Download 5 th Grade DATE: April 11-12 Objective/Key Understanding

TEACHER:
CLASS: 5th Grade
DATE: April 11-12
M T W TH F
FRAME THE LESSON
Cold War Conflicts
Resources/Materials
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
5A: analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great
Depression, the world wars, the civil rights movement, and military actions.
Pearson’s 5th Grade
Building Our Nation
TE
(p. 632-637)
24A: Use valid primary sources such as print material
24 D: Identify different points of view about an issue, topic, or current view.
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:
 Trace world events as countries align themselves with China and the Soviet Union.
 Understand that Cold War tensions erupted into proxy wars in Korea and Vietnam.
5C  Identify the causes and effects of the Korean War.
 Identify the causes and effects of the Vietnam War.
identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther
 Explain the reasons for Vietnam War protests.
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
 Explain
theTeam
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thathave
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to thecontributions
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Regimental
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in the areas of civil rights, women's rights, military actions, and
Got it Questions
1-6 (p. 632-637)
politics
17D
Rigor & Relevance: (Real World Connection)
Vocabulary
describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day,
Proxy war
Korean War
Columbus Day, and Veterans Day
Vietnam War
Tet Offensive
guerilla
Stop and Check for Understanding- High Level Questions
The Korean War (p. 632-633)
 Why are the Korean War and the Vietnam War proxy wars?
 How was the political situation in Korea after World War II similar to the one in Europe at the same time?
 What is the 38th parallel?
 What questions might you have about the Korean War and its resolution?
 Do you think the Korean War was a success for the United States? Why?
 How was the political situation in Korea similar to the political in post-World War II in Berlin?
 How did the occupation of North Korea by the Soviet Union and South Korea by the United States contribute to the conflict in Korea?
 How long did the Korean War last?
The Vietnam War (p. 634)
 Who were the Viet Cong?
 What was the “domino theory”?
 What advantage did the guerillas have over the United States army?
 How and when did Vietnam become a divided country?
 Why do you think the North Vietnamese believed the y could unite all of Vietnam under one communist government?
 Why did the United States get involved in the Vietnam War?
 What made fighting in Vietnam particularly difficult?
Protests at Home (p. 635)
 How was the experience of the Vietnam War different from World War II for the people at home in the United States?
 Tell if the following sentence is a fact or an opinion: “They were shocked to see how many American soldiers were injured or killed.” How do
you know?
 Why were so many Americans unsupportive of the United States’ involvement in Vietnam?
 How do you think seeing scenes of the fighting on television affected Americans?
The End of the Vietnam War (p. 636-637)
 What was the result of the cease-fire?
 How was the outcome of the Korean War different from the outcome of the Vietnam War?
 How do you think the results of the Vietnam War would have been different if there had been no cease-fire?
 What were the consequences of the Vietnam War to the United States?
 Why did the United States try so hard to keep Korea and Vietnam from becoming communist countries?
 Tell if the following statement is a fact or an opinion: ”The United States did not win the Vietnam War.” How do you know?
Engage
Explore
Explain
Elaborate
Evaluate
Introduce Key Idea & Vocabulary (p. 632)
 Read to the class the Key Idea: “I will know that the United States felt a responsibility to fight against the spread of communism.”
Tell students in this lesson they will be learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 632).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students that they will know that the United States felt a responsibility to fight against the spread of communism.
 The Korean War (p. 632-633)
 The Vietnam War (p. 634)
 Protests at Home (p. 635)
 The End of the Vietnam War (p. 636-637)
Remind students that they will know that the United States felt a responsibility to fight against the spread of communism.
The Korean War (p. 632-633)
 After World War II, Soviet forces occupied northern Korea. United States forces occupied southern Korea. By 1950, both superpowers
had pulled out. But the Soviets continued to support the communist government in North Korea.
The Vietnam War (p. 634)
 The country of Vietnam was also split after World War II. The communists of North Vietnam started fighting to unify the country
under a Communist government. The Soviet Union and China supported this goal. They helped communists in the north arm guerillas
in South Vietnam.
Protests at Home (p. 635)
 In 1968, the North Vietnamese launched a widespread attack on South Vietnam. They struck at major cities, towns, and military bases.
It happened during the Vietnamese holiday of Tet, and it took the Americans by surprise. This attack is known as the Tet Offensive.
