The Timeline of the Cold War through Pull Quotes

by Glenn Stordeur
Number of Class Periods
1-2
Grade Level
9-12
Standards
Please list CCSS follow this format. You can add other standards if you wish

CCSS.ELA-Literacy.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or
solve a problem.

CCSS.ELA-Literacy.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including
visually, quantitatively, and orally

CCSS.ELA-Literacy.W.11-12.3.b
Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot
lines, to develop experiences, events, and/or characters.

Historical Context
LESSON 1
Objectives
Students will be able to:

SWBAT create a timeline of the Cold War using Pull Quotes from primary source
documents
SWBAT organize photographs of the Cold War era alongside the timeline and
associated quote
SWBAT distinguish between a political quote from the Cold War era and a social
quote from the Cold War era
SWBAT determine the quote that best summarizes the Cold War

2014 The Gilder Lehrman Institute of American History

www.gilderlehrman.org

Historical Context
The Cold War, from 1945-1992, was an era fraught with fear. This fear originated from the
creation of weapons of mass destruction and permeated from the various layers in government
who feared an all-out nuclear exchange and all the way to the citizenry who feared being the
victims of this exchange.
Materials
1. Six Primary Source documents spanning the 6 decades of the Cold War. Three
documents are political in nature, meaning from the government and three are
social in nature, meaning from a private citizen
2. Six Photographs spanning the 6 decades of the Cold Ware. Three photographs are
political in nature, meaning of prominent government officials and three are
social in nature, meaning of private citizens

Procedure
1. Do Now: What is your favorite quote and why?
2. Teacher leads discussion of student answers. Teacher should lead discussion
into importance of a quote: summarization of part of a larger expression.
3. Teacher asks students to pair up in 6 groups of 4. In each group, one student
will be the recorder (writer of the information), one student will be the reader
(analyzing primary document), one student will be on the photograph
(analyzing the photo) and one student will be the reporter (vocalize findings
back to the class).
4. Teacher explains that each group will one primary source document and one
photograph. The groups task is to pick out one pull quote that summarizes
the document.
5. Teacher should lead reporting back session so that all 6 groups summarize
their documents and photographs. Teacher should write all six pull quotes
on board.
6. With the class now back as a whole, teacher should draw a timeline on the
board and lead discussion to place the six pull quotes in chronological
order, writing them in on timeline.
7. Teacher should then lead discussion categorizing each quote as a political
quote or social quote.
8. Teacher should them lead discussion to place the photograph on the timeline.
These can be taped on the timeline if possible.

Assessment (optional)
Students should write as an exit ticket from class; what was the quote that best
summarizes the Cold War

2014 The Gilder Lehrman Institute of American History

www.gilderlehrman.org