TEKS Lesson Plan/Unit Plan



Focus Plan

Texarkana Independent School District

|GRADING PERIOD: |5th Six Weeks |PLAN CODE: |SS10.5.6 |

|writer: |Bates |Course/subject: |World History |

|Grade(s): |10th |Time allotted for instruction: |1 – 2 days |

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|Title: |It’s My Party and I Can Do What I Want To |

|Lesson TOPIC: |Analyze the totalitarian regime in the Soviet Union |

|TAKS Objective: |Objective 04 Demonstrate an understanding of political influences on historical issues and |

| |events. |

|FoCUS TEKS and Student Expectation: |WH 9 The student understands the impact of totalitarianism in the 20th |

| |century. The student is expected to: |

| |(A) identify and explain the rise of communism in the Soviet |

| |Union; and the Cold War; and |

| |(B) analyze the nature of totalitarian regime in the Soviet Union |

|Supporting TEKS and Student Expectations: | |

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|Concepts |Enduring Understandings/Generalizations/Principles |

| |The student will understand that |

|analyze | a better insight into the nature of totalitarian regimes in the Soviet Union is gained by analyzing |

| |various forms of government. |

|compare |comparing various forms of government examines their likenesses. |

|contrast |contrasting various forms of government examines their differences. |

| | |

| | |

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[pic]I. Sequence of Activities (Instructional Strategies)

A. Focus/connections/anticipatory set

The teacher will use an overhead projector to display sample TAKS questions.

The teacher will instruct students to read question #1. Allow time for students’ response.

The teacher will then instruct students to read question #2. Allow time for student to

respond.

The teacher will state, “In order to answer these two questions, it is essential to have an understanding of each type of government.”

B. Instructional activities

(demonstrations, lectures, examples, hands-on experiences, role play, active learning experience, art, music, modeling, discussion, reading, listening, viewing, etc.)

1. Objective: Students will understand the impact of totalitarianism in the 20th century.

2. Procedures: Students will define Key Vocabulary Terms, create a Venn Diagram and

write a paragraph analyzing the strengths and weaknesses of various

types of government.

3. Modeling: The teacher will state, “Today’s lesson is entitled: It’s My Party and I

Can Do What I Want To. Is this a true statement?”

Call on students to respond.

“If you said yes, but with certain limitations, then you are correct.

What are some limitations?”

(Brainstorm with students)

At school, at home, in the work place, at sporting events?

The U. S. Constitution lists certain rights that citizens are entitled to based on the democratic form of government.

Various forms of government are practiced around the world. Not all

governments allow these same freedoms. One such form of

government is the totalitarian state in which a one-party dictatorship

attempts to regulate every aspect of the lives of its citizens.

Another government was known as the Communist Party. This is a

form of socialism in which all wealth and property is owned by the

community as a whole.

C. Guided activity or strategy

The teacher will state, “Today your first task is to define the Key Vocabulary Terms (Handout #1). You may use the Glossary in the Reference Section of your textbook.

Handout #2 is a Venn Diagram.” The teacher will demonstrate how the Venn Diagram is to be completed. One side will be entitled: Totalitarianism and the other side is the student’s choice of government taken from the list of Key Vocabulary Terms.

“The final step is to write a paragraph or essay listing the strengths and weaknesses of the two types of government illustrated in your Venn Diagram.”

D. Accommodations/modifications

The teacher will accommodate any students requiring assistance in using the

glossary.

E. Enrichment

II. STUDENT PERFORMANCE

A. Description

1. Students will define various forms of governments. (Key Vocabulary Terms)

2. Next students will construct a Venn Diagram comparing and contrasting two forms of

government (totalitarian and one other form of government).

3. Students will write a paragraph identifying the strengths and weaknesses of each.

B. Accommodations/modifications

C. Enrichment

Students needing enrichment will write an essay.

iii. Assessment of Activities

A. Description

The teacher will perform an informal assessment by circulating around the classroom and

assisting students in glossary usage, creation of the Venn Diagram, and their writing.

B. Rubrics/grading criteria

The teacher will explain the Rubric before the students begin. All three tasks will be

included in the Rubric: Vocabulary Terms, Venn Diagram, and Written Composition.

• Criteria 1 – Attempted (incorrect information) – 20 points possible in each area

• Criteria 2 - Minimal (shows limited understanding) – 20 points possible for Vocabulary Terms; 25 points possible for Venn Diagram and Written Composition

• Criteria 3 – Adequate (shows understanding and is clearly written) – 25 points for Vocabulary Terms and Venn Diagram; 35 points possible for Written Composition

• Criteria 4 – Exemplary (shows very deep understanding of two types of government)- 25 points possible for Vocabulary Terms and Venn Diagram; 50 points possible for Written Composition

C. Accommodations/modifications

D. Enrichment

E. Sample discussion questions

1. What was the goal of Stalin after he became the leader of the Communist

government?

To make Russia a modern industrial power

2. What led to the creation of a communist government in Russia?

Two revolutions brought on by discontent among the Russian people

3. Give an example of totalitarianism.

Police spies opening private letters (personal mail)

4. Is Limited Monarchy practiced today? Where?

Yes. England

5. What type of government does Cuba have?

Dictatorship – Castro (it is also a communist country)

6. ____________________ is a form of government ruled by its people.

(Democracy)

7. Is socialism beneficial to the people? In what ways?

Answers will vary (socialized medicine, schools, etc)

IV. TAKS Preparation

A. Transition to TAKS context

The focus of this lesson is to differentiate various forms of government and the attributes

each.

B. Sample TAKS questions

TAKS 2006, Question 43 (Objective 04 TEKS 8.20 (B); WH 9 (B)

Which type of government best safeguards the individual rights of its citizens?

A modern autocracy

B theocratic state

C modern democracy

D totalitarian state

Correct Answer: C

TAKS 2004, Question 13 (Objective 04 TEKS 8.3 (A); WH 9 (B)

Which of the following types of government allows individuals elected by popular vote to

exercise power?

A theocratic government

B totalitarian government

C monarchical government

D representative government

Correct Answer: D

V. Key Vocabulary

Totalitarian, democracy, dictatorship, limited monarchy, communism, socialism

autocracy, theocratic government

VI. Resources

A. Textbook

World History Connections to Today

B. Supplementary materials

Sample TAKS Questions Transparency

Handout # 1 – Key Vocabulary Terms

Handout # 1 Transparency

Handout # 1 – Answer Sheet

Handout # 2 - Venn Diagram

Prentice Hall Skills Transparencies – Graphic Organizer 5 (page 139)

(Blank Venn Diagram)

Rubric – Forms of Government Analysis

C. Technology

Overhead projector

VII. follow up activities

(reteaching, cross-curricular support, technology activities, next lesson in sequence, etc.)

VIII. Teacher Notes

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