Unit Intro Sheet

Subject: United States History

Grade Level: 12th Grade
Unit Four: The Cold War
Two Week Unit: 75 minute block schedule
Overview:
and the Cold War in the United States. The
the problems that faced a world divided by
addressed. The struggling relationship
and their interactions will be investigated.
domestic relations will be uncovered.

This unit focuses on Post World War II

rise of two superpowers after WWII and
communism and capitalism will be
between the Soviet Union and the USA
American policy changes in foreign and

Rationale: After World War II, the world

entered a new phase of power in which
two superpowers became mighty. The
United States society changed greatly
and the interaction between the communist Soviet Union and the capitalist USA shaped the interactions of people
around the world in their daily lives. It is important for students to understand the developments and changes that
took place during that era in United States history. Understanding the Cold War period will also help students to
understand the present state of relations that the United States has with other countries, including Russia and past
republics of the Soviet Union.
Goals:
1) Students will be able to explain the transition from WWII to the Cold War.
2) Students will be able to analyze the contrasting ideologies of the USSR and USA.
3) Students will be able to identify the major political leaders of the Cold War and analyze their policies through
class discussion and a creative project.
Essential Questions:

1) How and why did the Cold War begin?

2) How did the Cold War change American society then, and how does that affect us now?
3) What conflicts took place during the Cold War and how did they impact the world?
Objectives:
1) Students will be able to identify the causes of the Cold War.
2) Students will be able to distinguish between the two competing ideologies during the Cold War.
3) Students will be able to assess the changes in American society as a result of the Cold War.
4) Students will be able to analyze the foreign policy decisions of the United States and Soviet Union.
Unit Rubric: *Tentative* (Additions will be made as needed)
Participation- 20%
Summative Warm Ups- 20%
Video Logs- 10%
In-Class worksheets- 15%
Homework- 15%
Final Project- 20%
Unit Outline
Day 1: How the end of WWII left the world.
Students will be able to:
1) Identify the two remaining World Powers: USA vs USSR.

2) Compare and contrast the two competing ideologies: Capitalism vs Communism. (Think, Pair, Share
Activity)
3) Construct their own relative ideology.
Day 2: What is The Cold War?
Students will be able to:
1) Define basic terminology associated with The Cold War.
2) Identify patterns in the escalation of both world powers.
3) Recall the problems associated with military alliances from WWI.
Day 3: The Long Telegram- George Kennan.
Students will be able to:
1) Draw conclusions from the primary source from the U.S. diplomat in Moscow, George Kennan.
a. Soviets do not trust the West.
a. Soviets will undermine Western influence.
b. U.S. must stop the expansion of Communism.
2) Think critically of the importance of having a diplomat in Moscow.
3) Predict a reaction from the West based on The Long Telegram. (Small group activity)
Day 4: The Sinews of Peace (The Iron Curtain Speech) by Winston Churchill.
Students will be able to:
1) Examine the importance of symbolism in the Cold War.
2) Interpret the call to action by Churchill to the West.
3) Analyze the main points of the Sinews of Peace speech.
Day 5: The Truman Doctrine- Containment
Students will be able to:
1) Examine the importance of asking Congress for Foreign Aid to stop spread of Communism.
2) Compare and contrast Isolationism vs being the Worlds Police.

3) Define the differences between stopping the spread of communism and spreading democracy.
Day 6: The Cuban Missile Crisis.
Students will be able to:
1) Define the Arms Race.
2) Relate to the Doomsday Clock. (Line up)
3) Briefly explain the importance of the Cuban Missile Crisis and its effect on American morale.
Days 7: The Various Wars
Students will be able to:
1) Access the role of the media in portraying the Wars. (Vietnam 1954-1975)
2) Draw conclusions between the War in Afghanistan (1979-1989 USSR) and Vietnam (USA).
3) Determine the effect, if any, that the Cold War had on popular sovereignty around the world.
Day 8: Fall of the Berlin Wall
Students will be able to:
1) Recall tentative dates related to the Berlin Wall.
2) Use context clues to infer the reasoning for having a wall.
3) Compare the types of livelihood experienced on both sides of the wall. (Primary Sources)
Day 9: Collapse of a way of life
Students will be able to:
1) Draw conclusions as to why the Soviet Union collapsed.
2) Predict what types of governments will replace the communists system.
3) Think critically about examples of mistakes made by communist governments.
Day 10: Interview of a Cold War leader
Students will be able to:

