Title:
From Allies to Enemies
Lesson Author:
Sherry Elliott
Key Words: iron curtain, containment, arms race, ideology
Grade Level: 10th Grade Modern World History
Time Allotted: 1 block period (1.5 hours)
Rationale/ Purpose (so what?)
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The purpose of
this lesson is to allow students to actively explore the reasons that
launched the |
Key Concept(s) include definition: The key concept of the lesson is realizing what elements thrust the
NCSS Standard(s)
SOL Information (As written in the Virginia SOL “Curriculum Framework” for the grade
level)
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NCSS Theme (s) with indicators: Theme 1: Culture and Cultural Diversity h
guide learners as they
predict how data and experiences may be interpreted by people from diverse
cultural perspectives and frames of references h Theme 2: Time, Continuity, and Change h have learners apply key concepts
from the study of history such as time, chronology, causality, change,
conflict, and complexity to explain, analyze, and show connections among the
patterns of historical change and continuity h guide learners as they systematically
employ processes of critical historical inquiry to reconstruct and
reinterpret the past, such as using a variety of sources and checking their
credibility, validating and weighing evidence for claims, and searching for
causality h Theme 6: Power, Authority, and Governance h ask learners to describe the way nations and organizations respond to forces of unity and diversity affecting order and security h have learners explain conditions, actions,
and motivations that contribute to conflict and cooperation within and among
nations h guide learners to explain how governments
attempt to achieve their stated ideals at home and abroad Theme
9: Global Connections h help learners to explain conditions and motivations
that contribute to conflict, cooperation, and interdependence among groups,
societies, and nations h guide learner analysis of the relationships
and tensions between national sovereignty and global interests in such
matters as territorial disputes, economic development, nuclear and other
weapons deployment, use of natural resources, and human rights concerns h help learners to describe and evaluate the
role of international and multinational organizations in the global arena SOL:WHII.12
The student will demonstrate knowledge of major events and outcomes of
the Cold War by
a) explaining key
events of the Cold War, including the competition between the American and
Soviet economic and political systems and the causes of the collapse of Communism
in the Soviet Union and b) assessing the
impact of nuclear power on patterns of conflict and cooperation since 1945. |
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Essential Knowledge
(minimum for SOL Resource
Guide)
Beginnings of the
Cold War (1945 – 1948) h
The Yalta Conference and the Soviet control of
h
Rivalry between the h Democracy and the free enterprise system v. dictatorship and communism h President Truman and the Policy of Containment h
Characteristics of
the Cold War (1948 – 1989) h
North Atlantic Treaty Organization (NATO) v. h
h Nuclear
weapons and theory of deterrence h
Containment:
Policy for preventing the expansion of communism |
Essential Skills
(minimum for SOL Resource
Guide)
h
Identifying, analyzing, and interpreting primary and
secondary sources to make generalizations about events and life in world
history since 1500 a.d.
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Guiding Question(s):
h
What
factors led to the dissolution of the former alliance between the
Assessment Tool(s):
Informal:
Students will be
informally assessed, as the teacher will evaluate their responses to the Just
Do It, their participation in their groups, and in terms of their oral
presentation to the class as they present their major findings in order to
gauge student understanding and identify any gaps in knowledge or
comprehension. Especially while
completing the concept map students may need to be prompted further in order to
determine how the elements all tie together or to probe for further information
that should be included on the map. In
addition, students will be informally assessed as we complete the concept
attainment model for both the term “communism” and “free enterprise system”
together as we brainstorm examples, non-examples, essential and non-essential
characteristics, and create a working definition.
Formal:
Students will be formally
assessed as they will be asked to create a bumper sticker answering the
following question “Based on your knowledge so far, should the cold war be
classified as a war?”
