Goals & Objectives Students will analyze the Bay of Pigs invasion and the subsequent Cuban Missile Crisis. Students will be able to link the two major historical events and evaluate the impact they had on U.S. foreign affairs with Soviet Russia. California State Content Standards 11.8.5: Describe the increased powers of the presidency in response to the Great Depression, World War II, and the Cold War. 11.9.3: Trace the origins and geopolitical consequences (foreign and domestic) of the Cold War and containment policy, including the following:
The Bay of Pigs invasion and the Cuban Missile Crisis
Common Core Literacy Standards CCSS.ELA-Literacy.RH.11.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-Literacy.RH.11. 3: Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Driving Historical QuestionHow did the Bay of Pigs and Cuban Missile Crisis impact the Cold War relations between the Soviet Union and U.S.?
Driving Historical Question: How did the Bay of Pigs and Cuban Missile Crisis impact the Cold War relations between the Soviet Union and U.S.?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖Time:5The teacher will have students watch Kennedy’s national T.V. address that came in the wake of the Cuban Missile Crisis. Students will be asked to gauge the tone, rhetoric, and meaning behind the speech.
Vocabulary (Content Language Development) ‖ Time: 5 Students will incorporate the vocabulary terms in their foldable. They will be asked to make a T-chart of the following terms and define them after completing the reading:
Content Delivery (Method of Instruction) ‖Time:25 Students will read through Chapter 21, section 2 “Kennedy’s Cold War Policy” and Chapter 22 section 1 “The Cuban Missile Crisis”. Students will read these sections silently, in a closed-reading session during class. The teacher will progress-monitor by checking in to make sure students are on task. Once the reading is completed, students will discuss what they learned in small groups assigned by the teacher and will share their findings with the class through equity cards.
Student Engagement (Critical Thinking & Student Activities) ‖Time:15 Students will create a foldable graphic organizer during and after the reading. In the same groups from above, students will work on the foldable collaboratively. The foldable will display images and organize the various vocabulary terms so that students can make connections across the content. A modeled example will be provided to all students by the teacher. Students will work in groups to complete the foldable. Students will be expected to include 3 key facts to each term, and connect the terms to the central concept “Flexible Response" by stating the historical significance.
Lesson Closure ‖Time:5 Students will summarize their findings within the space provided on their graphic organizer. Students will then provide an exit slip that asks questions or raises concerns about the content. Students can also provide 3 new things they learned if they have no questions or concerns. This will provide the teacher with feedback that can inform whether re-teaching, revisiting, or re-learning is needed.
Assessments (Formative & Summative) Formative: The group discussions and T-chart will provide the teacher data on whether students are grasping the concepts. Summative: The foldable will provide feedback for both the students and the teacher on how students are meeting the learning goals, concepts, and vocabulary terms after completing the reading. The summary that will be written at the end of the foldable assignment will provide summative data on student learning of the stated goals. The exit slip will provide additional feedback on student learning.
Accommodations for English Learners, Striving Readers and Students with Special Needs ELL’s will be provided handouts and text that is in their primary language if necessary. They will also be assigned group members who can positively and productively help them through the assignments. The foldable will provide students with images, visuals, and structure that can help students with special needs and striving readers.
Resources (Books, Websites, Handouts, Materials) The American Vision: Modern Times; Glencoe Foldable Graphic Organizer