Goals and Objectives
1. Students will compare and contrast capitalism and communism.
2. Students will understand the differences between three systems of government (capitalism, socialism, and communism).
3. Students will understand how socialism, Marxism, and Leninism spread across Europe and other parts of the world.
2. Students will understand the differences between three systems of government (capitalism, socialism, and communism).
3. Students will understand how socialism, Marxism, and Leninism spread across Europe and other parts of the world.
California Content Standards
10.7 Students analyze the rise of totalitarian governments after World War I.
1. Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control.
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.
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
1. Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control.
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.
3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
Common Core Literacy Standards
CCSS.H/SS_R Grade 9-10
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Lesson Introduction
I will begin the lesson by showing the class a monopoly game and asking them, “Who has played monopoly before?” After the students raise their hands, I will then ask, “What is the objective of the game? How do you win?” After students answer the question, I will then ask, “In what system of government that we studied in previous unit a monopoly can be achieved?” I will call on a volunteer, who will hopefully answer capitalism. If no one is able to answer the question, I will state, “building a monopoly is possible in a capitalist system.”
Vocabulary
Vocabulary words will be addressed throughout the lesson. At the beginning of class, capitalism is discussed and during the body of the lesson all of the vocabulary words are addressed. Vocabulary words will also be reviewed at the end of the lesson.
· Capitalism
· Socialism
· Marxism
· Communism
· Leninism
· Laissez faire
· Adam Smith
· Utilitarianism
· Socialism
· Karl Marx
· Union
· Capitalism
· Socialism
· Marxism
· Communism
· Leninism
· Laissez faire
· Adam Smith
· Utilitarianism
· Socialism
· Karl Marx
· Union
Content Delivery
During the lesson, the class will play the capitalism simulation game. It is an interactive game that allows students to experience capitalism in order to learn exactly what it is. Before playing the capitalism game, the teacher will first direct the student’s attention to the vocabulary words and the learning goals of the lesson written on the whiteboard in order for students to know what they will learn during the lesson. Next, I will break students off into groups of three or four in order to complete a guided reading assignment in which the students will read about different systems of government and policies that developed during the Industrial Revolution. The guided reading will help every student to achieve the learning goals of the lesson. Students will take turns reading the text and the group will fill in the graphic organizer together and answer questions as they go along with the reading. I will walk around to check student progress.
After about 15 minutes, I will have the students go back to their seats and I will go over the answers to the guided reading with the students. I will go over key vocabulary words in the section when going over the assignment. Next, I will explain the capitalism simulation game to the students. Students will then play the capitalism game and I will use the game to explain other systems of governments in addition to capitalism. I will ask critical thinking questions to get the students connecting the activity with their life today. I will encourage students to be respectful of each other s that the activity will not get out of control. After the capitalism simulation game, I will gather results in order to visual show the usual outcome with capital when there is no government involvement. I will then tax the students and redistribute chips to those who need more in order to show socialism. Afterwards, I will tell the class everyone must give up chips until ten each are left. Everyone having an equal amount of chips will reflect communism.
After about 15 minutes, I will have the students go back to their seats and I will go over the answers to the guided reading with the students. I will go over key vocabulary words in the section when going over the assignment. Next, I will explain the capitalism simulation game to the students. Students will then play the capitalism game and I will use the game to explain other systems of governments in addition to capitalism. I will ask critical thinking questions to get the students connecting the activity with their life today. I will encourage students to be respectful of each other s that the activity will not get out of control. After the capitalism simulation game, I will gather results in order to visual show the usual outcome with capital when there is no government involvement. I will then tax the students and redistribute chips to those who need more in order to show socialism. Afterwards, I will tell the class everyone must give up chips until ten each are left. Everyone having an equal amount of chips will reflect communism.
Student Activities
Students will be broken off into groups of three or four in order to complete a guided reading assignment about different systems of government and policies that developed during the Industrial Revolution. Each student in the groups will take turns reading the text and the group will fill in the graphic organizer together and answer questions the questions together. Next students will participate in the capitalism simulation game.
Directions: Each student will be given ten poker chips. The goal of the game is to win as many poker chips as possible playing rock paper scissors for an artificial class grade.
Point System: 25 or more =A 5 or below = F
21-25 =B
10-20 =C
6-9 =D
Directions continued: There are no rules with the game. There is no “government intervention (Laissez faire) ” meaning that the teacher will not stop students from cheating or stealing if it happens. After about 10 minutes of playing the game, the teacher will stop the game and have students count their chips. The teacher will then make a chart of the results. Based on past results usually one or two people will have 25 or more chips, while a few more have 21-25. However, most of the students will have about 10 chips or less.
Directions: Each student will be given ten poker chips. The goal of the game is to win as many poker chips as possible playing rock paper scissors for an artificial class grade.
Point System: 25 or more =A 5 or below = F
21-25 =B
10-20 =C
6-9 =D
Directions continued: There are no rules with the game. There is no “government intervention (Laissez faire) ” meaning that the teacher will not stop students from cheating or stealing if it happens. After about 10 minutes of playing the game, the teacher will stop the game and have students count their chips. The teacher will then make a chart of the results. Based on past results usually one or two people will have 25 or more chips, while a few more have 21-25. However, most of the students will have about 10 chips or less.
Lesson Closure
Students will write two paragraphs comparing capitalism, communism, and socialism. Students must include who controls the economy with each system, the type of government each is, and the names associated with each.
Assessments
- Formative- Guided reading/graphic organizer assignment
- Formative- Capitalism game
- Summative- writing assignment in which students must write about three systems of government (capitalism, communism, and socialism).
Accommodations
For English Learners and Striving Readers, I have the vocabulary words written on the board and I will review these vocabulary words throughout the lesson. I also will place students into groups based on literacy levels, academic achievement, and personalities during the guided reading assignment. This is done in order in ensure literacy and critical thinking skills are being built. Also, I will grade ELs and striving readers writing assignments differently. I will just use their writing to determine whether or not learning goals have been achieved. I will walk around the classroom to provide extra help to any student who may need help with their writing as well.