Goals
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Objectives |
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California State Content standards
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Common Core Standards
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11.9.3: Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
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CCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. 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. |
Lesson Introduction/Anticipatory Set (10 minutes)
The instructor will pose a thought provoking question:
"How does the fear of terrorism affect you today?
"Is the foreign policy of the United States affected it by terrorism?"
"Can you think of some ways the United States as a country changed because of Terrorism?"
"Lastly, do you think it is important to actively stop terrorism? (e.g. send troops overseas and combat them) or passively oppose it? (e.g. send economic aid and supplies)
The students will be instructed to write their answers to these questions down on a separate sheet of paper. After they finish, they will be discussing it to their peers. By this time it has been 5 minutes, and the instructor will facilitate a classroom discussion on these questions. The instructor will relate it to Communism/Soviet Expansion and introduce the strategies the United States utilized to contain Communist expansion.
"How does the fear of terrorism affect you today?
"Is the foreign policy of the United States affected it by terrorism?"
"Can you think of some ways the United States as a country changed because of Terrorism?"
"Lastly, do you think it is important to actively stop terrorism? (e.g. send troops overseas and combat them) or passively oppose it? (e.g. send economic aid and supplies)
The students will be instructed to write their answers to these questions down on a separate sheet of paper. After they finish, they will be discussing it to their peers. By this time it has been 5 minutes, and the instructor will facilitate a classroom discussion on these questions. The instructor will relate it to Communism/Soviet Expansion and introduce the strategies the United States utilized to contain Communist expansion.
Vocabulary
There is much vocabulary in the documents that will be hard for students to understand. They will be allowed to use their phones or dictionaries to look up words they do not understand. The instructor will provide them with key terms:
Kremlin - Head of the U.S.S.R. State.
Communism - is a socioeconomic system structured upon common ownership of the means of production and characterized by the absence of social classes, money, and the state; as well as a social, political and economic ideology and movement that aims to establish this social order.
National Security Council - is the principal forum used by the President of the United States for considering national security and foreign policy matters with his senior national security advisers and Cabinet officials.
Kremlin - Head of the U.S.S.R. State.
Communism - is a socioeconomic system structured upon common ownership of the means of production and characterized by the absence of social classes, money, and the state; as well as a social, political and economic ideology and movement that aims to establish this social order.
National Security Council - is the principal forum used by the President of the United States for considering national security and foreign policy matters with his senior national security advisers and Cabinet officials.
Content Delivery (30 minutes)
Students will be assembled into groups of three and will be given three separate documents. Students will evaluate each document together and answer the questions on the Graphic Organizer pertaining to each document. Students will be collaboratively learning about these documents.
Student Engagement
Each group of three students will be given the following documents:
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Lesson Closure (15 minutes)
The teacher will draw a T-Chart on the white board in front of the class. The T-Chart will be labeled "Long Telegram Characteristics" on one side and "National Security Council 68 Characteristics" on the other. Students will be asked to come up to the board to write the characteristics they learned about the two documents concerning different strategies of containment. The teacher will instruct and monitor what students are writing on the board (incorrect/correct). The teacher will facilitate a class discussion on which containment strategy (Long Telegram or NSC-68) is more appropriate when dealing with the Soviet Union.
Using the information on the board and on their document graphic organizer, students will conduct a quick write on:
"Which strategy coincided more with the assumptions of Nikolai's telegram to the Kremlin? Explain using evidence from each document".
Students will be given 5 minutes to write as much as possible before the end of class. They will be utilizing their new found knowledge of Nikolai's telegram to answer this question as well as the T-Chart conducted on the board.
At then end of class, students will pass up their quick write and their graphic organizer.
Using the information on the board and on their document graphic organizer, students will conduct a quick write on:
"Which strategy coincided more with the assumptions of Nikolai's telegram to the Kremlin? Explain using evidence from each document".
Students will be given 5 minutes to write as much as possible before the end of class. They will be utilizing their new found knowledge of Nikolai's telegram to answer this question as well as the T-Chart conducted on the board.
At then end of class, students will pass up their quick write and their graphic organizer.
Assessments
Formative - Document Graphic Organizer
Summative - Quick Write
Progress Monitoring - The teacher will walk around the class to monitor and assist students that require extra attention.
Summative - Quick Write
Progress Monitoring - The teacher will walk around the class to monitor and assist students that require extra attention.
Accommodations for English Learners, Struggling readers, and students with special needs
- English Learners will be paired with a student that is Proficient in English. This will help the English Learner with their speaking and writing skills as they will be working collaboratively with a upstanding student.
- Struggling readers will be given a differentiated document in which the important parts are highlighted in order for them to grasp the document easier.
- Students with special needs will be allotted more time for this assignment and will be given more assistance from the teacher during the group work. The teacher will pay more attention to these students to make sure they are understanding the material.
Lastly, all vocabulary and instructions for the activity will be written on the board for students to see in case they get confused. This will help them keep focused and may help answer any questions relating to the activity at hand.