Final Unit Lesson Plan Tiffany Caruthers SCED-32010-002 Professor JC VazquezCaruthers 2 ‘Subject Area: Grade Level: ‘Duration: World History 10" Grade 90 Minutes Teacher's Name: Lesson Focus: | Tiffany Caruthers Global Conflicts Unit (CA 1914 CE, - 1989 C.E.) How the effects of World War I led to the acceptance of new global leaders, 1. Instructional Goal Civic Preparation Apply historical analysis and reasoning to identify, examine, and rationalize a variety of issues facing local, national, and global communities today. WH Standard 6.1: Students will identify cause and effect relationships between World War I, the global Great Depression, and World War Il WH Standard 6.6: Students will make a case for the most significant social, political, and economic consequences of 20th century global confliots and crises, sueh as human migration, genocide, poverty, epidemics, the creation of social welfare systems, the rise of dictators, the nuclear anns race, and human rights violations. 2. Curriculum Objectives Students will be able to identify global conditions after World War I Students will be able analyze global conditions and explain/rationalize the tise of dictators.Caruthers 3 Students will be able to draw connections from the past to presentissues facing global communities today, 3. Multicultural Goal(s) 4. Developing multiple historical perspectives: Lesson plans that include concepts that help students see events and experiences from diverse perspectives. Developing cultural consciousness: Lesson plans will help students develop personal awareness that others in the world have different experiences, histories, values, viewpoints, and perspectives. € Increasing intercultural competence € Combating racism, prejudice, and discrimination J Developing awareness of the state of the planet and global dynamics: Lesson plans address the knowledge about prevailing world conditions, trends, and developments. € Developing social action skills Rational for methods: This lesson will help students develop multiple historical perspectives through learning about the conditions of countries like the Soviet Union, Germany, and China. This will allow students access of different points of view and the opportunity to gain cultural consciousness about the new types of leaders that were selected afler World War I. This knowledge will lead to a greater understanding and awareness of the state of the planet and global dynamics at play today. 4, Assessment Options During Independent Work Time teacher will circulate the classroom and perform independent formative assessments while students are working, FormativeCaruthers 4 assessment questions could include: What were the conditions in the Soviet Union after World War I? What aspect of Lenin’s philosophies appealed to the Russian people? Class formative assessment will be given in form of an Exit ticket question. In three words or less, give the main focus of each leader. 5, Instructional Delivery/Student Experiences Bell Ringer (15 minutes): Students will answer a Critical Thinking Question in their Journals, with class discussion of answers to follow. Question: How did the world change after World War I? Be specific about different countries and their cultures. Review/Introduction lecture (15 minutes): Teacher will provide a review of last class periods inform: 1. This lecture will begin to provide a brief introduction to conditions after World War | in the Soviet Union, Germany, and China. Including background on the three leaders covered in the readings for today. Independent Work Time (45 minutes): Students will read the three provided readings on Vladimir Lenin, Joseph Stalin and Mao Zedong, Students will also do online research to find one historical document showing the leader in a favorable light. Students will be prepared to share this document with their peers. Closing/Bxit Ticket (15 minutes): Students will share their findings in groups of four, These groups of four will discuss if they see any similarities in the world today. Before leaving, they will complete an Exit ticket for the day. Students write a brief list, showing in three words or less the main focus of each leader.6. Materials/Resources Caruthers 5 Lecture Power Point Classroom Copies of Leader Readings Source: McDougal Littell Inc, Chapter 30 unit 7 readings Classroom Laptops Online research source: Library of Congresshttp://www.loc.gov/teachers/usingprimarysources/finding htm] Subject Area: World History Grade Level: ‘Duration: 10th Grade 90 Minutes Teacher's Name: Tiffany Caruthers ‘Lesson Focus: Global Conflicts Unit (CA 1914 C.E, — 1989 CE.) Geographic changes during 1914-1918 and their effects on Genocide. 