Lesson Plan Format

Class: Stage 6, Year 12 Modern History.

Date: 27/08/205

Time: Start: 9:00 AM

Finish: 10:00 AM

Key Learning Area: Modern History

Lesson Topic: The Consolidation of Bolshevik Power as part of the National Study, Option G; Russia
and the Soviet Union 1917-1941.

Recent Prior Experience

Students will have at this point learned about Lenin and the Bolshevik revolution and the Bolshevik ideology at the time of the revolution under the broader
topic of the Bolshevik Consolidation of Power. 1

Syllabus Outcome(s):
H2.1 explain forces and ideas and assess
their significance in contributing to change
and continuity during the twentieth century

Indicators of Learning for this lesson:

By the end of this lesson, the students will:

In accordance with syllabus outcome H1.2 the student

should demonstrate an understanding of the Bolshevik
Revolution with a knowledge of key dates, events and
individuals as well as an understanding of the factors
leading up to it and underpinning it including world
events, social factors and ideology.

H1.2 analyse and evaluate the role of key

features, issues, individuals, groups and
events of selected twentieth-century studies

Assessment:
-

Submission
Timeline

of

the

10

Submission of a written paragraph in

answer to a past HSC question.

Correlating with Syllabus outcome H2.1 students will

have an understanding of the initial reforms introduced
by the Bolsheviks following the November Revolution.

Any safety issues to be considered: N/A

Resources:
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf
http://bankstowntafehsc.swsi.wikispaces.net/The+Bolshevik+consolidation+of+power

Minute

http://hsc.csu.edu.au/modern_history/national_studies/russia/russia_key_features3/page61.htm

Reflection, Feedback & Follow-up: N/A

Lesson Plan Format

LESSON SEQUENCE
Time
[mins]

LESSON SEQUENCE Introduction/Development/Conclusion

ASSESSMENT / RESOURCES

Write HSC essay question: Explain how the Bolsheviks were able to consolidate
their power in the period between 1917 and 1924,2,3 on board and introduce
students to the broader topic of the Consolidation of Bolshevik Power, the earlier
part of which the lesson will cover. This introduction should include a discussion on
what the term consolidation means and how the Bolshevik consolidation of power
necessarily follows form the Bolshevik seizure of power. This question is not to
intimidate students but to illustrate toward what ends the following lesson/s are
being undertaken.

N/A

10

10 Minute Timeline: The lesson is to begin with a consolidation of the students

knowledge of the Bolshevik seizure of power. In groups of four or five students 4 are
to list 5 key events in chronological order previously earned about. Teacher should
be physically mobile throughout, joining each group, encouraging them, especially
quieter students and hinting at previous topics covered.

Resources: Students should be provided with A3 paper

and markers for the task.

The groups will informally (whilst still sitting in their groups) present their timelines to
the class, each group is to have a spokesperson although all group members
should feel welcome to contribute and invited to do so by the teacher where
appropriate.4 At the culmination of the group presentations (ideally at 10 minutes) a
broader class discussion should be facilitated with questions such as: Which 3
events do we agree were the most important? Which events are comparatively
less important?

The A3 sheets are to be collected and retained for

revision later in the lead up to trials and final exams.

Draw up a 3x3 table (see table below) on google.docs to which all students will have
access. The table should be titled Initial Reforms. The first row should have the
titles: Economic Reforms, Political Reforms and Military Reforms. Using firstly
the text book and internet research, specifically two recommended website sources
as additional sources students should writes a bullet point beneath any heading of

Resource: Devices preferably Laptops as opposed to

tablets.

10

20

Teacher must pay attention to each students

contribution to the group tasks, what they offer to this
discussion will be demonstrative of their understanding
of the early part of the national study.

These sheets effectively summarize the Bolshevik

revolution bringing students up to the next topic.

Website Sources:
http://hsc.csu.edu.au/modern_history/national_studies/russia/russia_

their choosing. Accordingly the final table should be messy with overlap on several
points thereby allowing for a short class discussion to synthesize the table. 5

key_features3/page61.htm

http://bankstowntafehsc.swsi.wikispaces.net/The+Bolshevik+

10

Impart to the students that the completed document will form a useful summary of
the initial reforms introduced by the Bolsheviks following the November Revolution
and in turn will provide context for the following and final part of the lesson which will
analyze why these reforms did not work.6

consolidation+of+power

Discuss why these reforms did not work, specifically addressing each sub-heading
(economic, political and economical) and how their rejection lead to civil war. Write
key points on board and ask students to copy.

N/A

Students contribution can be easily monitored on a

live document and should be closely followed by the
teacher as an indicator of understanding and
participation.

This part of the lesson comprises light work for the student given the demanding
nature of the earlier part and they will again cover the information in their homework
task.
5

Conclusion: Ask the students how they feel about the initial question now, after the
lesson. Ask if they could write a small paragraph in response to the question on the
initial reforms implemented by the Bolsheviks. Be sure to mention how their lack of
success does not disqualify them from being one means of consolidating power.

The paragraph should be collected in the following

lesson and marked, with feedback given and an overall
judgment made on the classes understanding of the
topic covered.7.8.

Homework:

The homework question should be discussed as a

class in the following lesson as is the routine with
contribution of the discussion being indicative of having
completed the homework and participation as well as
an understanding of the failure of the initial Bolshevik
reforms.

1. The above discussed paragraph should be written as homework.

Emphasize that it is a short task (it should take no longer than 15 minutes)
and students need only refer to the google.doc.
2. Set the student text book reading corresponding with the discussed topic
(the failure of initial Bolshevik reforms) and textbook questions that follow
from the readings.

TABLE:
Economic Reforms

Political Reforms

E.g. All land owned by the Tsar, Nobles and Church was
given to the peasantry.

Military Reform

1. 2.2 Content selection and organisation The content is arranged in a well-sequenced learning program .
2. 2.3 Curriculum, assessment and reporting - Implements learning and teaching programs in accordance with curriculum,
assessment and reporting requirements.

3. 3.1 Establish challenging learning goals - Sets explicit, challenging and achievable learning goals for all students.
4. 4.1 Support student participation - Implements of positive interactions engaging students and supporting all students in
classroom activities.

5. 2.6 Information and Communication Technology (ICT) - Integrating the effective use of ICT into learning and teaching in
order to make selective content
relevant and meaningful.

6. 3.4 Select and use resources - Creates an ICT resource to engage students in their learning.
7. 5.2 Provide feedback to students on their learning - Provides timely, effective and appropriate feedback to students about
their

achievement relative to their learning goals.

8. 5.4 Interpret student data - Use of student assessment data to analyse and evaluate student understanding of
subject/content,
allowing for identifications of areas of concern and accordingly modifying teaching practice.