TEKS Lesson Plan/Unit Plan s7

Sarah A. Huett U.S. History Lesson Plan T.I.S.D. TEKS Lesson Plan/Unit Plan Texarkana Independent School District

Teacher: Sarah A. Huett Subject/Course: U.S. History

Grade(s): Grade 11 Time frame: 45 minutes or less

Re-Teach Lesson Plan Number: 15

Topic/Process: Major Concept/Ideas: Cold War

Textbook: The Americans: Reconstruction to the Present, McDougall Littell Ch 18, 19, 20

Texas Essential Knowledge and Skills (TEKS): US1 A-C, US6 D-H, US14 B-E (1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(C) explain the significance of the following dates: 1898, 1914-1918, 1929, 1941- 1945, and 1957.

(6) History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:

(D) describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, and the Berlin airlift;

(E) analyze the conflicts in Korea and Vietnam and describe their domestic and international effects;

(F) describe the impact of the GI Bill, the election of 1948, McCarthyism, and Sputnik I;

(G) analyze reasons for the Western victory in the Cold War and the challenges of changing relationships among nations; and

(H) identify the origins of major domestic and foreign policy issues currently facing the United States. Sarah A. Huett U.S. History Lesson Plan T.I.S.D. (14) Economics. The student understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society. The student is expected to:

(B) identify the causes and effects of prosperity in the 1950s;

(C) describe the impact of the Cold War on the business cycle and defense spending;

(D) identify actions of government and the private sector to expand economic opportunities to all citizens; and

(E) describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system.

TAKS: US1 A-C, US6 D-F, US14 E (1) History. The student understands traditional historical points of reference in U.S. history from 1877 to the present. The student is expected to:

(A) identify the major eras in U.S. history from 1877 to the present and describe their defining characteristics;

(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods; and

(C) explain the significance of the following dates: 1898, 1914-1918, 1929, 1941- 1945, and 1957.

(6) History. The student understands the impact of significant national and international decisions and conflicts from World War II and the Cold War to the present on the United States. The student is expected to:

(D) describe U.S. responses to Soviet aggression after World War II, including the Truman Doctrine, the Marshall Plan, the North Atlantic Treaty Organization, and the Berlin airlift;

(E) analyze the conflicts in Korea and Vietnam and describe their domestic and international effects;

(F) describe the impact of the GI Bill, the election of 1948, McCarthyism, and Sputnik I;

(14) Economics. The student understands the economic effects of World War II, the Cold War, and increased worldwide competition on contemporary society. The student is expected to:

(E) describe the dynamic relationship between U.S. international trade policies and the U.S. free enterprise system. Sarah A. Huett U.S. History Lesson Plan T.I.S.D. Concepts Enduring Understandings/Generalizations/Principles The student will understand that Chronology Chronology is important to the study of US History.

Change Change may be positive or negative. Change often occurs as a result of conflict. Change is inevitable. Conflict/War Difference among people can create conflict/war. Social, political and economic oppression often leads to conflict/war. Industrialization Industrialization may lead to changes in culture, economy and demography. Nationalism Nationalism may lead to conflict between nations. Relationships Similarities and differences influence relationships. Leadership Effective leaders are often visionaries. Effective leaders Government motivate and inspire those they lead. Effective leaders often Technology emerge during times of conflict. Americans often look to their president and political heads to be effective leaders. Government reflects societies’ values and beliefs. Technology may lead to social, economic and political changes.

Sequence of Activities (Instructional Strategies):

1. Review Activities: Review with students the major events and individuals from the Cold War period that will be tested on the TAKS test. Be sure to review your TEKS to make sure you cover all major events and individuals. You can conduct this review in several ways:

1. Orally – Orally discuss with students the events and individuals.

2. Cooperative Learning - Divide students into groups and assign each group a couple of events and individuals. Have them brainstorm about that event or individual and record their answers on butcher paper. Lastly, have each group present their information to the class.

3. TAKS Review Workbook: Have students review the time period using a TAKS Review Workbook such as Mastering the Grade 11 TAKS Social Studies Assessment by Jarrett Publishing.

Questions to Consider in Lesson:

1) What were the most important events of the cold war era?

2) What significant dates occurred?

3) What contributions did the significant leaders make to American history? Sarah A. Huett U.S. History Lesson Plan T.I.S.D.

Assessment of Activities:

Classroom Discussion Classroom Observation Activity

Prerequisite Skills:

1. Discussion Skills

Key Vocabulary:

See appropriate TEKS

Materials/Resources Needed:

Copies of TEKS, paper, pens, markers, copies of TAKS Review Workbooks

Modifications: Allow students to have extended time to complete activities. Follow all modifications on students IEP.

Differentiated Instruction: Have students create a large timeline that outline the major events of the time period. Be sure the students include pictures and other visuals on their timeline.

Teacher Notes:

Sample Test Questions:

1. What did the Marshall Plan do?

A. divided Berlin into four sectors B. determined how Allies would get war reparations from Germany C. determined the battle plan for the Allied invasion of Normandy D. provided aid to needy European countries after World War II Sarah A. Huett U.S. History Lesson Plan T.I.S.D. 2. The defensive military alliance between the U.S., Europe and Canada after World War II was the-

A. League of Nations B. North Atlantic Treaty Organization C. United Nations D. Marshall Plan

Project developed and delivered through a Collaborative Research Grant between Texarkana Independent School District and TAMU-T Regents’ Initiative.