Unit Cover Page: Written Unit Plan Understanding by Design (UBD)

The University of Mississippi School of Education
Written Unit Plan

Understanding by Design (UBD)
Unit Cover Page
Unit Title: Restructuring the Postwar World, (1945-present)

Grade Level: 10th grade
Subject/Topic Areas: Modern World History
Key Words: Containment, Cold War, Mao Zedong's Cultural Revolution, 38th
Parallel, Vietnamization, Fidel Castro, Nikita Khrushchev, Detente, SALT
Designed By: Tonya Bettineschi Length of Unit: 10 days
School District: Lafayette School District School: Lafayette High School
Brief Summary of Unit:
Throughout this unit, students will learn about The Cold War and its impact on the world. This unit is divided into 5
sections, each detailing specific events that occurred from 1945 to the 1990’s. At the beginning of the unit, students
will observe the effects of World War 2 and how this lead into increased tensions between the United States and the
Soviet Union and how they competed for dominance in the post war world. This unit will cover everything
mentioned in the textbook “Modern World History: Patterns of Interactions” that the students use in the classroom,
but we will go into far more detail about each event. Not only will students look at the two main players: The USSR
and the USA, but they will also see how the actions taken by these two countries led to massive consequences for
other nations as well. We want to make sure that the students fully understand the extent to which the Cold War
was fought and the significance it had on the world. By the end of this unit, students will be able to identify the
causes of the Cold War and how it brought about new international relations and policies.
Resources for Contextual information:

<http://www.gocommodores.org/index.cfm?pID=8725>.
http://lafayettemls.com/
http://reports.mde.k12.ms.us/data/nclb/2014/District/3600%20Revised.pdf
List and attach Print Materials/Resources

List and attach Internet Resources/Links:
● Pre-test Kahoot (PIN: 447554)

● Kahoot question sheet (accomodation)
● Powerpoint
● Projector screen and clicker
● Yalta Conference Activity (activity Positions on the Issues Page 4-8)
● Post-it notes
● Tape
● Expo markers
● “Modern World History: Patterns of Interactions” textbook
● Iron Curtain Homework
○ Choose 4 Iron Curtain political cartoons and add detailed instructions. What do you think the
meeting behind this is and create a question
● Expo Markers
● Markers
● Poster Boards (or large sheets of paper)
● Tape
● https://apus-06-07.wikispaces.com/pw+foreign+political+cartoons
● http://www.history.com/topics/cold-war/berlin-blockade
● map explaining zones
● Activity Cards
● Game Directions for the Board
● Game Directions for the secret cards
● Large Cards (definitions 10, terms 10, secret police 10)
● “West Berlin Bin”
● "Tear Down This Wall"
● newspaper article
● http://www.thespacerace.com/documents/treaty1967.php
● Powerpoint
● Expo marker
● Cards for students
○ Events that occurred during the space race
● Tape
● Timeline for the wall
● https://warinsights.wordpress.com/
● Espionage Table:
■ http://www.historylearningsite.co.uk/modern-world-history-1918-to-1980/the-cold-war/s
pies-of-the-cold-war-era/
■ http://www.history.com/news/history-lists/6-traitorous-cold-war-spies
■ http://study.com/academy/lesson/cold-war-spies-espionage.html
■ http://www.history.com/this-day-in-history/united-states-charges-soviets-with-espio
nage
■ http://www.history.com/topics/cold-war/u2-spy-incident
○ Foreign Aid Table:
■ https://woodward8.wikispaces.com/Marshall+Plan
■ Marshall Plan Basketball Cartoon
■ http://www.wehc2015.org/pdf/P15_P10017.pdf
■ http://classroom.synonym.com/did-ussr-promote-communism-cold-war-8040.html
■ http://www.pbs.org/wgbh/americanexperience/features/timeline/famine/
■ Aid in Bear’s mouth political cartoon
○ Multinational Alliance Table:
■ http://www.history.com/topics/cold-war/formation-of-nato-and-warsaw-pact
■ Warsaw VS NATO map (multinational alliances with US and USSR)
■ Uncle Sam and Soviet Bear political cartoon
○ Surrogate Wars Table:
■ http://dresnerworld.edublogs.org/resources/handouts/cold-war-proxy-wars/
■ http://introglobalsecurity.blogspot.com/2013/02/us-proxy-war-policy-during-cold-w
ar.html
■ Fighting with arrows in front of nuclear weapons political cartoon
○ Brinkmanship
■ https://sites.google.com/site/salkcoldwar/eisenhower-and-brinkmanship
■ https://www.revolvy.com/main/index.php?s=Brinkmanship%20(Cold%20War)&ite
m_type=topic
■ Armed standoff political cartoon
○ Propaganda
■ http://alphahistory.com/coldwar/cold-war-propaganda/ (6 different forms)
■ Example of each forms it was used in
● Participation sheet for the teacher
● Powerpoint
● “The Forgotten War” article
● Sheets of paper for the pre-assessment and the exit slip
● Quiz
● Student’s Headphones
● Chromebooks
● http://thevietnamwar.info/anti-war-pro-war-songs-vietnam/2/?vietnam-war-media=anti-war-pro-wa
r-songs-vietnam
● google form to edit
● Students Exit Slip (Google Form)
● Instruction sheet
● http://www.coldwar.org/bcmt/bm_char_1.asp
● Map of the United States and Cuba (containing a scale)
● 25 Compasses (one for each student)
● Colored pencils
● Missile Assignment Sheet
● What would you do
● Direction sheet (attached on next page)
● Chromebooks
● 13 days Trailer
● Pre-assessment questions sheet (attached)
● Red and Green rectangles for True or False Game (Opener)
● Circle Stencil for accommodation
● http://nsarchive.gwu.edu/nsa/cuba_mis_cri/photos.htm
● duck and cover
● Powerpoint
● Maps from previous day
● Text In Survey App
● Cuban Missiles Range Map
● Unit Test Questions
● Team Generator
● Trashketball Game Rules
● Trash Can
● Ball
● Unit Test
● Scantrons
● Pencils
● Textbooks
Contextual Information
1. Knowledge of characteristics of students

Use the spaces provided below to address indicated characteristics of your students.
● Age-Range, Gender, Total number of students
· 10th grade social studies classroom. For the most part, the students are all 10th
graders, there are some 11th graders that we teach throughout the day. These students
are either retaking the class because they had failed last year, or they are transfers from
other schools and have to take this course because they have not done so yet. On
average, the students that we teach are aged 15 through 17. There are about 700
students that attend Lafayette High School and the school continues to grow at a
significant rate each and every year. As a result, Mr. McLaughlin teaches about 97
students between all 5 World History classes. There are an additional 15 students who
take Mr. McLaughlin’s 4th period Advanced World Geography class as well, bringing the
total number of students to 112. There about 61 are male and 51 are female students.
In first period, 24 students: 15 female, 9 male In 3rd period there are 15 students: 7
female and 8 male. In 5th period there are 23 students: 12 female and 10 male. The 6th
period class has 22 students: 12 female and 10 male, and the 7th period class has 13
students: 5 female and 8 male
● Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in

percentiles or grade-equivalent)
Lafayette High School prides itself in educating the “whole student”. The school stresses the
importance of academics in addition to sports and extracurricular activities as well. As a whole,
Lafayette High School has been ranked as a “superior” school according to the Mississippi
Department of Education. In the high school there are about 250 students, about 10% of the
students, who have an Individualized Education Program (IEP). These students receive
accommodations in the classroom in order to aid them in the process of learning. Of course, not
every aspect of the school is going to be superior. In Mr. McLaughlin’s class, there are some
students who are still struggling in the subject or who simply lack the motivation to succeed in
the classroom. All students are given the opportunity to learn in the classroom. Mr. McLaughlin
arranges the seating chart at the end of every 9 weeks to make sure that students who are
struggling are moved to the front of the classroom. This is his strategy to make sure that a
student’s grade is not determined by seat placement. Struggling students are moved to the front
to hopefully gain their attention and hold them more accountable for their performance in the
class.
● Socio-Economic Description
Throughout the entire Lafayette School District, there are about 2,500 students.
Approximately 58% percent of the students in this district are on free and reduced lunch. The
school however, sees students of many different economic backgrounds, mostly students come
from middle class families. A large majority of the students have their own cell phones,
computers, and cars that they drive to school.
● Typical Demeanor of Students

