Goals & Objectives
Students will learn about Mao Tse-tung’s Communist China, and his successor.Afterward, students will review concepts from this lesson and previous lesson in a simulation activity.
· Students will describe the Great Leap Forward, Cultural Revolution, Cult of Personality, the Red Guards, and explain how their advanced Mao’s communist agenda.
· Students will review lesson material through a game of Jeopardy on the computer.
· Students will describe the Great Leap Forward, Cultural Revolution, Cult of Personality, the Red Guards, and explain how their advanced Mao’s communist agenda.
· Students will review lesson material through a game of Jeopardy on the computer.
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 Mao Tse-tung shape Communist China?
Lesson Introduction (Accessing Prior Knowledge)
The teacher will split students into small groups and have them list principles, policies, goals, and ideologies of communism and democracy. Afterward, the teacher will ask groups to list off their findings—the teacher will write appropriate responses on the board in a Venn Diagram. After the lists have been exhausted, the teacher will ask the class where the Soviet policies of perestroika and glasnost would be placed in the diagram.
Vocabulary (Content Language Development)
Vocabulary will be developed in the Lesson Introduction.
· Communism
· Democracy
· Perestroika
· Glasnost
· Communism
· Democracy
· Perestroika
· Glasnost
Content Delivery (Lecture)
In their small groups, students will visit various stations around the classroom that cover the various topics of the day. These stations are meant to provide students with a general overview of the topics, while more in-depth analysis of topics will be cover on a later date. The stations include the Great Leap Forward, Cultural Revolution, Cult of Personality and Red Guards. Students will move from station to station as time is called for their current one. Teacher will also move from station to station to monitor progress.
Student Engagement (Critical Thinking & Student Activities)
One of the stations will be at the computers for a game of Jeopardy. Students may do the simulation at any point, but it will require knowledge from the other stations to score well. If they score poorly, they may return to the station for a better score later in the period. The game can be found at this website, and covers five categories, two of three of which were covered in other lessons during the unit. Those categories are meant as review of material, as well as an opportunity for students to understand modern Chinese history more holistically.
Lesson Closure
Teacher will tally up group scores for Jeopardy, and the group with the highest combined score will be deemed the victors and receive a small bonus on the unit exam.
Assessments (Formative & Summative)
Formative – Scoring well on the free-response Jeopardy simulation will indicate if students learned the material for the day.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Vocabulary building, and cooperative learning. Small groups facilitate communication and comprehension for ELL and special needs students. Simulation provides for engagement and hands-on approach to learning material.