The Berlin Wall and the Cold War - Weebly

1 E v a l . # 2 - M y e r |1. |ASSABET VALLEY REGIONAL TECHNICAL HIGH SCHOOL|. The Berlin Wall and the cold War Modern World Geopolitics Instructor: Kathryn Myer |MARLBOROUGH, MA|. Was the construction of the Berlin Wall representative of the division between the Allied Powers and the Soviet Union After WWII? lesson Plan Outline Grade Level: 11th Grade, Modern World Geopolitics Duration: 58 Minutes A. Educational Standards Massachusetts Curriculum Frameworks World History II: Summarize the factors that contributed to the cold War, including Soviet expansion in Eastern Europe and the differences between democracy and communism. (H, C). Describe the policy of containment, including the Truman Doctrine, the Marshall Plan, and NATO, as America's response to Soviet expansionist policies. (H). Describe the development of the arms race and the key events of the cold War era. (H). E. Conflicts involving Cuba and Berlin Common Core: Common Core State Standards Initiative Reading Standards for Literacy in History/Social Studies 6-12 (Grades 11-12 students).

2 Key Ideas and Details 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Craft and Structure 6. Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence. Integration of Knowledge and Ideas 9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. Writing Standards for Literacy in History/Social Studies 6-12. Text Types and Purposes 1. Write arguments focused on discipline-specific content c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

3 D. Establish and maintain a formal style of objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from or supports the arguments presented. E v a l . # 2 - M y e r |2. Production and Distribution of Writing 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects to answer a question (including self-generated questions) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. B. Essential Question Was the construction of the Berlin Wall representative of the division between the Allied Powers and the Soviet Union After WWII?

4 C. Enduring Understandings Rising tension of the cold War between the Allied Powers and the Communist Soviet Union came to a height with the construction of the Berlin Wall. The Berlin Wall serves as a symbolic representation of division and separation throughout Eastern Europe throughout the 20th century. D. Student Learning Objectives: Student will be able to . (Identify, describe, explain, analyze, compare/contrast, evaluate, apply ). Students will be able to review and analyze the primary source documents that are pertinent to the division of the city of Berlin , Germany and the construction of the Berlin Wall. Identify and discuss the key points and main ideas of the primary source documents related to the rising tension between the Communist Soviet Union and the Allied Powers. Students will identify vocabulary pertinent to the unit of study. Students will be able to identify the purpose and goals of the primary sources in connection with their DBQ.

5 Assignment in order to formulate a fully-developed 5-paragraph essay that answers the DBQ. E. Learning Activities: Academic Language & Prerequisite Skills Content-Area Terms Academic Language cold War Analyze Soviet Union Develop Allied Powers Identify Discuss East Germany Review West Germany Formulate French Zone Soviet Zone American Zone British Zone Federal Republic of Germany German Democratic Republic Berlin Wall Democracy Postdam Conference Occupation Unification Division City of Berlin Capitalist E v a l . # 2 - M y e r |3. Communism Escape Iron Curtain Winston Churchill Joseph Stalin Big Three Territory Protective Measures Freedom Oppression Alliance Superpowers Arms Race Dismantling War Torn Capability Domination Containment Blockade F. Materials and Resources PowerPoint Slide Presentation Think-Pair-Share Strategy (during vocabulary builder activity). Vocabulary Builder List and Graphic Organizer Document Based Question Packet The Berlin Wall and the cold War (Note: Documents from this DBQ Packet were acquired from: ).

6 Completed Document Based Question Packet (only distributed to SPED students w/ note accommodation). 5-Paragraph Essay Graphic Organizer Learning Stations WordSearch Primary Source Documents at each Learning Station G. Technology SmartBoard w/ timer Microsoft PowerPoint H. Accommodations for Diverse Learners Student groups for the Learning Station Carousel have been determined based on ability, aptitude, and with SPED/504/ELL accommodations in mind. Note: Several students in the class have received completed versions of the DBQ Question Packet, as per their IEP accommodations. 13 of 21 students in this class are currently receiving Special Education Services, and are currently on IEPs. Overview of vocabulary terms (ex. Iron Curtain ) with pictorial representation of the terms, if possible. Connect the idea of occupied territory to everyday, contemporary life (ex. Imagine if some of your family lived in the same city that you did, but were separated by an impenetrable obstacle that forbid you from communicating with them?)