1. Instructional Goal Civic Preparation Consider various perspectives including political, historical, economic, cultural, and environmental aspects to analyze and explain current events, WH Standard 6.2: Students will identify and compare patterns and tactics of othering and demonization that are evident in selected genocides in the 20th century.Name Date uistorymaxers Vladimir Lenin Russian Revolutionary Section 1 “There is no other man who Is absorbed by the revolution twenty-four hours @ diay, who has no other thoughts but the thought of revolution, and who even when he sleeps, dreams of nothing but revolution.”—another Communist, speaking of Lenin \ ladirnir Lenin was one of the century’s most important leaders. Unhappy and disillusioned with the Russian monarchy, he led a group called. the Bolshoviks in a rovolution that gave him control of the largest nation in the world. Bom in 1870, Lenin was raised by two educated porents in a happy family. He showed intelligence sad skill with classical lmguages. While ia his teens, two shocks jolted his world. First, his father was threatened with losing his job by the govern- ment. Second, Lonin’s older brother was hanged for conspiring against the czar. Within two years, Lenin had read the work of Karl Mare and believed that Russia needed a Communist revolution. Lenin then began to write and to recruit new followers. He uns arrested and served 15 mouths ia prison followed by throe years of exile in Siberia ‘When that ended in 1900, he traveled abroad, ‘where he spent much of the next 17 years, During this time, he sharpened his ideas about Marxise, Marxism said that industrial workers, called the proletariat, were in a struggle against capitalists, the people that owned businesses. Eventually, Mark sai, the workers would overthrow the eapitalsts and form a new society called communis. However, Russia consisted mainly of peasants and only had a stall number of industrial workers, Marxists won- dered how a workers’ revolution could occur. Lenin saw the role of the party as essential, and his group became known as the Bolsheviks. The Bolshew's, he said, would lead the people to the revolution they needed. Flowever, many Marxists found it difcult to accept Lenin’ iron rule, In 1912, hie foreed those who disagreed with him out of the party. World War I brought another crisis, Communists allover Europe ignored class loyalty and chose to {ight for their country instead. They joined their nations’ armies to fight exch other—not the capital- ists. Lenin said that the war would help capitalists profit while workers suffered. He urged that ‘Communists “transform the imperialist war into!a ‘civil war.” 40 Unrr 7, Cuarren 30 ‘As the war continued, the Russian people suf= fered terribly. In March 1917, kumgry, angry workers and soldiers overthrew the cear. Lenin and bis sup- porters won permission from Germany to travel through German lands back to Russie Lenin accepted the now temporary government bbat said that if wes not revolutionary enough. He urged thet power go to the soviets, which were councils of workers set up in many cities. His posi- tion grew dangerous. He was branded a German agent and was forced to live in hiding in Finland, From that base, he issued a stream of wnitings urging immediate Russian withdrawal from the war and for the government to give land and broad to the people. These cries gained popularity, I late October, he returned to Russia, disguised for his safety. He persuaded the party’s leaders that it wus time to overthrow the provisional government but ‘watched with alarin as no stops were taken, Finally, on November 7, 1917, the Bolsheviks overthrew the temporary govemmont. The soviets chose the 47-year-old Lenin as their leader, Lenin quickly made peace with Germany, giving up large chunks of Russian territory. A elvil war, though, still raged in Russia between the Bolsheviks and their opponents. However, Lenin’ leadership ensured that the new government would survive, ‘With peace came the question of how to rule the new statp. The country was named the Union of Soviet Socialist Republics, and the Bolsheviks renamed themselves the Communist Party. In Lenin's last years, he struggled to prevent Stalin from gaining power: Lenin beciane ill and died in 1924, Questions 1, Drawing Conclusions What is the danger of Lenin’ idea of party leadership? 