Unit Title: Russian Revolution Lesson Title: Stage of the Revolution

Goals & Objectives

Students will synthesis reading sources the key moments that lead to the Russian Revolution.
Students will understand the importance of Marxism and Lenin influence on Communism.
Students will create a timeline that illustrates key events of the Russian Revolution.
California State Content Standards
10.6.3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a
void that was later filled by totalitarians.
10.7.1. Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian
means to seize and maintain control (e.g., the Gulag).
Common Core Literacy Standards
CCSS.RH. 10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.

CCSS.RH. 10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.

Driving Historical Question
Was it just one event that that caused the Russian Revolution, or combination of
multiple events?
Was Nicholas II at fault for the poor conditions of Russia and the cause of the Russian
Revolution?

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time: 5 min
The teacher will hand out a blank pyramid sheet to the class. The students will follow step
one and fill in the five sections of social class. Purpose is to assess the students if they
understand the social classes before moving onto the next lesson. The teacher will ask the
students questions of where they placed each social class to see if they are in the right
order. Step two will be done towards the end of class, so students will see what social class
took power after the revolution.

Vocabulary (Content Language Development) Time: 10 min
The teacher will hand out guided reading notes includes the vocabulary terms found in the
book and in the notes. Students will obtain the vocabulary and terms throughout the lesson

of reading. After students are done reading, the teacher will go over the vocabulary terms
with the students to make sure they understand them.

Content Delivery (Method of Instruction) Time: 20 min
Students will read the chapter on the Russian Revolution pages 433-435, and follow along
with the guided notes. After each section of the reading, students will do a close reading of
the secondary text. After each section of the text students will critically reflect about what
they just read. The sections of the chapter reading relate with the growing social and
economic problems in Russia. Students at the end of the lesson should reflect there were
multiple problems in Russia that lead to the Russian Revolution.

Student Engagement (Critical Thinking & Student Activities) Time: 10 min
Most of the period students will be reading the text book and fill out their guided reading
notes worksheet. After students are done with the guided reading notes worksheet, the
teacher will go over the answers with the students.
After students are done with the guided reading note, the students will be handed a blank
sheet of paper. The teacher will have instructions in front of the class. The teacher
instructs the students to fold the paper into three halves. In each half the student will write
three events. The three events are Russo-Japanese War, Bloody Sunday, and World War I.
The students will have to explain the event, draw a picture of the term, and explain if the
event weakened the leadership of the Czar.

Lesson Closure Time: 5min
Once the students are done with the reflective paper, the teacher will ask the students to
flip the paper over to write on the back. Than the teacher will ask the students to pick the
event they felt weakened the Czar power the most. The students will have to write 3-4
complete sentences, and after they are done will hand in the paper to the teacher.

Assessments (Formative & Summative)
The Russian Social Class Pyramid is an entry level assessment, because the students are
being assessed on the previous lesson on social classes in Russia.
Guided reading notes are a formative assessment that assesses the students ability to
comprehend and close read the textbook for information.
Scaffolding exercise is a formative assessment which evaluates the students ability to
connect historical events and make it relatable to them. By having the students draw a
picture with the event allows them to evaluate the term.
Accommodations for English Learners, Striving Readers and Students with Special Needs
For EL students the guided reading notes helps highlight the important information from
the text. Also there are visual pictures with in the notes as another way to present the

concepts. If there is an EL student struggling to read I can pull them aside and work with
them individually and synthesis the text for them.
Striving readers and students with special needs will find the guided reading notes to be
helpful in making the text easier to read. If they need more time working on the worksheet
they are allowed to do the work at home, and have more time to complete the worksheet.
Also for the second activity that allows them to draw a symbol for the event will be helpful
for them too, because seeing the visual makes it more comprehendible.

Resources (Books, Websites, Handouts, Materials)
Pyramid Russian Social Class Worksheet
Guided Reading Notes
School Textbook
Pencil, highlighter, paper
White board or projector for instruction





























Stages of the Revolution: Guided Reading Notes
Directions: read pages 433- 436 and stop at the
March Revolution section on pg 435. Follow along
with the guided reading notes and fill in the
questions of each section.
Key Vocab Terms: Proletariat, Bolshevik, Lenin,
The Russo-Japanese War, Bloody Sunday, and
Rasputin

Czar Resist Change
What would Alexander III have someone be
labeled Dangerous?






Under Alexander III Autocratic Rule what did
he censor? (Autocratic means all powerful and
strict rules)






What year did Nicholas II come to power?


1825-1855 Nicholas I, Emperor of All Russia
1855-1881 Alexander II, Emperor of All Russia
1881-1894 Alexander III, Emperor of All Russia
1894-1917 Nicholas II, Emperor of All Russia

Assignation of Nicholas II
Russia Industrialization
Russia Industrial factory between the years of _____ and _______ doubled in size, and Russia
became the worlds fourth-ranking producer of __________.


Rapid Industrialization brought discontent to the Russian people because:
A) _________ B)__________ C) ___________ ________ D)
___________________
What did the Marxist revolutionaries
want?_________________________________________________________________________
_________________________________________________
Proletariat means: workers or working-class people, regarded collectively (often used
with reference to Marxism).
Marxist believed the _____________ would lead the revolution and rule the country
The radical ___________ supported a small number of committed revolutionaries willing to
sacrifice everything for change.
The leader of the Bolsheviks was __________ who was charismatic leader. 1900s he fled Russia
to West Europe to escape arrest by the Czar. He became a revolutionist after witnessing his
brother was hanged for plotting to kill the czar.

How does this picture portray Lenin interactions with the people?
_________________________
______________________________________________________________________________
_______________________________________



Weakening of the Czar Power
Russo-Japanese War- was the first time a European country lost a war to an Asian country.
Russia had broke the treaty between Japan, so Japan attacked Russian ports and won.
Why would the Russian people revolt against the Czar for loosing battles to Japan?_____
_____________________________________ _____________________________________
Bloody Sunday: Revolution of 1905- 200,000 workers and their families approached the Czar
palace asking for ___________ , ___________ , ____________ . Instead Nicholas II had his

troops _______ on the crowd. Bloody Sunday sent a wave of strikes and violence throughout
Russia. In order to calm down the strikes he created the _________ which would have created a
Russian parliament, but turned down the proposal after 10 weeks. Why do
you think the Czar didnt want to give up his power?___________________________
_______________________________________
_______________________________________
World War I- Nicholas II dragged Russia into World War I in 1914, and the country was
unprepared to handle the __________ and _________ costs. A year into the war, more than
_____ million Russians die, wounded, or imprisoned. While Nicholas moved to the home front
of the war he left his wife Alexandra in charge. Alexandra ended up making her sons doctor
_______ in charge of government. He ended up making poor political decision and denied
reforms. The people of Russia grew more upset with the Czar leadership. Do you think
the Czar family was out of touch with the social and economic problems of Russia?
______________________________ ____________________________________






























Russian Social Classes Pyramid
Reflect
Step 1
Directions: fill in the different levels of social
Classes you learned from the previous lesson,
And write a description about each social
class
Predict
Step 2: Cross out the social classes that
lose power and draw a arrow to
the new social class in power

Social Class:
Nobility
Peasants
Intellectuals
Clergy
Soldiers/Police