USD Daily Lesson

Plan
Teacher Candidate: Ben Lesson Date:
Lindley 3/6/17
Cooperating Teacher: Mr. School: Morse High Grade: 11th
Tabiendo School
Subject: US History Lesson/Unit
Title: The Cold
War
CCSS and CA SS /Standards: (What are the skills being taught? Which Agenda: (What is the snapshot of my class flow?)
standards are being specifically addressed in this lesson?) Warm-up
Brief lecture with essential question
Independent reading
CCSS.ELA-LITERACY.RH.11-12.2 Whole group interaction (teacher modeling)
Determine the central ideas or information of a primary or secondary source; provide Partner interaction
an accurate summary that makes clear the relationships among the key details and Guiding questions
ideas. Paragraph reflection

CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats
and media (e.g., visually, quantitatively, as well as in words) in order to address a
question or solve a problem.

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
By the end of the lesson students will be able to determine who started the Cold War, the United States or the Soviet Union
Analyzing 3 different primary documents and synthesizing the information they will be able to claim one side or the other as the country that started the Cold War.

Key vocabulary and phrases: Truman, Stalin, Iron Curtain, Warsaw Pact, NATO Treaty, Marshall Plan, and the Soviet Union

Context of Lesson (what happened previous to lesson and how does this lesson build on that)

On Friday students were introduced to the topic of the Cold War and were given an introduction to the Cold War period following the end of WWII.
Students learned about the difference between a hot and cold war and its significance in regards to US-Soviet Union relations.

Essential Question: Who started the Cold War?

TIME INSTRUCTIONAL SEQUENCE FORMATIVE ASSESSMENT Materials/

Note: Technology
A variety of formative assessments
should be used at key points throughout
the lesson
During this part of the lesson I will Promethean board, pencils,
Get started/Drill/Do Now: (What meaningful activity will students circulate around the classroom asking pens, paper
5 complete as soon as they enter the classroom?) Aids in classroom students about what they remember about
min management the Cold War.. My goal is to find out the
prior knowledge that students are bringing
Warm-Up Question: What do you remember about the Cold War from into the class period.
previous history classes?

None
Engage/Motivation: (How will student interest be sparked? Is there
prior knowledge that should be tapped? Is there vocabulary that must be
cleared? Is there brainstorming that student need to complete before the
lesson begins?) short video, art, political cartoon

Students will use prior knowledge from Fridays class activities and lecture
about the beginning of the Cold War as mentioned in the textbook from
chapter 18 section 1. Vocabulary that will be required include: Soviet Union,
United States, Cold War, Iron Curtain, Churchill, Truman, and Stalin.
 I will be using the document
Whole Group Instruction: (Focus lessons [explicit camera, Promethean board,
10 teaching/modeling, strategy demonstration, activate prior knowledge], pens, pencils, and one of the
min shared reading, shared writing, discussion, writing process.) primary source document
handouts
With this section I will present a short lecture on the beginning of the Cold
War with emphasis on both the United States and the Soviet Union. Topics to
be touched on include the Iron Curtain, Truman Doctrine, the Marshall Plan,
NATO Treaty, and the Warsaw Pact. I will provide definitions to a few of the
most difficult terms presented in the text in order to improve overall student
comprehension.
Document handouts,
Independent Practice: (individual practice, discussion, writing process.)
pencils, pens
5
I will ask the class to read independently and get a general sense for what the
min article as a whole is about (specifically focusing on how different points of
view affect how the Cold War was presented to the public). Using a
prereading strategy to preview the text before performing a close-read.

Within my group of specific students I will

20 Group Practice/Small Group Instruction: (teacher-facilitated group
min discussion, student or teacher-led collaboration, student conferencing,
re-teaching or intervention, writing process)
After students read through the selected texts they will partner up and I will
model how to read each paragraph of text and extract the main idea. I will
demonstrate how to perform this by using my own copy of the text and
utilizing the document camera for students to see how to complete the
assignment. I will show students how to do this for the first two paragraphs and students questions are answered if they
then have students continue the process through the remainder of the text.
check for understanding through probing
questions about each primary source
document. I will check for understanding
by asking about the world leaders of both
the United States and the Soviet Union and
explain important connections between the
end of WWII and the Cold War. I will also
circulate around the classroom to make sure
need assistance.

16 Using the paragraph reflection as an exit Paper, pencils, pens

Evaluate Understanding/Assessment: (How will I know if ticket I will be able to determine if students
students have achieved todays objective?) were able to use inquiry in answering the
min question of Who started the Cold War?
Students will finish the class period by writing a short paragraph on who they
believe started the Cold War. This will be the culmination of their learning for
the class period. By seeing whether or not students used appropriate evidence
to back up their claim I will be able to see if students met the objective as lined
out by the essential question presented at the beginning of the class period.

I will elicit student responses to see how None

Closing Activities/Summary: (How will I tie up loose ends, they used inquiry to determine which
2 min reinforce/revisit the objective and connect the lesson to the unit?) country started the Cold War based on
the primary source documents they were
given.
With the last 3 minutes of class I will present an overview of the main points
from the lesson and remind my students of the importance of inquiry and how,
as a historian, it is vital to always question the information by comparing the
source to its creator.

ELL
As I work with this group of students I /A
N
will consistently check for understanding
Through Strategies/Enrichment/Extension/Re-teaching/Accommodations: by asking questions to push their
out (How will my lesson satisfy the needs of all learners, including IEP, 504 plans, thinking on the Cold War. I will
and high ability learners?) informally assess students via oral
group/pa questions as they relate to the Cold War.
rtner ELL and specific students with IEPs will work with me on the assignment during
time the partner time. I will provide guidance and assistance as needed in determining
the definition of difficult words and answering questions they have on each
primary source used during the class period. Each student will be given a copy of
primary source documents which I have altered by breaking up each paragraph in
order to allow students an easier time to read through each section and add their
own key ideas on the right hand side with the blank boxes to add notes to.
Guiding Questions

Iron Curtain Speech

1. Sourcing: Who was Winston Churchill? Why would Americans trust what he has to say about the Soviet Union?
2. Close reading: What does Churchill claim that the Soviet Union wanted?

Truman Doctrine
1. Close reading: Why did Truman believe Greece needed American aid in 1947?
2. Context: What does Truman mean when he claims, Should we fail to aid Greece and Turkey in this fateful hour, the
effect will be far reaching to the West as well as to the East?
3. Close reading: Does Truman present American policy as offensive or defensive? What words or phrases does Truman use
to present policy this way?

Record your first hypothesis: Who was primarily responsible for the Cold War - the United States or the Soviet Union?

Soviet Ambassador Telegram

1. Sourcing: Who was Nicholas Novikov? When did he write this telegram?
2. Close reading: How does Novikov describe the United States? What evidence does he use to support his description?
3. Context: What does Novikov claim the United States planned during the Second World War?

Henry Wallace Letter

1. Sourcing: Who was Henry Wallace? When did he write this letter?
2. Close Reading: What is Wallaces main argument?
3. Corroboration: How does Wallaces description of American foreign policy compare to Trumans and Novikovs?

Record your second hypothesis: Who was primarily responsible for the Cold War - the United States or the Soviet Union?