L5+Kendall,+Grace


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**

** __Teacher’s Name__ **** : **Grace Kendall ** __Date of Lesson__: **Application/Podcast ** __Grade Level__ **** : ** 9-12 ** __Topic__: **The Pacific Theater of WWII   ** __Objectives__ ** ** Student will understand that ** the war in the Pacific had profound and lasting effects on the process and outcome of WWII as well as on US foreign policy. ** Student will know **about the following: US relationship with Soviet Union; communism in the Soviet Union vs. capitalism in US; Marshall Plan; Russian movement towards Japan; Russian fighting of European theater; increased tensions between US and Soviet Union; Russian spies; Russian development of atomic weaponry. ** Student will be able to **create a podcast discussing whether or not American fear of the Soviet Union was justified at the close of the war.   ** __Maine Learning Results Alignment__ ** **Rationale:** Maine Learning Results, Social Studies: E - History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma: World War II and Postwar United States, 1939 - 1961 (Pacific Theater) "Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world."

 ** __Assessment__ ** **Formative (Assessment for Learning)**** : ** Students will use a Planning Chart graphic organizer to help them form a plan for what to cover in their final product and how to do it. Cooperative learning will take place in the form of a Round Robin Brainstorming session. Students will be placed into groups of four or five and given a sheet with the following question on it: “How were the Soviet Union and the United States threatening entities to one another during and at the close of WWII?” One student will record the answers and reasoning behind them. Students should come up with as many ideas as possible, and we'll spend class time discussing them, finding common themes, and with the teacher giving input about which student-generated ideas were the most influential at the close of WWII and during the Cold War. Round Robin groups will then break up and students with get with their season partners to decide on a set-up for their podcast (phone call, interview, radio show, etc.) and write a first draft of their script. During this work time, the teacher will move around the classroom to answer questions and help students find resources. Since there are so many facets to the original question, feedback from the teacher will consist of a checklist of “important connections” that the student should include in their script. Factors that the students touched on in their first drafts will be checked off, connections or factors that they didn’t mention would be circled, and some comment(s) given.
 * Rationale:** This lesson investigates one of the United States' major eras, World War II, and how factors at the close of WWII went on to influence our country for decades to come.

 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** __Integration__ ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Technology**: Students will utilize type II technology in the form of a Podcast during this lesson. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** __Groupings__ ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Cooperative learning will take place in the form of a Round Robin Brainstorming session. Students will be placed into groups of four or five using a counting off activity, and groups will be given a sheet with the following question on it: “How were the Soviet Union and the United States threatening entities to one another during and at the close of WWII?” One student will record the answers and reasoning behind them. Students should come up with as many ideas as possible, and we'll spend class time discussing them, finding common themes, and with the teacher giving input about which student-generated ideas were the most influential at the close of WWII and during the Cold War. Round Robin groups will then break up and students with get with their season partners to decide on a set-up for their podcast (phone call, interview, radio show, etc.) and write a first draft of their script. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** __Differentiated Instruction__ ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** Strategies: ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Verbal/Linguistic**: Verbal/Linguistic learners will connect with the portion of this assignment where they are asked to write a script for their podcast that examines the fears many Americans felt towards the Soviet Union at the close of WWII and beyond. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** Modifications/Accommodations ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
 * Summative (Assessment of Learning)**** : ** Create a podcast with a partner discussing whether or not American fear of the Soviet Union was justified at the close of WWII. Identify and evaluate the common American feelings towards the Soviet Union at the close of WWII and present what you find as a podcast in which you and a partner each take on the role of an American of the post-WWII era and together you discuss this issue. This could be in the form of a radio interview, a telephone conversation between friends, an on-air debate, etc. You do not necessarily both have to agree or disagree - let your research guide you to that decision. Your assignment will include developing a script beforehand, and getting feedback from your teacher on the script before you move on to creating your podcast. In addition to your final product being your podcast, you will also pass in your final draft of your script, including proper source citations.
 * Sociology**: Students will discuss aspects of societal fear, paranoia, etc.
