WebQuest

WebQuest Title:
East vs. West: The Cold War Museum
California Content Standards Addressed in Web Quest:
11.9

Students analyze U.S. foreign policy since World War II.

2. Understand the role of military alliances, including NATO and SEATO, in
deterring communist aggression and maintaining security during the Cold War.
3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold
War and containment policy, including the following:
The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and
blacklisting
The Truman Doctrine
The Berlin Blockade
The Korean War
The Bay of Pigs invasion and the Cuban Missile Crisis
Atomic testing in the American West, the mutual assured destruction doctrine,
and disarmament policies
The Vietnam War
5. Analyze the role of the Reagan administration and other factors in the victory of
the West in the Cold War.

2.0 CREATIVE EXPRESSION

Creating, Performing, and Participating in the Visual Arts
Students apply artistic processes and skills, using a variety of media to communicate meaning
and intent in original works of art.

2.1 Solve a visual arts problem that involves the effective use of the elements of art and
the principles of design.

pg. 1

2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects
refined craftsmanship and technical skills.

2.4 Review and refine observational drawing skills.

Communication and Expression through Original Works of Art

2.6 Create a two or three-dimensional work of art that addresses a social issue.

1.0

Writing Strategies

1.0

Students write coherent and focused essays that convey a well-defined perspective and
tightly reasoned argument. The writing demonstrates students awareness of the audience
and purpose. Students progress through the stages of the writing process as needed.
Written and Oral English Language Conventions
Students write and speak with a command of Standard English conventions.

1.0

Listening and Speaking Strategies

Students formulate adroit judgments about oral communication. They deliver focused and
coherent presentations of their own that convey clear and distinct perspectives and solid
reasoning. They use gestures, tone, and vocabulary tailored for the audience and purpose.

Introduction:
The Cold War was a significant point in world history shaping the world in which we live
in today. America and Russia were allies during World War II, but that alliance soon turned into a
distrust that grew into a non-confrontational war that would last from 1945-1991 ending with
the fall of the Soviet Union. Twenty-three years later the Smithsonian has decided to open an
entire museum dedicated to the Cold War from 1945 to 1991. The Board of the Smithsonian is
accepting proposals for the museum. It is your groups job to create a proposal for the new
museum. The Proposal shall include a 2 to 4 sentence description of all exhibits within the
museum, a floor plan (three dimensional or two dimensional) that includes a flow chart of how
the exhibits are to be viewed, a brochure or advertisement poster, and an individual paper. After
all proposals are accepted The Board will then hear a presentation of all submitted proposals.
Task:
Each student group will research the events of the Cold War from its origins to its final
days in 1991. In your groups research you must chose exhibits that showcase the tensions of the
Cold War from both perspectives (United States and Russia), and write a 2-4 sentence
description on these exhibits you chose. An example of a proper description is: Photos from the
U-2 plane that discovered Soviet military units moving missiles into Cuba leading to the thirteen
day struggle of the Cuban Missile Crisis that nearly brought the world to Nuclear War. The floor
pg. 2

plan must be either 2 dimensional or 3 dimensional showing the exhibits on display in

