Goals & Objectives
Students will be able to argue the point of whether or not communism was necessary for Russia to advance in the world.
Students can discuss both the good and bad points of communism.
Students can discuss both the good and bad points of communism.
California 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 Standards
CCRST:9-10.2. Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
CCRST: 9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
CCSL9-10.1.6: Exchanging information and ideas with other through oral collaborative discussions on a range of academic topics.
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.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.
CCRST: 9-10.9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
CCSL9-10.1.6: Exchanging information and ideas with other through oral collaborative discussions on a range of academic topics.
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.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.
Driving Historical Question
Was the creation of a new Communist government in Russia necessary for them to advance on the world stage
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge)
Students will start the lesson by looking at a government spectrum line on the board. It will only be labeled left, right, and middle, the term democrat will be on the left and republican on the right. From here students will be asked to think about all the different types of government that they know of and as a class we will place them on the political spectrum. When some of the bigger ones like totalitarianism, socialism, and communism come up we will talk more in depth about what characteristics define that group. Students will be instructed to write down any information about each government that they feel is important.
Vocabulary (Content Language Development)
Communism, Totalitarianism, Socialism, Vladimir Lenin, Joseph Stalin, Soviet Union.
These terms will be on a vocabulary list that the students will have been working on at home up to this point. However, any student who has not completed the terms up to this point will have each term defined by the class for them so that they know what each term means when it comes up in discussion.
These terms will be on a vocabulary list that the students will have been working on at home up to this point. However, any student who has not completed the terms up to this point will have each term defined by the class for them so that they know what each term means when it comes up in discussion.
Content Delivery (Method of Instruction)
I will lead the classroom discussion at the beginning of the class when the students are talking about the different types of government. From there I will tell the students that we are going to be having a debate and that they should fall into one of three categories. Communism was necessary for Russia to advance, Communism was not necessary, or undecided, are the three categories they can choose to be in. If they want to speak on a point they need to be on one side or the other, they cannot be undecided if they want to voice a question or an opinion. From there I will have the students spilt up according to their views on the subject. Once in their groups the finally rules will be given. First you may not speak over another students while they are speaking, second you may switch sides should someone provided a compelling enough argument for you, third if you can sight a source, like the notes or something we read in class then use them to back up your claim, finally have fun.
Student Engagement (Critical Thinking & Student Activities)
The students upon breaking into the 3 sides will then be given a few minutes to think about their argument and find any supporting details from their notes, textbook, or other resources that are available. From here students will begin debating the question at hand, do you think Communism was necessary for Russia to advance economically and socially. From here students will be allowed to speak freely with each other in turn making sure to not step on each other’s ideas. I will be monitoring the debates but not voicing my views or an opinion only making sure each person who wants to speak is given a chance to. Should the conversation stop because neither side can debate the ideas I will add a view point to see if the students can work with that or I will pose a new question to get them going again. These debates will continue until the end of class.
Lesson Closure
Looking at what side the ended the class on students will need to write a personal response to this reasoning. They will need to include what side they started on, if they moved sides then why, what was the best point made for their side during the debate, what was the best opposing point made, and their final thoughts on the subject. Students will then be asked to share out their view on the best opposing point as well as their final thoughts to cap off the debate.
Assessments (Formative & Summative)
The students will be assessed on their participation and the relevance of their participation. Should they not willing provided an opinion one will be asked of them so that everyone can participate at least once.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English learners will not be made to participate verbally but will need to complete the closing assessment. Striving readers will be given shorten versioned of some views from the textbook that can support their side. They will be encouraged to find more information in their notes and other sources. Student with special needs will not made to participate but will be encouraged to if their limitation allows it. They will need to complete their closing assessment regardless of participation. The students with special needs will be given the questions for the closing assessment at the beginning of the debate so they may answer them as they see fit.
Resources (Books, Websites, Handouts, Materials)
Note, Textbook, any supplement reading that has been provided throughout the unit.