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** Russia Preliminary ** 1. What is the gist of Russia? The basic elements that compose Russia. (2) a. Geography (including natural resources) b. Climate c. Religion d. Government (past and present) e. People (population, art and architecture) 2. What are the main periods in Russian history? (8*) 3. What occurred in the Russian Revolutions? (8*) 4. Who are the important figures in Russian history?(8*) 5. How do Russia and the environment interact? (4) a. Nuclear Power (3 day mini-unit) b. environmental issues (pulp and paper mill next to Lake Baikal and dead seals) c. Moscow air 6. How has the past shaped the present-day Russia? (More inquiry or opinion?) 7. Russia and the media/ stereotypes (interwoven) 8. What are the advantages and disadvantages about being the largest country? (1) 1. For students to see the merits of living in a democratic country 2. For students to learn about Russian culture and the people (and hardships of people) 3. To raise an awareness of how the past can impact the present and future 4. To see the implications of pollution, waste, and the responsibility we have to the environment to protect future generations 5. Maybe address stereotypes associated with Russia during certain periods and try to negate them 6. For students to learn about the revolutions in Russia, their causes, the effects and to know the key players in each 1. Students will be knowledgeable of an overview of Russia that includes geography, climate, religion, government, people, etc. 2. Examine how Russia interacts with the environment through nuclear power, mills, and air pollution. 3. They should identify the impact of pollution on the environment and the people of Russia as well as people in other locations that are affected by Russia. 4. They should speculate reasons why Russia “allows” pollution. (Nuclear power and tragedies, Baikal seals, Moscow’s air) 5. Identify certain shifts in the Russian government/politics over time and compile characteristics of each. 6. Be knowledgeable of important figures in Russian history and connect the roles/contributions of important rulers or people in Russia (Ivan IV, Peter the Great, Catherine the Great, Nicholas II, Romanov Family, Lenin, Stalin, Gorbachev, Yeltsin, Putin). They should also be able to comment on these individuals and their contributions 7. Speculate on how Russia in the past helped to shape the Russia of today. 8. Be able to chart a timeline of Russian history. 9. Extract information from readings and research on the chronology of the history of Russia including major events, revolutions, leaders, etc. 10. Students should be able to craft an opinion on which period in Russian history was the best (in their opinion) for the Russian people. 11. Students will be able to work collaboratively and peacefully within groups 12. Students will be able to use technology in a way that enhances the learning experience. 13. Students will be able to write to reinforce learning 14. Students will write for assessment of learning 15. Students will craft responses that are insightful and demonstrate their connection with the material taught 16. Students will be able to access information from internet sources, the textbook, and distributed resources that will facilitate their learning. **1.03 ** Interact appropriately in group settings by: **2.01 ** Explore informational materials that are read, heard, and/or viewed by: **2.02 ** Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters, and infomercials) through: **4.01 ** Determine the purpose of the author or creator by: 1. Picture slideshow of Russian geography and people groups 2. Maps of Russia on the European side and Asian side 3. Large Timeline and student timelines (construction paper?) 4. Character maps (maybe bubble maps?) of key individuals in Russia (Ivan IV, Peter the Great, Catherine the Great, Nicholas II, Vladimir Lenin, Josef Stalin, Mikhail Gorbachev, Boris Yeltsin, Vladimir Putin) 5. Laptop with internet access and projector 6. Large, table sized sheets of paper 7. Construction paper or poster board 8. Markers, glue, tape, rulers, scissors, etc. 9. Nuclear power Sources a. Glogster ([]) b. [] c. http://www.guardian.co.uk/flash/page/0,,1748554,00.html d. http://www.solcomhouse.com/nuclear.htm e. [] f. http://www.nti.org/db/nisprofs/russia/fissmat/pumayak/pomayak.htm g. [] h. [] i. http://www.cncp.ru/eng/cities/seversk/seversk.shtml j. [] k. [] 10. Possible film clips: a. Despicable Me (how Gru, with the Russian accent, is portrayed- social commentary) b. How to Train Your Dragon (look at stereotypes of Vikings- are they depicted accurately?) 11. Russian Music a. T.A.T.u b. Regina Spector c. YouTube Russian Folk Music 12. Poetry Andrei Voznesensky “Russian-American Romance” (relation to Cold War- have students write a response poem, from America back to Russia) 13. Short stories : [|www.gutenberg.org/cache/epub/13437/pg13437.txt] 14. Advertising a. Maria Sharapova and Anna Kournikova (Tennis) b. Propaganda: Russophobia and [|www.englishrussia.com] 15. Russian language - [] 16. Interactive Russia Peter’s Map ([]) 17. Strange maps - [] 1. * Generating a What We Know pictures/words sheet at beginning of unit .(10 minutes) Place a big sheet on the board at the front of the room. Have Russian folk music playing in the background. All students have markers and go to the board and write or draw something they know or think about Russia. At the top of the paper: (Что Вы знаете о России?) ( What do you know about Russia?) Note: Russia - Россия 2. * Timeline on historical events in Russia 3. Comparison and contrasting of American democracy and Russian communism (basic Venn diagram) 4. A commentary on the leaders/important people or a writing from one of the important people’s point of view 5. Which period or space in time was the best in Russian history for the people? (in your opinion) 6. Poem rewrite 7. Looking at media stereotypes (with movies and celebrity advertisements) 8. Nuclear Power research (groups put together a PowerPoint Presentation on their findings) 9. Character profiles 10. Scenes in History (hand-drawn pictures) 11. Dramatic reenactments 12. SWAT review game Daily Plan: 1. Intro day (sign up for Gist Presentations) 2. Gist groups 3. Gist presentations (sign up for character profiles) 4. Early history, Vikings and How to Train Your Dragon, class summary, exit slip 5. Kievan’ Rus and Mongol Invasion (with bubble map). Research for Character Profile. 6. Ivan IV CP, Famine (relate to Irish potato famine and Chinese potato famine) 7. Peter, Catherine, and Nicholas II CP- World Connection : peasant rights (AAs in the US), Alaskan colony
 * Organizing Questions:**
 * Goals**
 * Objectives**
 * NCSCOS Objectives**
 * ELA **
 * listening attentively.
