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Student: Philip Mando Professor: Maria Esposito

Course: EDU 5230-03 Date: 11/29/2018


Topic: Cold War Content Area: Social Studies
Grade: 8th grade

INSTRUCTIONAL OBJECTIVES (s):


Following a motivational poll-everywhere question and turn and talk activity, students will
complete guided notes and participate in a teacher lead interactive presentation using Peardeck.
Students will exhibit understanding of the objective by completing a reflective exit question on
poll-everywhere answering the essential question: Who do you feel was to blame for the start of
the Cold War and why (U.S.S.R. or United States)?

8.7 FOREIGN POLICY: The period after World War II has been characterized by an
ideological and political struggle, first between the United States and communism during
the Cold War, then between the United States and forces of instability in the Middle East.
Increased economic interdependence and competition, as well as environmental concerns,
are challenges faced by the United States. (Standards: 1, 2, 4, 5; Themes: TCC, GEO, ECO,
EXCH)

8.7a The Cold War was an ongoing struggle between the two nuclear superpowers, the
United States and the Soviet Union. The Cold War shaped the reconstruction of national
boundaries and political alliances across the globe.
 Students will locate on a map the nations that were aligned with the United States, those
aligned with the Soviet Union, and the non-aligned nations.
 Students will examine the term nuclear superpower and the threat of nuclear weapons as a
cause and as an effect of the arms race between the United States and the Soviet Union.
 Indicator: This will be evident when students respond to the questions throughout the
Peardeck presentation.

8.7b The United States based its military and diplomatic policies from 1945 to 1990 on a
policy of containment of communism.
 Students will examine the policy of containment and its application in the postwar period,
including the Marshall Plan, the Korean War, the Cuban missile crisis, and the Vietnam War.
 Indicator: This will be evident when students apply their knowledge to answer the
reflective exit question.

Comprehension and Collaboration: CCSS.ELA-LITERACY.SL.8.1


Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others'
ideas and expressing their own clearly.
 Indicator: This will be evident when students participate in a turn and talk activity to
complete a KWL chart.
MOTIVATION:
 Students will be prompted to answer a question on poll-everywhere. The motivational
question seeks to draw in prior knowledge by relating the student’s own personal
experiences to the instructional lesson. Question: Can you think of a time when there was
a conflict (hostility) in your life? Without using names or details, can you describe some
of the actions taken by those involved when they were angry or hostile towards one
another?

INSTRUCTIONAL RESOURCES:
 Microsoft 365, SmartBoard, PowerPoint, Poll-Everywhere, Peardeck, internet,
computers, photos, pencils, pens, paper-clips, highlighters, paper, and cooperative
learning groups.

INSTRUCTIONAL STRATEGIES:
Motivation:
 Indicator: This will be evident when the students respond to the poll-everywhere question
at the beginning of class.
Direct Instruction:
 Indicator: This will be evident when the students respond to the teacher’s directions and
questions throughout the interactive lesson.
Cooperative Learning:
 Indicator: This will be evident when the students participate in a turn and talk to complete
a teacher provided KWL chart.
Formative Assessment:
 Indicator: This will be evident through teacher observation and completion of the student
reflective exit question on poll-everywhere.
ADAPTATIONS:
 For the students who are struggling readers, they will be provided with modified oral
directions when needed.
 For the English Language Learners, they will be provided the guided notes of the
PowerPoint presentation.
 For students classified LD, they will be provided the guided notes of the PowerPoint
presentation and modified instruction when needed.
 For students with OHI, they will be refocused and redirected as needed.

DIFFERENTIATION OF INSTRUCTION:
 Implementing the use of technology to meet a variety of learning styles: to view, to
listen, to answer.
 For visual learners and auditory learners the students will be supported through the
PowerPoint presentation.
 For the interpersonal learners, they will be able to work in cooperative learning
groups to complete the KWL chart.

Above Grade Level Students: Students will examine political cartoons showcasing the
Marshall Plan and Truman Doctrine and produce a question they have, something they know,
and what countries may be represented in the cartoon.

At Grade Level Students: Students will be supported by the Peardeck presentation.

Below Grade Level Students: Students will be grouped heterogeneously during turn and talk
exercise.

