Goals & Objectives
Students will discuss modern Chinese history—from the 1919 revolution to the sociopolitical issues of the 21st Century—and decide whether or not becoming a Communist state was in its best interest.
· Students will analyze key events and figures in modern Chinese history, and through a Graffiti activity briefly describe them in small groups.
· Students will determine for themselves whether communism was ultimately beneficial or not for China by participating in a “Save the Last Word for Me” activity.
· Students will analyze key events and figures in modern Chinese history, and through a Graffiti activity briefly describe them in small groups.
· Students will determine for themselves whether communism was ultimately beneficial or not for China by participating in a “Save the Last Word for Me” activity.
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).
10.10.2: Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
10.10.3: Discuss important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
10.10.2: Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
10.10.3: Discuss important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
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
Did Communism help China?
Lesson Introduction (Accessing Prior Knowledge)
The teacher will reintroduce the concept of progress vs. change. Students will be asked to compare the two concepts and state how they differ from one another, and if possible, provide examples of change happening without progress.
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.
· Socioeconomic
· Sociopolitical
· Socioeconomic
· Sociopolitical
Content Delivery
The teacher will divide the class into groups of 4 with a different colored marker for each and point out the various graffiti papers hung around the room. Each paper has a topic from modern Chinese history as its heading (e.g., The Great Leap Forward, Tiananmen Square, Mao Tse-tung, graph of Chinese GDP growth). Groups will spend about 1 minute at each paper to write down as many words of phrases that identify with that idea as possible. The rotation will continue until all groups have visited each paper. Extra time will be given for later rounds as most “easy” ideas have been taken.
Student Engagement (Critical Thinking & Student Activities)
Each small group will revisit each graffiti paper and write down one word or phrase from each paper that they believe to best define that heading. When examining the words, students will be asked to consider the heading’s effects on Chinese history. After the words have been chosen, the teacher will then hand each student 3 flashcards to write down 3 reasons, words, or phrases on how communism did or did not benefit China. These words do not have to be the ones chosen by their groups, but the group discussion on word choice may have helped them narrow down the list beforehand.
Their justifications for choosing the word or phrase goes on the back of the flashcard, with the word or phrase itself going on the front. The teacher splits the class again into groups of 3, and has them perform a Save the Last Word for Me activity. Student A will tell Students B and C her word and whether or not benefited or hurt China. Students B and C will try and understand Student A’s reasoning, and when time has been called, Student A will give her own reasoning after hearing B and C’s. This process will continue for all 3 group members and each of their cards.
Their justifications for choosing the word or phrase goes on the back of the flashcard, with the word or phrase itself going on the front. The teacher splits the class again into groups of 3, and has them perform a Save the Last Word for Me activity. Student A will tell Students B and C her word and whether or not benefited or hurt China. Students B and C will try and understand Student A’s reasoning, and when time has been called, Student A will give her own reasoning after hearing B and C’s. This process will continue for all 3 group members and each of their cards.
Lesson Closure
After students have discussed their justifications on whether or not communism benefitted China, the teacher will have students perform a Barometer activity to get an understanding of where the class stands as a whole. One spectrum will be “pro” and the other “con” for Communism in China. After students have chosen a side, the teacher will ask for volunteers from both to give at least one reason from their flashcards as to why they chose that particular side.
Assessments (Formative & Summative)
Formative – Teacher will collect flashcards to ensure work has been completed. Teacher will also monitor student discussion, graffiti, group collaborations, and barometer activity to check for understanding of the driving question.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Kinesthetic movement, active listening and speaking, cooperative learning. Small groups facilitate communication and comprehension for ELL and special needs students.