The students in Mr. McLaughlin’s class are very respectful and well-behaved. There are
hardly any behavior issues that we have to address during the class period. The students come
into class and they seem to know how to act. If they see a Bell Ringer on the board, they know
how to go about answering it and the process of completing their work. They are aware of what
Mr. McLaughlin expects from them and their work and they usually get down to business
immediately. The students know to put their phones away in the phone holder which is on the
wall, but this is their choice. If they decide to hold onto it, they know they must keep it in their
pockets or it will be taken from them. For the most part, phones are never an issue in the class.
The students all seem to have a great attitude towards learning, however, it is sometimes hard to
gain and keep their interest. I noticed while teaching sometimes that the students are bored,
rolling their eyes, or daydreaming. When I am able to notice this I try to pick up the pace, speak
louder, and sound more enthusiastic. By doing this, I have noticed that students perk up more. I
begin to see more faces light up and they seem to be more engaged. Throughout my lesson, I try
to incorporate lessons and activities that are going to keep the students involved in the lesson. I
am going to use group work, videos, discussions, in order to spark their interests.
● Typical Interest and Involvement of Students

· I created an interest survey that I passed out to every World History class. I asked the
students to fill out the questions as honestly as possible. Some of the questions asked the students
about their interests in their personal lives. I asked them what they did after school. For the most
part, students responded that they participated in after school activities on the campus of
Lafayette High School. Many of the students participate in school sports such as football,
baseball, cheerleading, and basketball. A very large majority of the students said that they are
members of the school’s Junior ROTC program. I noticed prior to this survey that ROTC is a
very important part of the school. They whole practices in the hallway after school is out,
students are required to wear their uniforms on Thursdays, and many students expressed their
interests in continuing ROTC once they go off to college. In addition to sports, many of the
students are members of other clubs. Many of the students wrote that they are members of
Young Life programs and theatre groups. For the students who said they do not participate in
after school activities, many of them said that they like to go home and watch tv or play on their
computers. I also asked the students if they had any responsibilities besides school. I learned that
many of my students hold jobs and are responsible for household chores.
2. Knowledge of students’ varied approaches to learning (Include information from

learning styles inventory)
In this survey, I also wanted to get to know about the student’s academic interests. I
asked the students how they liked to learn. A lot of them said they liked working in small groups
so they can express their ideas and ask their peers for help. For the students that said they prefer
to work alone explained that they do not like groups because they feel other students copy their
work and slack off. Learning this about my students was beneficial in drafting my unit plan
because I brainstormed ways in which to include group work but avoid students copying. I have
incorporated group work that is based off of a think, pair, share style or in a reverse style where
students brainstorm together but then have to answer questions and finish the activity on their
own.
I also asked them what they wanted to learn about in history and what was their favorite
part about this class. Many students said they enjoy learning about wars and global conflicts.
Some said they like ancient civilizations and many others said that they were simply not
interested in history class. I learned a lot about the students through the survey and by talking
with some of them individually before class starts. I wanted to incorporate their interests into my
lesson plan and so I also asked them to describe a lesson they can remember and that help them
to learn the specific material. Through this, the students actually gave me a lot of ideas to include
in my lesson. Throughout this unit plan, you will see activities and learning strategies that were
suggested by the students. Things such as Socratic Circles, Hands On and Interactive Lessons,
Social Media Activities, and Trashketball Review Games were all suggested by the students and
I decided to incorporate these activities throughout my lesson in hopes to spark the students
interests and desire to learn about The Cold War.
3. Knowledge of students’ skills and prior learning
Many of the students in Mr. McLaughlin’s class have not taken a World History class
since middle school. For the most part, many of the students have very little knowledge about the
material we discuss in the class. Many of the terms and concepts discussed are new to them.
However, it seems that as we move closer and closer towards the 20th century, the students seem
to know a little bit more about each topic. For example, the students had little interest and
knowledge about nationalism and revolution in Russia. However, as we began talking about
World War 1 and the Great Depression, students seemed to have a little more background
knowledge than they did in previous lessons. World War 2 sparked the most interest out of any
of the lessons and moving into The Cold War, I am expecting students to know the most
considering it happened during the late 1945 and the effects continued on throughout the 1990’s.
These are just my assumptions, in order to actually calculate what they students know
about the Cold War era and what they do not know, I will include Diagnostic Assessments
throughout my unit plan. On day 1, there will be a pre-test given to see what the students know
about the end of World War 2 and the events that led into the Cold War. I will also perform
Formative Assessments that will measure what the students are learning throughout the lesson
and find what needs to be explained in more detail.
4. Knowledge of community and school district (Include a description of the community

and school district)
According to a census taken in 2010, the population of Lafayette County is just over
51,000 people. The governmental center of the county is in Oxford, MS. Oxford is home to the
University of Mississippi which continues to grow and attract thousands of students, faculty, and
tourist every year. Due to the growing popularity of the University of Mississippi, the population
of Oxford and therefore Lafayette County grows each and every year. As a result, the Lafayette
School District continues to grow as well. Throughout the years, Lafayette High School had to
make an extension on the building in order to hold all of its students grades 9 through 12. Every
year, the number of students in each grade increases.
References:
"Lafayette County School District: Lafayette Endowment Fund for Education." Lafayette County
School District: Lafayette Endowment Fund for Education. N.p., n.d. Web. 22 Mar. 2016.
"Lafayette County School District: About Our District." Lafayette County School District: About
Our District. N.p., n.d. Web. 22 Mar. 2016.
http://lafayettemls.com/
http://reports.mde.k12.ms.us/data/nclb/2014/District/3600%20Revised.pdf
Stage 1 – Identify Desired Results

(Stage 1 completed once for the unit)
Goal: Identify overall goals) of the unit based on the Mississippi Curriculum Frameworks
or Common Core Standards.
World History From the Age of Enlightenment to the Present

Domestic Affairs
1. Understand different political systems in the Modern Western World and their impact on the
respective societies that adopted them.
a. Compare and contrast governmental forms (Democracy, aristocracy/oligarchy,
absolutism, constitutionalism, totalitarianism, monarchy and republic) as practiced by the
societies that adopted them over time. (DOK2)
Global Affairs
3.Understand causes and consequences of contact, cooperation, and conflict (e.g.,diplomatic,
economic, political, cultural/ethnic, military, biological) between various societies, nations, and
groups of people.
b. Critique the successes and failures of initiatives to create international security (e.g.
League of Nations, United Nations, etc.) (DOK 3)
c. Analyze the causes, effects, and unique features of World War I and World War II in
terms of the changes in diplomatic relationships among the various countries involved.
(DOK 3)
d. Describe the causes of the Cold War and its effects on contemporary world
affairs.(DOK2)
4. Understand that increased interactions among people have resulted from:

technological and communication innovation, political and economic change, and demographic
and climate change.
a. Analyze the international developments in the post World War II world in terms of
global economic, military, and political power shifts (e.g., developments of nationalism
in Africa and the ―Middle East‖, the effects of the Truman Doctrine and the Marshall
Plan in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK4)
Civil Rights/ Human Rights

1.Understand rights in society and changing conception of rights (civil or human).
a. Identify and distinguish between the methods of proponents of civil or human rights and
the methods of their opponents since the Age of Enlightenment (e.g.,
Rousseau,Wollstonecraft, Blanqui, anarchists, Gandhi, Ho Chi Minh, Cesar Chavez).
(DOK 2)
Economics
6. Understand the economic causes and patterns of global change in the era of New
Imperialism in Africa, Southeast Asia, China, India, Latin America, and the
Philippines.
a. Analyze the role of imperialism, geography, and market economies in the development
of the economies of ―third world‖ nations in Africa, Southeast Asia, Latin America
and the Philippines. (DOK 3)
7. Understand the development of various economic systems through time and place and how
those systems have shaped global relations.
a. Analyze the integration of countries into the world economy and roles of the
informational, technological and communication revolutions (e.g., steamship, the
telegraph, television, satellite, and computer) in that integration. (DOK 3)
b. Cite evidence of how the world has evolved from a multitude of economic systems to a
global interdependent economy. (DOK 3)
c. Draw conclusions using examples of how governments, international institutions
(e.g.,Napoleon‘s Continental System, GATT), and private corporations (e.g., East India
Company) have sought to regulate economics since the Age of Enlightenment. (DOK 3)
United States History From Post-Reconstruction to Present

Global Affairs
3. Understand how the global position of the United States has evolved as a result of
imperialism, economics, technological changes, and involvement in international wars and
conflicts.
a. Analyze the origins and development of the Cold War between the United States and the
Soviet Union and their respective allies, including ideology, technology, economics, and
geography. (DOK 3)
b. Explain and analyze America‘s role in international organizations, humanitarian
relief,and post-war reconstruction efforts throughout the 20th century. (DOK 3)
Integrated Mathematics iii : Geometry

G-CO.12.
Make formal geometric constructions with a variety of tools and methods (compass and
straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.).
Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing
perpendicular lines, including the perpendicular bisector of a line segment; and constructing a
line parallel to a given line through a point not on the line.
What understandings are desired?

