Candidate: A

Yarbrough

Unit Segment/ Lesson Plan Form

CSUDH Teacher Education Department
Subject: World
Grade Level: 10
History

Teaching Date:
4/15/15

Standard: 10.9 Students analyze the international developments in the post-World War II
world
#2 Analyze the causes of the Cold War, with the free world of one side and the Soviet
client states on the other, including competition for influence in such places as Egypt, the
Congo, Vietnam, and Chile.

Description of Content & Content Type (Fact, Procedure, Concept, Principle): In

this lesson, students will gain an understanding of the status of the East Asian countries
after World War II and what powers were vying for influence in that region.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded them.
II. Learning Outcome: Given information on East Asia in post-World War II, students
will be able to identify the governing bodies of the major nations and the impact World
War II had on the stability of those governing bodies.
III. Curriculum Connection (How lesson fits into larger unit sequence):
As part of the review unit at the beginning of 11th grade history, students will revisit the
key events and understand the reasoning behind the United States actions during the Cold
War.
IV. Instruction
A. Engagement (Motivational Activity): KWL Chart. Student will fold paper
into thirds. In the first column students will write what they know about
Southeast Asia during the Cold War. In the second column, students will
write what they hope to learn about Southeast Asia.
B. Instructional Sequence (Teaching Methodology): Lecture
Step #1: China
a. Impact of World War II
b. Leader and political ideology
Step #2: Korea
a. Impact of World War II
b. Leader and political ideology
Step #3: Vietnam
a. Impact of World War II

b. Leader and political ideology

Step #4: Japan
a. Impact of World War II
b. Leader and political ideology
Step #5: KWL Chart
a. Students will finish their KWL Chart
b. In the third Column students will write what they learned about these four
countries at the beginning of the Cold War.
C. Application Task: Students will respond with a minimum of 6 sentences to
this prompt in their journal. Which country seems most unstable and what
do see happening in that country?
D. Materials & Resources: Paper and Writing Implement

V. Assessment Strategies: Formative- Students will be asked periodically to repeat

to me in their own words what they think certain terms mean, such as communism,
civil war, etc. Summative- Journal entry which will be graded at the end of the unit.

VI. Accommodations for Individual Learners: Student using wheelchair will use a
designated desk. The visually impaired student will type out each section of the
KWL chart on separate sheets of paper.
-

Scaffolding Strategy- Prior Knowledge- Before talking about each country, I

will ask them what first comes to mind when they hear the name that specific
country. This will help me know what I need to correct for them and how I
can relate the material.

Candidate: A
Yarbrough

Lesson Plan Form

CSUDH Teacher Education Department
Subject: World
Grade Level: 10
History

Teaching Date:
4/16/15

Standard: 10.9 Students analyze the international developments in the post-World War II
world
#2 Analyze the causes of the Cold War, with the free world of one side and the Soviet
client states on the other, including competition for influence in such places as Egypt, the
Congo, Vietnam, and Chile.

Description of Content & Content Type (Fact, Procedure, Concept, Principle): In

this lesson, students will understand The U.S. philosophy of the Domino Theory and
the motivations of the major powers during the Korean War.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors
for how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.
II. Learning Outcome: Given the prior information about the Korean War and the
Domino Theory, students will be able to connect the political motivations of the United
States, Peoples Republic of North Korea, Peoples Republic of China, and the U.S.S.R
to their actions in the Korean War in a half-page summary by the end of the period.
III. Curriculum Connection (How lesson fits into larger unit sequence):
As part of the review unit at the beginning of 11th grade history, students will revisit the
key events and understand the reasoning behind the United States actions during the Cold
War.
IV. Instruction
A. Vocab Quiz
Step #1: Administer Vocab Quiz- Quiz focuses on important terms relating to
the previous lesson.
a. Handout quiz sheets
b. Give students 5 minutes to complete quiz
c. Collect Quiz
B. Engagement (Motivational Activity):
-Dominos. Select students will set up an elaborate domino chain and then
knock them down. This is to illustrate the theory behind the Domino Effect.
- Give a short talk on what the Domino Theory was and why it lead U.S.
Foreign Policy
C. Instructional Sequence (Teaching Methodology):
Step #1: Verbal Lecture

