Lesson Title: World Governments

Author: Naomi Abraham

Lesson Title: World Governments

Suggested Grade Level: 11-12

Estimated Lesson Time: 100 Minutes

Student Prior Knowledge:

This unit is being spent learning the history of different countries through world wars. Students have already learned about the first and second world wars and now we are moving on to the Cold War.

Standards:

SS.912.C.4.4

Demonstrate an understanding of contemporary issues in world affairs, and evaluate the role and impact of United States foreign policy.

Goals:

Students will be able to compare and contrast different systems of government around the world and be able to recognize the United State's role in international relations. They will be able to examine the role of the United States in the Cold War and compare and contrast it to their role in wars previously discussed in class. This is important for the final exam as well as understanding the role of the U.S. in current events today.

Learning Objectives:

Without notes, students will create a presentation analyzing the role of the U.S. in the Cold War and correctly compare and contrast the basic ideas of communism, socialism, and capitalism in different countries.

Resources:

Students should use their textbook, lecture notes, and articles handed out in class.

Procedure:

1. We will review the history of World War I and World War II.

2. There will be a lecture on the Cold War focusing on what Communism and Capitalism are, how world leaders have been able to influence their countries, and the role of the U.S. in the Cold War.

4. Discussion on how history relates to the current role of the U.S. in foreign affairs citing specific instances of its contribution to the reviewed topics and current events. (Week 4)

5. An essay will be assigned as homework. Prompt: Compare and contrast the role of the U.S. in foreign relations using a recent war we have discussed in class.

Assessment:

They will be asked to create a presentation or video to demonstrate any concept we have gone over concerning the Cold War. This may include: the influence of a world leader, the lives of civilians during the Cold War, the lives of soldiers during the war, comparison/contrast of ideologies, the role of the U.S. in current events that reflect the role it had in the Cold War, etc.

Accommodations:

1) Group for cooperative learning (8)

- Students can read together and write outlines from their textbooks or type them out. Using a googledoc or a wiki, they can collaborate to do notes and homework.

- The assessment can also be completed in a group to lessen the work for each individual student. Whatever skill one student may lack, another student can make up for it

2) Provide functional tasks (20)

- They can use current events to demonstrate the importance of what they’re learning through the assessment. They will need to use technology to conduct the research. Hopefully the increased activity will get them interested.

3) Increase allocated time (26)

- Depending on which accommodation needs to be done or which assessment format they choose, students can have more time to work on them. With more time, more technology can be utilized, or they can gain a greater grasp for how to use the limited technologies they have.

4) Delay reinforcement (30)

- If students don’t understand, their homework can be due later or the assessment can be turned in later. In the meantime, they can continue doing research on the internet and continue to study.

5) Use a study guide (49)

- The teacher can create an outline of what they need to know and students can create a study guide out of it to use for their essay. This can be shared on a google doc or a wiki.

-Maybe for some students, there can be a limit on how many words they are allowed to put on it, and can use it during an in-class essay (if ever used for an assessment).