Unit Plan Template STAGE ONE IDENTIFY DESIRED RESULTS PROFESSIONAL CONTENT STANDARDS: Grade Span Expectations HP 2: History

y is a chronicle of human activities, diverse people, and the societies they form 1. Students connect the past with the present 2. Students show understanding of change over time C&G 1: People create and change structures of power, authority, and government in order to accomplish goals 2. Students demonstrate an understanding of sources of authority and use of power, and how they are/can be changed C&G 2: The Constitution of the US establishes a government of limited powers that are shared among different levels and branches 2. Students demonstrate an understanding of the democratic principles underlying the US government C&G 3: In a democratic society all people have certain rights and responsibilities 1. Students demonstrate an understanding of citizens rights and responsibilities National Standards for History Era 9: Postwar US Standard 1: The economic boom and social transformation of postwar US a. The students understands the extent and impact of economic changes in the postwar period b. The student understands how the social changes of the postwar period affected various Americans c. The student understands how postwar science and government after WWII created a new system of scientific research and development Standard 2: how the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics a. The student understands the international origins and domestic consequences of the Cold War b. The student understands US foreign policy in Africa, Asia, the Middle East, and Latin America c. The student understands the foreign and domestic consequences of US involvement in Vietnam Standard 3: Domestic policies after WWII a. The student understands the political debates of the post WWII era b. The student understands the New Frontier and the Great Society Common Core State Standards for Literacy in History/Social Studies Reading RH11 12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas

RH 11 12.6: Evaluate authors differing points of view on the same historical event or issue by assessing the authors claim, reasoning, and evidence Writing WHST 11 12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience WHST 11 12.9: Draw evidence from informational texts to support analysis, reflection, and research

ESSENTIAL QUESTIONS : What are the big, overarching questions that are central to your discipline and to the content you are going to teach? Unit Essential Question: What is the Untied States role at home and abroad after World War II? Lesson Essential Questions: What is communism? Why do Americans fear communism? Why did the Cold War start? Did the of government change after WWII? How did the cold war affect culture? What is hysteria? What does politics of fear mean? Can Americans rights be taken away for national security? What is Americas role abroad? What is containment? What do dominoes have to do with foreign policy? Can you object to American policy and still be an American?

ESSENTIAL UNDERSTANDINGS: What central concepts or ideas will students understand? Paradigms Paradigm shifts Communism Capitalism Nuclear age Politics of fear McCarthyism Freedom vs. security Public Service Announcements reflect on culture Containment Truman Doctrine Marshall Plan Korean War

STUDENT KNOWLEDGE: Students will know The origins of the cold war What a paradigm shift is the difference between communism and capitalism and what each system is the role that government, economics, and politics had on culture Americas policy of containment The foreign policy that dictated the Cold War The politics of fear that arose during the Cold War

STUDENT SKILLS: Students will be able to Describe the controversial origins of the cold war Explain a paradigm shift and how it relates to social studies Evaluate the source materials Analyze material from multiple perspectives Apply foreign policy to other situations Compare and contrast communism and capitalism Synthesize information into a coherent essay Collaborate in groups to produce work Develop problem solving skills

STAGE TWO ASSESSMENT EVIDENCE What summative performance tasks will students produce? Mid term essay Chilean Revolution foreign policy project

What other assessments will you use to help students demonstrate their understanding (diagnostic, formative, and interim)? Standard quizzes based on notebooks Draw different paradigms and identify what changed them Heads down thumbs up Entrance and exit tickets Cold call responses McCarthyism and the Patriot Act

STAGE THREE PLAN LEARNING EXPERIENCES

What instructional methods will you use to teach the identified learning objectives? (See WHERETO and Teaching Techniques to Try for ideas)? Think-Pair-Share Socratic Seminar DTP Primary source analysis Student generated content (rubrics) Performance cycle Creative drawing assignments Cooperative learning groups Jigsaw activity Simulations Role-plays