Social Studies Lesson Plan Template Title: United States History-11th Grade



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Social Studies Lesson Plan Template

  1. Title: United States History-11th Grade

  • Cold War and the Nuclear Arms Race

  1. Overview - Big Ideas: Defending Democracy

Enduring Understandings – What were the causes and effects of the U.S.’ increased and assumed responsibility of defending democracy throughout the world?

Essential Questions – Focus Question: What were the Cold War fears of the American people in the aftermath of the Second Cold War? How successfully did the Presidential administrations of Truman and Eisenhower address these fears?

  1. Lesson Objectives and Key Vocabulary:

Standards -

  • Content Benchmark:

    • SS.912.A.6.6: Analyze the use of atomic weapons during World War II and the aftermath of the bombings.

    • SS.912.A.6.11: Examine the controversy surrounding the proliferation of nuclear technology in the United States and the world.

    • SS.912.A.6.13: Analyze significant foreign policy events during the Truman and Eisenhower

  • Skill Benchmark:

    • SS.912.A.1.2: Utilize a variety of primary and secondary sources to identify author, historical significance, audience, and authenticity to understand a historical period.

    • SS.912.A.1.4: Analyze how images, symbols, objects, cartoons, graphs, charts, maps, and artwork may be used to interpret the significance of time periods and events from the past.

  • TRUMAN & THE COLD WAR (1945-1953)

  • Post-War Foreign Policy

  • Origins of the Cold War (1945-1950)

  • Battle of Ideologies: Democracy and Capitalism vs. Communism

  • Churchill’s “Iron Curtain” Speech

  • Division of Germany

  • Controversy Over Atomic Weapons

  • Expansion of Soviet power in Central and Eastern Europe and Asia

  • Containment of Communism

  • Military and Economic Aid: Truman Doctrine & Marshall Plan

  • Military Alliances:

  • NATO

  • SEATO

EISENHOWER AND MODERN REPUBLICANISM (1953-1956):



  • Domestic Issues

  • The Rosenbergs

  • The House Un-American Activities Committee (HUAC) Hearings




  • John Foster Dulles: Massive Retaliation and Brinkmanship

  • Eisenhower Doctrine (1956): Containment in the Middle East

  • The Domino Theory: Containment in Southeast Asia (1954)



Vocabulary/Identification:

Truman:

United Nations (UN), satellites, containment, Iron curtain, Cold War, Truman Doctrine, Marshall Plan, Berlin Airlift, North Atlantic Treaty Organization (NATO), NSC-68


Eisenhower:

Modern Republicanism, McCarthyism, H-bomb, massive retaliation, brinkmanship, Eisenhower Doctrine, Warsaw Pact, Domino Theory, U-2 Incident, peaceful co-existence, Sputnik



  1. Evidence of Student Understanding (Assessment) in this Lesson:

Students will be able to assess the impact of the Cold War’s nuclear arms race by studying the foreign policies of presidents Truman and Eisenhower.

Students will be able to interpret a variety of Primary Sources by using the S.O.A. P.S. Plus method.

S= Subject; O=Occasion; A=Audience; P=Purpose; S=Speaker; Plus= How a document can be used to answer an essential question

Students will be able to successfully integrate their prior knowledge and document interpretation skills to develop a well written essay.

Assessments:


  • Advanced Placement 2001 Document Based Question :

    • What were the Cold War fears of the American people in the aftermath of the Second Cold War? How successfully did the Presidential administrations of Truman and Eisenhower address these fears?



  1. Materials Needed:

  • Power Point Presentations-http://tahgrant.dadeschools.net/docs.asp (April 2011)

  • DVD “The Story of US”, History Channel Documentary (the corresponding episodes)

  • 2001 AP DBQ



  1. Steps to Deliver the Lesson:

  • Place the essential question on the board so that students are aware of what they are expected to know by the completion of the unit.

  • Spark Prior Knowledge by having students do a web for the Cold War

  • Utilize the Power Point Presentations;

    • “Cold War and the Nuclear Arms Race” by Chuck Bolton

    • Use the Socratic method to keep students interested and engaged

    • Students should be taking active notes during the lecture

  • Show students the corresponding episode of “The Story of US”, a History Channel Documentary

  • Have students answer the DBQ as their final unit assignment



  1. Specific Activities: (From Guided to Independent)

  • Spark Prior Knowledge by having students fill in a web for Cold War. Give the students about 15 seconds to write down everything they know about the two topics. Once the 15 seconds are done then have students share what they know while writing down their suggestions on the board to therefore compile a class list of prior knowledge.

  • Have students take active notes while the Power Point Presentation and lecture is occurring. Allow time for students to ask questions and discuss points of interest.

  • Allow students to visualize the events by showing “The Story of Us”.

  • Students will then take ownership of the information discovered by applying it to the DBQ.



  1. Differentiated Instruction Strategies:

  • Low level readers and LEP students should be provided with a hard copy of the power point presentation so that they can easily follow along during the lecture and active notes portion of the lesson.



  1. Technology Integration:

Smart Board if available, if not, access to a lap top and LCD projector will be needed:

Power Point Presentations- http://tahgrant.dadeschools.net/docs.asp



    • “Cold War and Nuclear Arms Race” by Dr. Chuck Bolt

  • DVD “The Story of US”, History Channel Documentary (the corresponding episodes)



  1. Lesson Closure:

  • Students will take ownership of the information discovered by applying it to the DBQ.

    • What were the Cold War fears of the American people in the aftermath of the Second Cold War? How successfully did the Presidential administrations of Truman and Eisenhower address these fears?


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