Goals and Objectives
Students will learn about the United States and the Union of Soviet Socialist Republics’ rivalry over being the world’s superpower. The students will create a diagram focusing on the causes of the Cuban Missile Crisis.
California State Content and Common Core Standards
10.9 Students analyze the international developments in the post-World World War II world:
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.
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.
Lesson Introduction
The students will be shown a political cartoon (attached) and will be asked a few questions which will relate to both the cartoon and the theme of the lesson.
-What do you see? What stands out?
-What issue do you think the cartoon is about?
- What does this make you think about?
-What do you see? What stands out?
-What issue do you think the cartoon is about?
- What does this make you think about?
Vocabulary
The students will be given particular vocabulary words from the beginning of the chapter section:
- Arms Race
- Cuban Missile Crisis
- Bay of Pigs Invasion
- Hydrogen Bomb
- Deterrence
During the student engagement/organizational portion of the lesson (Iceberg Diagram), the students will need to incorporate the five vocabulary terms into their diagram appropriately.
- Arms Race
- Cuban Missile Crisis
- Bay of Pigs Invasion
- Hydrogen Bomb
- Deterrence
During the student engagement/organizational portion of the lesson (Iceberg Diagram), the students will need to incorporate the five vocabulary terms into their diagram appropriately.
Content Delivery
The students will be instructed to open up to Chapter 29: Section 2- Superpower Rivalries. The instructor will go over key vocabulary terms with the students as we complete Pre- Reading strategies, such as heading and sub-heading breakdown to activate prior knowledge and predict the focus of each individual section.
Student Engagement
As the students begin to read throughout the section the students will be completing an “Iceberg Diagram” relating to the Cuban Missile Crisis.
The students will complete the tip of the iceberg individually, but the core of the iceberg will be completed in groups which will be selected by the instructor randomly.
The students will complete the tip of the iceberg individually, but the core of the iceberg will be completed in groups which will be selected by the instructor randomly.
Lesson Closure
The students will close the lesson with a “Quick Doodle” which will enable them to draw/doodle two-three concepts that they learned through this lesson.
Assessment
Formative: Progress monitoring will occur as the teacher circles the room to ensure the students are on the correct train of thought.
Summative: The students will turn in their Iceberg Diagrams at the end of the lesson. The vocabulary usage and the correctness of their descriptions of the event.
Summative: The students will turn in their Iceberg Diagrams at the end of the lesson. The vocabulary usage and the correctness of their descriptions of the event.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The pre reading strategies will help the striving readers because we will go over the main concepts of each sub section through deconstructing the headings. The students with special needs will be accommodated for through one on one interaction in the student engagement portion. The English learners will also be accommodated through the pre reading strategies.
Lesson Resources
http://www.chisagolakes.k12.mn.us/EBOOK/GR9-WH/grade9_world_history_online.htm
(Chapter 29: Section 2)
(Chapter 29: Section 2)