Lesson Plan for Implementing

NETS•S—Template I
(More Directed Learning Activities)
Template with guiding questions
Teacher(s)
Name Kevin Foster

Position Teacher

School/District Kell High School/Cobb County

E-mail kevin.foster@cobbk12.org

Phone 678-910-5577

Grade Level(s) 10th Grade

Content Area AP World History

Time line 1 Week

Standards (What do you want students to know and be able to do? What knowledge, skills, and strategies do you
expect students to gain? Are there connections to other curriculum areas and subject area benchmarks? ) Please
put a summary of the standards you will be addressing rather than abbreviations and numbers that indicate which
standards were addressed.
AP World History Standards:
KC-6.2.IV.C.ii
The global balance of economic and political power shifted during and after World War II
and rapidly evolved into the Cold War. The democracy of the United States and the
authoritarian communist Soviet Union emerged as superpowers, which led to ideological
conflict and a power struggle between capitalism and communism across the globe.
KC-6.2.IV.D
The Cold War produced new military alliances, including NATO and the Warsaw Pact, and
led to nuclear proliferation and proxy wars between and within postcolonial states in Latin
Content Standards America, Africa, and Asia.
Empowered Learner:
1c: Students use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.
Knowledge Constructor:
3b: Students evaluate the accuracy, perspective, credibility and relevance of information,
media, data or other resources.
Creative Communicator:
6c: Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models or simulations.
Global Collaborator:
7b: Students use collaborative technologies to work with others, including peers, experts or
NETS*S Standards: community members, to examine issues and problems from multiple viewpoints.

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Overview (a short summary of the lesson or unit including assignment or expected or possible products)

In AP World History, one of the skills that is embedded into the course is classroom discussions. This can be in
the setting of peer to peer or teacher to student. This lesson plan will take place in three phases: research,
discussion, and presentation. In the first step, students will research the “hot spots” of the Cold War through
online research of 16 locations around the world. In addition, students will listen to Episode 11 of The History of
the Cold War Podcast, entitled: The Berlin Airlift. In the second phase, students will be required to analyze a
section from A People’s History of the World regarding the onset of the Cold War in World History and several
conflicts/issues that emerged in this time period. In addition, students will watch an Edpuzzle on the Cold War
and answer multiple choice questions embedded in the video. The students will be given guided questions to
help them annotate, through Ado the source and come up with their own opinions on the subject matter.
Students will utilize our discussion board feature on our learning management system (LMS) called CTLS.
Students will be required to post an initial post that addresses all questions and then respond to at least two
peers. In their response to their peers, students must corroborate or modify the position statements of their
peer. Rubrics are provided at the beginning of the lesson. The final stage is the presentation section where
students will choose one of the 16 locations from the research section and create a short, five-minute
presentation on the topic. Students will complete this via Google Slides or Podcast and be submitted via our
online platform of CTLS.

Essential Questions (What essential question or learning are you addressing? What would students care or
want to know about the topic? What are some questions to get students thinking about the topic or generate
interest about the topic? Additionally, what questions can you ask students to help them focus on important
aspects of the topic? (Guiding questions) What background or prior knowledge will you expect students to bring
to this topic and build on?) Remember, essential questions are meant to guide the lesson by provoking inquiry.
They should not be answered with a simple “yes” or “no” and should have many acceptable answers.

Overarching Essential Questions:

1. Explain the historical context of the Cold War after 1945.
2. Explain the causes and effects of the ideological struggle of the Cold War.
3. Compare the ways in which the United States and the Soviet Union sought to maintain influence over the
course of the Cold War.
4. Explain the causes of the end of the Cold War.

Guided Questions:
1. How did the death of Stalin in 1953 have a ripple effect around the world?
2. How did the West portray the Cold War revolutions in Russian satellite states?
3. Were the US and Soviet Union justified in intervening in global affairs of satellite and/or third world nations?
4. How did Proxy Wars hurt both the US and Soviet Union?
5. Was China hurt or hindered by the Cold War?
6. Where was the Cold War won?

In order to answer these questions, students will have to pull from prior knowledge that has been acquired via
class lecture and/or class required readings. AP requires nightly reading which can reinforce the content of
these questions. Students will also need to recall how tension was created during the Second World War from
the previous unit.

