WORKING DRAFT of DAILY OUTLINE (pretty close to the final)

Day 1: What do we know or think about Russia?
- Have Russian folk music playing when studs walk in to class. (Music clip-
- Hook (10 minutes)- Have pictures of the extremes of Russia that you can show to the class via PowerPoint. Include pictures of Russia in crisis. At the beginning (5 minutes) have them try to guess where this is. Ask after every picture. Reveal at the end that the pictures represent Russia.
- Get students to write, individually, on a sheet of paper things that they know, associate, or think about Russia (1 minute). Then, working in groups of 3 or so with their neighbors, have them discuss things that they all know about Russia. (2 minute). They’ll need to identify the main things they came up with. Things, movies, people, geography, history, etc. Then, have one member from each group come up and write/draw on the paper on the board. (2 minutes)
- Activity 1: (5 minutes) Learning Russian phrases
- Activity 2: (25- 30 minutes) Look at maps of Russia and talk about place- where is it in regards to the US? NC? Google Earth so students can look at satellite images of Russia. What do they notice? Look at both rural and urban areas. Use Interactive Peter’s Map (
- Pass out maps (maps should be printed on 11x14 sheets of paper)- have students compare the size of Russia to the rest of the world (students call out ideas): “It’s the size of 2 Africas or Americas, etc.)
- Business Items: (5 minutes) Have students sign-up for a group that interests them (Geography, climate, religion/language, government, people, art/chitecture). This will be for the following 2 days’ activity
- Closure: go over unit goals and possible projects that students will be engaged in.
Day 2: The Gist of Russia (Need 10 laptops or class-set or visit the computer lab)
Bell Ringer- Have students report to their groups and begin reading the instructions/ criteria for each group. Go over the directions and premise for each group and discuss the presentation schedule for Day 3.
1. Geography- hit the main things (mountains, rivers, oceans, etc. ALSO natural resources)
2. Climate- across the regions. If visiting, what would you pack? (Any big natural disasters occurred in history?)
3. Religion & language- predominant ones (any major religious conflict?)
4. Government- brief look at previous forms and present day- compare present day to another country that is a different type of government, currency, conflicts with government
5. People- main groups and common trades/jobs of people (do they farm? Doctors?) ALSO look at population issues, life expectancy,
6. Art/chitecture - art (Faberge Eggs) and architecture (St. Basil’s Cathedral, dachas, Kremlins)(pull up pictures)
Group Activity- there will be 6 groups that the students will divide into. These groups will research (briefly) their set of information and put the info onto giant sticky-notes, mark maps of Russia on transparencies or sheets for a document camera. Also, they can complete a PowerPoint or slide show in order to use pictures. They will present their findings and the students will take notes on handouts and maps. Take day to research and record their findings. Split up work if necessary within groups to finish on time.
- During research time, pass around Character Profile Sign-Up Sheet. They should begin researching as soon as possible. Remind them to use credible internet sources and the text book. Ivan IV will present in 4 days
- Handout competed vocabulary sheets for the students to use throughout the unit and to file away in their notebooks.
- Homework- research character for character profiles
Day 3: Gist of Russia Presentations
- Bell Ringer- students should get in their groups.
- Each group will have 8 minutes to present their information
- Explain proper audience procedures (students will receive a grade (or include participation in total grade) on their audience participation)
- Students should have their maps out from the first day as they will fill in information from the group presentations.
- Students should take notes on own piece of paper as well as on personal map.
o Four parts of this total grade
§ 1. presentation and research
§ Participation
· 2. demonstrating proper audience procedure
· 3. completing the notes
§ 4.Homework response
- Last 5 minutes of class, have students bring up their notes for me to check. Check for completion so they can use the notes to study for their quiz the following day on the Gist of Russia.
- Homework: identify one of the areas studied today. Is there anything that surprised you? Explain if yes. If no, relate an aspect of Russia learned today to a place you have lived or visited. How are they like? Different? ALSO, research character for character profiles
- Remind students to STUDY for gist quiz the following day (using notes and map taken in class)
Day 4: Finish up presentations (if necessary) and note taking. File notes in notebook.
- Bell Ringer- students take out a sheet of paper and put the proper heading at the top.
- Project the Gist quiz on the board either via projector or document camera.
