Goals & Objectives
Students will learn about the causes and effects of the Chinese Civil War.
· Students will link the Opium Wars and the Boxer Rebellion to the underlying causes of the Chinese Revolution during a T-P-S activity.
· Students will identify and describe in their own words Sun Yat-sen’s “Three Principles of the People”.
· Students will compare and contrast the principles of Jiang Jieshi and Mao Tse-tung, along with their respective political ideologies on a Venn Diagram.
· Students will describe the actions of both the Koumintang and CCP during the Chinese Civil War and WWII, and explain how those actions and ideologies led to a Communist victory in 1949 during a Quickwrite exercise.
· Students will link the Opium Wars and the Boxer Rebellion to the underlying causes of the Chinese Revolution during a T-P-S activity.
· Students will identify and describe in their own words Sun Yat-sen’s “Three Principles of the People”.
· Students will compare and contrast the principles of Jiang Jieshi and Mao Tse-tung, along with their respective political ideologies on a Venn Diagram.
· Students will describe the actions of both the Koumintang and CCP during the Chinese Civil War and WWII, and explain how those actions and ideologies led to a Communist victory in 1949 during a Quickwrite exercise.
California State Content Standards
10.9.4: 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 Literacy Standards
CCSS.ELA-LITERACY.RH.9-10.6: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
Driving Historical Question
How did the Chinese Revolution and Chinese Civil War lead to the establishment of a Communist state?
Lesson Introduction (Accessing Prior Knowledge)
The teacher prompts a T-P-S to discuss the underlying causes of the Opium Wars and the Boxer Rebellion. This will link prior knowledge to the day’s lesson on revolution, civil war, and battles of ideology.
Vocabulary (Content Language Development)
Students will discuss with a partner the principle tenants of each of the three political ideologies. Items will be categorized in a graphic organizer.
· Nationalism
· Communism
· Democracy
· Nationalism
· Communism
· Democracy
Content Delivery (Lecture)
The teacher will give a lecture on the Chinese Revolution, the Chinese Civil War, and the resulting rise of Communism. The lecture will discuss how each event, including WWII and the Japanese invasion of China, contributed to rising leftist sentiments. Guided notes will accompany the lecture.
The Chinese Civil War
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Student Engagement (Critical Thinking & Student Activities)
Students will complete guided notes during the lecture. The notes will promote cooperative learning (T-P-S), comprehension, compare and contrast (graphic organizer), and drawing of historical conclusions from learned knowledge.
Lesson Closure
Students will complete the Quickwrite portion of their guided notes. The question will require them to synthesize information from the lecture to establish a conclusion based on justified reasoning.
Assessments (Formative & Summative)
Formative – During the T-P-S, the teacher will gauge how well students remember previous knowledge and determine if a review is necessary. During the vocabulary and graphic organizer portions, the teacher will roam the classroom to check student answers and clarify misunderstandings.
Summative – The teacher will evaluate the Quickwrite responses and the rest of the guided notes to determine if lesson objectives were met.
Summative – The teacher will evaluate the Quickwrite responses and the rest of the guided notes to determine if lesson objectives were met.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Graphic organizers and pictures provide scaffolds for ELLs and special needs students. Guided notes help to organize information and makes it easier for students to follow along with the lecture. Special needs and ELLs are paired with slightly more advanced students and language-proficient students to facilitate comprehension of material.