SINGLE SUBJECT CREDENTIAL PROGRAM

Revised 7.1.13

Name: Taylor Clark

WEEKLY SCHEDULE FORMAT

Unit Title: Nation-Building in the Contemporary
World - The Middle East and Russia/China (Week 2)

For planning purposes, assume your unit will begin on a Monday. Summarize each element as succinctly as possible but provide salient details. Table will expand as you type. Use additional pages
as necessary to plan for multi-week units. Your unit plan should include a variety of instructional, engagement, and assessment strategies. Add links to resources as appropriate.

Monday
Lesson Title
or Topic

Nation-Building through
Revolutions

Tuesday

Wednesday

Thursday

Russia and China - Communism

in Context

Lenin, Stalin, and Mao Communist Revolutionaries

History-Social Science 10.10.2:

History-Social Science 10.10.2:

Students analyze instances of

nation-building in the
contemporary world in at least
two of the following regions or
countries: the Middle East,
Africa, Mexico, and other parts
of Latin America, and China

Describe the recent history of

the regions, including political
divisions and systems, key
leaders, religious issues, natural
features, resources, and
population patterns.

Describe the recent history of

the regions, including political
divisions and systems, key
leaders, religious issues, natural
features, resources, and
population patterns.

Discuss the important trends in

the regions today and whether
they appear to serve the cause
of individual freedom and
democracy.

Measurable
Objective

After receiving a lecture,

students will be able to
individually compare and
contrast at least two different
types of revolutions that lead to
nation-building, including the
American and French
revolutions, Communist
revolutions, and the Arab Spring.

While working in groups,

students will be able to use
informational texts to define and
describe the historical context of
communism in Russia and China,
including the two World Wars
and economic and political issues
facing the countries.

Students will be able to, in

writing and through a groupproject, describe in detail at least
one communist revolution and
its revolutionary leader, and the
effects that leader had on the
nation-building in that country.

Through group-projects and class

discussion, students will analyze
the causes of communist
revolutions and the effects that
those revolutions had on
freedom in that country.

None

Lesson
Introduction

Current Events - Students will

watch a series of news clips on
recent revolutions, including
communist revolutions and the
Arab Spring. They will then write
in their journal about how they
think these revolutions were
different or similar to the French
and American revolutions.

Journal - the class will be asked

to answer one of the two
following prompts: Write
everything you know about
communism in Russia; or write
everything you know about
communism in China.

Communist Leader Speeches students will watch, listen to, or

read speeches from Lenin, Stalin,
and Mao. Students will then
match each leader to an excerpt
from their speech.

Group-Project Presentations Groups will present their

speeches to the class.

Collect all quick-writes, journals,

or handouts. Pass out the test
and review the instructions.

History-Social Science 10.10:

CA Content
Standard w/
Number

Communism and its Effects on

Freedom

Friday
Nation-Building Unit Exam

History-Social Science 10.10.3:

ALL

SINGLE SUBJECT CREDENTIAL PROGRAM

Revised 7.1.13

Name: Taylor Clark

WEEKLY SCHEDULE FORMAT

Unit Title: Nation-Building in the Contemporary
World - The Middle East and Russia/China (Week 2)

For planning purposes, assume your unit will begin on a Monday. Summarize each element as succinctly as possible but provide salient details. Table will expand as you type. Use additional pages
as necessary to plan for multi-week units. Your unit plan should include a variety of instructional, engagement, and assessment strategies. Add links to resources as appropriate.

Monday

Lesson Body
(Direct
Instruction)

Lesson Body
(Student
Activity)

Lesson
Closure

Tuesday

Wednesday

Thursday

Friday

Teacher Lecture - The teacher

will present to the class using a
Prezi or PowerPoint
presentation. The lecture will
focus on comparing the French,
American, Communist, and Arab
Spring Revolutions. Students will
be expected to take cornell
notes.

Vocabulary Development students will write relevant

terms in their class glossary and
the teacher will help the
students construct a graphic
organizer with relevant terms
relating to revolutions, nationbuilding, and communism.

Teacher lecture - the teacher will

provide the students with
similarities and differences
among the revolutionary leaders
presented. The teacher will then
assign students to groups based
on the revolutionary leader they
choose to study.

Class Discussion - the teacher

will facilitate a class discussion of
how communist leaders in Russia
and China affected the freedoms
of their citizens.

Students will have the entire

class period to finish the exam.

Independent Compare/Contrast
Chart - students will complete a
compare/contrast chart of the
different revolutions and write a
brief statement about how each
type of revolution affected
nation-building and freedom in
that country. Students will then
pair and share.

Guided Reading - The class will

receive informational texts on
the context of Russia and China
at the time of their communist
revolutions. Half of the class will
read about China and half will
read about Russia. The students
will then work with a partner to
answer guided reading questions
about the context surrounding
each countries revolution.

Group-Project - students will

select a revolutionary leader,
and in a group, write a speech
from that leader's point of view.
The speech must include ways
that the leaders treated their
citizens, by upholding freedoms
or infringing upon them. The
speech must be at least onepage long. Students will be
expected to present the speech
to the class the next day in
whatever format they choose.

Cause and Effects Chart - In small

groups, students will complete a
chart that focuses on the causes
of communist revolutions and
the effects that those revolutions
had on nation-building and
freedom in those countries.

Students that finish the exam

early may read their free reading
book or other class reading.

Exit Poll: students will answer a

poll about which type of
revolution has best guaranteed
freedom in the past.

Exit Card - students will

complete an exit card about
which country, Russia or China,
they would choose to be in
during a communist revolution.
They must explain why.

Exit Card - Students write a brief

paragraph about the
revolutionary leader they are
studying and how that person
affected freedoms.

Exam Review - students will

review causes and effects of
nation-building in both the
Middle East and Russia/China.
They will be provided with a
study guide and prompt to
prepare at home.

Collect Exams.

SINGLE SUBJECT CREDENTIAL PROGRAM

Revised 7.1.13

Name: Taylor Clark

WEEKLY SCHEDULE FORMAT

Unit Title: Nation-Building in the Contemporary
World - The Middle East and Russia/China (Week 2)

For planning purposes, assume your unit will begin on a Monday. Summarize each element as succinctly as possible but provide salient details. Table will expand as you type. Use additional pages
as necessary to plan for multi-week units. Your unit plan should include a variety of instructional, engagement, and assessment strategies. Add links to resources as appropriate.

Monday

Tuesday

Wednesday

Thursday

Friday

Check for understanding during

independent student activity,
answer questions if needed.

Allow students to answer with

non-verbal gestures during
vocabulary development.
Have ELLs learn the vocabulary in
their L1.

Model the group-project for

students and check for
understanding during teacher
lecture by allowing non-verbal
gestures like thumbs up or
thumbs down.

If class discussion is too big,

separate into small groups with
ELLs with native English
speakers.

Inform aides of exam and

provide opportunity for oral
exam if needed.

Assessment

Exit Poll to check for

understanding

Journal prompt (preassessment), check for

understanding during guided
reading, and exit cards.

Exit-card at end of the class.

Group-project presentations.

Exam.

Resources

News clips, lecture presentation,

compare/contrast chart, exit
poll.

Journal, graphic organizer,

informational texts, guided
reading questions, exit cards.

Videos of speeches, exit-cards.

Cause and effects chart, study

guide.

Exam, Reading Assignment

Adaptation/
Engagement
Strategies