2, Making Inferences Why did the Germans allow ‘Lenin and his associates to return to Russia? 3. Determining Main Ideas What obstacles did Lenin have to overcome to achieve his revolution? ‘© MeDougal Litt ine, Al rights reserved.“© MeDougal Lill Inc. Al gate reserved. Name Date paimany source The Need for Progress Speech by Joseph Stalin Section 2 1928 until his deat Joseph Stalin (1879-1953) ruled the Communist Party In the Soviet Union from 1 One of his alms as the Soviet premlere vas to tap the coun- 75 vast economic potential His economic plans achleved success but at an Immense human cost. Historions estimate that he caused the deaths of between ‘and 13 million people. In this speach in 1931, he invoked Russian nationalism fn an attempt to motivate a group of industrial managers. bout ten years ago a slogan was issued: “Since Communists do not yot properly understand the technique of procction, since they have yet to leacn the att of management, let the old technicians and engineers—the experts —carry on production, and you, Communists, do not interfere with the technique of the business; but, while not interfer- ing, study technique, study the art of management tirelessly, in order later on, together with the ‘experts who are loyal to us, to become true man- agers of production, true masters of the business.” Such was the slogan, But what actually happened? ‘The second part of this formula was cast aside, for it is harder ta study than to sign papers; and the first part of the formula wns vulgar'sed: non-inter- ference was interpreted to mean refraining from studying the technique of production. The result has been nonsense, harmful and dangerous non- sense, which the sooner we discard the better kis time, high time that we turned towards technique. ‘This, of course, is no easy matter; but it ean cer tainly be accomplished. Science, technical experi- ence, knowledge, are ell things that can be ssequired. We may not have them today, but tomor- row we shall. The main thing is to have the passion- ate Bolshevik desize to master technique, to master the science of production. ‘You remember the words of the pre-revolution- ary poet: “You are poor and abundant, mighty and impotent, Mother Russia.” Those gentlemen were {quite familiar with the verses of the old poet. They eat her, saying: “You ate abundant,” so one can ‘enrich oneself at your expense. They beat her, say- ing: “You are poor and impotent,” so yon can he beaten and plundered with impunity. Such is the Jaw of the exploiters—to beat the backward and the ‘weak. It is the jungle law of capitalism, You azo backward, you ere week-therefore you are wrong: hence you can be beaten and enslaved. You are mighty—therefore you are right; hence we must be wary of you, ‘That is why we must no loager log behind. In the past we had no fatherland, nor could we have had one. But novr thst we have overthrown capitalism and power is in our hands, in the hands of the people, we have fatherland, and we will uphold its independence. Do you want our socialist fatherland to be beaten and to lose its independence? Hf you do not want this, you must put an end to its backwardness in the shortest possible time and develop a genuine Bolshovis tempo in building up its socialist economy, There is no other way. That Is why Lenin said on the eve of the October Revolution: “Either perish, or overtake and outstrip the advanced capitalist counties.” ‘Wo are fifty or a hundred years behind the advanced countries. We must make good this dis- tance in ten years, Bither we do it, or we shall go under. ‘from J.V. Stalin, Work, Vol XIM (Mosoow: Foreign ‘Languages Publching Howse, 1055), 39-61, 2-44 Roprnted in Peter N. Stearns, ed, Docunicns tm Word History (New York: Hacper Callin, 1988), 125-199, Discussion Questions 1. Determining Main Ideas What is the meaning of the slogan in the beginning of the speech? 2. Drawing Conclusions How does Stalin define “ihe jungle lav of capitalism”? 