goals and objectives
Goal: The students will learn about the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
Objectives: The students will analyze, describe and illustrate the causes of the Cold War, through the polarized lenses of the free world and Soviet client states, including competition for spheres of influence in places like Egypt, the Congo, Vietnam and Chile.
Objectives: The students will analyze, describe and illustrate the causes of the Cold War, through the polarized lenses of the free world and Soviet client states, including competition for spheres of influence in places like Egypt, the Congo, Vietnam and Chile.
california state content and common core standards
California State Content:
10.9 Students analyze the international developments in the post–World War II world
2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places
as Egypt, the Congo, Vietnam, and Chile.
Common Core Standards:
CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
10.9 Students analyze the international developments in the post–World War II world
2. Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places
as Egypt, the Congo, Vietnam, and Chile.
Common Core Standards:
CCSS.ELA-Literacy.W.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
CCSS.ELA-Literacy.SL.9-10.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
lesson introduction
The teacher will start the lesson by having the students look at a variety of political cartoons that focus on the Cold War. As a class they will discuss the cartoons, first identifying the details and what they see without putting any meaning behind it, then as a class they will discuss the meanings behind the cartoon.
Vocabulary
Throughout the lesson there will be many vocabulary words used.
1. Cold War
2. Free World
3. Soviet Satellites/Client States
4. Sphere of influence
5. Democracy
6. Communism
1. Cold War
2. Free World
3. Soviet Satellites/Client States
4. Sphere of influence
5. Democracy
6. Communism
content delivery
The lesson will begin with the teacher giving a brief presentation that covers the topic of the Cold War, this presentation will cover the Cold War from both sides, as well as going over the competition for spheres of influence in places like Egypt, the Congo, Vietnam and Chile. Then the Teacher will introduce their newspaper projects, explaining what is expected of them and how they will be graded. Which will all be given to them in a handout as well. The teacher will also show them a partial student sample to help guide them.
student engagement
The students will work on this project in groups of three or four, they will have three days in class to work on the project and then two days will be given for presentations. The guidelines and rubric will provided for to the students. As well as a sample.
The students will be asked to create a newspaper, with in this newspaper they will be asked to hit all of the topics that were covered in the presentation, giving their own spin on the topics, they will also be expected to add a political cartoon as well. Below is a pacing guide for the time in class and how it should be spent: Day 1:
Day 2:
Day 3:
Day 4/5:
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Lesson closure
At the end of the lesson the students will be asked to fill out a “report card” for their group, giving grades for their group members. Also the students will be asked to write a reflection in their class journals. They will be asked to write about their newspapers as well as other group’s newspapers, highlighting what they learned.
Assessments
Throughout the lesson there are a variety of assessments used.
Progress Monitoring: While the students are working in their groups the teacher will be roaming around the classroom checking on the students’ progress and making sure that they are grasping the content that is expected of them.
Summative: While the students are presenting their information the teacher will be giving them a formal grade, part of which will be based on the content and the other part will be based on their presentation itself. This will allow the teacher to make sure that the students grasped the content that was expected as well as allowing the teacher to see if any topics may need to be retaught.
Progress Monitoring: While the students are working in their groups the teacher will be roaming around the classroom checking on the students’ progress and making sure that they are grasping the content that is expected of them.
Summative: While the students are presenting their information the teacher will be giving them a formal grade, part of which will be based on the content and the other part will be based on their presentation itself. This will allow the teacher to make sure that the students grasped the content that was expected as well as allowing the teacher to see if any topics may need to be retaught.
accommodations for English learners, STRIVING readers and students with SPECIAL needs
Throughout the lesson there was a variety of tools used in order to help accommodate for English Learners, Striving Readers and Students with Special Needs. The students will be paired into small groups strategically, also the small group setting will help the students.
lesson resources
Poster Paper
Colored Pens and Pencils
Class Textbooks
Colored Pens and Pencils
Class Textbooks