Welcome to the Russian Revolution
In this unit we will learn Russian vocabulary, make Perogies with the cooking class, dance to Rasputin and learn the incredibly complex details of a revolution that will drive the rest of the century and still has ramifications to present day! (See Russia right now in the news for more details!)
-Usually I start with all the desks turned upside down, when students come in, I great them with a Russian Hat on and a thick theatrical accent. Desks are upside-down to represent the radical shift that the Revolution was.
1. PREDICTION ACTIVITY: To begin, we will do a prediction activity. Students get in A/B Partners. One faces the screen. Teacher puts up first photo from slideshow. Student A, who can see the screen, describes the image for one minute to partner B. Then, partner B can see the screen --> they then give the partner who described the image, one compliment about the way they described. Share out as a group - helps us build community. Switch positions and do with next photo.
NEXT: At the end of the slideshow, Students will fill out a sheet with 7 pictures that tell the story of the revolution (the same ones from the slideshow). See slideshow and handout below! Predict what they think the item is, and its significance. Also, the date.
Throughout the unit, we will continually come back to each picture as it comes up - students will then look at their prediction, and then write down who the person actually was.
1. PREDICTION ACTIVITY: To begin, we will do a prediction activity. Students get in A/B Partners. One faces the screen. Teacher puts up first photo from slideshow. Student A, who can see the screen, describes the image for one minute to partner B. Then, partner B can see the screen --> they then give the partner who described the image, one compliment about the way they described. Share out as a group - helps us build community. Switch positions and do with next photo.
NEXT: At the end of the slideshow, Students will fill out a sheet with 7 pictures that tell the story of the revolution (the same ones from the slideshow). See slideshow and handout below! Predict what they think the item is, and its significance. Also, the date.
Throughout the unit, we will continually come back to each picture as it comes up - students will then look at their prediction, and then write down who the person actually was.
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But why study the history of communism and a revolution that took place 100 years ago?
Currently we are once again under the spectre of nuclear war / conventional war as a result of communist North in Korea and of Russia in the Ukraine. Here are two videos that show the history of North Korea. Then, we will follow the history all the way back to Karl Marx and the idea of communism. Thus, demonstrating the relevance of learning history.
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Russia is in the news again. Here are a few modern news stories from different perspectives.
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Building Thinking Classrooms Lesson on Ukraine.
1. Teacher will dress up like Military Commander. Sheet on Classroom Door that Says "Military Briefing - Authorized Personnel Only"
2. Teacher will show the Ppt on the Ukraine Crisis
3. Teacher will read script of main events / information needed for students to do "thinking classrooms activity"
4. Students will be put in random groups of three, with a whiteboard, vertical. They will take notes as teacher reads the script. Switch Whiteboard pen several times between partners while script read.
5. At the end, students must decide what Canada or the West's response should be.
2. Teacher will show the Ppt on the Ukraine Crisis
3. Teacher will read script of main events / information needed for students to do "thinking classrooms activity"
4. Students will be put in random groups of three, with a whiteboard, vertical. They will take notes as teacher reads the script. Switch Whiteboard pen several times between partners while script read.
5. At the end, students must decide what Canada or the West's response should be.
ukrainian_situation.pptx | |
File Size: | 6077 kb |
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thinking_classroom_-_ukraine.docx | |
File Size: | 145 kb |
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Some good sites:
1. Timeline: https://www.businesstoday.in/latest/world/story/russia-ukraine-war-heres-how-the-crisis-unfolded-a-timeline-323776-2022-02-24
2. Nato timeline of Russian Aggression: https://natoassociation.ca/a-timeline-of-russian-aggression/
3. UN Infographic: https://www.scmp.com/infographics/article/1871640/infographic-united-nations-70th-anniversary
4. UN Charter: https://www.un.org/en/about-us/un-charter
5. NATO infographic: https://i.pinimg.com/originals/a8/0b/cc/a80bcc2ee8bb52953f769acd6e7595f6.jpg
6. Canadian News Website that supports Russia: https://nationalpost.com/news/canada/pro-russia-global-research-website
--- https://www.globalresearch.ca
1. Timeline: https://www.businesstoday.in/latest/world/story/russia-ukraine-war-heres-how-the-crisis-unfolded-a-timeline-323776-2022-02-24
2. Nato timeline of Russian Aggression: https://natoassociation.ca/a-timeline-of-russian-aggression/
3. UN Infographic: https://www.scmp.com/infographics/article/1871640/infographic-united-nations-70th-anniversary
4. UN Charter: https://www.un.org/en/about-us/un-charter
5. NATO infographic: https://i.pinimg.com/originals/a8/0b/cc/a80bcc2ee8bb52953f769acd6e7595f6.jpg
6. Canadian News Website that supports Russia: https://nationalpost.com/news/canada/pro-russia-global-research-website
--- https://www.globalresearch.ca
A Good Overview of the Revolution - A Video Slideshow from Youtube
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rs_revolution_learning_targets.pdf | |
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Introductory Lessons on the Russian Revolution
UNIT GUIDING QUESTIONS THAT WE WILL INVESTIGATE THROUGHOUT OUR RICH CONTENT:
