United States Foreign Policy & The Cold War

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United States Foreign Policy & The Cold War

Reading Lesson Plan: Efforts For Containment

Goals and Objectives: Students will demonstrate knowledge of various United States foreign and domestic policies during the Cold War. Students will think critically of certain foreign policies that has a lasting affect on various nations today. Students will rationalize opinions towards various domestic and foreign policies; understanding if they were justifiable or not.

Summative Assessment: Students will be evaluated with knowledge they had read and wrote about on their graphic organizers on 3 important terms that effected United States policies of containment. Students then will share their response by answer the reflective question: Overall, were these policies for containment of communism successful? If not, what were some issues the United States did not clarify in implementing these policies of containment?

Formative Assessment: Students will be utilizing their guided notes to help clarify three main important concepts within the Chapter 19: Cold War Policies. Students will analyze and gather important information; understanding important causes and effects of each containment policies throughout the cold war.

Game & Stimulation Lesson Plan: Life in a "Nuclear Family"

Goals and Objectives: Students will be given a interactive activity to understand the what life was like in American 1950's during the Cold War. Students will identify social conditions were like for Americans living during the Cold War. Students will become familiar with the daily activity of a nuclear family such as house cleaning, dinner, homework, and preparations nuclear disaster on the daily if not weekly basis. Students will construct a event that would have occurred in 1950's that demonstrates factual evidence drawn from the time period. Students interact and collaborate with other students in a role play activity to construct a daily life of a family during the 1950's America.

Summative Assessment: Students will be presenting a skit broken up in group of fours: The mother, father, sister, and brother. Each group will create dialogue and present the skit in front of class how each families daily life would be like if they were living together during the Cold War Era. Each skit presentation will be a maximum of approximately five minutes. Students will be evaluated for summative understanding in two parts. Each group member should hand back their completed dialogues. Each student should also have completed a minimum of 10 dialogues given in the directions. Students will also be assessed by the area of content knowledge from the time period, the development of the skit, as well as the effort of performance.

Formative Assessment: Students will be formatively assessed by the creating through dialogue between each member of the group (groups of four: Mother, Father, Sister, Brother). Each person should have no less than 10 lines of dialogue per person and the dialogue should flow with the conversation during the skit. The dialogue should contain content knowledge of what life may be like during the 1950's and 1960's period in America. Students will also be assessed by writing a two sentence reflection at the end of the period what their experience was like recreating a skit of an daily event for a Nuclear Family. This written reflection should be written at the bottom of each student's dialogue used during the skit.

Primary Sources Lesson Plan: Berlin, Korea, and Cuba: How Did The U.S. Contain Communism?

Goals and Objectives: Students will demonstrate the understanding United States foreign policies of "containment" during the Cold War. Students will look at various primary sources during the Berlin Blockade, Korean War, and Bay of Pigs to understand the United States policies for containment of communism in these countries. Students will understand why these efforts of containment for the interest of the United States and their lasting affect on these today. Students will rationalize opinions towards containment policies; understanding if they were justifiable or not.

Summative Assessment: Students will analyze all four of the primary documents in the Document Based Question that will set up in answering the lesson closure. Students will be asked to spend the remaining 10 minutes of the period to answering the following question about the Primary Documents: How well did the United States Contain Communism? From the evidence drawn during the Berlin Blockade, The Korean War, The Bay of Pigs, and The Cuban Missile Crisis. Describe which event was the most effective foreign intervention in stopping communism? Students will then be given the remainder of the class period to finish answering the following question in one paragraph. Students who do not finish answering the assessment questions will be able to take it home and turn it in before class the following day.

Formative Assessment: Students will be engaging in analyzing and understanding the content of the Document Based Questions between three different events from the Cold War. Students will be given four primary documents as well as analytical questions that will help them understand the content of the primary source. Students will be given time to work within groups of four to completely answer the following analytical questions for each document. Students will also formulate ideas of the documents in the primary source analysis tools that will help them formulate thoughts for the lesson closure.

Lecture: United States Foreign Policy

Goals and Objectives: Address key events during the Cold War and how its significance shaped the world today. Understand the United States involvement in forming: United Nations, NATO, & GATT. Establish an understanding of the conflicts Europe, South America, and Asia during the Cold War.

Summative Assessment: Students will answer the Reflective Question on the last page of the Guided Notes. Students will be given time in the end of the class period to answer the question thoroughly and thoughtfully. These questions are to allow students to critically think about the content of this lesson and further allow students to analyze what they have learned in the lecture.

Formative Assessment: Students will be asked throughout the lecture various questions pertaining to the content that the instructor provides. These questions are also on the Lesson Guided Notes; students will be given approximately 5 minutes to answer each question thoroughly.

Discussion Lesson Plan: Was Entering Vietnam Avoidable?

Goals and Objectives:Students will demonstrate knowledge of events during the Vietnam War. Students will critically think various U.S. foreign policies and how they had effected the outcome of the Vietnam War. Students will participate in class discussion and debate of various topics and events during the Vietnam War. Students will give a rationalized opinion weather entering Vietnam was the write thing and what could have changed to avoid or minimize conflict in Vietnam.

Summative Assessment: Student will be given the Socratic Discussion Worksheet with the given questions that students must answer. By the end of the class, the worksheet will be collected with the completed answers for all three Socratic Debate Questions. Each question must be answered in completed sentences with a minimum of four sentences for each answer completed. Students will be evaluated in the following criteria: - quality of opinionated response - grammar - contains factual evidence from the Vietnam War.

Formative Assessment: Students will be evaluated formally through their progress of the Socratic Debate. Each student will be evaluated for their response from the questions answered in the debate. I will also ask questions about the details of their response which will also be evaluated. Students will be formally evaluated upon the following: - the quality of their answers - factual evidence given for each response - overall participation in the class.

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