-the parent/teacher, but not for the student. In addition, Project Packs are easy to store, are an instant review tool, scrapbook, and a ready-made portfolio of all your student s studies. How do I make a Project Pack? A Project Pack is simply a file folder refolded into a shutter-style book. Open a file folder flat, fold each side into the middle and crease the fold neatly. There you have it! What supplies do I need? You need file folders, paper in different colors and weights*, your student s favorite coloring tools, tape, glue, scissors, and a stapler. *For a more colorful and appealing Project Pack, it is suggested you print some of the reproducible graphics on colorful, multi-purpose paper. We recommend 24# weight or cardstock. 3 P a g e

4 I have a Project Pack, NOW what? We hope you are delighted with your new purchase, we d like to share a few tips with you that we ve found beneficial to other customers. Here is a brief introduction to our product layout. Table of Contents Guide Core Concepts Graphics Folder Instructions Sample Pictures Each unit starts with a Table of Contents and is followed by a Research Guide. The Research Guide contains all of the lessons needed to complete the activities laid out in a chapter-like format. This format helps to build students listening, reading, and comprehension skills. Included in the Research Guide is a Bibliography, which also makes a great resource for finding information for any rabbit trails you may choose to follow during your study. Related books and websites are included in the Research Guide. Next, you will find a list of core concepts to be covered during the study, each of the concepts is represented by a graphic organizer or template. Each graphic organizer or template helps students take bite-sized pieces of information learned in the Research Guide and complete a hands-on activity to help retain that information. If you implement graded assignments in your curriculum the list of concepts will be essential for you, the parent/teacher, to know what to test the student on. Under each concept you will find the folding instructions for each of the graphic organizers or templates. Each one has a corresponding activity number to make following along easy. Reproducible graphics for the graphic organizers and templates follow. You may want to make a copy of each graphic for each student completing the unit. An instruction sheet for folding file folders and photos of sample lapbooks are included in the back section of each Project Pack. If you and your students are visual learners you will find the folder instructions and sample photos quite helpful. Project Packs from In the Hands of a Child make great stand-alone unit studies or can easily be added as a supplement to an existing curriculum. When using as a stand-alone product we recommend completing 2-3 activities per session (30-45 minutes). Start out by reading through 2-3 sections of the Research Guide and then complete the corresponding hands-on activities. The hands-on activities correlate to each section in the Research Guide. 4 P a g e

5 Vocabulary and Timeline activities do not have to be completed in one day. Vocabulary words can be learned throughout the entire study. We recommend that your student learn a few new vocabulary words each day or learn them as they are written in the Research Guide (all words in bold are vocabulary words). We also recommend Timeline activities be completed a little each day. Choose the vocabulary words and time periods you are going to add to your vocabulary books and timelines as you read them in the Research Guide. If you are working with young children or a group of children, cut out all of the graphics a day or two before beginning the lapbook and store them in a zip-top bag. It is also helpful to have all materials organized before beginning. All of our early childhood Project Packs include a full supplies list on one of the very first pages! Your student s completed Project Pack does not have to look like the photo featured at the end of the Pack. The photo is simply a reference to help you understand the folds and the process of putting the file folder together. If you run out of room or things do not fit, add another file folder or an extension! Allow children to take an active role in designing the layout of their project so that it becomes personal for them. The personalizing of their projects aids in the reinforcement of the study. Your students may choose to attach the various activities to their folders as each one is completed or they may choose to wait until all activities are completed and then attach them to the file folder. If you choose to do the latter, simply store the activities in a zip-top bag, expandable file, or folder until you are ready to assemble them in a file folder. Should you have any questions as you go about your study please do not hesitate to contact us, we are here to help you bring laughter and learning together in the Hands of Your Child!! Niki, Kimm, and Katie Niki can be reached at Niki@HandsofaChild.com or HANDS-01 Kimm can be reached at Kimm@HandsofaChild.com Katie can be reached at Katie@HandsofaChild.com 5 P a g e

