Quagmire and Stagflation ‖ 9.

1 Camelot and Crisis

Goals & Objectives

Students will understand how Cold War tension leads to conflict.
Students will comprehend how close the US came to nuclear war in the 1960s.

California State Content Standards

11.9.3. Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War
and containment policy, including the following: The Bay of Pigs invasion and the Cuban Missile
Crisis

Common Core Literacy Standards

CCSS.ELA-LITERACY.RH.11-12.7
Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or
solve a problem.
1.B.6. Reading closely literary and informational texts and viewing multimedia to determine
how meaning is conveyed explicitly and implicitly through language

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time:

15 minutes
Students will engage in a bell ringer activity “How does conflict start? How do we avoid it?”
Students will log their answers into their bell ringer logs and share this information with
the class when called on.

Vocabulary (Content Language Development) ‖ Time:

Kennedy Assassination, Cuban Missile Crisis, The New Frontier, Apollo Program, Apollo 11,

Content Delivery (Method of Instruction) ‖ Time:

25 Minutes
Mini Lecture
The Students will engage and participate in a mini lecture on the major events of the Cold
War under the Kennedy Administration. The students will actively take notes using their
preferred format under previously discussed guidelines. The students will take their time
to pause for group discussion and “Think, pair, share”.

Student Engagement (Critical Thinking & Student Activities) ‖ Time:

Students will understand the specifics behind the Cuban Missile Crisis. The students will
engage in a hyperdoc going through videos and primary source images and documents
detailing key events and decisions made in response to the Cuban Missile Crisis.
The students will showcase their understanding of the Cuban Missile Crisis through the
creation of a final mini digital project. The students will recount the events of the Cuban
Missile crisis in one of three ways. Option 1: Students will create a fake group chat between
the various individuals involved. Option 2: Students will create a storyboard comic strip
detailing the events of the CMC. Option 3: Students will annotate an image associated with
the CMC detailing the importance and details of the CMC.
The students will post their projects to a final Padlet.

Lesson Closure ‖ Time:

The Students will turn in their hyperdocs and reflect on their digital projects that they will
complete over the weekend.

Assessments (Formative & Summative)

The students will have the formative assessment of the movie questions. The students will
have the summative assessment of the movie debrief.

Accommodations for English Learners, Striving Readers and Students with Special Needs
Strategic grouping
The students have been placed in cooperative learning groups according to motivation,
ability, and personality. The students have been designed to sit in this fashion in order to
promote conversation as well as the ability to bounce ideas off each other.
Visuals
Both the content delivery and the activity are filled with visuals, graphs, maps, and other
visual tools to help clarify the content that is being processed.
Pre-teaching
The students will have been pretaught the important vocabulary necessary for the
comprehension of this unit. The students will also be given access to important background
information and some reading strategies.

Resources (Books, Websites, Handouts, Materials)

Prezi, the movie the Butler