● Students will learn that the Cold War was an ideological battle between the United States
and the Soviet Union.
● Students will understand the differences between communist and capitalist systems.
● Students will understand the impact the Cold War had on society and places throughout
the world.
Daily objectives: What key knowledge and skills will students acquire as a result of this
unit? What should learners be able to do as a result of such knowledge? Include
integrated content areas from the Mississippi Curriculum Frameworks. Label objectives
with the DOK level of learning.
The students will:

● Students will recall significant events of World War II (DOK 1)
● Students will develop logical arguments to support the Yalta Conference plans for a post-war world
(DOK 3)
● Students will distinguish between the Yalta Conference and the Potsdam Conference (DOK 2)
● Students will analyze the immediate effects WWII had on the world and how it led to rising Cold
War tensions (DOK 4)
● Analyze political cartoons and make inferences about what they are representing ( DOK 4)
● Students will define what a Metaphor is and its linguistic significance.(DOK 1)
● Students will identify patterns between the Truman Doctrine and the Marshall Plan (DOK 2)
● Students will predict how the U.S.’s containment policy will further divide the world (DOK 2)
● Students will define and match vocabulary terms (DOK 1)
● Students will make observations about the immediate effects of the Berlin Wall (DOK 2)
● Students will compare and contrast NATO and The Warsaw Pact ( DOK 3)
● Students will take notes to understand the cause and effects of events throughout the Space Race
(DOK 2)
● Students will conduct an interview with a family or community member for the extra credit
assignment (DOK 2)
● Students will make connections between what they learned in class and what they learned from the
primary source interview assignment (DOK 4)
● Students will identify the different methods in which the two world superpowers fought during the
Cold War. (DOK 1)
● Students will critique these tactics and decide which had the most important role in fighting the
Cold War (DOK 4)
● Students will explain why the United States entered into the Korean War (DOK 1)
● Students will identify key terms and figures associated with the Korean War (DOK 1)
● Students will hypothesize based on their understanding of the division of Berlin how a divided Korea
and Vietnam would affect the population (DOK 3)
● Students will identify the events that led into the Vietnam War (DOK 1)
● Students will analyze both pro-war and anti-war movements by listening to music that was made
about the Vietnam War (DOK 4)
● Students will compare the Korean and Vietnam Wars (DOK 2)
● Students will collect information on Soviet missiles in Cuba and display the missile ranges on a map.
(DOK 2)
● Students will predict the effect the Cuban Missile Crisis had on the United States (DOK 2)
● Students will investigate the options available to President Kennedy during the CMC and determine
which strategy would have worked the best (DOK 3)
● Students will name a city on their map that was in the range of the Cuban missiles (DOK 1)
● Students will critique the drills used by American public to practice safety in case of a nuclear war
(DOK 4)
● Students will review the Cold War and the significant events that took place between 1947-1991
(DOK 1)
● Students will prepare to take the unit test on Day #13

● Students will take the unit test on the Cold War
● Students will complete their Id’s and Terms and hand it in for a grade
Stage 2 – Planning Assessment
(Stage 2 completed once for the unit)
Performance Task(s): List the names of each performance task here and attach a copy of the
entire assignment (including grading rubric) to your plan.
The student’s will:
● Yalta Conference Group Activity
● Think, Pair, Share: The Iron Curtain
● Berlin Wall Simulation Game
● Cuban Missile Crisis Maps
● Socratic Circles
● What Would You Do Simulation
● Rubric- http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2618411
Test/Quiz Item(s) and Other Traditional Assessments: List the names of each
test/quiz/homework/etc. here and attach a copy of each to your plan.
● Kahoot pre-assessment
● Extra Credit Assignment
● Unit Test
Informal Check(s): List ways you will check for understanding throughout your unit.
● Day 1 Exit Slip: How do you think WWII led to the Cold War?
● Day 2 Opener: What is a Metaphor? How is the Iron Curtain a metaphor?
● Day 2 Exit Slip: List similarities and differences between the Truman Doctrine and the
Marshall Plan
● Day 3 Opener: Vocab pre-assessment game/ activity
● Day 4 Opener: The events of the Space Race
● Day 5 Opener: Why was the Cold War called the Cold War?
● Day 6 Exit Slip: What did you learn? What should we go back over?
● Day 7 Exit Slip: True or False questions to see what they students are confident in and
what we will need to go back to work on before the test.
● Day 8 Exit Slip: Yes or No poll to get the student’s opinions
Academic Prompt(s): List higher level thinking questions used throughout the unit.
● Why Was the Cold War called the “Cold War”?

● How do you think Vietnam and Korea would be similar or different? What problems might they face?
● How does the “Forgotten War” represent the American attitude towards this war ?
● How do you think the music reflects the tension during this time period?
● If you were President Kennedy and you found out about the missiles in Cuba, which option would you
probably choose to do?
● How were missiles in Cuba going to be a threat to the United States?
● What do the students think about the actions that the United States government took to prevent a nuclear
war?
● Do you think the policy of Detente would be successful or unsuccessful? Do you think it was a good plan?
Stage 3 – Daily Lesson Plans
( Stage 3- attach lesson plans)
Make a calendar to outline the objectives taught each day, the activities/strategies used and
the assessments used. Next, attach a separate lesson plan for each day of your unit using
the format on the following page.
STAGE 3: Daily Plans

Monday Tuesday Wednesday Thursday Friday
Day 1: Introducing Day 2: Iron Curtain, Day 3: Berlin Wall/ Day 4: Threat of Day 5: The Cold
the Cold War Containment, airlift, NATO, Nuclear War, War Divides the
Truman and Warsaw Pact Brinkmanship, The World
Pre-Assessment: Marshall Plan Space Race
measure student’s Performance Task: How was the Cold
prior knowledge on Performance Task: Berlin Wall Activity Introduction/ War fought activity
T.C.W. and the Think, Pair, Assigning the unit
events leading up to Share: The Iron project. Day 5 Opener:
it. Curtain Why was the Cold
Day 4 Opener: The War called the
Performance Task: events of the Space
Yalta Conference Cold War?
Race
Group Activity
Day 6: Korean War Day 7: Vietnam Day 8: The Cuban Day 9: Cuban Day 10:
War Missile Crises Missile Crises Trashketball
Exit Slip: What Review game
did you learn? Video: Thirteen Duck and Cover
Informal Check: Days Trailer (How Videos The students will
What should we
Exit Slip True or does this make you review for the
go back over? False questions to feel?) Life in America chapter test
see what they during the Cuban
Group Work: Missile Crises
students are
Missile Range
confident in and (math and maps) Decide what to do:
what we will need You are the leader of
to go back to work Into individual the USA and you
on before the test. work/homework: have to figure out a Day 11:
city, range of plan Unit Test
destruction, how are
people going to IDs/ Terms
react?
Daily Lesson Plan
Day 1
Objectives:
TSW:
● Students will recall significant events of World War II (DOK 1)
● Students will develop logical arguments to support the Yalta Conference plans for a post-war world
(DOK 3)
● Students will distinguish between the Yalta Conference and the Potsdam Conference (DOK 2)
● Students will analyze the immediate effects WWII had on the world and how it led to rising Cold
War tensions (DOK 4)
Materials:
● Pre-test Kahoot (PIN: 447554)
● Kahoot question sheet (accomodation)
● Powerpoint
● Projector screen and clicker
● Yalta Conference Activity (activity Positions on the Issues Page 4-8)
● Post-it notes
● Tape
● Expo markers
● “Modern World History: Patterns of Interactions” textbook
● Iron Curtain Homework
○ Choose 4 Iron Curtain political cartoons and add detailed instructions. What do you think the
meeting behind this is and create a question
Opening (Set): (10 minutes)

1. Pre-assessment
a. As students come in, their will be a Kahoot Quiz projected on the whiteboard
b. Students will be asked to take out their phones in order to participate in the quiz
c. This quiz will serve as a pre-assessment to measure the students prior knowledge of The
Cold War
d. This pre-assessment will later be used throughout this unit plan as either a quiz or questions
throughout the unit test. This will be done in order to measure students growth and the
teacher’s impact on student’s learning.
2. After the Pre-Quiz, the teaching will then ask the students a series of questions referring to the day’s
lesson to get the student’s thinking and also to encourage them to share what they know about The
Cold War.
a. What was the Cold War?
b. Why was it called the Cold War?
c. Who fought in this ideological war?
d. What year did it take place?
Learning Tasks (Procedures):

