TEACHER: CLASS: 5 th Grade DATE: April 4-5 M T W TH F. Student Expectations Bundled in Lesson Noun=Underline Verb=Italicize. Resources/Materials

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1 FRAME THE LESSON A Divided World TEACHER: CLASS: 5 th Grade DATE: April 4-5 M T W TH F Student Expectations Bundled in Lesson Noun=Underline Verb=Italicize 5A: analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions. Resources/Materials Pearson s 5 th Grade Building Our Nation TE (p ) 24 D: Identify different points of view about an issue, topic, or current view. Objective/Key Understanding: Explain how Europe began to recover from the destruction of World War II. Understand why the UN was created after World War II. Define communism and compare it with capitalism. Explain the reasons for the building of the Berlin Wall and for the Berlin airlift. Understand reasons for the formation of NATO. Explain how the Soviet Union and the United States arose as superpowers. Closing Product/ Question/ Informal Assessment: Got it Questions 1-9 (p ) Rigor & Relevance: (Real World Connection) Vocabulary Refugee communism capitalism Iron Curtain Cold War propaganda

2 Stop and Check for Understanding- High Level Questions The Postwar World (p ) What does post war mean? Why weren t American cities left in ruins? What questions might you have for someone who lived in Cologne, Germany after the war? Why do you think the United States emerged as a superpower while Great Britain and France did not? What might life have been like in many European countries after the war if the United States had not passed the Marshall Plan? The Marshall Plan (p. 618) Tell if the following statement is a fact or an opinion: The Soviet Union accused the United States of using the Marshall Plan to try to take over Europe. How do you know? Why did the Marshall Plan strengthen the bond between the United States and Western Europe? Compare and contrast the United States and the Soviet Union in The United Nations (p. 619) What was the purpose of the United Nations? How do you think the Soviet Union will react to the Truman Doctrine? Why do you think people around the world were interested in forming the United Nations in 1945? How are the Truman Doctrine and United Nations similar and different? Communism and Capitalism (p. 620) How is communism different from democracy? How is communism different from capitalism? Why did the Soviet Union and the West become enemies after World War II? A Divided Europe (p ) How was the situation in Europe after 1955 similar to the situation before World War I? Do you think the United States had a responsibility to protect the nations of Western Europe from communism? Why? What is NATO, and what is its purpose? What term did Churchill use to describe the political division in Europe in 1946? Why do you think he used that phrase? How did NATO and the Warsaw Pact symbolize the growing tensions between the West and the Soviet Union? The Berlin Aircraft (p ) Was East Berlin part of a communist or capitalist nation? Do you think the United States had a responsibility as superpower to assist the people behind the blockade in Berlin? Why or why not? How did the Soviet Union limit the rights of people living in East Germany? Tell if the following statement is a fact or an opinion: The Soviet Union considered communism to be a better form of government than democracy. How do you know? Which was the largest zone in Berlin? What is a blockade? What was the Berlin Aircraft? What do you think would have happened if the United States and Britain had carried out the Berlin Airlift? What was the major difference between the Berlin Wall and the Iron Curtain? What did the East German government believe would have happened if they did not build the Berlin Wall? A New Kind of War (p. 623) How is a cold war different from conventional war? Which countries made up the two sides fighting the Cold War in Europe?

