Lesson Plan | Active Learning | Cold War

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5-10 minutes)

This stage of the lesson plan is fundamental to establishing a solid knowledge base about the Cold War, allowing students to understand the main events, policies, and actors involved. Through the outlined objectives, the aim is not only to convey information but also to foster students' ability to relate the content to contemporary reality and form a critical view of international relations.

Main Objectives:

1. Explore and deepen students' understanding of the causes and consequences of the Cold War, focusing on the actions of the United States and the Soviet Union in global and regional geopolitical contexts.

2. Develop students' critical analysis skills so they can identify how the power and influence strategies of the superpowers affected the world during the Cold War.

Side Objectives:

1. Encourage students' active participation through discussions and practical activities that stimulate critical thinking and collaboration.

Introduction

Duration: (15-20 minutes)

The introduction of the lesson plan is designed to engage students and revisit the essential concepts of the Cold War, allowing them to apply their prior knowledge to practical and challenging scenarios. The proposed problem situations aim to stimulate critical thinking and deeper analysis of the studied themes, while the contextualization serves to connect these concepts with historical and contemporary reality, increasing the relevance of the study for students.

Problem-Based Situations

1. Considering the Truman Doctrine and the Jdanov Doctrine, discuss how each of these policies influenced the establishment of spheres of influence for the US and the USSR during the Cold War.

2. Imagine you are a leader of a non-aligned country during the Cold War. How would you balance the pressures and attempts at influence from the superpowers to maintain your country's independence?

Contextualization

The Cold War was not merely a conflict of arms but primarily a dispute for political, economic, and ideological influence. Interestingly, during this time, the space race was one of the most visible manifestations of the competition between the United States and the Soviet Union, reflecting not only scientific advancements but also the quest for supremacy and global prestige. Additionally, events such as the Cuban Missile Crisis and the construction of the Berlin Wall illustrate the climate of tension and the deterrence strategy adopted by both parties.

Development

Duration: (75-80 minutes)

The development stage is designed to allow students to apply and deepen their knowledge of the Cold War through practical and playful activities. By simulating real and complex situations, students can experience firsthand the challenges and decisions faced by the superpowers and other international actors during this significant period in history. The use of active methodologies such as games and simulations helps engage students, promoting a deeper and lasting learning experience.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 - Superpowers Summit

> Duration: (60-70 minutes)

- Objective: Develop negotiation skills, understanding of different perspectives, and deeper knowledge of the Cold War conflicts.

- Description: Students will be divided into two groups, representing the United States and the Soviet Union. They will participate in a summit simulation where they will discuss issues such as division of spheres of influence, arms treaties, and intervention in third countries. Each group will have to develop strategies and arguments based on real events of the Cold War.

- Instructions:

• Divide the class into two large groups, one representing the US and the other the USSR.

• Provide a brief overview of the global geopolitical situation, including the main events of the Cold War up to that point.

• Each group must choose a leader and formulate their foreign policy proposals.

• The groups meet at separate tables to discuss and then present their proposals.

• After the presentations, allow time for the groups to negotiate and seek consensus.

Activity 2 - Space Race: Conquest of the Future

> Duration: (60-70 minutes)

- Objective: Encourage creative thinking and understanding the importance of the space race as a propaganda tool and demonstration of power.

- Description: In this activity, students will design and present a rocket model based on technology from the Cold War era. The goal is for each group to create a rocket that symbolizes the scientific and technological advancements of their respective superpower, demonstrating how the space race was used as a field for showcasing power.

- Instructions:

• Divide the class into groups of up to five students, each representing a team of scientists and engineers from the era.

• Provide various materials such as cardboard, straws, tape, and paints for building the model.

• Each group should briefly research the technologies used by their superpower and plan the construction of their rocket.

• Students build their models during class, followed by a presentation to the class, explaining the characteristics of the rocket and how it represents the technological advancements of their superpower.

• Conduct a vote to elect the most innovative and well-presented rocket.

Activity 3 - Diplomacy Game: The Geopolitical Board

> Duration: (60-70 minutes)

- Objective: Promote understanding of power and influence dynamics during the Cold War, in addition to developing decision-making and strategy skills.

- Description: In this strategy game, students will simulate the position of different countries during the Cold War and will have to make diplomatic, economic, and military decisions to maintain their independence and security. The board will represent the world divided into spheres of influence.

- Instructions:

• Prepare a board that represents the world divided between superpowers and their spheres of influence, with event cards that can impact the game.

• Each group of students receives the representation of a country and their initial conditions.

• Throughout the rounds, groups must make decisions based on the cards they receive, trying to maintain their superpower's influence without facing negative consequences.

• At the end of the game, discuss the strategies used by the groups and how they reflect the actual policies of the Cold War.

• Conduct a brief reflection on what students learned about the complexity of international relations during the period.

Feedback

Duration: (10-15 minutes)

The purpose of this stage is to consolidate students' learning, allowing them to share insights and reflections obtained through the activities. The group discussion helps clarify doubts and deepen understanding, as well as promote communication and argumentation skills. This moment also serves to evaluate the knowledge gained and the students' ability to apply historical and geopolitical concepts in practical and theoretical contexts.

Group Discussion

To start the group discussion, the teacher should ask each group to briefly share their experiences and discoveries during the activities. Suggest that they begin by discussing the strategies adopted and how these relate to the actual events of the Cold War. Encourage students to discuss the difficulties encountered and what they learned about the complexity of international relations during this period. Use questions such as: 'What were the biggest challenges your country faced during negotiations?' and 'How do the decisions made during the game reflect the actual policies of the Cold War?' to guide the discussion.

Key Questions

1. How did the Cold War influence the formation of alliances and the balance of power in different regions of the world?

2. In what way do the actions of the superpowers during the Cold War still affect contemporary international relations?

3. What lessons can we learn from the Cold War to avoid similar conflicts in the future?

Conclusion

Duration: (5-10 minutes)

The conclusion stage aims to consolidate learning, linking theoretical content with the practices explored during the lesson. Additionally, it seeks to highlight the importance of understanding the Cold War for understanding current and future events, encouraging students to reflect on the applicability of historical knowledge in their perceptions and actions in the contemporary world.

Summary

In the conclusion of the lesson, the teacher should summarize and review the main points covered about the Cold War, highlighting the strategies and actions of the superpowers, such as the US and the USSR, and their global consequences. Emphasize the impact of the arms race, the space race, and the policies of containment and deterrence.

Theory Connection

Explain how practical activities, such as the summit simulation, the diplomacy game, and rocket construction, helped bridge theory with practice, allowing students to see in action the dynamics studied theoretically. Highlight how these active methodologies facilitated the understanding of complex concepts and the application of knowledge in simulated and real scenarios.

Closing

Finally, highlight the ongoing relevance of the Cold War, not only as a historical event but also as a period that shaped current international relations. Discuss how the lessons learned from this conflict can be applied to understand and prevent future conflicts and how power and influence strategies continue to shape contemporary diplomatic practices.