Goals and Objectives
Goal: Students will analyze the causes and effects of the Chinese Communist Revolution and its influence on the Korean War.
Objective: Students will answer questions with a partner and use their answers to help them write a RAFT postcard summarizing either the Korean War or the Communist Revolution in China containing at least three pieces of evidence and one opinion and respond to a classmates postcard using the same.
Objective: Students will answer questions with a partner and use their answers to help them write a RAFT postcard summarizing either the Korean War or the Communist Revolution in China containing at least three pieces of evidence and one opinion and respond to a classmates postcard using the same.
California State Content Standard/Common Core Standard
CA Content Standards:
10.9.3 Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
10.9.4 Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
Common Core Standards:
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.
RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
10.9.3 Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
10.9.4 Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
Common Core Standards:
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.
RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Introduction (Hook/Access Prior Knowledge)
[5 minutes] Students will be asked to define the Containment Policy and the Truman Doctrine and they will be asked to predict what they expect will happen when the Communist North Koreans invade the democratic South Koreans. Students will write this in their Opening Activity Journal and the instructor will come around and stamp their entries. Students will then Pair-Share their answers with their seat partner and the teacher will cold call on students to share their answers with the class.
Vocabulary (Content Language Development)
Key Terms: Containment, Truman Doctrine, 38th parallel, Stalemate, Armistice, Ceasefire, Douglas MacArthur, Proxy War, People's Republic of China, Nationalists, Mao Zedong, Jiang Jieshi.
Much of the key vocabulary that comes into play in this lesson has already been introduced to students in previous lesson's on the Communist Revolution in China and other lessons in this unit. This lesson will allow for additional reinforcement of the vocabulary and the addition of Korean War specific terms like 38th parallel, Stalemate, Armistice, Ceasefire, Proxy War, and Douglas MacArthur. Students will be introduced to this vocabulary through a lecture and a PowerPoint presentation which will help students visualize the words and their explanations. Students will also be given guided notes which will help them focus on key vocabulary by having them summarize what they learned and analyze images.
Much of the key vocabulary that comes into play in this lesson has already been introduced to students in previous lesson's on the Communist Revolution in China and other lessons in this unit. This lesson will allow for additional reinforcement of the vocabulary and the addition of Korean War specific terms like 38th parallel, Stalemate, Armistice, Ceasefire, Proxy War, and Douglas MacArthur. Students will be introduced to this vocabulary through a lecture and a PowerPoint presentation which will help students visualize the words and their explanations. Students will also be given guided notes which will help them focus on key vocabulary by having them summarize what they learned and analyze images.
Content Delivery (Method of Instruction)
[15 minutes] The teacher will lecture on the events of the Korean War and emphasizing the effects of the Truman Doctrine and the Containment Policy on UN and U.S. intervention in South Korea. The instructor will explain the major events of the war using a PowerPoint presentation and students will follow along with the lecture using their guided notes. The instructor will use Checks for Understanding and various Pair-Shares or questioning strategies to monitor student progress over the course of the lecture and to break up the lecture to allow for students to interact.
Student Engagement and Critical Thinking (Student Activities)
[30 minutes] Following the lecture, students will work with their partner to answer the short answer questions on the second page of their guided notes. Some of the questions review the previous lesson on the Communist Revolution in China and the rest pertain to the Korean War. Students will answer these questions as a pair and the instructor will cold-call on students to share their answers in preparation for the next activity. This will get students thinking about the previous day's lesson and also how the two lessons are connected so that the RAFT activity can be productive and enhance their learning.
When the questions have been discussed as a class, students will begin working on their "Postcard from a World Leader." Students must illustrate the front of the post card and also write as one of the world leaders; Kim Il Sung, Mao Zedong, Jiang Jieshi, General MacArthur, or President Truman. The students must pretend to be one the world leader and addressing another world leader in a postcard. The students are also expected to include at least three pieces of evidence or "facts" and one opinion about either the Communist Revolution in China or the Korean War.
When the students have finished writing and illustrating their postcard, they will "send" it to another student in the room who must write a response as the person to whom the card is addressed and about the topics in the letter. This activity allows students to be creative and to break up the lecture but it also accurately assesses their knowledge of the topic. Because students do not get to choose which world leader they have to respond as, there is a chance that they have to demonstrate their understanding of both lessons.
When the questions have been discussed as a class, students will begin working on their "Postcard from a World Leader." Students must illustrate the front of the post card and also write as one of the world leaders; Kim Il Sung, Mao Zedong, Jiang Jieshi, General MacArthur, or President Truman. The students must pretend to be one the world leader and addressing another world leader in a postcard. The students are also expected to include at least three pieces of evidence or "facts" and one opinion about either the Communist Revolution in China or the Korean War.
When the students have finished writing and illustrating their postcard, they will "send" it to another student in the room who must write a response as the person to whom the card is addressed and about the topics in the letter. This activity allows students to be creative and to break up the lecture but it also accurately assesses their knowledge of the topic. Because students do not get to choose which world leader they have to respond as, there is a chance that they have to demonstrate their understanding of both lessons.
Demonstrated Learning (Formative & Summative Assessments)
Checks for understanding, Pair-Shares, summarizing, and short-answer questions act as the formative assessments for this lesson and allow the instructor to monitor student progress and comprehension of the lesson and review the previous day's lesson. The instructor will circulate the room during the lecture and especially during the short-answer questions to make sure students are on task and also demonstrating mastery of the content.
The summative assessment is in the form of the postcards. Students will be writing and illustrating two postcards, one on their own and another in response to what someone else wrote. This allows for student engagement and also creativity. This also will demonstrate to the teacher whether or not students mastered the content or if anything needs to be retaught.
The summative assessment is in the form of the postcards. Students will be writing and illustrating two postcards, one on their own and another in response to what someone else wrote. This allows for student engagement and also creativity. This also will demonstrate to the teacher whether or not students mastered the content or if anything needs to be retaught.
Lesson Closure
[5 minutes] Students will be asked to share their postcards with the class and the person who responded to that postcard will share their response. This will ensure that students are hearing multiple summaries of the lesson and also that they are hearing what each other wrote. This will also reinforce many of the key terms and events covered in the lesson.
Accommodations for English Learners, Struggling Readers, and Students with Special Needs
English Learners will benefit from the guided notes because they will be required to follow along with the content without having to worry about their note taking and writing skills getting in the way of their learning. ELs will also benefit from the short answer questions because it gives them an opportunity to write informally and to get their thoughts on paper before having to write the postcard, which can be rather intimidating if students struggle with the writing domain of language development.
Struggling readers will also benefit from the guided notes because they will be able to fill in the blanks and develop keen literacy strategies like looking for key words or phrases in a sentence. This will enhance their reading comprehension and also their reading speed and accuracy. Because there is a lot more writing in this lesson than reading, students who are struggling readers will also develop their writing skills.
Students with additional special needs will be accomodated according to their IEP or any other campus resources.
Struggling readers will also benefit from the guided notes because they will be able to fill in the blanks and develop keen literacy strategies like looking for key words or phrases in a sentence. This will enhance their reading comprehension and also their reading speed and accuracy. Because there is a lot more writing in this lesson than reading, students who are struggling readers will also develop their writing skills.
Students with additional special needs will be accomodated according to their IEP or any other campus resources.
What Came Before...
Students spent two days learning about the Communist Revolution in China and Chinese Civil War. The instructor will connect these two lessons to demonstrate the idea of Containment and the Domino Theory. This is also an important connection because it explains why the U.S. intervened in Korea when it did. This lesson will serve as a reinforcement of the Communist Revolution in China lesson with the addition of Korean War content.