The End of the Vietnam War (p. 636-637)
 In May 1968, peace talks began. They continued for years with little progress. In 1969, President Nixon started relying more on the
South Vietnamese to fight the war. He withdrew 25,000 American soldiers. By the end of 1971, the United States troop level in
Vietnam was below 200,000.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate
student mastery).
 Analyze the countries in white on the map. Identify the democratic country and the communist country by making each a different
color. Then shade the appropriate boxes in the legend. Identify and circle the thirty-eighth parallel.
 Describe the antiwar rally by writing two statements. Make one statement a fact and the other an opinion.
 The United States entered the Vietnam War to stop the spread of communism. United States soldiers risked their lives to carry out that
mission. Analyze this photo. Write how it captures the hardships of war.
 Describe the Korean War in two sentences. Make the first one a fact and the second one an opinion.
 In 1968, you take a dangerous trip to Vietnam to report on the war there. Describe what officials and soldiers tell you.
 Analyze the issues that prompted the United States to use military action in Vietnam. Identify a reason the Vietnam War began.
FRAME THE LESSON
Writing Journals
TEACHER:
CLASS: 5th Grade
DATE: April 13
M T W TH F
Resources/Materials:
Student Expectations Bundled in Lesson
Noun=Underline
Verb=Italicize
24A:use valid primary sources such as print material.
Pearson’s 5th Grade
Building Our Nation
TE
25D: create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies
(p. 638-639)
Objective/Key Understanding:
Stop & Check for Understanding—High Level Questions
Preview the Sill (p. 638)
 Ask students to identify times they may have written in a journal to record details about personal
experiences such as vacations or times with family or friends.

 Explain that people’s journal entries can be used as a primary source material in learning about
history.
 Remind students that they learned about Anne Frank’s diary in Chapter 14.
 Ask students to share what they learned about by reading entries from Anne Frank’s diary.
Practice the Skill (p. 638)
 Turn to the skill pages in the Worktext. Have students read the introductory text about journal
Closing Product/ Question/ Informal
entries and their use as primary sources.
Assessment:
o Why is it important to be detailed when writing in a journal?
Vocabulary:
oVocabulary:
How was the astronaut’s journal different from one that you might write?
Apply the Skill (p. 639)
Apply the Skill (p.639)
 Reread the section titled The Berlin Airlift on pages 621-622. Then complete the activity about
writing journals
o Imagine you are a kid in West Berlin when the Berlin Wall goes up. Answer the questions to
Rigor & Relevance: (Real World
help you figure out details you might need in order to create a journal entry.
Connection)
 Who are you with?
5C 
 What is happening while you are writing?
identify the accomplishments of individuals and groups such as Jane Addams,
Susan
B. Anthony,
Eisenhower,
 When
are you
writing Dwight
your journal
entry? Martin Luther
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan,
Colinare
Powell,
the Tuskegee
 Where
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writing?and the 442nd
Regimental Combat Team who have made contributions to society in the areas
women's
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the Berlin
Wall?
o Use your answers from the questions to create a journal entry. Be sure to include the date.
politics
Include any other details that might be important.

Know how to write journal
entries.
Understand the difference
between primary and secondary
sources.
Engage
Explore
Preview the Sill (p. 638)
 Ask students to identify times they may have written in a journal to record details about personal experiences such as vacations or times with family or friends.
 Explain that people’s journal entries can be used as a primary source material in learning about history.
 Remind students that they learned about Anne Frank’s diary in Chapter 14.
 Ask students to share what they learned about by reading entries from Anne Frank’s diary.
Analyzing Historical Visuals (p. 592)
Build background knowledge on journal writing. Use the following to differentiate instruction for students when they are discussing how to analyze documents and
biographies.
Extra Support:
 Ask students to use a library to locate examples of historic journals. Ask students to explain what they can learn about history by reading the journals.
On-Level:
 Invite students to write their own journal entry and share it with a partner.
Challenge/Gifted:
 Ask students to read the Diary of Anne Frank and report what they liked and disliked about the descriptions and details in the diary.
Explain
Elaborate
Practice the Skill (p. 638)
 Turn to the skill pages in the Worktext. Have students read the introductory text about journal entries and their use as primary sources.
o Why is it important to be detailed when writing in a journal?
o How was the astronaut’s journal different from one that you might write?
After students learn about journal writing, use the ELPS support note on page 632b to help the English Language Learners. Encourage students to work with peers to
help them complete the Learn and Try It! Sections.
Beginning
 Provide students with an example of a journal, either published or private. Then ask them to respond to the question: What is a journal?