chronological order showing the flow of how guests will view the exhibits (refer to the floor plan
example below). The brochure or advertisement poster must portray the highlights of the
museum to attract guests to view the museum on opening day. The group presentation will
showcase the floor plan and exhibits chosen. The students must present both American and
Russian points of view and be able to answer any questions and accurately explain the history of
the Cold War from start to finish. Your individual paper will use the research you found while in
your group. You must pick a particular event or person within the Cold War period. You will then
write an argumentative paper convincing the teacher that the event/person is the most significant
event/person within the Cold War and why. You must defend your point within your paper and be
prepared to answer any questions to defend your position. The event/person must be preapproved
by the teacher.
Process & Resources:
Process:
Step 1:
Students will be assigned into one of the four predetermined groups of seven. Each student will
then choose an event or person they feel had the biggest impact on Cold War history and write an
individual argumentative paper defending their point. The students choices will be approved by
the teacher.
Step 2:
Once the groups have been established each one must choose a non-offensive name to represent
them. Have the students fill out the attached sheet below.
Step 3:
Once the name has been chosen each member of the group must have a role within the group.
Each group will have two editors, two artists, two presenters, and one director. Each member of
the group is automatically assigned the role of a researcher and must take their own notes based
on their research. One group may have more/less than seven students based on the class size.
Editor: The editors will prepare or rewrite the contents within your group
assignments. They will proofread all group content before the turn in date to
determine if there are any errors. They will verify any facts and statistics.
Artist: The artists will prepare any visual presentations for the group. They will
complete the floor plan, brochure or advertisement poster for the group
presentation. They will also be responsible for any illustrations within the group.
Presenter: The presenters will represent your group while giving a speech for the
Smithsonian Board. They will be responsible for picking an effective presentation
style and making sure that all items are in order.
Director: The director will serve as an overseer in all aspects of the group project.
She/he will be responsible for helping whenever help is needed and making sure
that the project is completed within the given time frame. If disputes occur, the
director will become the tie breaker and the final say in resolving them.

pg. 3

Researcher: All member of your group must research using the links provided
below, exploring the internet for sources of their own, or by going to the library
and using books/publications. Each student should take his/her own notes and be
able to share/discuss them within their group.

Once the roles have been assigned each group member must print and sign their name next to the
assigned role sheet below.
Step 4: Research
Each group member will research the Cold war from the origins to the collapse of the Soviet
Union in 1991. Each group member will take their own notes but collectively share their notes
orally during the group exhibit paper, floor plan blueprint, and the presentation. Be sure to
research the Truman Doctrine, Cuban Missile Crisis, NATO, Warsaw Pact, The Reagan
Administration, the fall of the Berlin Wall to mention a few. Be sure to cite all sources in APA
format.
Step 5: Choosing the Exhibits Featured
Once the groups research is completed, you must select the exhibits that will be featured within
your museum floor plan. There are no limits on how many exhibits are to be featured, but the
more exhibits the bigger the presentation, so chose wisely to feature exhibits that have a
significant history within the Cold War and stay away from exhibits that have no relevance.
There must be a minimum of 25 exhibits featured. You want to make sure that you show case the
tensions between the east and west during this period of history. All exhibits must be featured in
chronological order from the beginning of the Cold War until its end in 1991.
Step 6: Group Exhibit Paper
Once your group has decided on the exhibits to be featured, you will write a 2-4 sentence
explanation of the exhibits featured portraying their significance in the Cold War and any
relevant information about them. Example: Photos from the U-2 plane that discovered Soviet
military units moving missiles into Cuba leading to the thirteen day struggle of the Cuban
Missile Crisis that nearly brought the world to Nuclear War. The explanations need to be typed,
double spaced in 12 point Times New Roman font. The cover page must include your group
names, group roles, and title of the assignment. Each exhibit item needs to be numbered.
Step 7: Design a Museum floor plan
Once the exhibits have been chosen and the explanations written, the group will design a floor
plan that they feel will be the best to showcase their chosen exhibits and communicate the impact
the Cold War has had on world History. The floor plan can either be 2-dimensional or 3dimensional. The floor plan must show any and all walls, windows, doors, emergency exits, fire
extinguishers, restrooms, stairs, and elevators. The exhibits must be labeled within your floor
plan with a number representing which item is being featured in that spot corresponding to your
groups exhibit paper. The exhibits must be featured in chronological order (you cant have the
Berlin Wall collapse before the Cuban Missile Crisis). The flow of the guests can be depicted as
arrows through the museum. An example museum floor plan is below:

