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II

7*. Relationship betweenthe United States and

the Soviet Union Duringthe Cold War(Learning Menu)

Examples of differentiatedlesson plans

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Learning and Teaching Resource Packfor Secondary History Curriculum

Example 7

JS History S3

TopicRelationship between the United States and the Soviet Union During the Cold War

Number of Lessons 2 lessons (40 minutes per lesson)

Learning objectives

Know • Conflicts and rivalries between the US and the USSR at the beginning of the Cold War.

Understand • Causes of the conflicts between the two countries.

Do • Analyse the ways and effectiveness of counterbalance strategy between the two countries.

Tools for differentiation / Instructional strategies

Tools fordifferentiation

• Form A and B (Appendix 1)

• Equalizer (Appendix 2)

Instructional strategies

• Learning Menu (Appendix 3) It caters for learner diversity in terms of students’ readiness, interest and/or learning profile. In addition to the core learning activities, there are choices for extended activities. *You may view chapter 4 in the animated video for reference.

Learning and Teaching Materials

Video clips • Chinese Civil War (2:19) http://www.youtube.com/watch?v=1TOP3316JXY

Pre-lesson preparation

• Appetiser (Appendix 4)

Classwork• Main Dishes: 1. Graphic Organizer (Appendix 5)

2. Risk Assessment Form (Appendix 6)

Home assignment • Desserts : poster / speech (Appendix 7)

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Part II : B. ContentsJunior secondary (S1-3)

7*. Relationship between the United States and the Soviet Union During the Cold War

(Learning Menu)

Teaching Flow

Time Steps in the lesson Learning andteaching activities

Elements / strategiesof Differentiated Instruction

Lesson 1

10mins

Pre-lesson preparation:

arouse learningmotivation

• Students complete one of the tasks specified in the appetizer before class. Then in class they will share pictures, webpages or report the relevant parts they collect from the specified video clips.

Results from Form A show that students are interested in learning history by watchingvideo clips and doing creative assignments. Data from Form B indicates that students prefer group work in class. (Appendix 1)

Equalizer (Appendix 2)(From concrete to abstract)Students with higher level of readiness will study how the pictures or webpages reveal that the actions of the US and the Soviet Union were caused by their ideological differences.

Learning Contract : Learning Menu(Appendix 3) and Appetiser (Appendix 4)

The teacher introduces the learning menu to students. Appetiser is used for pre-assessmentand enhancing learning motivation.

10mins

Using the Berlinblockade and thebackground of the

civil war between the Kuomintang and the

Communist Party as examples of US-USSR conflicts and

rivalries.

• Ask students questions/students present their task specified in the Appetiser.

Raise different levels of questions to understand students’ knowledge about relevant events. After identifying students’ learning difficulties, provide them with historical background as the basic information for discussion.

15mins Group discussion:

Group discussion:Rivalries between twosuperpowers: Who’s right and who’s wrong?• Students will use the

graphic organiser to summarise the causes of the Berlin blockade and the civil war between the Kuomintang and the Communist Party as well as US-USSR conflicts and results to complete the first part of the main dish.

Main Dish 1: Graphic Organizer (Appendix 5)

Flexible grouping for discussion. Individualstudents who are reluctant to participate in group activities can fill out the graphic organiser by themselves. Students who have higher level of readiness may cite the Berlin blockade or the civil war between the Kuomintang and the Communist Party as an example to analyse whether the rivalries between the two powers can be avoided. (From structured to open)

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Teaching Flow

Time Steps in the lesson

Learning andteaching activities

Elements / strategiesof Differentiated

Instruction

5mins

Summary andconsolidation

Group collaboration: Students apply what they have learnt earlier: four stages of confrontation between the US and the USSR:

1. External expansion;2. Verbal battle and propaganda;3. Arms expansion;4. Involvement in regional military conflicts.

and match the two historical events to the appropriate stage.

Lesson 2

5mins Motivation

• Use the Korean War as an example, teacher asks questions about the cartoons and explains conflicts and rivalries between the US and the USSR in that region. Students with different

level of readiness will have opportunities to answer the tiered questions.

5mins Pre-assessment

• Teacher asks questions to find out students' readiness for the topic of the Cuban Missile Crisis, and gives specific feedback on their answers.

25mins Group activities

• Students work in pairs. Each group picks one card to take up the role of Khrushchev or Kennedy and conduct risk assessment before making decision in the Cuban Missile Crisis. Crisis.

• Teacher gives feedback and explains the result of the Cuban Missile Crisis.

Main Dish 2: Risk assessment form(Appendix 6)

Students who have higherlevel of readiness may notneed to have risk assessment indicators.(From structured to open)Invite one or two groups toshare their views and discuss the results that their decisions may lead to.

5mins

Summary andconsolidation

Group collaboration : Students apply what theyhave learnt earlier : four stages of confrontationbetween the US and the USSR:

1. External expansion;2. Verbal battle and propaganda;3. Arms expansion;4. Involvement in regional military conflicts.

and match the two historical events to the appropriate stage.

Home Assignment: Desserts (Appendix 7)

After class, students maycomplete one of the dessert items for extended learning.