3 Engage Explore Explain Elaborate Evaluate Introduce Key Idea & Vocabulary (p. 616) Read to the class the Key Idea: I will know that a powerful United States took responsibility for helping other countries after World War II. Tell students in this lesson they will be learning about this quote and what it means to American History. Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 616). Students are to complete the Using the Words to Know Worksheet before reading the lesson. s Remind students that they will know that a powerful United States took responsibility for helping other countries after World War II. The Postwar World (p ) The Marshall Plan (p. 618) The United Nations (p. 619) Communism and Capitalism (p. 620) A Divided Europe (p ) The Berlin Aircraft (p ) A New Kind of War (p. 623) Remind students that they will know that a powerful United States took responsibility for helping other countries after World War II. The Postwar World (p ) World War II left many European cities in ruins. Factories, stores, and homes had been destroyed. In the German capital, Berlin, people lived in cellars or shacks or on the street. They had little or no food to eat. The same was true for residents of many other cities and towns. Some 20 million refugees, or people who leave their countries to escape war or famine, roamed Europe, homeless. The Marshall Plan (p. 618) In June 1947, Secretary of State George Marshall proposed a plan for rebuilding Europe and strengthening its economy. He described this plan by saying that its purpose would be the revival of a working economy in the world. Marshall explained that the countries that chose to take part would draw up the program. The United States would pay the costs. The recovery program The United Nations (p. 619) After World War I, the Allied countries had created the League of Nations. The United States did not join. Ultimately, the League proved too weak to stop World War II. Now many countries, including the United States, said they were eager to form a new world organization to promote peace. Communism and Capitalism (p. 620) Communism is an economic and political system developed on a national level in the Soviet Union. In a communist country, the government owns all the land and most industries, in the name of the people. However, communism tends to limit personal freedoms. Capitalism is an economic system that encourages citizens to won businesses and property. A capitalist and democratic nation, like the United States, also protects personal freedoms. Most countries in the West were capitalist democracies. A Divided Europe (p ) As World War II was ending, the Soviet army fought its way across Eastern Europe into Germany. After the war, the Soviets set up communist systems in the countries of Eastern Europe. As a result, Europe was divided between capitalism in the West and communism in the East. The Berlin Aircraft (p ) Germany had been split into zones after the war. The Soviets controlled East Germany. The French, British, and Americans controlled West Germany. The capital, Berlin, was split in a similar way. But the city itself lay 110 miles inside East Germany. The roads to Berlin passed through Soviet-held land. A New Kind of War (p. 623) The two sides did not fight a traditional war. Usually, their struggle did not involve weapons. They fought this Cold War for about 40 years. Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above). Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student mastery). Analyze the photograph. Describe some steps you might take to rebuild a war-torn city. Describe three effects of the Marshall Plan in the empty boxes. Describe the goals of the UN Charter in your own words. Describe how Churchill s quote expresses a fact. Support your answer. Infer about any possible problems that could have occurred between countries on either side of the Iron Curtain. Analyze the map. Describe how the Berlin Wall separated West Berlin from the rest of East Germany. Identify and circle the event that happened last. It is 1961, and you have a job as a reporter for a magazine with a feature titled Cold War Diary. You are sent around the world to witness important events. Your first assignment is to describe the Iron Curtain. Analyze the difference between a cold war and a hot war. Describe the way military actions influenced the Cold War.

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5 FRAME THE LESSON Recognizing Bias TEACHER: CLASS: 5 th Grade DATE: April 6 M T W TH F Student Expectations Bundled in Lesson Noun=Underline Verb=Italicize 24D: identify different points of view about an issue, topic, or current event Resources/Materials: Pearson s 5 th Grade Building Our Nation TE (p ) Objective/Key Understanding: Stop & Check for Understanding High Level Questions Understand what bias is. Learn how to recognize bias. Preview the Sill (p. 624) Present students with two descriptions of the same item: one that shows a positive opinion and one that shows a negative opinion. Discuss the words and phrases that show positive and negative points of view. Closing Product/ Question/ Informal Assessment: Apply the Skill (p.625) Rigor & Relevance: (Real World Connection) Practice the Skill (p. 624) Turn to the skill pages in the Worktext. Have students read the introductory text and examine the visual that follows. o Describe what you see in this image. Apply the Skill (p. 625) Vocabulary: Answer Vocabulary: the questions below the cartoon on the opposite page. Decide whether the cartoonist was biased or not. o Identify who the person in the cartoon stands for. Explain how you know. o Identify what the person in the cartoon is doing. Explain what his actions mean. o Identify the cartoonist s nationality. Then identify the details that support your answer. o Identify the cartoon s message. Describe its message in your own words. o Reread The Marshall Plan in Lesson 1 of this chapter. Think about the Soviet point of view. Then describe America s role in the Marshall Plan, with a Soviet Bias.