1) Arrange a series of questions that represent policy implemented by their chosen Cold War leader.
2) Cite evidence for the rationale behind Cold War policy.
3) Draw conclusions between logical questions, and their respective answers.

Final Project Rubric:

Score: ____/40 points

Required Criteria
Student is able to
demonstrate
knowledge of material
learned in class in
their project and
during questioning.
Student have done
outside research and
incorporated it into
their project.
Student has submitted
a rough draft of
their interview
questions at least one

A worthy (40-36 pts)

Student was
knowledgeable about
material learned in class
and was able to easily
and confidently answer
questions from peers and
the teacher.
Student has at least three
reputable outside sources
that support material
learned in class.
Student came prepared to
our mandatory meeting
with a completed rough
draft at least one week

B worthy (35-31 pts)

Student used material
learned in class in their
project but struggled
somewhat during
questions.

C worthy (30-26 pts)

Student was unable to
discuss freely about
material learned in class
and struggled to answer
questions from peers
and the teacher.

Student has 1-2 reputable

outside sources that
support material learned
in class.
Student showed up at the
mandatory meeting
without a fully completed
rough draft, or failed to

Student does not have a

reputable outside source
or used Wikipedia for
information.
Student never submitted
a rough draft for
feedback/revising and
failed to have a

week prior to due date

for feedback/revising
*mandatory face-toface meeting
required*
Correct citation of
references.
NO PLAGIARISM.

Free from all

spelling/grammar
mistakes.

prior to the due date.

have a meeting one week

prior to the due date.

mandatory meeting with

the teacher.

All students sources

were properly cited using
APA formatting and a
reference page was used
correctly (alphabetical
order by last name.)
Student has no
grammar/spelling
mistakes throughout the
entire project.

Some of students
sources were cited but
did not use the correct
format and a reference
page was used.

Student had no correct

citations given and no
signs of a reference page
whatsoever.

Student has a few small

grammar/spelling
mistakes throughout the
entire project.

Student made frequent

grammar/spelling
mistakes throughout the
entire project.

Student Reflection: How did it go?

1. Who was your favorite Cold War leader to learn about and why?

____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_______________________

2. What in-class activity did you enjoy the most and why?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_______________________

3. Do you feel that you fully understand the concepts presented during this unit? If not, which concepts?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_______________________

4. Did you like the options given for the final project? If not, what else would you suggest?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_______________________

5. Do you feel more informed about todays global politics as a result of this unit? If so, explain, if not, how can I
relate this to your daily life better?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
_______________________

Mr. Gomezs U.S. History

Cold War Unit
Cold War Final Project
For the final project of the Cold War Unit, students will engage in a short (10-15 minutes) question and answer
session with a partner. One being the Cold War leader, and one person interviewing them. A transcript of the
questions will be submitted beforehand and students will be required to schedule a meeting with me to review
questions. Questions should relate to the Cold War policy that each leader enacted or is associated with them. Each
student will create a brief explanation (2-3 sentences) for each question/answer as to why their Cold War leader
would respond the way they did. Students must have at least 3 credible sources (No, Wikipedia is not a credible
source) at the time of the meeting. Choose ONE of the following leaders to interview. There are a limited number of
Cold War leaders and will be awarded on first-come-first-serve basis!

