instructional plan for technology integrated lesson sarah...
TRANSCRIPT
Instructional Plan for Technology Integrated Lesson Sarah Breslaw
Name of the Instructor(s): Social Studies Teacher & Media Specialist
Content Area: U.S. History, Political Science, Geography, Economics, Technology Literacy
Grade Level (if available, include pre-assessment data on the students) 9th-10th grade, enrolled in U.S. History course
Title of Lesson: Cold War Comic
Objectives/Maryland Common Core or Maryland State Curriculum/ Content Standards and Performance Indicators/ Specific
Objectives for Grade PK-8 or Objectives/Core Learning Goal for Grades 9-12 OR Relevant Professional Standards
Maryland State Curriculum/Learning Goals
Standard 5 United States History- Students will examine significant ideas, beliefs and themes; organize patterns and events; analyze
how individuals and societies have changed over time in Maryland and the United States.
Expectation 4: Students will demonstrate understanding of the cultural, economic, political, social and technological developments
from 1946-1968.
Indicator 1: Analyze the causes, events and policies of the Cold War between 1946 and 1968.
Objectives:
1. Describe the response of the United States to communist expansion in Europe, including the Truman Doctrine, the Marshall
Plan, the Berlin Airlift (1948), and the formation of the North Atlantic Treaty Organization (PS, G, E)
2. Describe the development of United States containment policies in Asia as a result of the rise of Communist China (PS, G)
3. Analyze the role of the United States in the United Nations, including the establishment of the state of Israel and participation
in the Korean Conflict (PS, PNW, G)
4. Analyze the impact of Cold War events in Cuba, including the Bay of Pigs Invasion (1961) and Cuban Missile Crisis (1962)
and the expansion of the Cold War into the Western Hemisphere (PS, G)
5. Examine the causes and escalation of United States involvement in the Vietnam War, including the domino theory and
Tonkin Gulf resolution (PS, G)
6. Analyze the competition and the consequences of the space and arms race between the United States and the Soviet Union,
including the impact of Sputnik (PS, PNW)
Key: Political Science (PS), Peoples of the Nations and World (PNW), Geography (G), and Economics (E)
(Source http://mdk12.org/instruction/hsvsc/us_history/standard5.html)
Common Core State Standards:
CCR Anchor Standard #1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how
key events or ideas develop over the course of the text.
RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or
simply preceded them
RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political,
social, or economic aspects of history/social studies.
RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
(Source: http://mdk12.org/share/frameworks/CCSC_SocialStudies_gr9-12r.pdf)
Maryland Common Core State Curriculum Framework Reading Standards for Literacy in History/Social Studies
Demonstrate the behaviors of a strategic reader
Place the source in its historical context by examining features such as the title, creator, date, origin, and purpose of the
information.
Cite specific evidence from primary and secondary sources that supports the source’s explicit central meaning.
Cite specific evidence that supports inferences and implications that inform the social studies question being considered.
Identify key excerpts that best capture the source’s central meaning.
Cite information from primary and secondary sources accurately and completely, attending to such details as date and origin
of information.
Place the source in its historical context by examining features such as the title, creator, date, origin, and purpose of the
information.
Analyze ideas, issues, and specific details in a primary or secondary source that develop the central idea and/or claim and the
connections among these elements.
Look back through the source to search for connections between and among ideas.
Analyze and evaluate the interrelationships, causal and otherwise, between particular events described in a source and larger
social, economic, and political trends and developments.
Identify and use knowledge of text organizational structures, such as chronological order, cause/effect, main ideas and
details, description, similarities/differences, and problem/solution, to gain meaning.
Use prior knowledge and context clues to determine meaning of words, phrases and other discipline specific vocabulary.
(Source: http://mdk12.org/share/frameworks/CCSC_SocialStudies_gr9-12r.pdf)
AASL Standards for 21st Century Learners (for Library Media Candidates to complete only)
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs,
importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make
inferences and gather meaning.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and
information.
