Blended Learning Lesson Plan

Lesson Title: The Rise of Japan, Russia, and China.

Objectives:
Students will be able to outline the why the Meiji Restoration, Russian Revolution, and Chinese
Revolution occurred and what happened because of their occurrence.
Students will be able to identify and describe the challenges faced by the newly installed
governments because of the Meiji restoration and Russian and Chinese revolutions.
State Standards:
MWH.3.P Summarize the installation of new governments during the Meiji Restoration,
Russian Revolution, and Chinese Revolution.
This indicator is intended to encourage inquiry into revolution and the challenges faced by
the Chinese, Russian, and Meiji following the adoption of new government systems.
Context: This lesson is being taught to teach students the rise and fall of empires in history.
Students will bring previous knowledge from the lesson on colonialism. After this lesson, we’ll
discuss both World Wars and the Cold War. From this lesson, students will recognize the role
World War I played in the Russian Revolution and the role World War II played in the downfall
of the Empire of Japan and the Chinese Revolution.
Data: Students will be grouped based on an entry slip to collect their previous understanding
and knowledge of said lesson. They’ll be grouped into three groups: Low, Middle, and High.
After the lesson is complete, students will fill out an extra slip telling me what they have learnt
from this lesson.
Materials: Materials used will be a three articles from Britannica and three videos: A video on
the Meiji Restoration, a video on the Russian Revolution, and a video on the Chinese Revolution.
A Kahoot will also be used in the Teacher Directed group.

Detailed paragraphs from here on down.

Procedures:
Introduction (20 minutes):
Students will walk into class and take their seats; I will then give a general rundown on the
lesson what I expect from them and what I expect them to learn. I will then give students a short
entry-slip so that they can demonstrate previous knowledge of the topics that the lesson is on so
that I can group them in ways that I feel best furthers their understanding of the topic.
Teacher Directed (20 minutes):
The students placed in the “low” group will begin in the Teacher Directed group so that they can
be given extra help as needed. Students will then play a Kahoot so that they can retain the lesson
in a fun and engaging way but also demonstrate their understanding and can ask for extra help if
needed. The Kahoot will cover all three big topics: the Meiji Restoration, the Russian
Revolution, and the Chinese Revolution.
Collaborative (20 minutes):
Students placed in the “medium” group will begin in the Collaborative learning group. Students
will use three Britannica articles to find key dates and information that they deem to be important
so that they can write a Brief Constructed Response which will be collected as a grade. The Brief
Constructed Response should include an overview of the Meiji Restoration, the Russian
Revolution, and the Chinese Revolution as well as the basic who, what, when, where, and how.
Independent Digital (20 minutes):
Students placed in the “high” group will begin the Independent Digital group. Students
will watch three videos: one on Meiji Restoration, Russian Revolution, and Chinese Revolution,
because the videos total roughly 20 minutes students will also fill out a worksheet while
watching the videos that will be graded to ensure that they are understanding the material in a
way that needs to be understood.
Closure (10 minutes):
Students will remain in the groups that they have finished in or return to their seats,
whatever they choose and fill out an exit slip which like the work from Independent Digital
and the Collaborative Learning groups, will be graded. The exit slip will be treated like a
short quiz to ensure that students have gained a proper understanding of the topics or to
see if we need to spend extra time on this topic.
Rationale: You must have at least two paragraphs (one for each mandatory piece of
multimedia)
(Multimedia 1= App or website): Students will use the Britannica website and all three
linked articles (which would be posted in a google classroom). The Britannica website is
an encyclopedia and very trusted I have used it multiple times in the past. The website
gives a general rundown and summary of the topics required for this lesson (Meiji
Restoration, Russian Revolution, and Chinese Revolution), to be completely honest, an
entire lesson can be done using just one page of Britannica because of the way they
summarize events.
(Multimedia 2= App, website, video, educational game, song, podcast, etc.): Like the
Britannica websites, the students will use the three videos to get a general rundown and
summary of the three topics, I have skimmed through the videos and believe that they are
high-quality. Although I would prefer sources that I have used in the past like
CrashCourse and Oversimplified, SimpleHistory and Feature History are great
alternatives to the long videos that CrashCourse and Oversimplified do.

Multimedia 3: The Kahoot will be used as a fun and engaging way for students to
demonstrate their understanding of the lesson, Kahoots are widely used in schools which
demonstrate their quality. To ensure full quality, for this lesson I’d create a Kahoot
rather than using one made by another person.