The Cold War: Final Stages Different Generations'

P.O.V.
Goals & Objectives
-Goal: Students will learn and analyze the different generations' point-ofviews when it came to Ronald Reagan announcing his candidacy for
reelection in 1984.
-Objective: Students are divided into five age groups (Korean War Vets,
Vietnam War Vets, Americans from the 1960s decade, Americans from the
1970s decade, and Ronald Reagan supporters/protestors) and have Cafe
conversations with one member of each generation group. Students are
either for or against Reagan, and must back up their claims with evidence.
California State Content Standards
-11.9.5: Analyze the role of the Reagan administration and other factors in
the victory of West in the Cold War.
-11.11.2: Discuss the significant domestic policy speeches of Truman,
Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, & Clinton.
Common Core Literacy Standards
-CCSS.ELA.RH.11-12.1: Cite Specific textual evidence to support analysis of
primary and secondary sources, connecting insights gained from specific
details to an understanding of the text as a whole.
-CCSS.ELA.RH.11-12.3: Evaluate various explanations for actions or events
and determine which explanation best accords with textural evidence,
acknowledging where the text leaves matters uncertain.
-CCSS.ELA.LITERACY.SL.11-12.1: Initiate and participate effectively in a range
of collaborative discussions with diverse partners on grades 11-12 topics,
texts, and issues, building on other's ideas and expressing their own clearly
and persuasively.
-CCSS.ELA.LITERACY.SL.11-12.1A: Come to discussions prepared, having read
and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas.
Driving Historical Question

-How did old and young Americans feel about reelecting Ronald Reagan
when he revealed his strong stance against the Soviet Union?

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge)

Time: 3-5 min.
-Take this time to ask students on sharing their experience of trying
something bold, and list the opinions of those who support the idea and who
oppose the idea. This hook is to gain a perspective on why someone's
viewpoint on why they would support a cause or not.
-Teacher starts off by sharing their own experience. This will develop a
comfort zone for students to participate.
-When students participate (keep a limit to 2 or 3 students), teacher will ask
students to elaborate more, to ask them specific questions that will get them
to share more for the class.
Vocabulary (Content Language Development) Time: 5 minutes
Vocabulary will be worked in class and serve as Conversational Topics for the
activity.
-Supply-Side Economics
-Reaganomics
-Budget deficit

-Reagan Doctrine
-"Evil Empire"
-Strategic Defense Initiative (SDI,
aka Star Wars)

Content Delivery (Method of Instruction) Time: 20 minutes

-Teacher initiates the activity of Cafe Conversations.
-Class is split up into five groups of six, and to do so, students are assigned
to a generation group by counting 1-6.
-Each group is given a list of instructions to take on viewpoints from that
generation. Each generation group makes references of their 'prior'
experience with previous presidents and offer whether or not they support
Ronald Reagan.
-Teacher gives students topics to talk about: [1] Vocabulary in references to
Reagan's policies, [2] Different Generations and Occupations' perspective on
Reagan, and [3] what previous presidents have said and done.
-After each generation group has completed their research of their groups
'prior experience' (which is done through previous guided notes in class),
there will be five chairs placed in center of the class and one member from
each group will sit in those chairs and have a short 7-10 minute
conversations about their point-of-view.
-Teacher serves as moderator in the Cafe Conversations and show
expectations of students who are not participating to take notes on the
conversation.

Student Engagement (Critical Thinking & Student Activities) Time: 20

minutes
-Students are split up into five groups of six (Korean War vets, 1960s 'Young
Adults', Vietnam War vets, 1970s 'Young Adults', & young Reagan
supporters/protestors). They are assigned to each group based on the
number they said from 1-6.
-Each group is given a list of instructions to take on certain viewpoints of that
generation group they are assigned to. Depending on what viewpoint they
adopt (Pro-Reagan or Anti-Reagan regardless of generation group), their
viewpoint must be supported by evidence. The evidence can be obtained
through textbooks, guided notes, and online via smart-phones. Students will
take about 5-7 minutes to do the research.
-Topics for students to have within the Cafe Conversations: [1] Vocabulary in
references to Reagan's policies, [2] Different Generations and Occupations'
perspective on Reagan, and [3] what previous presidents have said and
done.

-One member of each group will participate and share their opinions of
Ronald Reagan and with their previous experience with other participants
from each group. Conversations will list anywhere between 7-10 minutes.
-Students who are not participating at the time will be assigned to take notes
on the conversations, especially on what stood out on the conversations.
Lesson Closure Time: 10 minutes
-Teacher asks note-taking students to tell what parts of the conversation
stood out for them. Teacher then writes it down on the whiteboard for class
to copy.
-Teacher then discusses with the class by letting them write a reflection on
today's activity. Students will write about what did they learn about today's
activity, which characters do the classmates feel more aligned to, and that
when all points of views are presented and backed with evidence, would the
student choose to elect Reagan or not.
Assessments (Formative & Summative)
-Formative: For the participants, the amount of references they make and
how in-depth they talk about their topics. Each participant should contribute
their point-of-view to each topic mentioned in the instructions at the bare
minimum. Non-Participating students are to take notes on what stood out for
them from the conversations, and the teacher will observe the rest of the
class on that.
-Summative: The amount of note-taking and critical thinking used for this
activity will be applied for their Five-Page Paper, in which the topic will be
about taking a stance on a topic, provide evidence to support their stance,
mention the opposite point of view and offer evidence to prove that point of
view wrong, as well as having a citation page for their work and evidence.

Accommodations for English Learners, Striving Readers and Students with

Special Needs
-English Learners: Being assigned in groups with mainstream Englishspeakers, working with them, and participating in the activity will provide aid
for ELs to develop their English-Language capabilities.
-Striving Readers: Vocabulary will provide important factors to learn as well
as participation in the Cafe Conversations will help them contribute to the
conversations. Being placed in groups will help them learn what they need.
-Students w/ Special Needs: Special needs will be accommodated depending
on the need of the student(s). Being assigned in groups and participating in
the Cafe Conversation will accommodate on their specific needs.

Resources (Books, Websites, Handouts, Materials)

-Books: Textbook for references and background knowledge.
-Websites: University of Virginia Miller Center for U.S. Presidents' primary
sources on speeches.
-Handouts: Instructions designed specifically for each of the five groups.
-Materials: Pencil, pen, notebook, small note-cards for Cafe Conversations.