Goals and Objectives
Goal: SW understand how Stalin gained and maintained total control in the Soviet Union
Objective: SWBAT identify key elements of Stalin’s Soviet Union and explain how they help him keep control by reading and completing a concept map.
Objective: SWBAT identify key elements of Stalin’s Soviet Union and explain how they help him keep control by reading and completing a concept map.
California State Content Standards
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).
Common Core Literacy Standards
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.
Driving Historical Question
How did Stalin maintain control in the Soviet Union while he was in power?
Lesson Introduction -10 min.
Collective farming simulation
I will prompt students to start thinking by asking them “what does it mean to be fair?” I will then use students and pieces of paper to simulate collective farming without calling it collective farming. I will students as farmers whole rip up pieces of paper. The paper is their crop of food. They then distribute their crop to students who represent the upper classes of Soviet Union society and politics. The amount of student farmers compared to the upper classes and the disproportional disbursement of their paper crops will seem unfair to the class. This is how I will introduce collective farming and transition into Stalin’s use of power, collective farming being one feature of Stalin’s government.
I will prompt students to start thinking by asking them “what does it mean to be fair?” I will then use students and pieces of paper to simulate collective farming without calling it collective farming. I will students as farmers whole rip up pieces of paper. The paper is their crop of food. They then distribute their crop to students who represent the upper classes of Soviet Union society and politics. The amount of student farmers compared to the upper classes and the disproportional disbursement of their paper crops will seem unfair to the class. This is how I will introduce collective farming and transition into Stalin’s use of power, collective farming being one feature of Stalin’s government.
Vocabulary -3 min.
Before getting into I will go over the important vocabulary for this lesson. Each unit, my MT has students do a vocabulary activity and vocab quiz a week and half later. I will use this as a base for the vocabulary. Based off of the previous days’ lessons, I will review some vocabulary. I will also “introduce” new vocabulary for the day. Introduce is in quotes because students will have seen these words on the vocabulary assignment but I will cover these words before getting into the lesson as well.
Review vocabulary:
Soviet Union
Censorship
Policy
Communist
New vocabulary:
Command economy
Collective farms
Great purge
Review vocabulary:
Soviet Union
Censorship
Policy
Communist
New vocabulary:
Command economy
Collective farms
Great purge
Content Delivery -25 min.
Reading and concept map
Reading will occur using the puzzle read method. Students will rotate reading within their small groups as they work through the text. Students will have a concept map to fill out as a group. Together, they will determine the important information that should be written under each part of the concept map. Students should be prepared to read with the important and potentially difficult vocab already addressed.
After the groups are finished reading and have completed their concept maps, we will go over the concept map as a class to ensure that they have recorded all key information. I will call on groups to offer the information they have for one.
Reading will occur using the puzzle read method. Students will rotate reading within their small groups as they work through the text. Students will have a concept map to fill out as a group. Together, they will determine the important information that should be written under each part of the concept map. Students should be prepared to read with the important and potentially difficult vocab already addressed.
After the groups are finished reading and have completed their concept maps, we will go over the concept map as a class to ensure that they have recorded all key information. I will call on groups to offer the information they have for one.
Student Engagement
-Pre-reading: Students engage in collective farm simulation and discussion
-During reading: Students work in small groups to read and complete a concept map about key features of Stalin’s government and how these features helped him keep control in the Soviet Union.
-Post-reading: The notes required for the concept map will extend to post-reading. Students must recognize, either from the text or thinking conceptually, how these features helped Stalin keep power.
-During reading: Students work in small groups to read and complete a concept map about key features of Stalin’s government and how these features helped him keep control in the Soviet Union.
-Post-reading: The notes required for the concept map will extend to post-reading. Students must recognize, either from the text or thinking conceptually, how these features helped Stalin keep power.
Lesson Closure -15 min.
I will go over this assignment with students after they complete it. Using popsicle sticks, I will fill in my own concept map on the document camera using their responses. This part is very important for students to get all of the correct information if they did not get it all in their groups. If more time is needed for this review, students will complete the quick write the following day.
The lesson will close with a quick write. After reading the information, taking notes on their concept map, and discussion in small groups and as a whole class, students will complete a quick write about how Stalin maintained power in the Soviet Union. This will be graded. I will be looking for at least three features and how they helped Stalin maintain power in order to receive full points.
The lesson will close with a quick write. After reading the information, taking notes on their concept map, and discussion in small groups and as a whole class, students will complete a quick write about how Stalin maintained power in the Soviet Union. This will be graded. I will be looking for at least three features and how they helped Stalin maintain power in order to receive full points.
Assessments (Formative and Summative)
Entry Level: class discussion stemmed off of collective farming about communism and whether or not they would like to live in a communist society (the state deciding everything for you). They are starting to build an idea of what it was like living in Stalin’s Soviet Union.
Formative: concept map: students will complete a concept map based off of their group reading and collaboration.
Summative: Quick write exit ticket: students will write a minimum four sentence quick write with the last fifteen minutes of class. The quick write will ask students to summarize the elements of Stalin’s government style (collective farms, the Great Purge, etc.). This will act as their exit ticket that will hand to me as they exit the door at the end of the period.
If class discussion following the completion of the concept map takes us to the end of the class period, the quick write will be done first thing the following day. This may be beneficial since it would show what the students remember 24 hours later.
Formative: concept map: students will complete a concept map based off of their group reading and collaboration.
Summative: Quick write exit ticket: students will write a minimum four sentence quick write with the last fifteen minutes of class. The quick write will ask students to summarize the elements of Stalin’s government style (collective farms, the Great Purge, etc.). This will act as their exit ticket that will hand to me as they exit the door at the end of the period.
If class discussion following the completion of the concept map takes us to the end of the class period, the quick write will be done first thing the following day. This may be beneficial since it would show what the students remember 24 hours later.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Accommodations for ELs: ELs will be strategically partnered with other ELs or any student who would help their understanding enough for them to be successful during this lesson. Depending on proficiency level, a vocab list with definitions, translation in the ELs’ native language, or a modified concept map can be made available.
Accommodations for striving readers: Striving readers will receive a list of vocab terms with definitions and a modified concept map that would help clue them into what is needed to be recorded if needed.
Accommodations for students with special needs: Reading, writing, speaking, and listening are all utilized during this lesson. Audio or visual materials can be provided. Other accommodations will be made according to the student’s IEP or 504.
Accommodations for striving readers: Striving readers will receive a list of vocab terms with definitions and a modified concept map that would help clue them into what is needed to be recorded if needed.
Accommodations for students with special needs: Reading, writing, speaking, and listening are all utilized during this lesson. Audio or visual materials can be provided. Other accommodations will be made according to the student’s IEP or 504.
Resources
Pieces of paper
Stalin’s Soviet Union concept map
Class textbook: Beck, Black, Krieger, Naylor, Shabaka. Modern World History: Patterns of Interaction. McDougal Littell.
Stalin’s Soviet Union concept map
Class textbook: Beck, Black, Krieger, Naylor, Shabaka. Modern World History: Patterns of Interaction. McDougal Littell.