Professional Documents
Culture Documents
Unit Plan
Introduction:
For this unit map the lessons being taught would be found in a high school U.S history class which depending on the school can be taught at
either in ninth grade or tenth grade. The topics of the map are about the Cold War and the U.S. The standards for these can be found in the Michigan
Social Studies High School Content. The Era this is covering is Era 8 the Post- World War II United States (1945-1989). The goal of this unit is for
students to learn the importance of the Cold War and how it shaped history during the second half of the twentieth century. My goals for this unit go
beyond making the students be able to identify key people, significant events, and other factors of the Cold War. In order to be a scholar of history
and an active citizen of a state, students must learn and understand how the world became what it is today. From 1946-1991, Western Democracy
fought against Totalitarian Communism in order to determine which was more superior. Although there was limited fighting (None directly between
the U.S and Soviet Union), there was an ever present fear of a Third World War that would destroy civilization with the use of nuclear weapons.
Also a second red-scare and a diminished trust in the government also took place during this time-period. The biggest advancement in U.S foreign
policy occurred during this time as well which has made the U.S a powerful state that it is today. Because of all these changes and events that took
place during this era it is very important for students to learn about these and develop an understanding of the importance of this event not only
during that time, but how it still currently affects society. In order to make sure the students develop a clear understanding of the material I will
provide as much material as I can for the students. This includes textbooks, primary sources, notepaper for them to write notes on, and lessons made
available on a school based blog. For students who may have difficulty reading the PowerPoints, I will have a typed copy of them made available for
students to copy down for their on notes. I also use a lot of videos in my class as an introduction or as part of the lesson. This is to both relax the
students and to make the class more enjoyable, than if I were to spend the whole class time lecturing. For students with learn disabilities and who are
ELL, I will do my best to accommodate their needs so they do not fall behind in the learning process and feel included as well. For these students, I
will need to work with their advisors and find materials they can comprehend and get the same level of understanding as a student without disabilities
would. Because of the massive size of this unit, this unit will take at least fifteen days (fifteen 1 hour class periods) for me to teach and additional
days if I find through assessments and students opinions if they do not understand the material.
Days
2
Topic
Origin of the Cold
War
Activities/Strategies/Formative Assessments
As a warm-up the students will be asked to list
who was allies to the U.S during WWII and
what organization did they form following the
war
During the lecture, the teacher will ask the
students about the American industrial
revolution and what the labor conditions were
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like during this time
After explaining what communism was ask
them how the U.S laborers would have felt
about communism
At the end of the class, the students will receive
a blank world map and they need to shade in
the countries that are democracies in Blue and
countries that are Communist in Red in 1945
For homework, the students will read Winston
Churchills Iron Curtain Speech and write a
summary of what Churchill is discussing in his
speech
2
Korean War
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Why the Korean War, was not really a war
Know what were the outcomes of the Korean War
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1
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Kennedy
Assassination
Vietnam War
Introduction
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2-3
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policies today.