pg. 4

https://www.google.com/search?q=museum+floor+plan&rlz=1C1KMZB_enUS576US586&espv=2&tbm=isch&imgil=uDqRVoTREm20M%253A%253Bhttps%253A%252F%252Fencrypted-tbn1.gstatic.com%252Fimages%253Fq%253Dtbn
%253AANd9GcQQQKFt3y5Une80xywvJESGf3003Ozib0uLZ-W8d0dTnqa133v%253B351%253B432%253BLpnnCvVIbG9RtM
%253Bhttp%25253A%25252F%25252Fwww2.sptimes.com%25252FHolocaust_museum
%25252Ffloorplan.html&source=iu&usg=__p0XmOEo7AjNr3VMdPOpkkedkzso
%3D&sa=X&ei=vEqVU_jUFI2YyAT95YHADw&ved=0CCUQ9QEwAA&biw=1600&bih=799#facrc=_&imgdii=_&imgrc=syiJxN6wmN-vM%253A%3BXX1pU4qLyHB31M%3Bhttp%253A%252F%252Fwww.wildlifeart.org%252Fwp-content%252Fuploads
%252F2012%252F03%252Fart-floorplan-museum.png%3Bhttp%253A%252F%252Fwww.wildlifeart.org%252Fvisit%252Ffloor-plan
%252F%3B1000%3B585

Step 8: Brochure or Advertisement Poster

Once your group has finished the museum floor plan, you will design a brochure or an
advertisement poster featuring any elements of the Cold War that you believe would depict your
exhibits the best and draw in the public. The brochure and advertisement poster must provide a
brief history of the Cold War and its impact on world history. The brochure or advertisement
poster must be in color, must have an opening date, the group name and roles assigned to its
members.
Step 9: Presentation
Once your group has finished all previous tasks, you must design a PowerPoint presentation that
features your floor plan and a timeline of the Cold War. Your groups presenters will elaborate on
the events that took place during certain periods of the Cold War. They must also focus on the
exhibits chosen to be placed within the museum and why the group selected those particular
exhibits, along with an explanation of each exhibit taken from the groups exhibit paper. The
Presenters must be prepared to answer any questions about their project. After the group is
finished presenting, they will turn in the assigned group tasks in a two hole punch folder on the
top. The folder must contain: the sources, group exhibit paper and museum floor plan on the
right hand side and any group notes/hard copies used for the group presentation on the left side,
in that order. During the groups presentation your classmates (The Smithsonian Board) will be
pg. 5

reviewing your presentation for all steps to be meet by completing the review sheet below and
leaving any necessary comments. The Smithsonian Board review sheet is attached below.
Step 10: Individual Argumentative paper
Using their own research notes/group notes from the project, each student must write an
argumentative paper on an event or person they believe had the biggest impact on the Cold War
history. The paper must be 7 to 10 pages double spaced, 12 point Times New Roman font. It
must include a cover page with your title, name, and class period. Each topic must be approved
by your instructor. You must list all sources used during the group research and 3 additional
sources. The paper will be due on the last day of group presentations. You must turn in all group
and individual notes in a two hole punched folder with your name and class period on it.
Resources:
Students can use these links to create a three dimensional floor plan for their museum. These are
pertaining to house plans but can be altered to your liking to create a museum floor plan.
3-demensional floor plans:
http://planner.roomsketcher.com/#/?pid=493174
http://www.floorplanner.com/demo#assets;q=openings
Cold War research:
Sources such as Wikipedia.com, askhow.com , or about.com are strictly forbidden
The following sources are the Presidential library sites of the United States Presidents during the
length of the Cold War. On their sites you can find declassified documents from the presidents
while in office on any topic that they were involved in, please only research relevant information
pertaining to the Cold War.
http://www.trumanlibrary.org/
http://www.eisenhower.archives.gov/
http://www.jfklibrary.org/
http://www.lbjlibrary.org/
Richard Nixon library (enter into search engine)
http://www.ford.utexas.edu/
http://www.reagan.utexas.edu/
http://bushlibrary.tamu.edu/research/