(15 minutes)
A. Once the pre-assessment is over and the students have discussed what they know or any questions
they want to ask, the teacher will then pull up the Introduction into the Cold War Powerpoint and
lecture on it for about 10 minutes until the Class Activity
a. Once the pre-assessment is over and the students have discussed what they know or any
questions they want to ask, the teacher will then pull up the Introduction into the Cold War
Powerpoint
i. Slide 1: The World after the War (immediate consequences of WWII)
ii. Slide 2: The Yalta Conference (quick preview)
1. Yalta activity
iii. Slide 3: Results of Yalta
iv. Slide 4: Germany surrenders, WWII ends
v. Slide 5: USA/ USSR join the United Nations
vi. Slide 6: Differing US/ Soviet Goals for post war
vii. Slide 7: The Potsdam Conference
B. At this point in the powerpoint presentation, “The Yalta Conference” Slide, the students will then be
asked to split into 3 large, equal groups. Each group will be assigned a country (Britain, USA,
Russia)
C. At this point, the students will be given an article with questions. Each student is responsible for
reading the “specific interests” on their own. The large groups will come together and discuss what
they think is the most important for their country during this time. They will decide as a team what
they want to propose at the Yalta Conference. There are 6 specific interests they will read and discuss
as a group. In the group setting they will choose 3 which are the most important for their country.
(10 minutes)
D. Once they have decided, the large groups will each elect one member to serve as a “Big Three
Leader”: These leaders will come up to the front of the classroom and make a strong argument for
their country’s proposals. The leaders are only allowed to argue for the 3 that the group picked out,
but in the end each country will be allowed to have 1 negotiation on the board. The leaders will have
to make negotiations with the other countries. The students who are not the leaders, are encouraged
to participate in this portion of the activity by raising their hands to make additional comments or by
holding a “meeting” with their leader to re discuss what they are willing to negotiate The leaders and
the groups will need to reach agreements and write down what they want on the board.
(10 minutes)
E. The teacher will then pull the powerpoint backup to continue talking about the Yalta Conference and
what was actually decided upon. The students, after looking at the results, will be asked what was
different and what was similar to what they have negotiated and decided upon in the activity.
F. The students will learn more about the Yalta Conference and the Potsdam Conference
Closure: (10 minutes) :

1. Before the exit slip, the teacher will pass out and explain the Homework that is due the next day in
class. Students will be aware that in order to participate in tomorrow’s activity, they must turn in a
completed homework assignment. This homework is the 1st part of the activity for the activity on day
#2.
2. Exit Slip: Students will be asked to take out a piece of paper and something to write with.
3. The teacher will write down 3 questions on the whiteboard and also read them aloud to the students.
The students will be asked to write number the questions on their sheet of paper and answer them as
best they can.
a. How do you think WWII led to the Cold War? Give one example.
b. What are three similarities between the Yalta and Potsdam Conference?
What are three differences?
c. What was one major difference between the USSR and the USA after
WWII? How is this going to affect their relationship?
4. The students will be told that in order to answer the first two questions, the students will have to
recall what they have learned during this lesson. For the third question, they will have to predict
what is going to happen between the two world superpowers and how it is going to lead into the Cold
War.
Differentiated Instruction:
Enrichment: These students will be expected to elaborate on their exit slip answers. As the students are
writing, the teacher will walk around the room to ensure all the students are answering the questions but the teacher
will challenge these students by asking them further questions and telling them to provide more detail in their
answers.
Intervention: The teacher will make sure that these students are understanding the questions up on the
board and will make sure that they are answering the questions to the best of their ability.
Accommodation: Write the exit slip questions on the board as well as read the questions out loud to the
students. For the Kahoot Pre-test quiz, the students will also be given a sheet with the questions on it prior
to playing. They will have the questions to read at their desk and they can also look over it before playing.
In order to participate in tomorrow’s activity, you must complete and turn in this homework
assignment in class tomorrow.
Directions: Analyze this political cartoon about The Iron Curtain. Write down what you think
the meaning behind this political cartoon is. Then, create a question based off this cartoon that
you could ask someone. Make sure you include an answer to your question. Be ready to share
these questions with your classmates tomorrow!
Meaning:______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Question for Class: ______________________________________________________________
Answer for the Question: _________________________________________________________

Meaning:______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Meaning:______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Meaning:______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Daily Lesson Plan
Day 2
Objectives:
TSW:
● Analyze political cartoons and make inferences about what they are representing ( DOK 4)
● Students will define what a Metaphor is and its linguistic significance (DOK 1)
● Students will identify patterns between the Truman Doctrine and the Marshall Plan (DOK 2)
● Students will predict how the U.S.’s containment policy will further divide the world (DOK 2)
Materials:
● Expo Markers
● Markers
● Poster Boards (or large sheets of paper)
● Tape
● https://apus-06-07.wikispaces.com/pw+foreign+political+cartoons
Opening (Set):
1. Think, Pair, Share: As the students walk into the classroom, they will be handed a political cartoon
depicting the Iron Curtain.
a. THINK (Homework Day 1 ) : The analyze the political cartoon by themselves. They will be
asked to take one conclusion that they have made about the political cartoon and put it into
a question form (ex: The student observes that man in the cartoon is
b. PAIR (5) : Once each student has one question, they will be told to join groups with the
people who have the same political cartoon as them. These groups will go around and share
the questions they have drafted on their own. The group will discuss the meaning behind the
political cartoon and come up with 3 solid questions they can ask the
c. SHARE(10) : In the groups, the students will decide on three questions to write on a large
Poster Board. When every group is done each group will hang their poster on the nearest
wall. When the group’s political cartoon is shown on the projector, it is their turn to share
the questions they came up with and the rest of the students will be asked to raise their
hands if they think they can answer the question on the board.
After every group explained the meaning, the teacher will then ask the students, “for this activity,
why did I give you political cartoons to analyze and not an actual picture?” Get students to raise their hand
and call on 2 students to share why they think we would do that. Answer: Because The IRON CURTAIN was
a metaphor. It did not physically exist. This was a term given to the political division of Europe: Communism
vs Non-communist countries
Learning Tasks (Procedures): (30 minutes)

1. Powerpoint:
a. Slide #1: Iron Curtain
b. Slide #2: Soviet Build a Buffer
c. Slide #3: Iron Curtain Divides East and West
d. Slide #4: Winston Churchill says it first
e. Slide #5: How the US responds
i. Containment Policy
ii. Truman Doctrine
iii. Marshall Plan
Closure: (5 minutes)
● Students will each be handed 3 post-it notes. They will be asked to write a similarity between the
Truman Doctrine and the Marshall Plan. On the second post-it note, they need to write something
that is unique to just the Marshall Plan. For the third post-it, they need to write something that was
unique to just the Truman Doctrine. With these three sticky notes, the students will be asked to place
them on the Venn Diagram that is drawn on the board.
○ The teacher will be able to see at the end of this activity just how much the students were
able to learn from that lesson, and what needs to be clarified.
Enrichment: In addition to posting 3 correct post-it cards on the board that show the major similarities and
differences, these students should also be able to show complete understanding of the both the Truman
Doctrine and the Marshall Plan.
Intervention: These students should be able to put on the board two correct post-it notes, if not all three.
Accommodation: Students are only expected to have one of three of their post-it cards be correct. They are
encouraged to try to find 3 similarities and differences between the Truman Doctrine and the Marshall Plan,
but if they can find ⅓ that is acceptable.
Daily Lesson Plan
Day 3
Objectives:
● Students will define and match vocabulary terms (DOK 1)
● Students will make observations about the immediate effects of the Berlin Wall (DOK 2)
● Students will compare and contrast NATO and The Warsaw Pact ( DOK 3)
Materials:
● http://www.history.com/topics/cold-war/berlin-blockade
● map explaining zones
● Activity Cards
● Game Directions for the Board
● Game Directions for the secret cards
● Large Cards (definitions 10, terms 10, secret police 10)
● “West Berlin Bin”
● "Tear Down This Wall"
Opening (Set):
● Pre-assessment:
○ Through the activity, the students will also receive a pre-assessment that will measure how well
they know their terms and ID’s from the previous lessons.