Background: How does this lesson fit into a unit of study? Looking backwards,
looking forwards
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This lesson is the introductory lesson in the unit
designed to examine the cold war. This
lesson focuses on what tensions and elements led to the competition between the
two superpowers, which would eventually turn into a long, complex, amorphous
struggle. Students will discover how
the |
Lesson Objective(s):
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Historical Source(s): (include
copies in materials section)
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Additional Materials/Resources: (include
copies in materials section)
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Procedure/Process:
JUST DO
IT! The “Hook”: (A
high-interest activity that introduces new content with connections to
students’ prior knowledge. Between 1-5 minutes
(Could also introduce the days guiding question)
Describe a time in
your life when you had a friend with whom you later became adversaries, or
unfriendly with. What caused you to be
friends in the first place? What changed
that forced you to become unfriendly? (5
minutes) [Material A]
Obj #See above. |
Processing Activity and Procedure -include directions, question frames, assignment detail to be given to students (these should all be made into explicit materials (e.g. see material A), and time estimates |
Check for Evidence of Understanding -Either
Formal or Informal- (Checks
Essential Knowledge and Skills) |
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Just do it. 1 |
Describe a time in
your life when you had a friend with whom you later became adversaries, or
unfriendly with. What caused you to be
friends in the first place? What
changed that forced you to become unfriendly? (5 minutes) [Material A] |
Students will be
informally assessed based on their ability to realize how relationships
change and by identifying reasons that lead to that change. |
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Transition: |
Now that you
realize how easy it is to go from ally to enemy and some of the reasons that
prompted the change in your relationship, we are going to explore that exact same
thing between two major superpowers.
The |
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Objective 2 |
Students will work
in small groups to read about one of the elements that led to the cold
war. They will become the expert on
that element and record the main ideas on butcher paper. (30 minutes)
[Material B, C] |
Students will be
informally assessed as the teacher monitors group work to ensure that each
student is participating. |
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Transition: |
Now that your group has become the expert
on the cause you were assigned you are going to share your ideas with the
rest of the class. As presenters are
sharing their material you need to write down the key ideas on your concept
web. |
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Objective 3 |
Students will
present their main ideas to the class and students will record the main ideas
on their concept web. In addition, I
will step in to add supplemental information and show the two maps to give
students a visual of the information presented. (35 minutes) [Material D, E] |
Students will be informally assessed in
terms of their ability to identify key ideas and in their synthesis of the
material into short, concise notes for their peers. |
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Transition: |
Thank you all for
your presentations, you all did a great job.
Now that we have looked at the reasons that the |
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Objective 4 |
As a class we will
examine the ideological war as we seek to define communism and a free
enterprise system in a concept development model. (15 minutes) [Material F] |
Students will be
informally assessed on their ability to provide examples, non-examples,
essential characteristics, and non-essential characteristics of the two words
as we will complete the concept attainment model together. |
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Transition: |
Now that we have
explored the reasons that prompted the US and USSR to go from ally to enemy
you are going to look at those reasons for homework and decide if you think
the cold war should be classified as a war or not. |
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Objective 5 |
For homework you
will create a bumper sticker that answers the question, “Based on what you
have learned today, should the cold war be classified as a war?” (5 minutes)
[Material G, H] |
Bumper stickers
will be formally assessed to determine their level of understanding of
whether or not the conflicts the US and USSR were engaged in meant the period
should have been called a war or not.
They will need to support their opinion with details learned from
class. |
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Closure/Writing Prompt:
For homework you
will create a bumper sticker that answers the question, “Based on what you have
learned today, should the cold war be classified as a war?” (5 minutes)
[Material F, G]
Directions for Bumper Sticker
You will create a bumper sticker depicting your answer to the following question:
Based on your knowledge of the competition between the
Questions to consider to help you answer the question…
· What do you think are the characteristics of war?
· Does there have to be direct conflict where people die for it to be called a war?
· Does the presence of nuclear weapons and the arms race make it a war?
The bumper sticker needs to clearly depict the message you are trying to send and should use both images and text. You must use at least 3 details learned in class to support your opinion.
Materials (one resource
per page- so it becomes a teacher or student handout, or overhead directions or
ppt presentation):
Material A: Just Do It overhead
Material
B: Concept Map for notes
Material
C: Reading material for each
group
Material
D: Map showing
Material
E: Map showing location of
Material
F: Concept Attainment Model (2
sided copy)
Material
G: Directions for homework
assignment on overhead
Material
H: Grading rubric for bumper
sticker
Teacher Notes (Reflections/clarifications/explanations):
h
If
garnering student participation in classroom activities is difficult then
teachers may choose to formally assess student participation in the group work
and in the presentation.
h
Divide
groups according to ability level so that students as a group will be able to
effectively pull out the main ideas. In
addition to having groups organized ahead of time based on ability, also
consider individuals’ ability to work with others so that you can ensure that
students who are unproductive when grouped together are in separate groups.
· Remind students that during the oral presentations they need to be active, respectful listeners who are taking notes on what they are hearing and seeing and are giving their undivided attention to their peers. As a presenter, students need to remember to speak loudly, slowly, and distinctly.