Characteristics of the Early Cold War

Grade: 10th
Student Learning Objective:
Students will understand that the Arms Race was a major part of the Cold
War. They will be able to determine the causes for the Arms Race, as well as,
the effects after it was over.
Materials:
Pencil
Notebook Paper
A copy of the required article reading
Preparation for the Activities:
Students have been learning about the Cold War and what events led up to
it. Students are to read the required article prior to coming into class. The
students should have gotten a base knowledge of the reading and what the
Cold War entailed.
Text Information:
Timeline: A Brief History of the Cold War. From Spiegel Online International.
June 2008.
Link to Text:
http://www.spiegel.de/international/europe/timeline-a-brief-history-of-thecold-war-a-562290.html
Flesh-Kincaid Readability Level:
11.1
Order of the Lesson:
Introduction: The teacher will lead a discussion pertaining to the
causes of the Cold War. The discussion will also recap the information
that the students should have read the previous night.
Vocabulary Activity: For the vocabulary activity, students will use the
Three Column Notes strategy. In this strategy, a piece of paper is divided
into three columns: question, answer, example. This strategy will be
beneficial for my students because since this lesson is about history,
everything needs to be explained why. For example, if the word was ceasefire, the question would be what is cease-fire? The answer would be
looked up on the internet or in a dictionary, and be something along the lines
of temporary suspension of fighting. Then an example would be
something like The Soviets needed to recoup, so they called a cease-fire.
This helps to show me, the teacher, that you did not just memorize the

definition, but you understand what it means, and you know how to use it in
correct context.

Before Reading Strategy: Students will get decipher what they feel
are the most important, contributing events and people of the Cold
War. They will be required to write down their answers and turn them
in for a grade.
During Reading Strategy: Students will take notes on the events
and people of the Cold War. They must also take note of WHY each
event, or person, was significant, and what effects came of it. They
will be gathering information in which they will use for their assigned
essay writing. Students will be advised to annotate the reading.
After Reading Strategy: Students will now be assigned an essay.
The essay will be a cause and effect essay, regarding the Cold War and
some of its characteristics. For example, the essay will consist of a
brief summary of the Cold War, significant people, and key events of
the war. The essay will be due a week after this class period and taken
for a grade.

Content Area Standard:

Discipline:
Social Sciences SS.912.W.8.2 Describe characteristics of the early Cold
War.
SS.912.W.8.4 Summarize the causes and effects of the arms
race.
Anchor Standards for Reading, Writing, Listening, and Speaking:
CCSS Anchor
Standard
Addressed:
K-12 CCSS
Anchor
Standards with
Link and
Standard
Written Out:

Reading

Writing

Listening and
Speaking

CCSS.ELALITERACY.RH.1112.2: Determine
the central ideas
or information of
a primary or
secondary
source; provide
an accurate
summary that
makes clear the
relationships

CCSS.ELALITERACY.RH.1112.3: Evaluate
various
explanations for
actions or events
and determine
which
explanation best
accords with
textual evidence,
acknowledging

CCSS.ELALITERAY.SL.1112.1.C: Propel
conversations by
posing and
responding to
questions that
probe reasoning
and evidence;
ensure a hearing
for a full range of
positions on a

Corresponding
Before, During,
and After
Strategies:

among the key

details and
ideas.

where the text

leaves matters
uncertain.

During
Reading:
Students will
read and
annotate the
text. They will
try to determine
the key events
and people from
the article. The
text will allow
the students to
comprehend the
information and
be able to
identify the
cause and
effects of the
events.

After Reading:
Students will
write a cause
and effect essay
regarding
particular events
and people of
the Cold War.
The students will
explain why
things happened
and why they
were significant.
Also, the
students will
explain to me
their opinion on
whether or not
they think that
the war was
useful and
important.

topic or issue;
clarify, verify, or
challenge ideas
and conclusions;
and promote
divergent and
creative
perspectives.
Before
Reading: The
teacher will lead
a discussion that
all students must
partake in. The
students will
explain what
events they feel
were important
and what the
causes and
effects of them
were.
After Reading:
Students will
write an essay
explaining their
opinions
regarding the
Cold War and its
purpose. The
students will also
partake in
discussions
following the
essays,
responding to
their peers and
having a debate
about the topic.

Evaluation
Using
Formative
Assessment:

During
Reading: As
students read
and annotate, as
well as, take
thorough notes,
the teacher will
record a grade
on whether or
not the student
is completing the
task.
After Reading:
The teacher will
require peer
readings of the
essays. The
students must
read other
students essays
to see what
other people
might think
about the topic.

