Intern Name: Asia Smith

Topic/Title of Lesson: The Cold War

Grade: 7th grade
Length of Lesson: 30 Minutes
Date Taught: May 10, 2016

LESSON PLAN TEMPLATE

Overview
Standards of
Learning
Essential Questions

Objectives
Learning Target
Key Vocabulary
or Concepts
Materials
Introduction/Hook
Instructional
Activities

Accommodations
Closure Activity
Assessments

In this lesson students will be able to know recognized the tension between
United States and the Soviet Union and know the difference between capitalist
and communism and be able to identify which superpowers is associated with it.
Additionally, students can locate East/West Germany and North/South Korean
on a map.
USII.8 The student will demonstrate knowledge of the economic, social, and
political transformation of the United States and the world between the end of
World War II and the present
Who is respondsibile the Cold War?
Students will be able to describe the international effects of World War II,
Describe the political and economic the U.S. and the U.S.S.R. during the Cold
War, and describe the characterisics of the Cold War.
I can identify the two major superpowers and locate them on a map, along with
East/West Berlin and North/South Korea.
United States, Soviet Unions, Capitalism, Communism, 38th Parrallel, North and
South Korean, Cuban Missle Crisis, NATO, WARSAW PACT, Berlin, Berlin
Wall, Iron Curtain,Marshall Plan, Domino Theory.
Flashdrive with PowerPoint and 32 copy of the note sheet that goes a long with
the PowerPoint.
Ask the class who is count responsible for the Cold War?
Have students follow along during the powerpoint with a notesheet the have
them read two bias documents to help elaborate who started the Cold War. The
students will either pick the United States or the Soviet Union for who is
responsible.

No special needs accommodation for this class. For the few students that
finished early moved on to start their homework and the students that were
behind I reworded the questions so they could understand it fully.
Have a class discussion on who started the Cold War after reading the two
documents and answering the questions that follow
After the PowerPoint have students read two documets that are intentionally
bias and ask the students with a class discussion who do they believe started the
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina

2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)

Cold War. Their test was 3 classes after the lesson.

My old 7th grade notebook, the current 7th grade social students textbook, and
the Stanford History Education Group sheg.stanford.edu

Resources
Intern Name:
Topic/Title of Lesson:
Grade:
Length of Lesson:
Date Taught:

LESSON PLAN TEMPLATE with directions

Overview
Standards of
Learning
Essential Questions
Objectives
Learning Target(s)
Key Vocabulary
or Concepts
Materials
Introduction/Hook
Instructional
Activities
Accommodations
Closure Activity
Assessments

In this lesson
(What will students learn today? How will they learn it? This is just a sentence
or two in your own words. You probably will do this last. )
Consult the actual SOLs listed in the curriculum! Also consult with your
cooperating teacher for this. (The number of SOLs listed here will depend on
the current unit or lesson.)
This also comes from the curriculum. Ask your teacher if there are essential
questions associated with this lesson or unit! (If not, take out this section.)
Students will be able to
Consult with your cooperating teacher and/or write them yourself. What should
students know or be able to do after successful completion of this lesson?
This is an I can statement written in student language so that studetns know what they
should be learning for the day. For example
I can expain the uses of simple machines. I can compare and contrast two nonfiction articles. I
can identify the planets in the solar system.
Always use activie verbs (see the italicized verbs in the examples above.)

What terms, vocab, or concepts will the students need to know before this
lesson? What words should the studets understand by the end of the lesson?
What do you need for this lesson? (Paper, markers, Promethean board, pencils,
etc) Remember to submit copies of materials (when possible) with your LP!
How will you gain the students interest in todays lesson? This could be a
question they need to answer, an activity that relates to a previous lesson, a
review of what happened last class lots of options here! Make sure to not
go over their heads!
The meat of the lesson! This is your road map to follow. You may want to
make this a bulleted list or number the activities. This is where it needs to
make sense to YOU! Make sure to fully explain each activity, even if youll
know what to do when you see it!
Are there any special needs students who will need this lesson modified for
them? Consider not just students who will fall behind, but those who may
finish early.
How will you wrap up the lesson? A short review? Students share
papers/projects? Clean up? [Hint: sometimes the closure is an assessment.]
How will you know what the students learned?
Formal: quiz, test, final project, etc.
Informal: verbal questioning, grading a paper or activity, etc.
Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina

2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)

You should also mention upcoming assessments!

Resources

What resources helped you make this lesson? Perhaps websites, other teachers, ideas
from a curriculum book. If you found a video, worksheet, etc online, list it here!
(Note: You do not need to re-state if you already listed them in the materials!)

Adapted from the Teacher Cadet Curriculum, Property of CERRASouth Carolina

2004, and/or the Virginia Teachers for Tomorrow Curriculum

John M. Merritt, English Teacher at Kellam High School (Virginia Beach City Public Schools)