Chris Browne

11th Grade US History

Cuban Missile Crisis
April 5 2016
Essential Question: How did the early years of the Cold War impact American society, culture,
domestic and foreign policy?
Standards:
5. Builds on students prior knowledge and experience, and offers real world learning activities
that address school, community and societal issues.
6. Employs a variety of content-based and content-oriented teaching techniques from more
teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less
teacher-directed approaches such as discussion, problem solving, cooperative learning, and
research projects (among others).
12. Assigns practice or homework with the intended purpose of solidifying and extending student
learning and providing a check for understanding.
21. Promotes ethical and equitable opportunities for achievement by all students.
Learner Background: Students will have the knowledge of the buildup of the Cold War and the
arms race between the Soviet Union and the United States. They have completed a project to
research an aspect of culture, foreign, or domestic policy of either the US or the USSR, making
them experts on a facet of the Cold War.
Student Objective: Students will use the information from the notes in the PowerPoint to begin
the Cuban Missile Crisis debate the next day. The students will use pre-generated character
sheets and their notes to support their arguments for what they, and the character they have taken
the role of, aim to do during the debate.
Materials: 1960s Nearpod, Cuban Missile Crisis character sheet, Cuban Missile Crisis task, DO
NOW worksheet.
Initiation: On the board will be a DO NOW which will read, grab a worksheet and give it a try,
we will go over the content in class today. The students will attempt the DO NOW worksheet
which is a pre-test of sorts for the content we will be covering that day. They will have five
minutes to answer the worksheet and we will proceeding go over the answers.
Learning Activities: The students will follow the teachers lecture on the early 1960s in terms of
Soviet-American relations and the growing crisis in Cuba. They will take notes on their own
volition, and they will use their notes for the Cuban Missile Crisis task.
Closure: The Nearpod will lead off into the assigning of the Cuban Missile Crisis assignment.
The students will be given the assignment and their character sheets. Any time left over after
tying the assignment to the lesson will be left to the students to begin work on the assignment.
Assessment: Assessment will come the next day with Cuban Missile Crisis activity. They will
base their arguments for the project on the notes from the day prior.
Modifications: Modifications for the notes will be the printed notes sheet to be given to students
who need it. For the major assignment, the students will have a cut down character sheet and be
required for less material to present.