Inquiry Based Lesson Plan

Teacher: Mr. Cheatham Subject: 8th Grade Social Studies

Standard: Strand 5 Con. 4 PO 1. Compare how private property rights differ in market (capitalism) economies versus
command (communist) economies.

Strand 5 Con. 4 PO 4. Identify interdependence (e.g., North American Free Trade Agreement, European Union,
International Monetary Fund/ World Bank) between nations.

Strand 2 Con. 8PO 9. Describe the spread of Communism after World War II

Strand 2Con. 8PO 13. Examine the fall of Communism and the unification of European nations.

Strand 2Con. 9PO 1. Describe current events using information from class discussions and various resources (e.g.,
newspapers, magazines, television, Internet, books, maps).

ISTE 2: Students-Students recognize the rights, responsibilities and opportunities of living, learning and working in an
interconnected digital world, and they act and model in ways that are safe, legal and ethical.

ISTE 6: Teachers-6dModel and nurture creativity and creative expression to communicate ideas, knowledge or
connections

Objective (Explicit):

 Students will use their laptops, tablets or cellphones to look up information about the system of
government which they were assigned.
 Using reliable sources students will then create a piece of propaganda explaining why their system is
better then their peers.
Evidence of Mastery (Measurable): Students will demonstrate mastery through the resources they use and the piece of
propaganda they create

Sub-objectives, SWBAT (Sequenced from basic to complex):

 Students will be able to create a piece of pro propaganda supporting either Communism or
Capitalism using at least three credible sources
Key vocabulary: Materials/Technology Resources to be used:

Resources Laptops, Tablets or Cell Phones

Credible Poster Boards and Markers

Opposite View Presentation applications (Google Slides, YouTube,

PowerPoint, etc.)
Capitalism vs. Communism

Engage (Make content and learning relevant to real life and connect to student interest) Show students different pieces
of propaganda used during the Cold War supporting each side.
 Teacher Will: Student Will:

Give students credible sites to use. Students will look at credible sources and find at
least three sources to use for their system
Show students how to search for credible sites.
Explore

What were effective propaganda tools for these

systems

Co-Teaching Strategy/Differentiation- Students will be given a presentation filled with different

propaganda tools used in the Cold War to support either side. This will range from political cartoons to
videos and more. Students will then select one of these formats to create their propaganda piece

Teacher Will: Student Will:

Why is this important today? The students will create a piece of propaganda
whether it be a poster board, google slide
Are these systems still around? presentation, video etc.
Explain

If not, why not? Students will present their piece and discuss with the
class their system and its pros, cons, and if it
succeeded or failed in its goal

Co-Teaching Strategy/Differentiation- Students will present their findings to their peers through their work

Teacher Will: Student Will:

Open classroom up for discussion Students will have the opportunity to ask questions
Elaborate

to one of their peers or to me

Co-Teaching Strategy/Differentiation- Students will be asked to fill out an exit ticket answering whether
their peers convinced them their system was better or not.

Evaluate: Each student will be graded based upon their presentation the class as well as their participation in the
overall discussion of the topic.