The Aftermath: America Gives Aid
This is a lesson plan where students will recall the information they learned during the America Gives Aid PowerPoint Presentation in order to play an interactive game in class.
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Goals and ObjectivesStudents will have learned about the Marshall Plan and America’s efforts to aid Europe after the war.
Students will evaluate whether American aid was necessary or not in the rebuilding of Europe after the war. Students will recall information they have learned about The Marshall Plan and America’s aid efforts after the war in order to play a Kahoot! quiz game. |
California Content Standards11.7.8: Analyze the effect of massive aid given to Western Europe under the Marshall Plan to rebuild itself after the war and the importance of a rebuilt Europe to the U.S. economy.
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Common Core Literacy StandardsCCSS.ELA-Literacy.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-Literacy.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. |
Driving Historical QuestionHow did the U.S. help to rebuild Europe after the war? Was it necessary?
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Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 8 minsThe teacher will tell students to arrange their desks appropriately for a fishbowl conversation activity (which they have learned how to do earlier in the semester) and then put the above picture up on the overhead projector. The teacher will ask students to think about the PowerPoint from the previous day where they learned about the Marshall Plan and America’s efforts to aid Europe rebuild itself after the war. Students will have two minutes to think about a response they can contribute to the conversation that includes or is related to evidence from the prior days lecture.
The teacher will select a student to begin the fishbowl activity by selecting an Equity Stick and will spend the next four-five minutes helping guide students through a discussion on the Marshall Plan and America’s aid efforts. |
Vocabulary (Content Language Development) ‖ Time: Covered during prior days lecture as well as being discussed during the student engagement activityKey terms that students will have learned previously, but that will be addressed again during the game, include: Marshall Plan, United Nations, Potsdam Conference, satellite nations, containment, iron curtain, the Truman Doctrine, Berlin Airlift, and the North Atlantic Treaty Organization (NATO)
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Content Delivery (Method of Instruction) ‖ Time: 7 minThe teacher will have previously created and uploaded a Kahoot! game based on the lecture about the Marshall Plan and America’s effort to aid Europe in its rebuilding after the war at create.kahoot.it.
The teacher will have previously written the game’s pin code on the board and will instruct students to use the chromebooks she is handing out to go to kahoot.it, enter the game’s pin, and enter their real first name (and not a nickname as prompted-this way the teacher knows how students are doing). Students will be informed if they do not follow the rules and use a name other than theirs the teacher will kick out their name submission and the class will have to wait to play the game until everyone is ready. Students have played Kahoot! in class before but the teacher will remind students that the question will appear on the overhead projector screen along with the four answer possibilities but that on their chromebook they will only see the four answer possibilities corresponding colors and that they need to select the color that matches the answer on the overhead screen. The more right answers and the faster they answer the higher their score will be. The top five scorers will receive a piece of candy. The teacher will ask students to also take out a piece of paper and a pen/pencil and ask students that as they are playing to write down the questions they get wrong as well as the correct answer. |
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 32 minutesStudents will be told they have five minutes to study their notes from the prior days lecture.
Students will be playing a Kahoot! game which will ask them to recall information they have learned from the previous days lecture. https://play.kahoot.it/#/k/a7bdf073-5385-49f6-a12e-d0e1082d64c1 In between questions, students will write down the question if they got it wrong along with the correct answer so that they can go back and re-visit this information so that they will have a better understanding of the material when it comes time for the Unit test. |
Lesson Closure ‖ Time: 5 minThe teacher will ask the students to do a 2x2 on a separate piece of paper, where they write down the two questions they felt the most confident in their answers about/felt they knew the most about and the two questions they felt were the hardest/most confusing/knew the least about. The teacher will ask for volunteers to lead the discussion, if no volunteers the teacher will pick four names from the Equity Sticks to start the discussion.
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Assessments (Formative & Summative)The game serves as a formative assessment. It allows the students to demonstrate their knowledge and understanding about the material. The teacher can download a file of the class’ scores and see how students did to check for understanding. If a lot of students miss the same question it will demonstrate to the teacher that with the wording of the question was difficult for the students to understand or the content for that question needs to be re-addressed before the summative assessment in the form of a Unit test.
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Accommodations for English Learners, Striving Readers and Students with Special NeedsEL students, striving readers, and students with special needs can sit next to more advanced or native English speaking students for help/guidance if needed. Since the game only alerts the individual as to whether their answer is right or wrong and does not tell the entire class, it lowers the amount of stress and anxiety associated with getting a question wrong in front of their peers thus lowering the affective filter. Sentence frames and critical thinking questions students completed during the PowerPoint Presentation the day before will have helped to prepare all students, especially the EL students, striving readers, and students with special needs for the game. The notes they take on what questions they miss will give them a frame of reference for what to re-visit and study further for the Unit test.
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Resources (Books, Websites, Handouts, Materials)
Kahoot! game, chromebooks, overhead projector, candy for the winners, paper and pen/pencil