Pre-Reading Lesson Plan

Lesson Plan Template
Date: 3/12/2021 Teacher’s Name: David Beaver
Subject: 10th World History Grade level: 10

Learning Segment Title: Early Soviet History (1918-1956)
Length of each lesson: 15min Lesson ____ out of ____
Central Focus:
The Central Focus should describe the following for the entire learning segment:
The purpose of this lesson is to build upon the student’s previous knowledge of economic and political
systems. The students will learn how to critically appraise the economic and political system of
Marxism in the context of early Soviet history. This lesson will serve as a building block for later
investigation on the Cold War, as well as in modern dialogues when seeking reform. Economic and
political reform are a large aspect of the current discussion and being able to critically appraise
economic systems allowing students to be more informed and be a part of the active discussion.
Essential Question(s):
E1 Can an ideological war be more dangerous than a physical war?
E2 Who is ultimately responsible for the start for the Russian Revolution?
E3 What is the main reason for the start of Revolutions?
E4 Can an economic system be moral?
Learning Standards:
10.3d Social and political reform, as well as new ideologies, developed in response to industrial
growth.
 Students will investigate suffrage, education, and labor reforms, as well as ideologies such
as Marxism, that were intended to transform society.
10.5d Nationalism and ideology played a significant role in shaping the period between the world
wars.
 Students will examine the Russian Revolution and the development of Soviet ideology and
nationalism under Lenin and Stalin.
10.5e Human atrocities and mass murders occurred in this time period.
 Students will examine the atrocities against the Armenians; examine the Ukrainian
Holodomor and examine the Holocaust.
Pre-Assessment: (if applicable)

Learning Objectives: Students will: Assessments:
Day 1: Students will predict the connections Day 1: Students will demonstrate their
between their prior knowledge and the Time understanding through the development of a
magazine article “How the 'Red Terror' Exposed PreP (Prereading Plan) activity. PreP asks
the True Turmoil of Soviet Russia 100 Years Ago.” students to recall prior knowledge based on a
cue word and use reasoning to explain how it
Day 2 connects to the cue word.
Day 3 Day 2
Day 3
Differentiation: Students have various experiences and personal connections with studying Early
Soviet history. As student’s share their personal connections and perspectives on the Red/White
Terror through the PreP activity, student’s will share and contribute to help other students gain prior
knowledge. Likewise, the activity will help connect the previous lessons together, helping students
understand the context of these events, as well as future context when discussing The Gulag
Archipelago. Similarly throughout the day images related to the concepts will help students visualize
events, concepts, and definitions through dual coding.
Academic Language – how language will be taught, practiced, and used in the lessons in the learning
segment.
Language function Students will hypothesize on some of the atrocities during this time period. Using
the Time magazine article “How the 'Red Terror' Exposed the True Turmoil of Soviet Russia 100 Years
Ago”, students will use a Prereading Prep guide to build a class Brainstorm response and Reasoning
in this lesson on one historical event with emphasis on the syntax in the PreP guide that focuses on
specific prior knowledge and contextual reasoning. Students will then further practice their inference
skills using the PreP template to evaluate their predictions of their understanding of the Russian
Revolution following the reading.
Vocabulary: Vocabulary includes Karl Marx, Marxism, Vladimir Lenin, Joseph Stalin, Bolsheviks,
Proletariat, Bourgeois, Socialist Reform Party, Red terror, Historical memoir, Holodomor, 5-year plan,
Gulag Archipelago, Primary source, Secondary source, Devine right, White terror, Feudalism,
Industrialization, Hierarchy, Chronological reasoning, Comparison, Contextualization, Interpretation,
Synthesis.
Procedure:
Day 1- Lesson Topic:
Anticipatory Set (hook, motivation, etc. to engage students)
1. [Slide 2] Do Now: Think-Ink-Pair-Share, have students analyze a piece of Soviet Art depicting the
Russian Revolution.
2. Students think of answers to the following questions: What type of impression do you get from
this image? Does this image remind you of something?
3. Students write down their responses, share with a partner, and prepare to share responses with
the whole class.
Initial Phase
Direct Instruction (input, modeling, check for understanding)
4. [Slide 3] Introduce the concept of making inferences provide a student friendly definition and
image to help students visualize the concept.
5. Reinforce the idea that to create an inference we take facts and knowledge, and connect them
with opinions; therefore, there is no wrong inferences. Inferences change with more facts and
knowledge.
6. [Slide 4] Introduce the importance of prior knowledge, discuss how important personal
experiences shape the way we study and look at readings.
7. Reinforce the importance of sharing those personal experiences are, how we all can learn from
them and expand everyone’s knowledge.
Middle Phase
Guided Practice (how students will demonstrate their grasp of new learning)
8. [Slide 5] Introduce the PreP activity, beginning as a class to develop Brainstorm ideas and
reasons that connect the ideas related to the cue word Russian Revolution.
9. The first Brainstorm and Reason are provided as an example for students to prime prior
knowledge. People’s Revolution Influenced by Marx, working people revolt against the upper
class.
10. Students will record the classes initial responses into a Google Doc.
Independent Practice (what students will do to reinforce learning of the lesson)

