Title: 1950s (Cold War) Day 1

Grade and Subject:

1. LESSON AND ASSESSMENT PLAN CONTEXT
FOR edTPA SUBMISSION CUT FROM edTPA LESSON PLANS and
USE IN TASK 1: CONTEXT FOR LEARNING INFORMATION
This lesson will be the first in a two day lesson segment. It will
follow behind WW2 and therefore students will learn about the
connections between the devastation of ww2 and the tensions of
the Cold War. In this lesson they will learn about the Korean War,
The Truman Doctrine and The Marshall plan. This content will
Overview
generate the opposing views of the United States and the Soviet
Union which is necessary for students to understand to fully grasp
what the Cold War was. This lesson will also clarify the true fear
of atomic threats by showing the precautions schools, families
and the government were taking to warn citizens.
The context is a densely populated, suburban setting, filled with
younger families and people from various backgrounds. The
majority of the students are African American, a handful of Latino
students and a few Caucasian students live in the community
which feeds into this school district. The students come from
majority lower income families while a few are from the lower-
middle class. Within the school, there are 74.6 percent African
American students, 12.8 percent Latino students and 7.1 percent
Caucasian students. 66 percent of the students at the school
qualify for free and reduced lunch. Within my classroom, all of
the student speak and fully understand English but there are four
students that need extra assistance with understanding language
Student
and terms because of lower reading levels. There are a few
Background,
students that truly want to do well but need encouragement from
Culture, and
a good teacher to excel. While other students seem to believe
Context
they are unable to excel and are destined to continue the poverty
cycle of their parents. This lack of confidence in their intelligence
is due in large part to misguided praise from previous educators
(Dweck, 1999). Lastly, there are nine IB students with no
diagnosed special abilities but who are currently assigned to
higher-level classes, above normal grade level, because of
elevated achievement levels in previous courses. As this school is
located in part of the counties older area many of the academic
tools, athletic programs and equipment are not as up to date as
their neighboring schools. The students are very aware of this
and it often comes up in conversation, which I believe affects
these students perception of self-worth in their community.
Rationale This lesson was created because it covers the Georgia standards
for this time period in American History. Also, because this is an
Advanced Placement class, the lesson is created to be thought
provoking and aligned with their particular standards which
include critical thinking skills. Students will be required to make
connections between the previous lessons over the end of ww2 to
 explain why the tensions in the United States grew so quickly
with the Soviet Union. This lesson will present basic background
content which students will write down in their notebooks to refer
back too during the analysis portion of the lesson. I will use video
clips, pictures and sentences to present this content to these
students so that they can read and write down what they need to
know about this time period but also get a visual representation
of what was occurring. These students respond well to visual
presentations because they stay on task and make inferences
about the people and places they see in the visuals. Because we
have worked for several lessons on building their document
analysis skills they will be able to take the visuals I present and
use them to further their knowledge and understanding over this
content area. This lesson is important for them to learn at this
time in their life because we can see a lot of tensions rising in our
government today with other countries who seemingly pose a
threat to the sovereignty of other democratic states around the
world. Learning how history played out in the cold war will help
them make connections to what is occurring in their lives today
and what encourages the United States to make the choices they
do. This lesson is created for an advanced secondary student
because it supports their ability to think freely and independently
while also providing them with the necessarily supporting
background knowledge to successfully form conclusions. This
lesson fits into a two day lesson segment because it creates a
foundation for students to understand what Americans and the
rest of the world were dealing with during the cold war in terms of
protecting democracy through combat and the basic
philosophical differences from the soviet union. From here the
second lesson will cover how the United States responded to
these tensions and what philosophical ideas, bills and social
change became as a result.

2. LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES

1. What were the roots of the Cold War?
2. What was the Iron Curtain?
Purpose of the
3. How did the United States respond to Soviet actions in
Lesson: Central
Europe?
Focus
4. What was the crisis in Berlin in the late 1940s, and how
was it resolved?
Determine how the end of the second world war
contributed to the situation in the 1950s
Learning
Analyze the international policies and actions developed as
Objective(s)
a response to the Cold War including containment, the
Marshall Plan, the Truman Doctrine, and the Korean War.
Facilitation & Thus far, I have recognized that this particular class is very well
Safety behaved in terms of staying on task and participating in class
 discussion and activity. However, I have arranged my desks so
that they are in separated rows that are spaced out enough to
discourage side chatter. I will be fully prepared with my
PowerPoint already loaded on the screen before my students
arrive as well as have the written essential question up on the
board for students to get started on before class officially begins.
The white board which has the PowerPoint projected on it will be
in the front of the classroom where all of the desks have a clear
view of it. Materials needed for the days lessons including
handouts, will be organized at the front of the classroom within in
my reach for quick delivery. I will handle interruptions as they
appear In a calm manner, which directly addresses the student
and silences the problem. If it occurs more than once I will ask
the student to remain after class to discuss the issue. This way,
my concerns are voiced but additional class time is not wasted.
When we are transition from section to section I will hold a couple
minutes for review and questions so that students are aware of
the summation and given an opportunity to correct any
uncertainties they have.
Language Describe through Analysis
Academic Language

