Lesson plan 4 Name: Elaine Butler tws603 3-04 whb, week 6 day 1



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Lesson Plan 4 TWS603.2.3-04 Elaine Butler

LESSON PLAN 4

Name: Elaine Butler

TWS603.2.3-04

WHB, week 6 day 1


GENERAL INFORMATION

Lesson Title & Subject: China past and present

Topic or Unit of Study: Revolutions

Grade/Level: 10th Grade, World History

Instructional Setting:

Required class for sophomores, 4 diverse classes of 15-25 students, Students of different abilities and experiences are mixed throughout the classes. Two different classrooms equipped with projectors and computers as well as white boards. In one classroom, student desks face a center aisle. In the other room, student desks face the front of the room.

STANDARDS AND OBJECTIVES

Oregon Core Curriculum/Student Achievement Standard(s):

Recognize and interpret continuity and/or change with respect to particular historical developments in the 20th century.



Understand the impact of the Chinese Revolution of 1911, and the cause of China’s Communist Revolution in 1949.

Estacada High School History Learning Targets:

  • Explain the significance of key events

MATERIALS AND RESOURCES

Instructional Materials:

PowerPoint – Slide 1 (What events have your studied that are associated with the following dates? 1914-1918, 1917, 1938-1945, 1947) , Slide 2 (World War I, Russian Revolution, World War II, Indian Independence), Slides 3-7 Sun Yatsen, Chiang Kaishek, Henry Pu-yi, Mao Zedong, map of China/Taiwan.

Handout: Chinese Republic 1911-1948

Resources:

Classroom World History Textbooks

Computer access for research

INSTRUCTIONAL PLAN


Day Five –

Lesson Objectives:

1) Given an introductory lesson and research materials, students will complete the handout about the 1911 revolution, Sun Yatsen, Chiang Kaishek, and Mao Zedong with 90% accuracy.

Identification of Student Prerequisite Skills Needed for Lesson:
Students have learned the dynasties in order, including Mao. They have practiced looking up information on the internet and in textbooks. They have also practiced working in groups, and have done several jigsaw exercises in class.

Pedagogical Strategies:
Direct instruction, jigsaw group research

Differentiated Instruction:
ELL students and students with reading or writing challenges should be teamed up with students who can help them complete the handout.

Assessment:

Handout is monitored for complete and accurate answers, but is not scored or reported. Students are encouraged to retain it for their use in studying for future essays.



Posted on board:

Warm-up: See Powerpoint

Goal: Meet the Revolutionaries

Activity: Character Studies (Jigsaw)

Homework: Writer’s Choice Essay due Friday

Time: (end of class)

Handout: Character Studies Jigsaw forms

Sequence of Instructional Procedures/Activities/Events

Review:

5 minutes –Students write down their response to first slide while teacher takes roll.

Move to second slide for corrections, review Chinese vocabulary, and sing the dynasty song from lesson two.

Presentation of New Information:

10 minutes – Present PowerPoint slides 3-7, introducing Henry Pu-yi (6-year-old Qing Emperor), Sun Yatsen (Father of the Revolution), Chiang Kaishek (Nationalist leader), and Mao Zedong (Communist Leader). Show map of China/Taiwan and discuss the status of the Republic of China (Taiwan). Students take notes on the top section of their handout, filling in information together.

Guided Practice:

5 minutes – Divide class into groups of 3 students. Each group meets together and assigns one person to research Sun Yatsen, another to research Chiang Kaishek, and the third to research Mao Zedong. Explain that researchers will team up to get accurate information from multiple sources about each character and check their information for accuracy before returning to original groups.



Independent Practice:

20 minutes – Research teams look up their characters in the textbook and on multiple websites, looking for appropriate responses to the blanks in the handout, and confirming them before writing them down.



Culminating activity:

10 minutes – When each team has confirmed its information, members return to their original groups and share information.



Informal Formative Assessment:

Monitor responses for accuracy and groups for participation.


Final comments: Thank students for good use of the time.






Chinese Republic 1911-1948

Causes of the 1911 Revolution:


1) _________________________________________________________________________

2) _________________________________________________________________________


3)__________________________________________________________________________
4) _________________________________________________________________________
“Father” of China’s 1911 revolution: _____________________________________________
Last emperor of China, _______________________________________________________
President of the Republic of China, who fled to Taiwan in 1948 _______________________
__________________________________________________________________________

Communist leader who fought both Nationalists and Foreigners: ______________________


With your team, research your assigned character. You may use textbooks and internet sites. When everyone on your team has all the information (check multiple sources for accuracy). collect the information on the other characters from members of the other two teams.
Sun Yat-sen
Title or role: __________________________________________________________________
Year born: ____________________________ Year died: ______________________________
Time and place in power: ________________________________________________________
Friends with: __________________________________________________________________
Enemy of: ____________________________________________________________________
Goals: _______________________________________________________________________
Successes: ___________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________
Failures: _____________________________________________________________________
_____________________________________________________________________________
Chiang Kai-shek

Title or role: __________________________________________________________________


Year born: ____________________________ Year died: ______________________________
Time and place in power: ________________________________________________________
Friends with: __________________________________________________________________
Enemy of: ____________________________________________________________________
Goals: _______________________________________________________________________
Successes: ___________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________
Failures: _____________________________________________________________________
_____________________________________________________________________________


Mao Zedong (Mao Tse Tung)

Title or role: __________________________________________________________________


Year born: ____________________________ Year died: ______________________________
Time and place in power: ________________________________________________________
Friends with: __________________________________________________________________
Enemy of: ____________________________________________________________________
Goals: _______________________________________________________________________
Successes: ___________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________
Failures: _____________________________________________________________________
_____________________________________________________________________________


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