3. Making Inferences How does Stalin attempt ta motivate the industrial managers in this speech? Revolution and Nationalisin 33Name Date primary source from The Peasants of Hunan by Mao Zedong Section 3 ‘Mao Zedong (1891-1876), the son of @ Hunan peasont, was one of the founcers of the Chinese Communist Party In 1921, He believed that he could bring eco- nomic and political change to improve the lives of China's rural peasants. According to the following passage written in 1927, what was Mao Zodong’s Vision of the Communist revolutionary movement in China? De my recent visit to Hunan I conducted an investigation on the spot into the conditions in the five countries of Siangtan, Siangsiang, Hengshan, Liling, and Changsha, In the thirty-two days from January 4 to February 5, in villages and in county tov, I called together for fact-finding conferences experienced pessants and comrades working for the peasant movement, listened attentively to their ‘eporis and collected a lot of material... . All kinds of arguments ageinst the peasant movement must be speedily set right. The erroneous 1neasures taken by the revolutionary authorities concerning the peasant movement must be speedily changed, Only thus ean any good be done for the future of the revolution. For the vise of the present peasant movement is a colossal event. In a vory short time, in China's central, southern and northern provinces, several hundred million peasants will rise like a tornado or tempest, a force so extraardi- nasily swift and violent that no power, however great, will be able to suppress it. They will break all frammels [restraints] that now bind them and rash forward along the road to liberation. They will send all imperialists, warlords, corsupt officials, local bul- lics and bad gentry [members of the upper or rul- ing class] to their graves. All revolutionary parties and all evolutionary comrades wall stand before them to be tested, and to be accepted or rejected as they decide, ‘To march at their head and lead them? Or to follow at their rear, gesticulating at them and eriti- cising them? Or to face them as opponents? Every Chinese is frve to choose among the three alternatives, but circumstances demand that @ quick choice be made. 34 Unrr 7, Cuarren 30 A revolution is not the same as inviting people to dinner, or writing an essay, or printing a picture, cr doing faney needlework; it cannot be anything so refined, 50 calm and gentle, or so mild, Kind, cour- teous, restrained and magaanimous [generous in forgiving]. A revolution is an uprising, an act of vio- lence whereby one class overthrows another. A rural revolution is a revolntion by which the peas- antry overthrows the authority ofthe feudal landlord class, If the peasants do not use the maximum of their strength, they can never overthrow the authority of the landlords which has been deeply rooted for thoussnds of yeas. In the rural areas, there must be a great, fervent revolutionary upsurge, which alone can arouse hundreds and thousands of people to form a great force. fron, Mao Tse-tung, Selected Works, Vo. (New York International Publishers, 1954), 21-82, 27. Reprinted in Peter N. Steams, ed, Doewmente te World #itory, Vo. (New Yorke Fiarper Golins, 1986), 197, Discussion Ques' Determining Main Ideas 1, How many Chinese peasants did Mao Zedong. predict would join the Communist revolutionary movement? 2, According to Mao Zedong, what three choices did Chinese Communist revolutionaries face in view of the growing peasant movement? 8. Analyzing Causes and Recognizing Effects ‘According to Meo Zedong, what was the purpose of the rural revolution in China? ns (© MeDougal Lite ne. All ignte reserved.3. Caruthers 6 WH Standard 6.3: Students will explain the political ideas at the heart of decolonization, independence movements, and the formation of new political systems, such as liberation theology, civil disobedience, autonomy, separatist movements, and pan-Africanism, Curriculum Objectives Students will be able to identify changes in country borders after World War 1, Students will be able to analyze changed borders and their causes and effect on genocides, Multicultural Goal(s) 4] Developing multiple historical perspectives:Lesson plans that include concepts that help students see events and experiences from diverse perspectives, Developing cultural consciousness: Lesson plans will help students develop personal awareness that others in the world have different experiences, histories, values, viewpoints, and perspectives. € Increasing intercultural competence € Combating racism, prejudice, and discrimination € Developing awareness of the state of the planet and global dynamics € Developing