Goals and Objectives
The students will learn about American containment policy through geographical interpretations. Students will compare documents to decipher the containment policy during the Cold War.
California State Content and Common Core Standards
10.9 Students will analyze the international developments in the post- World War II world.
10.9.1- Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons
Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
10.9.3- Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
10.9.8- 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.
10.9.1- Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons
Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
10.9.3- Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
10.9.8- 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.
Lesson Introduction
The students will analyze a map on the projector which will give them a few preliminary thoughts. They will be asked to look over the map, write down what they see, what they can interpret and what the map means. Light discussion will follow.
Vocabulary
The students will preliminarily define the vocabulary in their words before the instructor goes over the text book definition of each of the following terms:
Communism
Capitalism
Cold War
Iron Curtain
Containment
Truman Doctrine
Marshall Plan
Communism
Capitalism
Cold War
Iron Curtain
Containment
Truman Doctrine
Marshall Plan
Content Delivery
The instructor will provide background information pertaining to an overview of the Cold War. This information will be both a review of information along with a few new terms and events which will be presented in a background essay format. The students will be given a copy of the background information, but the teacher will conduct a read aloud to stress important information that the students should focus on.
The lesson will be presented through primary sources, and adapted maps with scaffolding paragraphs to enhance student success and abilities to grasp the concepts. The students will have one primary source and three maps which they will need to contextualize within all the documents to understand the Cold War containment policy.
The lesson will be presented through primary sources, and adapted maps with scaffolding paragraphs to enhance student success and abilities to grasp the concepts. The students will have one primary source and three maps which they will need to contextualize within all the documents to understand the Cold War containment policy.
Student Engagement
The students will be presented with one primary source and three adapted maps:
1.) George Kennan’s “Long Telegram”.
2.) Adapted Map of Berlin Airlift.
3.) Adapted Map of the Korean War.
4.) Adapted Map of the Cuban Missile Crisis
In groups the students will analyze, contextualize and corroborate on how these documents relate to the policy of containment. The students will be following guided notes which will enhance their understanding and keep them focused on the main theme of the lesson.
After all the documents have been covered the groups will develop a preliminary thesis using a “Chicken Foot” exercise which will be added to their outline later in the lesson.
1.) George Kennan’s “Long Telegram”.
2.) Adapted Map of Berlin Airlift.
3.) Adapted Map of the Korean War.
4.) Adapted Map of the Cuban Missile Crisis
In groups the students will analyze, contextualize and corroborate on how these documents relate to the policy of containment. The students will be following guided notes which will enhance their understanding and keep them focused on the main theme of the lesson.
After all the documents have been covered the groups will develop a preliminary thesis using a “Chicken Foot” exercise which will be added to their outline later in the lesson.
Lesson Closure
The students will participate in a summary paragraph which they will go over everything that they learned today in the lesson, which will help them in developing their ideas and arguments for the Mini DBQ outline.
Assessment
Formative: The students will be placed in groups of three or four and the instructor will circle the room and check the progress of each individual group while keeping them on the correct path.
Formative: The students’ summary paragraph will see if the students can accurately convert their verbal group conversations into a written paragraph to help them formulate ideas before they write their outline.
Summative: The students will develop an outline for a Mini DBQ essay which will cover the material in all the documents. They will have a thesis, topic sentence for each document, an argument on how this relates to their thesis and evidence from the document for support.
Formative: The students’ summary paragraph will see if the students can accurately convert their verbal group conversations into a written paragraph to help them formulate ideas before they write their outline.
Summative: The students will develop an outline for a Mini DBQ essay which will cover the material in all the documents. They will have a thesis, topic sentence for each document, an argument on how this relates to their thesis and evidence from the document for support.
Accommodations for English Learners, Striving Readers, and Students with Special Needs
English Learners and Striving Readers will both have accommodations through the read aloud activity. They will have a typed copy to follow along with as the instructor pronounces the words accurately and stops to define a few key, but difficult vocabulary words.
Students with special needs will be accommodated through the scaffolding material written into each adapted map.
Students with special needs will be accommodated through the scaffolding material written into each adapted map.