Intermediate
 Ask students to read the first paragraph aloud. Then ask: where can you find a primary source?
Advanced
 After students have read the lesson, point out the two questions in the middle of page 638. Ask: why should someone ask these questions when writing a
journal entry?
Advanced High
 After reading the lesson, ask students to answer the question: What important events in history would you most like to have been present for and write a
journal entry about? Explain your answer.
Evaluate
Apply the Skill (p. 639) Have students work in groups to complete the Apply Activity. Alternatively, this activity can be assigned as homework.
 Reread the section titled The Berlin Airlift on pages 621-622. Then complete the activity about writing journals
 Imagine you are a kid in West Berlin when the Berlin Wall goes up. Answer the questions to help you figure out details you might need in order to create a
journal entry.
 Who are you with?
 What is happening while you are writing?
 When are you writing your journal entry?
 Where are you when you are writing?
 Why are you writing about the Berlin Wall?
 Use your answers from the questions to create a journal entry. Be sure to include the date. Include any other details that might be important.
TEACHER:
CLASS: 5th Grade
DATE: April 14
M T W TH F
FRAME THE LESSON
The End of the Cold War
Student Expectations Bundled in Lesson
Noun=Underline Verb=Italicize
Resources/Materials
5C: identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
Pearson’s 5th Grade
Building Our Nation
TE
(p. 626-631)
Closing Product/
Question/ Informal
Assessment:
Objective/Key Understanding:
 Explain how world leaders took steps to limit the production and use of nuclear weapons.
 Describe how diplomacy eased Cold War tensions.
5C
 Identify how the policies of Regan and Gorbachev helped to bring about the end of the Cold War.
 Explain
how the events
that led up
togroups
the fallsuch
of the
Berlin
Wall. Susan B. Anthony, Dwight Eisenhower, Martin Luther
identify
the accomplishments
of individuals
and
as Jane
Addams,

Recognize
events
leading
to
the
end
of
communism
in
Europe.
King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Got it Questions
1-11 (p. 640-647)
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
13E
explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United
Rigor
& Relevance: (Real World Connection)
States
Vocabulary
Arms control
embargo
diplomacy
Stop and Check for Understanding- High Level Questions
Arms Control (p. 640-641)
 During what decade did things start to look as if the Cold War might end?
 Why might it be difficult for either the United States or the Soviet Union to stop the arms race?
 How did President Johnson help the arms-control movement?
 What did the SALT treaty accomplish?
 Why was SALT I more effective in regulating the arms than SALT?
 Why was arms control an important part of easing the tensions of the Cold War?
Tensions Rise and Fall (p. 642-643)
 Why do you think the United States had imposed travel restrictions and a trade embargo on China?
 Tell how you could determine if the following is a fact or an opinion: Nixon’s trips were great diplomatic successes.
 Ask students to list three ways relations improved between the United States and China during the 1970s.
 What question might you ask a player on the United States ping-pong team after the trip to China?
 What historic event is shown in the photograph?
 Why was China’s invitation to Nixon significant?
 Summarize Nixon’s accomplishments in China and Russia?
 Compare and contrast the arms race and the arm-control agreement.
 What were the effects on relations between the United States and the Soviet Union when the Soviets invaded Afghanistan?
 Why do you think President Carter did not allow the United States Olympic team to go to the Olympic Games in Moscow?
Regan and Gorbachev (p. 644)
 What actions did President Reagan take against communism?
 What was the difference between SALT and START?
 What things might Mikhail Gorbachev have done differently had he not been a reformer?
 How did START affect the Cold War?
 Tell if the following statement is a fact or an opinion: Mikhail Gorbachev was a reformer.” How do you know?
The Berlin Wall Comes Down (p. 645)
 What questions do you have about the opening of the Berlin Wall?
 Do you think it should have been the responsibility of the United States to tear down the Berlin Wall? Why?
 How did the fall of the Berlin Wall symbolize the end of communism in Europe?
 What was Reagan’s plan for stopping the spread of communism?
 What sequence of events caused the end of the Berlin Wall?
The End of Communism and the Cold War (p. 646)
 Why do you think the Soviet Union had troops in countries such as Czechoslovakia, Romania, and Hungary?
 What did Gorbachev’s withdrawal of troops from nations the Soviets had controlled in Eastern Europe represent?
 After Russia, which two countries of the former Soviet Union are the largest?
