Lesson Plan
Casey Bane Head
Background: World Cultures, Grade:6
 This lesson falls towards the end of our China unit. Students have prior knowledge China’s
geography, philosophies, religions, dynasties and build up to Mao’s Cultural Revolution.
Lessons that follow this one; analyzing the economies of East Asian countries today. The
expectation is that students use this lesson to make connections to the effects of the Cultural
Revolution and Communism on the people of China
 Students attend a central area middle school, they are a GT class. Goal for future is to
incorporate this lesson with the academic classes as well
 This lesson is two class periods
Common Core: Range of Reading and Level of Text ComplexityCCSS.ELA-Literacy.RI.6.10 By the end of the year read and comprehend literary nonfiction in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the
range.
Integration of Knowledge and Ideas-CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information
(e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
Objective: Students will examine primary sources in order to explain the positive and negative
effects of Mao’s policies on the people of China.
Materials: projector, worksheets with primary sources and questions, computer, atlas, PPT,
dictionaries, photographs, chart paper, markers,
Vocabulary: Communism, Great Leap Forward, Cultural Revolution, Red Guard, Four
Modernizations
Interdisciplinary Connection: Reading/Language Arts: Primary sources-context clues, dictionary,
political cartoon
Review Objective and unpack with students
UDL GUIDELINES
1.1 Offer ways of customizing the
display of information
2.1 Clarify vocabulary and symbols
2.5 Illustrate through multiple
media
7.1 Optimize individual choice and
autonomy
7.2 Optimize relevance, value and
authenticity
Motivation: (5 mins)
Distribute DBQ packet
Read Historical Context together-unpack vocabulary
Why would Mao need propaganda? (on PPT)-students
predict/draw conclusions from prior knowledge? Where else
have we seen this occur in our learning this year?
Review vocabulary for: Cultural Revolution, Red Guard,
Great Leap Forward, Four Modernizations (use photos from
this time to help students generate meaning behind
vocabulary, also give students the opportunity to use
previous notes to find vocabulary and/or examples of it)
1.3 Offer alternatives for visual
information
2.1 Clarify vocabulary and symbols
2.5 Illustrate through multiple
media
3.1 Activate or supply background
knowledge
3.3 Guide information processing,
visualizations and manipulation
4.2 Optimize access to tools and
assistive technologies
Guided Practice: (10 mins)
Read through the first document-Model through think aloud
what is being read and how to answer question 1. Display
reading on Elmo, model first part of answer, have students
add additional examples. Write answers to question on Elmo.
Encourage students to record answer on their own paper
2.3 Support decoding of text,
mathematical notation, and symbols
3.2 Highlight patterns, critical
features, big ideas, and relationships
5.3 Build fluencies with graduated
levels of support for practice and
performance
6.2 Support planning and strategy
development
8.3 Foster collaboration and
community
9.1 Promote expectations and
beliefs that optimize motivation
LESSON
Lesson Drill (5 Mins): What is propaganda? Answer:
spreading of information in order to influence public opinion
and to manipulate other people's beliefs. Use a compiled
student definition (can have student write on Elmo,
Smartboard etc…) With answer, displayed on projector,
show an example of one of Mao’s propaganda posters.
Break students into groups-review directions, rules and roles
with students (on PPT)
Lesson Plan
Independent Practice: (40 mins) Gallery Walk Students
will have 6-7 minutes to examine their document as an
original group.
(Documents will be blown up next to poster paper,
documents will vary; speeches, photographs, political
cartoons)
Students will brainstorm then record
information/answer/opinion/drawing from posed question
assigned on their chart paper by their posted primary source.
After first group finishes their assigned source, students will
rotate to next group. They will be responsible for reading
through next source, recording answer to question, then
adding to chart paper, their additional
information/answer/opinion drawing of question to answer.
Students will continue this rotation until all sources are read
and questions are answered.
Teacher will circulate to ensure students are able to
understand their documents and assist in helping students
with any questions that may arise.
Review Objective. Students will circulate back to their
original primary source and then explain to their classmates
how the other primary sources helped them to better
understand the Communist Revolution and its impact on the
people of China.
If time allows, students may ask for additional questions
about their primary source documents if still unclear
UDL Guidelines
1.1 Offer ways of customizing the
display of information
1.2 Offer alternatives for auditory
information
3.2 Highlight patterns, critical
features, big ideas, and relationships
4.1 Vary methods for response and
navigation
5.2 Use multiple tools for
construction and composition
6.3 Facilitate managing information
and resources
7.3 Optimize individual choice and
autonomy
8.1 Heighten salience of goals and
objectives
8.2 Vary demands and resources to
optimize challenge
Lesson Plan
UDL Guidelines
Formative Assessment:(5 minutes)
Students will answer the following question in BCR format
or by creating their own graphic organizer to represent the
information.
Explain the positive and negative political, economic and
social impact that the Cultural Revolution will have on the
people of China. Use your primary sources to support your
response
3.2 Highlight patterns, creative
features, big ideas, and relationships
4.1 Vary the methods of response
and navigation
7.1 Optimize individual choice and
autonomy
Closure/Next Steps: (2 minutes) Review Objective, ask
students “What are the benefits of looking at Primary
sources? Challenges? How did these documents help you to
better understand China’s cultural Revolution and move
toward communism?”
8.1 Heighten salience of goals and
objectives
9.3 Develop self-assessment and
reflection