1. Activity:
a. As students enter the classroom, they will be asked to sit down at their desks and get ready for the
notes for today. Once every student is seated, the teacher will tell them to pick up the card that has
been placed under their desk. Before the students look, inform them that as of right now these
cards are secret.
b. The students on the left side of the room will be given cards with the terms on it. The students on
the right side will be given the definition to a term that someone on the left side of the class is
holding. The amount of definitions/terms combinations will depend on the amount in the class (ex.
There are 24 students in 1st period, 8 will get definitions, 8 will get terms, and 8 will get a secret
card.)
c. Game Rules (On the Board): The point of the game is to practice your vocabulary terms by
communicating with your fellow classmates and trying to find the person who is holding the
matching card to your Term or Definition. You can only ask one person at a time about the card.
When you meet up with a fellow student, ask them what it says on the card. Whoever asks will
have to in return say the definition or term for that card. If it is not their match, they will move on
to the next student until they run into the person holding the card they are looking for
d. The secret cards will have their own instructions: This card is secret. If someone asks you what is
on your card say this definition (each secret card will have a definition that does not match anyone
else's card). You should never actually be paired up with someone. Instead, this definition is just a
decoy so people do not figure out you are secret police. When the lights go off, IMMEDIATELY
WALK TO THE CENTER OF THE ROOM AND CREATE A LINE BLOCKING ONE HALF
FROM THE OTHER.
e. The Students will be told to stand up, grab their cards, their notebooks, and writing utensils and
begin to move around the classroom looking for their vocab match. They will be told to take their
notebook and pencil with them because once the “Secret Police” students form the “Berlin Wall”,
the students will not be allowed to return back to their original seat. The purpose of this part of the
activity is to make them feel displaced and to get the feeling of how the people in Berlin felt when
they were told they could not return home to their families, jobs, etc.
2. Although this activity is designed to have students learn the vocab words, the main goal of it is to
preoccupy the students and get them to move away from their desks. While the students are all trying to
find their match, the students with the secret cards will be given special instructions to form a line dividing
the classroom in half when the lights are turned off. The students who other students might grow confused
about what is going on.
3. At this point, the teacher will explain what just happened: As you were going about the activity, there were
“secret police” among you. The were given the orders to set up a barrier to separate the left side of the room
from the right side of the room. Go into explaining how this relates to the Soviet’s building the Berlin Wall.
With the students still standing, the teacher will ask what happens as a result of the Berlin Wall to the
people living within the city.
a. How would you escape?
b. How would you help?
4. Powerpoint:
a. Slide #1: Berlin Wall Video : What was it?
i. While watching the video, write down one piece of info that you have learned from this
video and one thing that you found interesting.
b. Slide #2: How did people escape? How are countries going to react?
c. Slide #4: How was Germany/ Berlin divided (Map)
d. Slide #5: The United States begins the Berlin Airlift
e. Slide #6: Berlin Airlift (Map further explanation)
f. Slide #7: Direct results of the Berlin Wall
Closure:
1. Slide #9: Fall of the Berlin Wall
a. There will be a short clip about the fall of the Berlin Wall speech
b. Students will watch it and the “wall” that was put up in their classroom will be taken down and
students will be allowed to return to their usual desks.
c. Once back at their desk, the teacher will tell the students to take out a piece of paper and write
down how they felt as a result of the Berlin Wall. As they leave the classroom, these students will
perform the Berlin Airlift: The teacher will place a West Berlin Bin in the front of the classroom,
before the bell rings, the teacher will tell the students to throw it into the bin to represent the Berlin
Airlift dropping supplies to the people in West Berlin
Enrichment: These students will be given the “Secret Police” cards during the activity. The reason for this
is because the “Secret Police” card will have a definition that will not match any other student’s. The
terms/IDs on their cards will be taken from a chapter that we have not reached at this point in the unit so
they will be challenged with the task of learning a new word through this activity.
Intervention: These students will be given vocab cards that may challenge their previously knowledge of
the term.
Accommodation: For these students, the vocab card used during the activity will be a term or ID that they
probably have a lot of prior knowledge about. This will make it easier for these students to understand the
card they have and to find their match.
The cards from this activity will be made from the definitions listed in the chart below:
Term Definition Secret

United Nations An international Line that crosses Korea at
peacekeeping organization 38 degrees latitude
founded in 1945 to provide
security to the nations of the
world.
Iron Curtain Boundary separating the Nixon’s strategy for ending

Communist nations of U.S. involvement in the
Eastern European from the Vietnam War, involving a
mostly democratic nations gradual withdrawal of
of Western Europe. American troops and
replacement of them with
South Vietnamese forces
The Cold War State of hostility between A policy of reducing Cold

the USA and the USSR in War tensions that was
the decades following adopted by the US during
World War II. the presidency of Richard
Nixon.
Containment U.S. foreign policy in the The use of spies to gain an

1940’s to try to stop the advantage in the Cold War
spread of communism by
forming alliances to resist
Soviet advances.
Warsaw Pact A military alliance formed A group of Communist

in 1955 by the Soviet Union guerillas who, with the help
and seven Eastern of North Vietnam, fought
European Countries. against the South
Vietnamese government in
the Vietnam War
NATO A defensive military During the Cold War, the

alliance that formed in 1949 developing nations not
by ten Western European allied with either the USA
Nations, the USA, and or USSR
Canada.
Brinkmanship A policy of threatening to The idea that if nations fall

go to war in response to any under communist control,
enemy aggression. nearby nations will also fall
to communism as well.
Marshall Plan A U.S. program of aid to The independent countries

European countries to help that remained neutral in the
them rebuild after World Cold War competition
War II. between the United States
and the Soviet Union.
Truman Doctrine Announced by President A series of meetings in the

truman in 1947. U.S. policy 1970s, in which leaders of
of giving economic and the United States and the
military aid to free nations Soviet Union agreed to limit
threatened by internal or their nation’s stocks of
external opponents. nuclear weapons.
Nuremberg Trials A series of court

proceedings held in
Nuremberg, Germany, after
World War II, in which
Nazi leaders were tried for
aggression, violations of the
rules of war, and crimes
against humanity
Yalta Conference FDR, Churchill, Stalin met

in February 1945, to discuss
the conditions for the
post-war world.
Potsdam Conference Truman, Attlee, Stalin

Daily Lesson Plan
Day 4
The Space Race
Objectives:
● Students will take notes to understand the cause and effects of events throughout the Space Race
(DOK 2)
● Students will conduct an interview with a family or community member for the extra credit
assignment (DOK 2)
● Students will make connections between what they learned in class and what they learned from the
primary source interview assignment (DOK 4)
Materials:
● newspaper article
● http://www.thespacerace.com/documents/treaty1967.php
● Powerpoint
● Expo marker
● Cards for students
○ Events that occurred during the space race
● Tape
● Timeline for the wall

● As students enter the classroom, they will be handed a card with an event that occurred during The Space
Race
● The students will be asked to sit down at their desks and think about the specific event they have. Was this
a Soviet or United States technological development, advancement, etc. during the Cold War? The students
will think to themselves. Then they will be asked to move to the right side of the room if they think there
card is dealing with the Soviet’s advancements during the Space Race and the left side of the room will be
for the Americans.
● Once divided in to the big groups, the students will have to work together to find information about each
card. Who, What, When, Where, Why will be listed under the event.
● From their, each team is responsible for listing the events in chronological order on a timeline that is set up
on the walls of the classroom.
● If the students come across an era such as a member has went to the wrong team or an event is wrong or
placed in the wrong spot on the timeline, the team will lose a point
● To gain points, the teacher will check everyone’s work to see if it is right. Also, the timeline will be
checked for correct order and information. The first team to correctly finish their timeline will win “The
Space Race”.
● How did you feel during this activity? The point is to create an environment where the students have to race
against the other team in order to win. Hopefully they feel stressed and rushed to one-up the other team just
like the Soviets and the United States felt during the Space Race.