- Quiz (10-15 minutes)
- Identifying “crisis” (3 minutes). Question the class.
o What does it mean to be in crisis? We will be looking at the Russia under the theme of people in crisis. We will look at how the Russian people have been in crisis and how they have caused other people to be in crisis.
- Activity 1 (15 minutes) - pass out summative handout on the history of Russia that deals with the Vikings. Working in groups of five or so, each group takes a paragraph and summarizes (they can use highlighters or pens to determine the main points). Then we will make a master list of bullet points from each for them to record in their notes (on the back of the handout)
- Activity 2 (10 minutes) Show clips from How to Train Your Dragon on Vikings and ships (Novgorod)
o Question students- did the movie do a good job depicting Vikings? What areas do they need to work on? Evaluate the movie with the notes we compiled.
- Exit slip- tell me one thing you learned about Vikings AND one notable piece of information you learned today.
- Homework- read over assigned chapter in textbook on the Mongol Invasion- this is crucial for the activity on the following day. Research Character for character profiles
Day 5: Mongol Invasion
Questions to guide lesson:
1. What is a Mongol? Where are they from?
2. Why did they invade Russia?
3. What was the Renaissance that the Russians were being prevented from?
4. What all occurred in the invasion?
5. What was the outcome of the invasion?
- Bell Ringer: Students will pick up maps of Mongol expansion and find their groups by looking at a note card on each grouping of tables.
- Have the students divided into four groups (already have them assigned into groups):
o One will reenact or demonstrate the Renaissance in Europe
o One will show who the Mongols were, how they acted, their purpose for invading.
o One will show what all happened (the events) in the Mongol invasion.
o One will reveal the outcome of the Mongol invasion
- Explain the plan for the day (2 minutes)
- Through a handout (provided), groups will learn about their task/ role. They will then work together to create a skit or presentation with skit that demonstrates what they know to the class. They can use craft supplies to make props(20 minutes)
- Group skits (5 minutes per group = 20 minutes) Students should take notes on the group skits. Turn in notes after class for a check.
- * Mongols, who invaded Kiev in the 1200’s, isolated Russia from Western Europe, thus preventing them from benefitting from the Renaissance
- Using the maps of Mongol expansion, explain the rise and fall of Mongol owned land (5 minutes)
- Complete bubble map of event (10 Minutes)
- Homework- Research Character Profiles and finish bubble maps
Day 6 Serfdom
- Students should pick up a sheet that has a picture of peasants and nobles in Russia. There will also be a space for rebellion information on the sheet and the Emancipation Manifesto. The sheet will be blank beside the pictures and students will have to fill in the sheet.
- Character Profile: Ivan IV (5 minutes)
- Brief overview of Ivan IV’s life. Was he terrible? What was his lasting impact on Russia? What is he remembered for? (8-10 minutes)
- Jigsaw: There will be different tables set up around the room.
o At one table, student will read documents about what being a peasant in Russia meant. They will also look at what nobility is.
o Table Two will be the change to serfdom. How did peasants go from being peasants to serfs?
o Table Three will be the rebellions and unrest associated with serfdom in Russia. How did they bring about change, if at all?
o Table Four will be the Emancipation Manifesto.
- At the tables, there will be a few laptops with certain articles pulled up or videos, summary handouts, and any primary sources I can find. Students will report to their home groups (previously assigned) and then break up into their assigned number groups to do their research. They will then come back to their home groups and share their information. (30 minutes)
- Discussion of connection between slavery in American and other countries to the serfdom in Russia. Write on a transparency or giant sticky note the comparisons and contrasts. (Students could create a chart of this on the back of their handout) (5- 7 minutes)
- Exit slip: Have maybe four quick short-answer questions that students can answer before leaving class: 1) What is the difference between a peasant and a serf? 2) How did the serfs try to gain their freedom? 3) What eventually happened that freed the serfs? (Hint: Alexander II) 4) Name one comparison between slavery in the Americas and other countries to serfdom in Russia. (8-10 minutes)
Day 7: Famine in Russia
- Bell Ringer (3 minutes):
o On a sheet of paper, answer this: What does famine mean? Why do you think famines happen? If you don’t know what famine means, make up a definition.
o Pick up a guided notes worksheet on Famine
- Character Profiles: Peter and Catherine czars (10 minutes)
- Defining Famine (25 minutes)
o Have students share ideas from the bell ringer about their definitions of famine.
o Once a definition is established, have students brainstorm ideas about what a famine is. How does this cause people to be in crisis? (5 minutes)
o Students should take notes on their guided notes sheet. Briefly discuss famines in Russia over their history with a special focus on the famine of 1921. (10 minutes)
o Ask students why famines may occur. Explain the reasons for different famines in history such as the Irish potato famine, the Chinese Famine, and the Russian famine of 1921. (10 minutes)
- Ivan IV- a brief overview of his reign. Students take notes on his positive and negative contributions to Russia (15 minutes)
- Composing: You are in Russia during the time of the famine. Times are bad and you are in need of food. Compose a letter to someone in the United States, begging for relief. Mention the reasons for the famine in Russia.
