Lesson Two

OBJECTIVES:

SS 12.4.1.c (US) Examine the chronology of historical events in the United States and throughout the world to
evaluate their impact on the past, present, and future

Unit Objective 1: The learner will understand how this Period in American History was caused by WWII,
how it affected Americans of the 1950s, and the effect it had on America for the next 50 year, and be able
to communicate this understanding in both written and oral form.

Daily Objective: The learner will understand how the Nuclear Arms Race affect the people of the 1950s,
and hypothesize how it will affect the Americans throughout the Cold War.

SS 12.4.3.a (US) Analyze and evaluate how multiple perspectives facilitate the understanding of the full story of US
history.

Unit Objective 3: The learner will evaluate the perspectives of the Communist powers of the Cold War Era
as opposed to the perspectives of the Capitalist Powers in order to better understand the Cold War. The
learner will make this evaluation by examining historical facts and artifacts, and forming a complete
opinion.

Daily Objective: The leaner will understand why Mutually Assured Destruction was both reassuring, and
terrifying to both the Communists and the Capitalists, and will understand the idea of a Nuclear Shield as a
defense for both sides.

SS 12.4.2.b (US) Analyze and evaluate how the United States has changed over the course of time, using maps,
documents, and other artifacts

Unit Objective 2: The learner will analyze various media artifacts from the 1950s, and use this analysis to
compare life in the 1950s to life today, and to life in previous periods of history.

ISTE-6b Students create original works or responsibly repurpose or remix digital resources into new creations.

Unit Objective 5: The learner will demonstrate an ability to synthesize an original product based on critical
analysis of digitally archived historical artifacts.

Project Objective: The learner will research 1950s life in order to produce a period propaganda film within
a cooperating group.

Teacher Cues
Format/display Jumpstart on a PowerPoint
Check to make sure there is enough Jumpstart paper
Print the Rubric
Bring the Rubric
Practice Explaining the Rubric
Find and buffer a typical duck and cover video
Prepare todays notes for display

Explanation of the Lesson:

 This lesson is split into two main instructional points: direct instruction on the Nuclear
Arms Race, and the assignment of the summative assessment for Instructional Objective 5. I plan
to begin the lesson by introducing a new topic. We will examine the elements of the Nuclear
Arms Race between the Soviet Union and the United States.
The direct instruction will be given via PowerPoint, and will focus on the concept of
Mutually Assured Destruction. During the direct instruction I will ask specific students to answer
informal questions about the subjects we are covering in order to determine how the class is
handling the material. I expect he direct instruction to last maybe 10 minutes
Afterward, while the students still have the concepts fresh in their mind, we will watch
some Duck and Cover public service announcements. Duck and Cover commercials were
designed to show the American people, in many cases school children, what to do if the Russians
nuked us. Despite their often upbeat presentation, there is something undeniably morbid and
foreboding about them. The viewing will be followed by a brief class discussion of these
commercials, and what they signify about the state of affairs in the 1950s, and the American
state of mind in the same period.
At this point the students will be asked complete a reflective essay, just in phrase or
sentence form. They will hold onto this essay and use it as an exit ticket assignment. I can use
their exit tickets to determine specifically which students understood the lesson.
The second half of this days instruction revolves around assigning the summative project
for IO 5. The students will be creating a commercial which mirrors the style of a 1950s
commercial. A rubric will be provided to guide their efforts, and prior to this day I will have
determined the groups I want the students to work in. Student groups in this instance will be
centered around the students who have a program called i-movie on their i-pad, because I want
every group to have access to this application.
After the students are in their groups, I will explain to them what I expect from this
project. In the process of this explanation, we will review the rubric, and I will address any
relevant questions. Once an understanding of the assignment has been established, we will
review the Duck and Cover commercial again as a modeling exercise. I will highlight the
cinematic elements which are indicative of 1950s style cinematography. The remainder of the
class period will be given to the students to familiarize themselves with the i-movie program, so
that I can provide advice and troubleshooting assistance for early problems.

