Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens?

Transcription

1 Title: The Cuban Missile Crisis: A Historical Inquiry Lesson Author:Benjamin Bishop and Laura McBride Key Words: US History, Ultimatum, Missile, Crisis, Khrushchev, Kennedy, Cuba Grade Level: 11th Time Allotted: 40 min Rationale/ Purpose (so what?) Nature and scope of topic. Why is this significant to the mission of educating future citizens? The rationale of this lesson is to demonstrate to students the tensions during the Cold War. This lesson in particular points out the most tense moment of the Cold War: The Cuban Missile Crisis. The lesson also gives the students a behind the scenes look at the crisis through the letters of Khrushchev and John F. Kennedy. Students can see the impact of international relations on world stability. Background/Context: How does this lesson fit into a unit of study? Looking backwards, looking forwards This lecture would fit into the unit entitled: "The Cold War". This lesson would follow the lessons pertaining to the beginning of the Cold War and the Truman Doctrine. This is the first part of a two-part lesson. The second lesson would cover discussion of the student filled SCIM-C worksheet and the resolution of the Cuban Missile Crisis. Key Concept(s) include definition: John F. Kennedy-He was the 35th President of the United States. He served during the Cold War and is noted for his role during the Cuban Missile Crisis. Nikita Khrushchev- was the leader of the Soviet Union from He is most noted for his role during the Cuban Missile Crisis Cold War- is a historical period ( ) of political and military tensions between the United States and the Soviet Union. Ultimatum- a final, uncompromising demand or set of terms by a party to a dispute, the rejection of which may lead to a severance of relations or to the use of force. Cuba- an island nation off the coast of Florida. It is one of the few nations that have a Communist government. During the Cold War, the Soviet Union attempted to place nuclear missiles on the island leading to the Cuban Missile Crisis with the United States. 1

2 NCSS Standard(s) SOL Information *As written in the Virginia SOL Curriculum Framework for the grade level NCSS Theme (s) with indicators: Time, Continuity, and Change Knowledge and understanding of the past enable us to analyze the causes and consequences of events and developments, and to place these in the context of the institutions, values and beliefs of the periods in which they took place Questions to think about: How do we learn about the past?, Why is the past important to us today?, How has the world changed and how might it change in future? SOL* : VUS.13b The student will demonstrate knowledge of United States foreign policy since World War II by b) explaining the origins of the Cold War, and describing the Truman Doctrine and the policy of containment of communism, the American role of wars in Korea and Vietnam, and the role of the North Atlantic Treaty Organization (NATO) in Europe. Essential Knowledge (minimum for SOL Resource Guide) 13b) Confrontation between the United States and Cuba Cuba was also a site of Cold War confrontations In 1962, the Soviet Union stationed missiles in Cuba, instigating the Cuban Missile Crisis. President Kennedy ordered the Soviets to remove their missiles, and for several days the world was on the brink of nuclear war. Eventually, the Soviet leadership "blinked" and removed their missiles. Essential Skills (minimum for SOL Resource Guide) 13b) Formulate historical questions and defend findings, based on inquiry and interpretation. (VUS.1c) Develop perspectives of time and place. (VUS.1d) Guiding Question(s): MUST BE SHARED WITH STUDENTS AT BEGINNING OF EACH LESSON- Visible in lesson procedure and materials. The day s big question: 2

3 How close did the Cuban Missile Crisis take the world from a Cold War to a "hot" war? Lesson Objective(s): clearly emerges from big question and rationale and standards and will align with your assessment in Procedure and Process Obj. 1 Students will be able to identify key players during the Cuban Missile Crisis. Obj. 2 Students will be able to cite causes and assess the impact of the Cuban Missile Crisis. Obj. 3 Students will be able to analyze the communications between President Kennedy and Khrushchev. (primary sources) Assessment Tool(s) to be used- Everything above- goes to what you want them to know/understand do- So what assessments are you going to use to help you manage and monitor that they have got it-informal and formal make one over-riding assessment connect to your closure. Assessment 1. SCIM-C (Letters between Khrushchev and Kennedy)- students will be assessed informally based off of their participation during the discussion of the letters in class. They will be assessed formally through completion and grading of their SCIM-C worksheets. Assessment 2. An informal assessment of student learning based off of the short discussion at the end of class (Closure) 3

