Lesson 1 - Intro to Stalin
1. INTRO TO STALIN UNIT: Let's Infer Activity: Based on this song from the TV Show "Histeria" what do we think Stalin will be like?
1.5 Show "Epic Rap Battle of History" with Stalin, Rasputin and other Soviet Leaders....
1.5 Show "Epic Rap Battle of History" with Stalin, Rasputin and other Soviet Leaders....
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2. Activity: Stalin Stories - Students received one of several famous stories about Stalin from the document below. I have cut them up into segments. In groups of 4, students will create a tableaux (a still frame) or small skit to re-tell a famous "Stalin Story." Then they must concisely explain to the class what Stalin did in that famous story.
In the end, we discussed common themes and trends about his personality.
In the end, we discussed common themes and trends about his personality.
| stalin_stories.doc |
3. Background notes on Stalin - Through a Powerpoint.
| fitton_-_war_communism_and_stalin_slideshow.ppt |
4. Epic Rap Battle of History. Mr. Fitton showed an "Epic Rap Battle of History" containing famous Russian Communist leaders. It has been edited because the youtube version has profanity. Otherwise the youtube version would be linked to my site. Gotta keep it PG in class, folks.
Lesson 2 - Biography of Stalin and "Escape from the Gulag"
4. Viewed "A&E Biography: Joseph Stalin" and filled out a Video Viewing Sheet. (See Video below and use video viewing sheet)
http://www.youtube.com/watch?v=QF_fOHjWJMo
-Or as a class, we can vote on the film we want to watch from Joseph Stalin: Red Terror OR Stalin in Colour (Smithsonian).
https://www.youtube.com/watch?v=uyHbWQOkK7Y (watch 25:25- 31:00 regardless)
-See video viewing worksheet below. Students will fill out the sheet as they watch the film.
-We will do the "5 year Plan" section as a class.
http://www.youtube.com/watch?v=QF_fOHjWJMo
-Or as a class, we can vote on the film we want to watch from Joseph Stalin: Red Terror OR Stalin in Colour (Smithsonian).
https://www.youtube.com/watch?v=uyHbWQOkK7Y (watch 25:25- 31:00 regardless)
-See video viewing worksheet below. Students will fill out the sheet as they watch the film.
-We will do the "5 year Plan" section as a class.
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5. Paranoia Game activity. Done in class. See Mr. Fitton for details on this game which engaged students in an exercise in historical empathy.
6. "Escape From the Gulag" Activity. See handout below.
Also, here are a few Trailers of the activity being played.
6. "Escape From the Gulag" Activity. See handout below.
Also, here are a few Trailers of the activity being played.
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| escape_the_gulag_-_mission_impossible.doc |
| escape_the_gulag_-_mission_impossible_version_2_-_with_time_penalties.doc |
| escape_the_gulag_-_mission_impossible_version_2_-_with_time_penalties_2019_alternate_questions.doc |
Lesson 3 - Mini-Lesson on Gulags/Prisons
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1. We will discuss the Gulag system and why it exists under Stalin. As we've seen in "The Red Terror" documentary.
2. We will view a quick slideshow which shows the conditions of the Gulags.
3. We will we watch some videos of Modern Jails and discuss the purpose behind them. We will do a mini study of "Sheriff Joe Arpaio" and the jails in Arizona and discuss. See below.
4. Discuss what students know about modern jails. Do a web on board. Relate jails to the political spectrum as a class. What does each political philosophy view in terms on incarceration (punishment vs rehabilitation. | ||
5. We will visit a modern day correctional facility in Canada to view the interior and then discuss as a class how it compares with
A. The Gulags
B. Sheriff Joe's Jail
C. We will discuss the makeup of the jail and whether it is a left wing "Rehabilitation model" or a Right wing "Punishment model."
D. Norway's Jails: https://www.youtube.com/watch?v=TgujwijPwxo
https://www.youtube.com/watch?v=kllBalLSMCQ
https://www.youtube.com/watch?v=01mTKDaKa6Q (Need to cut and paste the URL for this one to work)
A. The Gulags
B. Sheriff Joe's Jail
C. We will discuss the makeup of the jail and whether it is a left wing "Rehabilitation model" or a Right wing "Punishment model."
D. Norway's Jails: https://www.youtube.com/watch?v=TgujwijPwxo
https://www.youtube.com/watch?v=kllBalLSMCQ
https://www.youtube.com/watch?v=01mTKDaKa6Q (Need to cut and paste the URL for this one to work)
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6. Today's Meet activity - have students debate which prison system the think is better and why.
-Half the class of Students will have a debate on Sherriff Joe's Jails while students comment in "Today's Meet"
-Students will then switch and the other half who were using "Today's Meet" will debate prisons in Normay while the others comment in Today's Meet.
