Teacher Guide Student Information Source Evaluation
Glossary Resources Evaluation - Grade Rubric
Learning Advice Reflection Conclusion


Teacher’s Lesson Guide

Grade Level: Grade 11 Unit 9 Cold War
H/SS Standards:
11.9 Students analyze U.S. foreign policy since World War II.
3.Trace the origins and geopolitical consequences (foreign and domestic) of the Cold - War and containment policy, including the following:

Learning Advice

This lesson is based on the premise that students will have access to computers/programs and internet connections.

You might want to have the presentations given to a panel of students from another class. These students would be able to ask questions and "play" the part of the sleepers.

This is a step by step lesson sequence. All lessons are based on 50-55 minute class periods that meet daily. Note taking should be discussed and its use made mandatory for all teams.

The time sequence may be condensed if some assignments are done as homework or research outside the classroom.

Knowing the students and their abilities, teachers may adapt this section by mixing the ability levels on the teams, having students work in pairs for research, having students turn in work more frequently, and using visual as well as written presentation modes or research materials.

The source evaluation form follows this section. If it is decided to use the form, its purpose should be discussed and clearly understood.

Time Frame:

Duration: Up to 18 days 

Day 1

Team Assignments and Identifying Challenges- 1 period

The class is divided into groups of five to seven students. The scenario is presented to all groups and questions are answered regarding expectations. Within each group a chairman and secretary is selected. Minutes of team meetings must be taken. Research assignments are made. Team expectations are approved.

Day 2-6

Initial Investigative Research- 5 periods

Research should be done on an individual basis. Class time in the computer lab and/or library center must be provided. Students should be reminded to take accurate notes as they work. Sources should be noted to document their investigation.

Day 7-8

Team Organization- 2 periods

The team should meet to review all researched data. This data should be assessed to decide how it meets the needs of the assignment. The beginnings of the timeline and the photo gallery can be initiated. After data is reviewed, additional areas of research can be assigned.

Day 9-11

Final Research - 3 periods

During the last days of research, data will be gathered to fill in any areas found weak during the team organization periods. Again, sources should be listed. By the end of this period, all needed information should be ready to develop into the required presentations.

Day 12-15

Presentation Preparation- 4 periods

Students are now to use their data to prepare the necessary presentations. Each student is to have input into each area of presentation. Assignments are made as to who will present to their fellow students. Technology needed for presentations will be provided and a time will be set aside to practice. Secretary is to take notes during the meetings.

Day 16-18

Teams Presentations- 3 periods +

Each team will present their information to the class as a group. Grading rubrics will be used to assess each presentation.

Adaptations for Special Needs Students

Depending on your class size and language makeup, you may slow down, speed up or eliminate parts of this lesson to fit your student's needs. If your students are new to internet and computer usage, it may be necessary to adapt several sections of the lesson to fit the knowledge level and /or technology you have at your site. Should you English Language Learners, abilities it may be necessary to spend some initial time in vocabulary development.