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Assessment (What will students do or produce to illustrate their learning? What can students do to generate new
knowledge? How will you assess how students are progressing (formative assessment)? How will you assess
what they produce or do? How will you differentiate products?) You must attach copies of your assessment and/or
rubrics. Include these in your presentation as well.

What will students do or produce to illustrate their learning?

There are several avenues for students to illustrate their learning throughout the different phases of the lesson.
In phase one, students will complete their research on all 16 events and submit for teacher review. In addition,
this phase offers an Edpuzzle which requires questions to be answered to complete them. Both of these
assessments in phase one will be formative. In phase two, students will be required to analyze and synthesize
material from the required reading and podcast on discussion-board post, which will also be a formative aspect
of the lesson. In phase three, the student presentations will be the final assessor that determines the retaining
of content. This presentation, in conjunction with research from phase one, will ensure retention of content.

What can students do to generate new knowledge?

Students will be researching all of the assigned topics on a base level, then choose to become an expert on
one of the topics. In addition, students will formulate their own opinions, using fact, to answer the class
discussion questions. The podcast and Edpuzzle will fill in any missing content knowledge.

How will you assess how students are progressing (Formative Assessments)? How will you assess
what they produce or do?
Formative Assessments:
1. Submission of research
2. Edpuzzle completion (multiple choice questions)
3. Online Discussion Post and Response to Peers
4. Google Slides/Presentation of Topic
The submission of research is solely based on completion of the assignment and the Edpuzzle has multiple
choice questions built into the video. The online discussion post and the presentation have specific rubrics for
the students to view and adhere to while completing.

How will you differentiate products?

Giving students multiple avenues to complete the formatives (Research, Edpuzzle, Discussion Post,
Presentation) is one way this lesson is differentiated. It gives students multiple assessment types, as well as
content delivery methods. The option to complete the presentation via Google Slides or Podcast allows student
to be creative with their delivery method and content presentation. For the class discussion, students answer
asynchronously, which often leads to richer, more detailed answers/discussions.

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Resources (How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help elucidate or
explain the content or allow students to interact with the content? What previous technology skills should students
have to complete this project?)

How does technology support student learning? What digital tools, and resources—online student
tools, research sites, student handouts, tools, tutorials, templates, assessment rubrics, etc—help
elucidate or explain the content or allow students to interact with the content?
Technology is used as a collaborative tool during this lesson, especially in the class discussion phase of this
lesson. In phase one: The Edupuzzle and Podcast are alternative ways to incorporate lecture material into the
fabric of the lesson. Typically, students use a website called Freemanpedia for their research—this is
comparable to Wikipedia, but specifically for AP World History. In phase two: Students are required to analyze
a source and post their responses in our digital classroom via our discussion board feature. The rubrics,
specifically the online discussion rubric, outlines the exact wording and point scale for the initial posts and the
student response lengths that are required. In this section, it is recommended that students use the Annotate
app, which allows you to upload pictures and annotate them. In phase three: The use of Google Slides or
Anchor to create a podcast regarding their topic.

In order to participate, students need to have prior knowledge on how to access their LMS and log in to
Edpuzzle. Students also need to understand how to cite source materials, especially in the online discussion
portion. Students are taught early in the semester how to cite, APA style, in the beginning of the school year.

Instructional Plan
Preparation (What student needs, interests, and prior learning provide a foundation for this lesson? How can
you find out if students have this foundation? What difficulties might students have?)

By this point in the semester, these AP students should have a firm grasp on what is expected for the class
Socratic Seminars. Transitioning them to online discussion posts could prove frustrating for students who are
more comfortable with large class discussions. On the other hand, students who are fearful or struggle with
public speaking will benefit greatly from having time to formulate and write out their initial and peer responses.
Students will have the prior content knowledge from the previous unit (the initial stages of distrust between the
Soviets and US during World War II). Most students know how to work Google Slides, as we use it throughout
the semester.

