QLP 4: Skills Instruction

Course World History Topic Russian Revolution Teacher Craig Rhoades Minutes 50
Instructional Goal/Rationale/Essential Questions
Students will be able to formulate an opinion of the forces in Russia that led to revolution
and make a choice who to side with
Performance Objectives (consider multiple levels of Blooms):
The key concepts of continuity and change, cause and effect, complexity, unity and
diversity over time
Standards:
Reflection about and
Analyze key historical periods and patterns of change over time within and across
or teaching to:
nations and cultures.
Learning Styles
Resources/Preparation/Material Needed:
___AR ___CR
World History Human Legacy Textbook, Notebook
___AS ___CS
New Vocabulary:
Bolshivek
Prolotariet
Rasputin
Vladimir Lenin
Marxism

_X__ Visual
_X__ Auditory
_X__ Kinesthetic
Diversity
___ Gender
___ Multicultural
___ Disengaged
___ Special Needs
Multiple
Intelligences
___ Verbal/Linguist
___ Logical/Math
___ Naturalist
_X__ Intrapersonal
_X__ Interpersonal
___ Musical
___ Kinesthetic
Instructional
Techniques
_X__ Inquiry
_X__ Direct Instruct
_X__ Coop
Learning
_X__ Concept
_X__ Discussion
___Laboratory work
___Demonstration
___Other
Technology
Utilized

Time
Estimate

5 min
10 Min

Introduction/Set/Focus/Attention Getter/Pre-assessment:
10 Clues Activity on Vladimir Lenin
Instructional Input/Body of Lesson
Lecture on what a Bolshevik is and what the
proletariat is.
What is Marxism and its origins?
What was the stance of both sides of the
revolution?

Student
Actions/Expectations
Students will create a
graphic organize
detailing the cause
Russian Revolution.

Questions for Discussion/CSU

Was Rasputins fate justified or overkill?
Similar question for Nicholas II

30 Min

Guided Practice/Application:
Students will each create a poster either advocating for the Bolshevik revolution
or against it. They will use the corresponding colors each side that they would
support and a catchy phrase that articulates why they support their side. (10
minutes)
Then in two groups, one for each side, they will all contribute to an argument
they will formulate with evidence for a class debate. (10 minutes)
They will debate each side for the last 10 minutes.

5 Min
At
Home

Review/Closure/CSU:
A class vote after the debate on what side they would took and a ticket out the
door explaining why.
Independent Practice/Homework/Lesson Extension:
Answer Questions 1-4 in the Chapter 26 section 3 of their textbook.

How are Objective/Standards Assessed in this lesson?

Graphic Organize, Textbook Questions, posters, and evaluation during the debate.

Modification/Accommodation/Adaptations
Reflection