goals and objectives
Goal: The students will learn about the formation and functions of the UN and other international pacts.
Objectives: The students will analyze and discuss the formation of the UN, Warsaw Pact, SEATO, NATO and the Organizations of American States. The students will also discuss and deliberate upon the functions and responsibilities of these entities.
Objectives: The students will analyze and discuss the formation of the UN, Warsaw Pact, SEATO, NATO and the Organizations of American States. The students will also discuss and deliberate upon the functions and responsibilities of these entities.
State content and Common COre STandards
10.9 Students analyze the international developments in the post–World War II world.
8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
Common Core:
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.
8. Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
Common Core:
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.
Lesson introduction
The teacher will begin the lesson by showing the students 2 political cartoons (attached to the end of this lesson), one about the UN and one about NATO. The teacher will then ask the students to analyze the cartoons, asking them to just identify details, but not to assign meaning yet. After that then the teacher will ask the students to begin to form a hypothesis about the cartoon, the teacher will then ask question like: What's happening in the cartoon? What was happening when this cartoon was made? Who do you think was the audience for this cartoon? What issue do you think this cartoon is about? What do you think the cartoonist's opinion on this issue is?
Then the teacher will discuss with the students the answers to these questions and the meanings they have.
Then the teacher will discuss with the students the answers to these questions and the meanings they have.
vocabulary
Throughout the lesson a variety of new vocabulary will be introduced and used. The students will be asked to define and add these terms to their vocabulary journals.
1. The United Nations
2. Warsaw Pact
3. NATO
4. SEATO
5. Organization of American States
6. Alliances
1. The United Nations
2. Warsaw Pact
3. NATO
4. SEATO
5. Organization of American States
6. Alliances
content delivery
At the beginning of the lesson the teacher will give a short presentation on the formation of the United Nations, Warsaw Pact, NATO, SEATO and OAS; as well as their functions throughout the world. During this presentation the teacher will define the vocabulary terms listed above. The students will be using their guided notes to follow along with the presentation. The main point of this lesson is a class discussion, they will be discussing and deliberating the functions and responsibilities of these entities.
student ENGAGEMENT
After the presentation on the UN, Warsaw Pact, NATO, SEATO and OAS, the teacher will split the students into groups of four. Once that is done the teacher will then lead the students in a class discussion. The strategy for the discussion is as follows:
Four Corners
Before the discussion begins the teacher will have labeled the four corners of the classroom with these terms: agree, strongly agree, disagree and strongly disagree.
The teacher will then hand out a worksheet (attached to the end of this lesson pan) to each group, on the worksheet there will be various questions like “The UN plays a vital role in keeping the world from another World War” or “ The purpose of the Warsaw Pact was to oppose the UN”. Each group will be instructed to go over these statements and assign a value to them, either agree, strongly agree, disagree or strongly disagree. After the students have done that the teacher will then read the statements aloud. The teacher will also explain to the students that it is okay to switch your answers and move corners if someone presents an opinion that they had not thought about before. After the teacher has read the statement the students will move to the corner with their corresponding answer. The teacher will then call upon random groups and ask them to explain and defend their answers with evidence from what they have learned. The teacher will also use this time to ask the students deeper critical thinking questions. The teacher will go through all of the statements on the worksheet and ask the students to follow this strategy every time. After they have gone through all of the statements the teacher will take a quick poll of the students in order to see where the students have landed after their discussion.
Four Corners
Before the discussion begins the teacher will have labeled the four corners of the classroom with these terms: agree, strongly agree, disagree and strongly disagree.
The teacher will then hand out a worksheet (attached to the end of this lesson pan) to each group, on the worksheet there will be various questions like “The UN plays a vital role in keeping the world from another World War” or “ The purpose of the Warsaw Pact was to oppose the UN”. Each group will be instructed to go over these statements and assign a value to them, either agree, strongly agree, disagree or strongly disagree. After the students have done that the teacher will then read the statements aloud. The teacher will also explain to the students that it is okay to switch your answers and move corners if someone presents an opinion that they had not thought about before. After the teacher has read the statement the students will move to the corner with their corresponding answer. The teacher will then call upon random groups and ask them to explain and defend their answers with evidence from what they have learned. The teacher will also use this time to ask the students deeper critical thinking questions. The teacher will go through all of the statements on the worksheet and ask the students to follow this strategy every time. After they have gone through all of the statements the teacher will take a quick poll of the students in order to see where the students have landed after their discussion.
lesson closure
After the class discussion the teacher will ask the students to take out their class journals and write 3 things that they learned, also the teacher will ask the students to reflect on the four corners activity, did any of their opinions about the statements change, if so why?, if not also why?
Assessments
Entry Level: The lesson introduction, analyzing political cartoons allows the teacher to assess the students’ prior knowledge about the UN and the Warsaw Pact, this also allows the teacher to manipulate any incorrect ideas as well as cement the correct ones.
Progress Monitoring: Throughout the lesson there are a variety of ways for the teacher to monitor the progress of the students. During the presentation the teacher will roam around the classroom presenting the information but also watching the students fill out their guided notes, if she see’s anything wrong the teacher can use this time to immediately correct the students. Also while the students are in groups working through the statements hey were given the teacher will roam around the classroom listening to the discussions, if groups are off or siting incorrect evidence the teacher can guide the groups to the correct evidence.
Summative: The students will fill out their exit journals, responding to the questions that the teacher has posed to them. Once the teacher has read them she can use the information to help tweak her lesson, and as a way to see if there were concepts that the students did not understand and what may need to be retaught.
Progress Monitoring: Throughout the lesson there are a variety of ways for the teacher to monitor the progress of the students. During the presentation the teacher will roam around the classroom presenting the information but also watching the students fill out their guided notes, if she see’s anything wrong the teacher can use this time to immediately correct the students. Also while the students are in groups working through the statements hey were given the teacher will roam around the classroom listening to the discussions, if groups are off or siting incorrect evidence the teacher can guide the groups to the correct evidence.
Summative: The students will fill out their exit journals, responding to the questions that the teacher has posed to them. Once the teacher has read them she can use the information to help tweak her lesson, and as a way to see if there were concepts that the students did not understand and what may need to be retaught.
ACCOMMODATIONS for english learners, striving readers and students with special needs
Throughout the lesson there are a variety of accommodations made of English learners, striving readers and students with special needs. The teacher has given the students plenty of think time, they will be paired strategically in small groups, they will be provided guided notes and important vocabulary will be defined.
lesson resources
Presentation
Guided notes
Guided notes