Students may struggle with the aspect of using the new tools (Anchor) in the final stages of the presentation.
Research based learning is in the core of Advanced Placement classrooms, so most students are required to
research the entire year. Using the provided websites and features (Freemanpedia), students will have a firm
grasp on content. Using Annotate could be frustrating for some students as they will have to take a picture and
annotate. However, students do have the option to annotate by hand, if they wish.

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Management Describe the classroom management strategies will you use to manage your students and the use
of digital tools and resources. How and where will your students work? (Small groups, whole group, individuals,
classroom, lab, etc.) What strategies will you use to achieve equitable access to the Internet while completing this
lesson? Describe what technical issues might arise during the Internet lesson and explain how you will resolve or
trouble-shoot them? Please note: Trouble-shooting should occur prior to implementing the lesson as well as
throughout the process. Be sure to indicate how you prepared for problems and work through the issues that
occurred as you implemented and even after the lesson was completed.

Phase one: Students will research, with a partner, the sixteen assigned locations of the Cold War. This will
come from a variety of locations (online textbook, Freemanpedia, AMSCO book, alternate internet sources).
Students will have the ability to work in person and virtually, as we are a hybrid class. The students can watch
the Edpuzzle and answer the questions on their own time or use class time to complete it. The same concept
goes for the Podcast viewing (usually this is assigned as the homework for the evening). The only
troubleshooting that would occur would be the lack of internet for the virtual learners or the inability to download
the assignments. Potential solutions include sending a OneDrive link directly to the student or emailing them
the word document.

Phase two: This is where students will work individually (on the annotations and initial posts) then work
collaboratively (peer responses). Students will use the our LMS to post the answers to their discussion
questions, being sure to cite the reading in APA formatting. To achieve equitable access, students will
complete this discussion asynchronously, but I will reserve a 30-minute block in the computer lab for anyone
that may not have access to a computer at home. The only troubleshooting that would occur would be the lack
of internet for the virtual learners or the inability to download the assignments. Potential solutions include
sending a OneDrive link directly to the student or emailing them the word document.

Phase 3:
Using the content and knowledge acquired from the first two phases, students will have the choice on one of
the sixteen locations to become an “expert” on. Students will be given the choice to create a podcast, using
Anchor, or Google Slides to prepare their presentation. Lab time will be booked for students who do not have
reliable access to a computer or internet. Uploading of files could be an issue or file/save errors on Anchor
could arise. Upon introduction of the topic, we will have a walkthrough of Anchor and Google Slides.
References to the help guides for each will be used.

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Instructional Strategies and Learning Activities – Describe the research-based instructional strategies you will
use with this lesson. How will your learning environment support these activities? What is your role? What are the
students' roles in the lesson? How can you ensure higher order thinking at the analysis, evaluation, or
creativity levels of Bloom’s Taxonomy? How can the technology support your teaching? What authentic,
relevant, and meaningful learning activities and tasks will your students complete? How will they build knowledge
and skills? How will students use digital tools and resources to communicate and collaborate with each other
and others? How will you facilitate the collaboration?

Phase one:
Summarizing and note-taking, Research-Based Learning, and visual learning are the main components of first
phase of this lesson. During this phase, it is extremely important that the teacher keep the students focused on
the overall task of the base-line research, as it sets the foundation for the rest of the lesson. Student will be
required to summarize and take notes on the sixteen locations of the Cold War. It is imperative that the
students be formally assessed on the base-line topics—in this case, it is the note-taking (off of their research)
and successfully answering the questions on the Edpuzzle. If any student misses more than 3-4 questions on
the Edpuzzle, they should retake the quiz. The technology of this portion is vital for students to see a summary
of learning and measure their understanding. This is a quick way for the teacher to see if a student is “getting”
the material or not. The grade report from the Edpuzzle can be downloaded and analyzed for data. The
podcast is an alternative way for students to hear the content rather than see a teacher lecture. Notes taken
from the research (including annotations), Edpuzzle, and podcast will be used throughout the lesson.