-For a tutorial on how to use "Today's Meet" here is a URL https://www.youtube.com/watch?v=3M1PZ_ywNxA
-Students can also use today's meet during a lecture
-Half the class of Students will have a debate on Sherriff Joe's Jails while students comment in "Today's Meet"
-Students will then switch and the other half who were using "Today's Meet" will debate prisons in Normay while the others comment in Today's Meet.
-For a tutorial on how to use "Today's Meet" here is a URL https://www.youtube.com/watch?v=3M1PZ_ywNxA
-Students can also use today's meet during a lecture
History 12 Visits a Local Cellblock
Stalin Essay - the last question on the chapter questions was an essay response question.
See below for student examples to inspire you and to show you what should be included in terms of level of detail for a grade 12 student.
| stalin_essay_examples_-_multiples.pdf |
| stalin_essay_example_-jk.pdf |
TWO ASSESSMENT OPTIONS. SEE LESSON 4 For Creating a Unit Test, SEE LESSON 5 for creative project
Lesson 4 - Creating a Unit Test
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REVIEW SEGMENT OF CLASS:
1. Stalin story of the buzzer: https://www.youtube.com/watch?v=fik2-kgOgng (People feared being the first to stop clapping. Once, an applause lasted so long that eventually a buzzer was installed so that people could all stop clapping and not be the first to stop, otherwise they could be sent to the Gulags.) 2. SKILLS SEGMENT OF CLASS: HOW TO CREATE MULTIPLE CHOICE QUESTIONS A. Students will receive a copy of the handout on “Blooms Taxonomy” and “The fine and delicate Art of Multiple choice.” B. As a class, go over both handouts and teach the various levels of questions. C. As a class, in groups, each group must make a multiple choice question that is factual recall and one that is application level. SHARE OUT TO CLASS. (CHART PAPER) |
| blooms_taxonomy.doc |
| multiple_choice_questions_-_how_to_do_them_sheet_copy_2.doc |
3. Students will then have to get into groups of 4 (Mr. Fitton will create the groups) to create 6 multiple choice questions (From multiple levels of Blooms Taxonomy). Each group will submit their questions, then Mr. Fitton will compile them and make a 20 question unit test, complete with paragraph question (to be given out to students in advance). Thus, this unit, the students make the test. They are more than welcome to share their questions with each other.
-As a class, we will also go over the word prompts for each type of question from the blooms taxonomy sheet.)
4. Go over answers to the escape the Gulag Questions (On the board, each group is assigned a question and must put the answer on the board).
5. Finish A&E Stalin Biography - if students wish to watch that perspective. Go over answers to questions as a class when complete.
6. Discuss "5 Year Plans" from Powerpoint. Mr. Fitton will give notes / answer the questions on the rear of the "Red Terror Sheet" so the class has an understanding of Stalin's Five Year Plans.
-Below will eventually appear an answer key for students to copy which goes over the rear of the Stalin Video Viewing Sheet.
-As a class, we will also go over the word prompts for each type of question from the blooms taxonomy sheet.)
4. Go over answers to the escape the Gulag Questions (On the board, each group is assigned a question and must put the answer on the board).
5. Finish A&E Stalin Biography - if students wish to watch that perspective. Go over answers to questions as a class when complete.
6. Discuss "5 Year Plans" from Powerpoint. Mr. Fitton will give notes / answer the questions on the rear of the "Red Terror Sheet" so the class has an understanding of Stalin's Five Year Plans.
-Below will eventually appear an answer key for students to copy which goes over the rear of the Stalin Video Viewing Sheet.
| hist_12_-_answer_key_to_a_e_red_terror.pdf |
7. Finish Stalin Questions. Students must work on them (but not the ones that are the same as the Escape the Gulag questions - DO NOT DO #1, 2, 3, 4, 6, 7, 8) unless you have not done the escape the Gulag outdoor activity, in which case you need to complete the questions. )
| stalin-chapter_questions.doc |
11. Go over the Stalin Question and answers as a class. Mr. Fitton will answer any questions posed by the class.
12. Stalin Paragraph distributed. Students will use document based questions attached to their "Chapter Questions" to respond to the prompt "Stalin was good for Russia. Discuss." Students may argue yes or no, but a sophisticated response will discuss both sides and come to a thoughtful conclusion based on analysis. Use quotations. Students may use notes, their text, the films, chapter questions and their own research to develop their answer.
13. Students also completed their group quiz on the Russian Revolution. A group of students had created a test as their creative project. Thus, students split into groups of 2-4 and had to write the test, open book. They also had to lable the parts of the question (stem, distractor, correct answer, incorrect answer) for five questions. They also had to label which level of question each question on the test was (Factual recall, Application, Evaluation, Synthesis... etc) This exercise is meant to help students create the ability to both understand how test questions are created and to be able to build their own effective test questions. This should help them become better test-writers.
12. Stalin Paragraph distributed. Students will use document based questions attached to their "Chapter Questions" to respond to the prompt "Stalin was good for Russia. Discuss." Students may argue yes or no, but a sophisticated response will discuss both sides and come to a thoughtful conclusion based on analysis. Use quotations. Students may use notes, their text, the films, chapter questions and their own research to develop their answer.