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
1.3.3 Follow ethical and legal guidelines in gathering and using information
1.3.5 Use information technology responsibly.
1.4.4 Seek appropriate help when needed.
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others
can view, use, and assess
4.1.8 Use creative and artistic formats to express personal learning.
(Source:
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf)
ISTE Standards
1.a Promote, support, and model creative and innovative thinking and inventiveness
2.a Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and
creativity
3.d Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information
resources to support research and learning
Source (http://www.iste.org/standards/iste-standards/standards-for-teachers)
Teacher Preparation/ Equipment & Materials
Collaboration meeting between social studies teacher and media specialist prior to lesson
o Review Maryland Common Core State Curriculum Framework Reading Standards for Literacy in History/Social
Studies
o Review Maryland State U.S. History Curriculum/Learning Goals
o Link AASL Standards for 21st century learners to lesson plan
o Edit existing Cold War Comic assignment instructions and rubric for students, as needed
o Review http://www.bitstripsforschools.com/
o Social studies teacher will sign-up for a teacher account and create student accounts for their students.
The media specialist will assist the teacher in this process (if needed) and will e-mail the teacher a “Getting
Started Guide” prior to the lesson planning meeting.
Getting started Guide:
http://assets.bitstripsforschools.com/help_videos/1/Teachers_Getting_Started_Guide.pdf
o Schedule dates in the media center for research and the computer lab for students’ final project development
Printed assignment instructions and rubric for students
Media center resources (books, e-books, MDK12 databases)
Computer lab
Secure internet connectivity
Ability to access hhttp://www.bitstripsforschools.com/
Headphones (to hear audio in video clips and sound effects in comic book)
Technology Integration (Specific description of how hardware, software and online resources will be used. Include all
directions given to the students)
Hardware: Computers in the computer lab will be needed for students to access internet and online library resources.
Software: Computers will need Microsoft Word so that students can take notes, and Adobe Flash Player plug-in (version 10.1 or
higher). Each computer will need a web browser such as Firefox (version 3 or higher), Chrome (version 3 or higher), Safari (version 3
or higher), or Internet Explorer (version 6 or higher).
Online: Students will need to be able to access the online library catalog and databases in order to conduct research thoroughly and
efficiently. The school library website will also have all the documents that students will need to download for this assignment,
including: assignment directions/note-taking guide, assignment rubric, Bitstrips getting started guide, and Bitstrips video tutorials. In
addition, students will use a web 2.0 tool, Bitstrips, to create their final comic.
Research: Students will conduct research about the Cold War events.
In order to conduct research effectively, a Cold War note-taking guide will be provided; the guide will be available on the
school library website under the “Research” tab.
Students will be able to download and edit the guide using any computer that has Microsoft Word.
For this assignment students will have access to all the resources in the media center (books, databases, DVDs, etc.) to
complete their research. Students will be able to access the school library’s online catalog and databases to search and review
relevant materials using any device that has a secure internet connection.
Comic Assignment: Once students complete their research, and fill out the Cold War note-taking guide, they will create a comic that
shows the connection, and sequence of the events researched.
Students will use a web 2.0 tool, Bitstrips (http://www.bitstripsforschools.com/) to create the comic strip of the events.
This website can be accessed from any computer with internet connectivity, and the software specifications listed above.
Students will be given time in the computer lab to work on this project, but can also use any internet connected computer to
continue and complete the comic.
Bitstrips: A student account on Bitstrips will be created by a teacher during the collaboration meeting between the media specialist and
social studies teacher.
A step-by step guide is available to help students access and understand the features of Bitstrips
(http://assets.bitstripsforschools.com/help_videos/1/Students_Getting_Started_Guide.pdf). The guide will be available on the
school library website.
A Bitstrips video tutorial library (http://www.bitstripsforschools.com/help ) will also be available on the school library
website.
A safeshare link of a Youtube video of the basic functions will be posted on the school library website:
http://safeshare.tv/w/ABuHQmtYgb
Instructional Procedures
Session 1: Introduction
Students will be introduced to the assignment in their social studies class:
The teacher will show students where to find the necessary documents for this assignment by demonstrating the navigation
sequence on the promethean board to access the school’s website > school library web page > Research tab on the school
library web page > The Cold War Comic Assignment
o The Cold War Assignment tab will have the: assignment directions, assignment rubric, Bitstrips getting started
guide, Bitstrips video tutorials, and a note-taking guide
The class will read the assignment directions
o The teacher will summarize the purpose of the assignment: Students will analyze the impact of Cold War events.
