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Caitlin Cooksey Course: EDU 329 03 Grade: 11 Topic: Containment

Dr. Sills Date: April 8th, 2014 Content Area: Social Studies

INSTRUCTIONAL OBJECTIVE (Lesson Objectives*) After reading about the Cold War, and participating in class discussion, students will write a thematic essay on the United States policy of Containment including what the policy was, and two examples of how it was carried out by the United States with 95% accuracy. CCLS/+NYS STANDARDS AND INDICATORS Social Studies Standard (NYS) #1: United States and New York History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Indicator: - This will be evident when the students properly identify what the policy of Containment was, and be able to identify two examples in which the United States carried out this policy. CCCS. ELA-Literacy Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information. Indicator: - This will be evident when the students discover the information and formally write out the correct definition of Containment, and discover the facts and relationship between the examples of the policy that the United States carried out in a well-organized essay. MOTIVATION (Engaging the learners*) The teacher will show the class a brief YouTube video, displaying how the Cold War began, and how the policy of Containment between the United States and Soviet Union came to be. MATERIALS -Textbook -Class notes from discussion -Loose-leaf paper -Pens

Strategies (Learning Strategies*) Group Discussion: This will be evident when the teacher and student initially discuss the policy of containment in the United States, including how it came to be and several actions that came out of it. Teacher Demonstration: This will be evident when the teacher shows the students how to properly structure their thematic essay in a clear and organized way. Independent Study: This will be evident when students spend time researching through the textbook and their notes from class discussion to write a well-formulated and historically accurate thematic essay on the United States policy of Containment and the ways in which the policy was carried out. ADAPTIONS (Exceptionality*) -The student who is physically disabled with a broken right arm will have an aid write his essay for him while he verbally gives the answer to the thematic essay question with 95% accuracy. DIFFERENTATION OF INSTRUCTION Tier One: Students will write a thematic essay on the United States policy of Containment including what the policy is and two examples of how it was carried out, based on an outline of the policy and examples provided by the teacher. Tier Two: Students will write a thematic essay on the United States policy of Containment including what the policy was, and two examples of how it was carried out in the global community with 95% accuracy based on the textbook and class discussion. Tier Three: Students will independently research the textbook and class notes, to identify what the policy of containment was, two examples of how it was carried out, and how those policies helped the global community besides just preventing the spread of Communism. DEVELOPMENTAL PROCEDURES Students will research and organize a thematic essay in which they explain the United States policy of Containment during the Cold War. (What is containment? How did it begin? Why did the United States find it so important to stop the spread of Communism?) Students in their second body paragraph of their essay will discuss two examples of how the United States carried out the policy of Containment. (What are two example? What did they do? How did they help? Were these plans effective?)

ASSESSMENT Students will successfully be able to define the policy of containment, and give two examples of how the United States carries out the policy in the global community with 95% accuracy. INDEPENDENT PRACTICE After completing the thematic essay on the policy of Containment, students create a TChart, displaying the major Capitalist and Communist countries during the Cold War. FOLLOW-UP DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT -The student, under direct intervention with the teacher, will play a computer Jeopardy version game that reinforces the policy of Containment, and examples of the policy being carried out on a global scale such as with the Truman Doctrine, the Monroe Doctrine and the Korean War. -The student under academic enrichment will move on to research the effects and outcome of the Korean War.

References Beck, R., Black, L., Krieger, L., Naylor, P., & Shabaka, D. (2004). American history: Patterns of interaction. (pp. 342-82). McDougal Littell. Engerman, D. C. (2010). Social science in the cold war. The University of Chicago press, 393-400. Kramer, M. (1999). Ideology and the cold war. Cambridge University Press, 539-76.