Russian Revolution
Goals and Objectives
1. Students will examine how the economic devastation WWI and the rule of Nicholas II led to revolution Russia.
2. Students will understand and define communism.
3. Students will examine how Marxism and Leninism spread across Europe and other parts of the world.
2. Students will understand and define communism.
3. Students will examine how Marxism and Leninism spread across Europe and other parts of the world.
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.
1. Understand the causes and consequences of the Russian Revolution, including Lenin’s use of totalitarian means to seize and maintain control.
Common Core Standards
CCSS.H/SS_R Grade 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.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
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.
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.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
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
The teacher will begin the lesson by showing the students pictures of Vladimir Lenin, Nicholas II, a USSR flag, a map of Russia and Bloody Sunday. I will then ask the students, “Who has heard of the Soviet Union?” After students raise their hands, I will then ask, "What have you heard about the Soviet Union? How are these photos relevant to the topic?" This is done to assess prior knowledge. A few students may know the answer to the question. However, if students cannot answer the question, I will briefly explain the significance of each photo before transitioning into the lesson.
Vocabulary
- Czar
- Nicholas II
- Bolsheviks
- Vladimir Lenin
- Karl Marx
- Bloody Sunday
- Trotsky
content delivery
Before beginning the reading, I will ask student's, "Based on the revolutions we have learned about the school year, what usually causes revolts?" After a brief class discussion about causes of revolutions, I will give a brief summary of the Russian Bloody Sunday before transitioning into a read-aloud about Bloody Sunday using a primary source. The teacher will read while the students listen and follow along. This is done to model reading for the students who are identified as ELs, striving readers, and students with special needs. I will stop frequently in order to explain key vocabulary words and key concepts. I will write key vocabulary terms on the whiteboard. Also, I will model how to complete the graphic organizer that will go along with the Bloody Sunday reading, while doing the read aloud activity. The graphic organizer requires students to identify the subject and state facts they find from the text. They will then make a conclusion based on the facts they gather. This is done in order for students to be able to do the next reading when broken off into groups.
After the reading, there will be a class discussion with the questions that are included with the document in order to ensure learning goals are being met. It is also another opportunity to model answering critical thinking questions for my students. After the Bloody Sunday assignment, students will break off into predetermined groups of 3 or 4 in order to read a secondary source Vladimir Lenin reading and complete the graphic organizer. Groups will be predetermined by the teacher based on literacy skills, work habits, personalities, and special accommodations needed. Students will be instructed to take turns reading and to complete the graphic organizer and questions together as a group. After about 15 minutes, the students will go back to their seats and the class will discuss the questions that are included with the document. Next, I will briefly connect Bloody Sunday and the Lenin readings to the March Revolution document. The teacher will have three students read the passages in the March Revolution document and then explain a new type of graphic organizer in which students will have to identify a problem stated in the reading that led to the Russian Revolution and they must identify the eventual solution. I will walk around to assist students who may need help.
After the reading, there will be a class discussion with the questions that are included with the document in order to ensure learning goals are being met. It is also another opportunity to model answering critical thinking questions for my students. After the Bloody Sunday assignment, students will break off into predetermined groups of 3 or 4 in order to read a secondary source Vladimir Lenin reading and complete the graphic organizer. Groups will be predetermined by the teacher based on literacy skills, work habits, personalities, and special accommodations needed. Students will be instructed to take turns reading and to complete the graphic organizer and questions together as a group. After about 15 minutes, the students will go back to their seats and the class will discuss the questions that are included with the document. Next, I will briefly connect Bloody Sunday and the Lenin readings to the March Revolution document. The teacher will have three students read the passages in the March Revolution document and then explain a new type of graphic organizer in which students will have to identify a problem stated in the reading that led to the Russian Revolution and they must identify the eventual solution. I will walk around to assist students who may need help.
Student Engagement
During the lesson, students are reading from various primary and secondary source documents; three total. The first document, Bloody Sunday, will be done as a read aloud activity with the entire class. Students will follow along while listening to the teacher read. The students will highlight key vocabulary terms and concepts when instructed by teacher. Students will also complete a graphic organizer in order to identify and organize facts and make their own conclusion based on the facts. Students will complete the next reading in their assigned group. Students will take turns reading the Lennon document in their group and then will complete the graphic organizer together as a group. Critical thinking questions from the Lenin document will be answered as a class when the students go back to their assigned seats. The last document about the Russian Revolution will be read as a class. However, the students will complete the graphic organizer that goes along with it individual after the teacher explains the activity. Students may ask for help if they need extra assistance.
Lesson Closure
At the end of the lesson, I will instruct students to write one-two paragraphs explaining the events that ultimately led to the Russian Revolution and who were the major figures of the Russian Revolution covered in class. The essays will be collected at the end of the class period.
Assessments
Formative- Critical thinking questions in each reading. Can be downloaded from content delivery section.
Formative- Three graphic organizers that coincide with each reading activity. Can be downloaded in the student engagement section.
Summative- Writing assignment about the Russian Revolution.
Formative- Three graphic organizers that coincide with each reading activity. Can be downloaded in the student engagement section.
Summative- Writing assignment about the Russian Revolution.
Accommodations
The first accommodations that are made for ELLs, striving readers, and students with special needs is the Bloody Sunday read-aloud in which the teacher reads to model for students while the students follow along. The teacher also models how to complete a graphic organizer correctly. Vocabulary words and concepts are repeated and written on the white board as well. The next accommodation that is made is strategically having the students to group up to read Lennon document and complete the graphic organizer. Groups are made based on information that has been gathered throughout the school year of each student. The groups are made to ensure every necessary accommodation is being made and the classroom remains a positive learning environment. With the March Revolution reading, the teacher has three strong readers read aloud to model and then the teacher assist the students who need extra help with the graphic organizer and questions after explaining in detail how to complete them. Also, some EL's and striving reader's writing assignments will be graded based on content instead of grammar, depending on their individual need. Students who need extra time will be given that as well.