Edtech 506 Paper

7/31/2019 Edtech 506 Paper

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Hill-Justification of Unit

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Unit link here

User Assumptions

This lesson is for students in an Advanced Placement US History. These students move at a

faster pace through the curriculum and so it will be helpful to create images and text together tohelp them connect images with words so that they will remember the material better. I would

also like to work in a lesson that involves group work as well as I feel that this is an effective

way for students to learn about a topic together and they are used to this as we do this often. I

also hope to address continuing to build class cohesion with this unit because this is important asthey often act as support for each other when they do not understand a topic.

Graphic Descriptions

Cold War Unit Graphics

These images are used to let the instructor know what they topic of the lesson

plan they are viewing is. These images will also be used to show learners what

the four themes of the lesson are and will be used throughout the unit to signallearners which word(s) it connects to.

Fear-The justification for this image is to show what the motivation behind the

fear of the Red Scare in the 1950s which was the fear over nuclear war.

Government- The government image was made to show the growth ofgovernment involvement during the Cold War.

Division- The division image is to show the divide between the US and Russia

that occurred after the construction of the Berlin Wall.

Russia-The Russia image is meant to emphasize the big fear the US saw the

Soviet Union as during the Cold War and to bring that out using the colors of the

Russia flag.

Cold War Unit Introduction Image

The intent of this image is get students to think about how the end of WWII began the

Cold War and to start discussion about those divisive events. To convey this message,

the first image is of the happy, smiling Roosevelt and Stalin juxtaposed with the angry,arm-wrestling of Khrushchev and Kennedy (Lohr, p. 80). The image also makes the use

of alignment to show the decline of relations (Lohr, p.80) with the image of the happiness

up in the top corner and the intense image at the bottom.
http://edtech2.boisestate.edu/carlyhaley/images/fear.gifhttp://edtech2.boisestate.edu/carlyhaley/images/fear.gifhttp://edtech2.boisestate.edu/carlyhaley/images/government.gifhttp://edtech2.boisestate.edu/carlyhaley/images/government.gifhttp://edtech2.boisestate.edu/carlyhaley/images/division.gifhttp://edtech2.boisestate.edu/carlyhaley/images/division.gifhttp://edtech2.boisestate.edu/carlyhaley/images/russia.gifhttp://edtech2.boisestate.edu/carlyhaley/images/russia.gifhttp://edtech2.boisestate.edu/carlyhaley/images/coldwarintroimage.gifhttp://edtech2.boisestate.edu/carlyhaley/images/coldwarintroimage.gifhttp://edtech2.boisestate.edu/carlyhaley/images/coldwarintroimage.gifhttp://edtech2.boisestate.edu/carlyhaley/images/russia.gifhttp://edtech2.boisestate.edu/carlyhaley/images/division.gifhttp://edtech2.boisestate.edu/carlyhaley/images/government.gifhttp://edtech2.boisestate.edu/carlyhaley/images/fear.gif


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Red Scare Image

They are working through a unit on the Cold War and this image would be used after

students learned about the causes of the Cold War. Students would view this first to learnabout the HUAC investigations and then they would use this model to create a similar

image. The use of color in this image will be effective for students because red waschosen for the psychological associations students might make with it to represent power

and aggression (Lohr, p. 269). Both of these moods were very apparent during the 1950sin America and the use of red conveys that. It was also used for the obvious reason that

this time in history is also called the "Red Scare" as well. Red was chosen for the

hammer and sickle (they do link to YouTube videos about each image) so that students'eyes would be drawn to it. Depth was added to the title by adding a drop shadow in

white to make the words look more powerful and imposing (Lohr, p. 272). All caps was

used for the title to add to the authoritative feeling of the time.

Korean War Image

This image would be used after learning about the roots of the Cold War. This image

would be used as an informal quiz where students would first make guesses about what

they think the image and date represent and then the timeline would be discussed as aclass.