11. [Slide 6] Once the class has developed 3 other Brainstorm ideas and Reasons, prepare the class
to work in groups and read the Time Magazine article.
12. Each group member should find a quote to either support or challenge the original brainstorm.
13. If students are challenging, think of a brainstorm which supports the quotes.
14. Students should record their revised Brainstorm and Reasons on the same Google Doc.
Concluding Phase
Closure/Summary: Action/statement by student(s)/teacher to wrap up lesson.
15. [Slide 7] Debrief with the class their revisions ask the following:
a. How would you rate our predictions before the reading?
b. Which predictions held up?
c. Which predictions changed the most?
16. The process is reflective to illustrate how opinions change overtime, and especially when new
information is acquired.
Follow up: What comes next to reinforce the lesson (HW or supplemental instruction)
17. [Slide 8] Homework: Homework: Next class we are going to discuss how to read the Historical
Memoir “The Gulag Archipelago.”
18. In the same as today’s activity, I want you to generate some brainstorming and reasoning
around the cue Gulag Archipelago.
19. Then watch the video and revise your findings just like we did today!
20. This follow up activity is to prepare students for the next class reading of The Gulag Archipelago
a historical memoir, which many students have no prior knowledge on.
Materials: (items, technology, etc.)
Google Doc:
https://docs.google.com/document/d/1SON43VExDcgmuhyBzSIYa6atms0HWEHnU6LR4kno7g0/edit?
usp=sharing
Google Slides:
https://docs.google.com/presentation/d/1JYyZ5GFlU3OqYbz8QdoDoHAwC4uSVHHlOursx-hdBig/edit?
usp=sharing
Google Meet
Time Magazine Article: https://time.com/5386789/red-terror-soviet-history/
YouTube: https://www.youtube.com/watch?v=t--pNU9ZfVE&ab_channel=AcademyofIdeas
References and Resources: Cite (APA style) sources, texts, lesson plans used in the learning segment.
Academyofideas. (2017, April 19). The Gulag Archipelago and the wisdom of Aleksandr
Solzhenitsyn. Retrieved April 01, 2021, from https://www.youtube.com/watch?v=t--
pNU9ZfVE&ab_channel=AcademyofIdeas
Bird, D. (2018, September 05). Red terror At 100: What was behind a VICIOUS Soviet strategy.
Retrieved April 01, 2021, from https://time.com/5386789/red-terror-soviet-history/

Pre-Reading Lesson Plan

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Lesson Plan Template

Date: 3/12/2021 Teacher’s Name: David Beaver

Subject: 10th World History Grade level: 10

E3 What is the main reason for the start of Revolutions?

E4 Can an economic system be moral?

Pre-Assessment: (if applicable)

Independent Practice (what students will do to reinforce learning of the lesson)

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