pg. 6

Below are links to the Smithsonian Institute, History Channel, and the Wilson Center pertaining
only to Cold War information. On these sites you will be able to search through numerous
documents, pictures, and papers pertaining to the Cold War.
http://www.si.edu/Researchers
http://www.history.com/topics/cold-war
http://digitalarchive.wilsoncenter.org/theme/cold-war-history
These are the sources that should be cited in every project. Its not required but suggested that
your group research provides at least three additional sources to gain another perspective on the
Cold War.
Evaluation:
Students will be graded on the group project and individual paper separately.
The Group Museum Project must be turned in with a two hole punch folder on the top.
The sources, group exhibit paper, museum floor plan (in that order from bottom to top) must be
presented on the right hand side of the folder. On the left hand side you must turn in any group
notes and any hard copies used for the group presentation (this includes any rough sketches of
your floor plan and rough drafts of your paper). On the folders front cover you must write your
group name, the names of all group members and class period. If you wish, you can design the
folder in a fashion that represents the Cold War. All papers must be double spaced and all sources
must be in APA format. The group project folder will be due before the group can begin their
presentation. Each group will be graded as a whole on 5 categories: research, exhibits/exhibit
group paper, museum floor plan, presentation, and museum brochure/advertisement poster.
Below is the rubric that the teacher will use to grade your group assignment.
Individual Argumentative Paper will be turned in after all presentations have been
completed. A cover page is required containing your name, class period and title of the paper. It
can be stapled or turned in in a presentation folder. Your paper must be doubled spaced and
contain all sources from your group assignment and three additional sources. It must be 12 point
Times New Roman font and be a minimum of 7 (seven) pages but a maximum of 10 (ten) pages.
Students will be evaluated on the following: grammar and spelling, sentence structure,
sequencing, accuracy, support for position, and sources. The rubric used to grade your individual
papers is below.
Smithsonian Board Review: Each student that is not presenting is considered a
Smithsonian Board member and will be peer reviewing the presenting group with the provided
sheet. If a group receives a perfect score on the Smithsonian Board review the group will be
given fifty (50) extra credit points.

pg. 7

Group Museum Project

Teacher Name: Seth Johnson
Student Name:

________________________________________

10-9
CATEG - Above Standard 8-7 - Meets Standa 6-5 - Approaching Stand 4-1 - Below Standard
ORY s
rds
ards
s
Research Information clearly
relates to the main
topic. It includes 4
or more supporting
details and/or
examples.

Information clearly
relates to the main
topic. It provides 23 supporting details
and/or examples.

Information clearly relates Information has little

to the main topic. 1 or
or nothing to do with
fewer supporting details
the main topic.
and/or examples are given.

Exhibits/
Exhibit
group
paper

Students have
developed a clear
plan for organizing
the information in
the final research
product. All
students can
independently
explain this plan.

Students have developed a

clear plan for organizing
the information as it is
gathered. All students can
independently explain
most of this plan.

Students have no clear

plan for organizing the
information AND/OR
students in the group
cannot explain their
organizational plan.

Museum Renderings look

Renderings look
floor
professional. Clean, clean, with barely
plan
neat, no creases.
noticeable smudges
Could be placed in and creases.
a working portfolio. Student has picked
Student has picked a scale that allows
a scale that allows easy interpretation.
easy interpretation There are only
and has kept it
minor consistency
consistent
problems. Student
throughout the
turns in a complete,
design. Student
interesting design
turns in a complete, concept and
interesting, and
rationale, but the
completely justified rationale needs to
rationale for their be expanded.
design concept.

Renderings look like they

have been revised
frequently with a few
noticeable eraser marks
and creases. Needs
redoing to put in portfolio.
Student has picked a scale
that allows easy
interpretation. There are,
however, several
consistency problems.
Student turns in a
complete design concept,
but lacks a rationale.

Renderings are dirty,

smudged, and creased.
They have not been
done with pride. The
rendering is not to
scale. Student turns in
a partial design
concept.