13. Students also completed their group quiz on the Russian Revolution. A group of students had created a test as their creative project. Thus, students split into groups of 2-4 and had to write the test, open book. They also had to lable the parts of the question (stem, distractor, correct answer, incorrect answer) for five questions. They also had to label which level of question each question on the test was (Factual recall, Application, Evaluation, Synthesis... etc) This exercise is meant to help students create the ability to both understand how test questions are created and to be able to build their own effective test questions. This should help them become better test-writers.
| great_stalin_slideshow.ppt |
Quit "Stalin" and lets get to the end of the unit... so you can see your "Marx."
1. Students had to complete their Stalin questions for a homework check. These questions were also imperative to complete since they were necessary to assist in creating multiple choice questions. Check chapter questions for completion while students watch segments of the video below.
2. Students will watch parts of the Histeria Video of the Russian Revolution. We have already watched a small section of it, but will watch it again.
( https://youtu.be/xvfJVHOhr8I )
Play from 1:15-4:51 and then 12:12- 18:05
2. Students will watch parts of the Histeria Video of the Russian Revolution. We have already watched a small section of it, but will watch it again.
( https://youtu.be/xvfJVHOhr8I )
Play from 1:15-4:51 and then 12:12- 18:05
3. Students are to be placed in specific groups. Please see groupings based on the picture below.
Using notes, movie viewing sheets and chapter questions, each group have to create 6 multiple choice questions.
-2 Knowledge / Comprehension (Lower Level Questions)
-2 Application / Analysis
-2 Evaluation / Synthesis
Remember the key vocabulary on the handout provided on Bloom's Taxonomy. That will help you create your questions.
Using notes, movie viewing sheets and chapter questions, each group have to create 6 multiple choice questions.
-2 Knowledge / Comprehension (Lower Level Questions)
-2 Application / Analysis
-2 Evaluation / Synthesis
Remember the key vocabulary on the handout provided on Bloom's Taxonomy. That will help you create your questions.
4. We stopped part way through and put up a student example and as a class, we looked at how to improve the question and the answers.
Examples of a student question from last year that we took and made better as a class. Took it from factual recall to analysis.
First try:
1. Which soviet union member did Stalin have to kill to rise to power?
A. Trotsky B. Lenin C. Kerensky D. Rasputin
Second try:
1. Which soviet Union Members did stalin have to kill to rise to power?
A. Trotsky, Rasputin, Kerensky B. Trotsky, Kamenev, Zinoviev
C. Trotsky, Kerensky, Kamenev D. Trotsky, Lenin, Rasputin.
Third try? Is the stem itself the best stem? What is better about question two? What is different?
Teacher will collect the student works in progress to make sure they are on task.
5. Announcement: Mr. Fitton will type up the questions and they are forming the basis of the Quiz Friday. Along with a Paragraph question on Stalin. See paragraph question appended to Chapter questions.
THE QUIZ:
10-20 Multiple Choice Questions created by the class.
1 Paragraph "Was Stalin Good For Russia" - provided to students in advance.
BONUS: Pick six questions and write which "level" of question they are:
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
EVALUATION
SYNTHESIS
Please go to the 1920s/1930s Tab above for the next unit.
Examples of a student question from last year that we took and made better as a class. Took it from factual recall to analysis.
First try:
1. Which soviet union member did Stalin have to kill to rise to power?
A. Trotsky B. Lenin C. Kerensky D. Rasputin
Second try:
1. Which soviet Union Members did stalin have to kill to rise to power?
A. Trotsky, Rasputin, Kerensky B. Trotsky, Kamenev, Zinoviev
C. Trotsky, Kerensky, Kamenev D. Trotsky, Lenin, Rasputin.
Third try? Is the stem itself the best stem? What is better about question two? What is different?
Teacher will collect the student works in progress to make sure they are on task.
5. Announcement: Mr. Fitton will type up the questions and they are forming the basis of the Quiz Friday. Along with a Paragraph question on Stalin. See paragraph question appended to Chapter questions.
THE QUIZ:
10-20 Multiple Choice Questions created by the class.
1 Paragraph "Was Stalin Good For Russia" - provided to students in advance.
BONUS: Pick six questions and write which "level" of question they are:
KNOWLEDGE
COMPREHENSION
APPLICATION
ANALYSIS
EVALUATION
SYNTHESIS
Please go to the 1920s/1930s Tab above for the next unit.
LESSON 5 - Creative OPTION
Students will develop three "Big Ideas" about Stalin through all of the material we have learned in class. They will then support those assertions through using the history we have learned (using specific details). They will then create a draw my life, top ten list, or mini-bio to be uploaded online. See assignment below.
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| stalin_top_10.doc |
| free-editable-education-storyboard-template-word.jpg |
Examples of Student work in 2017
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| stalin_presentation_-_connor_saphyre_vanessa.pdf |