 How do you think history would have been different if Russia’s Communist Party had succeeded in overthrowing Gorbachev?
 Which superpower had the most responsibility in ending the Cold War? Explain.
Engage
Explore
Explain
Elaborate
Evaluate
Introduce the Key Idea & Vocabulary (p. 640)
 Read to the class the Key Idea: “I will know that American leaders worked to try to end the Cold War.” Tell students in this lesson they will be
learning about this quote and what it means to American History.
 Go online to access the Lesson Introduction and discuss the Big Question and lesson objective (p. 640).
 Students are to complete the Using the Words to Know Worksheet before reading the lesson.
Remind students will know that Americans leaders worked to end the Cold War.
 Arms Control (p. 640-641)
 Tensions Rise and Fall (p. 642-643)
 Regan and Gorbachev (p. 644)
 The Berlin Wall Comes Down (p. 645)
 The End of Communism and the Cold War (p. 646)
Remind students will know that Americans leaders worked to end the Cold War.
Arms Control (p. 640-641)
 The arms race was dangerous and costly. The United States and the Soviet Union both knew this, but they were not sure how to stop it.
Tensions Rise and Fall (p. 642-643)
 The quest for arms control brought the United States and the Soviet Union loser. That helped ease tensions during the Cold War. Improving
United States-Soviet Union relations was a key part of American foreign policy. But it was not the only part.
Regan and Gorbachev (p. 644)
 U.S. President Ronald Reagan took a strong stand against communism. He called the Soviet Union “an evil empire.” He also spent billions of
dollars on new weapons and on building up the United States military. Reagan thought the Soviet had a weak economy. His actions pressured
them to spend more money on arms than they could afford.
The Berlin Wall Comes Down (p. 645)
 East Germany was another Soviet-controlled country where the people now demanded reform. In 1987, President Ronald Reagan had visited
West Berlin in East Germany. In a speech near the Berlin Wall, he addressed the Soviet leader. “Mr. Gorbachev, tear down this wall” he said.
This challenge reminded the world that the wall was a barrier to freedom for the people of East Germany.
The End of Communism and the Cold War (p. 646)
 In 1990, the Cold War was clearly ending. Gorbachev began to withdraw troops from the nations the Soviet had controlled in Eastern Europe.
East and West Germany were reunified into a single Germany. The United States and the Soviet Union looked for ways to improve their relations.
Questions from the Stop and Check for Understanding- High Level Questions are to be used here. (Please see this from above).
Students will demonstrate mastery by completing the Got It Questions: (below is a sampling of the questions a teacher can use to evaluate student
mastery).
 Circle any countries that you are surprised to see on the chart. Describe why you think so many countries want nuclear weapons.
 China invited President Nixon and First Lady Pat Nixon to an official dinner in 1972. Analyze the picture. How does it show an improved
relationship between China and the United States?
 Analyze the photograph. Describe why fighting in Afghanistan was so difficult.
 Identify and circle one opinion expressed by President Reagan on page 644.
 Describe how President Reagan contributed to the removal of the Berlin Wall.
 Analyze the map. Identify the names of the countries that came from the old Soviet Union.
 Identify one fact and one opinion on page 646. Circle the opinion. Underline the fact.
 Identify two important events and dates about the end of communism in Europe and add them to the timeline.
 Describe the main difference between the SALT and the START agreements.
 You interview the leaders who signed the SALT treaty and decide you can tell the story best with a political cartoon. Draw and upload a cartoon
or describe what it would be like.
 Identify two major contributions President Reagan made toward ending the Cold War.
FRAME THE LESSON
TEKS Assessment and Practice
TEACHER:
CLASS: 5th Grade
DATE: April 15
M T W TH F
Student Expectations Bundled in Lesson
Noun=Underline
Resources/Materials
Verb=Italicize
5A: analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great
Depression, the world wars, the civil rights movement, and military actions
U.S. History Textbook
Colonization through
Reconstruction
pp. 648-651
5C: identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin
Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd
Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and
politics
23A: identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli
Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong.
:
Objective/Key Understanding:
~ After studying this topic, students will demonstrate the following enduring understandings:
 Alliances between nations change quickly in reactions to circumstances.
 The Cold War was a clash between capitalism, democratic ideals, and communism.
 Wars don’t need to be fought on battlefields.
 War can be avoided by keeping a balance of power among nations that are in conflict.
 Competition can spur great scientific achievement.
~Students will answer questions about every TEKS on the TEKS Practice pages 648-651.