McCarthyism

Name: Jessica Kettner Class/Subject: 8th Grade Social Studies Date: 04/02/2013 Student Objectives/Student Outcomes: Students will participate in dot game in order to understand feeling of paranoia that was experienced during McCarthyism and Red Scare. Students will make connections between McCarthyism, the Red Scare and the idea of ideological warfare including not only countries, but warfare within a country and its people. Students will gain an understanding of the terms McCarthyism and Red Scare as well as put these terms into context with previous learning. Content Standards: 14.F.4a Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War). 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity) 18.B.3a Analyze how individuals and groups interact with and within institutions (e.g., educational, military). Materials/Resources/Technology:
Textbook Paper slips Whiteboard/markers Prize

Time: 43 minutes

Start of Class: Teacher will begin class by asking students to define the word McCarthyism (to be written on the board as they walk in). Allow students a few minutes to try to answer, then open textbooks to page 440 and read the section titled McCarthyism as a class. Introduction of Lesson: Describe the rules and purpose of the dot game to students: Each student will be given a slip of paper, some will have a red dot on them, most will not. DO NOT SHOW WHAT IS ON YOUR PAPER TO ANYONE. Students with red dots represent communists, and will be trying to infiltrate the groups of non-communist students. The object of the game is to form the largest group possible that is not infiltrated by communists. Lesson Instruction: Once the rules and object of the game have been clearly explained, allow students to begin forming their groups. After about 4-5 minutes (just keep track for when all of the students seem to be satisfied with their groups) call the end of round one. At this time, ask students that had a red dot to raise their hand. The largest group that does not contain one of these students wins. If there is enough class time, go through several rounds of the game to give students a chance to develop some strategy. Assessments/Checks for Understanding: Student responses to class discussion will be used to gauge the effectiveness of the lesson. Closure/Wrap-Up/Review: With about 5-10 minutes left in the class period, have students return to their seats and discuss the activity (if students are not actively discussing, turn this into an exit slip writing assignment): -What was it like to be a red dot in the game? -Were you at any point accused of being a red dot when you actually were not? How did you feel? -How did you determine which of your classmates was communist and which was not?