- Post Peter and Catherine Character Profile Sheets on the wall
- Homework- Finish composing the letter
Day 8- Rebellions
- Reenactments (with costumes and/or props) (45 minutes)
- Group Activity: Each group has 20 minutes to understand the revolt (using a provided handout summary with criteria listed) and formulate a reenactment that they will present to the class. There are 5 groups and each will have 5 minutes to present their reenactment:
o Boxer Rebellion
o Bloody Sunday
o 1905 Revolution
o Russo-Japanese war
o Lena Gold field massacre
- Students have access to craft supplies and costumes
- Discussion: Identify the people in crisis in each of these events. Who was the oppressor, who committed the action, what about the outcome?
Day 9: The Romanov Dynasty (1613-1917) and family tragedy (can use Lauren Avery and Caroline Tucker’s wiki)
- Character Profile: Nicholas II
- Go over the February Revolution via video (1:20 to end)
o ****
- Students will use learning centers to learn about the Romanov’s and the tragedy that occurred.
o One- who were the Romanovs? Look at pictures of the family, and short bios on each of the children . Use the wiki:
o Two: Who is Rasputin?
o Three: What all happened with the murder? Who was involved? Why were they murdered?
- At the learning centers, students will move with their groups and compile a document that answers the Who, What, When, Where, Why, and How of the Romanov’s and their murder. Together, they will chart the answers
HW: Write a journal entry from the point of view of one of the children or the parents about how you are frightened. Or, write a personal journal on your reaction to what happened.
Day 10: Soviet Russia- what are the defining factors of Russia under Soviet control?
- Character Profile: Lenin
- Recall: What do students remember about the February Revolution from yesterday?
- Bolsheviks (who are they? What are their political ties?)
o Russian Revolution- use summary handout of all that happens.
o Hand out the summary and read, with class, its contents. Tell students to use highlighters and pens to mark important ideas and concepts. As you read through, mention things for students to highlight. The summary recaps the February Revolution all the way through the October Revolution
o Compare and contrast communism and democracy. Look at USA as an example of a democracy. Students will use an organizational chart to organize their information on communism and democracy
- Test on day 14 on character profiles. It is a matching test.
Day 11 Cold War (1947-1991)
- Character Profile: Gorbachev
- Ask students to compare the words “hot” and “cold”. Make a running list on the board of all the responses. What are some things that are hot? Cold? These are opposite words. What is the difference between a cold dog and a warm dog? (His temperature). Have four students come up to the front. Secretly tell two of the students to act really distant. They should just glare at each other in a mean way. Then tell the others to play fight. They are mad at each other and actually punching each other. As they demonstrate to the class, ask the class to identify the difference between the pairs. After some responses, ask which group they would consider cold and hot. This is what happens in a “cold” war. Groups of people don’t like each other but they don’t use guns or their fists.
- The Cold War actually occurred between Russia and the US (as well as other places). It occurred for several reasons. Discuss reasons.
- Begin with a picture of a bomb shelter. Have students theorize what this is, what it is for.
o Discuss an atomic bomb. A brief overview of what it is and what it is used for. Can they think of any time when an atomic bomb was created? Pull up pictures of what an atomic bomb is and the aftermath. How does an atomic bomb relate to Russia?
o Sputnik
§ show video clip
§ Discuss the implications of Sputnik on Russia and other nations
- Drawing: Pass out construction paper. Have students begin to draw out their interpretation of the Cold War between Russia and the US. By the end of class tomorrow, they will need to have a picture describing their interpretation, listed reasons for the Cold War, and the outcome.
Day 12: Cold War Continued
- Character Profiles: Stalin
- Causes and Effects of the Cold War- continue discussing what happened and why. Also, mention lingering effects.
