Lesson Plan 3

LESSON PLAN 3

Name: Jake Simpson

WGU Task Objective Number: 603.2.3-04, 603.2.3-08, etc.

GENERAL INFORMATION

Subject(s): US History

Topic or Unit of Study: Cold War – The Eisenhower Administration

Grade/Level: 9

Instructional Setting:

Day One: Students in computer lab. Each student has an individual computer. Computers are on long tables. 3 rows of 9 computers and 1 row of 7 computers.

Day Two: A diverse class of 28 students. All of the students are freshmen. The class has 5 ESL students. The class has 1 autistic and resource student. Podium at front of the class.

STANDARDS AND OBJECTIVES

Your State Core Curriculum/Student Achievement Standard(s):

Arkansas Frameworks Curriculum

CUS.19.AH.4 Examine the development of international alliances as a result of the Cold War:

• North Atlantic Treaty Organization
• Warsaw Pact

CUS.19.AH.5 Discuss the impact of the space race on relations between the United States

and the Soviet Union

CUS.19.AH.7 Investigate the role of the United States in global conflicts:

• Korean Conflict
• Vietnam Conflict
• Operation Desert Shield/Storm

Lesson Objective(s):

At an 80% success rate, students will be able to write a newspaper column/personal journal reflecting upon a press conference addressing the Cold War during the 1950s.

MATERIALS AND RESOURCES

Instructional Materials:

computers with internet access

notes

textbook

pen/pencil

notebook

Resources:

Ayers, Edward L. (2009) American Anthem. Holt, Rinehart, & Winston: Austin.

INSTRUCTIONAL PLAN

Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):

1. Identification of Student Prerequisite Skills Needed for Lesson:

Students will have prior knowledge of Eisenhower, JF Dulles, Korean War, and Cold War

2. Presentation of New Information or Modeling:

Introduce terms and names:

brinkmanship

massive retaliation

SEATO

CIA

Domino Theory

Eisenhower Doctrine

H-bomb

B-52

ICBM

Sputnik

NASA

nuclear fallout

Operation Alert

Military Industrial Complex

5 min

3. Guided Practice:

After students have familiarized themselves with the key events of the Cold War during Eisenhower's presidency, tell them that they are going to stage a presidential news conference that could have taken place on a specific date. Encourage students to agree on a date on which reporters, representing the citizenry, would have had urgent questions for the president.

Most of the students will act as reporters from a wide variety of newspapers and magazines or journals that were published in the 1950s, but assign some students to the following roles:

• President Dwight D. Eisenhower
• Secretary of State John Foster Dulles
• The White House press secretary

5 – 8 min

4. Independent Student Practice:

Day One: Everyone must do additional research to become as familiar as possible with events unfolding on the date picked for the news conference. In doing their research, students must distinguish information that became public at the time of the news conference from information that reporters and the public learned only later on. Students acting as reporters can ask about a wide range of domestic and foreign issues, but they must limit their questions (2 main questions with 2 follow up for each) to what they reasonably would have thought to ask about on the date selected for the press conference. Those playing the roles of president, secretary of state, and press secretary will, according to the historical record, know more than they are willing to divulge to their questioners. These actors must make sure not to "give anything away."

35 – 40 min

Day Two: During the press conference, the president, the secretary of state, and the press secretary will call on reporters. The reporters should identify themselves by their publication title before asking questions. The president, the secretary of state, and the press secretary may choose not to answer questions and to answer ambiguously, with reporters perhaps trying to pin them down further. It will also be up to the president, the secretary of state, and the press secretary to decide when to end the press conference.

40 min

5. Culminating or Closing Procedure/Activity/Event:

A review follows the press conference with the following discussion questions:

• Discuss how the 1950s were "dangerous years" for Americans and the world.
• Analyze Eisenhower's appeal to Americans in the 1950s.
• Explain the impact of Sputnik on Americans.
• Explain how the Soviet threat affected American foreign and military policy during the Eisenhower years.
• Analyze Eisenhower's leadership style in terms of his responses to the many crises which arose during his two terms.
• Explain how decisions Eisenhower made at the end of his presidency affected his quest for an end to the Cold War.

Pedagogical Strategy (or Strategies):

Direct Instruction: Introduction of terms and names

Guided Practice: Sorting the students into reporters and politicians; helping students find a date for the press conference

Independent Practice: Student research and creation of questions/talking points

Group Work: Press conference

Differentiated Instruction:

Learning Disabled: Only require the use of one main question and one follow up.

Gifted/Talented: 3 main questions and 3 follow up questions

Student Assessment/Rubrics:

Formative: Students will create a news story or journal entry clearly emphasizes one issue over the others but details all or most questions asked and answers given during the news conference; paragraphs demonstrate unity and coherence; writing contains no errors in grammar, usage, and mechanics .

Summative: Students will be tested over the Eisenhower administration on the Unit test and the Semester test.