 * Logical/Mathematic**: Logical/Mathematical learners will relate to both the Planning Chart used in the Explore part of the lesson, as well as the checklist that will be used when evaluating first drafts of their podcast scripts about American fear of the Soviet Union at the close of WWII.
 * Visual/Spatial**: The Cold War propaganda video played in the Hook will engage Visual/Spatial learners.
 * Interpersonal**: Group and partner work and discussions will allow students to hear multiple viewpoints about why relations between America and the Soviet Union were so tense at the close of WWII and after.
 * Intrapersonal**: If a student would like to create a podcast that they work on without a partner, that will be encouraged, and the teacher will offer suggestions about ways to make it effective (make it a political speech, a historian's lecture, etc.).
 * Musical**: Students will have the option of creating a song for their podcast, as long as the song thoroughly explains why Americans so feared the Soviet Union at the close of WWII.

Students can utilize teacher notes and the class agenda on the class wikispace to catch up, but must also communicate with the teacher via email or a personal meeting to be brought up to speed. Work that was due and completed on the day the student was absent may be passed in via email. Skype will be available for students who want to take advantage of it.
 * Absences**

Students will utilize type II technology in the form of a Podcast during this lesson. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** __Materials, Resources and Technology__ ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">copy of unit syllabus a projector handouts for the question “How were the Soviet Union and the United States threatening entities to one another during and at the close of WWII?” (1 per group) laptop for each student whiteboard and markers world map printouts of the Planning Chart graphic organizer (1 per student) students will need notebooks printouts of checklist (1 per student) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** __Source for Lesson Plan and Research__ ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Classroom tools sources**: Planning Chart graphic organizer: http://www.eduplace.com/graphicorganizer/pdf/planning.pdf
 * Extensions**

Cold War propaganda film: http://www.youtube.com/watch?v=aMwbvIVh2EQ <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The Eleanor Roosevelt National Historic Site page about the Cold War: http://www.nps.gov/archive/elro/glossary/cold-war.htm “The Cold War Through the Looking Glass,” an interpretation of the Cold War by Nikita Khrushchev’s son, Sergei: http://www.americanheritage.com/articles/magazine/ah/1999/6/1999_6_34.shtml <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The History Place’s timeline of 1945: http://www.historyplace.com/worldwar2/timeline/ww2time.htm#1945 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The History Place’s World War II Statistics: http://www.historyplace.com/worldwar2/timeline/statistics.htm <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Naval History & Heritage Command introduction to the Korean War: http://www.history.navy.mil/photos/events/kowar/kowar.htm <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Howard Zinn and Kathy Emery, //A People's History of the United States, Abridged Teaching Edition//, Updated & abridged ed. (New York: New Press, 2003), 299-326. Christopher O’Brien, “US History II,” (class lectures, University of Maine at Farmington, March 20, 2010 - April 8, 2010). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** __Maine Standards for Initial Teacher Certification and Rationale__ ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. // ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** // Rationale: // **The variety of work and instruction strategies in this lesson will utilize all of the four learning styles discussed in EDU221: puppy, beach ball, clipboard, and microscope. Since students will be given the rubric at the outset of the assignment, "clipboards" will have an easy task of keeping track of what they need to do and what progress they are making on their assignment. Turning in podcast outlines to be reviewed with a checklist before moving on to writing a draft will also help clipboards know they are on the right track and allow them the chance to receive clear feedback before moving on to their final step. "Microscopes" will naturally connect with the main theme of this lesson: to evaluate relationships between the US and the Soviet Union and how these relationships had effects on WWII and the years following it. Students will be asked to analyze, question, and investigate, all of which are skills that microscope learners utilize well. The group work and class discussion sections of this lesson will engage puppies, since they tend to thrive on peer-to-peer interactions. Finally, beach ball learners will be engaged through the brainstorming. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. // ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** // Rationale: // **Students will know about the following: US relationship with Soviet Union; communism in the Soviet Union vs. capitalism in US; Marshall Plan; Russian movement towards Japan; Russian fighting of European theater; increased tensions between US and Soviet Union; Russian spies; Russian development of atomic weaponry. These topics and their coverage will meet the Maine Learning Results standard E1 for History education:
 * Online information sources**:
 * Non-web information sources**:

Maine Learning Results, Social Studies: E - History E1: Historical Knowledge, Concepts, Themes, and Patterns Grades 9 - Diploma: World War II and Postwar United States, 1939 - 1961 (Pacific Theater) "Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world."
