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3 Joseph Stalin
3 Joseph Stalin
3 Joseph Stalin
rules. When there are no students talking or opening their eyes, the teacher will pick out
any random students to join the students in the hallway. Through this activity it is
imperative that the teacher consistently remind students to trust them.
Following the third round, the missing students will be brought back into class. Teacher
will initiate a discussion where students will try to identify all parts of the activity in
which the teacher either used fear or deception to control student behavior. Students will
need to explain why these methods are effective in maintaining order. These concepts
will be tied to the Stalinist regime throughout the lesson.
C. Application Task:
The application task for this lesson will be the propaganda analysis worksheet. By
completing this worksheet correctly students will demonstrate understanding of the days
topic. Throughout the entire lesson the themes of fear and deception have been
continuously, and purposely, present. This assessment will tie those themes with Stalins
role as a dictator and his ability to construct a personality cult to maintain his positive
image in the eyes of Soviet society.
D. Materials & Resources:
This lesson will require the following:
Guided notes
Propaganda analysis worksheet
Joseph Stalin PowerPoint
Music and speakers (for engagement activity)
Joseph Staling YouTube clip: https://www.youtube.com/watch?v=rC1lyk0mPic
Highlighters
V. Assessment Strategies: This lesson will have multiple formative checks for understanding.
During the engagement activity, the teacher will debrief the activity and introduce the themes of
fear and deception. Through a series of questions these themes will be connected to Joseph
Stalins regime. During this debrief session the teacher will randomly call students to answer
questions while employing a no-opt-out strategy; the student must provide a response. The guided
notes portion of the lesson will contain several formative checks for understanding, as students
will be taking notes by answering questions that align with each slide. Many of these questions
ask students to think about the significance of a particular slide, rather than simply have a student
copy what is on the slide. During these critical moments of guided notes the teacher will ask for
volunteers and call randomly on students to share their responses to these reflection questions.
The teacher will use the academic discussions as a formative assessment as well. The questions
that structure each discussion ask students to cite example from the PowerPoint or video clip.
This provides the opportunity to check whether students understood the PowerPoint and the video
clip. In addition, students will also be using this new content create cohesive responses in a few
seconds time, thereby showing that they have understood the new topic. The summative
assessment for this lesson will be the propaganda analysis. This assignment provides students the
opportunity to show that theyve mastered the content. In addition, students will also demonstrate
the ability to analyze primary sources of information and apply the themes learned throughout the
lesson to their analysis.
VI. Accommodations for Individual Learners: For students who have an IEP, the teacher will
abide by all accommodations listed on the students IEP. The engagement activity serves as a
great language support for students who may struggle with English. This activity takes students
through an experience of fear and deception, thereby providing students a different way to
understand the vocabulary rather than the standard mode of having the teacher deliver the
information from the front of the room. The key vocabulary that is reinforced through this
activity includes fear, deception, totalitarianism, and dictator. The teacher will be performing all
four of these in some fashion. Not only does this support students who struggle with language but
it also helps students who are visual or kinesthetic learners. The guided notes supports students
who may not write as fast. Doing notes in this fashion does not require students to copy every
single word on a slide, thereby giving students more opportunity to focus on the lecture itself.
The academic discussions are an accommodation for students who are verbal and auditory
learners. During this activity students do not have to write a single thing; all that is required is for
students to talk and listen to their partners. Lastly, the final summative assessment has an
additional accommodation for visual learners. Instead of just having to read, students will also be
able to analyze an image. Students who prefer to learn visually will be accommodated in this
portion of the assessment. The entire lesson uses a variety of different activities that all require a
different set of skills. These activities are designed to target the strengths of each student in the
classroom.
VII. Homework: Students will complete their propaganda analysis for homework if it is not
completed at the end of class. Assignment will be due first thing the following class.
Resource
Standard
Content Standards
English Language Arts Standard and
English Language Development Standard
I. Description
of Content and
Content Type
_____/
5
_____/
10
II. Objective
_____/
10
_____/
5
(Learning
Outcome)
III. Curriculum
Connection
Audience
Behavior
Condition
Performance
Unit Topic
Previous Lesson
Next lesson
IV. Instruction
_____/
5
A.
Engagement
(motivational
activity)
B.
Instructional
Sequence
_____/
20
(teaching
methodology
and student
activities)
Constructivist
_____/
15
_____/
5
_____/
5
_____/
5
_____/
10
C. Application
Activity
(Practice and/
or Reflection)
D. Materials
and Resources
V. Assessment
Strategies
(Methods for
Obtaining
Evidence of
Learning)
VI.
Accommodatio
ns (Strategies
used to
differentiate
instruction
during your
lesson)
Extension activity