DEVELOPMENTAL PROCEDURES:
Materials/Presentation Activity Key Questions Assessment

TRANSITION: Turn and What do you know about the Cold War? Student
Turn and Talk KWL Talk What do you want to know about the Cold completion
charts KWL Chart War? What have you learned about the of KWL
Cold War? chart

TRANSITION: Peardeck What started the Cold War? What were Participation
Presentation: presentation the United States and other Allied throughout
Introduction to Cold countries fearful that the U.S.S.R. would presentation
War topics spread? What was the Iron Curtain? prompts and
What were two countries that were a part Completion
of the Iron Curtain? What was the of guided
Truman Doctrine? What was the notes
Marshall Plan? What were two impacts
of the Marshall Plan? What was NATO?
What was the Warsaw Pact? What
countries were members of each?

EXITQUESTION: Poll- Who do you feel was to blame for the Written
Students will fill out a everywhere start of the Cold War and why (U.S.S.R. Response on
reflection exit question or United States)? poll-
everywhere

ASSESSMENT:
 The teacher will assess the students’ understanding through questioning during the
Peardeck presentation.
 Students will individually complete reflective essay question exit with a score of 75%
or better based upon teacher rubric.
INDEPENDENT PRACTICE:
 Students will read and annotate an excerpt from the Truman Doctrine and write a 3-5
sentence summary response for homework.

FOLLOW-UP ACTIVITIES: DIRECT TEACHER INTERVENTION AND


ACADEMIC ENRICHMENT
 ACADEMIC INTERVENTION: For the students who do not meet the objective,
teacher will provide educational enrichment relating to the topics discussed during extra
help session after school on Monday and Thursday’s of each week.
 ACADEMIC ENRICHMENT: For the students who meet the objective, they will write
an essay of at least 450 words adopting the viewpoints of President Harry S. Truman.
Students should discuss topics such as: communism, Truman Doctrine, Red Scare, Cold
War, U.S.S.R. Students will be evaluated based upon a teacher provided rubric.

REFERENCES:
English Language Arts Standards » History/Social Studies » Grade 6-8. (n.d.). Retrieved from
http://www.corestandards.org/ELA-Literacy/RH/6-8/
History Channel (2017). The Formation of NATO and the Warsaw Pact. Retrieved from
https://www.youtube.com/watch?v=X1El1GVQVdc
History Channel (2017). What was the Marshall Plan? Retrieved from
https://www.youtube.com/watch?v=tMXjsVLOznc
History Channel (2018). Here’s how the Truman Doctrine Established the Cold War. Retrieved
from
https://www.youtube.com/watch?v=Jb8aW46T3bg
Media Rich Learning (2009). The Cold War- Part 1: From World War to Cold War. Retrieved
from
https://www.youtube.com/watch?v=HpYCplyBknI
New York State K-12 Social Studies. (n.d.). Retrieved from
https://www.engageny.org/new-york-state-k-12-social-studies
Poll Everywhere (n.d.). Retrieved from
Polleverywhere.com
Stanford History Education Group (n.d.). The Cold War. Retrieved from
https://sheg.stanford.edu/history-lessons/cold-war
Name: Date:

Cold War KWL

What do you know? What do you want to know? What do you want to learn?
Name: Date:

Cold War Guided Notes

Slide 2 (Cold War Video):


The political viewpoint that the U.S.S.R. was attempting to spread around the world was known

as __________________________________.

Slide 3:

_______:March- Winston Churchill delivers “Iron Curtain” speech

1947: March- Truman announces _______________________________.

1947: June- ____________________________ is announced.

Slide 4:

1949: July- _______________ treaty is ratified.

_________: May- Warsaw Pact

Slide 6:

The Iron Curtain was a (real or imaginary) barrier that divided Europe.

Slide 8 (Truman Doctrine Video):

Truman’s Doctrine granted ______________ million in aid to Turkey and Greece.

Truman’s speech marked the beginning of the ________________________________.

Slide 13: (Marshall Plan Video):

The Marshall Plan was also known as the European ____________________________.

The United States shipped food, _______________, machinery, and _________________ to

European counties after World War II.

Slide 16 (NATO and Warsaw Pact Video):

NATO is short for the North ________________Treaty ____________________________.

The Warsaw Pact was named because it was signed in _____________, Poland.