Goals & Objectives - World History - Home



Russian Revolution ‖ History VS LeninGoals & ObjectivesStudents critically judge Vladimir Lenin actions and influence in the Russian RevolutionStudents collaborate and debate the influence of Vladimir LeninStudents will use evidence from course materials to make their arguementCalifornia State Content Standards 10.7.1 Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control (e.g., the Gulag).Common Core Literacy StandardsCCSS. RH. 10.9 Compare and contrast treatments of the same topic in several primary and secondary sources. Driving Historical QuestionHow does Lenin tend to be judged by history; positively or negatively? Why is Lenin a controversial historical character?Did Lenin have justification for leading Russia into a Communist regime? Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 7 minFor the start of class I will have the agenda on the board and explain the actives we will do in class for today. In the beginning of the lesson I will ask the class how much they know about Lenin and his role in the Russian Revolution. I want to assess the student’s prior knowledge and see how much they know about Lenin before we start this unit. For a hook into the lesson I will ask the students to think of a fictional character in a book, TV show, or movie whose character is neither fully good nor fully bad. My example to the class is the character Rick Grimes from the Walking Dead has characteristics that are both good and bad. Point of this activity is for students to realize some historical characters have good and bad traits which makes them more human. I want to then connect it back to Lenin of how he was a historical character with both negative and positive qualities.Vocabulary (Content Language Development) ‖ Time: 5 minVocabulary will be the same terms used from the last lesson. Students will use the vocabulary graphic organizer from the last lesson to add more terms. Students will write out the definition and draw a symbol that represents each vocabulary word.Karl MarxVladimir LeninCommunismSocialismCapitalismIncentiveUtopianPropagandaJoseph StalinContent Delivery (Method of Instruction) ‖ Time: 15 minStudents will be given a worksheet on Lenin New Economic Plan (NEP), and it will go over the pros and cons of the new plan. After students are done reading the worksheet it will help them have a better understanding of Lenin policy in Russia. Students will work in partner pairs of 2 of reading the information and answering the questions. The teacher then will go over some of the questions on the worksheet after a majority of the groups are done. Student will then watch a YouTube video on the debate of whether Lenin was hero or tyrant in Russia. The video does a good job of starting a debate for judging Lenin character and achievements. The Ted video leaves an open ended question of whether to view Lenin in a positive or negative light. Student Engagement (Critical Thinking & Student Activities) ‖ Time: 2o minFor students engagement I will move the class seats into two circles for a Socratic Seminar discussion. Students will go around in a formal debate with teacher guided questions of whether Lenin had positive or negative impact on the Russian Revolution. During the Ted video students should start formulating opinions about Lenin they can argue for in the group discussion. The students will use the same partners they did the previous worksheet activity. During this discussion students should pull out their notes, past worksheets, and bring in other class examples as evidence for their argument. Students will be given the Socratic Discussion Rubric to peer grade one another participation in the discussion.Before the teacher starts the discussion, the teacher will have to explain the rules to the students. Students will be given a rules worksheet and a Socratic grading rubric worksheet. The teacher will go over the rules with the students and clarify any misconceptions they might have for the activity. This activity requires full student engagement, and the teacher job is to make sure the students discussion stays on task. The teacher will ask the student:Did Lenin have justification for giving orders to kill people who were against the Bolshevik Revolution?Was it justified for Lenin to promote a violent overthrow of the Czars government (Killing the whole Czar family), and taking out the provisional democratic Russian government? Or could have he done it in a non-violent way?Did Lenin envision Russia to have a totalitarian government like Stalin to control the government, or did he wish for the people of Russia to control government and maintain utopian Communist society? After each group has time to answer these questions, the teacher then will move on the lesson closure.Lesson Closure ‖ Time: 8 minTowards the end of the Socratic Seminar students will argue their final statements of whether Lenin had justified causes for starting the Russian Revolution or not. After a couple of the students give their opinion, all the students will stand up and divide into three groups. One group will go in a corner of the class and argue ether pro Lenin; that Lenin had justified reasons for starting the revolution. The other group will argue against Lenin, and say he put Russian in a horrible state and people lost their freedom. In the third group will be the students who have mixed feelings about Lenin, and are stuck in between the positive and negative. Students will have a formal debate by arguing their point. Only one student is allowed to talk at a time, and once a student is done talking the other student is allowed to talk when called upon. The teacher will play devil’s advocate and move from group to group to help students argue key points. Students are allowed to move from one group to the other if they feel one side has stronger points than the other. The debate will go on until the last minute of class. The teacher will ask students to turn in their notes from the Socratic discussion, and also have the students write as an exit slip of whether Lenin had a positive or negative impact on the Russian Revolution. Assessments (Formative & Summative)Formative: Students will grade one another with the Socratic Seminar Rubric. One student will be one the outside circle on the opposite end grading their partner. The other partner is in the inner circle with their peers having a discussion/debate about Lenin justification for starting the revolution. Each partner will switch off as the teacher times each group with a new question. Formative: Students will turn in their notes with an exit slip that states whether Lenin had positive or negative impact on the Russian Revolution.Accommodations for English Learners, Striving Readers and Students with Special NeedsEL students are provided with visual aid with the YouTube video of putting Lenin on the stand and judging his impact on the Russian Revolution. They are given a graphic organizer for the Lenin worksheet with guided questions and primary source picture that symbolized Lenin NEP. Also students get to collaborate and socialize with other students to get multiple perspectives. EL students are also given explicit instructions of what is expected of them in this activity. Students with special needs are given a graphic organizer to help them organize and break down the material to make sense of it. Also the video is helpful for the student in processing both visual and auditory information. The Socratic discussion also gives the student multiple perspectives to help make sense of the complex topic. Also the teacher will go over the answers to the worksheet to make sure they have the correct answers.Resources (Books, Websites, Handouts, Materials)HighlighterPencilClass Notes throughout the UnitTeacher HandoutsProjectorComputerTed video of judging Lenin : Revolution Lesson Plan: for Socratic Seminar: ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download