Goals And objectives
Students will discuss and debate the decisions that had to be made by the countries defined as the Third World. They will be able to gain insight into the issues the leaders of these nations faced and the process that they had to go through to reach their conclusions
CAlifornia State Standard
10.9.2 . Analyze the causes of the Cold War, with the free world on one side and Soviet client
states on the other, including competition for influence in such places as Egypt, the
Congo, Vietnam, and Chile.
states on the other, including competition for influence in such places as Egypt, the
Congo, Vietnam, and Chile.
Common core LITERACY Standards
CCSS H/SS R Grade 9-10
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Historical Question
What kinds of choices did the leaders of Third World countries have to make and why did some make different choices than others?
Vocabulary
Third World
NATO
Warsaw Pact
SEATO
Alignment
NATO
Warsaw Pact
SEATO
Alignment
Lesson Introduction
This lesson will be introduced by talking about how different groups of students, or cliques. Around school students group up socially and these groups relate to each other in various ways. What groups interact the most and where they locate themselves around campus, who would you call their allies? Are the surfers more closely allied with the skaters or the drama and music students? We will then look at a hand out map of the world and I will have the class draw from memory where they would define the American aligned nations and the Soviet aligned nations. I will then reveal the map and we will discuss how close they got and why they included or did not include some countries. |
Content Delivery
Now class, look at all countries that were not included in the American or Soviet camps this is what we will be focusing on today. We will review that what we call the "first world" is those nations who were allied with the Americans and that the "second world" is what we call the nations allied with the Soviet Union. The third world are these countries that are in neither camp and will be defied as those nations in the middle who did not formally pick a side in the Cold War. Right now I need you all to differentiate between what we commonly think of as the "third world" and what it means in the Cold War context. When you usually think of the "third world" you usually picture undeveloped poor countries where people are starving. This is the modern usage of the word. For our historical context we will use the original meaning as all those countries not included in the first (American) or second (Soviet) worlds.
In some cases they were underdeveloped and poor countries such as many in Africa still are today. However, many other countries were able to take advantage of their position in the middle and were able to play it to their advantage. For today's activity we will be discussing why these countries did not formally join a side and their place in the world at the time.
In some cases they were underdeveloped and poor countries such as many in Africa still are today. However, many other countries were able to take advantage of their position in the middle and were able to play it to their advantage. For today's activity we will be discussing why these countries did not formally join a side and their place in the world at the time.
Student Engagement
For today's discussion students will be broken into groups, each group will represent a third world country. Groups will use the envoys strategy to communicate between each other. The instructional aid and the teacher will act as the United States and the Soviet Union respectively in any talks between the third world and the other two.
Groups will be 4-5 students making approximately 6-8 groups.
Each groups will get a description of their fictional country. There will be 2 from Latin America, 2 from Africa, 2 Middle Eastern, 2 South/Southeast Asian.
Groups will discuss amongst themselves what they should do about their situation.
They will have to answer questions such as:
In the course of answering these questions you will need to discuss with the other third world countries in the room. You may only communicate with them through the use of Envoys.
The role of the Envoy is to go to another groups or to the USA or USSR and tell them what your group has come up with and share information. The envoy will then have to report back to their groups.
If any alliances are made groups can sit together temporarily to discuss.
All trades and alliances have to be written down.
Groups will be 4-5 students making approximately 6-8 groups.
Each groups will get a description of their fictional country. There will be 2 from Latin America, 2 from Africa, 2 Middle Eastern, 2 South/Southeast Asian.
Groups will discuss amongst themselves what they should do about their situation.
They will have to answer questions such as:
- Should we pick a side in the Cold War? If yes, with who and why? If no, why?
- Who should we trade with and build ties economically? They first world, second world, third world, or a combination of them.
- Should we take and foreign aid from either of the two super powers, why or why not?
- Should we form our own group outside of NATO, SEATO, or the Warsaw Pact or should we join them?
In the course of answering these questions you will need to discuss with the other third world countries in the room. You may only communicate with them through the use of Envoys.
The role of the Envoy is to go to another groups or to the USA or USSR and tell them what your group has come up with and share information. The envoy will then have to report back to their groups.
If any alliances are made groups can sit together temporarily to discuss.
All trades and alliances have to be written down.
Lesson Closure
After the time period is up or all decisions have been made and questions answered the class will reconfigure into regular seating. We will then discuss what happened and groups will share what they did with the class.
We will then talk about the the importance of the roles the third world played and the advantages and disadvantages of joining with the first or the second world.
Students will be asked to reflect with a partner not in their group on what they did and the impact their decisions had on their own citizens and the global picture.
We will then talk about the the importance of the roles the third world played and the advantages and disadvantages of joining with the first or the second world.
Students will be asked to reflect with a partner not in their group on what they did and the impact their decisions had on their own citizens and the global picture.
aSsessments
Formative: The answers to the provided questions and others will be written down along with each group's record of interactions with others through their envoys. Teacher will also circulate and listen to discussions clarifying when needed and noting things to bring up at end of class discussion.
Summative: Informal whole class closing discussion and pair share reflection
Summative: Informal whole class closing discussion and pair share reflection
Accomidations
Striving Readers: Informational texts will be in simple language and teacher will be available for clarification
English Learners: Vocabulary and difficult words will be highlighted and explained in footnotes
Students with Special Needs: They will be grouped with understanding higher achieving students who can help explain information to them.
English Learners: Vocabulary and difficult words will be highlighted and explained in footnotes
Students with Special Needs: They will be grouped with understanding higher achieving students who can help explain information to them.