11.9 Students analyze U.S. foreign policy since World War II.

1. United Nations, GATT(General Agreement on Tariffs and Trade), IMF(International Monetary Fund), World Bank

1.1. Assessment: Formative: The overall debate will serve as the formative assessment for this lesson because each and every student will be participating and I will be able to clearly see how they prepared for the debate if they understood their vocabulary terms and if they have a distinct position on where they stand based on the proposals.

1.2. Objective: 1. Students will examine the creation of the U.N. and attempt to create a compromise between all nations on a matter of diverse issues such as NATO/Warsaw Pact. 2. Students will explain the meaning/purpose behind the GATT, IMF, and World Bank.

2. NATO

2.1. Assessment: Formative: Vocabulary sheets. Students will create vocab sheets to better understand the effects of NATO in the lessons. The instructor will give words and definitions. Students will then draw pictures to help them associate the words with images from their prior knowledge. For homework, they will write these words into complete sentences.

2.2. Objective: 1. Students will examine the creation of NATO and its impact on foreign policy.

3. Truman Doctrine/ McCarthyism

3.1. Assessment: Formative: Students will work in small groups and write out President Truman’s Congressional Address on March 12, 1947, in their own words to better understand what he was saying and what his main arguments were.

3.2. Objective: 1. Students will analyze how ideologies/doctrines/policies bring about change and list reasons for each. 2. Students will analyze the Truman Doctrine and interpret the meaning of Harry Truman’s speech in their own words.

4. Berlin Blockade/Berlin Wall/Berlin Airlift

4.1. Assessment: Formative: Students will create a K-W-L chart in class and discuss what they know and what they want to learn with each other. This will turn into a think-pair-share activity with other students in the class.

4.2. Objective: 1. Students will identify the major political figures that are responsible for dividing Berlin/Germany.

5. Cuban Missile Crisis/ Bay of Pigs

5.1. Assessment: Formative: the class handouts and written analysis of the primary sources from the students during their group work will allow me to assess how well they were able to analyze the sources and understand the importance of each. It will also help me see if students are able to appreciate the importance of primary sources and how they can be relevant to study even today.

5.2. Objective: 1. Students will identify shared ideals, diplomatic de-escalation efforts, and other themes that Kennedy & Khrushchev displayed in their letters.

6. Korean War

6.1. Assessment: Formative: Students will use Graphic Organizer to organize events that were significant in regards to the Korean War

6.2. Objective: 1. Students will be able to draw a timeline of events that led to the Korean War and its armstice.

7. Vietnam

7.1. Assessment: Summative: Students will create a political cartoon in regards to the changes in the war and arguments in favor of the end of the war. It will be based off a Rubric and Scoring Guide. This will assess their understanding of the famous speeches and their reasoning behind it.

7.2. Objective: 1. Students will analyze how wars bring about change and list reasons for each.

8. MAD / Atomic Weapons / Disarmament

8.1. Assessment: Summative: Students will have the choice to write a journal entry in the voice of a U.S. soldier, citizen, or diplomat living during the Cold War Nuclear Arms Race.

8.2. Objective: 1. Students will describe the ways in which people lived during the age of "Duck & Cover". 2. Students will explore how citizens contributed to the effort of a nation at war.