 * Rationale**: This lesson investigates one of America's and the world's most influential eras: World War II. In addition to this major era, students will examine the idea of diplomatic relations and how WWII had a direct effect on the Cold War.

For this lesson's summative assessment, students will create a podcast with a partner discussing whether or not American fear of the Soviet Union was justified at the close of WWII. Students will identify and evaluate the common American feelings towards the Soviet Union at the close of WWII and present what they find as a podcast in which they and a partner each take on the role of an American of the post-WWII era and discuss this issue. This could be in the form of a radio interview, a telephone conversation between friends, an on-air debate, etc. They do not necessarily both have to agree or disagree and they should let their research guide them to that decision. The assignment will include developing a script beforehand, and getting feedback from the teacher on the script before they move on to creating the podcast. In addition to the final product being the podcast, students will also pass in their final draft of the script, including proper source citations. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. // ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** // Rationale: // **Students will utilize type II technology in the form of a Podcast during this lesson. Other examples of varied instructional strategies and technology usage include:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. // ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** // Rationale: // ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**Formative (Assessment for Learning)**** : ** Students will use a Planning Chart graphic organizer to help them form a plan for what to cover in their final product and how to do it. Cooperative learning will take place in the form of a Round Robin Brainstorming session. Students will be placed into groups of four or five and given a sheet with the following question on it: “How were the Soviet Union and the United States threatening entities to one another during and at the close of WWII?” One student will record the answers and reasoning behind them. Students should come up with as many ideas as possible, and we'll spend class time discussing them, finding common themes, and with the teacher giving input about which student-generated ideas were the most influential at the close of WWII and during the Cold War. Round Robin groups will then break up and students with get with their season partners to decide on a set-up for their podcast (phone call, interview, radio show, etc.) and write a first draft of their script. During this work time, the teacher will move around the classroom to answer questions and help students find resources. Since there are so many facets to the original question, feedback from the teacher will consist of a checklist of “important connections” that the student should include in their script. Factors that the students touched on in their first drafts will be checked off, connections or factors that they didn’t mention would be circled, and some comment(s) given.
 * Verbal/Linguistic**: Verbal/Linguistic learners will connect with the portion of this assignment where they are asked to write a script for their podcast that examines the fears many Americans felt towards the Soviet Union at the close of WWII and beyond.
 * Logical/Mathematic**: Logical/Mathematical learners will relate to both the Planning Chart used in the Explore part of the lesson, as well as the checklist that will be used when evaluating first drafts of their podcast scripts about American fear of the Soviet Union at the close of WWII.
 * Visual/Spatial**: The Cold War propaganda video played in the Hook will engage Visual/Spatial learners.
 * Interpersonal**: Group and partner work and discussions will allow students to hear multiple viewpoints about why relations between America and the Soviet Union were so tense at the close of WWII and after.
 * Intrapersonal**: If a student would like to create a podcast that they work on without a partner, that will be encouraged, and the teacher will offer suggestions about ways to make it effective (make it a political speech, a historian's lecture, etc.).