1. What are the conditions that cause citizens to overthrow their government.
2. How was a small group of revolutionaries able to seize power.
3. What are the resonating impacts of Communism and the "Russian Experiment" on the world today?
After watching the videos, we created a "Wonder Wall" of questions that students had about the Revolution.
1. What are the conditions that cause citizens to overthrow their government.
2. How was a small group of revolutionaries able to seize power.
3. What are the resonating impacts of Communism and the "Russian Experiment" on the world today?
After watching the videos, we created a "Wonder Wall" of questions that students had about the Revolution.
A note on Quizzes
*Please Note: We will be doing a daily 5 quiz each day for 6 or so lessons just because there is a lot of information in this unit and we need to keep on top of it. This is a confusing unit! I will then take your best 4/6 quizzes. If you miss a day, please check out the website in order to stay apprised of information you have missed.
Learn Some Russian
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2. Learn some Russian Vocabulary
Спасибо ("spa-see-ba") - Thank-You Пожалуйста ("pa-zhal-sta") - Please (and You're Welcome) Да ("da") - Yes Нет ("nyet") - No Здравствуйте ("zdra-stvooy-tye") - Hello (Formal) Привет ("pree-vyet") - Hi (Informal) До свидания ("da-svee-da-nee-ye") - Good-bye. Пока ("pa-ka") - Bye (Informal, slang) |
Throughout class, Mr. Fitton will ask questions, you need to answer "Yes" or "No" in Russian; otherwise your answer will not be recorded.
3. Political Spectrum. As a class we drew the political spectrum on the board.
We examined simple examples of a line, then look at more complex examples of grids.
-Explain how it is not a line, but a rounded continuum with totaliterianism at the end of each. A line is meant to simplify a concept, yet totalitarian qualities exist on each end of the spectrum, so it is more like a circle that touches on either end.
3. Political Spectrum. As a class we drew the political spectrum on the board.
We examined simple examples of a line, then look at more complex examples of grids.
-Explain how it is not a line, but a rounded continuum with totaliterianism at the end of each. A line is meant to simplify a concept, yet totalitarian qualities exist on each end of the spectrum, so it is more like a circle that touches on either end.
notes_-_political_spectrum_-_hailey_r.pdf | |
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4. Students will take out their smartphones and do the worlds smallest political quiz. http://www.theadvocates.org/quiz/ 5. Lecture on Marxism and the philosophy of Communism. See handout! + Pictures below. Mr. Fitton will explain them. -Students will read with Mr. Fitton a section. -Then, silent read a section and ask questions. -Then we will do an information circle. 6. Show “Politicows” handout – discuss how political theory can be quite humorous and help show us a window into the main components of an idea. 7. We watched an episode of "Crash Course in History" by John Greene – Socialism and Capitalism. (14:02 in length, but we watched from 6:00-14:02) http://www.youtube.com/watch?v=B3u4EFTwprM |
A quick overview of Marxism. From A. The Economist and B. Communism Vs Socialism - "NowThisWorld"
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Students will receive a handout of the differences between Marxism and Leninism. In pairs one will be Marx and one will be Lenin. They will read the handout, then go for a "Socratic Walk" around the outside of the school. "Marx" will outline his beliefs. "Lenin" will outline his beliefs. Then they will ask each other questions to gain mastery of the concepts/handout.
Teacher will review and answer any questions once done.
