Literacy Design Collaborative Informational or Explanatory/Synthesis Teaching Task
Discipline: History
Course: Honors United States History III
Grade: 10
Duration: One class period
Author: James T. Yadush
Objectives
The student will:
1. analyze the ways that Ronald Reagan challenged communism and the Soviet Union;
2. explain why communism collapsed in Europe and in the Soviet Union;
3. read and analyze relevant information from primary and secondary sources;
4. write an evidence-based informational or explanatory/synthesis essay including sources.
.Background Statement
By the time of President Ronald Reagan’s speech in 1987 at the Brandenburg Gate in West Berlin, the possibility
of the Cold War ending seemed within reach. Reagan seemed to want to capitalize on the momentum that appeared
to be leading the Soviet Union toward a more democratic and capitalist path. Reagan often included a memorable
line in his speeches. He had one in this speech: “Mr. Gorbachev, tear down this wall!” It stands with Kennedy’s
“Ich bin ein Berliner!” Taken together, they function as bookends marking the construction and inevitable
destruction of the Berlin Wall. In this task, students will analyze the historical importance of President Reagan’s
speech at the Berlin Wall.
Template Task (include number, type, level)
Teaching Task
Task 18 Informational or Explanatory/Synthesis
L1,L2,L3 After researching __________(informational
texts) on _________(content), write a ________ (report or
substitute) that explains _______________(content).
What conclusions or implications can you draw? Cite
_______ (number) sources, pointing out key elements
from each source. L2 In your discussion, address the
credibility and origin of sources in view of your research
topic. L3 Also, identify any gaps or unanswered
questions. All levels: Include a bibliography of sources.
After understanding the background to Ronald
Reagan’s “Tear Down This Wall” speech and reading
the speech itself, write an essay in which you answer
this question: “How important was the symbol of
Ronald Reagan speaking in front of the Berlin Wall?”
What conclusions or implications can you draw? Cite
three sources, pointing out key elements from each
source. In your discussion, address the credibility and
origin of sources in view of your research topic.
Include a bibliography of sources.
Texts/Articles/Media
Materials for teaching task:
George Brown Tindall and David Emory Shi, America: A Narrative
History, Seventh Edition (New York: W.W. Norton & Company, 2007),
1331
Richard Kollen, Great Documents in U.S. History, Volume II: The Age of
Reform to the Present Day (1880-2001) (Portland, Maine: Walch
Publishing, 2006), 98-102
http://www.youtube.com/watch?v=5MDFX-dNtsM&feature=fvst
Related Materials:
William J. Bennett, America: The Last Best Hope, Volume II (Nashville:
Thomas Nelson, 2007), 612-614
Vocabulary (Tier 3)
encircles – makes a circle around
barriers – things that block passage
gash – a long, deep cut
impose – force upon
totalitarian – relating to centralized
control by a dictatorial leader or
hierarchy
token – representing no more than a
symbolic effort
liberalization – the process of allowing
more individual rights in a
governmental system
PDE LDC Teaching Task Template 2/24/2011
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Number
5.4.12.A
5.4.12.D
8.3.12.A(1)
Number
1
2
4
2
4
Content Standards
Impact of international developments on U.S. government
How foreign policy is developed and implemented
U.S. since 1890: contributions of political leaders
CCR Anchor Standards for Reading (Informational or Explanatory/Synthesis)
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such
features as the date and origin of the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspect of history/social studies.
CCR Anchor Standards for Writing
Write informative/explanatory texts, including the narration of historical events, scientific
procedures/experiments, or technical processes.
Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose, and audience.
PDE LDC Teaching Task Template 2/24/2011
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PDE LDC Teaching Task Template 2/24/2011
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