During
Reading: The
students notes
and annotations
will be taken as a
grade. They will
be turned in with
the final essay.
After Reading:
The students will
write their cause
and effect essay,
that will be
graded by the
teacher. The
essay will be the
largest portion of
the final grade
for this
assignment.

Before
Reading: The
teacher will lead
a discussion,
ensuring all
students are
participating.
Participation will
be a grade for
this assignment.
After Reading:
During the final
discussion, the
teacher will take
another
participation
grade, ensuring
all students have
learned and are
able to discuss
their views on
the topic.

Estimated Time: It will take one class period to explain the assignment and
the assigned readings. It will then take the students about 30 minutes to
read and understand the article at home. When the students return to class,
it should take one class period for the initial discussion. Depending on how
in depth the students get, that may be the end of that class period. The next
class period should be enough time for students to annotate and take notes
on the article. Following the class period, the students will have about a
week to complete their essays. During class time in that week, students will
be able to work freely on their essay. On the day the essays are due,
students will exchange papers with one or two peers. During the same class
period, the teacher will hold the final discussion, where the unit will come to
an end.
English Learner Strategies: Scaffolding, listening, analyzing, close reading
Hess Level of Cognitive Rigor Matrix:
Webbs DOK Level 3: Strategic Thinking/Reasoning
Explain, generalize, or connect ideas using supporting evidence.
Analyze interrelationships among concepts, issues, problems.

Justify or critique conclusions drawn.

Rigor Explained to Show Meeting this High Level of Cognitive Rigor:

Justifying and critiquing conclusions, through the final discussion between
classmates.
Analyze concepts, through note taking and annotating the text, then relaying
that information into a well constructed essay.
Reference Information for Hess Level of Cognitive Rigor Matrix:
http://static.pdesas.org/content/documents/M1Slide_22_DOK_Hess_Cognitive_Rigor.pdf
The Gradual Release Model:
Before Reading:
I do it:
The teacher will
prepare the students by
teaching them about
the events leading up
to the Cold War. The
teacher also will
provide the students
with a copy of the
article.

During Reading:
I do it:
The teacher will explain
that the students are to
use a cause and effect
flow chart. Also, the
teacher will explain
that the students will
use the flow chart
because it is the most
effective way of
understanding causes
and effects, and it will
help them be more
organized and prepared
for the after reading
essay. Demonstrate the
note-taking strategy
and do a think aloud
while showing the
students an example.

After Reading:
I do it:
The teacher will explain
the essay topic and
structure. Then he/she
will demonstrate an
example paragraph for
students reference.
Then the teacher will
ask if everyone
understands what is
required of them.

We do it:

We do it:
The teacher and the
students will craft notes
together and ask
questions, such as,
Does everyone
understand how they
are supposed to take
notes? and assist
accordingly.

We do it:
The students will write
their essays while the
teacher assists them on
any questions they may
have. The students will
be able to work with
the teacher, if needed,
on a portion of their
essay.

You do it:

You do it:
The students will
annotate and take
notes on their own. The
teacher will walk
around and if some
students arent getting
it, help them out.

You do it:
The students will finish
writing a cause and
effect essay regarding
the Cold War. After the
completion of the
assignment, the
students will receive
other students essays
and read them silently.
They will think about
how their peers views
were similar and
different from their
own.

Strategies and Links:

Before Reading:
Prior Knowledge
Think-Pair-Share
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandR
eading/SecondaryReading/BeforeReading.aspx

During Reading:
Question-Answer Relationships:
http://www.readingrockets.org/strategies/question_answer_relationship
Note Taking
Reciprocal Teaching
http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandR
eading/SecondaryReading/DuringReading.aspx

After Reading:
Cause and Effect Writing
Discussions

http://www.scps.k12.fl.us/curriculum/AcademicCore/LanguageArtsandR
eading/SecondaryReading/AfterReading.aspx
Reflection:
Students will practice reading and learning strategies to get to the conclusion
of this lesson. They will learn strategies and learn how to apply them into
their reading. The teacher will walk the students through the assignment
and go over all of the details that the students will need to know in order to
be successful in this lesson. Then the students will complete the assignment
on their own, completing all portions of the task. After that, the class will be
able to say what they learned through this lesson, or what they still want to
know about the Cold War.
Objectives Connection:
Through this lesson, students will gain a better understanding of the causes
and effects of the Cold War, as well as, significant events and people of this
era. Students will be able to identify events and people from the Cold War
and be able to explain why they were important. Students will also be able
to tell you the timeline in which certain events occurred during the Cold War.
The students will be able to do this through the in depth reading of the
article and through the discussions and required essay writing.