Rationale for the Lesson:

First, the students need to be familiar with the Nuclear Arms Race because it informs the
attitudes of Americans in the next four decades. The Cold War offered a constant threat of total,
nearly instant, completely unstoppable, annihilation. This certainly had an effect on the periods
of history to follow, and so it certainly aligns with Unit Objective 1, which in turn is aligned to
state standard SS 12.4.1.c (US).
Second, the concepts of Mutually Assured Destruction provides an avenue to examine the
Soviet Unions perspective from a sympathetic point of view. We can relate the idea that
America could be destroyed at any moment, by extending that idea to an idea of mutual
destruction, we can relate to the fears of the Soviet Union. Understanding M.A.D. as a driving
force for the Nuclear Arms Race on both sides helps students to humanize an enemy so often
portrayed as inhuman and unfeeling. I believe this is the exact point of state standard SS 12.4.3.a
(US), which correlates to instructional objective I based this instruction on.
Finally, technological integration is becoming increasingly important in todays society,
and this lesson is designed to help students understand how to use technology to synthesize a
meaningful product. Specifically it aligns to standard ISTE 6b which I used to produce my Unit
Objective 5. In order to develop these skills, the students will be asked to research several
commercials from the 1950s, and generate a reasonable facsimile of a 1950s commercial.
Producing a video which mirrors 1950s style will require students to fully understand the
mentality of 1950s America, and the progression of technology from the 1950s to now.
Furthermore, producing a video of their own ought to help students appreciate the work involved
in producing any meaningful digital artifact, and the curtesy of a proper citation.

B. Assessment Plan Method

Formative Assessment
1: the Jumpstart, allows me to isolated the level of my students cognition of the subject

2: Informal survey questions allow me to guide an adapt instruction while continuing the
lesson

3: The discussion of the commercial lets me see if the students are making the necessary
deeper connection with the subject of study.

4: Reviewing the rubric helps me to address problems student may have with the
assignment

5: Modeling with the Duck and Cover commercial shows me which students really
understand what I am asking of them, and which may require further guidance.

6: The exit ticket gives me a specific personal assessment of my students connection to

the lesson

C. Materials/Equipment/Resources Needed:

1: Jumpstart papers
2: PowerPoint
3: Laptop
4: Duck and Cover video
5: Rubrics, 40 copies
6: Student i-pads
7: A list of project groups
D. Lesson Match
1. Procedures
A. Anticipatory Set
Throughout the unit we have been studying various media elements. I have
highlighted several examples of typical commercial advertisement, and students have
even found some on their own before. We have also practiced proper research procedures
throughout the unit.
Furthermore, the elements of direct instruction in American History are progressive
and linear. Student have been prepared for this element of instruction by the previous
days of instruction. The concepts addressed are not a new picture, but rather just another
part of the picture we have been forming all semester.
Finally, the Jumpstart allows me to set the tone for the days lesson. A pointed
question sets the students in the proper frame of mind for learning. Additionally, the
answers show me where instruction, even reteaching, ought to focus.

B.

Objective and Purpose (articulated to the student)

*Jumpstart* What kept America and the USSR from actually going to war?

*example informal survey questions* How would you feel if our enemies had nuclear
ballistic missiles today? How do you think the Russians felt about it? After about 100,000
megatons of explosive power, what is the real point of a more powerful bomb? What
does Mutual mean?

*commercial discussion*
What is the point of this commercial? What does suggest Americans expected
in the 1950s? What do you think the Russians expected?... How do you think this
affected international relations in the coming years?

*Assigning groups *
I have a project for you, for that project I need you in the following groups

*The rubric*
The project is going to be creating a 1950s style commercial. I want it to last
between 30 seconds and 5 minutes. You can see there are some things to fill out on your
rubric. You need to record the names of your group members, their specific assignment
for the group, and your topic for the commercial. If you turn over your paper, you can see
the rest of the rubric. It shows you what I expect, take a minute to read it, please ask any
questions you may have(pause and answer questions) This assignment will be due next
Tuesday.
 C. ME --- Instructional Input
Today I will providing a PowerPoint for students to take notes over the Nuclear Arms
Race, and especially focus on the idea of Mutually Assured Destruction. We will talk about the
ridiculous power of the atomic devices developed by both sides, and explore the terrifying
number of missiles which could be deployed at a moments notice.
Next, I will be covering my expectations for the summative project for UO 5. This also
involves putting the students into specific learning groups for the project. I will explain the
criteria on the rubric I gave to the students, and illuminate them on any questions they may have.
Finally, the class will break up into their groups and begin to work with the i-movie
program. This will allow students to bring their early problems with the program directly to me.
As I have worked with i-movie in the past, this should help resolve these issues.

Skills Cues
Students will need basic note taking skills for the direct instruction. Critical thinking will be
required to answer my questions, and participate in the class discussion. They will also need to
be able to work as a team to complete their project. The team will need to be able to generate a
movie presentation, conduct online research, and create a proper citation.