Students have
developed a clear
plan for organizing
the information as
it is gathered and in
the final research
product. All
students can
independently
explain the planned
organization of the
research findings.

pg. 8

Presentat Student is
ion
completely
prepared and has
obviously
rehearsed. Shows a
full understanding
of the topic. Facial
expressions and
body language
generate a strong
interest and
enthusiasm about
the topic in others.

Student seems
pretty prepared but
might have needed
a couple more
rehearsals. Shows a
good understanding
of the topic. Facial
expressions and
body language
sometimes generate
a strong interest
and enthusiasm
about the topic in
others.

The student is somewhat

prepared, but it is clear
that rehearsal was lacking.
Shows a good
understanding of parts of
the topic. Facial
expressions and body
language are used to try to
generate enthusiasm, but
seem somewhat faked.

Student does not seem

at all prepared to
present. Does not
seem to understand
the topic very well.
Very little use of facial
expressions or body
language. Did not
generate much interest
in topic being
presented.

Museum
brochure
/
advertise
ment
poster

99-90% of the facts

in the brochure are
accurate. The
brochure has
attractive
formatting and
well-organized
information.
Graphics go well
with the text, but
there are so many
that they distract
from the text.
The poster is
attractive in terms
of design, layout
and neatness. One
or two of the
graphics used on
the poster reflect
student creativity
in their creation
and/or display. 5-6
accurate facts are
displayed on the
poster.

89-80% of the facts in the

brochure are accurate.
The brochure has wellorganized information.
Graphics go well with the
text, but there are too few
and the brochure seems
"text-heavy".
The poster is acceptably
attractive though it may
be a bit messy. The
graphics are made by the
student, but are based on
the designs or ideas of
others. 3-4 accurate facts
are displayed on the
poster.

Fewer than 80% of

the facts in the
brochure are
accurate. The
brochure's formatting
and organization of
material are
confusing to the
reader. Graphics do
not go with the
accompanying text or
appear to be
randomly chosen.
The poster is
distractingly messy
or very poorly
designed. It is not
attractive. No
graphics made by
the student are
included. Less than 3
accurate facts are
displayed on the
poster.

All facts in the

brochure are
accurate. The
brochure has
exceptionally
attractive
formatting and
well-organized
information.
Graphics go well
with the text and
there is a good mix
of text and
graphics.
The poster is
exceptionally
attractive in terms
of design, layout,
and neatness.
Several of the
graphics used on
the poster reflect a
exceptional degree
of student
creativity in their
creation and/or
display. At least 7
accurate facts are
displayed on the
poster.

pg. 9

10-9
8-7 - Meets Standa 6-5 - Approaching Stand 4-1 - Below Standard
CATEG - Above Standard rds
ards
s
Persuasive
Essay
:
Individual
Argumentative
Paper
ORY s
Gramma Author makes no
Author makes 1-2 Author makes 3-4 errors Author makes more
r&
errors inTeacher
grammar
errors
grammar in grammar or spelling
than 4 errors in
Name:
SethinJohnson
Spelling or spelling that
or spelling that
that distract the reader
grammar or spelling
distract the reader distract the reader from the content.
that distract the reader
from theStudent
content.Name:
from________________________________________
the content.
from the content.
Sentence All sentences are
Structure well-constructed
with varied
structure.

Most sentences are Most sentences are well

Most sentences are
well-constructed
constructed, but there is no not well-constructed
and there is some variation is structure.
or varied.
varied sentence
structure in the
essay.

Sequenci Arguments and

ng
support are
provided in a
logical order that
makes it easy and
interesting to
follow the author\'s
train of thought.

Arguments and
support are
provided in a fairly
logical order that
makes it reasonably
easy to follow the
author\'s train of
thought.

A few of the support

details or arguments are
not in an expected or
logical order, distracting
the reader and making the
essay seem a little
confusing.