Once students complete their research, and fill out the Cold War note-taking guide, they will create a comic that
shows the connection, and sequence of the events researched.
The class will review the note-taking guide, and will be assigned a specific event to research
o The class will go over the background knowledge of the events that led to the Cold War. The teacher will record the
significant events described by students, and will provide the appropriate scaffolding for students.
o The class will discuss the background knowledge of their textbook reading of an overview of the Cold War
o The class will examine the terms listed in the note-taking guide on the Promethean board
o The class will preview Bitstrips on the Promethean board
Students will review the getting started guide
Students will view the video that outlines the basic features of Bitstrips
(http://safeshare.tv/w/ABuHQmtYgb)
o The teacher will describe the expectations of the assignment
Students will review the rubric
Questions and/or concerns will be addressed
Session 2: Research Day
Students will begin the research process in the media center:
Students will be assigned a desktop computer, laptop or tablet with Microsoft word and internet access.
The media specialist will demonstrate on the promethean board the navigation sequence in order to access the documents
necessary for the Cold War Comic Assignment: school’s website > school library web page > Research tab on the school
library web page > The Cold War Comic Assignment
The media specialist and social studies teacher will instruct students to view/download the note-taking guide for the research
session so that they are aware of their specific topics to research
o Students will be conducting independent research, and be advised to focus on the event(s) that they were assigned,
and to save, and re-name, the note-taking document so that it includes their name.
o Students should save their notes in at least two places. (“My Documents” on the computer, Dropbox, USB flash
drive, e-mail themselves the document, etc.)
Students will utilize their research skills to find relevant materials in a variety of formats
Students will analyze the information they find, and record key information in their note-taking guide
Students will have assistance (when needed) from their social studies teacher, the media specialist and media assistant
throughout their research session.
If necessary, students will check-out materials and review/save or print database articles to continue research before/after
school.
Session 3: Research Day
Students will continue their research in the media center and discuss their notes with a classmate:
Students will be assigned a desktop computer, laptop or tablet with Microsoft word and internet access.
The media specialist will demonstrate on the promethean board the navigation sequence in order to access the documents
necessary for the Cold War Comic Assignment: school’s website > school library web page > Research tab on the school
library web page > The Cold War Comic Assignment
The media specialist and social studies teacher will instruct students to view/download the note-taking guide for the research
session so that they are aware of their specific topics to research
o Students will be conducting independent research, and be advised to focus on the event(s) that they were assigned,
and to save, and re-name, the note-taking document so that it includes their name.
o Students should save their notes in at least two places. (“My Documents” on the computer, Dropbox, USB flash
drive, e-mail themselves the document, etc.)
Students that were assigned the same topic will then meet in groups to discuss their research and
o compare notes, specifically looking for conflicting information to try to resolve/discuss any discrepancies
o discuss 3 important people that played a major role in the events they are researching
o evaluate the sources that each person has used so far, and discuss the strengths and weaknesses of several resources
(authority, relevance, validity, etc.)
Students will utilize their research skills to find relevant materials in a variety of formats
Students will analyze the information they find, and record key information in their note-taking guide
Students will have assistance (when needed) from their social studies teacher, the media specialist and media assistant
throughout their research session.
If necessary, students will check-out books, DVD’s and review/save or print database articles to continue/complete research
before/after school.
Session 4: Comic Book Building
Students will begin constructing a historically accurate comic of the events they researched in the computer lab:
Students will be assigned a computer with Microsoft Office Suite, and the software and online specifications needed to
access and use Bitsrtips.
Students will have 25 minutes to start sketching the sequence of events that they’d like to portray in the comic
o Sketches can be done on white paper
o Sketches can be done using Microsoft Paint or any software application that is available that the student knows how
to use
Students that were assigned the same topic will then meet in groups to discuss their comics and
o check for conflicting information in their comic sketches and try to resolve any discrepancies
o provide feedback to each other about strengths and weaknesses of their comic strip sketch
Are all the themes/assigned terms addressed in the comic?
