Goals and objectives
Goal: The students will learn about the Chinese Civil War and the rise of Mao and his regime in Communist China.
Objective: The Students will illustrate and explain orally and in written form the Chinese Civil War, the rise of Mao Tse-tung and the effects this had in the political, social and economic realm in China.
Objective: The Students will illustrate and explain orally and in written form the Chinese Civil War, the rise of Mao Tse-tung and the effects this had in the political, social and economic realm in China.
California state content and common core standards
California State Content:
10.9 Students analyze the international developments in the post–World War II world.
4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
Common Core:
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
10.9 Students analyze the international developments in the post–World War II world.
4. Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
Common Core:
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.SL.9-10.1d Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Lesson introduction
Day1: The teacher will begin the lesson by asking the students to take out their class journals, inside their journals the teacher will have placed index cards with their names and titles (Poor peasants, Widows, Rich peasants, Landlords, Intellectuals) for the lesson. For example: a student card would say, John Smith: Poor Peasant or Jane Smith: Rich Landlord (all titles were assigned with groups in mind, stronger students were placed in groups with striving students). Then the teacher will ask the students what they know about the concept of Communism. The students will then respond orally to the teacher’s question then the class will have a small (1-2 min) discussion. After the class discussion the teacher will ask the students to write in their journals regarding their new titles and where they think they would fit into a communist society.
Day 2: The teacher will ask the students to get out their journals and look at what they wrote the day before (where there title would fit into a communist society). The teacher will then ask the students to reflect on what they learned yesterday and if they want to change their mind on where they think they would stand in a communist China. After the teachers prompt the students will reflect and write in their journals. |
VOCABULARY
1. Peasants
2. Landlords
3. Intellectuals
4. Rightist
5. Nationalist
6. Propaganda
7. CCP
8. Chaing Kai-Shek
9. Mao Tse-Tung
10. Collectives
2. Landlords
3. Intellectuals
4. Rightist
5. Nationalist
6. Propaganda
7. CCP
8. Chaing Kai-Shek
9. Mao Tse-Tung
10. Collectives
content delivery
Day 1: the teacher will begin the lesson by giving the students guided notes with the important vocabulary on it. The teacher will then give a brief introductory lecture about Mao and the 1949 communist revolution, discussing the issues between the communist and the nationalist led by Chaing Kai-Shek. Then the teacher will ask the students to get into groups based upon their assigned titles. Once in their groups the teacher will ask them to bullet point some ideas they have about their place in society (newly communist china). The teacher will then lead a small class discussion, where the students will be asked to state where they think they would be, giving evidence to support their answers. After the teacher will go on to lecture more, covering the topics of the great leap forward and the Cultural Revolution.
Day 2: the teacher will start the lecture off by showing the students a propaganda poster from the Mao regime during the Cultural Revolution, asking them to get into their groups and discuss what they see and think. Then the teacher will lead a class discussion about the poster. After the discussion the teacher will show a short video on tank man, explaining where the Chinese communist party is today. The teacher will also ask the students questions to gauge student understanding.
Day 2: the teacher will start the lecture off by showing the students a propaganda poster from the Mao regime during the Cultural Revolution, asking them to get into their groups and discuss what they see and think. Then the teacher will lead a class discussion about the poster. After the discussion the teacher will show a short video on tank man, explaining where the Chinese communist party is today. The teacher will also ask the students questions to gauge student understanding.
student ENGAGEMENT
Day 2: After the students finish the Tank Man video, the teacher will ask the students to get back in their groups. Once the students are in their groups the teacher will explain their assignment. In their groups the students are to make their own propaganda posters. These posters need to explain where their group has been placed and seen throughout the history of the communist regime in China. After the students have created their posters each group will present their posters to the class.
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lesson closure
Day 2: After the presentations the teacher will have the students take out their class
journals and write down how this assignment made them feel, as well as three things they learned and three things that they would like to learn more about.
journals and write down how this assignment made them feel, as well as three things they learned and three things that they would like to learn more about.
Assessment
Throughout the lesson there are a variety of different assessments used; Entry Level, Progress Monitoring and Summative.
EL: The students will start the lesson by having a class discussion about the concept of communism. This will allow the teacher to see what prior knowledge that the students already have in regards to communism.
PM: throughout the lesson there are many instances of progress monitoring. While lecturing the students the teacher will stop periodically and start a class discussion, these discussions will allow the teacher to see where the students are in terms of grasping the content.
S: The students will create a propaganda poster that depicts their groups place in Communist China, the creation and presentation of the posters will show the teacher what information the students understood. Also when the students write in their journals after the presentations, discussing what they felt, what they learned and what they would still like to learn, the teacher will use this as a way of measuring what concepts the students grasped as well as what may need to be re-taught.
EL: The students will start the lesson by having a class discussion about the concept of communism. This will allow the teacher to see what prior knowledge that the students already have in regards to communism.
PM: throughout the lesson there are many instances of progress monitoring. While lecturing the students the teacher will stop periodically and start a class discussion, these discussions will allow the teacher to see where the students are in terms of grasping the content.
S: The students will create a propaganda poster that depicts their groups place in Communist China, the creation and presentation of the posters will show the teacher what information the students understood. Also when the students write in their journals after the presentations, discussing what they felt, what they learned and what they would still like to learn, the teacher will use this as a way of measuring what concepts the students grasped as well as what may need to be re-taught.
ACCOMMODATIONS for English learners, striving readers and students with SPECIAL needs
Throughout the lesson there are a variety of accommodations that will be used for English Learners, Striving Readers and Students with Special Needs. The groups themselves will be strategically created, meaning lower preforming students will be placed with higher preforming students in order to help them. Also the use of guided notes, lots of discussion and think time will also help all of these students.