Many of the support

details or arguments
are not in an expected
or logical order,
distracting the reader
and making the essay
seem very confusing.

Accuracy All supportive facts Almost all

Most supportive facts and Most supportive facts
and statistics are
supportive facts
statistics are reported
and statistics were
reported accurately. and statistics are
accurately.
inaccurately reported.
reported accurately.
Support
for
Position

Includes 4 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the position
statement. The
writer anticipates
the reader's
concerns, biases or
arguments and has
provided at least 1
counter-argument.

Includes 3 or more
pieces of evidence
(facts, statistics,
examples, real-life
experiences) that
support the position
statement.

Includes 2 pieces of
evidence (facts, statistics,
examples, real-life
experiences) that support
the position statement.

Includes 1 or fewer
pieces of evidence
(facts, statistics,
examples, real-life
experiences).

pg. 10

Sources

All sources used for

quotes, statistics
and facts are
credible and cited
correctly.

All sources used

for quotes, statistics
and facts are
credible and most
are cited correctly.

Most sources used for

quotes, statistics and facts
are credible and cited
correctly.

Many sources are

suspect (not credible)
AND/OR are not cited
correctly.

Conclusion:
Students will be able to do basic research for historical purposes, cite sources effectively
and chronologically identify the history of the Cold War and the significance it has had on world
history to the present point. Students will be able to defend their position of what or who they
pg. 11

believe had the most significant impact on the Cold War and effectively influenced current
events. The material learned and researched will branch out into all categories of history within
the last half of the 20th century and certain points within the 21st century. With the bigger context
of the fight between the United States and Russia understood, students will be able to identify
other areas of the world that were influenced by these two superpowers, i.e. Africa and the
Middle East.
Extension Projects:
1. Have students map the communist controlled parts of Africa and the American
controlled parts of Africa and see how the Soviet Union and America didnt
engage in open War but did so within the African nations.
2. Have students map the progression of the NATO treaty and the Warsaw pact to
see how NATO surrounded the Warsaw Pact countries.
3. Have students create a flip book of the different steps of the Berlin Wall from
beginning to end.
4. Have students interview someone that lived during any period of the Cold War.
Have them interview someone from a Soviet occupied country or the Soviet
Union itself, and then from an American Ally or an American. Have them note the
differences of lifestyle, culture, thought, education, and freedoms.

Group name:________________________
Print

Sign

pg. 12

Editor 1:____________
_

____________/___ ____________

Editor 2:_____________

_________/__________ __

Artist 1:__________________

Artist 2:_____________

Presenter 1:____________

_________-

______________

______/_____________ _

____________

___________/_____________

__ ___________

________/_______________

____________

Presenter 2:_________

___________/_______________

____________

Director:___________

____________/________________

___________

Extra Roles:____________________________________

_________________

Smithsonian Board Presentation Review

Category

Exceeded
Expectations (10-8
pts.)

Meet Expectations (7-5

pts.)

Didnt meet any

Expectations or didnt
meet requirements (4-0
pts.)
pg. 13

F
T

Research
Exhibits
Exhibit Descriptions
Museum floor plan
Museum
brochure/advertisement
poster
Presentation
Total given out of ten
(10)
The Smithsonian Board (you the students) will review the following categories given and check
your satisfaction with each groups presentation. You will then give each group the assigned
points within the category that meet your expectations. You will then add the total points for the
three categories at the bottom and the total points for the presentation on the box at the bottom
right hand corner. There is space for any additional comments you may feel you want to add.

Comments:____________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________

Teacher note: This Project is designed for eight (8) classroom days starting on a Monday and
ending on the following Wednesday. It is designed for the students to research for two days while
pg. 14

in class and as homework. The other steps of the project are assigned for one day of classroom
time and as homework. On the sixth day of classroom time the presentations should begin. The
project is designed to be a midterm project to replace or build upon the midterm exam, or to add
upon a Cold war lesson.

pg. 15