Goals and Objectives
Students will be able to analyze quotes/descriptions regarding cold war policies, in which, they will be able to identify what major event/document it coincides with and place it among the following categories of containment policies: Detente, Passive Containment, Active Containment.
Students will be able to utilize the knowledge from the pre-reading activity to better comprehend the textbook chapter.
Students will be able to utilize the knowledge from the pre-reading activity to better comprehend the textbook chapter.
California State Content Standards
11.9.3.Trace the origins and geopolitical consequences (foreign and domestic) of the ColdWar and containment policy, including the following:
• The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) andblacklisting
• The Truman Doctrine
• The Berlin Blockade
• The Korean War
• The Bay of Pigs invasion and the Cuban Missile Crisis
• Atomic testing in the American West, the “mutual assured destruction” doctrine,and disarmament policies
• The Vietnam War
• Latin American policy
• The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) andblacklisting
• The Truman Doctrine
• The Berlin Blockade
• The Korean War
• The Bay of Pigs invasion and the Cuban Missile Crisis
• Atomic testing in the American West, the “mutual assured destruction” doctrine,and disarmament policies
• The Vietnam War
• Latin American policy
Common Core Standards
CCSS.ELA-Literacy.RH.11-12.4
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text
Lesson Introduction/anticipatory set - 10 minutes
Students will be handed a worksheet with 10 questions on it. They each will receive 1 out of 10 quotes/descriptions that pertain to a particular event or policy during the Cold War. Students will participate in a Silent Tea Party. In this activity, they will have to silently exchange quotes that give them answers to the questions on the worksheet. There will be NO TALKING ALLOWED! Students will be forced to read, analyze, and evaluate these quotes/descriptions to figure out which event/document they belong to on the work sheet.
Vocabulary
Students will need to know the following terms in order to categorize and organize these quotes:
Detente - A period when the U.S. and Soviet Union tenses were at an "ease"
Passive Containment - the policy in which the U.S. passively contained the Soviet Union
Active Containment - the policy in which the U.S. actively contained the Soviet Union.
Detente - A period when the U.S. and Soviet Union tenses were at an "ease"
Passive Containment - the policy in which the U.S. passively contained the Soviet Union
Active Containment - the policy in which the U.S. actively contained the Soviet Union.
Content Delivery - 10 minutes
Pre-Reading Exercise:
After doing the Silent Tea Party, students will be grouped up and allowed to collaborate and socialize with their peers. They will actively participate in exchanging ideas they personally arrived at in their worksheet and share it with their peers. In this way, they teach each other and debate on which quotes/descriptions go to which event. After arriving where the quote/description goes to the appropriate event/document, they will have to categorize the event/document; whether it be an act of detente, passive containment, or active containment. The students will have to categorize the 10 quotes/descriptions to the following events/documents:
After doing the Silent Tea Party, students will be grouped up and allowed to collaborate and socialize with their peers. They will actively participate in exchanging ideas they personally arrived at in their worksheet and share it with their peers. In this way, they teach each other and debate on which quotes/descriptions go to which event. After arriving where the quote/description goes to the appropriate event/document, they will have to categorize the event/document; whether it be an act of detente, passive containment, or active containment. The students will have to categorize the 10 quotes/descriptions to the following events/documents:
- X Memorandum
- National Security Council 68 (NSC 68)
- Berlin Airlift
- Marshall Plan
- Triangular Diplomacy
- SALT I Treaty
- Cuban Missile Crisis
- Korean War
- Truman Doctrine
- Mutually Assured Destruction Doctrine
Student Engagement Activities: 25 minutes
Students will begin reading silently to themselves in their assigned textbook, "The Americans: Reconstruction to the 21st Century" by McDougal Littell. The textbook chapter that is assigned is Chapter 18 Cold War Conflicts, Section 1 "Origins of the Cold War". As students are reading this text, they will asked to define all the key terms that are in bold. These words are:
- United Nations
- satellite nation
- containment
- iron curtain
- cold war
- Truman Doctrine
- Marshall Plan
- Berlin Airlift
- NATO
Lesson Closure - 10 minutes
The teacher will utilize this time to ask students to share their answers. The teacher will provide feedback, introduce these major events, and clear any misconceptions that students may have had. The discussion will feature questioning about the chapter to see if students have gained knowledge from the textbook chapter. The teacher will also go over the key terms that were defined in this chapter. During this discussion, the teacher will be informed on what needs to be retaught and what students have met the learning goals of the lesson.
Assessments
Formative Assessments:
- Quote/Description analytical worksheet.
- End of class discussion.
Accommodations for English Learners, Striving Readers, and students with special needs
- English Learners will be give further scaffolding instruction as the instructor may present difficult terms used in the quotes/descriptions on the board.
- Striving readers will be paired with strong readers to give them further assistance in their reading. The advanced reader will clear up misconceptions and the teacher will monitor their peer work/group work closely.
- Students with special needs will be given more time and will have directions and pictures presented on the board to assist with understanding of instruction and definitions.