 * Musical**: Students will have the option of creating a song for their podcast, as long as the song thoroughly explains why Americans so feared the Soviet Union at the close of WWII.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** __Teaching and Learning Sequence__ **** : ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Classroom arrangement: My class will be set up with tables arranged in a horseshoe pattern (3-4 students to each table, with everyone facing the inside of the horseshoe) with the horseshoe "opening" towards the board. Desks in this arrangement would best facilitate classroom discussions about what is being learned. There would be one "floating" roller chair in the room that would be used by the teacher to move among table groups during group work. I would have one or two bulletin boards up to display different types of resources and information about opportunities the students might be interested in, as well as student work from prior lessons. There would be at least one bookcase to hold additional research material for students to use, as well as print resources about Turabian citation. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Day 1 (80 minutes) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Day 2 (80 minutes) // (** Change to classroom arrangement **: in the middle of the “horseshoe” will be the teacher’s work table – this will aid the teacher being able to work on papers and conference with individual students at her desk, while still being accessible for questions and still able to use the “floating wheelie chair” to go around to groups to offer help and/or check in with students.) // <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Day 3 (80 minutes): Work day! Students will have this day to create their final drafts of their scripts and begin recording their Podcasts. // (** Change to classroom arrangement **: in the middle of the “horseshoe” will be the teacher’s work table – this will aid the teacher being able to work on papers and conference with individual students at her desk, while still being accessible for questions and still able to use the “floating wheelie chair” to go around to groups to offer help and/or check in with students.) // <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Day 4 (80 minutes): <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Student will understand that the war in the Pacific had profound and lasting effects on the process and outcome of WWII as well as on US foreign policy -AND- the Pacific theater had far reaching impacts on society in both Japan and the United States. Students should understand the human cost of war. The Maine Learning Result standard E1 (**//Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world)//** is adequately addressed by several aspects of this lesson. See above for lesson layout and process. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** Where, Why, What, Hook, Tailors: **Visual (hook video), Logical (sequence of events leading up to the Cold War; Planning Chart graphic organizer), Interpersonal (discussions). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">In order to take a critical and analytical role in this lesson, students will need to have some background knowledge about the close of WWII, and in particular the relationship between the Soviet Union and the United States. The majority of instruction during this lesson will be conducted as a presentation/guided discussion, with the teacher offering information about the Soviet Union and the United States, the use of the atomic bomb (much of this info would have been covered in Lesson #4), and the origins of the Cold War. Student participation will be guided by voluntary additions as well as the teacher posing questions and calling on students for answers. The goal of this lesson will be for students to investigate whether or not American fear of the Soviet Union at the close of WWII was justified. "Checkpoints" along the way to check for students' progress and understanding will include group discussions, the Round Robin Brainstorming session, the teacher checklist conferences, and students completing two drafts of their Podcast script. Students will use a Planning Chart graphic organizer during this lesson as a way to plan/outline what they would like their Podcast to achieve. Their final summative assessment will come in the form of a short (1-3 minutes) Podcast about American fear of the Soviet Union at the end of WWII. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** Equip, Explore Rethink, Revise Tailors: **Logical (sequence of events leading up to the Cold War; Planning Chart graphic organizer), Interpersonal (discussions, Round Robin group work), Intrapersonal (students have the option of working alone if they would like to, and the teacher will conference with them about how to make this most effective), Verbal (script writing), Musical (if students opt for creating a song rather than a Podcast). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students will work in Round Robin Brainstorming groups of approximately 5 students. Throughout the hook and the lesson, students will be asked to think critically and deeply about the WWII origins of the Cold War. This in-depth consideration will be facilitated by background knowledge provided by the teacher and the question (“How were the Soviet Union and the United States threatening entities to one another during and at the close of WWII?”) posed during the Round Robin Brainstorming session. To ensure that every student takes part in high-order thinking, every student will be given the brainstorming sheet and there will be no designated recorder – instead, each student should record brainstorming ideas on their own sheet. Additionally, the checklist portion of the lesson, where student groups confer with the teacher about their script drafts will offer the teacher the opportunity to provide meaningful feedback and push students to higher order thinking. The Round Robin Brainstorming groups will have been randomly selected with a counting off activity facilitate the inclusion of diverse opinions in each group. The checklist activity provides students with an excellent opportunity to revise and refine their scripts and their final Podcasts. The goal of group work is that rethinking will be a constant aspect of the work since students will be sharing differing ideas among themselves. This goal will also be achieved by the teacher posing open-ended, discussion-generating questions. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** Explore, Experience, Rethink, Revise, Refine, Tailors: **Logical (checklist conferences); Verbal (script creation, Podcast creation); Interpersonal (Round Robin Brainstorming, partner work to complete Podcasts); Intrapersonal (working solo if desired). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students will self-assess before passing in their Podcast final products by using the same rubric that the teacher will, and will pass this rubric in along with their final product. Timely feedback will be provided by the teacher using the same rubric, which will be passed back the following class period. This lesson builds upon information presented in the previous lesson, which was about the atomic bombings of Japan. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** __Content Notes__ ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The Soviet Union had agreed to enter the Pacific theater 90 days after the close of European operations - this worked out to the Soviets entering the Pacific on August 8, 1945. In July, the Japanese were already putting out peace feelers and the Foreign Minister in Japan (Shigenori Togo) had said "Unconditional surrender is the only obstacle to peace..." The biggest sticking point to unconditional surrender was that the Japanese wanted to keep the Emperor, Hirohito, in place. The Emperor was considered a holy figure in Japan. Although the US would accept nothing less than unconditional surrender, after the Nagasaki bombing and Japan's surrender, Hirohito was allowed to stay.[1] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">At the Yalta Conference in February of 1945, Stalin, FDR, and Churchill to discuss how the aftermath of the war will go – essentially, it is decided that what each country holds at the end of the war, they will control the occupation after the war’s close. Stalin wanted Germany hobbled, and unable to ever wage another World War, whereas America and Britain wanted it militarily hobbled but still able to be an industrial power. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">There is disagreement over how to divide some of the countries, in particular Greece. The Soviet Union generally installed communist governments in the countries they were controlling, which Truman was against. This is the beginning of the Truman Doctrine, which outlines that America aids any free countries that are fighting against communism. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The Soviet Union lost more than 20 million people in WWII – the war in Europe was essentially won by the Soviets, so Stalin wanted a pro-Soviet aftermath to the war. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Churchill’s “Iron Curtain” speech talked about the Soviet influence across eastern Europe. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The Marshall Plan – This was essentially the first step towards a European Union. It was called the European Recovery Program. The United States spent $13 billion to restore 16 western European nations. The US invited all countries, including the Soviet Union, to participate, but under the stipulation that there be free trade. The Soviets objected, so opted out. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Truman years defense strategy: atomic weapons development, strengthen traditional military power, make military alliances with other countries, offer military and economic aid to friendly countries, create an espionage network to curtail communist expansion, launch anti-communist/pro-US propaganda offensive. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">January 1950: Truman approves the building of a hydrogen bomb, equivalent to 500 atomic bombs. It was ready in 1954, and by 1955, the Soviets had one of their own.[2] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Korean War was an important part of the Cold War between the US and Russia and communist forces in China.[3] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">** __Handouts__ ** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">“How were the Soviet Union and the United States threatening entities to one another during and at the close of WWII?” brainstorming sheet Planning Chart graphic organizer printouts of checklist <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">
 * Summative (Assessment of Learning)**** : ** Create a podcast with a partner discussing whether or not American fear of the Soviet Union was justified at the close of WWII. Identify and evaluate the common American feelings towards the Soviet Union at the close of WWII and present what you find as a podcast in which you and a partner each take on the role of an American of the post-WWII era and together you discuss this issue. This could be in the form of a radio interview, a telephone conversation between friends, an on-air debate, etc. You do not necessarily both have to agree or disagree - let your research guide you to that decision. Your assignment will include developing a script beforehand, and getting feedback from your teacher on the script before you move on to creating your podcast. In addition to your final product being your podcast, you will also pass in your final draft of your script, including proper source citations.