4 Materials: Historical Source(s): List here and include copies in materials section below Letters between Khrushchev and Kennedy- Video of Kennedy delivering ultimatum- Additional Materials/Resources: List here and include copies in materials sectiontextbooks etc page numbers, websites etc PowerPoint- see Material A SCIM-C blank worksheetsee Material B For Information of SCIM-C and using it in a classroomhttp:// SCIM-C Khrushchev letter filled in- see Material C SCIM-C Kennedy Letter filled in- see Material D Just Do It: Prior Knowledge Worksheet- Material E Khrushchev and Kennedy Letters- see Material F SCIM-C questions- see Material G 4

5 Procedure/Process: PRE-LESSON: No special pre-lesson set up. Only normal classroom set up needed for this lesson 1) JUST DO IT! The Hook : A high-interest activity that introduces new content with connections to students prior knowledge. Between 1-5 minutes. You could also introduce the days guiding question- could help with assessment of student needs the hook- Prior Knowledge worksheet- This worksheet is designed to gage the knowledge that students have of the main countries and actors of the Cuban Missile Crisis. 2) Instructional sequence: Obj # See above. Processing Activity and Procedure include directions, question frames, assignment details, to be given to students (these should all be made into explicit materials (e.g. see material A) Do you have opportunities for direct/guided instruction and independent practice/engagement when appropriate and time estimates. Include pace/time for each activities e.g. (5 mins) Check for Evidence of Understanding -Either Formal or Informal e.g. assessments- question frames, quiz, choice activities, discussion with frame and your THAT s A WRAP. (Checks Essential Knowledge and Skills should be in line with assessment tools above) Just do it. Objective # 1 Transition: Objective # 2 Students will be able to identify key players during the Cuban Missile Crisis. Prior Knowledge Worksheet- On PowerPoint (Material A) Worksheets (Material E) will be placed at desks before students arrive. Once students have time to complete worksheet, teacher will go over answers with the students -3 min Informal observation and class review of worksheet "Now that we know who was involved in the Cuban Missile Crisis, let's look at what happened and why" Students will be able to cite causes and Informal assessment of assess the impact of the Cuban Missile student attention and Crisis. participation during lecture Short Lecture: Using PowerPoint (Material A) the teacher will present the basics of the Cuban Missile Crisis. Takes the class up to the actual event but not the conclusion. 5

6 Also introduce SCIM-C worksheet -10 min Transition: Objective # 3 "Now that we have the basics let's see how the two leaders of the United States and Soviet Union communicated" Students will be able to analyze the communications between President Kennedy and Khrushchev. (primary sources) SCIM-C Activity- Students will be given two blank SCIM-C worksheets (Material B) and letters (Material F). Together the class will read and work together to fill in one worksheet based off Khrushchev's letter to Kennedy (Material C) The teacher will ask certain questions with each level (see Material G). 10 min In small, heterogeneous, teacher created groups (no more than three), the students will read and fill in the other worksheet based on Kennedy's letter to Khrushchev. 10 min Total Time: 20 min Modeling worksheet for students Informal- watching students complete second worksheet Formal assessment- collection and grading of worksheets (part of closure) 3) Closure- THAT S A WRAP that goes to opening question- and also in part to assessment tools at least one key assessment tool. (Do you need a rubric) Whip Around Exit Slip: The students will finish the class with a Whip Around activity. This activity asks each student to share one thing they learned from the lesson (specifically the second SCIM-C they completed). Also, have students answer the questions presented on the last slide of the PowerPoint (Material A) on the back of the second SCIM-C. Finally, the students will turn in their SCIM-C worksheets to be reviewed and graded by the teacher. (7 min) Modifications/Accommodations for Diverse Learners: Include reference and acknowledgement of IEP plans for specific students- that is easy. Additionally, highlight how you have designed materials/sequences that pay attention to pre-assessment evidence to address readiness, interest, and learning preference needs, including attention to student groupings, use of time and materials, variance in whole class and small group instruction, varied task complexity. Can you delineate key instructional strategies and scaffolds that are effective for responding to student needs? Do you provide rubrics to explain what good work looks like? Do you provide room for direct instruction/guided instruction (including read alouds and think alouds), independent practice. (Use Cruz and Thornton, and Tomlinson and McTighe). Bullet your details and explanations. 6

7 The modeling of the SCIM-C worksheet with the Khrushchev letter gives students a chance to see what is expected when they complete the assignment By creating heterogeneous groups, those that need assistance with reading can receive it from there group members. The historical evidence (letters) give visual and learners something to see and refer to as they work. 7

8 8 Fall Lesson Plan Template.