Is the sequence of events in the right order?
Are 3 important people included in the comic?
The media specialist will demonstrate how to access Bitstrips on the Promethean board:
o Navigate to web browser
o Enter www.bitstripsforschools.com/login in the web address bar
o On the Bitstrips website, select “Bitstrips for School”
o The social studies teacher will write a classroom code on the white board
o Students will enter the classroom code the teacher gave in the Student Login section
o Select “Go”
o A new window will pop up, from the first drop-down menu, students will select their name
Next, create a password and select “Set Password.”
Once logged on, the student’s name will appear on the upper right hand corner of their screen
Along the tabs available at the top of the screen, select “Activities.” Here, select “Cold War Comic” and read the directions
for the Bitstrips assignment (this information is similar to the word document of directions that is available on the school
library web page.)
When a student is ready to begin he/she will select “start activity”
To familiarize students with the features of BitStrips, advise them to review these resources:
o Tutorial videos: http://www.bitstripsforschools.com/help
o Youtube basic tutorial video: http://safeshare.tv/w/ABuHQmtYgb
o Text guide with screen shots:
http://assets.bitstripsforschools.com/help_videos/1/Students_Getting_Started_Guide.pdf
If necessary, provide students that need additional support further assistance in navigating through Bitstrips, and
understanding how to use the basic features: selecting characters, backgrounds, manipulating avatars and adding text to the
comic strip.
Students should save their work and continue the comic during their next working session and/or before/after school.
Session 5: Comic Book Building
Students will continue constructing a historically accurate comic of the events they researched in the computer lab:
Students will be assigned a computer with Microsoft Office Suite, and the software and online specifications needed to
access and use Bitsrtips.
The media specialist will demonstrate how to access Bitstrips on the Promethean board:
o Navigate to web browser
o Enter www.bitstripsforschools.com/login in the web address bar
o On the Bitstrips website, select “Bitstrips for School”
o The social studies teacher will write a classroom code on the white board
o Enter the classroom code your teacher gave you in the Student Login section
o Select “Go”
o A new window will pop up, from the first drop-down menu, select your name
o Students will input their password
Once students are logged on, they will see their name on the upper right hand corner of the screen
Along the tabs available at the top of the screen, select “Activities.” Here students will select “Cold War Comic” and
continue working on their comic strip
If students need additional assistance understanding the features of BitStrips they can use these resources:
o Tutorial videos: http://www.bitstripsforschools.com/help
o Youtube basic tutorial video: http://safeshare.tv/w/ABuHQmtYgb
o Text guide with screen shots:
http://assets.bitstripsforschools.com/help_videos/1/Students_Getting_Started_Guide.pdf
If necessary, provide students that need additional support further assistance in navigating through Bitstrips, and
understanding how to use the basic features: selecting characters, backgrounds, manipulating avatars and adding text to the
comic strip.
Students should save their work and complete the comic before/after school.
Session 6: Share & Review Comics
Students will publish their avatar and share their comics in the computer lab:
Students will be assigned a computer with Microsoft Office Suite, and the software and online specifications needed to
access and use Bitsrtips.
Students will have 10 minutes to review and submit their final comic strip.
To submit in Bitstrips- open the Cold War comic and select “Submit”
Once submitted, students must post their comic to the class gallery in Bitstrips, this will allow all of their classmates to view
their comic.
Students will review the other comics and fill out the remainder of their note-taking guide based on the information presented
in the comic strips of the other Cold War topics
Formative Assessment/ Plans for Differentiation
During the collaboration and lesson planning meeting both the media specialist and social studies teacher identified the objectives,
goals, and procedures for each class session. This gives both the social studies teacher and media specialist the ability to accurately
monitor student progress in each session, and gauge if the student’s work is aligned with the objective and goal of the lesson.
During session 3 and 4, the media specialist and social studies teacher will check-in with each group to get a sense of the effectiveness
of the assignment, and if changes in instruction need to be made.