6 Adapting a Project Pack to Fit the Needs of Your Student Adapting a Project or Research Pack is key to ensuring that you provide the best lesson for your student. At first glance, some might just skip over an activity because they feel it is too easy or too difficult for their student. We want you to use all the activities we provide they are easily adaptable! For example, if you have a PK-3 student the vocabulary activities might be difficult for him or her to complete. Here are some tips to help you adapt the activities that require your student to write: 1. Have your student dictate vocabulary words and their meanings as you write them. 2. Have your child draw a picture instead of writing. 3. You write the word or sentence first so your student can see how it is written (many of our Project Packs also include activities with dotted lines for easy copy work). 4. Practice. Practice. Practice. In the car, on a walk, in the shopping cart! Practice saying the vocabulary words and what they mean. Before you know it your preschooler will be telling others what those words mean! 5. Contact us. We would be happy to give you ideas for adapting specific units to a grade level. On the other hand, some of the activities may seem too easy for your student. Does your 5 th grade level student want to learn about butterflies, but the Project Pack seems too easy? Try it anyway; just change things up a bit to suit your student s grade level and skill. Here are some tips to help you adapt the activities to make them a little more difficult: 1. In addition to writing down vocabulary words and their meanings, ask your student to use the word in a sentence; either verbally or written. 2. Give your student one hour (or reasonable time frame) to research the topic on his or her own either online or at the library. Give your student a set of questions and see what he or she can find without your guidance. 3. Encourage your student to expand on the topic or choose a related subject to learn about. 4. Take a look at some of our preschool units there is a lot of clipart related to each topic included. Have an older student cut these out and write a story or play about the pictures. 5. Contact us. We would be happy to give you ideas for adapting specific units to a grade level. These are just few ways you can adapt a Project Pack to meet the needs of your student. Let your student be the judge if something is too easy or too difficult you just might be surprised! 6 P a g e

7 The Website links we have included in our guides are references we found that contain relevant information. However, the sites are not owned or maintained by In the Hands of a Child. The content may have changed or become a dead link. If you find the site contains inappropriate material or is no longer a relevant site, please let us know. Thank you. Educator Notes: 7 P a g e

8 Table of Contents Planning Guide Page 9 Related Reading Page 11 Bibliography Page11 Activity Instructions Page 12 Folder Instructions Page 15 Sample Picture Page 16 Research Guide Page 19 War Thermometer Page 10 Causes of the Cold War Page 10 Communism vs. Capitalism Page 11 From the Beginning Page 11 World War II Page 11 Timeline Page 12 The Iron Curtain Page 12 United States vs. Soviet Union Page 13 The Truman Doctrine & The Marshall Plan Page 13 Berlin Blockades Page 14 Candy Parachutes Page 14 Berlin Airlift Page 15 The Berlin Wall Page 15 Jumping the Wall Page 16 Foreign Policies Page 16 Major Crises During the Cold War Page 17 Cuban Missile Crisis Page 17 Missile Sites Discovered Page 18 Arms Race Page 18 Hungarian Rebellion Page 18 Prague Spring Page 19 Vietnam War Page 19 Nuclear Deterrent Page 19 Reaching an Agreement Page 20 Change in Leadership Page 20 The Cold War Ends Page 21 Life After the Cold War Page 21 Berlin Wall: Turning Point in History Page 22 Vocabulary Page 28 Reproducibles Page 29 Answer Key Page 64 8 P a g e

9 Vocabulary Words Guide Reading Complete Activities Continue Activities Day 1 Superpower Communist Propaganda Economics Surrogate Cold War Era *War Thermometer 3 Cold War Weapons 4 In Your Opinion Day 2 Capitalism Czar Cold war Hot war Warm war Causes of the Cold War: America s Reasons for Distrust, Soviet Union s Reasons for Distrust From the Beginning 5 Growing Distrust 6 Events of 1917 Day 3 Capitalist Communism Elite Communism vs. Capitalism 7 Communism vs. Capitalism 8 United Communist States? Day 4 Appeasement Democratic Autocratic Dictatorship Censorship World War II *The Iron Curtain United States vs. Soviet Union 9 Relations During WWII 10 Reasons for Distrust Day 5 Blockade The Truman Doctrine & the Marshall Plan Berlin Blockade Berlin Airlift *Candy Parachute 11 The Truman Plan and the Marshall Plan 12 Berlin Blockade 13 Candy Parachutes Day 6 Successor The Berlin Wall *Jumping the Wall 14 Berlin Wall Day 7 Solidarity Ally Foreign Policies 15 Foreign Policies 16 NATO and the Warsaw Pact 17 Membership Map Have student complete vocabulary words slotted for each day from activity 1, then read the sections of the guide slotted for the day and any extra books you have on the topic. Finish up each day by having them complete the activities scheduled for that day. NOTE: Items marked with a * are in text-boxed areas in the guide. 9 P a g e

