Name: Devon N.

Haas Social Studies Lesson Plan Template Fall 2013 Lesson Title: Political Revolutions Part II: England and Russia Objectives:
TSWBAT: -Identify the major/significant events of the English and Russian Revolutions and explain their significance -Examine changing political relationship between the monarch and parliament in England. North Carolina SCOS and 21st century skills: WH.H.6.2: Analyze political revolutions in terms of their causes and impact on independence, governing bodies and church-state relations. (e.g., Glorious Revolution, American Revolution, French Revolution, Russian Revolution, Haitian, Mexican, Chinese, etc.). WH.H.6.4: Analyze the effects of industrialism and urbanization on social and economic reform (e.g., Industrial Revolution, urbanization, growth of middle class, increase in productivity and wealth, changes in economic status, new types of labor organizations, etc.). 21st Century Skills: Students will use high level thinking in order to analyze how political and social theories changed national governments. Students will also use graphic organizers to organize and communicate conceptual and thematic information.

Materials: -PowerPoint [Political Revolutions!] -PowerPoint [Advanced Organizer: Political Revolutions] -Graphic Organizer: Political Revolutions -YouTube clip: http://youtu.be/LAeKX5n-5IE

Advanced Organizer:
-Students and Teacher will examine photographs from various revolutions. These photos are on the PowerPoint [Advanced Organizer: Political Revolutions] -Students will make observations about the photographs and analyze the revolution from the pictures

Strategies
Time 35 mins Activity -View Presentation: -Teacher will lecture using PowerPoint: Political Revolutions -Lecture from slide 34-54 -Teacher will lecture using narrative style -Students can either attempt to fill in the graphic organizer [Political Revolutions] or will write down major concepts, figures, and/or events in notes

Name: Devon N. Haas

5 mins -Create/Label a Cartoon -Teacher will display cartoon on slide 55 of PowerPoint with captions covered -Students and teacher will collectively identify and label the action/activity one at a time 5 mins -Complete Chart: -Teacher will use the document camera to fill in section English Revolution on the graphic organizer with students -Teacher will call on students to give answers for parts of the organizer 15 mins -View Presentation: -Teacher will lecture using PowerPoint: Political Revolutions -Lecture from slide 56-66 -Teacher will lecture using narrative style -Students will be encouraged fill in the graphic organizer during lecture 10 mins -Simulation: -Teacher will show the trailer of George Orwells Animal Farm from YouTube http://youtu.be/LAeKX5n-5IE -Students and teacher will analyze the trailer and identify which animals correspond to the figures of the Russian Revolution 5 mins -Complete Chart: -Teacher will use the document camera to fill in section Russian Revolution on the graphic organizer with students -Teacher will call on students to give answers for parts of the organizer 15 mins -Crate a Timeline: -Students will make a timeline that includes the American, French, English, and Russian Revolutions using the web tool www.timetoast.com -Timelines will include what students feel are the most significant events and a sentence explaining significance of each event. -Students will be allowed to work in groups and collaborate together -This will serve as students ticket out the door if they do not complete it in class it will become homework.

Instructional Activities with accommodations for English Language Learners and Exceptional Children -Teacher will provide ELL and Exceptional students with printed copy of the PowerPoint -Teacher will provide ELL and Exceptional students with printed copy of political cartoon --ELL students and exceptional children will be seated next to high achieving students who can assist them if they need help.

Name: Devon N. Haas Ending of class

When class ends, students will -Turn in their timelines at a designated spot in the front of the classroom --If students complete this task before the end of the period they will return to their seat and wait quietly until the bell rings and they are dismissed.

Assessment
Students will be assessed -Did students accurately label their political cartoon? -Were students able to identify which animals in the movie Animal Farm corresponded to the leaders of the Russian Revolution? -Did students accurately complete the final sections of their graphic organizer? -Did students timelines cover all four revolutions and include at least 4 significant events and explanations?

Assessment with accommodations for English Language Learners and Exceptional Children -Did students label their political cartoon? -Were students able to identify the pigs in the movie Animal Farm as the leaders of the Russian Revolution? -Did students complete the final sections of their graphic organizer? -Did students timelines cover all four revolution s and include at least 2 significant events and explanations?

Alternate strategies for re-teaching material for students who did not achieve mastery -Read primary source documents and examine photographs or posters from the Revolutions to construct a historical narrative of the revolutions.

Transition
This relates to tomorrow This relates to tomorrow because students will be using their understanding of Revolution to explain the significance of the spread of ideas and the rise of natural rights. Students will also examine nonpolitical revolutions.