social action skills Rational for methods: This lesson will help students develop multiple historical perspective through Ieatning about how border changes affect the people that live in those countries. Using this information,students will gain cultural consciousness by critically thinking about the changes in the peoples’ lives.Caruthers 7 4. Assessment Options Assessment for today will be a formative Assessment in the form of a class discussion, Students will demonstrate their knowledge and understanding by providing evidence during the class discussion, 5. Instructional Delivery/Student Experiences Bell Ringer (15 minutes): Students will answer a Critical Thinking Question in their Journals, with class discussion of answers to follow. Question: What qualities make a good leader? Review/I troduction (5 minutes): Teacher will show map of Europe before World War I and explain that after the war ended, borders changed for everyone. Independent Work Time (55 minutes): Students will complete both the 1914 and 1918 map activity with questions. Students will be given 25 minutes for each map and 5 minutes to check with the answer keys. Students may use the textbook or the internet to complete the maps, Class Discussion/Closing(15 minutes): The teacher will lead a class discussion about the questions on the map assignment along with an in-depth prompt about how these changes contributed to genocides of the 20" century. 6. Materials/Resources Map Activity Worksheets & Power Point Key Source: History Gal Teachers Pay Teachers1914 EUROPE MAP * “ A 3 £ aren UTRAL NATIONSDirections for 1914 Europe Map “——-— ULUABEL the flowing onthe gp ‘bara Mantenegeo fustriatngary Netherlands Belgurn Norway ugaria Cttrian Empire Dermvar, Fortogel France fenania Gerreary Russia Great Bctan Serbia Gree Spain italy ‘Sweden ‘Seiteriand ‘USE DIFFERENT COLORS OR PATTERNS fo Wdentify the countries belonging tothe Ales, Central overs, and the countries that remained neta 5. LABEL the key. "LANSWER the feng questions. “ela nations remahed neutral rng Wold War uli alice bad more eres? ‘#llon was the concentration of Central Powers inthe center of Earope both an vantage and a disadvantage?1918 BUROPE Map tosreYania ‘ustria Baga Bulgaria Caechostovakia. Denmark East Prussia (Germany) French west fia ermary ‘Great Btn Gree furgary Iraq tly 2. USE DIFFERENT PATTERNS OR COLORS fo shade In tervteries Directions for 1918 Europe Map” |LLABEL the folloing courties on the reap. ‘LAN WER st the countries that ad land ten avy fo create the ne nation of Yule, Latvia Utena Uerbourg ‘What tid Power grew larger thanks to land ten from Rstra-Aungory and Russia? Netherlands Norway Poland the countries that ested in which to grew larger ater Word Wr | thanks fo land taken Poctuga ‘rom Germany? Romani oe What new country was created by tating land any from Germ, Austa-Rungory, and Russa? Spanish Heros Sweden Suterend Syrie-Lebonen Tarkey ‘Which ed overs the est teritory flowing Word Wer Yayelia Whi we Central Pers st th ast rmunt of tertey foleving Wald War B st the new countries that emerged after Werld War last by ustria-ungary, Bulgaria, Germany, Montenegro, Serbia, he Soviet Union, and the Ottoman pire, SLLABEL the key. Ut the countries and enpres that sopeare after Weld Wr, Ho a Word War | change the rap of Europ? What sues rig Hhese changes cause?Caruthers 8 Subject Area: ‘World History Grade Level: 10" Grade ‘Duration: 90 minutes Teacher's Name: ‘Tiffany Caruthers Lesson Focus: Global Conflicts Unit (CA 1914 C.E, - 1989 C.B,) Compare and contrast leaders of World War I 1. Instructional Goal Civic Preparation ‘Apply historical analysis and reasoning to identify, examine, and rationalize a variety of issues facing local, national, and global communities today. Consider various perspectives including political, historical, economic, cultural, and environmental aspects to analyze and explain current events. WH Standard 6.1: Students will identify cause and effect relationships between World War I, the global Great Depression, and World War II. WH Standard 6.6: Students will make a case for the most significant social, political, and economic consequences of 20th century global conflicts and crises, such as human migration, genocide, poverty, epidemics, the creation of social welfare systems, the rise of dictators, the nuclear arms race, and human rights violations, 2. Curriculum Objectives Students will be able to