Phase two:
This is a higher order thinking level as students are required to summarize and analyze a text source, while
providing contextual evidence. In addition, students must respond to peers and corroborate or modify the
statements of their classmates, again using evidence. Analyzing and evaluating, under Bloom’s Taxonomy, is
evident in this portion of this lesson as student must analyze and synthesize the section from A People’s
History of the World. In addition, the students must evaluate and critique the responses of their peers. Both
actions will require a base knowledge (acquired from phase one) of the content that is being presented. In
addition, this peer collaboration will facilitate rich discussions and responses between students. Students will
receive feedback from the teacher on their particular post. This is one way the formative can be checked and
individualized instruction can occur. Each student will have unique feedback, catered to their response on the
discussion board.

Phase three:
Project-Based learning is the main component of this phase of the lesson. Students will be researching a topic
of their choice and creating a presentation of that topic. They will include content, pictures, graphs, and sources
within the presentation. Creation is the main Bloom’s Taxonomy skill being implemented in this phase.
Students will also have the choice of which technological tool they wish to use: Google Slides or Anchor
(podcast). This will require the students to become experts on their topic and create a viable explanation for
their classmates. The teacher will monitor topics as they are created and students can submit “rough drafts” of
their presentations for review. Students can submit a “script” of their podcast or a preliminary Google Slide
outline for teacher review. The teacher can then give more feedback to ensure correct information is being
disseminated.

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Differentiation (How will you differentiate content and process to accommodate various learning styles and
abilities? How will you help students learn independently and with others? How will you provide extensions and
opportunities for enrichment? What assistive technologies will you need to provide?)

Throughout the lesson students are given several options to acquire knowledge and to display how they have
learned/mastered the required material. In the first phase, students are required to research on their own,
watch a video (while answering questions), and listen to a podcast. Even if one style of learner does not prefer
one of the assignments, there is another that will meet their needs. Students will also be able to provide their
own perspective on discussion questions and the final product (student presentation), which is a large
component of student choice within this lesson.

Self-Pacing and Enrichment:

Students are self-paced in their research and discussion posts. The initial and peer responses are done
asynchronously, which allows students to respond at their own pace (within the imposed time restraints of the
lesson). Enrichment is offered as students who complete their work will be asked to create a follow up podcast
or presentation about another Cold War topic that is not on the list. This will require more research on the
student’s end but is not a full requirement of the lesson. This is just if a student has time upon completing the
required work.

Preferred learning methods and independence:

This lesson plan allows students multiple methods to acquire the necessary knowledge. Visual and auditory
leaners will benefit from having the video and audio options, respectively. Collaborative learning is utilized,
especially in phase two of the lesson plan, with the discussion post and the peer responses. In the final phase,
students are given the choice between two technology pieces to display what they have learned. If a student is
not comfortable speaking, they can create a Google Slide presentation. This is also collaborative learning since
the source material will be given to all of the students.

Accommodations:
I have one ELL student that might need to use Google Translate for some of the wordings or phrases
presented in the research. The idea of collaborative learning and self-pacing will allow this ELL student to
present quality work. Not being rushed and feeling included is a part of this aspect.

Reflection (Will there be a closing event? Will students be asked to reflect upon their work? Will students be
asked to provide feedback on the assignment itself? What will be your process for answering the following
questions?
• Did students find the lesson meaningful and worth completing?
• In what ways was this lesson effective?
• What went well and why?
• What did not go well and why?
• How would you teach this lesson differently?)

The closing event will be the presentation of the Podcasts and Google Slides. These will be presented to the
whole class, who will take notes using the research page from Day 1. Typically, there will be more information
about each topic that is covered in the presentations than in the research. Students will fill out a google form
relaying any concerns, issues, or suggestions for the project in the future. They will lay out any improvements
that could be made, and it will all be anonymous.

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Closure: Anything else you would like to reflect upon regarding lessons learned and/or your experience with
implementing this lesson. What advice would you give others if they were to implement the lesson? Please
provide a quality reflection on your experience with this lesson and its implementation.
One improvement that can be made is the clarity of the rubrics for the student-presentations. Several students
felt like the rubric was not clear on who much content needed to be in the podcast or Google Slides. The
claimed exemplars would be helpful. This can now be accomplished, as this I can use examples from this
lesson for future lessons.

Students also asked for more time on the presentations. They felt as if 5 minutes was not enough time to
discuss their topic. They suggested upping the 5 minutes to 10 minutes. We decided together that giving a
range of time would help—probably 7-10 minutes would be the sweet spot.

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