● Powerpoint:
○ Slide #1: The formation NATO
○ Slide #2: The formation of the WARSAW PACT
○ Slide #3: Soviets begin it all: Sputnik
○ Slide #4: First man to orbit the Earth (USSR)
○ Slide #5: The United States reaction
○ Slide #6: NASA founded
○ Slide #7: Why the Moon speech
○ Slide #8: The Man on the Moon.
Closure:
● How did they manage to regulate explorations through space. They obviously had to make sure that the
USSR and USA would not do crazy stuff outside earth.. What do you think they would do? Encourage the
students to think about a possible solution to prevent conflict in relation to outer space. THEY CREATED
THE OUTER SPACE TREATY
● At this point, the teacher will ASK A STUDENT to pass out sheets of paper each containing a different
article from the Outer Space Treaty. While the student is handing out papers, the teacher will quickly
explain what the Outer Space Treaty was, when it was signed, who would enforce the treaty, etc.
● The students will have their own but if there are more students, there will be two who are looking at the
same article. INDEPENDENT WORK. The teacher will instruct the students to read the condition of the
treaty they were given. After reading, the students will then be asked to stand up next to their desk.
● Every student is expected to participate in this activity. The teacher will ask each and every student what
article they had and to restate it in their own words. This should be a quick exercise. Once a student is
finished, they will sit down, and then the next student will share there’s immediately after
● The purpose of this closure activity to 1) make sure the students read and understood the article of the
treaty, 2) to listen to other students to learn what else was decided upon in this treaty, 3) show the students
how the Space Race became such a massive part of the Cold War that many people felt it necessary to
establish a treaty that prohibited the USA and USSR from fighting in outer space
● After listening to every student, the teacher will ask them to quickly write down which article they believe
is most important to limiting Cold War tactics in space.
Enrichment: For the extra credit assignment, these students will be responsible for answering every
question in full detail. They are expected to make a connection to what they have learned from the
interview and what they have learned in class. What is different from the story they heard from the person
they interviewed than the information that they would receive in a textbook?
Intervention: For the interview extra credit assignment, these students will be asked to answer every
question in detail. During the in-class activity, the teacher will make sure that they are staying on task and
checking that they understand the concept of the “Outer Space Treaty” article.
Accommodation: The students will work alone on the Space Race article, but then they will be given the
opportunity to talk about it with their peers. This will hopefully clarify some points that they might not
understand. For the interview extra credit assignment, the student will most likely be held accountable for
answering each question. The teacher should just look for overall completion of the activity and see what
knowledge was learned from the interview.
EXTRA CREDIT ASSIGNMENT
There were many events that took place during the Cold War that your parents, aunts, uncles,
grandparents, and other members within your community would probably remember. For this
assignment, ask someone who was alive during this time about a significant event they can
remember. Below are some suggestions, but feel free to deviate from the list!
Bay of Pigs Invasion Korean War The Man on the Fall of the Soviet
Moon Union
The Space Race Duck and Cover The Berlin Wall The fall of the Soviet
Drills Union
The Cuban Missile Bay of Pigs Nuclear Race U-2 Incident

Crisis
Vietnam War Moscow Olympics Sputnik Russians invade

Boycott 1980 Afghanistan
Instructions:
1) Conduct an interview with someone who would remember an event that took place
between 1945-1991.
2) Answering these following questions using at least 4-5 sentences:
● Who did you interview?
● What were some questions that you asked during the interview?
● Describe the event you talked about. (when, where, why, what happened, etc)
● What did the person you interviewed say about the event? (Use quotes from
the conversation)
● What did you learn/ interested you about the interview?
3) Have fun with it! The main goal of this assignment is for you to learn something new
about The Cold War from someone who actually lived through these events.
Rubric for Interview Paper:
Daily Lesson Plan
Day 5
Objectives:
● Students will identify the different methods in which the two world superpowers fought during the
Cold War. (DOK 1)
● Students will critique these tactics and decide which had the most important role in fighting the Cold
War (DOK 4)
Materials:
● Handouts made from these website sources
https://warinsights.wordpress.com/
○ Espionage Table:
■ http://www.historylearningsite.co.uk/modern-world-history-1918-to-1980/the-cold-war/s
pies-of-the-cold-war-era/
■ http://www.history.com/news/history-lists/6-traitorous-cold-war-spies
■ http://study.com/academy/lesson/cold-war-spies-espionage.html
■ http://www.history.com/this-day-in-history/united-states-charges-soviets-with-espio
nage
■ http://www.history.com/topics/cold-war/u2-spy-incident
○ Foreign Aid Table:
■ https://woodward8.wikispaces.com/Marshall+Plan
■ Marshall Plan Basketball Cartoon
■ http://www.wehc2015.org/pdf/P15_P10017.pdf
■ http://classroom.synonym.com/did-ussr-promote-communism-cold-war-8040.html
■ http://www.pbs.org/wgbh/americanexperience/features/timeline/famine/
■ Aid in Bear’s mouth political cartoon
○ Multinational Alliance Table:
■ http://www.history.com/topics/cold-war/formation-of-nato-and-warsaw-pact
■ Warsaw VS NATO map (multinational alliances with US and USSR)
■ Uncle Sam and Soviet Bear political cartoon
○ Surrogate Wars Table:
■ http://dresnerworld.edublogs.org/resources/handouts/cold-war-proxy-wars/
■ http://introglobalsecurity.blogspot.com/2013/02/us-proxy-war-policy-during-cold-w
ar.html
■ Fighting with arrows in front of nuclear weapons political cartoon
○ Brinkmanship
■ https://sites.google.com/site/salkcoldwar/eisenhower-and-brinkmanship
■ https://www.revolvy.com/main/index.php?s=Brinkmanship%20(Cold%20War)&ite
m_type=topic
■ Armed standoff political cartoon
○ Propaganda
■ http://alphahistory.com/coldwar/cold-war-propaganda/ (6 different forms)
■ Example of each forms it was used in
● Participation sheet for the teacher
Opening (Set):
● Why Was the Cold War called the Cold War?
● Students are to write down on a piece of paper why they believed the Cold War was actually called Cold.

A. Student will be placed into 6 different groups
a. The amount of people in each group will depend upon the number of students in that class
B. The desks in the classroom will be arranged into 6 different tables.
C. Students will have directions multiple things on the table to look at. Ranging from political cartoons,
articles, primary sources, etc.
D. The students will look at these materials to learn about that specific strategy was used during the Cold War.
E. After researching individually, the groups will begin to discuss what everyone looked at
F. There will be 5 minutes for each table, then the students will switch
Closure:
G. After rotating, all 6 stations, students will come together in a Socratic Circle in order to discuss what they
have learned
H. Going around the circle, each student will share what they thought was the most effective strategy used
during the Cold War based off their research
I. The teacher will ask the students questions in order to spark more conversations
a. How did the USA and the USSR actually use these methods?
b. Which do you think had the greatest impact?
c. Which do you think probably had the least?
d. How is the Cold War different from other international conflicts in the past ?
e. Are there any similarities?
J. The teacher will have an attendance sheet with everyone’s names on it. As the discussion is going, the
teacher will place a checkmark next to everyone’s name that has contributed to the conversation. This is a
way to make sure that everyone is participating in the activity.
Enrichment: The students are expected to make conclusions about what they have read/looked at
and be able to connect back to the bigger picture about how the Cold War was fought. In addition,
these students will also work to keep their group on task and help explain concepts to other students
in the group who seem to be having difficulty understanding the overall purpose of the activity.
Intervention: These students will be asked to look at one thing on the table and to take extra time
considering what it means and how it would affect the Cold War.
Accommodation: The students will be placed into groups that include students of all different
academic levels. The point behind this is so that the students who are excelling will be able to offer
help to students who seem to be struggling during this activity.
Daily Lesson Plan
Day 6
Objectives:
● Students will explain why the United States entered into the Korean War (DOK 1)
● Students will identify key terms and figures associated with the Korean War (DOK 1)
● Students will hypothesize based on their understanding of the division of Berlin how a divided Korea
and Vietnam would affect the population (DOK 3)
Materials:
● Powerpoint
● “The Forgotten War” article
● Sheets of paper for the pre-assessment and the exit slip
Opening (Set):
● Students will be prompted to recall the problems in Germany after the Berlin Wall divided the city in half.
How do you think Vietnam and Korea would be similar or different? What problems might they face?
● The students will be asked to write down their thought on a half sheet of paper.
● The teacher will ask the students to share what they think would happen in a country that was divided.
● The teacher will begin to explain how Korea was divided along the 38th parallel and how that affected the
entire country.
● The students will then take notes in order to understand the significant events that took place during the
Korean War
● Powerpoint:
○ Slide #1: Origins of the Korean War
○ Slide #2: USA vs USSR fighting
○ Slide #3: Causes of the Korean War
○ Slide #4: Timeline of the Korean War
○ Slide #5: Public Opinion
○ Slide #6: General MacArthur
○ Slide #7: Truman vs MacArthur
○ Slide #8: Fighting Methods
○ Slide #9: 38th parallel map/ explanation
● Students will read an article about “The Forgotten War”
Closure:
● Students will be told to take out the same sheet of paper that they used for the pre-assessment. They will
then be told to write down why the Korean War was considered to be a “Forgotten War”.
● In addition, they will write down one thing they have learned from today’s lesson and one thing that they
are confused about and would like to go over before moving on tomorrow. The students will be asked to
leave these sheets in the black bin before they leave the classroom for the day.
● Remind the students to bring their headphones to class tomorrow for an activity.
Enrichment: These students will be asked to elaborate on their responses on the exit slip. How does the
“Forgotten War” represent the American attitude towards this war and to include information from outside
the article that they think might relate to why it was considered forgotten.
Intervention: The teacher will make sure these students are pulling information from the reading and will
ask the students to explain what they have read before they write it down to make sure they are
understanding the main idea of the article.
Accommodation: Students will be given highlighters to highlight any information they think is important
in the article.
Daily Lesson Plan
Day 7
Objectives:
● Students will identify the events that led into the Vietnam War (DOK 1)
● Students will analyze both pro-war and anti-war movements by listening to music that was made
about the Vietnam War (DOK 4)
● Students will compare the Korean and Vietnam Wars (DOK 2)
Materials:
● Quiz
● Student’s Headphones
● Chromebooks
● http://thevietnamwar.info/anti-war-pro-war-songs-vietnam/2/?vietnam-war-media=anti-war-pro-wa
r-songs-vietnam
● google form to edit
● Students Exit Slip (Google Form)
● Instruction sheet