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(Learning Menu)

30

25

20

15

10

5

0Q1 Q9 Q5 Q13 Q2 Q10 Q6 Q14 Q3 Q11 Q7 Q15 Q4 Q12 Q8 Q16 Q17

Reading levelR(1-3)

Writing LevelW(1-3)

Group (G) /Solo (S) Interests

Visual(V)Auditory(A)

Kinesthetic(K)

R1 : 35%R2 : 35%R3 : 30%

W1 : 27%W2 : 50%W3 : 23%

G : 85%S : 15%

/ /

Critical ThinkingSkills C1(1-3)

Collaboration SkillsC2(1-3)

CreativityC3(1-3)

C1-1 : 26%C1-2 : 48%C1-3 : 26%

/

C3-1 : /C3-2 : 4 %C3-3 : /NA : 96%

Appendix 1

Data collected from Form ANumber ofStudents: 26

Data collected from Form B

Adapted from Carol Ann Tomlinson, Leading and Managing a Differentiated Classroom, ASCD, 2011. pp.156-157

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Appendix 2

ConcreteCollect pictures or webpagesrelated to US-USSR rivalries

from the Internet.

AbstractAnalyse how pictures or

webpages reveal ideologicaldifferences between the

US and the USSR.

StructuredComplete the graphicorganizer about the

rivalries between the USand the USSR.

OpenWas the rivalries between

the US and theUSSR inevitable?

StructuredFollow the instructions to fill

out the risk assessment formfor the Cuban Missile Crisis.

OpenDesign indicators

independently and fill out therisk assessment form forthe Cuban Missile Crisis.

Equalizer: A tool for differentiating process and productTopic: Relationship between the US and the USSR during the Cold War (S3)

Adapted from Carol Ann Tomlinson, How to differentiate instruction in mixed-ability classrooms,Pearson Education, 2005. pp.47

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(Learning Menu)

LearningMenu

Appendix3

Appetiser for pre-lesson preparation 1. Collect information: Collect pictures, webpages or political cartoons from the Internet about the Berlin

Blockade, the civil war between the Kuomintang and the Communist Party, the Korean War, and the Cuban Missile Crisis. Then point out their relevance to the Cold War.

2. Watch video clips: Watch the following video clip about the civil war between the Kuomintang and the Communist Party and prepare a report of 20 to 50 words, highlighting the resources relevant to the Cold War. http://www.youtube.com/watch?v=1TOP3316JXY

Main Dish in Class :1. Fill out the graphic organizer: In the rivalries between the two superpowers, which one is right and which

one is wrong?

2. Complete the risk assessment form for the Cuban Missile Crisis.

Desserts After Class :1. Draw a poster: Based on the background of the Cold War, design or modify a satirical poster or political

cartoon about the US or the USSR.

2. Prepare for a speech: Imagine you were a leader of the US/the USSR, prepare for a one-minute speech on one of the following events to explain your country’s actions to your people. (Civil war between the Kuomintang and the Communist Party/Berlin Blockade/Korean War/Cuban Missile Crisis)

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1. Collect information: Collect pictures, webpages or political cartoons from the Internet about the Berlin Blockade, the civil war between the Kuomintang and the Communist Party, the Korean War, and the Cuban Missile Crisis. Then point out their relevance to the Cold War.

2. Watch video clips: Watch the following video clip about the civil war between the Kuomintang and the Communist Party and prepare a report of 20 to 50 words, highlighting the resources relevant to the Cold War. http://www.youtube.com/watch?v=1TOP3316JXY

Appendix 4

Appetiser for pre-lesson preparation (Choose one of the followings)

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(Learning Menu)

Group Discussion : Rivalries between two Superpowers, who’s right and who’s wrong?

Events:

Classwork : Main Dish 1Berlin Blockade or Civil War between Kuomintang and the Communist Party

Appendix 5

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Classwork : Main Dish 2 Risk assessment form for Cuban Missile Crisis

If you were an assistant to the Soviet Union leader Nikita Khrushchev (Term of office : 1953-64), how would you advise him on decision-making on the Cuban Missile Crisis?

Proposal 1: Stay the course without making any concession.Proposal 2: Hold peaceful talks to avoid a war.

In the face of the Cuban Missile Crisis, how would you assess the risks before making a decision?

If you were an assistant to the US presidentKennedy (Term of office: 1961-63), how wouldyou advise him on decision-making on the Cuban Missile Crisis?

Proposal 1: Stay the course without making any concession.Proposal 2: Hold peaceful talks to avoid a war.

In the face of the Cuban Missile Crisis, how would you assess the risks before making a decision?

Appendix 6

1. Your country’s military strength

2. Your opponent’s military strength

3. International situation at that time

4. Possible consequences of the war

5. Others

1. Your country’s military strengths

2. Your opponent’s military strengths

3. International situation at that time

4. Possible consequences of the war

5. Others

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(Learning Menu)

Home assignment : Desserts (Choose one of the followings)

1. Poster : According to the background of the Cold War, design or modify a sarcastic political cartoon of the USA or the USSR.

2. Speech : If you were a leader of the USA/the USSR, write a one-minute speech to explain to your people about your action in one of the following events:

(1) The Civil War between Kuomintang and Chinese Communist Party(2) The Berlin Blockade(3) The Korean War(4) The Cuban Missile

Appendix 7

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