This image utilizes alignment, contrast and proximity. Alignment is used with the waythe timeline is set up to create an up and down feel so that students can see the rise and

fall of actions that led to the beginning of the Korean War (Lohr, p. 201). Proximity is

used to show students the relationship between all of these events by corresponding the

image with each of the dates (Lohr, p. 203). Contrast is also used to draw students eyes to

the dates so that they know what dates go with the correct pictures and as well as with theuse of the South and North Korean flags (Lohr, p. 201).

Here is an explanation of each image and date:

1910-Japan annexes Korea

June 1945-Potsdam Conference where they decide to divide Korea at the 38thparallel

August 1945-Japan surrenders ending WWII in the Pacific

July 1948-the Republic of Korea is established in the south led by Dr. Syngman

Rhee

August 1948- Democratic People's Republic of Korea is established in the northled by Kim Il Sung
http://edtech2.boisestate.edu/carlyhaley/images/redscare.htmhttp://edtech2.boisestate.edu/carlyhaley/images/redscare.htmhttp://edtech2.boisestate.edu/carlyhaley/images/koreatimeline.gifhttp://edtech2.boisestate.edu/carlyhaley/images/koreatimeline.gifhttp://edtech2.boisestate.edu/carlyhaley/images/koreatimeline.gifhttp://edtech2.boisestate.edu/carlyhaley/images/redscare.htm


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January 1950-Dean Acheson gives the Defensive Perimeter speech where he

mentions that the US will defend Japan and the Philippines from any outsideattacks. He fails to mention S. Korea.

February 1950-Stalin gives Rhee the go ahead to invade S. Korea thinking the US

will not step into the situation.

June 1950-North Korea invades South Korea

Berlin Wall Graphic

This image is used to first discuss the division of Berlin by the wall during the Cold War.

The same font for the words "NATO" and "Warsaw Pact" are used so that students willconnect that both of these are alliances. This would also be used to discuss which

countries were a part of these alliances and how the wall set up the physical Iron Curtain

between these two alliances. While viewing this image, students would listento Winston

Churchill's speechwhere he references the growing divide between western and easterncountries.

The technique of simple shapes was used by putting the word "wall" purposely vertical so

that it physically divides the word "Berlin" just as the wall did for many years (Lohr, p.

250). Also, the display shape was intentionally made a square so student would clearlysee that division between the two groups (Lohr, p. 250).

Vietnam War Image

Students will have learned about the Korean War before this and this image would be

used to help them compare and contrast the two wars and see how they fit into the largerframework of the Cold War. This image would be used as an introduction to get them

thinking about how Vietnam is connected the Cold War and hopefully they will notice

the similarities as well as differences between what happened in Korea.

The techniques used in this image are symmetry and white space (Lohr, p. 275). The

question is deliberately divided just as North and South Vietnam were divided. I alsoused white space by making the background white so that it would not take away from

the simple question or the map (Lohr, p. 275).

Mutually Assured Destruction Image

This image would be used after discussion of the Vietnam War to show how the armsrace escalated each side to Mutually Assured Destruction (MAD). This image was based

on the 3 C's (concentrated, concrete, and concise) as explained by Lohr in CreatingGraphics for Learning and Performance (p. 102). The drop shadow was used to bringout the title so that students' eyes would be drawn to it. To show a conciseness, the