● Activity:
○ Students will be told to come to the front of the classroom to grab a chromebook
○ Instructions:
■ On your chromebooks, go to the URL: http://thevietnamwar.info/
■ Once on the home screen, go to the tool bar, go to “Media” and click on “Anti-War &
Pro-War”
■ You will have two pages. The first page has a list of Anti-War songs and the second page
has Pro-War songs. Choose one song from each page that you want to listen to.
■ Once you listen to both, fill out the Google Form by answering the questions
○ The questions on the google form will ask the students to compare and contrast the anti-war and
pro-war song they listened to and always to compare and contrast both movements. What was the
tone of both songs? Which would you prefer to listen to ?
○ The students after listening to the tones of the music will discuss what they thought and how they
think the music will reflect the tension during this time period
● Powerpoint:
○ Slide #1: Road to the War
○ Slide #2: Ho Chi Minh
○ Slide #3: The Fighting Begins: Domino Theory
○ Slide #4: A divided country
○ Slide #5: Ngo Dinh Diem
○ Slide #6: Vietcong
○ Slide #7: U.S. enters the fight
○ Slide #8: Reaction around the United States
○ Slide #9: The hippie movement
○ Slide #10: The United States Withdraws
○ Slide #11: Vietnamization
○ Slide #12: Vietnam after the war
○ Slide #13: Vietnam today: Effects of the Cold War
Closure:
● Students will compare and contrast the Korean and Vietnam Wars. Game: series of true or false questions
and opinion questions
Enrichment: After listening to the songs, the students will be asked to compare and contrast the music that
they heard. How does the song you listen to reflect the society during that time. They will also be asked to
research another song, movie, or poster that represents either pro-war or anti-war sentiments.
Intervention: Students will have access to the song lyrics and will also receive help from the teacher. The
teacher should ask yes/no questions and open-ended questions to help the students formulate an opinion
about the songs.
Accommodation: Students will be handed a printout of the lyrics so they can read along as the song is
playing. Also, the lyrics will also be provided for those students who accidentally forgot to bring their
headphones to class that day.
Daily Lesson Plan
Day 8
Objectives:
● Students will collect information on Soviet missiles in Cuba and display the missile ranges on a map.
(DOK 2)
● Students will predict the effect the Cuban Missile Crisis had on the United States
● Students will investigate the options available to President Kennedy during the CMC and determine
which strategy would have worked the best (DOK 3)
Materials:
● http://www.coldwar.org/bcmt/bm_char_1.asp
● Map of the United States and Cuba (containing a scale)
● 25 Compasses (one for each student)
● Colored pencils
● Missile Assignment Sheet
● What would you do
● Direction sheet (attached on next page)
● Chromebooks
● 13 days Trailer
● Pre-assessment questions sheet (attached)
● Red and Green rectangles for True or False Game (Opener)
● Circle Stencil for accommodation
● http://nsarchive.gwu.edu/nsa/cuba_mis_cri/photos.htm

● Students will watch the 13 days trailer video
● Students will be told that this is a movie that is based off the true events that occurred during The Cuban
Missile Crisis. This specific movie trailer was chosen for the class because it dramatizes the Cuban Missile
Crisis of 1962. The movie trailer will hopefully create a sense of urgency and tension in the students as they
watch it so they can see how much stress was placed on President Kennedy, his staff, and the American
people.
● After watching the movie trailer, the teacher will ask the students how they felt while watching the trailer,
how do they think people who lived through this time felt.

● As students pass these up to the front, they will be asked to grab a chromebook at the front of the classroom
● The students will be given instructions for the lessons of the day
● The teacher will simultaneously pass out the first 2 paragraphs of President Kennedy’s address to the
nation, a map of the United States and Cuba, and Rulers (Compasses if possible)
● The students will be told to read Kennedy’s speech about the missiles in Cuba alone, then they will be
placed into groups.
● In their groups, they will be told to discuss the reading. What is the main idea and focus of the speech?
Who was the intended audience? Directions (on the map): Use your compass and map scale to accurately
draw a circle depicting the range of the MRBM.As a group, discuss what is significant about placing these
missiles in Cuba? How do you think the general public would respond to news of these missiles? Once a
group raises their hand, the teacher will come over to check that everyone has finished the question sheet
and assess what they have learned by asking more thought-provoking questions (hypothesis)
● The students will then be told to come up to the front of the classroom to grab a chromebook.
● They will first log on for the Kahoot survey
● The question on the board will appear “If you were President Kennedy and you found out about the
missiles in Cuba, which option would you probably choose to do?” There will be options listed on the poll
for the students to consider (on their own) and cast their vote about what they would probably choose to do
if they were the President at that time.
● Once the polls are up, we will talk about the results and the opinion of the class. Who chose what and why?
● Then the students will be told to log onto this website:
http://teachingamericanhistory.org/static/neh/interactives/cubanmissilecrisis/
● They will each research the options that Kennedy had to choose from and click on the interactive page to
see if he chose to do it or not. As a group, they can decide to read each one individually or assign someone
to a specific one. After every student has read the information though, the groups are expected to discuss
with one another what they have read
Closure:
● Another poll: After researching how President Kennedy decided to handle the Cuban Missile Crisis, do you
agree with the actions he chose or no? (Yes or No Poll)
Enrichment: These students will be expected to use the compasses and draw their missile ranges according
to scale. Once these students are done, they will also be asked to choose a city on the map and research the
population of that city in the 1960’s and write a short paragraph about the amount of destruction that could
have occurred in that city if the missiles were launched.
Intervention Students will be expected to use compasses for the map part of the activity, however, they
will be monitored to make sure they are doing it correctly and understanding the purpose of drawing out the
map. These students will be explained what the concept of “measuring to scale” means and how to actually
do it.
Accommodation For this activity, students who have an IEP or particularly struggle in mathematics as well
as map skills will have the option to opt out of using the compass to draw the missile range. Instead, the
teacher will have an alternate option of a circle stencil. The students will be given these instead of
compasses and they will be told to place the middle of the circle on Cuba and then trace around it. The
outline of the circle will then be colored in, showing the missile range.
Daily Lesson Plan
Day: Day 9
Objectives:
● Students will name a city on their map that was in the range of the Cuban missiles (DOK 1)
● Students will critique the drills used by American public to practice safety in case of a nuclear war
(DOK 4)
Materials:
● duck and cover
● Powerpoint
● Maps from previous day
● Text In Survey App
● Cuban Missiles Range Map
Opening (Set):
● Students will be asked to text in the city that they chose to do their homework assignment on the night
before
● The texts will come over the software and onto the board showing each and every student the cities/places
that could have been blown up by the Cuban Missiles
● The teacher will then put a map including the ranges of all the missiles that were stationed in Cuba
● Students are to infer about how the United States was going to respond to these missile placements
● duck and cover
● During the activity yesterday what did you learn? How were missiles in Cuba going to be a threat to the
United States?
● Today we are going to look at how the United States reacted to Soviet missiles being placed in Cuba.