10 Day 8 Hot line Guerilla Major Crises During the Cold War: Cuban Missile Crisis, Missile Sites Discovered, Hungarian Rebellion, Prague Spring, Vietnam War 18 Cold War Crises Day 9 Arms race *Arms Race *Nuclear Deterrent Reaching an Agreement 19 SALT Agreements Day 10 Change in Leadership The Cold War Ends: Glasnost and Perestroika 20 Change in Leadership 21 Glasnost and Perestroika Day 11 Coup Fall of the Soviet Empire Official Announcement 22 The Fall of the Soviet Union 23 Officially Announcing Day 12 Life After the Cold War: Resignation of Gorbachev, Berlin Wall: Turning Point in History 24 After the Cold War 25 Cold War Interview Have student complete vocabulary words slotted for each day from activity 1, then read the sections of the guide slotted for the day and any extra books you have on the topic. Finish up each day by having them complete the activities scheduled for that day. NOTE: Items marked with a * are in text-boxed areas in the guide. 10 P a g e

11 Related Books and Websites Project Packs From In the Hands of a Child World War I HOCPP 1086 World War II HOCPP 1089 The Berlin Wall by Lisa Mirable Berlin Wall: A World Divided, by Fred Taylor Cold War: A New History by John Lewis Gaddis The Cold War by David Taylor The End of the Cold War by David Pietrusza The Fall of the Soviet Union by Miles Harvey High Noon in the Cold War: Kennedy, Khrushchev, and the Cuban Missile Crisis by Max Frankel Wall by Elizabeth Lutzeier Bibliography Kelly, Nigel. The Fall of the Berlin Wall: The Cold War Ends. Chicago: Reed Educational &Professional Publishing, Rice Jr., Earle. The Cold War: Collapse of Communism. California: Lucent Books, ation.html P a g e

12 Creating a Lapbook Base Basic Lapbook Base Open a file folder and lay it flat. Fold both right and left edges toward the center so they meet and close like a pair of shutters. Crease firmly. Base with Single or Double Extensions Complete the basic lapbook base. Open base and lay flat. Cut another folder in half or use a sheet of cardstock for the extension. Lay the extension in the center of folder at either the top or bottom. (You may add two extensions if need be; one at the top and one at the bottom). Attach to base with clear packing tape. Single Extension Double Extension Double Folder Base Make two base folders. Open them and lay them side by side with outer flaps pointing straight up, not flat. Where the two flaps meet glue them together. Fold center flap to one side, fold both shutters in and close folders like a book. 16 P a g e

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15 Cold War Era ( ) Let us not be deceived-we are today in the midst of a cold war. ~Bernard Baruch, 1947 After World War II the United States and the United Soviet Socialist Republic (U.S.S.R.), or Soviet Union, became the chief world powers, often called superpowers. The Soviet military remained in many of the nations they had freed after the war. This included Poland, Hungary, Czechoslovakia, Bulgaria, and East Germany. The USSR or Soviet Union, which was a communist country, also supported the communist governments of other countries. This led to tension between non-communist countries, especially the United States. The differences between the United States and the Soviet Union led to the Cold War lasted for forty years as each side tried to protect their interests and gain allies all over the world. The Cold War was not a military war, but a war of words. The weapons used were economics, propaganda, and surrogates. It was however, a time where the world constantly feared that a real military war would occur. The Cold War ended in 1991 with the destruction of the Berlin Wall. Causes of the Cold War America s Reasons for Distrust Fear of a communist attack. Truman s distrust of Stalin. Soviet Union s actions in the Soviet zone of Germany. Soviet Union s expansion into Eastern Europe. Soviet Union s broken election promises. Soviet Union s goal of spreading world communism. War Thermometer Hot War: Actual armed warfare. This occurs when all talks have failed and armies are fighting. Warm War: Armies are fully mobilized. This occurs when talks are continuing and there is a chance of a peaceful outcome, however, all military armies are fully mobilized and plans for a war are in operation and troops are ready for the command to fight. Cold War: A war of words. The relationship between the United States and the Soviet Union from when both sides were in disagreement but did not fight each other, was a Cold War. 19 P a g e

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