Public Schools of Robeson Countyamerican History II

Public Schools of Robeson CountyAmerican History II

Unit 9 Social Studies Lesson Plan B

Essential Standards / AH1.H.1
AH1.H.6
AH1.H.7
Essential Question: Is secrecy more important that the public’s right to know in implementing foreign policy? Should a president be permitted to conduct covert foreign policy? / Social Studies Goals:
I Can Statements: I can explain what the Iran Contra Scandal.
M T W TH F
Time Allotted:
1 day
Conceptual Len(s): / Historical, Political
Prior Knowledge: / C.I.A., Islamic, Marxist, paramilitary, pawn, Senate hearing, Cold War, scandal
Vocabulary: / Contras, covert, Sandinista Government, Oliver North, Iran-Contra Affair, arms embargo, Ronald Reagan

Tasks For Lesson

Engage—What tasks will “hook” students and uncover what they know and think about the concept? / As students entering class have Tom Bridges 1987 recording “Give ‘Em Hell Ollie” playing. Class will discuss what they think the song is about. Who is Ollie? What did he do? Or Play the American Dad parody of Oliver North
Using the organizer found at

Students will analyze the document titled “The C.I.A. Advised Nicaraguans How to Sabotage the Sandinista Government” and handwritten diary entries by Secretary of Defense Casper Weinburger. The class will discuss what message the documents are sending.
Explore/Explain—What tasks will encourage students to observe, question, and investigate the concepts and explain concepts in their own words? / Students and teacher will read the background on the Iran-Contra Affair. Students will create own notes of the Iran-Contra Affair. The teacher will add details and clarify students understanding of the events.
Elaborate—What experimental inquiry, investigative projects, problem solving, and decision-making tasks will help students apply their new labels, definitions, explanations, and skills? / Students will be placed into groups and given one of the following resources (Joint hearing Majority Report, 1987, Reagan Doctrine, 1985, Legislation, 1982-85, Testimony of Adolfo Calero, 1987, Oliver North Email to John Poindexter, 1986, Fawn Hall Testimony, 1987, 1986-1994 Polls) which they will use to determine if Oliver North was a patriot, pawn, or criminal.
Using the Sourceevaluation sheet found at
students will complete the evaluation on their reading. Each group will share the basic idea of their reading and their decision with the class.
Students will discuss what evidence supports North as a patriot, a pawn, and a criminal.
Evaluate—What formative assessments will ensure that learning is occurring? / Students will create a Oliver North Trading Card using the following template

Or they may choose to write a Ballad of Oliver North similar to the song listened to at beginning of class.
Differentiation—What tasks will challenge students and support those who need additional help? / Reading primary sources if often difficult for some students but having a evaluation sheet that guides them on the important details will make it easier.