6 Engage Explore Explain Elaborate Evaluate Preview the Sill (p. 624) Present students with two descriptions of the same item: one that shows a positive opinion and one that shows a negative opinion. Discuss the words and phrases that show positive and negative points of view. Recognizing Bias (p. 624) Build background knowledge on recognizing bias. Use the following to differentiate instruction for students when they are discussing how to analyze documents and biographies. Extra Support: Explain the parts of the cartoon and how they act as symbols for something else: the man represents Europe, the rope the Marshall plan. The rope is helping the man climb back up, just as the Marshall Plan helped Europe recover from World War II. Have students do the On-Level activity using political cartoons that are appropriate for these students level of readiness. On-Level: Provide pairs of students with different political cartoons. Have each pair work together to identify the bias in their assigned cartoon. Then have them write a sentence to summarize what they find. Have pairs share and discuss their work. Challenge/Gifted: Have pairs of students prepare two brief speeches on the same topic. One should present a specific point of view, while the other should be free of bias. Have them present their speeches to the class for it to determine which is biased and which is free of bias. Ask the audience: What words or phrases led you to your determination? Practice the Skill (p. 624) Turn to the skill pages in the Worktext. Have students read the introductory text and examine the visual that follows. o Describe what you see in this image. After students learn about recognizing bias, use the ELPS support note on page 616b to help the English Language Learners. Encourage students to work with peers to help them complete the Learn and Try It! Sections. Beginning Point to the word bias and say opinion, not fact. Ask students to point to the other uses of the word and have partners read them to each other out loud. Intermediate Ask students to read the text aloud to each other and ask each other questions to determine the meaning of bias and where they are likely to read or hear biased information. Advanced Ask students to work in pairs and ask each other questions to confirm their understanding of the text and quiz each other on the content. Advanced High Give students a newspaper and have them work in pairs to read the headlines aloud to each other, identifying which ones represent bias wand which do not. Apply the Skill (p. 625) Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework. Answer the questions below the cartoon on the opposite page. Decide whether the cartoonist was biased or not. Identify who the person in the cartoon stands for. Explain how you know. Identify what the person in the cartoon is doing. Explain what his actions mean. Identify the cartoonist s nationality. Then identify the details that support your answer. Identify the cartoon s message. Describe its message in your own words. Reread The Marshall Plan in Lesson 1 of this chapter. Think about the Soviet point of view. Then describe America s role in the Marshall Plan, with a Soviet Bias.

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8 FRAME THE LESSON The Superpowers Compete TEACHER: CLASS: 5 th Grade DATE: April 7-8 M T W TH F Student Expectations Bundled in Lesson Noun=Underline Verb=Italicize 23A: identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong Resources/Materials Pearson s 5 th Grade Building Our Nation TE (p ) Objective/Key Understanding: Understand how the fear of communism in the United States led to McCarthyism and the Red Scare. Define the arms race and its impact on American citizens. Understand the causes and effects of the Cuban Missile Crisis. List the major events in the space race. Closing Product/ Question/ Informal Assessment: Got it Questions 1-7 (p ) Rigor & Relevance: (Real World Connection) Vocabulary McCarthyism arms race Cuban Missile Crisis

