Goals and Objectives
Goal:Students will be introduced to the Cold War and will understand the methods the United Nations employed in limiting rising international tensions.
Objective: During an in class discussion students divided into three groups will be able to analyze actions made by the U.N. and subdivide and rank their findings on whether the efforts of these organizations were successful.
Objective: During an in class discussion students divided into three groups will be able to analyze actions made by the U.N. and subdivide and rank their findings on whether the efforts of these organizations were successful.
State Content Standard
11.9 Students analyze U.S. foreign policy since World War II. – 11.9.1 - Discuss the establishment of the United Nations and International Declaration of Human Rights, International Monetary Fund, World Bank, and General Agreement on Tariffs and Trade (GATT) and their importance in shaping modern Europe and maintaining peace and international order.
CCSS.ELA-Literacy Standard
RH.11-12.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Driving Historical Questions
Establishment of Peacekeeping Organizations – What were the goals of the United Nations? Did the U.N. make a difference in maintaining peace?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 minutes
Students will use the first section of their guided notes to complete a “QuickWrite” regarding what they already know about the United Nations. The teacher will provide some background on the creation of the U.N. and the efforts made by others to enact similar change but will let the students write their initial thoughts down. Teacher is assessing students’ level of prior knowledge and will use this information to determine the depth and length of the section.
Vocabulary (Content Language Development) ‖ Time: 5 minutes
Before delving into the lecture students will use the space in their guided notes to write down the accompanying vocabulary terms to be defined in the presentation.
Content Delivery (Method of Instruction)
The teacher will deliver a lecture presentation introducing students to the Cold War and the creation of the United Nations. Students will receive guided notes to accompany the day’s lecture. Within these notes are sections for vocabulary terms, writing sections, fill-in text notes coinciding with the slides.
Student Engagement (Critical Thinking & Student Activities)
Throughout the Prezi lecture students will be subjected to three different critical thinking questions associated with the lecture. These questions will give students an opportunity to pause the lecture and engage with the question as well as with other classmates. During two videos during the presentation students will take time to list three facts or pieces of information they took away from it.
Lesson Closure ‖ Time: 5 minutes
The teacher will end class on a critical thinking question asking if students thought the U.N. successfully accomplished its goal of promoting peace throughout the Cold War. This question will end with a “magic wand” discussion.
Assessments (Formative & Summative)
The teacher will formatively assess students through the initial “QuickWrite” activity regarding the origins of the U.N. The summative assessment will be final class discussion via the “magic wand” technique where the teacher divides the class into three sections and each section must contribute something they learned. Answers cannot be repeated.
Accommodations for English Learners, Striving Readers and Students with Special Needs
- Vocab words in bold throughout lecture.
- Limited text in presentation slides.
- Multiple stopping points to engage with critical thinking questions.