 * showing empathy.
 * contributing relevant comments connecting personal experiences to content.
 * monitoring own understanding of the discussion and seeking clarification as needed.
 * monitoring comprehension for understanding of what is read, heard and/or viewed.
 * studying the characteristics of informational works.
 * restating and summarizing information.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">determining the importance and accuracy of information.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">making connections between works, self and related topics/information.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">comparing and/or contrasting information.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">drawing inferences and/or conclusions.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">generating questions.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">exploring a variety of sources from which information may be attained (e.g., books, Internet, electronic databases, CD-ROM).
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">distinguishing between primary and secondary sources.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">analyzing the effects of the presentation and/or the accuracy of information.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">monitoring comprehension for understanding of what is read, heard and/or viewed.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">exploring any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">identifying and exploring the underlying assumptions of the author/creator.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">analyzing the effects of author's craft on the reader/viewer/listener.
 * SS **
 * <span style="font-family: "Calibri","sans-serif";">1.02 ** Generate, interpret, and manipulate information from tools such as maps, globes, charts, graphs, databases, and models to pose and answer questions about space and place, environment and society, and spatial dynamics and connections.
 * <span style="font-family: "Calibri","sans-serif";">2.01 ** Identify key physical characteristics such as landforms, water forms, and climate, and evaluate their influence on the development of cultures in selected South American and European regions.
 * <span style="font-family: "Calibri","sans-serif";">2.03 ** Examine factors such as climate change, location of resources, and environmental challenges that influence human migration and assess their significance in the development of selected cultures in South America and Europe.
 * 3.01** Identify ways in which people of selected areas in South America and Europe have used, altered, and adapted to their environments in order to meet their needs, and evaluate the impact of their actions on the development of cultures and regions.
 * 3.02** Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.
 * <span style="font-family: "Calibri","sans-serif";">4.03 ** Examine key ethical ideas and values deriving from religious, artistic, political, economic, and educational traditions, as well as their diffusion over time, and assess their influence on the development of selected societies and regions in South America and Europe.
 * <span style="font-family: "Calibri","sans-serif";">6.01 ** Describe different levels of economic development and assess their connections to standard of living indicators such as purchasing power, literacy rate, and life expectancy.
 * 7.01** Identify historical events such as invasions, conquests, and migrations and evaluate their relationship to current issues.
 * 7.02** Examine the causes of key historical events in selected areas of South America and Europe and analyze the short- and long-range effects on political, economic, and social institutions.
 * 8.01** Describe the role of key historical figures and evaluate their impact on past and present societies in South America and Europe.
 * 8.02** Describe the role of key groups and evaluate their impact on historical and contemporary societies of South America and Europe.
 * <span style="font-family: "Calibri","sans-serif";">9.02 ** Describe how different types of governments such as democracies, dictatorships, monarchies, and oligarchies in selected areas of South America and Europe carry out legislative, executive, and judicial functions, and evaluate the effectiveness of each.
 * <span style="font-family: "Calibri","sans-serif";">10.01 ** Trace the development of relationships between individuals and their governments in selected cultures of South America and Europe, and evaluate the changes that have evolved over time.
 * <span style="font-family: "Calibri","sans-serif";">11.01 ** Identify the concepts associated with culture such as language, religion, family, and ethnic identity, and analyze how they both link and separate societies.
 * <span style="font-family: "Calibri","sans-serif";">11.03 ** Compare characteristics of political, economic, religious, and social institutions of selected cultures, and evaluate their similarities and differences.
 * <span style="font-family: "Calibri","sans-serif";">12.01 ** Examine the major belief systems in selected regions of South America and Europe, and analyze their impact on cultural values, practices, and institutions.
 * 13.01** Identify historical movements such as colonization, revolution, emerging democracies, migration, and immigration that link North Carolina and the United States to selected societies of South America and Europe and evaluate their influence on local, state, regional, national, and international communities.
 * 13.02** Describe the diverse cultural connections that have influenced the development of language, art, music, and belief systems in North Carolina and the United States and assess their role in creating a changing cultural mosaic.
 * Resources/Materials**
 * Activities:**