Jonathan Brown Dunbar Middle School / 6th Grade Social Studies Unit: Events of the Cold War Lesson

2: The Cuban Missile 11/12/13 INSTRUCTIONAL OBJECTIVES/ STUDENTS OUTCOMES * Students will be able to identify and explain key terms and people related to the Cuban Missile Crisis: -Fidel Castro -Cuban Missile Crisis - John F. Kennedy - Nikita Khrushchev * Students will be able to the key events of the Cuban Missile Crisis on a timeline. * Students will be able to hypothesize other possible outcomes of the Cuban Missile Crisis and write a short essay about their hypothesis. WV CSO's *SS.6.H.CL4.3- Summarize the events of the Cuban Missile *SS.6-8.L.4- Determine the meanings of words and phrases as they are used in the text, including vocabulary specific to domains related to history/social studies. *SS.6-8.L.7- Integrate visual information (e.g., in charts, graphs, photographs, videos or maps) with other information in print or digital texts. NATIONAL STANDARDS *NSS-WH.5-12.9 Era 9: The 20th Century Since 1945: Promises and Paradoxes MANAGEMENT FRAMEWORK Overall Time: 90 mins Time Frame: Day 1 - 2 min warm up activity / word search - 8 min. Introduction/ Check for Prior Knowledge/ Diagnostic Assessment - 35min. Lecture/ PowerPoint/ Formative Assessment

Time Frame: Day 2 - 5 min. warm-up activity/Check for Knowledge Acquired -20min. finish up lecture/ PowerPoint -20min. Test

STRATEGIES * Teacher Led Discussion * Guided Instruction * Guided Note-taking DIFFERENTIATED INSTRUCTION/ ADAPTIONS/ INTERVENTIONS Needs based planning: *Learning Disabilities - modified instruction *Attention Differences - guided instruction *Sensory Differences - vary content delivery *Ability Difference - differentiated instruction *Motivational Differences - personalized content *Physical Differences - extended time for assignments *Communication Differences - guided instruction *Cultural Differences - translator/ interpreter * Enrichment- Extension activities

*Multiple Intelligence Addressed: (Check All that Apply) ++ -Verbal/linguistic ++ -spatial -logical/mathematical++ -bodily (kinesthetic) ++ -musical -naturalist -interpersonal ++ -existential -other PROCEDURES Introduction/ Lesson set (DAY 1) * Warm-up Activity word search worksheet with names and terms from the Cuban Missile Crisis * Check For Prior Knowledge/ Spark Question: -Apart from the removal of missile from Cuba, what are the results of the Cuban Missile crisis? (Guided by Instructor) -W/ explanation and introduction to: -Limited Test Ban Treaty - Installation of "Hotline", between U.S. and Soviet Union Body and Transition

* Lecture/ PowerPoint Presentation -covering key terms and people Closure *Restate Objectives

(DAY2) Introduction * Warm-up Activity: Check for Prior Knowledge/ Covering previous days lecture Body and Transition *Finish Lecture/PowerPoint * Guided Discussion/ Critical Thinking dealing with other possible outcomes of the Cuban Missile Crisis

Closure *Test (6 matching, 5 multiple choice, 5 true/false) with essay question pertaining to what the students believe could have been other possible outcomes of the Cuban Missile Crisis (some example ideas provided)

ASSESSMENT Diagnostic *Essential Questions: (Start of lesson on Day One) - Apart from the removal of missiles from Cuba, what were the other possible outcomes of the Cuban Missile Crisis? -providing examples - Inform students of actual outcomes: -Limited Test ban Treaty Signed -"Hotline" installation

Formative *Stating Clear Learning Objectives -Pausing During lecture and evaluation to reflect/question to ensure that students are retaining and understanding the information provided, and stating clearly what I expect them to know