Teacher will review and answer any questions once done.
marxism_and_communism.pdf | |
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russian_revolution_notes_on_marxism_and_types_of_communism.docx | |
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politicows_-_political_parties_if_they_were_cows_new.docx | |
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Student will also be given the Unit Graphic Organizer (located lower on this webpage) at this point so they can create notes on Marx/Lenin for the unit project.
8. Notes on Political Ideologies. See handout below. (Chart on Political Theory) The class will take notes on political theories from a key that Mr. Fitton has attached to the document below. It will show them the major political theories on the spectrum. This will help guide our understanding of major world events that arise as a result of these ideologies.
chart_on_political_theory_-_2023.docx | |
File Size: | 519 kb |
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Unit Assignment - So Students Can Think About It
9. Unit Overview – Handout the overview created by a great history teacher, Myron Dueck. By end of unit, students will check off if they learned this information. No electronic version available. Photocopy in class.
10. Unit Project – Historical Hotseat.
Student will choose a major character from the Russian Revolution. In groups of 3, they will research the character and then take part in a "Hot Seat" panel where they will make a speech and answer questions from the entire class as a way to demonstrate their knowledge of the Revolution. (Reactions to Events, Philosophical Beliefs, Suggestions, etc).
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historical_hotseat_names.docx | |
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This project could alternatively be done as a Podcast, a Biography, a Video, an Interview, or an Op-Ed - to differentiate for student talents and skills. Students could also suggest an alternative variation.
11. Chapter Questions – must do at least 1-5 and the readings of the chapter. Quiz on 1-5 to start class tomorrow; quiz also on notes taken on political ideologies (Communism, Socialism and Liberalism).
russian_revolution_chapter_questions_-_2023_update.doc | |
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Ukrainian Conflict Samples of Student Work
12. Powerpoint Presentation. Students are the view the presentation and take Cornell Notes. We will pause part way through and watch "Russia, Land of the Czars.
Slides 1 - 30 - we will view them in a traditional way - with Mr. Fitton speaking and students taking notes. Please only take notes on the slides with three stars at the top - *** - slides without them are meant to provide context.
Slides 31-51 are posted around the classroom. Students can take notes and listen to Russian music. Then once notes are completed, as a class, we will go over them so that Mr. Fitton can talk without students hurriedly taking down notes. This will lead (hopefully) to more dialogue, questions and engagement, since students have already written down the material.
-Mr. Fitton will eventually lecture on this topic; but will dress students up as Lenin, Kerensky, Kornilov, Trotsky, Stalin and army officials. When he explains a slide, the characters from the class must act out what he says. (Ie: Lenin helps Kerensky defeat the whites! - those two students, fight Kornilov...). Or will have cardboard cutouts on Popsicle sticks - like a puppet show.
We will then complete a review activity on those slides (see below the videos). Lecture on PPT now accompanied by Graphic Organizer (inspired by Dr. Peter Lillejdahl's concept that notes should be by students and should be "notes to their future forgetful selves" using a graphic organizer.
Slides 1 - 30 - we will view them in a traditional way - with Mr. Fitton speaking and students taking notes. Please only take notes on the slides with three stars at the top - *** - slides without them are meant to provide context.
Slides 31-51 are posted around the classroom. Students can take notes and listen to Russian music. Then once notes are completed, as a class, we will go over them so that Mr. Fitton can talk without students hurriedly taking down notes. This will lead (hopefully) to more dialogue, questions and engagement, since students have already written down the material.
-Mr. Fitton will eventually lecture on this topic; but will dress students up as Lenin, Kerensky, Kornilov, Trotsky, Stalin and army officials. When he explains a slide, the characters from the class must act out what he says. (Ie: Lenin helps Kerensky defeat the whites! - those two students, fight Kornilov...). Or will have cardboard cutouts on Popsicle sticks - like a puppet show.
We will then complete a review activity on those slides (see below the videos). Lecture on PPT now accompanied by Graphic Organizer (inspired by Dr. Peter Lillejdahl's concept that notes should be by students and should be "notes to their future forgetful selves" using a graphic organizer.
fitton_-_russianrevolution_good_one.ppt | |
File Size: | 3350 kb |
File Type: | ppt |
russian_revolution_graphic_organizer_-_notes_2022.docx | |
File Size: | 1352 kb |
File Type: | docx |
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RASPUTIN DEATH BLOOD SPLATTER LAB
MINI UNIT: Part way through the slideshow, we will also learn about Rasputin. The "Death of Rasputin" and the Song "Rasputin." We will start by doing a mini-unit on forensics where we try to solve the Rasputin Murder with a crime scene set up in a different room. Below are pictures of our mini-cross curricular forensics unit.
