Role Playing the Cuban Missile Crisis

James Lindberg

Goals/Objectives
Students will be able to write about the Cuban Missile Crisis from the perspective of the
Americans and the Soviets.

Standards
CCSS.ELA-LITERACY.RI.8.9
Analyze a case in which two or more texts provide conflicting information on the same topic and
identify where the texts disagree on matters of fact or interpretation.
CCSS.ELA-LITERACY.RH.6-8.6
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
CCSS.ELA-LITERACY.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly
as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.

Materials and Preparation

Pieces of paper to write-on
PowerPoint with Do Now question
Pencils/pens
Exit slip paper
15 copies of all 4 documents
Graphic organizer for ideas
Essay Question

Classroom Arrangement and Management Issues

Students are seated in pairs, 3 rows of 5 columns, all facing the front of the classroom. There are
a couple of students seated at the table at the front of the room, but they are also facing the board.
I will start the in the front of the room but plan on walking around during almost the entire lesson
to view student work, and listen to conversations. I want to make sure that I state that my
expectations for the students are the same as Ms. S. Students will be working individually, in
partners, and as a whole class. I will also have my phone ready if I need to give or take away
ClassDojo points.

Plans
(Hook- 10-15 minutes) Start with a Do Now, asking students to think about what it is like to
live in the U.S. during the Cold War. We will have a short whole class discussion. Then I will
give a brief lecture on the beginning of the Cuban Missile Crisis, providing some background
information and scaffolding. Most of the students have not heard of the Cuban Missile Crisis so
will need some information to help them understand the context. Then the class will be split up
into 2 different groups. Half will be assigned to the Soviets and half to the Americans.

(The Body - 25 minutes) With their partner, students will read the two documents they have
been assigned, answer the questions, and then work on the graphic organizer preparing to have
their conversation with the opposite side, Soviets if you are assigned to the Americans, and
Americans if you are assigned the Soviets. I will be walking around to make sure students are
understanding the documents and if they need any help.

(The Closure 5 minutes) Students will have to answer an exit slip about the Cuban Missile
Crisis and be reminded that tomorrow they will be meeting with the opposite side and then
working on a comparative paragraph.

Anticipating Students Responses and My Possible Responses

This will be the first time many of these students will hear about the Cuban Missile Crisis, so it
will be interesting to see if they are able to understand exactly what is happening. I expect that I
will have to stabilize a lot of content knowledge with factual information. I think some students
will also take this assignment as a joke, so I will have to remind them that it was all very real and
serious. I also believe that some students will not complete their graphic organizer as thoroughly
to be prepared to write their essay, so I may stop and model what I want them to do if I see it is
not being done properly.

Assessment of the Goals/Objectives listed above

As I listen to students speak, and read what they have wrote, I will be marking down notes to
myself about individual students or different partner groups. After the second day, students will
have to hand in both their graphic organizer and their essays, so I can see where student thinking
started when reading their original two documents versus where they ended up after reading the
outline of how it all played out and their own agreement.

Accommodations
For two students in particular, I may give them an easier graphic organizer to follow. Where it is
even more obvious where I want them to write and asks them for a lesser amount. I will partner
them with students who will make sure that they are getting all the relevant information that they
need down. There is also a special education teacher in the classroom usually, who will help one
student in particular.