* Worksheet activity with a timeline and a few selected events provided by teacher, for students to finish filling. Summative *Test (6 matching, 4 multiple choice, 5 true/false) with written essay that pertains to students hypothesis of other possible outcomes of the Cuban Missile Crisis. MATERIALS Technology: * Smart board * Speakers/ Audio recording of Video (if there is a problem with the smart board) Printed Materials: * Timeline Worksheet * Guided Note taking Worksheet for terms and people Supplies: * Notebook Paper * Pencil * Printer Paper Internet Resources: Other Resources: * Various Images from the event including: -maps -people -events - Locations (e.g. missile sites on Cuba)

EXTENDED ACTIVITIES If student finishes early: - Students can read the chapter from there textbook that covers the Cuban Missile Crisis If lesson ends early: - Students can read the chapter from there textbook that covers the Cuban Missile Crisis

If technology fails: - I will have paper copies of all images from my PowerPoint presentation that the students can pass around. - I will use the world map to show the location of Cuba, and illustrate on the white board the location of the United States Naval blockade. Reflections Planning Planning for this lesson took less time than the first lesson. I had created a successful lesson plan, and had a pretty good Idea about what was required to meet the criteria. Again, I had to analyze the material about the event, and decide what I wanted my students to know. I made a PowerPoint again for this lesson, and incorporated plenty of visual aids, so that the students could make a physical connection to the lecture material. I also created guided notes, another word search for warm-up, and small time-line activity worksheet. This lesson again consumed allot of time but not as much as the first, plus I made some adjustments for time since I was limited, and the proposed lesson was not as practical as I had envisioned. Implementation I implemented this lesson in a similar fashion to the first lesson; I try and model how I present information after what I have witnessed as a student. I had to make adjustments to fit into the time restraints so that I could finish all that was required. I followed a basic scheme, checked for prior knowledge, introduced the lesson, stated the overall theme of the material, then presented, and finally reviewed. Clarity of Presentation I feel as though the information I present was clearly stated, and went smoothly. I take into consideration, while I'm gathering information, what are the basic ideas needed? And what are the main points? I also make sure that the information is presented on a level understood by students of their age. Again, the presentation went smoothly, and any and every question or misunderstanding was addressed. Attention to individual differences Each student is different, easily understood; and when teaching social studies it's hard to incorporate kinesthetic activities. So I can only try to incorporate a balance of visual and auditory information to convey the information. Also some students read and write slower, so I try and take my time on each slide to allow them to gather the information for their guided notes, and always check to make sure everyone has the information before moving on. I also walk around to look and see who is not following along because some students have issues with attention; I just try to get them refocused, get them caught back up, and then move on. While I am taking my time moving through the information, it's not wasted time; I am able to pose questions, and answer any questions while this is going on.

Student response Again I feel in this lesson I had good student response, they seemed highly attentive, and willing to interact with me while I was presenting information. They seemed to enjoy the lecture, even though I know the information being presented is boring to a six grader, but I try and make it fun, I try and relate all the material to something that I feel they can relate to in this day and age. Planning and Implementing higher order thinking skills I found this to be an area that needs improvement, due to time restraints I cannot fit in all the activities I would have like to have. I do ensure that the actual presentations I make are short; I try to keep them around ten minutes long. But what I am able to do is stretch these ten minute presentations out over a 50-60 minute time span by incorporating teacher and student generated questions to allow for elaboration and clarification, I also give students opportunities to answer one another's questions whenever possible. Assessment I have chosen to keep my assessment very simple in structure for these particular lessons, I use matching, multiple choice, true and false, and an essay. I allow the students to work in pairs to collaborate and discover the answers they agree to be right. The matching and multiple choice a require students recall the information given, the true and false statements require more critical thinking, because I may change only one small detail about the statement. I require a much higher order of thinking on my essays, I want the students to not only recall the information, but analyze what they know, in order to create or hypothesize a sufficient essay. Special Addition: Areas of Improvement I feel that I need to improve on my attention to difference more, as well as higher order of thinking skills. I have chosen to pick my attention to differences because I noticed I had lost a few students here and their due to attention issues. I choose higher order because I feel that it's very hard to incorporate some group activities into these lessons due to time issues.