7 Provide Graphic Organizers to complete activities Repeat and review instructions of assignments in writing (found in DBQ Packets). Provide class notes and study guides regarding the Document Based Question - (found in DBQ Packets). Provide access to computer/word processor in the library, if necessary. E v a l . # 2 - M y e r |4. I. TASK 2: Instructing and Engaging Students in Learning STEP ACTIVITY DURATION. PRE-CLASS: Before class begins, be sure to have the Objectives, Enduring N/A. Understanding/Essential Questions, and Agenda written on the white board. Have PowerPoint in slideshow with Do-Now Assignment on the front desk (DBQ Packet). BEGINNING Distribute DBQ Packet to students Do-Now: THE lesson : Have students begin reading the Background Essay on p. 2- 10-15 minutes total DO - 3. 1 min intro NOW/FOCUS When finished reading, students may begin filling out the 5 min reading ACTIVITY section entitled Understanding the Question and Pre- 4 min writing Bucketing activity, on p.

8 4. 5 min Discussion Go over students' responses to the essay, and rectify any misunderstandings or assumptions that they might have CARRYING Have students complete 7-station Historical Learning Station Historical Learning OUT THE Activity (3 minutes per station). Stations: lesson : Students will carousel through each station of the classroom 30 minutes total HISTORICAL with their group members. 2 min intro LEARNING Each student will be placed into pre-selected cooperative 28 min activity STATIONS learning teams. PRIMARY Instructor and Paraprofessional will make sure that students SOURCE identify the specific connections between each of the primary ANALYSIS sources, while answering individual questions about each primary source document. Instructor and Paraprofessional will circulate and monitor the progress, work, and behavior of the classroom. In the In the event that one or more groups finishes a given station Berlin Wall and the Event that before the allotted 5-minute timeframe is complete, each cold War you Finish student will be given a word search worksheet with vocabulary WordSearch Early: pertinent to the current unit of study ( Berlin Wall and the cold Total Time Varies WordSearch War) that they will work on so that other groups are not (Incorporated into disturbed by excessive talking/discussion.)

9 The 30 minutes above). CARRYING Distribute Vocabulary List and Graphic Organizer to students Historical Learning OUT THE Have students work in their Learning Station Groups (Think- Stations: lesson : Pair-Share method) to fill out the Vocabulary Category Graphic 10 minutes total VOCABULARY Organizer. 1 min intro BUILDER If time allows, go over their categories, otherwise, have students 9 min activity (CATEGORIZE) had in their work, or finish for homework. E v a l . # 2 - M y e r |5. COMPLETING Before students begin Vocabulary Builder activity, inform them Closing: THE lesson : of their homework. 1 minute total CLOSING Today we have taken a look at primary source documents that are directly connected to the growing tension of the cold War and the construction of the Berlin Wall. Next academic week we will continue our analysis of these documents by reviewing our 5-paragraph graphic organizers, and then later you will develop your findings into a completed 5-paragraph essay (due Friday 3/2/2011).

10 Over the next shop week and vacation, please take the time to complete your 5-paragraph graphic organizer) for the question on the front page of your DBQ packet.. HOMEWORK Have students complete the their 5-paragraph in the graphic Homework: ASSIGNMENT organizer for homework. 20 minutes total (at DUE home). 2/27/2012 DUE 2/27/2012. J. TASK 3: Assessing Student Learning Formative and Summative Assessment lesson Objective Assessment Tool Students will be able to The successful completion of the DBQ packet will serve as the assessment review and analyze the piece for this learning objective. primary source documents Students will be expected to develop through answers to questions in order that are pertinent to the to analyze the documents that they will be using to formulate their division of the city of Berlin , arguments to the DBQ question: Germany and the Was the construction of the Berlin Wall representative of the construction of the Berlin division between the Allied Powers and the Soviet Union After Wall.