- Discuss the common stereotypes during the Cold War- use this to segue into the discussion of the poem.
- Poem: Russian American Romance. Pass out a student copy of the poem. Read over the poem aloud. Have students relate this to the Cold War. Why would someone write this? What is he saying?
- Finish working on drawings of Cold War interpretation. Remind students to include reasons for the Cold War and the outcome.
- Extra Credit Homework- Students can write a response to the poem from the American point of view or they can extend the poem but adding a few more verses. Due the following day.
Day 13: Government and Economy changes Russian Federation (1991- present)
- (Character Profiles : Yeltsin & Putin)
- 1991 coup- What is a coup? What happened with the 1991 coup? Present information through a PowerPoint or video presentation
- Fall of Soviet Union – recap the formation of the Soviet Union and then lead into how it didn’t survive. What went wrong?
- Yeltsin first democratically elected president
- Discuss market economy – compare and contrast this with a planned economy. Who has a market economy? Who has a planned economy?
- Assign important time period project due in 4 days (write why you think a certain time period was best for the Russian people, why?)
- Review the Character Profiles. Test is the following day at the beginning of class.
- Also, mention that the final Unit Test is on Day 18.

Day 14: Environment – looking at Nuclear Power and catastrophes, Baikal seals, and Moscow air pollution (people in crisis)
- Matching Test of Character Profiles – include thumbnail pictures of the individuals if possible. Don’t forget to cover up the profiles on the wall before the test. (7-10 minutes)
- Use Glogster to give background on how a nuclear power plant works ****
- Group Project/ Research on Environmental issues (assign groups). In groups, students will create a PowerPoint that details their area of study. Include pictures, statistics, etc.
o Mayak Nuclear Power plant
o Chernobyl
o Semipalatinsk Test site
o Lake Baikal
o Moscow air
- Use rest of day to research and develop. Remind students to cite their sources for both information and images.
- HW: Using vocabulary list, create sentences that represent facts about Russia. For example: Czar Nicholas II abdicated his throne during the February Revolution. Due by Day 16.
Day 15: Groups present information from their PowerPoints. Limit 8 minutes per group. Students should take general notes so they have a summary of this issue. The details are not important.
- Groups complete group evaluation forms and submit a copy of their PowerPoint via email or hard-copy/ paper to me by the end of the period.
- Homework: Finish evaluation forms if not completed in class.
Day 16: Environment continued
- Bellringer: Jot down the issues discussed yesterday. Are any of them going on in the United States? Call for a few answers.
- Google image search: look up effective deforestation posters, “”anti-smoking””, “”environment”” and show to the class. Discuss what makes the posters effective. ( 5-7 minutes)
- Students (in their research groups from the previous days) create a brochure/small poster that alerts the masses about their environmental issue. Must detail plainly what the problem is, suggest solutions, contain a descriptive and eye-catching picture, use emotional ploys, etc.
- Groups work on their posters and complete their poster by the end of class. Craft supplies are available.
- Homework: Short essay (approximately one page) that answers three questions: Why do you think people do not act to clean up the mess? How does this reflect the “people in crisis” theme? How do you feel about what has happened?
Day 17: Take photos of all the posters and create a short video that showcases their work. Add music to the video. Show the video to students as a Bell Ringer. Have posters posted around room and have students vote on most effective poster(s). Winner receives applause from classmates.
- Stereotypes, Pop-Culture and Russia
o Despicable Me (look at stereotypes of Gru- he is a man with a Russian accent who is portrayed as the villain.)
o American/Russian Music: Regina Specktor (Fidelity- Youtube)
o Russian Music: (Past-Tuvan throat singing (Kongar-ool Ondar- ,( Ossetia music- MODERN- t.A.T.u ( DO NOT SHOW VIDEO) and Aria(
o Tennis stars in advertisements- Maria Sharapova and the Canon PowerShot-
o Russian advertisements
- Class discussion- what do you feel about their music? How can stereotypes really change the way we view people? How does this relate to our people in crisis theme? Do you think there are people in crisis beyond Russia?
- Study for unit test using Swat Review Game
Day 18:
- Important Time Period piece brief discussion. Have a few students tell which time periods or events they chose and why.
- Portfolio Creation- just let the students know that you are using all of their projects from throughout the unit to determine their engagement and over-all learning.
- A Final summative test that tests their recall skills.
DUE: Time period project