Goals & Objectives
Students will know the events that surrounded the rise of Joseph Stalin and the Rise of Communism in Russia. Students will be able to analyze the events that surrounded the rise of Joseph Stalin and Communism, then evaluate how he used them to his advantage to gain power.
California State Content Standards
10.7.2.: Trace Stalin's rise to power
in the Soviet Union and the connection between economic policies, political
policies, the absence of a free press, and systematic violations of human
rights (e.g., the Terror Famine in Ukraine).
Common Core Literacy Standards
CCSS.ELA-LITERACY.WHST.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-LITERACY.WHST.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-LITERACY.WHST.9-10.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.6
Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the same topic in several primary and secondary sources.
Driving Historical Question
Was Stalin’s use of a fear campaign necessary to keep the people of the Soviet Union under his thumb or would a more compassionate approach worked just as well?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge)
Hook: Of these three systems what do you think is the best way to divide up a crate of apples? Should everyone in the group get a say in how many apples each person gets, should one person choose you gets how many apples and everyone else in the group has no say in it, or should all of the apples be split up evenly among all the people. Each of these systems represents a different form of government. The first is democracy the second is a monarchy or dictator ship, the last is a communist system. The communist system is what the people of Russia put into place as their new government however it did not work as planned. Because men are easily corrupted with power the split did not goes as planned and many people under this new leader, Joseph Stalin, were left without their apples.
This is an activity that can be done verbally with the students by simply having them raise their hand to show their answer choices. The activity listed above is used to help get the students in proper frame of mind to be thinking about different government systems. This is meant to pull on knowledge that they already have on democracies and monarchies. By accessing this prior knowledge the students will be better prepared to add this new information about government systems to their preexisting set of information.
This is an activity that can be done verbally with the students by simply having them raise their hand to show their answer choices. The activity listed above is used to help get the students in proper frame of mind to be thinking about different government systems. This is meant to pull on knowledge that they already have on democracies and monarchies. By accessing this prior knowledge the students will be better prepared to add this new information about government systems to their preexisting set of information.
Vocabulary (Content Language Development)
At the beginning of the lesson students will be given a short amount of time to work on a vocabulary sheet of words related to the lesson. Some of these words will include the October Revolution, The Red Army, The White Army, Joseph Stalin, Vladimir Lenin, The Great Purge, and other events and people related to the time. This vocab sheet will be used to study for the test as well as go towards a grade.
Content Delivery (Method of Instruction)
This lesson will be primarily lector based with some student interaction. This lecture will follow the chronological chain of events starting with Russia pulling out of WWI and the common people rising up to take control. It will follow through Stalin’s rise of power and terror campaign against the Soviet people. Finally it will end with WWII on the brink of starting. The student involvement will come into place when teaching the kids about the power of Big Brother. Select students will be chosen to act as the Secret Police who will rat out their fellow student whenever they are breaking the rules.
Joseph Stalin
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Student Engagement (Critical Thinking & Student Activities)
Lesson Closure
For the close of the lesson students will work individually on a half sheet of notebook paper (which can be shared with a partner). This short activity should be a 3 to 4 bullet response to the question “what major events took place that lead from the end of WWI to the beginning of WWII in Russia?” By doing this students will be summing up their notes for the day in short concise thoughts and taking with them the main points of the lecture. After they are done students will turn in their answer as a way out the door. While not graded this is a quick check for understanding for the teacher. It will allow them to know whether or not the main points where effectively presented.
Assessments (Formative & Summative)
The assessments in this lecture will come in three styles. The first is built into the lecture with the stop and ponder slides. On these slides students will be asked to think about a question that is related to the slides just covered. Students will then share their thoughts outload with the class. The second assessment will come in the forum of a verbal pop quiz midway through the lecture. Students will be asked fact based questions that relate to the half of the slides that have been discussed to that point. Students will be selected at random to answer these questions. Finally students will provide a written response which will summarize the main points that have been covered in the lecture. This will be collected at the end of the class.
Accommodations for English Learners, Striving Readers and Students with Special Needs
All students who have a recognized limitation will be given extra time to complete the vocabulary terms. They will also be given any required readings ahead of time so they have more time to work with them. Students who are EL will have extra time to work with the teacher as well as other students who are able to speak their language. Supplemental images that can convey the same message as some of the text will be used to better allow all students to comprehend the information. Also on a separate sheet of paper students will be given a work back for the guided notes. All students with a recognized limitation will also be given page numbers to the vocabulary terms so that students can more easily find the definitions.
Resources (Books, Websites, Handouts, Materials)
Students will be given handouts that will supplement the material that has been covered in class. They will also be using their textbook to go over vocabulary words for the unit as well as extra reading.