● Powerpoint :
○ Methods in which the United States government tried to avoid a nuclear war
○ Blockades
○ Brinkmanship
○ At home defense system
■ Duck and Cover video
■ Process
○ The United States turns to Detente
Closure:
● Students will be asked to share their thoughts and opinions about the video Duck and Cover
● What do the students think about the actions that the United States government took to prevent a nuclear
war?
● Do you think the policy of Detente would be successful or unsuccessful? Do you think it was a good plan?
Enrichment: Students will observe the measures that the United States government took to protect its
citizens. They will be asked to criticize these methods the United States government used and to also come
up with an idea of their own that they think would benefit citizens during the time of crisis
Intervention: Students will answer the questions during the closure. They may answer in a yes/no format
but the teacher will ask them individually at their desks to support their yes/no answer to see if there is
anything that needs to be cleared up.
Accommodation: The students will be given their own print out of the Cuban Missile Range Map that the
teacher will show on the powerpoint. Also, these students will have access to a copy of the powerpoint
notes if they need them and if it will help them learn better. In addition to accommodation, there will be one
chromebook in the room that the students who do not have phones in the
Daily Lesson Plan
Day 10
Objectives:
● Students will review the Cold War and the significant events that took place between 1947-1991
● Students will prepare to take the unit test on Day #13
Materials:
● Unit Test Questions
● Team Generator
● Trashketball Game Rules
● Trash Can
● Ball
Opening (Set):
● As students enter the classroom, they will be asked to come up to the teacher’s laptop (or chromebook)
before sitting at their desks. The Team Generator website will be pulled up and the students are responsible
for typing in their names. Once students all enter their names, the teacher will use the Steam Generator to
ensure that the students are split into fair teams for the trashketball game.
● The teams will then come together and sit down at the same table.
● From this point the students will be asked questions that will be on the test and they will follow the
trashketball rules in order to play the game and review for the test

● Throughout the review, students will have their notes so they can highlight the material they find is
necessary to study before the test
● Trashketball Review Game to help the students prepare for the test on the next day
Closure:
● The students will be asked if they have any comments, questions, or concerns regarding the unit test that
they will take on the next day
● If not, the students will then be told to pull out their textbooks and begin working on finishing their terms
and ID’s
● The students will be reminded to study and finish their terms so they can hand them in after the test
tomorrow.
Enrichment: These students will be told that they need to elaborate on their ID terms. The teacher will
make sure that they are answering in full detail about who the person is and why they are significant
Intervention: For students who seem to struggle in the class, they will have extended time during the game
to think about and answer the question.
Accommodation: For students who have physical disabilities and can not participate in throwing the ball,
they will have the option of answering the question and then standing as close as they need to if they want
to participate in the trashketball game. If these students do not feel comfortable, they have the option to opt
out and select a student to shoot for them.
Daily Lesson Plan
Day 11
Objectives:
● Students will take the unit test on the Cold War
● Students will complete their Id’s and Terms and hand it in for a grade
Materials:
● Unit Test
● Scantrons
● Pencils
● Textbooks
Opening (Set):
● Students will have 5 minutes to look over their notes and ask any questions they have about the
material before getting their tests

● The tests will be handed out to the students along with a scantron
● The students will be told to clear their desks and told to write their names on both the scantron and
the test
Closure:
● After the students hand in their test, they will pull out their textbook and work on their ID’s and terms
● The students are expected to turn these ID’s in by the end of the class period.
Enrichment: These students will be expected to answer all questions on the test within the time given.
Intervention: These students will receive extra time to complete their test if necessary.
Accommodation: Students who receive accommodations on test days are allowed to leave the classroom in
order to take their test in the resource room.
Directions: While conducting your interview, make sure you refer back to this rubric.
TIAI 7: Include your grading scale for me (I know that you will need to use Mr. McLaughlin's,
but I need a copy of it). This could include percentages for bell ringers, classwork, tests, etc.
Lafayette High School Grading Scale:
A 90-100
B 80-89
C 70-79
D 65-69
F 0-64
Major 50%
Minor 35%
Checkpoints 15%
TiAI 21: Indicate that you will delegate tasks to students.
TIAI 21: Tasks to Students
Day 4:
● Teacher will ask a student to hand out the article
● Teacher will ask a student to turn off the lights/ close the door before the powerpoint
presentation
Day 5:
● Each student will be responsible to grab their own chromebook as they walk in the door
Day 6:
● Teacher will ask a student to turn off the lights/ close the door before the powerpoint
presentation
Day 8:
● Teacher will ask a student to pass out the map handouts
● Teacher will ask a student to pass out the materials for the activity
● Teacher will ask a student to turn off the lights/close the door before the powerpoint
presentation
Day 9:
● Teacher will ask a student to turn off the lights/close the door before the powerpoint
presentation
TIAI 25: Include a copy of your introductory letter to parents/guardians. If you prepare a
newsletter, I need a copy. Let me know which professional associations you have joined (you
have some through the School of Education). Also, list your participation in methods days,
in-service days (both Lafayette and Ole Miss), professional development seminars, etc. Have
you been included in a student-teacher conference? Do you participate in any activities at
Lafayette?
TIAI 25
Professional Associations:
● National Council for the Social Studies
● Teachers of Tomorrow
● Mississippi Geographic Alliance
Professional Development:
● PLC meeting (LHS)
● PLC meeting (LHS)
● Faculty Meeting
Methods Days:
● February 28, 2017
● March 24, 2017
● April 21, 2017
I also need a copy of your interest survey that you gave to the students; I need a copy of the
handout for students on Day 8. On Day 10, is there a copy of the game and rules for me?
Interest Survey
1. When is your birthday? _________________________
2. Do you have a phone? YES NO
3. If yes, what kind of phone do you have ? _________________________
4. Do you like to read? YES NO
5. What was the last book you read and/or your favorite book?
______________________________________________________________________________
______________________________________________________________________________
6. What do you do after school? (sports, clubs, jobs, household responsibilities, etc.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
7. Give an example of a classroom lesson and/or activity that you remember and enjoyed. Why
do you think this lesson helped you learn about the specific topic?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
8. In class, do you prefer to work alone, in small groups, or in large groups? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9. What do you want to do after high school?

______________________________________________________________________________
______________________________________________________________________________
10. What is your favorite thing to learn about in history class?

______________________________________________________________________________
______________________________________________________________________________

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The University of Mississippi School of Education

Written Unit Plan

Unit Cover Page

Unit Title: ​Restructuring the Postwar World, (1945-present)

Subject/Topic Areas: ​Modern World History

Designed By: ​Tonya Bettineschi ​ Length of Unit: ​10 days

School District: ​Lafayette School District School: Lafayette High School

Brief Summary of Unit:

Resources for Contextual information:

List and attach Print Materials/Resources

● Pre-test Kahoot​ (PIN: 447554)

1. Knowledge of characteristics of students

● Age-Range, Gender, Total number of students

● Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in

● Typical Demeanor of Students

● Typical Interest and Involvement of Students

2. Knowledge of students’ varied approaches to learning (Include information from

4. Knowledge of community and school district (Include a description of the community

Our District. N.p., n.d. Web. 22 Mar. 2016.

Stage 1 – Identify Desired Results

World History From the Age of Enlightenment to the Present

4. Understand that increased interactions among people have resulted from:

Civil Rights/ Human Rights

United States History From Post-Reconstruction to Present

Integrated Mathematics iii : Geometry

What understandings are desired?

The students will:

● Students will prepare to take the unit test on Day #13

● Why Was the Cold War called the “Cold War”?

STAGE 3: Daily Plans

Opening (Set): (10 minutes)

Learning Tasks (Procedures):

Closure: (10 minutes) :

Question for Class: ______________________________________________________________

Answer for the Question: _________________________________________________________

Question for Class: ______________________________________________________________

Answer for the Question: _________________________________________________________

Question for Class: ______________________________________________________________

Answer for the Question: _________________________________________________________

Question for Class: ______________________________________________________________

Answer for the Question: _________________________________________________________

Learning Tasks (Procedures): (30 minutes)

Learning Tasks (Procedures):

Term Definition Secret

Iron Curtain Boundary separating the Nixon’s strategy for ending

The Cold War State of hostility between A policy of reducing Cold

Containment U.S. foreign policy in the The use of spies to gain an

Warsaw Pact A military alliance formed A group of Communist

NATO A defensive military During the Cold War, the

Brinkmanship A policy of threatening to The idea that if nations fall

Marshall Plan A U.S. program of aid to The independent countries

Truman Doctrine Announced by President A series of meetings in the

Nuremberg Trials A series of court

Yalta Conference FDR, Churchill, Stalin met

Potsdam Conference Truman, Attlee, Stalin

Opening (Set): (10 minutes)

Learning Tasks (Procedures):

The Cuban Missile Bay of Pigs Nuclear Race U-2 Incident

Vietnam War Moscow Olympics Sputnik Russians invade

● Who did you interview?

● What did you learn/ interested you about the interview?

Learning Tasks (Procedures):

Unit Title: Restructuring the Postwar World, (1945-present)

Subject/Topic Areas: Modern World History

Designed By: Tonya Bettineschi Length of Unit: 10 days

School District: Lafayette School District School: Lafayette High School

● Pre-test Kahoot (PIN: 447554)