Goals: Students will be able to professionally engage each other in a discussion about Socialism, Capitalism, Democracy, and Communism.
Objectives: Students will use information they have gathered to present the validity of the section they are representing in the discussion. Students will engage in the discussion by doing three of the following: Comment on another student statement, present a point for their side, back up another student with information.
CA Content Standards
10.9 Students analyze the international developments in the post–World War II world.
Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern Euro pean nations, and the economic recoveries of Germany and Japan.
Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
The teacher will tell the students to form the desk into a circle and prepare a notepad for the discussion. Then the teacher will go over the protocol for the discussion, such as: no one talks while another is talking, professional attitude must be maintained, notes should be written about what is being said by all teams, and every group must answer teacher prompted questions.
Vocabulary will be introduced by students and explained as they use the information. The following vocabulary must be covered: Communism Socialism Capitalism
This content delivery method will be a Discussion and Debate lesson. The students will be divided into three large groups to study and prepare information for a class discussion. The groups will be as follows: Communism, Democratic Socialism, Democratic Capitalism. This will occur after one full class period of preparation. They will form up into their groups and form a circle with their desks in the classroom divided into three sections as each group sits together. They will be directed to take notes on what the opposite group presents. The teacher will ask the following questions: Define the concept behind your group, How does this economic system blend with the political system, How does the economic form work, Why is this the best form of economic/political structure, what are some of its flaws. What examples in the world did you find?
Students will engage with the material and each other through a discussion. The previous lesson would have been a period dedicated to preparing information for this discussion and going over how to behave in this group discussion. They will be directed to write down their opponents answers to the questions asked by the teacher. They will then engage each other in discussion for the majority of the class.
Formative learning through observation and listening to the students. In addition they will need to write down information that they will turn in the following period. The students will then perform a formative and summative writing assignment where they write on which political/economic form they like the best and why.
Teacher will ask the students to share some of their responses to the written question. The teacher will then say that even great political concepts can fail and that no system is perfect.
Adaptations and Accomodations
Students who are EL, SR, and Special Needs may not need to participate in the oral portion of the discussion. They will need to do the written assignment to demonstrate learning and may write shorter sentences or bulleted points in order to convey the material they have stated. In some cases they will receive a special role in their group so that they can be involved, but not have to participate in the group discussion if they do not wish to.
What Came Before...
A previous class period discussed how to perform in a discussion and proper etiquette. They will also have lab time to gather information to use in their group.
What Comes Next...
The closing of World War Two unit and the set up for the next unit The Cold War with a review of some of this information that was used in the discussion.
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