George H. W. Bush

Jimmy Carter

Fidel Castro

Winston Churchill

Francisco Franco

Mikhail Gorbachev

Mao Zedong

Lyndon B. Johnson

John F. Kennedy

Nikita Khrushchev

Ronald Reagan

Leonid Brezhnev

Student Name: _____________ [Cold War Leader] Partners Name:____________ [Interviewer]

Why did you choose ____________ as your Cold War leader?
____________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________
__

[ ] Approved

Hunter Gomez

[ ] Come see me

The Long Telegram by George Kennan

12 th Grade U.S. History

The big idea for this lesson is to acquaint students with the origins of U.S. Cold War foreign policy.
The purpose of this lesson is to convey the importance of having a diplomat in Moscow at the start of the Cold War.

For today, what are my objectives? (State 4 one from each level of the DOK and in the proper format; i.e. Students will be able to:) Use
terminology from the DOK chart. Example: Students will be able to define the elements of a story.
1. SWBAT identify the importance of drawing conclusions from a primary source
2. SWBAT summarize the foreign policy of the US as a result of The Long Telegram.
3. SWBAT access the validity that The Long Telegram had on the perceived threat of the USSR
4. SWBAT prove the relationship between The Long Telegram and US foreign policy examples given
ACCOMEDATIONS
Materials Needed and Preparation Before Class:
1) Writing utensil and paper (or another note
taking device)

1)

Struggling reader: Pair with strong reader, group work.

2)

ADD: Matching worksheets with spot checked comprehension.

2) The Long Telegram transcript

3)

ADHD: allow them to pass out the small activity worksheets, and TLT transcript

3) Powerpoint setup

4)

Visual Learners: Powerpoint: See words and hear them.

5)

Autism: Allow them to work alone during activity.

6)

ODD: I will remain calm and polite, if issue cannot be solved, send them to a quiet, yet supervised place.

7)

Visually Impaired: Adjust font, allow access to lesson ahead of time.

8)

ELL: Allow access ahead of time, give them the opportunity to share their perspective.

4) Small Activity worksheets

What do the students already know

or need
to know to complete this
lesson?

List all vocabulary terms students could learn from this lesson.
1) Domino Theory
2) Containment

1) How the fallout after WWII

affected the relationship of world
powers.

3) Diplomat
4) Foreign Ambassador
5) Propaganda

2) The concept of the Domino

Theory and the perceived threat of
spreading communism.

Time
Estimates

Teachers Work what are you doing

Students Workwhat are they doing, how

are they organized, etc

Teacher Probing questions during lesson

AND Formative assessment strategies
Probing questions go deeper than yes/nothey
ask Why or How would youetc.

75 mins
20 min

Present The Long Telegram

summary/synopsis, with excerpts from
the original (Primary Source).

Assigned popcorn reading, group style.

When finished, Think, Pair, Share about
the overarching theme of The Long
Telegram

Would you trust the Soviet Union at the

time? Do you think stopping the spread of
communism is justifiable? How does
popular sovereignty affect that?

35 min

Powerpoint notes about the three main

points of The Long Telegram

Taking notes, looking at powerpoint for

guidance.

How big of a threat is the spread of

communism? Is it justified? How would
that affect the Wests way of life? How
would the spread of democracy affect the
Easts way of life?

20 min.

Propose the hypothetical situation,

What would have happened if Kennan
had not written the telegram?

Think, Pair, Share about the strengths and

weaknesses of having a foreign ambassador
in the country, whether or not it saved lives,

Is Kennans telegram a form of

propaganda itself? What is propaganda?
Does it work? Having a U.S. citizen in

or created a worldwide panic

enemy consulate, good or bad?

How will I know if my students achieved my learning goals? How will I assess participation and their learning? What will I be assessing (i.e.
what will go in the gradebook!)?
Participation through Think, Pair, Share and small group will earn them a Check mark in the participation column worth 20% of their overall
grade.
Alignment with Missouri Grade or Course Level Expectations (GLEs/CLEs) OR Common Core State Standards/Missouri Learning Standards
(CCSS/MLS)
S.S. (9-12) SS2 1.6, 3.6 Laissez Faire economics
S.S. (9-12) SS3 3.6, 1.6 Global Interdependence
S.S. (9-12) SS2 1.10 Limited Government

Reflection/Notes: What other little things will you need to do? Would the class need to be rearranged, etc?
1) Arrange class into small groups, or where it is easy to put kids into small groups.
2) There needs to be a projector/SMART Board for my powerpoint.

