Sierra Nevada College Lesson Plan

Teacher Candidate:
Grade/Subject:
Lesson Content:
SNC Supervisor:

Brian Flint
U.S. History
The Cold War: 1945-1950

Ronald Seckler

Lead Teacher:
District:
School:
Time Allotted:

Jason Saville
WUSD
Reed High School
2 Days (49 Mins. Each)

Materials, including technology:

Powerpoint, handouts .

Standard(s), including literacy for all content areas and/or SMP

H4.[9-12].2 Discuss the key people, ideas, and events of the Cold War era and analyze their impact
on economic and political policy in the United States.
H2.[9-12].21 Explain why and how global power shifts took place after World War I and World War II.
Social Studies Skills: Process or synthesize information through writing using note taking, graphic
organizers, summaries, proper sequencing of events, and/or formulating thesis statements that
examine why as well as how.

How will learning be assessed at the end of the unit/learning cycle (summative):

Map, Vocabulary Activitiy

Objective(s): high cognitive demand for diverse learners

Cognitive Level (DOK or Blooms)

1. Students will be able to describe the economic and political events

immediately following World War II in Europe and Asia by the United
States and U.S.S.R.

DOK 1

2. Students will be able to analyze the measures taken by the United

States to disrupt Soviet expansion of communism between 1945-1950
and explain how these measures led to tension and war during the
Cold War.

DOK 2

[Type text]

Connections to past learning or experience, building background

Students will pull from instruction on World War II (affect on Europe, Asia, and the United States) to help
explain the events immediately following the end of the war.

Essential Vocabulary

Definitions

Sierra Nevada College Lesson Plan

United Nations
Containment

Cold War
Marshall Plan

NATO
Korean War

Rosenberg's
Satellite Nation
Iron Curtain

Truman Doctrine

Berin Airlift
Mao Zedong
(Douglas) MacArthur
McCarthyism

Communism

An international peacekeeping organization to which most nations now belong.

Founded in 1945 to promote peace, security, and economic development.
The Blocking of another nation's attempts to spread its influence, especially
the effort of the US to block the spread of Soviet influence during the Cold
War.
The state of hostility, without direct conflict that developed between the
US and the Soviet Union
A program under which the United States supplied economic aid to European
nations to help them rebuid after WWII and keep them from falling to
Communism.
A defensive military alliance fromed in 1949 by 10 western European
countries and the United States and Canada.
A conflict between North and South Korea lasting from 1950 to 1953 in
which the US, along with other UN nations fought on the side of the South
Koreans.
Were convicted of conspiracy to commit espionage/ Helped Soviet Union
acquire atomic weapons secrets.
A country that is dominated politically and economically by another nation.
A phrase used by Winston Churchill in 1946 to describe the imaginary line
that separated communist countries in the Soviet Bloc from those in
Western Europe
A US policy announced by Harry Truman in 1947 of providing economic and
military aid to free nations threatened by iternal and external opponents,
mainly the Soviet Union.
A 327 day operation in which the US and British panes flew food and
supplies into West Berin after the Soviet Blockade
Chinese communist leader who comes to power in 1949. Chairman of the
Cinese Communist Party.
Was America's senior military commander in the far east during WWII and
the Korean War.
The attacks, often unsubstantiated, by Senator Joseph McCarthy and
others on people of suspected of being communists and working in the US
federal government.
An economic and political system based on a one-party government and state
ownership of property.

Strategy for teaching new vocabulary

Students responsible to research definitions,

provided at beginning of lesson, taught in context
with content, and class activity.

Sequence and Scope of Instruction (include instructional

strategies, questions, opportunities for meaning making
through discourse and other engagement strategies,
formative assessments, opportunities for metacognition,
grouping, differentiation and transitions)

Instructional Strategy

estimated
time

Day One: Roll Call, brief review of end of World War II

Teacher Led Instruction.

5 Mins.

Lecture and powerpoint presentation with cass

discussion up to Germany Slide.

Teacher Led Class Discussion

44 Mins.

Sierra Nevada College Lesson Plan

Day Two: Roll Call, review of previous day's lecture.

Teacher Led Instruction

5 Mins.

Post WWII Germany Map.

Individual Student Work

20 Mins.

Continue lecture and powerpoint from Germany

Slide.

Teacher Led Instruction

15-20 Mins.

Hand out vocabulary Crossword activity.

Individual Student Work

10 Mins.

Closure : specific activity to review content

Students will answer question on the back of their map or crossword activity as an exit ticket.
Questions will be the following: 1) What is NATO? 2) Why was NATO created? 3) An attack against a
NATO member is considered what?

Teacher Candidate Reflection on the lesson (after delivery)

[Type text]
SNC: April 3, 2014