Professional Documents
Culture Documents
Plan
Teacher Candidate: Ben Lesson Date:
Lindley 3/6/17
Cooperating Teacher: Mr. School: Morse High Grade: 11th
Tabiendo School
Subject: US History Lesson/Unit
Title: The Cold
War
CCSS and CA SS /Standards: (What are the skills being taught? Which Agenda: (What is the snapshot of my class flow?)
standards are being specifically addressed in this lesson?) Warm-up
Brief lecture with essential question
Independent reading
CCSS.ELA-LITERACY.RH.11-12.2 Whole group interaction (teacher modeling)
Determine the central ideas or information of a primary or secondary source; provide Partner interaction
an accurate summary that makes clear the relationships among the key details and Guiding questions
ideas. Paragraph reflection
CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem.
Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
By the end of the lesson students will be able to determine who started the Cold War, the United States or the Soviet Union
Analyzing 3 different primary documents and synthesizing the information they will be able to claim one side or the other as the country that started the Cold War.
Key vocabulary and phrases: Truman, Stalin, Iron Curtain, Warsaw Pact, NATO Treaty, Marshall Plan, and the Soviet Union
Context of Lesson (what happened previous to lesson and how does this lesson build on that)
On Friday students were introduced to the topic of the Cold War and were given an introduction to the Cold War period following the end of WWII.
Students learned about the difference between a hot and cold war and its significance in regards to US-Soviet Union relations.
None
Engage/Motivation: (How will student interest be sparked? Is there
prior knowledge that should be tapped? Is there vocabulary that must be
cleared? Is there brainstorming that student need to complete before the
lesson begins?) short video, art, political cartoon
Students will use prior knowledge from Fridays class activities and lecture
about the beginning of the Cold War as mentioned in the textbook from
chapter 18 section 1. Vocabulary that will be required include: Soviet Union,
United States, Cold War, Iron Curtain, Churchill, Truman, and Stalin.
I will be using the document
Whole Group Instruction: (Focus lessons [explicit camera, Promethean board,
10 teaching/modeling, strategy demonstration, activate prior knowledge], pens, pencils, and one of the
min shared reading, shared writing, discussion, writing process.) primary source document
handouts
With this section I will present a short lecture on the beginning of the Cold
War with emphasis on both the United States and the Soviet Union. Topics to
be touched on include the Iron Curtain, Truman Doctrine, the Marshall Plan,
NATO Treaty, and the Warsaw Pact. I will provide definitions to a few of the
most difficult terms presented in the text in order to improve overall student
comprehension.
Document handouts,
Independent Practice: (individual practice, discussion, writing process.)
pencils, pens
5
I will ask the class to read independently and get a general sense for what the
min article as a whole is about (specifically focusing on how different points of
view affect how the Cold War was presented to the public). Using a
prereading strategy to preview the text before performing a close-read.
ELL
As I work with this group of students I /A
N
will consistently check for understanding
Through Strategies/Enrichment/Extension/Re-teaching/Accommodations: by asking questions to push their
out (How will my lesson satisfy the needs of all learners, including IEP, 504 plans, thinking on the Cold War. I will
and high ability learners?) informally assess students via oral
group/pa questions as they relate to the Cold War.
rtner ELL and specific students with IEPs will work with me on the assignment during
time the partner time. I will provide guidance and assistance as needed in determining
the definition of difficult words and answering questions they have on each
primary source used during the class period. Each student will be given a copy of
primary source documents which I have altered by breaking up each paragraph in
order to allow students an easier time to read through each section and add their
own key ideas on the right hand side with the blank boxes to add notes to.
Guiding Questions
Truman Doctrine
1. Close reading: Why did Truman believe Greece needed American aid in 1947?
2. Context: What does Truman mean when he claims, Should we fail to aid Greece and Turkey in this fateful hour, the
effect will be far reaching to the West as well as to the East?
3. Close reading: Does Truman present American policy as offensive or defensive? What words or phrases does Truman use
to present policy this way?
Record your first hypothesis: Who was primarily responsible for the Cold War - the United States or the Soviet Union?
Record your second hypothesis: Who was primarily responsible for the Cold War - the United States or the Soviet Union?