REading Lesson: HOw does communism spread
Lesson Goals & Objectives
Students are to examine the allure of communist ideologies in the minds of colonial peoples.
Students will read and interpret primary sources from the revolutionary peoples in Vietnam.
Students will read and interpret primary sources from the revolutionary peoples in Vietnam.
Content standard
10.9.2 Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
Common Core State Standards
CCSS H/SS_R_Grade 9-10
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Historical Question
What are different reasons people in different positions would be drawn to communist ideology?
Lesson Introduction
Teacher will prompt students to access prior knowledge on communist philosophy, the rise of communism in Russia, and colonialism in South East Asia, specifically the French subjugation of Indochina. Students will be asked to write what they know about the conditions needed for the emergence of a communist revolution. They will include those theorized by Marx, those that were present in Russia, and in China. Once they have this list they will also make a list of what conditions colonized people were under. They will they make connections and think about how probable a communist revolution would be in a colonized area.
Vocabulary
Review these prior to the lesson, your teacher can help answer any questions you may have, identify these words within your reading
Communism,
Colonialism,
Socialist party,
2nd and 3rd socialist international,
compatriots,
tyrannical,
propaganda,
Communism,
Colonialism,
Socialist party,
2nd and 3rd socialist international,
compatriots,
tyrannical,
propaganda,
COntent Delivery
Introduction will be expanded upon with description of the situation in French Indochina at the end of the war and the nature of the occupation there. The teacher will also go over what each individual writer was involved in around the time the document was written and also will hint at what they would become in order to supplement the context given before each document.
Teacher will write vocabulary words and their definitions on the board as they are explained verbally to the class; potentially challenging words will also be defined and displayed for the class.
Students will then be given two documents showing two distinct pro communist points of view. The first will be from Ho Chi Minh and the second from a then peasant girl in Vietnam. The provided context for each of the documents will be read and then reviewed as a class. Students will have the option to read the sources aloud in their pairs or silently but pairs and reading aloud will be encouraged for any groups with EL students.
After the reading of each document the class will discuss and review. Students will be able to ask for clarification on any difficult passages as the text is somewhat above grade level.
Teacher will write vocabulary words and their definitions on the board as they are explained verbally to the class; potentially challenging words will also be defined and displayed for the class.
Students will then be given two documents showing two distinct pro communist points of view. The first will be from Ho Chi Minh and the second from a then peasant girl in Vietnam. The provided context for each of the documents will be read and then reviewed as a class. Students will have the option to read the sources aloud in their pairs or silently but pairs and reading aloud will be encouraged for any groups with EL students.
After the reading of each document the class will discuss and review. Students will be able to ask for clarification on any difficult passages as the text is somewhat above grade level.
Student Engagement
Students will first annotate the documents independently noting any difficult words and highlighting key phrases.
Graphic Organizer for document analysis: Students will read the documents in pairs and fill out the Graphic Organizer which will prompt students to use the close reading strategies of
Previewing the Text
Predictions from Key Words
Scanning for Information
Sentence Reconstruction
Students will then write reflections on each document and their thoughts on both of them combined
Teacher will ask questions about the Graphic Organizer analysis to review and then ask probing questions about the documents and how they relate. Also, students will be asked to share their reflections for the documents
Graphic Organizer for document analysis: Students will read the documents in pairs and fill out the Graphic Organizer which will prompt students to use the close reading strategies of
Previewing the Text
Predictions from Key Words
Scanning for Information
Sentence Reconstruction
Students will then write reflections on each document and their thoughts on both of them combined
Teacher will ask questions about the Graphic Organizer analysis to review and then ask probing questions about the documents and how they relate. Also, students will be asked to share their reflections for the documents
Lesson Closure
Teacher will give an overview of the situation giving additional context and explain in more detail why each document author chose to follow communist ideologies
Student Exit slip: Based on these readings would you find communism a more attractive option then democracy if you were in their position? Justify your answers by citing the sources and what you have learned of the situation. 1-2 paragraphs
Student Exit slip: Based on these readings would you find communism a more attractive option then democracy if you were in their position? Justify your answers by citing the sources and what you have learned of the situation. 1-2 paragraphs
Assessment
Formative assessment will be the annotations and graphic organizer The teacher will also be circulating around the room to gauge understanding.
Summative: Exit slip displaying understanding of the documents in their context and practicing empathy to build understanding.
Summative: Exit slip displaying understanding of the documents in their context and practicing empathy to build understanding.
Adaptations
English learners: Their partnerships will be required to read the documents out loud so they see, hear, and speak the words.
Striving readers: They will be put with high achieving and helpful students to aid them in understanding the content of the documents, the other student should read aloud.
SSN: Special needs students will be aided by the teacher and monitored closely to assure understanding.
Striving readers: They will be put with high achieving and helpful students to aid them in understanding the content of the documents, the other student should read aloud.
SSN: Special needs students will be aided by the teacher and monitored closely to assure understanding.
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