1. Mr. Fitton distributed the blood splatter information sheet. Students must have it complete in order to participate in a class activity tomorrow. Please read the Science textbook material on blood splatters.
history_12_csi_blood_splatter_sheet.doc | |
File Size: | 399 kb |
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2. Mr. Fitton will show three videos associated with blood splatter science (see videos below).
A. “Dexter Uncut” will help to provide you with an understanding of the science behind blood splatters.
https://youtu.be/4zQvTaMxBXg
B. “The Science behind blood splatters” from UC Davis:
http://www.youtube.com/watch?v=3Po_eWHdAq8
C. The Smithsonia - Blood Splatter 101 - Explains the three types of stains.
https://www.youtube.com/watch?v=zjfdpenl1R
A. “Dexter Uncut” will help to provide you with an understanding of the science behind blood splatters.
https://youtu.be/4zQvTaMxBXg
B. “The Science behind blood splatters” from UC Davis:
http://www.youtube.com/watch?v=3Po_eWHdAq8
C. The Smithsonia - Blood Splatter 101 - Explains the three types of stains.
https://www.youtube.com/watch?v=zjfdpenl1R
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3. Blood splatter crime scene - Students will arrive and Mr. Fitton will be dressed like a 1916 Russian Police Officer. He will greet them and welcome them to the Russian Police Academy as though they are cadets in training.
He will start by reviewing blood splatters using a slideshow (Material students learned last day from their handout). He will take any questions. Then Students will get a handout and be escorted across the hall to the bloody home of Prince Felix Yusupov where there will be a crime scene for students to decipher.
He will start by reviewing blood splatters using a slideshow (Material students learned last day from their handout). He will take any questions. Then Students will get a handout and be escorted across the hall to the bloody home of Prince Felix Yusupov where there will be a crime scene for students to decipher.
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Students must have completed their handout on serology and blood splatter science.
-Students will investigate the crime scene, find the weapon used in the crime and determine suspects. Must use evidence to solve the crime.
-Students will identify suspects, murder weapons, motives and will ask suspects questions.
-Students must complete their "Police Report" assignment in order to be able to ask questions and to solve the crime as a class.
Students have 30 minutes to analyze the crime scene, discuss with classmates and try to determine what happened. Mr. Fitton will explain that in real life scenarios, much of the work that people do is collaborative, and not at all like the individual-centric approach of school. Please work together to solve this problem. Feel free to "act out" what happened, and to discuss with peers.
4. Class discussion on why we would complete a CSI/science style activity in a history class. (What do students think? What skills are at play? How are the skills of a historian transferable to others jobs? What elements of "historical thinking and understanding" does this type of activity seek to cultivate?)
See Photos Below
-Students will investigate the crime scene, find the weapon used in the crime and determine suspects. Must use evidence to solve the crime.
-Students will identify suspects, murder weapons, motives and will ask suspects questions.
-Students must complete their "Police Report" assignment in order to be able to ask questions and to solve the crime as a class.
Students have 30 minutes to analyze the crime scene, discuss with classmates and try to determine what happened. Mr. Fitton will explain that in real life scenarios, much of the work that people do is collaborative, and not at all like the individual-centric approach of school. Please work together to solve this problem. Feel free to "act out" what happened, and to discuss with peers.
4. Class discussion on why we would complete a CSI/science style activity in a history class. (What do students think? What skills are at play? How are the skills of a historian transferable to others jobs? What elements of "historical thinking and understanding" does this type of activity seek to cultivate?)
See Photos Below
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5. Now we will watch the death scene from a film and a documentary. We will also search online and see if there are any disparities. Why do you think there are incongruities in accounts of his death?
