Kevin Wallace

EDEX 742
10/25/2017

Design of Enrichment Opportunity

1. 9th Grade World History or 11th Grade U.S. History

2. Topic: World War II and the Cold War

Enrichment Triad Models: Type I

1. Show the students a section of the movie “Pearl Harbor” (2001, Director: Michael Bay)
during Japan’s surprise attack on the United States Navy. To inspire the students and to
give them a better understanding of this important event in U.S. history, I will have the
student’s compare the movie to actual footage of the attack on Pearl Harbor.

2. Take my students on fieldtrip to the South Carolina Military Museum in Columbia so that
they can get a glimpse of how different wars were dealt with in South Carolina and be
inspired to create Enrichment Triad Type III Models.

3. Have the students watch the international movie “¡NO!” (2012, Director: Pablo Larraín)
to give that students a different perspective of how the Cold War was dealt with in the
Latin American country of Chile in 1988.

4. Have the students look at President FDR’s speech after the attack on Pearl Harbor asking
Congress to declare war on Japan.

5. Have the students ask their great-grandparents/grandparents if they took part in any of the
Cold War conflicts that the United States participated in between World War II in the
1940s and the Gulf War in the early 1990s and see if they would like to come in as a
guest-speaker to talk about their experience. This may include World War II, Korean
War, Vietnam War, Gulf War, and/or was in military service stationed at different
military bases throughout the world.

6. Take the students on a virtual tour throughout the world by having the students look at
Story Maps on many of the different conflicts that occurred during World War II and the
Cold War using the website https://storymaps.arcgis.com/en/.

7. Invite a historian who specializes in studying in World War II and the Cold War from the
University of South Carolina or one of the community colleges in the Columbia area to
come talk with my students about this time period in U.S. and World History.

8. Have students watch a documentary on the construction of the Berlin Wall between 1961
through 1989. I will have them describe how this wall divided so many people (family
 and friends) in Germany and have them compare it to current issues (such as the Mexican
Wall to keep immigrants out of the United States, and/or the Hungarian Wall of 2015 –
2016 to Syrian Refugees from entering Europe).

9. Have the students look at current news reports (local, national, and international) about
the current conflicts with North Korea and compare them to what they have learned on
Korean and Vietnam Wars.

10. Take the students on a fieldtrip to the South Carolina States Museum and Confederate
Relic Room/Military Museum and have them talk with the curators of each museum
about World War II and the different wars that occurred during the Cold War.

11. Have the students watch new clips and look at news articles from CNN Student News
(http://www.cnn.com/cnn10) on worldwide conflicts and have them compare what they
have learned to events that occurred between World War II and the end of the Cold War.

12. Give the students the opportunity to explore on their own on different News websites
(The Washington Post, The New York Times, USA Today, BBC News, etc.) to look for
different news reports that they find interesting and let them look for connections to the
Cold War.

Enrichment Triad Models: Type II

1. Have the students’ choice a historical event or figure between the 1930s to the 1990s to
conduct additional research on. The students will write a one to two page report on their
findings and will later present to the class.

2. Have the students’ interview a family member who lived between the 1930s and 1990s
and have them describe what they have experienced was as they lived through different
historical events. Before they interview their family member, have the students get
creative by having them create their own questions that they want to ask. Also give the
students the opportunity to share what they wrote in their journals to the rest of the class
so that may get inspiration from any of the questions that they may not have thought of.

3. Provide the students with a Cold War simulation. In the simulation the students will be
divided into groups of 4 or 5 students. In each group, they are given a different situation
and they have to work together to figure how they are going to survive a Nuclear Attack
from the Soviet Union.

4. Have the students come up with suggestions for fieldtrip ideas that they might want to
travel to during the school year. After the students come up with their topics, you tell
them that you all have come up with some fantastic ideas, but some of these destinations
we will be unable to travel too. For these destinations I want you all to get together into
 groups of 3 – 4 students to figure out why we cannot take fieldtrips to these destinations
and to find a solution that will allow us to make these fieldtrips a reality.

5. You are given a particular historical event or figure from the 1930s to 1990s. After you
do some research on your topic, I want you to pretend that historical figure or random
person who lived through that event and describe your own interpretation of what you
witnessed during that event.

6. Have the students create their own questions that they would like to ask United Nations
Ambassador Nikki Haley about the current events/conflicts that are occurring throughout
the world today. After they came up with their questions I will have the students get
together in a Fish Bowl discussion to discuss about the questions that came up with to ask
Nikki Haley.

7. Have the students come up with a controversial topic from World War II or the Cold War
that they want to have a debate on. Before the start of the debate the students will break
up into two groups based on who is for or against the topic they have chosen and allow
them to choose their leader for each group. During the debate, I will allow the students in
each group to come up with their own questions to ask the opposite group.

8. Have the students interview a historian from the University of South Carolina or a local
community college that specializes in the Cold War, World War II, Korean War, and
Vietnam War to see what they have discovered from their research of these different
historical events. Before they interview the historian, have the students get creative by
having them create their own questions that they want to ask. Also give the students the
opportunity to share what they wrote in their journals to the rest of the class so that may
get inspiration from any of the questions that they may not have thought of.

9. Invite a historian from the University of South Carolina or a local community college
who specializes in World War II and the Cold War era to come speak to the class. The
students decide to ask the historian about what they thought may have happened if Hitler
remained in power and/or if the Cold War never ended, leading to a Nuclear War.

Enrichment Triad Models: Type II

1. Have the students create a project on an event of their choosing that occurred between the
1930s and 1990s. For the project, allow the students to get creative as they design their
own project that they want to present to class. They can write a story, create a diorama,
create a play, etc. . . .

2. Have the students create a video based on research that they have discovered on a
historical figure or event from World War II or the Cold War. For the video, allow the
 students to use their creativity to design the video to their liking and have them present it
to the class.

3. The students work together to organize an international history day for the entire school.
As they work together, they will determine what types of guest speakers they want to
history day and what activities that they will offer the faculty, students, and teachers to
participate throughout the day.

4. Several of the students come to the teacher wanting to know if they can write a story on a
historical event or person that they have learned from studying World War II and the
Cold War era. After these students talk about what they are doing to the rest of the class,
some of the other students suggested to present their story to the entire school by having
it displayed in the Media Center.

5. Over the past several week the students have been reading several news articles about
different conflicts that are occurring throughout the world. After a group discussion, the
students decide that they want to write a letter to our South Carolina governor Henry
McMaster about what he thinks about these conflicts and what he would do to solve these
issues.

6. Have the students pick a historical event or person from the 1930s to 1990s to conduct
research on, and allowing them to create their own Story Map using the website
https://storymaps.arcgis.com/en/.

7. Have the students look at several different propaganda posters that were created during
the World War II and Cold War era, and allow them to create their own propaganda
poster to be displayed in the Media Center.

8. Ask the students to interview a family member who took part in World War II, Korean
War, Vietnam War, the Gulf War, or served in the armed forces. After the collected data
in several journal entries, and have the students write an article that they may want to
publish in the school’s newspaper or their town’s local newspaper.

9. Have the students watch several films that are based around the Cold War and/or World
War II era, and have them to get creative by come up with different scenes that they
would like to add to the film.

10. Your town is having a contests to create a memorial for community members who fought
in World War II. Your teacher takes this opportunity to use this idea for a class project,
giving the students the opportunity to get creative on what they will design for the
memorial contest. As part of the assignment, the students will present to the class what
design they came up with.