3 Joseph Stalin 6ew

Lesson Plan Form CSUDH Teacher Education Department Candidate: Subject: Grade Level: 10th Teaching Date: Jorge Montes World History Grade 04/29/15 Standard: 10.7.2 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 (e.g., the Terror Famine in Ukraine). CCSS.ELA-LITERACY.RH.9-10.2. 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. Description of Content & Content Type (Fact, Procedure, Concept, Principle): This lesson will consist of an engagement activity, guided notes, a short video, academic conversations, and propaganda analysis. This lesson will present content focusing on Joseph Stalin’s rise to power and the means used to maintain that power in Soviet Russia. In addition, students will also be presented with the concepts of fear and deception. Understanding these two concepts in the context of their own lives will make it easier for students to understand the Stalin regime. This content will be presented through PowerPoint and video. In addition, students will use the content they are presented with to have academic conversations and analyze Stalinist propaganda. II. Learning Outcome: Following a lesson consisting of guided notes, a short documentary, and academic discussions, students will be able to analyze Joseph Stalin’s use of propaganda to maintain totalitarian control over Soviet Russia by completing an analysis worksheet; answering all questions in complete sentences. III. Curriculum Connection (How lesson fits into larger unit sequence): This lesson fits into a larger unit focusing on the rise of totalitarian regimes in Europe prior to the start of World War II. The previous lessons focused on defining socialism and communism, and causes of the Russian Revolution. The following lessons will trace the rise of fascist dictators Benito Mussolini and Adolf Hitler. IV. Instruction A. Engagement (Motivational Activity): The engagement activity will be a short exercise in which students will experience fear and deception. This will happen in a series of steps.  Step 1: Students will walk into class and immediately see a slide projected on the board. This slide will instruct them to turn in their phones into two plastic bins located at the front of the room. Students must do this with no questions asked. The teacher will make sure to note any students that are resistant to these instructions.  Step 2: The teacher will inform students of a short activity. Students will be asked to obey all of the teacher’s instructions and remain silent. Students will close their eyes and put their heads down on the desk. For two minutes students will remain silent while the teacher plays some soothing music for students to listen to.  Step 3: While music is playing the teacher will quietly pick out any students who are talking, who open their eyes, and who have been consistently resistant to all instructions thus far. These students will be taken out into the hallway where they must remain quiet for breaking the rules.  Step 4: After two minutes the teacher will stop the music and ask students to open their eyes and pick up their heads. These students will notice that they are missing some of their classmates and will wonder what has happened to them. The teacher will inform students that they are going to repeat this same procedure two more times.  This procedure is repeated two more times. The second and third rounds should go by with students being a lot quieter after they discover the consequences for breaking the

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rules. When there are no students talking or opening their eyes, the teacher will pick out any random students to the students in the hallway. Through this activity it is imperative that the teacher consistently remind students to “trust them.” Following the third round, the “missing” students will be brought back into class. Teacher will initiate a discussion where students will try to identify all parts of the activity in which the teacher either used fear or deception to control student behavior. Students will need to explain why these methods are effective in maintaining order. These concepts will be tied to the Stalinist regime throughout the lesson.

B. Instructional Sequence (Teaching Methodology): Step #1: Engagement Activity (20 minutes) a. Students will participate in the engagement activity explained above. b. The teacher will introduce the concepts of fear and deception. Step #2: Guided Notes (25 minutes) a. Students will take guided notes based on a PowerPoint presentation. Here students will be introduced to the following key : totalitarianism, dictator, planned economy, quotas, dissidents, gulag, and cult of personality. b. Students will complete guided notes by answering questions and picking out the most significant information from each slide. c. Through these guided notes students will understand the rise and rule of Joseph Stalin. Step #3: Stalin YouTube Clip (20 minutes) a. Students will watch a 20-minute documentary on Joseph Stalin. Teacher will inform students to take note of any significant information from the documentary, as they will be referring back to this video during academic conversations. b. The documentary will explain some of the methods Stalin used to inflict terror on Russian society. Step #4: Academic Conversations (25 minutes) a. Students will each be paired with a partner. Each pair will be discussing the content presented in the guided notes and the documentary. Student discussions will be driven by a question projected on the board. b. These discussions will be timed and structured allowing both students a chance to share their responses. Discussions will occur over four rounds. As students engage in discussion, the teacher will be monitoring around the classroom. The teacher will make sure all students are on topic and are using proper academic vocabulary. c. After each round the teacher will randomly select different pairs to share what they’ve discussed. Students may also volunteer to share their discussions with the class. d. Students are expected to use complete sentences and proper academic language. Step #5: Propaganda Analysis (30 minutes) a. Students will complete an analysis propaganda that contributed to Stalin’s personality cult. Each student will be given a worksheet consisting a poem, four images, and analysis questions. b. Students will annotate and highlight the poem before answering the analysis questions. Student will chose two of the four images to analyze. While analyzing the images students will need to explain what message each image is trying to project. Students need to refer to specific features of the image to their answers. c. Teacher will monitor students by scanning the rooming and checking with individual students. d. In order to receive 100% on this assignment, students will need to answer all questions correctly, respond in complete sentences, annotate the poem, and cite specific features of two images that demonstrate each image’s internal message.