D. WE --- Modeling

After explaining my expectations for the project, I will show the students what I expect
them to do by helping them analyze a 1950s era commercial. I will help them identify
typical themes, styles and motifs of 1950s era propaganda. Afterward, I will ask what they
would like clarified before we move on.

E. Monitoring

When the students have their topic decided, I will review it, and either approve it, make a
suggestion of how it might be changed, or reject it. Once each group has an approved topic,
they may begin their research. While they are researching I will encourage students to
familiarize themselves with i-movie. I have experience with this program, so while they are
experimenting with it, I will circulate and answer any questions that arise.

G. YOU --- Independent Practice

While the students are conducting their research, formulating their ideas for a
commercial, and familiarizing themselves with i-movie, I will be circulating around the room. I
will be available for questions. Furthermore, I will be making suggestions and evaluating the
students use of class time. When needed, I will prompt student to get back on topic.
 H. Closure

As the students are preparing to leave I will thank them all for their hard work, and
remind them of the daily of objectives. I will remind them objectives are the basis of the exam,
which is coming up, and ask them if they are comfortable addressing the significance of these
concepts, and their effect on American History.

Differentiation strategies:

Flexible grouping-
I will design each group so that each group has access to I-movie, and I will build groups I know work well together.

Anchoring-
I always start my class with an anchor activities, the jumpstarts focus and direct the entire lesson.

Big Nine Instructional Strategies:

Identifying similarities and differences- The differences between the USSR and the USA are fairly striking, but
todays lesson highlights a major similarity: the natural human desire not to be threatened.

Note Taking: Students are expected to personalize their instruction by taking individual notes.

Homework and Practice- We have a number of different practice activities for the summative assessment. The
summative assessment is something I expect students to think about and work on outside of class

Cooperative learning- The partner groups are working together with specifically assigned tasks to complete the
summative assessment.

Technology Use:

Research:
Students will expected to use the internet to find resources for their project. The incredibly diverse selection allows
an extra dimension to instruction. Mainly, I expect the students will access Youtube and view old commercials
there.

Citations:
Students have been taught how to use an online citation tool called Citation Machine to craft properly formatted
citations.

Product:
The summative assessment calls for students to use technology tools in a professional, and productive context. This
will cause students to realize technology is more than just a tool for amusement, and it helps produce a life skill in
students which may serve them well in a later career.
 1950s Commercial Project (60 points)
Directions: You and your group will make a commercial which mimics the style of a 1950s
commercial. In order to learn the style, you will view several commercials from that time
period. You will cite every commercial you view.

You and your partners may make a commercial which advertises a 1950s product, fits into
the Red Scare, is a Duck and Cover film, or any other topic you get approved by me.

This project will be due next Tuesday, follow the rubric on the back for specific
instructions.

Group Member Names:

Group Member Assignments:

Topic:
Sources The group properly The group The group The group does
cites in MLA properly cites in properly cites in not turn in
format 3 or more MLA format, 2 MLA format, 1 proper citations.
commercials they commercials commercial they
used. The citations they used. The used. The
are printed off and citations are citations are
handed in printed off and printed off and
separately. handed in handed in
separately. separately.

15 points 10-14 points 5-9 points 0-4 points

1950s Style The presentation The presentation The presentation The presentation
looks, and sounds looks, and makes a does not look or
like a 1950s sounds like the conscience effort sound like the
commercial, and 1950s. to look, and 1950s
uses 1950s sound like the
themes. 1950s.

10 points 6-9 3-5 0-2

Presentation The presentation is The presentation The presentation The presentation
edited so that it has 1-3 errors in has 4-6 errors in is not edited so
runs smoothly, it editing editing that it runs
grabs the viewers noticeable to the noticeable to the smoothly, it does
attention, and viewers, but viewers, but not grab the
delivers a specific grabs viewer grabs viewer viewers
message. attention and attention and attention, and
delivers a delivers a has no specific
specific message specific message message.

15 points 10-14 points 5-9 points 0-4 points

Group Work Every member of One member of Several One member of
the group the group does members of the the group does
completes their set not complete group do not all the work.
tasks. their set tasks. complete their
set tasks.

10 points 6-9 points 3-5 points 0-2 points

Timeliness The project is The project is The project is The project is
completed and completed and completed and not turned in
emailed to me emailed to me emailed to me before class on
BEFORE class on during class on after class on Wednesday.
Tuesday. Tuesday. Tuesday.

10 points 5-9 points 0-4 points -5 points each

day it is late