definition is short and not crowding the image with anything else except 1 visual
http://edtech2.boisestate.edu/carlyhaley/images/berlinwall.gifhttp://edtech2.boisestate.edu/carlyhaley/images/berlinwall.gifhttp://www.youtube.com/watch?v=jvax5VUvjWQ&feature=player_embeddedhttp://www.youtube.com/watch?v=jvax5VUvjWQ&feature=player_embeddedhttp://www.youtube.com/watch?v=jvax5VUvjWQ&feature=player_embeddedhttp://www.youtube.com/watch?v=jvax5VUvjWQ&feature=player_embeddedhttp://edtech2.boisestate.edu/carlyhaley/images/vietnamwar.gifhttp://edtech2.boisestate.edu/carlyhaley/images/vietnamwar.gifhttp://edtech2.boisestate.edu/carlyhaley/images/mad1.gifhttp://edtech2.boisestate.edu/carlyhaley/images/mad1.gifhttp://edtech2.boisestate.edu/carlyhaley/images/mad1.gifhttp://edtech2.boisestate.edu/carlyhaley/images/vietnamwar.gifhttp://www.youtube.com/watch?v=jvax5VUvjWQ&feature=player_embeddedhttp://www.youtube.com/watch?v=jvax5VUvjWQ&feature=player_embeddedhttp://edtech2.boisestate.edu/carlyhaley/images/berlinwall.gif


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representation. The political cartoon is used to make the theory of MAD more concrete

to students.

The Cold War in the Middle East Image

This image would be used after students had discussed the Vietnam and Korean Wars aswell as various Cold War policies that were taken by the United States. This imagewould be used to show students the various events that the United States got involved in

the Middle East during the Cold War.

The generative strategy of creating a concept map was used so that students could see

how they were all connected to one region (Lohr, p. 148). Color, font and two different

sizes of boxes were used to draw the students eye to the middle first so that they would

read what they chart was going to be about (Lohr, p. 126). The dates go from left to right(horizontally aligned) as that is the usual way that students would read image (Lohr, p.

128).

Process Design

In this unit, I wanted to use graphics and text to help my students understand the Cold

War and the effect it had on the foreign and domestic policy during the 1950s andonward. This fits into my year-long goals as I want to use graphics in my classroom in a

way that helps students understand more clearly the information I teach in my class.

By using the four key word images (fear, government, Russia, and division) throughout

my lesson, I hope that students will connect those events so that they can use that as a

mental organizer to keep all of the different events straight. I also created the imagesmostly as jumping off points for students to view at the beginning of a lesson to generate

discussion about the various topics. There was care taken to use primary source material

as the Cold War era is rich with pictures, audio/video clips, and political cartoons that

depict the events of the era. Through this unit, I hope to teach my students the events ofthe Cold War more easily by giving them concrete events and images that they can use to

remember the details of each event. Students will also be creating their own wikis where

they use text and visuals to construct a description of a Cold War events, glogs to showtheir interpretation of a Red Scare example, and a personal graphic organizer of the

Korean War. All of these projects will allow students to take ownership of the

information and transform it in various ways to make it more applicable and appealing to

their needs.
http://edtech2.boisestate.edu/carlyhaley/images/coldwarme.gifhttp://edtech2.boisestate.edu/carlyhaley/images/coldwarme.gifhttp://edtech2.boisestate.edu/carlyhaley/images/coldwarme.gif


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References

Cowan, N. (2001). The magical number four in short-term memory: A reconsiderationof mental storage capacity. Behavioral and Brain Sciences, 24, 87-114.

Lohr, Linda L. (2008). Creating graphics for learning and performance. Upper SaddleRiver, NJ: Pearson.

Moreno, R. & Mayer, R. (2000). A learner-centered approach to multimedia

explanations: Deriving instructional design principles from cognitive theory. Retrievedfrom http://imej.wfu.edu/articles/2000/2/05/index.asp.

Smith, P.L., & Ragan, T.J. (2005)Instructional design. Upper Saddle River, NJ:

Pearson.

Tally, B., Goldenberg, L.B., (2005). Fostering historical thinking with digitized primary

sources. Journal of Research on Technology in Education, 387(1). Retrieved fromhttp://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a

/1f/07.pdf

Wiggins, G. P., & McTighe, J. (2005). Understanding by design. Alexandria, VA:

Association for Supervision and Curriculum Development.
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/1f/07.pdfhttp://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/1f/07.pdfhttp://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/1f/07.pdfhttp://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/1f/07.pdfhttp://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2a/1f/07.pdf

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Edtech 506 Paper