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Lesson 11

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53 views2 pages

Lesson 11

Uploaded by

api-238735118
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSON 11 (Monday)

Overview: This is a review day for the unit exam. Students will need to have access to a smart phone, tablet, or laptop computer. Ensure that the technology cart is available for students who do not have a device with them. Objectives: Review day. Prepare for the summative assessment, which will be taken tomorrow. Content Standards: N/A Common Core Standards: N/A Technology Standards: N/A Resources: Flags, fact slips, basket Anticipatory Set: Think-pair-share activity. Students will discuss the most important aspects of the Cold War and share what they have learned with a partner. The teacher will then solicit individual responses from the group. Review game # 1: Teach-Teach-Switch Activity: Assign each student a specific Cold War topic from this unit. For example, Marshall Plan, Truman Doctrine, Bay of Pigs, Spy Plane Incident, Cuban Missile Crisis, Vietnam War, Korean War, Berlin Wall, Dtente, Gorbachev, Prague Spring. The students will spend 5 minutes researching their topic on a smart phone, tablet, or laptop. This is a review game; students have already been taught this content. Students are then going to get out of their seats and find a partner and teach that Cold War event to them. After 3 minutes, the teacher will become the students, and their partner is then going to teach them about a Cold War event. Then they will switch partners and find another student to teach, and follow the same instructions above. Review game # 2: Out-of-your-seat matching activity: Students will be given a list of 5 countries that played a key role in the Cold War: Soviet Union, United States, Germany, China, and Cuba. I will also place the actual flags of those 6 countries at various locations around the classroom. There are 25 students in my World History class. I will place 25 Cold War facts on small pieces of paper and place them in a small basket. Students will come to the front of the room one-at-a-time and draw a fact out of the basket. Students will need to distinguish which country is the most closely related to

their fact and go stand under that flag. There will be exactly 5 facts per country. When all the students have drawn their facts and are standing next to a flag, they will look at each others facts and examine the accuracy of the other students in their group. If there are not exactly 5 students standing next to each flag, the students will need to determine the error and send the incorrect fact to the appropriate flag. For example, if a student comes to the front of the room and draws this fact, Responsible for the Marshall Plan, they should go stand next to the flag of the United States. If there is time remaining, students should make flash cards based on the key terms from chapter 21. They can quiz each other on those terms. Homework: Study for the exam.

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