Tucker
World History II
LESSON PLAN
Lesson 66 (3/24-3/25)
The Cold War
STANDARD:
WHII.13 The student will demonstrate knowledge of major events in the second half of the twentieth century by
a)
explaining key events of the Cold War, including the competition between the American and Soviet economic
and political systems and the causes of the collapse of communism in the Soviet Union and Eastern Europe;
b)
assessing the impact of nuclear weaponry on patterns of conflict and cooperation since 1945;
ESSENTIAL QUESTION(s):
1. What events led to the Cold War?
2. What was the impact of nuclear weapons?
3. What were the causes and consequences of the collapse of the Soviet Union?
OBJECTIVE:
Today I will construct a thinking map so that I can explain the major events of the Cold War and I will evaluate the
buildup of nuclear weapons and theories so that I can assess the role of nuclear weaponry since 1945.
Verb(s)
from SOL
Cognitive
Level
Explain
Comprehension
Assess
Evaluation
Demonstrated when students…
Construct a thinking map that explains each of the major causes and events of the Cold
War and places them in the correct chronological order using text and/or illustrations.
Cite the dramatic increases and decreases of nuclear weaponry during the Cold War to
defend or oppose the ideas of Deterrence and Mutually Assured Destruction (M.A.D.)
MATERIALS/ RESOURCES: List of Cold War Causes, Narratives, Primary Sources, Event Bags, Guided Notes and PPT,
Nuclear Weapons Chart, WHII.13ab SOL Practice Questions
INTRODUCTION &
UNIT CONNECTION
GROUPED
LEARNING
ACTIVITIES &
FORMATIVE
ASSESSMENTS
Indicators of
Engagement
☒ Instruction matches
objective/standard
☒ Chances given for
student taking initiative
☐ Chances given for
student choice
☐ What-if, predictions,
compare-contrast
Students will view a list of causes from the Cold War. Using this information, and multi-flow maps
from the previous units (WWII and Independence Movements), students will write a list of at least
five predicted conflicts/issues/events that could happen during the Cold War and discuss aloud as
a class (10 mins).
Flexible Tier 1
Flexible Tier 2
Flexible Tier 3
Students will read a narrative that
explains and summarizes the
major causes and events of the
Cold War, and primary sources
related to each of the five major
events.
Students will make a list that
explains each of the Cold War
causes and events from the
readings and check with
teammates for accuracy. Then,
students will work with their
team to construct one large,
visually appealing thinking map
(detailed, neat, and containing
illustrations) that explains and
chronologically organizes each
Cold War cause/event. Students
will select the appropriate
thinking map (30-40 mins).
Students will read a narrative that
explains and summarizes the
major causes and events of the
Cold War, and the Co-Teacher will
pause after each paragraph and
ask students to cite and explain
any causes/events found in the
passage. As a group, the CoTeacher will then guide the
students to make a list that
explains any causes/events.
Given a list of the causes/ events
in chronological order, students
will then work with a partner to
construct a thinking map
containing text and/or
illustrations that explain each of
the major causes/events of the
Cold War. The Co-Teacher will
then check each for accuracy and
allow students to modify for
correction. Students will continue
until completely correct.
Students will read a narrative that
explains and summarizes the
major causes and events of the
Cold War by listening to the
Teacher read aloud first. The
Teacher will pause after each
paragraph and ask students to
cite and explain any
causes/events found in the
passage.
Given a partially completed
thinking map that places the
causes/events in chronological
order, students will then work
with a partner to add text/
illustrations from the narrative to
the thinking map that explains
each of the major causes/ events
of the Cold War.
The Teacher will then check each
for accuracy and allow students
to modify for correction. Students
will continue until completely
correct.
© Justin Tucker 2014
Tucker
World History II
WHOLE GROUP/
INDEPENDENT
LEARNING
ACTIVITIES &
FORMATIVE
ASSESSMENTS
Indicators of
Engagement
☒ Instruction matches
objective/standard
☒ Chances given for
student taking initiative
☒ Chances given for
student choice
☒ What-if, predictions,
compare-contrast
Lesson 66 (3/24-3/25)
LESSON PLAN
The Cold War
1. Students from each group will present their final thinking map to the class under the
document camera. In their presentation, students will explain the major causes/ events of the
Cold War, including the Collapse of Communism. The teacher will evaluate the thinking map
created by Group 1 and ask the class to share any corrections/feedback (10-15 mins).
2. Students will use their created thinking maps (and information obtained from peer
presentations) to develop a one paragraph (or 7 illustrations) summary that explains the
major causes and events of the Cold War, including the Collapse of Communism (10-15 mins).
3. Students will view a chart showing the nuclear weaponry increases of the U.S. and U.S.S.R.
between 1945 and 1990 and read the definition of Deterrence and Mutually Assured
Destruction (M.A.D.) in the narrative.
a. Using these two sources, students will assess the information and decide whether
they agree or disagree with the nuclear buildups and theories of the Cold War.
b. Students will use their decision to construct a 10 bullet point news-brief or
propaganda flyer that either defends or opposes these concepts and the associated
increases in nuclear weaponry (20 mins – finish for homework and submit at the
beginning of next class for formative assessment).
NEXT CLASS:
1. Students will answer 15 SOL Practice Questions related to WHII.13a-b.
© Justin Tucker 2014