a. Students continue notes from the day before

1. Korea before the War
2. 38th Parallel Agreement between Russia and America
3. Overview of the War
4. Korean Armistice Agreement/ Korean Demilitarized Zone
Step #2: Play Time!
1. Bring out several stuffed animals and action figures to represent the
different parties involved in the war which include: Stuffed bear representing
Russia, Large football player that can kick representing America, two similar
small army men representing both sides of the Korean population, and a
stuffed cat doll with a communist hat representing China (Meow Tse Tung.)
Step #3: Literacy Assignment
a. Teacher will show on the Document Camera two passages about the
Korean War. I will not tell the students the source of the passages. The first
passage is from a North Korean textbook. The second passage is from a
South Korean textbook.
Step #4: Compare and Contrast
a. Students will read both texts and create a double bubble map that
compares and contrasts the two passages. Students should look for word
choice, sentence structure, and authors purpose. They should have a
minimum of 5 differences on each side and 3 similarities.
Step #5: Pair-Share
a. After an appropriate amount of time, students will collaborate with
partners to see what they found in the text.
b. For the visually impaired student: Byron is a good and patient student. I
will have him pair-share with her and her aid.
Step #6: What did they find?
a. Lead discussion in what the students found in the passages.
b. Questions will include: Who do you think wrote each passage and why?
Which sounds more truthful? If you were raised in a communist country,
would the first passage make more sense to you?
D. Application Task: On a half sheet of paper, students will write a minimum of
four sentences explaining what they found and how they came to that
conclusion.
E. Materials & Resources: Textbook passages displayed on doc cam.

V. Assessment Strategies: Formative- Teacher will ask if students need clarification

after each portion of the lesson. Teacher will walk around the room during
discussions. Summative- Students turn in the half sheet response.

VI. Accommodations for Individual Learners: Student in wheel chair will used desk
set apart for him. For the visually impaired student, her aid will translate the
textbook passages into braille.
-

Difficult words- Demilitarized Zone, Junche Calendar

Scaffold Strategies- Visual Aids- Play Time! Activity. Double Bubble map will
help them organize their observations.

Candidate: A
Yarbrough

Lesson Plan Form

CSUDH Teacher Education Department
Subject: World
Grade Level: 10
History

Teaching Date:
4/17/15

Standard: 10.9 Students analyze the international developments in the post-World War II
world
#2 Analyze the causes of the Cold War, with the free world of one side and the Soviet
client states on the other, including competition for influence in such places as Egypt, the
Congo, Vietnam, and Chile.

Description of Content & Content Type (Fact, Procedure, Concept, Principle): In

this lesson, students will analyze the factors that lead to the civil war in Vietnam and
the United States intervention. Students.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or simply preceded them.
II. Learning Outcome: Given information on the Vietnam War, students will be able to
identify the major fighting forces from the beginning to the end of the war and the impact
the war had on Vietnam and its citizens. Students will then be tasked with defending a
predetermined position about the Vietnam War.

III. Curriculum Connection (How lesson fits into larger unit sequence):
As part of the review unit at the beginning of 11th grade history, students will revisit the
key events and understand the reasoning behind the United States actions during the Cold
War.
IV. Instruction
A. Engagement (Motivational Activity): Students will watch a clip from the
movie Forest Gump in which the main character is serving in the Vietnam
War. The purpose is to show some of the fighting that happened in Vietnam.
B. Instructional Sequence (Teaching Methodology): Lecture
Step #1: Beginning of the War
a. Reiterating the governmental structure at the outbreak of the war.
b. Who was rebelling and why?
Step #2: U.S. Intervention
a. Why did the U.S. intervene?
Step #3: Foreign Support
a. Who was Supporting U.N. and U.S. intervention and why?

b. Who was Supporting the Viet Cong and why?

Step #4: Impact of the war
a. Weapons and warfare tactics by the U.S.
b. Weapons and Warfare tactics by the Viet-Cong

Step #5: Result

a. Statistics
b. Quotes about the war to think about
Application Task: Who won?
a. Place students into two groups. One side is pro U.S. intervention, the other
side is pro Viet-Cong
b. Students will be tasked with creating arguments supporting their side.
c. Taking turns, students will respond to the opposing side on who won the
war.

C. Materials & Resources: DVD of Forest Gump and projector.

V. Assessment Strategies: Students will be judged on the quality of responses they

give. No student will be allowed to speak more than once, ensuring maximum class
participation during the activity.

VI. Accommodations for Individual Learners: Student using wheelchair will use a
designated desk. Visually impaired student is able to participate in all activities.
-Difficult words- Viet Cong
-Scaffolding Strategy- War debate activity will help the students process the
information in a way that they can practically use. KWL chart will help the students
create goals and chart their progress.