C. Application Task: The application task for this lesson will be the propaganda analysis worksheet. By completing this worksheet correctly students will demonstrate understanding of the days topic. Throughout the entire lesson the themes of fear and deception have been continuously, and purposely, present. This assessment will tie those themes with Stalin’s role as a dictator and his ability to construct a personality cult to maintain his positive image in the eyes of Soviet society. D. Materials & Resources: This lesson will require the following:  Guided notes  Propaganda analysis worksheet  Joseph Stalin PowerPoint  Music and speakers (for engagement activity)  Joseph Staling YouTube clip: https://www.youtube.com/watch?v=rC1lyk0mPic  Highlighters V. Assessment Strategies: This lesson will have multiple formative checks for understanding. During the engagement activity, the teacher will debrief the activity and introduce the themes of fear and deception. Through a series of questions these themes will be connected to Joseph Stalin’s regime. During this debrief session the teacher will randomly call students to answer questions while employing a no-opt-out strategy; the student must provide a response. The guided notes portion of the lesson will contain several formative checks for understanding, as students will be taking notes by answering questions that align with each slide. Many of these questions ask students to think about the significance of a particular slide, rather than simply have a student copy what is on the slide. During these critical moments of guided notes the teacher will ask for volunteers and call randomly on students to share their responses to these reflection questions. The teacher will use the academic discussions as a formative assessment as well. The questions that structure each discussion ask students to cite example from the PowerPoint or video clip. This provides the opportunity to check whether students understood the PowerPoint and the video clip. In addition, students will also be using this new content create cohesive responses in a few seconds time, thereby showing that they have understood the new topic. The summative assessment for this lesson will be the propaganda analysis. This assignment provides students the opportunity to show that they’ve mastered the content. In addition, students will also demonstrate the ability to analyze primary sources of information and apply the themes learned throughout the lesson to their analysis. VI. Accommodations for Individual Learners: For students who have an IEP, the teacher will abide by all accommodations listed on the student’s IEP. The engagement activity serves as a great language for students who may struggle with English. This activity takes students through an experience of fear and deception, thereby providing students a different way to understand the vocabulary rather than the standard mode of having the teacher deliver the information from the front of the room. The key vocabulary that is reinforced through this activity includes fear, deception, totalitarianism, and dictator. The teacher will be performing all four of these in some fashion. Not only does this students who struggle with language but it also helps students who are visual or kinesthetic learners. The guided notes s students who may not write as fast. Doing notes in this fashion does not require students to copy every single word on a slide, thereby giving students more opportunity to focus on the lecture itself. The academic discussions are an accommodation for students who are verbal and auditory learners. During this activity students do not have to write a single thing; all that is required is for students to talk and listen to their partners. Lastly, the final summative assessment has an additional accommodation for visual learners. Instead of just having to read, students will also be able to analyze an image. Students who prefer to learn visually will be accommodated in this portion of the assessment. The entire lesson uses a variety of different activities that all require a

different set of skills. These activities are designed to target the strengths of each student in the classroom.

VII. Homework: Students will complete their propaganda analysis for homework if it is not completed at the end of class. Assignment will be due first thing the following class.

Lesson Plan Rubric- Please attach to lesson plan Name:______________________________ Class:_______________________ _____/ 5

Resource

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Resource brought to class week________.

Standard

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Content Standards English Language Arts Standard and English Language Development Standard

I. Description of Content and Content Type

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Describe lesson content using PACT rubric planning 1

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II. Objective _____/ 10

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(Learning Outcome)

III. Curriculum Connection

Objective (should match application activity) is clearly stat in one sentence and includes:       

Audience Behavior Condition Performance Unit Topic Previous Lesson Next lesson

IV. Instruction

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A. Engagement (motivational activity)

B. Instructional Sequence

Motivational activities are clear and

Activate prior knowledge or experiential backgrounds interests.  May provide information to the instructor as to what t learners already know about the content or skills to b covered.  Do not begin instruction in engagement Teaching methodology with student activities are well organized, adequately detailed, and the strategies used are

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(teaching methodology and student activities)

Constructivist _____/ 15

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C. Application Activity (Practice and/ or Reflection) D. Materials and Resources

appropriate to the subject matter and standard.

The lesson has a clear focus Differentiation of instruction provides access for all students. Clear strategies for developing academic language.  Minimum of 5 steps with a) specific instruction and b) active participation/checks for understanding for all students.  Must include a summary or closure activity where students summarize newly learned concept and procedures. Learners have an opportunity to intellectually engage with content. There is a difference between participation in lear tasks, i.e., following instructions to complete the activity, v intellectual engagement with the learning task, i.e., thinkin about the content throughout the activity so that new learn occurs. Plans draw on students’ prior learning as well as experiential backgrounds or interests to help students reac the learning segment’s standards/objectives.

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Effectively provides practice or reflection on the subje matter and fits with the strategies used.  Knowledge and skills developed in the instructional sequence are applied in a different context.  How will students apply what they have learned? Material list is complete and appropriate for the lesson.

V. Assessment Strategies (Methods for Obtaining Evidence of Learning)

Assessment strategies should relate directly to the lesson objective and are appropriate to the subject and teaching strategies. Include:

VI. Accommodatio ns (Strategies used to differentiate instruction during your lesson)

Do not include anything that was not written in the engagement, instruction or application part of instruction. Explain:

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Task Analysis and Diagnosis for the lesson Formative assessment for the lesson Summative assessment for the lesson

Language demands including genre Vocabulary that might be demanding Strategies for developing academic language Scaffolds to provide access to content for all students

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Extension activity

Accommodations for students with IEP if applicable VII. Homework (if applicable) 100 Total

5-Excellent, full accomplishment 4-Good, substantial accomplishment 3Acceptable

2-Fair, partial accomplishment 1-Attempted, little accomplishment 0-No attem