Hunter Gomez

Cuban Missile Crisis

12 th Grade U.S. History

The big idea for this lesson is to acquaint students with how Cold War political figures interacted with each other.
The purpose of this lesson is to convey just how close to a nuclear war we were and how a lack in communication eroded the relationship between
the United States and Soviet governments.

For today, what are my objectives? (State 4 one from each level of the DOK and in the proper format; i.e. Students will be able to:) Use
terminology from the DOK chart. Example: Students will be able to define the elements of a story.
1. SWBAT identify the two major players involved in the Cuban Missile Crisis.
2. SWBAT predict what would have happened if a deal would not have been reached.
3. SWBAT access the communication systems in place.
4. SWBAT critique the strengths and weaknesses of having a global Arms Race.
ACCOMEDATIONS
Materials Needed and Preparation Before Class:
5) Writing utensil and paper (or another note
taking device)

9)

6) Mr. President questionnaire sheets

11) ADHD: Line Ups, Gallery Walks, etc.

7) Powerpoint setup

12) Visual Learners: Powerpoint: See words and hear them.

8) Think, Pair, Share worksheets

Struggling reader: Pair with strong reader, group work.

10) ADD: Matching worksheets with spot checked comprehension.

13) Autism: Allow them to work alone during activity.

14) ODD: I will remain calm and polite, if issue cannot be solved, send them to a quiet, yet supervised place.
15) Visually Impaired: Adjust font, allow access to lesson ahead of time.
16) ELL: Allow access ahead of time, subtitles on video, give them the opportunity to share their perspective.

List all vocabulary terms students could learn from this lesson.

What do the students already know

1) Freedom of Information Act

or need
lesson?

to know to complete this

2)

teletype communication

3) long range telephones

1) How the fallout after WWII

affected the relationship of world
powers.

4) Nuclear bomb
5) Quarantine

2) The Arms Race and global

tension leading up to the Cuban
Missile Crisis, spreading
communism.

Time
Estimates

Teachers Work what are you doing

Students Workwhat are they doing, how

are they organized, etc

Teacher Probing questions during lesson

AND Formative assessment strategies
Probing questions go deeper than yes/nothey
ask Why or How would youetc.

75 mins
20 min

Line up, In respect to the Doomsday

Clock how close do you think we have
been to nuclear war?

Write on a piece of paper their answer, then

line up accordingly.

How close is a minute from Doomsday?

35 min

Introduce the situation, show Thirteen

Days movie clip, pass out slips.
Separate responses into small groups.

Taking notes, critically thinking about the

consequences of all out nuclear warfare.
Watch video, and prepare a response

Quarantine, Mr. President, or strike

First?? (whole class) Justify your answer

20 min.

Conclude with how the situation

actually took place, reveal how close we
were to Doomsday on the clock. (1
minute)

Take notes off Powerpoint, then Think,

Pair, Share about the consequences of a
nuclear fallout

How could the entire world have been

affected by a nuclear war? Try to think
beyond your own culture.

How will I know if my students achieved my learning goals? How will I assess participation and their learning? What will I be assessing (i.e.
what will go in the gradebook!)?
Participation through the Line Up and justification will earn them a Check mark in the participation column worth 20% of their overall grade.
Alignment with Missouri Grade or Course Level Expectations (GLEs/CLEs) OR Common Core State Standards/Missouri Learning Standards
(CCSS/MLS)
S.S. (9-12) B2- Seperation of governmental powers
SS (9-12) 3.5, 1.10- Democracy/Republic
SS1 (9-12) 1.6- Foundations of a Social Contract

Reflection/Notes: What other little things will you need to do? Would the class need to be rearranged, etc?
3) There needs to be an open space large enough for the Line Up
4) There needs to be a projector/SMART Board for my powerpoint

Hunter Gomez

Fall of the Berlin Wall

12 th Grade U.S. History

The big idea for this lesson is to acquaint students with what the fall of the Berlin wall symbolized.
The purpose of this lesson is to convey how a physical barrier was much more to the oppressed people behind it.
For today, what are my objectives? (State 4 one from each level of the DOK and in the proper format; i.e. Students will be able to:) Use
terminology from the DOK chart. Example: Students will be able to define the elements of a story.

