Step 1
-
Identify, as a group,
what you know already about the
Cold War
-
Identify, as a group,
what you know already about the
Truman doctrine, the Marshall Plan, the Korean War and the Vietnam War
-
Identify, as a group,
what you know already about Containment.
Use
a
word web, a mindmap or a concept map
and hand this document to year teacher for a review.
Time
available for step 1: 50 minutes
Step 2
Probably you don't have all the information you need
to make four ppt's on the relation between containment and:
-
Truman Doctrine
-
Marshall Plan
-
Korean War
-
Vietnam War
What extra
information do you need to
make these powerpoints?
Formulate some questions regarding the extra information you need.
Remember, the character of the questions you ask greatly influences the
appropriateness of the answers you develop. If you ask short sighted questions
you shouldn't be surprised if you develop short sighted answers.
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The following diagram provides a perspective on the relation of data,
information, knowledge, and wisdom. As we describe situations and seek
understanding further up this path we develop a foundation for
subsequently better, deeper understanding or more effective actions.
To improve the character of the questions we ask it is important to
transcend the levels in the above diagram. If we ask questions that
allow data to be an answer that is what we will get. If we ask questions
regarding relations, i.e. cause and effect, then we will find, or make
up, causes as answers to the questions we pose. When we finally reach
the level of asking questions that cause us to seek out and understand
the patterns responsible for the situations we consider we finally
arrive at answers that represent knowledge. Finally when we ask
questions which cause us to seek the underlying fundamental principles
that are responsible for the patterns represented in the knowledge we
are finally in a position to develop answers that represent wisdom.
Bron:
http://www.systems-thinking.org/formq/fq.htm
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Time
available for step 2: 50 minutes
Step 3
Each
student will search for
information
which will make it possible to connect
the word containment to one of the events.
Determine which sources (see the resources section) you will use. Assess
whether the source contains the information you need. Determine whether
you understand the information in the source. Ask othe students or the teacher
for help if necessary. Make notes and, where appropriate, diagrams.
Time
available for step 3: 50 minutes
Step 4
Each
student will search for images,
maps, cartoons on one of the events and makes a ppt.
Step 5
Discuss
the ppt with the group and improve
th ppt's if necessary.
Time
available for step 3: 50 minutes
Step 6
For each group the teacher will choose one events. The student who made the
powerpoint will explain, using his ppt, to the class the relation between
containment and the event in no more than five minutes.
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