Lecture: U.S. policies of containment
Goals and Objectives
Students will be able to identify major events of the beginnings of the Cold War & how they relate to X Memorandum/passive containment.
California State Content Standards:
11.9.3:
Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
- The era of McCarthyism, instances of domestic Communism (e.g., Alger Hiss) and blacklisting
- 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 Literacy Standards
CCSS.ELA-Literacy.RH.11-12.3:
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Driving historical question
How did Memorandum X influence the United States' strategy of containment towards the Soviet Union?
Lesson Introduction
Students will watch a short clip of the first successful detonation of an atomic bomb by the Soviet Union. Students will answer the question, "If you were the President of the United States, how would you react? What strategy would you use to stop Soviet Expansion?"
Students will share their opinions concerning this question with a partner or group.
Students will share their opinions concerning this question with a partner or group.
Vocabulary (content Language Development) Time: N/A
Key terms will be taught throughout the lecture. It will be dispersed from slide to slide to not overwhelm students with too much at once. This is included in the time from of the Method of Instruction
Content Delivery - Lecture - 30 minutes
Student Engagement (critical Thinking & Student activities) Time: N/A
Students will be organizing their notes in their Guided Notes hand out. In this hand out, they will answer the responses pertaining to the lecture and Prezi slide. This is included in the time frame of the Method of Instruction
Lesson Closure: Time: 10 minutes
Students will be asked the following Essential Question: "How did Memorandum X influence the United States in their first strategies/policies to contain the Soviet Union expansion?
They will write a quick write for the remainder of the class summarizing what they learned. The teacher will collect this paper as an Exit Slip
They will write a quick write for the remainder of the class summarizing what they learned. The teacher will collect this paper as an Exit Slip
Assessments (formative & Summative)
Informal Progress Monitoring: The teacher will ask critical thinking questions in which students will discuss it with a partner and collaboratively come up with a conclusion.
Informal Summative: Students will be required to answer the essential question in the lesson closure. This will be their exit slip out of the door. They will need to answer the question fully on a separate sheet of paper before leaving the classroom.
Informal Summative: Students will be required to answer the essential question in the lesson closure. This will be their exit slip out of the door. They will need to answer the question fully on a separate sheet of paper before leaving the classroom.
Accommodations for English learners, striving readers and students with special needs
English Learners, Striving Readers, and Students with special needs will be accommodated with pictures, videos, and scaffolding through defining key terms throughout the lecture. English Learners will also be helped through collaboratively pair activities in which will help them with their social and communication skills.