Students will also be strategically assigned to different topics to ensure that each topic is assigned to students with different interest,
reading, and artistic levels will work together. Students will be meeting at three different times, and they will be discussing text
(research notes), research materials (printed text, electronic text, video clips, audio clips, etc.) and visual images (comic sketches/draft
comics). Specifically students assigned to the same topic will work together in session 3 to compare and discuss their research notes,
and in session 4 to compare and discuss their comic sketches/draft comic strip.
Session 3: Students that were assigned the same topic will then meet in groups to discuss their research and
o compare notes, specifically looking for conflicting information to try to resolve/discuss any discrepancies
o discuss 3 important people that played a major role in the events they are researching
o evaluate the sources that each person has used so far, and discuss the strengths and weaknesses of several resources
(authority, relevance, validity, etc.)
Session 4: Students that were assigned the same topic will then meet in groups to discuss their draft comic and
o check for conflicting information in their comic sketches and try to resolve any discrepancies
o provide feedback to each other about strengths and weaknesses of their comic strip sketch
Are all the themes/assigned terms addressed in the comic?
Is the sequence of events in the right order?
Are 3 important people included in the comic?
Discussion Prompts for Critical and Creative Thinking (Questions that you will pose that lead to critical thinking)
Students will be asked:
What was the purpose of the Truman Doctrine, the Marshall Plan, the Berlin Airlift, and the formation of the North Atlantic
Treaty Organization?
What type of policies did the United States create as a result of the rise of Communist China?
What was the role of the United States in the United Nations, and in the establishment of the state of Israel and the Korean
Conflict?
What was the impact of Cold War events in Cuba, including the Bay of Pigs Invasion and Cuban Missile Crisis?
What caused the United States to be involved in the Vietnam War?
What was the importance of the domino theory and Tonkin Gulf resolution?
Which nations were in a space and arms race, and why? What is Sputnik, and why was it significant?
Summary and Lesson Closure (Describe how you will close and summarize the activities)
In session 6, students will submit and post their comics in an online class gallery in Bitstrips.
Students in each class will have an opportunity to view their classmates’ comics about the Cold War
Each student will take notes about all the key events in the Cold War
Student Bitstrips will be printed and posted in the media center
Assessment Plan (Rubrics, quizzes, student produced work and other methods that will be used to determine the degree to which the
learning objectives were achieved)
Category Level 1 Level 2 Level 3 Level 4
Knowledge & Understanding
-knowledge of facts and terms
in the comic
-Assigned terms are included in
the comic
-understanding of the
events/topics assigned
Demonstrates
limited knowledge
of facts and terms;
some of the
assigned terms are
included in the
comic; limited
understanding of
the events/topics
assigned
Demonstrates
some knowledge of
facts and terms;
some of the
assigned terms are
included in the
comic; some
understanding of
the events/topics
assigned
Demonstrates
considerable
knowledge of facts
and terms; all
assigned terms are
included in comic;
considerable
understanding of
the events/topics
assigned
Demonstrates
thorough
knowledge of facts
and terms; all
assigned terms are
included in comic;
thorough
understanding of
the events/topics
assigned
Construction
-At least 15 scenes
-References are included for
imported pictures
-References are listed at the
end of the comic
Less than 10
scenes were
created in Bitstips,
none of the
imported pictures
have sources
listed, 2 references
are listed at the
end of the comic
10-13 scenes were
created in Bitstips,
some imported
pictures have
sources listed, 3
references are
listed at the end of
the comic
13-15 scenes were
created in Bitstips,
most imported
pictures have
sources listed, 4
references are
listed at the end of
the comic
15 or more scenes
were created in
Bitstips, all
imported pictures
have sources
listed, 4+
references are
listed at the end of
the comic
Application/Creativity
-use of software and overall
effectiveness of using Bitstrip
Comic is
made with a
limited degree
of creativity/
effectiveness
Comic is
made with a
moderate
degree of
creativity/
effectiveness
Comic is
made with a
considerable
degree of
creativity/
effectiveness
Conmic is
made with a
high degree of
creativity/
effectiveness
Communication
-words and terms
chosen/spelling and grammar
Overall
Presentation does not educate any reader about the Cold War and contains several
spelling and/or
grammar errors
Overall
presentation
does not educate
the intended
audience about the
Cold War and/or
contains several
spelling and/or
grammar errors
Overall
presentation is
effective and
educates the
intended audience
about the Cold
War, contains a
few spelling and/or
grammar errors
Overall
presentation is very
professional, easy
to understand by
any audience,
contains no
spelling and
grammar errors
Rubric Adopted From: http://sherwoodlibrary.commons.hwdsb.on.ca/files/2012/12/Brown-Bitstrip-Rubric-for-Nutritiion.docx
Cold War (1946-1968) Note-Taking Guide
Purpose: Analyze the causes, events and policies of the Cold War between 1946-1968
Assignment: Each cluster below represents a related group of terms. You need to carefully research the items
you are assigned to discover the relationship between them, as well as identify the time period in which the
events occurred, and the important figures that were involved. After you thoroughly research your topics, you
will create a comic strip using http://www.bitstripsforschools.com to illustrate the terms you were assigned.
