âï¿½ï¿½ Warsaw Pact
âï¿½ï¿½ Take notes over primary documents
âï¿½ï¿½ Work in groups to analyze and summarize primary documents
âï¿½ï¿½ Collaborate to make decisions based on authentic scenario
â�� Students need to understand how the end of WWII, and especially the threats of atomic weapons and Communism, changed the political dynamics of the world
âï¿½ï¿½ Florida NGSSS: SS.912.A.6.10 Explain the causes, course, and consequences of the early years of the Cold War
âï¿½ï¿½ Florida NGSSS: SS.912.A.6.13 Analyze significant foreign policy events during the Truman, Eisenhower, Kennedy, Johnson, and Nixon administrations
âï¿½ï¿½ Deliberation? from nifi.org
âï¿½ï¿½ Philosophical Chairs instruction video from YouTube
âï¿½ï¿½ Warsaw Pact
âï¿½ï¿½ Activate Prior Knowledge--Show photo of Potsdam and have students write a caption to explain what is happening at the meeting
âï¿½ï¿½ Review how the war in the Pacific ended through US/USSR cooperation and atomic bombs
âï¿½ï¿½ Review differences in Communism/Free Market representative govt
âï¿½ï¿½ Pass out primary source documents or pull up on device--groups summarize passages and write on chart paper
âï¿½ï¿½ Groups present their summaries; students take notes from presentations
âï¿½ï¿½ As class discussion,use SmartNotebook to create mind map graphic organizer to show connections between the documents using terms:
Gen. George Marshall
Pres. Harry Truman
âï¿½ï¿½ Students should include the graphic organizer in their notes. Write one question in the margin which could be answered by the graphic organizer. Turn and share your question.
âï¿½ï¿½ Writing wrap-up--What steps did the Soviet Union and the United States take to protect their interests during the early years of the Cold War?
âï¿½ï¿½ Activate prior knowledge: Show the graphic organizer created at the end of the last session and read some a couple of exemplary writing pieces from the wrap-up.
âï¿½ï¿½ Explain the idea of deliberation using the nifi.org explanation. Establish norms for discussion. Display norms during discussion.
âï¿½ï¿½ Students read background whole group on p. 2-4
âï¿½ï¿½ Groups examine p. 5 & 6 for geography, beliefs and desires of USSR and US. Groups highlight the most important factors they agree on for page 6.
âï¿½ï¿½ Randomly assign groups to each option of the Issues Guide. Students should study their options , highlighting the significant points under “What We Could Do” that agree with their values on p. 8-13. Take about 20 minutes to discuss.
âï¿½ï¿½ Students should all turn to the Summary and read the three options, again highlighting major points with which they agree. Take about 7 minutes to read silently and highlight.
âï¿½ï¿½ Students should decide which option they feel strongly about and move to the section of the room that is labeled with their option. As groups gather, have them compare highlights and notes from their Issues Guides.
âï¿½ï¿½ Conduct a Philosophical Chairs discussion, allowing students to change their position as they deliberate. Take about 20 minutes.
âï¿½ï¿½ Read p. 18-19 whole group. Discuss which option President Truman chose.
âï¿½ï¿½ Homework: Use what you have learned to write an essay. First, summarize the beliefs and desires of the U.S. and U.S.S.R. in the early years of the Cold War. Next, summarize the trade-offs and benefits of the option you preferred. Finally, compare your option to the choices President Harry Truman made.
Student writing from first session; teacher observation of group discussion and class discussion; evaluate understanding of issues in homework essays.