1. SWBAT justify the rationale behind having a wall to begin with.

2. SWBAT use context clues to hypothesize which side was the oppressed side.
3. SWBAT analyze Primary Sources from people on each side of the wall
4. SWBAT connect current events in Russia to the motives left behind by Cold War politicians.
ACCOMEDATIONS
Materials Needed and Preparation Before Class:

9) Writing utensil and paper (or another note

taking device)

10) Appropriate clothing for the weather

11) Powerpoint setup
12) Think, Pair, Share worksheets

17) Struggling reader: Pair with strong reader, group work.

18) ADD: Move quickly from activity to activity.
19) ADHD: Get class moving by taking them to the Berlin Wall in Latshaw
20) Visual Learners: Powerpoint: See words and hear them. Being able to see the Berlin Wall
21) Autism: Allow them to work alone during activity, pair with a close student during walk to Berlin Wall, and use
the class for inclusion.
22) ODD: I will remain calm and polite, if issue cannot be solved, send them to a quiet, yet supervised place.
23) Visually Impaired: Verbally describe the wall, let them visit the wall ahead of class/on their own time.
24) ELL: Allow access ahead of time, give them the opportunity to share their perspective.

List all vocabulary terms students could learn from this lesson.

6) Oppression
7) Migration patterns
What do the students already know
or need
to know to complete this
lesson?

8) Stalinism

Because this is towards the end of

our unit, students will have many of
the context clues needed to

10) Nikita Khrushchev

9) Leninism

11) Mikhail Gorbachev

complete the lesson.

1) Difference in policy between
East/West Berlin
2) The migration tendencies from
West to East and from East to
West

Time
Estimates

Teachers Work what are you doing

12) Domino Theory

13) Containment

Students Workwhat are they doing, how

are they organized, etc

Teacher Probing questions during lesson

AND Formative assessment strategies
Probing questions go deeper than yes/nothey
ask Why or How would youetc.

75 mins
15 min

Think, Pair, Share Who had a better

standard of living, East Berliners, or
West Berliners

Perspective thinking, addresses

egocentrism

Who had more freedom? What does

freedom mean? Who had more security?

30 min

Take class to Latshaw Plaza. Asking

which side is East/West Berlin

Take notes on the rationale behind the

painting on one side and the blankness on
the other side.

Why would one side be completely blank?

Why would no one want to paint it? Were
they allowed to paint it? Why not?

15_ min.

Conclude with which side is which, take

students back to classroom, and ask for
a paragraph on why the oppressed side
was not painted, or raise your hand and
tell me, their choice.

Walk back to class then write a paragraph

justifying the differences between each side
of the wall, or give me a verbal response

How would you feel if you were oppressed

in such a way?

How will I know if my students achieved my learning goals? How will I assess participation and their learning? What will I be assessing (i.e.
what will go in the gradebook!)?
Participation in the Wall Activity and justification will earn them a Check mark in the participation column worth 20% of their overall grade.
Alignment with Missouri Grade or Course Level Expectations (GLEs/CLEs) OR Common Core State Standards/Missouri Learning Standards
(CCSS/MLS) look on the DESE website for these: DESE.mo.gov. Be sure to address applicable Reading, Writing, Speaking, and Listening
standards. There will be several for every part of an activity Dont just put codes/should be thread/code/few words to describe (so you can use
it again later!)

SS (9-12) 3.5, 1.10

SS1 1.6
Reflection/Notes: What other little things will you need to do? Would the class need to be rearranged, etc?

5) Send a permission slip home to 1) get permission and 2) notify parents to dress their kids appropriately for the weather.