identify, examine, and rationalize significant social, political, and economic cause and their effect on World War II.Caruthers 9 Students will be able to consider various perspectives of world leaders and analyze a variety of issues looking for positive effects on their countries, 3. Multicultural Goal(s) Y Developing multiple historical perspectives: Lesson plans that include concepts that help students see events and experiences from diverse perspectives. € Developing cultural consciousness € Increasing intercultural competence € Combating racism, prejudice, and discrimination Developing awareness of the state of the planet and global dynamics: Lesson plans address the knowledge about prevailing world conditions, trends, and developments, € Developing social action skills Rational for methods: This lesson will help students develop multiple historical perspective through learning about positive aspects of Allied and Axis leaders.Using this knowledge and applying it to the national election will lead to a greater understanding and awareness of the state of the planet and global dynamics at play today. Assessment Options This lesson will be formally assessed with the rubric that was provided to the students with the Multimedia PDF. (see attached) Instructional Delivery/Student Experiences Bell Ringer (15 minutes): Students will answer a Critical Thinking Question in their Journals, with class discussion of answers to follow. Question: How can border changes affect local residents?Caruthers 10 Introduetion (5 minutes): Students will be introduced to the multimedia PDP about thoLeaders of World War Il. Students will be instructed that they will have 20 minutes to getto know the Leaders with the multimedia PDF. They will then pick a leader to make a 30second commercial about a positive reason to vote for him in the presidential election of 2019. Independent Work Time (65 minutes): Research (20 Minutes): Students will use classroom laptops and personal cellphones to explore the PDF. Once students have chosen a leader, they will do their ownresearch to leam more about the positive things their choice bas done. Group Planning (20 minutes): Students will be divided into groups of three or four based off of their chosen leader. They will have 20 minutes to prepare and write thescript for their commercials, Recording and Editing (15 minutes):Students will use their phones orelassroomlaptop to record theircommercials. Students can usewhatever video editing software theyfeel comfortable with but WindowsMovie Maker is on all the schooleomputers and a tutoriel is provided. Class Discussion/Closing (5 minutes):Students will be reminded that their commercials need to besubmitted to canvas by the next class period. I will explain that we will be watching theirads, discussing, and having a class vote the next period. 6. Materials/Resources Multimedia PDF and Rubric Source: Crated by Teacher Classroom LaptopsSad Cee As entree t srt Sree ha og inenitinemeiney LitOaMIUssolim ea Run oe ‘We would not let our “| enemies have guns. Pee Rs Rael SeePRSIDENTIAL ELECTION COMMERCIAL RUBRIC Name: Period:___ 4Point 3 Points 2 Points 1 Points Total Research Sources are Information is | No additional | Information is | creditableand | accurate but | sourceshave | inaccurate with well sources are not | been gathered. | no sources documented clearly | aH | documented. | Student put | Clear evidence of | Some evidence | No evidence of Creativity | forth exemplary | effort put forth of effort, effort put forth effort, by the student. by the student, Video Excellent facts | Clear and easy to | _Errors with Unclear and Presentation | presented. Very | understand. facts and hard to * ouyrostive | clearandeasy | Someediting j presentationis | understand. fas tounderstand. | was attempted. | — sloppy or Missing * iadris | Nicelyedited | Clear connection | _ unclear. No connection to displayed toleader. | Editing of video leader. © eaitnuhas was attempted, been | completed | Requirements All 2Requirements | 1 Requirements | 0 Requirements + YetatPors | requirements met, met. met. ‘members of are met. the group + Pitre leaders tovideo + Ralng creditsaf | Organization/ | Project is very Project is Project is Project is Overall | organized, neat | organized, neat | moderately | unclear and not Appearance and easily | and understood. | organized and easily understood. somewhat understood. | | understood, Total