6. Then we will engage in a pop culture activity and dance the "Rasputin Dance."
6. Then we will engage in a pop culture activity and dance the "Rasputin Dance."
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Video clips of students dancing along to "Rasputin" by Boney M
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13. Review activity. Give students certain sections of the slideshow (printed and posted around the room. They have to create a 30 second skit to explain the content of the info. Or a tableaux / free frame and explanation. Some creative way to show they've learned the content of the particular slides)
A. Slide 33
B. Slide 34
C. Slide 35
D. Slide 38, 39, 40
E. Slide 41 and 42
F. Slide 46
A. Slide 33
B. Slide 34
C. Slide 35
D. Slide 38, 39, 40
E. Slide 41 and 42
F. Slide 46
14. As a class, we will vote on whether or not we wish to watch a Youtube video: “An Overview of the Russian Revolution.” This will help with the project, but students may simply wish to get started.
https://www.youtube.com/watch?v=HHzZIcOCzkU (Has since been taken offline)
-23:47 long - In class, we viewed this exceptionally concise and informative video on the Russian Revolution. Mr. Fitton has a copy to show the class.
-Or Play this documentary - Discovery Channel - The Russian Revolution
https://www.youtube.com/watch?v=HHzZIcOCzkU (Has since been taken offline)
-23:47 long - In class, we viewed this exceptionally concise and informative video on the Russian Revolution. Mr. Fitton has a copy to show the class.
-Or Play this documentary - Discovery Channel - The Russian Revolution
15. Russian Revolution timeline activity. Students were given several events from the Russian Revolution and had to put them in correct order. We then discussed the concept of "Cause and Effect." We need to move beyond looking at events or history as simply a series of facts. Realize how each event is interconnected and can cause or be a result of another event.
timeline_1_activity.docx | |
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timeline_2_activity.docx | |
File Size: | 521 kb |
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Project Work Time
16. Students have 2.5 days days to work on their Russian Revolution Hot Seat Project Distributed far earlier in the unit.
-We will go to the library and work with the librarian on how to access "Gale" power search resources from academically acceptable, peer-reviewed sources. Some great resources that pass the CRAAP test for resource reliability!
17. If time, we will watch "Histeria" a very funny cartoon series from the early 2000s which has an episode about the Russian Revolution. We will watch 0:1:35-0:4:45 and 14:40-20:59 (A version is shown on the side)
-Here's a Excerpt Called "Peace Land and Bread"
- For any students interested, there is an "Epic History" available for your research.
-We will go to the library and work with the librarian on how to access "Gale" power search resources from academically acceptable, peer-reviewed sources. Some great resources that pass the CRAAP test for resource reliability!
17. If time, we will watch "Histeria" a very funny cartoon series from the early 2000s which has an episode about the Russian Revolution. We will watch 0:1:35-0:4:45 and 14:40-20:59 (A version is shown on the side)
-Here's a Excerpt Called "Peace Land and Bread"
- For any students interested, there is an "Epic History" available for your research.
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17. Students who have struggled with chapter questions are advised to look at the questions below, which are a student's responses.
history_12_-_russian_rev_questions_answer_key.pdf | |
File Size: | 1841 kb |
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Examples of Student Projects From Other Years:
To be added once students submit their speeches. Photos to come!
SOCIAL HISTORY LESSON TO BE INTRODUCED TO OUR CLASS - History of Foods
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In order to have a more hands-on experience with history, we are doing a cross-curricular lesson with the foods class.
We will be making Pirogies, a traditional Polish/Ukrainian/Russian dish. First we will watch two videos on the cultural / political relevance of food. One is on the importance of the Potato in Germany and the Other is on the "Columbian Exchange." Mr. Fitton will also mention that at UVIC they have History 484 - "The Social and Political History of Food in North America" - to show the variety of different histories that could be studied. http://web.uvic.ca/calendar2014-09/CDs/HSTR/484.html Ted Talk - Rory Sutherland 3:28-5:26- Columbia Exchange: 5:53-7:00; 7:28-10:19 History of Food below - if you are interested... |
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As a class, we will have the cooking class make the filling the day before we arrive, then we will come in a long, line and make pirogies in a way like they would make them in Ukraine/Russia/Poland as a huge group each person will have a role.
We will also listen to traditional music from that region of the world.
We may also watch the slideshow below to help understand different cultures and different foods.
We will also listen to traditional music from that region of the world.
We may also watch the slideshow below to help understand different cultures and different foods.
food_around_the_world.ppt | |
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VIDEOS DOCUMENTING OUR PEROGY ADVENTURES WITH THE FOODS CLASSES
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2019 Perogy Days
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