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Hook. Students will take their seats and will watch the hook video, which is a video of a cold war propaganda piece. This will serve as an introduction to how the relationship between the Soviet Union and the United States was changing at the close of WWII. (10 minutes/70 minutes left)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> Discussion. Students will be asked what the goals of such a video are and how effective it was at accomplishing those goals. If connections to previously learned material don’t come up naturally, the teacher will introduce them into the conversation. (15 minutes/55 remaining)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Teacher presentation. The teacher will give a lecture-style presentation to the class, utilizing photographs, videos, artwork, etc. whenever possible to vary instruction style. The presentation will cover information about the end of WWII, the changing relationship between the Soviet Union and the United States, and the beginning of what would become known as the Cold War. (25 minutes/30 remaining)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Group work. Students will each be given a worksheet with the question “How were the Soviet Union and the United States threatening entities to one another during and at the close of WWII?” and will take part in a Round Robin Brainstorming session using this worksheet. They will be put into groups of about 5 students (using a counting off activity) and brainstorm as many answers to this question as possible. Each student should be recording answers on his or her own worksheet, because they’ll need the information later. (10 minutes/20 remaining)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Intro to next assignment. The teacher will explain that the project for this lesson is going to be a partner project to create a Podcast that discusses whether or not American fear of the Soviet Union was justified at the close of WWII. Rubrics will be passed out at this time. The option to work alone will be given with the condition that students see the teacher for guidance about completing this task effectively. (5 minutes/15 remaining)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Partner work & graphic organizing. Round Robin groups will break up and students will get together with their season partners in order to begin work. Students will be given a Planning Chart graphic organizer and should fill these out with their partners (or alone, as the case may be). (10 minutes/5 remaining)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Paper collection and cleanup. Because it is vital that students have their Planning Charts and their Round Robin question sheets for the next class, these will be collected by the teacher at the end of class. The teacher will review these and pass them back next class along with any necessary feedback. (5 minutes/done)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Pass papers back. The teacher will pass back the Round Robin question sheet and the Planning Chart graphic organizers. These will have been already reviewed by the teacher and feedback given, where necessary. (5 minutes/75 remaining)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Conferences & feedback review. Students will get back into their project partner groups and will go over their feedback. During this time, the teacher will be in the “floating wheelie chair” and will be moving among the partner groups to check in and make sure they understand the feedback and know what their next steps are before moving on. (15 minutes/60 remaining)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Work time on scripts. Partner groups will have the rest of class to work on their scripts with their partners. First drafts should be completed before the end of class. (60 minutes/done)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(** // Addition: Conferences // **) During the last 15-25 minutes of class work time, the teacher will move among partners and bring with her the “connections checklist” that will be used to evaluate script first drafts. Using this checklist, factors that the students touched on in their first drafts will be checked off, connections or factors that they didn’t mention would be circled, and some comment(s) given. (15-25 minutes/done)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Final revisions. Students will complete their final edits on their first drafts, and during this revision time, the teacher will be available at her desk in the middle of the horseshoe. In addition to being available for questions, partner groups will be called up one at a time for a final review before they begin crafting their final drafts. Since this is probably their second conference with the teacher, special attention will be paid to citation style today, because content and mechanics should be well-handled by this point. (all class)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Create final drafts. At the very minimum, students should have their final drafts finished by the end of class today. (all class)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Start recording Podcasts. As students finish their podcast final scripts, they will be given permission to work in the hallway to create their final products. (all class)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Finishing touches. The first half of class will be devoted to students adding finishing touches to their final product. By this point, final drafts of scripts should be done. Students who have not yet polished their citations may get help from the teacher to do so, and students who have not yet finished recording their Podcasts will complete those. Students who have completed these things will be asked to self-assess their projects using the rubric, and if there are two or more groups who have finished before class begins, then peer-to-peer editing will also be completed during this part of class between these groups. (40 minutes/40 remaining)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Presentations. The last half of class will have students presenting their podcasts to the class and taking comments or answering questions. (40 minutes/done)
 * Evaluate, Tailors:** Intrapersonal (self-assessment with rubric; feedback from teacher); Logical (use of rubric); Verbal (use of rubric and written feedback).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">1. Howard Zinn and Kathy Emery, //A People's History of the United States, Abridged Teaching Edition//, Updated & abridged ed. (New York: New Press, 2003), 309-310.
 * 1) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Christopher O’Brien, “US History II,” (class lectures, University of Maine at Farmington, March 20, 2010 - April 8, 2010).
 * 2) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">U.S. Navy, “The Korean War, June 1950 - July 1953: Introductory Overview and Special Image Selection,” Naval History and Heritage Command, http://www.history.navy.mil/photos/events/kowar/kowar.htm (accessed April 1, 2011).

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