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Lesson Plan Stephen Melish EDU 537 Grade 10 Instructional Objective After a lesson on the arms race, students

will understand how nuclear proliferation shaped the actions of the United States and the Soviet Union, and write a diary entry describing what it is like to be part of a bomb drill during the Cold War, using at least two of the four key terms discussed in class. NYS Standards and Indicators 10.6b The Cold War was a period of confrontations and attempts at peaceful coexistence. -Students will examine the new military alliances, nuclear proliferation, and the rise of the militaryindustrial complex. Motivation Class will begin with a 0:27 video clip from YouTube of the 2nd Soviet Bomb Test, showing a nuclear bomb test during the 1950s. Materials Strategies Group study, convergent questions, divergent questions, group discussion, role playing, diary entry. Adaptations Brian: This student has dyslexia, reads a 5.5 grade level, writes at a slower pace than his peers, and has excellent oral communication skills. Brian will not have to read aloud from the article during the class activity. On Brians handout of the article, only the important information in the packet will be highlighted so that he may focus and follow along with the essential information and key terms. After the class fills out the graphic organizer, Brian will be given a copy filled out with all information in small, basic words that he can decode. The prefilled copy of the graphic organizer is given after the class fills it out that way he will follow along with the class while they go over it, instead of ignoring the class discussion because he already has the Computer/internet Arms race handout Pen/pencil Notebook Desks Siren Topic: Arms Race Professor Blair 4/15/2013 Social Studies

information. Being that Brian writes at a slow pace and has a record of not being able to complete work, during the diary entry activity, he will be instructed to briefly list the information required, and at the end of class have the opportunity to present it to the class, so that the assessment may be given orally, where he is strong, rather than written, where he is weak. Julia: This student is Learning Disable in reading, struggles most in English and Social Studies, a strong auditory and visual learner, and an accomplished communicator. Julia will not have to read from the article aloud during the article activity. On Julias handout of the article, only the important information in the article will be highlighted so that she may focus and follow along with the essential information and key terms. In the article, there is a graph displaying nuclear arms funding for the U.S and U.S.S.R from the end of WWII to the Soviet Union collapse in 1991. Because Julia is a strong visual learner, Julias graph will display key points in time discussed in article, such as when the Soviet Union created its own atomic bomb, creation of the H bomb, SALT, etc. Being that Julia has a history of not completing assignments, she too will not have to give a written assessment at the end. Julia will list the information required during the diary entry, and be given the opportunity to present the diary entry to the class at the end, so that her assessment can be given orally.

Differentiation of Instruction Tier 1: Students will be given copies of the article that have the key terms as well as the definition to those terms highlighted. Tier2: Students will be given copies of the article that have only the key terms highlighted. They will come up with definitions to those terms in their own words. Tier 3: Students will find the key terms and the definitions to those terms on their own.

Developmental Procedures Students will read together as a class an article on the Arms Race. Students will go around the room reading a paragraph from the article aloud. Also as a class, students will fill out a graphic organizer based on the information read in the article. o How did the Arms Race impact the governments and the people of the U.S. and the U.S.S.R.? o What are ICBMs? o Explain what MAD means. o Explain dtente. o Why have foreign policies of scaling back? o How did SALT contribute to dtente? o How does the Arms Race bankrupt the Soviet Union? Students will examine and answer questions based on a political cartoon about Mutually Assured Destruction. o How is MAD a form of defense? o How does MAD both ease and worsen tensions between the super powers?

o Does MAD keep the world safe from nuclear destruction or does it endanger the world? Because of MAD, is nuclear proliferation a legitimate threat? Students will unexpectedly reenact a bomb scare in schools during the Cold War. Immediately after going over the Arms Race worksheet, the teacher will sound a siren and announce that we are experiencing a bomb scare and hide under their desks as in a traditional bomb drill. While students are under their desks, they will write a diary entry explaining how they feel during the bomb scare and write about the severity of the nuclear threat using at least two of the four concepts discussed in class (ICBM, Mutually Assured Destruction, dtente, and SALT). A rubric created by the teacher will be used to assess the students work. Near the end of class, a select few students (Brian, Julia, and those requiring academic enrichment) will present their diary entry to the class.

Assessment During the bomb drill activity, students will write a diary entry explaining how they feel during the bomb scare and write about the severity of the nuclear threat using at least two of the four concepts discussed in class (ICBM, MAD, dtente, and SALT). A rubric created by the teacher will be used to assess the students work. Independent Practice Following a lesson on the Arms Race, students at home will complete and answer questions based on a political cartoon given by the teacher at the end of class. Teacher Intervention The student that does not fully understand the material and requires teacher intervention will watch a short video on the arms race. Academic Enrichment Students that understand the material and finish the journal entries early will present their work to the class. In this way, students may develop their public speaking and communication skills. This also will prevent from exploiting Brian and Julia, as they will not be the only ones presenting because they have a disability.

References Atomicarchive, 2nd Soviet Atomic Bomb Test, Online video clip. YouTube. YouTube, 6 Mach, 2014. Web. 15 April, 2014. Brace, Tim. Personal Interview. March 17, 2014. Bissel, Charles. 1982. You'll Not Get Rich (Rat-Tattatta-Tat) You're in the Arms Race Now! Political Cartoon. Retrieved from http://hti.osu.edu/opper/lesson-plans/nuclearweapons/images/youll-not-get-rich-rat-tattatta-tat-youre-in-the-arms-race-now Cummings, A. August 24, 1953. "Back to Where it all Started. Political Cartoon. The Daily Express.

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