Function
Vocabulary Students will demonstrate their ability to describe the content
with vocabulary specific to the unit in their writing sample. The
Following vocabulary terms will be covered in the PowerPoint
Lecture. I will support their understanding of this vocabulary by
highlighting the key terms in the explanation and by answering
questions they have about the new terms
1. Cold War :a state of tension between 2 or more nations
with no actual fighting
2. Capitalism :an economic system based on private
ownership of business
3. Communism: an economic system based on community
or government ownership of business
4. Democracy: a political system in which citizens vote for
their representatives and their wishes
5. Totalitarianism: a political system in which one leader or
a small group of leaders holds absolute power
6. Truman Doctrine: A statement from President Truman
promising aid to Greece and Turkey in order to prevent
communist takeover in these nations
7. Marshall Plan: An American aid program in Europe which
provided support to the war-torn countries after WW2 in
attempt to stop the spread of communism
8. United Nations: A peace-keeping organization created at
the end of WW2 in hopes of preventing future military
conflict
9. NATO North Atlantic Treaty Organization - A military
alliance of former Allied nations (and others located along
the northern part of the Atlantic Ocean) that agree to work
 together in case of attack from an outside source-
10.Warsaw Pact: A military alliance of communist nations
that agree to work together in case of attack from an
outside source
11.baby boom: a period of increased birth rates in the United
States that occurred after the return of veterans from WW2
12.Great Society A set of domestic programs in the
United States, created under Lyndon B. Johnson, with a
goal of improving the lives of all citizens
13.Vietcong: Southern Vietnamese that fought against the
United States and the South Vietnamese Government
14.domino theory: The theory that if one nation in Asia falls
to communism, the rest will follow
15.guerrilla warfare: The method of fighting that includes
ambushes, raids, and the element of surprise to overtake
the enemy
16.Vietminh: Ho Chi Minh's military force against the United
States during the Vietnam War
17.arms race: a battle between two or more countries to
create the most and best weaponry
18.space race: The battle between the United States and the
Soviet Union in which both nations aimed to be the first to
explore outer space
19.HUAC: House Un-American Activities Committee - A
congressional committee set up to investigate espionage
and other disloyalty within the United States
20.McCarthyism: The practice of making accusations of
disloyalty, treason, or subversion without regard to
evidence
21.containment the policy of not allowing communism
to spread to any more nations
22.iron curtain: an imaginary line dividing the communist
controlled sphere within Europe and the "free" or
democratic nations of Europe
23.satellite nation: a nation under heavy political or
economic influence of a more powerful nation
24.defect: abandoning allegiance to one country (or military)
for another
Syntax or Students will demonstrate their ability to describe the content
Discourse through expository writing in sentences in formal paragraph form.
SSUSH20 Analyze U.S. international and domestic policies
GSE - Georgia
including their influences on technological advancements and
Standards of
social changes during the Truman and Eisenhower
Excellence
administrations
Formal and I will informally assess where the students are at with their
Informal background knowledge of the Cold War through their responses
Assessment to the EQ. They will have little to no prior information regarding
the cold war so I will be able to assess what is common
knowledge and what we can touch lightly on based on their
 response. I will provide feedback on their EQs for them to read
over during the next class meeting. The ticket out the door will
also be an informal assessment on the following scale: (1) poor,
(2) fair, (3) good, (4) very good and (5) excellent. I will take this
information to assess how the class as a whole feels about the
lesson. I will make sure to send an email to anyone in the 1-2
level asking for questions and proving additional reading. The
formal assessment for this lesson will be the writing sample they
turn into me over How the Philosophical differences of the Soviet
Union and the United States led to the Marshall Plan, The Korean
War and the Truman Doctrine. They will receive a quiz grade for
this assignment. While grading, I will look for a thorough
explanation for each of the three key points covered in class:
Marshall plan, Korean war, and Truman doctrine. The fourth point
I will be looking for is the connection to philosophical difference
between the United States and the Soviet Union. Each of the four
sections will be worth 25 points. A maximum score of 100 will be
given.
3. LESSON AND ASSESSMENT PLAN ACTIVITIES
The students will start the class off by answering the EQ that is on
the board: What ways can you predict that the end of WW2 will
lead to the fear of spreading communism? After they have all
turned in their responses to the essential questions I will grab
(10
their attention by showing a video of a duck and cover drill used
minutes)
by schools during the Cold War. This will let them begin thinking
about the attitude of fear and safety concern during this scare. I
will then instruct them to take out their notebooks to copy down
notes from a PowerPoint presentation.
(70 The PowerPoint presentation will cover the details of the Korean
Minutes: War, the Marshall Plan and the Truman Doctrine. Throughout the
PowerPoint PowerPoint I will direct the class to discuss how these ideas
20, contributed to the fear of communism and the U.S. involvement
discussion overseas. I will ask probing questions about how war veterans
30, writing coming home might have felt about the circumstances. After the
task 20) notes are taken we will transition into the second part of the
lesson. I will pass out a transcript of the Truman Doctrine. For the
sake of time, I have read through the transcript and highlighted
the passages and sentences that I want them to read. I will
encourage them to read other parts of the documents on their
own time. However the highlighted sentences have been picked
out especially for the lesson because they hit on the major idea of
the doctrine as well as provide language and vocabulary that is
pertinent for the students to understand. I will ask the students to
read through the transcript and make notes on it. They can write
questions they have, point out what they believe is important, or
pose concerns. After they have annotated their transcripts we will
arrange the desks into a circle. I will then lead the class in a
group discussion about the Truman Doctrine to delve into why it is
important in the narrative of the cold War. Students will discuss

Instructional Strategies & Learning Tasks that Support Diverse Student Needs
what Trumans motivations were, what role fear played, and how
effective these deals were in the ultimate goals of the nation.
After the discussion we will put the desks back into rows. I will
then instruct students to write three paragraphs about the lesson
explaining how the Philosophical differences of the Soviet Union
and the United States led to the Marshall Plan, The Korean War
and the Truman Doctrine.
For the last section of class we will come together and I will
answer any question that students pose. I will then explain what
the next lesson in the lesson segment will cover. On the way out I
will ask students to give me a 1-5 assessment of their
understanding of this lesson.

(10
minutes)

During the formal assessment students with an IEP for reading

Differentiation,
comprehension and low vocabulary level will be given extra time
Modification(s),
to complete their writing sample as mandated. Students who
and
achieve above grade level and therefore can read and
Accommodation(
comprehend faster than the average student will have the
s)
opportunity to read the entire Truman doctrine.
4. LESSON AND ASSESSMENT PLAN RESOURCES
PowerPoint Presentation
Transcripts of Truman Doctrine
Materials Overhead projector
Access to internet
Video link