1. Vietnam
1.1. Students will be able to argue for or against the U.S.'s foreign policy during the Vietnam War in a T.V. Talk Show activity.
1.1.1. Formative:
1.1.2. The handout with the interview questions will be turned in for credit. It will collected at the end of the lesson.
1.1.2.1. Students will gather in groups and discuss their opinions on the Americans intervention in Vietnam. Then, they will be interviewed group by group by the "TV Talk Show Host"
1.1.3. Progress Monitoring:
1.1.4. The instructor will be traversing the classroom to monitor the students' progress during the group stage.
1.1.5. The instructor will also be checking for understanding during the interview.
1.1.5.1. The instructor will be the TV talk show host and interview the students on their position on the American intervention in Vietnam
1.1.6. Lastly, the instructor will be checking to see what needs to be retaught during the lesson closure.
2. Passive Containment
2.1. Students will be able to identify major events of the beginnings of the Cold War & how they relate to X Memorandum/passive containment.
2.1.1. Informal Progress Monitoring: The teacher will ask critical thinking questions in which students will discuss it with a partner and collaboratively come up with a conclusion.
2.1.1.1. The instructor will deliver an active lecture featuring pictures, videos, and various high order thinking questions.
2.1.2. Informal Summative: Students will be required to answer the essential question in the lesson closure. This will be their exit slip out of the door. They will need to answer the question fully on a separate sheet of paper before leaving the classroom.
2.1.2.1. Students will be organizing their notes in their Guided Notes hand out. In this hand out, they will answer the responses pertaining to the lecture and Prezi slide. This is included in the time frame of the Method of Instruction
3. McCarthy Hearings
3.1. Students will experience the McCarthyism Era and explore the social responses to Communism.
3.2. Students will be able to role play various characters in a simulation of a McCarthy Hearing.
3.3. Students will be able to defend against accusations, in a 1-2 minute speech, of being a Communist in front of the classroom.
3.4. Students will be able to reflect on how the McCarthy Hearings garnered paranoia within our society at that time in a Class Discussion.
3.4.1. Formative: The teacher will be progress monitoring the students while they give their testimonies.
3.4.1.1. The three students selected to play Joe McCarthy and the two Senators assisting the hearings will listen to all testimonies given by the students. They will be given a few guiding questions to ask. The students will ask these questions to their peers role playing different suspects. At the end of each testimony they will decide if the suspect is innocent or not.
3.4.1.2. The other students will be given a character to role play. They will be given background information and why they have been accused. It is up to these students to come up with reasons why they are innocent based on the background knowledge given. Each student is given about 1-2 minutes to plead their case.
3.4.1.3. The teacher will announce to the class that there are guaranteed Communists in the class, but the teacher will not tell them how many. The teacher will secretly give two red dots to two individuals that are designated communists. These two students will be assigned the task to avoid being persecuted as a Communist. The students are not allowed to tell anybody that they are Communists.
3.4.2. Summative: End of class discussion summarizing the the simulation.
3.4.2.1. The teacher will pose these critical thinking questions for students to discuss: "Now that you have experienced a simulation of the McCarthy Hearings, what are your reactions to this simulation?" "How does this simulation tell you about the paranoia experienced during that time period?" The teacher may ask followup questions to responses
4. Containment Documents Comparison
4.1. Students will read and analyze George Kennan's "Long Telegram" (X Memorandum), National Security Council 68, and Novikov Nikolai's telegram to Soviet leaders.
4.2. Students will analyze and interpret the data from these documents and organize the similarities and differences through a Graphic Organizer.
4.2.1. Formative - Document Graphic Organizer
4.3. Students will recognize the if the Soviet Union was correct in its assumptions of U.S. foreign policy and aggression after comparing the two containment strategy documents.
4.3.1. Progress Monitoring - The teacher will walk around the class to monitor and assist students that require extra attention.
4.4. Students will hypothesize which containment strategy was more appropriate and if the Soviet Union was correct in its expectations of U.S. foreign policy and military aggression through a quick write at the end of class.
4.4.1. Summative - Quick Write
4.4.1.1. Students in each group will be assigned one document each in which they will be asked to highlight and underline main ideas of each document. Students will be allowed ten minutes to analyze and read each their assigned documents. Next, students will be given a Graphic Organizer in which will ask the students to identify the main points of each document.
4.4.1.2. Students will be given 5 minutes to write as much as possible before the end of class. They will be utilizing their new found knowledge of Nikolai's telegram to answer this question as well as the T-Chart conducted on the board. At then end of class, students will pass up their quick write and their graphic organizer.
5. Beginnings of the Cold War
5.1. Students will be able to analyze quotes/descriptions regarding cold war policies, in which, they will be able to identify what major event/document it coincides with and place it among the following categories of containment policies: Detente, Passive Containment, Active Containment.
5.1.1. Formative Assessments: Quote/Description analytical worksheet.
5.1.1.1. Pre-Reading Exercise: After doing the Silent Tea Party, students will be grouped up and allowed to collaborate and socialize with their peers. They will actively participate in exchanging ideas they personally arrived at in their worksheet and share it with their peers. In this way, they teach each other and debate on which quotes/descriptions go to which event. After arriving where the quote/description goes to the appropriate event/document, they will have to categorize the event/document; whether it be an act of detente, passive containment, or active containment. The students will have to categorize the 10 quotes/descriptions to the following events/documents:
5.1.1.2. Students will begin reading silently to themselves in their assigned textbook, "The Americans: Reconstruction to the 21st Century" by McDougal Littell. The textbook chapter that is assigned is Chapter 18 Cold War Conflicts, Section 1 "Origins of the Cold War". As students are reading this text, they will asked to define all the key terms that are in bold. These words are:
5.1.2. Progress Monitoring: End of class discussion.
5.1.2.1. The teacher will utilize this time to ask students to share their answers. The teacher will provide feedback, introduce these major events, and clear any misconceptions that students may have had. The discussion will feature questioning about the chapter to see if students have gained knowledge from the textbook chapter. The teacher will also go over the key terms that were defined in this chapter. During this discussion, the teacher will be informed on what needs to be retaught and what students have met the learning goals of the lesson.