9 Stop and Check for Understanding- High Level Questions The Red Scare and McCarthyism (p ) Why were Americans horrified that the Soviet Union had an atomic bomb? What was the Red Scare? Do you think Americans had a reason to fear communism taking over the United States government? Why? What effect did Senator Joseph McCarthy have on democracy? How did the setting up of a communist government in Cuba affect the Red Scare? The Arms Race (p. 628) What is the danger of having an arms race? The Cuban Missile Crisis (p ) What was the Cuban Missile Crisis? What caused the Cuban Missile Crisis? Do you think that the realization that the possibility of MAD eased Americans fears? Why was it so dangerous to have Soviet missiles in Cuba? Why was MAD a deterrent to nuclear war? Do you think the arms race was justified? Do you believe it was important for the United States to stay ahead of the Soviet Union in the arms race? Explain. The Space Race (p. 630) Why was the launch of Sputnik so significant? Why did President Kennedy along with many other Americans, think it was so important that Americans get to the moon before the Soviets did? Is President Kennedy s statement on page 630 a fact or an opinion? How can you tell? Do you think the United States had a responsibility to Americans to compete with the Soviet Union in the space race? Explain. Identify the following statement as a fact or an opinion: Neil Armstrong was the best astronaut to ever live. How do you know? Americans Reach the Moon (p. 631) How long did the Apollo mission last? What questions might you have for astronaut Michael Collins? Why was getting an astronaut to the moon important to the United States? Put the following events in the correct sequence: American astronauts walk on the moon. The Soviets send the first human into space. The United States government creates NASA.

10 Introduce the Key Idea & Vocabulary (p. 626) Engage Read to the class the Key Idea: I will know that one goal of the superpowers during the Cold War was to avoid a hot war. Tell students in this lesson they will be learning about this quote and what it means to American History. Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 600). Students are to complete the Using the Words to Know Worksheet before reading the lesson. Remind students will know that one goal of the superpowers during the Cold War was to avoid a hot war. Explore The Red Scare and McCarthyism (p ) The Arms Race (p. 628) The Cuban Missile Crisis (p ) The Space Race (p. 630) Americans Reach the Moon (p. 631) Remind students will know that one goal of the superpowers during the Cold War was to avoid a hot war. Explain The Red Scare and McCarthyism (p ) Soon, other countries would learn how to make an atomic bomb. But the Soviet Union was not just any country. It was a communist country. Its goal was to spread communism worldwide. It was a threat countries weakened by World War II. Many Americans thought it also posed a risk to the United States. The Arms Race (p. 628) During the Cold War, the United States and the Soviet Union competed in an arms race. An arms race is a contest to build more and better weapons than those of your enemy. Both sides continued to make atomic bombs, or nuclear weapons. The Cuban Missile Crisis (p ) Americans fears almost came true. The nation of Cuba lies about 90 miles off southern Florida. In 1959, Fidel Castro led a revolution in Cuba. Then he formed a communist government. The Soviets supported him. In 1962 the Soviet Union secretly began to install nuclear weapons in Cuba. These weapons had the power to reach many cities in the United States. The Space Race (p. 630) While the arms race continues, another race would eventually send American astronauts all the way to the moon and back. Americans Reach the Moon (p. 631) Many other United States space flights followed. NASA used them to figure out how to land an American on the moon. On July 16, 1969, NASA was ready. People worldwide watched on television as a rocket blasted off. The Apollo 11 spacecraft carried three astronauts named Neil Armstrong, Edwin Buzz Aldrin, and Michael Collins. Elaborate Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above). Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate Evaluate student mastery). Analyze the second paragraph on page 626. Circle the opinion. What word is a clue that is an opinion? Identify two effects of the arms race. Write one in each box. Analyze the map. About how far would a missile from Cuba have had to travel to hit Washington D.C? Identify each event on the timeline as either a U.S. or Soviet achievement. Write the labels in the correct boxes. Id Senator McCarthy had never made his claim about communists in the United States government, would there have been a Red Scare in the 1950s? Explain. You are asked to report on the Cuban Missile Crisis. Explain how the president handled the crisis. Also, describe what ordinary families fear about these events. Identify the accomplishment made by Neil Armstrong. What accomplishment did all three astronauts share?

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