Name:
Jake Simpson
WGU
Task Objective Number: 603.2.3-04,
602.3.22-08, etc.
|
GENERAL
INFORMATION |
Subject(s):
US
History
Topic
or Unit of Study: Cold
War – The Leaders of the Cold War
Grade/Level:
9
Instructional
Setting:
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. Students will be positioned in individual desks which will
be grouped into 6 groups (4 groups with 5 students, 2 groups with 4
students.)
|
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
Lesson
Objective(s):
At an 80% success
rate, students will be able to compare and contrast world leaders
during the beginning of the Cold War and analyze the affect they had
upon international relations by writing a comparitive essay using
notes from student presentations.
|
MATERIALS AND
RESOURCES |
Instructional
Materials:
laptops
computers w/internet access
guided
note templates
pen/pencil
textbook
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):
- Identification of Student Prerequisite Skills Needed for Lesson:
Ask
questions over Cold War, Stalin, and Eisenhower. Students should have
knowledge from previous lessons on Cold War and Stalin. Should be
familiar with Eisenhower from WWII unit.
2 – 3
minutes
- Presentation of New Information or Modeling:
Introduce
the following terms, names and concepts:
- NATO
- Warsaw Pact
- John Foster Dulles
- Nikita Khrushchev
- Gamal Abdel Nasser
- Mao Zedong
- Guided Practice:
Introduction
of new material and class discussion over terms and names.
Students will be split
into six (6) groups. Each group will be given one of the following
Cold War leaders:
- Joseph Stalin
- Dwight D. Eisenhower
- Mao Zedong
- John Foster Dulles
- Gamal Abdel Nasser
- Nikita Krushchev
15 minutes
- Independent Student Practice:
The
students will be using computers provided to research their given
leader over a 20 minute period. They will have to find 4-5 main
points (one for each student) of impact the selected leader had on
the Cold War. These points could cover international and domestic
events and policies.
20 minutes
The groups
will take turns presenting the information they found on their
leader. They will present all main points and should take no longer
than 5 minutes.
35 minutes
- Culminating or Closing Procedure/Activity/Event:
Once all
the students are finished with their comparisons of the leaders, a
class discussion will commence over the leaders. The students will
answer questions such as “how did the leaders differ,” “how
were the leaders the same,” and “how did these differences affect
the events that happened during the early stages of the Cold War.”
This will most like commence on the following day at the beginning of
class.
Pedagogical
Strategy (or Strategies):
Direct
instruction – Introduction of terms and names; splitting students
into groups
Partner
work – Research on Cold War leader; presentation of information on
Cold War leader
Differentiated
Instruction:
Gifted/Accelerated
Learners: Will find two facts for their chosen leader.
ELL
students: Placed in groups with students good at coaxing others into
participation
Student
Assessment/Rubrics:
Formative:
Students will write a comparative essay of two of the six Cold War
leaders. The essay will consist of two points of similarities with
support for each point, and two points of differences with support
for each point.
Summative:
Students
will be tested over Cold War leaders and international alliances
during Unit test and Semester test.
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