Goals |
Objectives
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California Content Standards
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Common Core Standards
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11.9.4
List the effects of foreign policy on domestic policies and vice versa (e.g., protestsduring the war in Vietnam, the “nuclear freeze” movement). |
CCSS.ELA-Literacy.RH.11-12.9
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. |
Introduction (Anticipatory Set) (10 minutes)
The teacher will review certain major events of the Cold War where the United States has intervened actively and passively. This is to access prior knowledge of the students and get them ready for the discussion part of the lesson. Next, the teacher will pose this question:
"Should the United States have intervened in the Vietnam War?
The students will discuss among their peers about this question. The point of this exercise is to prepare them for the main body of the lesson where they will be discussing in front of the class. It will also foster collaboration and further prepare them for the activity. The teacher will allow 5 minutes for students to discuss before moving on.
"Should the United States have intervened in the Vietnam War?
The students will discuss among their peers about this question. The point of this exercise is to prepare them for the main body of the lesson where they will be discussing in front of the class. It will also foster collaboration and further prepare them for the activity. The teacher will allow 5 minutes for students to discuss before moving on.
Vocabulary
The instructor will provide for students, on the smart board, all of the major events of the Cold War. Students are to use this list of major events of the Cold War to support their argument when they are called up to debate on the "T.V. Talk Show" activity.
These major events are:
These major events are:
- Berlin Wall
- Berlin Air Lift
- X Memo
- NSC 68
- Cuban Missile Crisis
- Korean War
- Marshall Plan
- Truman Doctrine
- Soviet's First Successful Detonation of an Atomic Bomb
Content Delivery
The instructor will explain to the students the rules and expectations of the activity of the day. The activity is a mock T.V. talk show where the instructor will play the host and interview each group. Students will have 15 minutes to discuss among their groups about their position on the matter of Vietnam. The instructor will lay out a few questions in which each group (4 students in a group) will answer during their group's turn to be interviewed by the talk show host (instructor) in front of the class. The teacher will elaborate on the expectations of the activity:
- Students will be allowed 15 minutes before the activity starts to discuss their group's position on the matter
- Students will designate which question they wish to answer during the interview.
- Each student is expected to speak at least once during the interview.
- The audience is encouraged to pose counter arguments during each interview as well as questions for the group.
Student Engagement (40 minutes)
Students are expected to be fully active and participating in this activity. The guidelines for the student activities are as follows:
- Students will be grouped in groups of four
- They will be allowed 15 minutes to discuss their position on the matter with their group.
- There will be a handout given to each group with questions that are to be answered.
- These are the questions that will be asked by the talk show host (instructor) during the interview.
- After the 15 minutes, each group will be called up to be interviewed by the talk show host.
- The talk show host will ask the same questions on the handout that was given to each group
- Students are expected to reinforce their arguments by using examples covered in class which can bolster their argument
- After all the questions are asked, the audience will be given time to rebut the arguments given by the group
- Lastly, the next group will be called up and the process will be repeated.
Lesson Closure (5 minutes)
The lesson closure will be a class discussion. Students will reflect on the activity itself and how it helped them to understand the significance of Vietnam on U.S. foreign policy going onwards. This is to inform what needs to be retaught and for students to clarify what was being learned in this lesson. The teacher will give feedback on the activity and on how well the students performed.
Assessments
Formative:
- The handout with the interview questions will be turned in for credit. It will collected at the end of the lesson.
- The instructor will be traversing the classroom to monitor the students' progress during the group stage.
- The instructor will also be checking for understanding during the interview.
- Lastly, the instructor will be checking to see what needs to be retaught during the lesson closure.
Accommodations
English learners will be given an annotated version of the questions to help with understanding. They will also be allowed to take a note sheet with them during the interview.
There is not much text during this activity so Struggling Readers will not need any differentiated instruction.
Students with special needs will be given extra time during the interview and during the group discussion. Extra time will help them give more complete and thoughtful answers as well as giving them an equal opportunity to participate in class.
English Learners, Struggling Readers, and Students with Special Needs will all be grouped with proficient English Speakers and high performing students.
There is not much text during this activity so Struggling Readers will not need any differentiated instruction.
Students with special needs will be given extra time during the interview and during the group discussion. Extra time will help them give more complete and thoughtful answers as well as giving them an equal opportunity to participate in class.
English Learners, Struggling Readers, and Students with Special Needs will all be grouped with proficient English Speakers and high performing students.