Students are introduced to the Cold War by watching a video of the Berlin Wall coming down. Then, they learn about the Cold War and how it influenced various parts of Europe. Next, they explore the fall of communism in Eastern Europe and explain its impact in specific countries. Finally, students develop a set of interview questions they would like to ask someone who lived through the Cold War in Europe.
Students read an introduction explaining how a new conflict, the Cold War, emerged in Europe after World War II. They watch a news video of the Berlin Wall coming down and then respond in a table to three prompts about what they know about the event, its background, and how they think it felt to be there. They conclude by reading that they will learn the history behind why the Berlin Wall was built and later torn down.
Teacher MovesPresent the lesson overview and objectives, then play the news video of the Berlin Wall’s fall. Prompt students to complete the table thoughtfully, drawing on prior knowledge and empathy for people who experienced the event. Use student responses to surface initial understandings and questions about the Cold War and the Berlin Wall before moving on.
Students are introduced to the idea that the Berlin Wall was a direct result of the Cold War between the United States and the Soviet Union. They watch What Was the Cold War? and read The Cold War through the section titled “Berlin” to learn about the origins, sides, governments, and key features of the conflict, including the “iron curtain” and the division of Berlin. Using a graphic organizer, they answer questions about when the Cold War began, who the two sides were, what types of governments they had, why it was called a “cold” war, what prevented it from becoming an active war, what the “iron curtain” was, and why East Germans built the Berlin Wall.
Teacher MovesGuide students through the video and reading, emphasizing new information in each source. Support students as they complete the graphic organizer, prompting them to use evidence from the resources. Lead a class discussion of their responses, inviting questions to clarify misunderstandings and deepen their understanding of the Cold War’s causes, key players, and impact on Europe.
Students read 1989: The Collapse of Communism in Eastern Europe to learn how communist governments in Eastern Europe fell beginning in 1989 and how these changes spread across the region and led to the collapse of the Soviet Union. They then respond to a class wall prompt by explaining, in their own words, how the collapse of communism affected European countries, describing at least three countries and supporting their explanations with evidence from the reading.
Teacher MovesDirect students to focus on how the fall of communism unfolded across different Eastern European countries and its regional effects. Monitor and support students as they compose their explanations, encouraging them to reference specific examples from the text. Highlight and share an interesting or exemplary student response with the class to spark discussion about similarities and differences in how various countries were affected.
Students read a brief description noting that living through the Cold War was challenging, especially for citizens in Eastern European communist countries. They then imagine interviewing someone who lived in Europe during the Cold War and post a list of interview questions to a shared class wall, focusing on aspects of daily life, restrictions, and personal experiences.
Teacher MovesPrompt students to think about the human side of the Cold War and to generate thoughtful, open-ended interview questions that would reveal what everyday life was like in Eastern Europe. Facilitate a discussion of students’ questions, drawing attention to themes such as food, money, travel, and family separation. If time allows, encourage students to conduct additional research on daily life in Eastern Bloc countries to answer some of their own questions.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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