Goals & Objectives
-Goal: Students learn about John F. Kennedy's role in the Cold War.
-Objectives: Students will learn about Kennedy's relationship with Cuba, Europe, and Southeast Asia in order to understand how the event(s) will lead to future events and conflicts.
-Objectives: Students will learn about Kennedy's relationship with Cuba, Europe, and Southeast Asia in order to understand how the event(s) will lead to future events and conflicts.
California State Content Standards
-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, and the Latin American Policy.
Common core literacy Standards
-CCSS.ELA-LITERACY.RH11-12.7 = Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Driving Historical question
-How did John F. Kennedy handled the most terrifying era of the Cold War?
Lesson introduction (anticipatory set/hook/accessing prior knowledge) II Time: 5 minutes
President JFK's Speech (Transcript)
Vocabulary (Content language development) ii Time: 20 minutes
-Peace Corps
-Space race
-U-2 Jet
-Fidel Castro
-Bay of Pigs Invasion
-Cuban Missile Crisis
-Nikita Khrushchev
-Berlin Wall
-Ngo Dinh Diem
-Warren Commission
-Space race
-U-2 Jet
-Fidel Castro
-Bay of Pigs Invasion
-Cuban Missile Crisis
-Nikita Khrushchev
-Berlin Wall
-Ngo Dinh Diem
-Warren Commission
Content Delivery (method of Instruction) II Time: three segments; 10-15 minutes each
-Short section of presidency, so the strategy of reading out loud gets the class involved.
-Specific areas of the Kennedy's foreign policy will be assigned to sections in the classroom.
-After giving each class section about 10 minutes to go over their area of study, a Socratic seminar will be put into place for each section.
-Then assign the Timeline activity.
-Specific areas of the Kennedy's foreign policy will be assigned to sections in the classroom.
-After giving each class section about 10 minutes to go over their area of study, a Socratic seminar will be put into place for each section.
-Then assign the Timeline activity.
Student engagement (Critical thinking & student activities) II Time: 20 minutes
-Students will be doing an activity of creating a timeline and having the Socratic Seminars with the teacher.
-With the notes taken from Socratic Seminars, students create their own timeline with the notes.
-Students make connections with Kennedy with the following regions and, using the sources, make predictions on the future of the region.
-With the notes taken from Socratic Seminars, students create their own timeline with the notes.
-Students make connections with Kennedy with the following regions and, using the sources, make predictions on the future of the region.
Lesson Closure ii Time: 10 minutes
-Clip of JFK's Assassination.
-Question: Kennedy was full of ideas on how to deal with the Communist threat. How would you feel if your ideas collapsed and never went according to plan?
-Question: Kennedy was full of ideas on how to deal with the Communist threat. How would you feel if your ideas collapsed and never went according to plan?
Assessments (formative and summative):
-Formative: Students being required to partake in the Socratic Seminar activity and making their own TimeLine.
-Summative: No Summative assessment. A short presidency like JFK serves as an additive lesson for upcoming lectures leading to the final stages of the Cold War in terms of violence.
-Summative: No Summative assessment. A short presidency like JFK serves as an additive lesson for upcoming lectures leading to the final stages of the Cold War in terms of violence.
accommodations for English learners, striving readers, and students with special needs
-English Speakers: Think-Pair-Share strategy will help ELs get paired up with mainstream English Speakers to help on their English language as well as the topic.
-Striving Readers: The student strategy of creating a Timeline as an assignment will help them understand the topic visually.
-Students with Special Needs: Specific needs are kept confidential between particular students and me, but to regularly check on them, they are placed in the front row of the class and I will ask if they have any questions on the topic to meet their needs.
-Striving Readers: The student strategy of creating a Timeline as an assignment will help them understand the topic visually.
-Students with Special Needs: Specific needs are kept confidential between particular students and me, but to regularly check on them, they are placed in the front row of the class and I will ask if they have any questions on the topic to meet their needs.
resources (Books, websites, handouts, materials)
-Textbook: The American Vision, Modern Times = Chapter 15: The New Frontier, Section 2: JFK and the Cold War
-Website: YouTube for video clips, John F. Kennedy Library
-Handouts: Student-made Timeline
-Materials: YouTube clips, Notebook, Pencils
-Website: YouTube for video clips, John F. Kennedy Library
-Handouts: Student-made Timeline
-Materials: YouTube clips, Notebook, Pencils