To familiarize yourself with the features of BitStrips, review these resources:
Getting Started Guide (This explains how to log-on and start your comic):
http://assets.bitstripsforschools.com/help_videos/1/Students_Getting_Started_Guide.pdf
Basic features tutorial video (This is an overview of how to build a comic):
http://safeshare.tv/w/ABuHQmtYgb
In-depth tutorial videos: http://www.bitstripsforschools.com/help
Keep in mind: Your comic needs to be historically accurate and easy to understand (a middle school aged
student should be able to comprehend your comic)
Your final project must include all your assigned terms and the characters/avatars in your comic should
be important people (presidents, generals, prime ministers, etc.) that were involved in the
events/theories/ideas you researched.
1. Truman Doctrine
2. Marshall Plan
3. The Berlin Airlift
Students Assigned:
1. Formation of the North Atlantic Treaty
Organization (NATO)
2. Warsaw Pact
3. Brinkmanship
Students Assigned:
1. United States containment policies in Asia
2. Rise of Communist China
3. Cultural Revolution
Students Assigned:
1. Role of the United States in the United
Nations
2. Establishment of the state of Israel
3. Relationship between Israel & Palestine
Students Assigned:
1. The Korean Conflict
2. Korean War - 38th Parallel
Students Assigned:
1. Bay of Pigs Invasion (1961)
2. Cuban Missile Crisis (1962)
3. Mutually Assured Destruction (MAD)
Students Assigned:
1. Vietnam War
2. Domino theory
3. Tonkin Gulf Resolution
Students Assigned:
1. Space and arms race between the United
States and the Soviet Union
2. Sputnik
Students Assigned:
Cold War (1946-1968) Note-Taking Guide:
My Topics: ____________________________________________________________________________
Class mates with the same topic: _________________________________________________________
Notes/Key Details Reference used
Assigned Term:
Important People
Involved:
Assigned Term:
Important People
Involved:
Assigned Term:
Important People
Involved:
While taking notes, think about these questions:
How are all the terms related?
What was the sequence of events?
Is there a cause and effect relationship?
Sources: You need at least 4 sources, fill out the table for each resource you use to the best of your ability
Periodical Articles:
Author Date of
publication
Title Periodical Name, volume number
(issue number)
Page number(s)
Websites:
Author Date of
publication
Title Periodical Name, volume number
(issue number)
Website URL
Books:
Author Date of
publication
Title Location Published & Publisher Page number(s)
Other Formats:
Author Date of
publication
Title Location Published & Publisher Format
For other formats, use this website as a guide:
https://owl.english.purdue.edu/owl/resource/560/01/
Cold War Note Taking Guide – Complete when viewing class gallery of comics
Notes Relationship Truman
Doctrine
Marshall Plan
The Berlin
Airlift
NATO
Warsaw Pact
Brinkmanship
U.S.
Containment
Policies
Communist
China
Cultural
Revolution
Role of U.S. in
the UN
Establishment
of Israel
Relationship
between
Israel &
Palestine
Korean
Conflict
38th Parallel
Bay of Pigs
Invasion
Cuban Missile
Crisis
MAD Vietnam War
Domino
Theory
Tonkin Gulf
Revolution
Arms Race
Sputnik