a new russia close read - leusd techleusdtech.com/commoncore/high school world...

A New Russia Close Read

Standards Alignment Text with Close Read instructions for students

Intended to be the initial read in which students annotate the text as they read. Students may want to circle unfamiliar vocabulary, underline key ideas, or

comment on the information presented.

Standards Alignment

• California State Standards for Grade 10 – 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany,

Japan, and the United States. • 6. Analyze the emergence of capitalism as a dominant economic pattern and the

responses to it, including Utopianism, Social Democracy, Socialism, and Communism. – 10.5 Students analyze the causes and course of the First World War.

• 1. Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”

• 3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.

– 10.6 Students analyze the effects of the First World War. • 3. Understand the widespread disillusionment with prewar institutions, authorities, and

values that resulted in a void that was later filled by totalitarians. – 10.7 Students analyze the rise of totalitarian governments after World War I.

• 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).

• 2. Trace Stalin’s rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., th3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.

• 3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.

• Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – RH 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. – RH 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. – RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events

caused later ones or simply preceded them. – RH 4 - Determine the meaning of words and phrases as they are used in a text, including

vocabulary describing political, social, or economic aspects of history/social studies. – RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or

analysis.

• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – WHST 4 - Produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience. – WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

A New Russia Directions: As you read, circle unfamiliar

vocabulary, underline key ideas, and comment on the information presented.

The March Revolution What was the provisional government?

In March 1917, another riot broke out in the capital city of St. Petersburg because of a shortage in food. Starving workers and peasants began tearing apart the city, demanding Czar Nicholas II to step down. The violence spread to other parts of Russia. With no control of his people and no support from his army, Nicholas resigned from the throne in March 1917. The czar and his family were put in prison. The control of Russia was up for grabs. A democratic provisional government led by a man named Alexander Kerensky was formed. Kerensky hoped to keep Russia in WWI. The decision cost him the support of soldiers who no longer wanted to fight. He also lost the support of workers and peasants who wanted an end to food shortages. In the middle of all this change, Vladimir Lenin, the leader of the Bolsheviks, returned to Russia and began achieving massive support and popularity.

The Bolshevik Revolution Who led the Bolshevik Revolution?

Lenin spoke to crowds across Russia promising people what they wanted: “Peace, Land, and Bread.” In November 1917, the Bolsheviks took control of government offices and Kerensky’s power finally came to an end. Once in control, the Bolsheviks changed their name to Communists. They promised to take property from the wealthy, make new laws, and put more power in the hands of Russia’s workers. The new Communist government also pulled out of World War I and made peace with Germany in the Treaty of Brest–Litovsk. The treaty gave away large amounts of Russian land, but it ended the war which made many peasants happy. However, the middle and upper class Russians were not pleased with Lenin, so they revolted against him. This started a civil war within Russia between the Reds (Communists) and the Whites (non-Communists.)

A New Russia Directions: As you read, circle unfamiliar

vocabulary, underline key ideas, and comment on the information presented.

During this time, the Reds wanted to make a bold statement and prove to the Whites that they would not be defeated. On July 17, 1918 the Reds executed Czar Nicholas II and his wife and children while they were in prison. The Reds wanted to make sure the Whites understood that they were never going to allow another Czar take control of Russia. By 1920, most of the fighting was over. In the end, Lenin’s Red Army won and the Whites were defeated.

Lenin Restores Order; Stalin Becomes Dictator How did Lenin bring back order?

In 1922 Russia became the Union of Soviet Socialist Republics (U.S.S.R.). By then, Lenin had put the Communists firmly in charge. He had organized a strong police force. Every day the police arrested, jailed, and even killed enemies of communism. The police force often made their arrests at night, secretly. Many members of the clergy were arrested. Communists believed that religion not good. Religion misguided people, the Communists said. Members of the nobility and of the middle class were also labeled enemies of the state. They were arrested, jailed, and shot. The government took their businesses. However, in 1924 Lenin became ill and died. After his death, Joseph Stalin eventually gained control and began a ruthless dictatorship over Russia that lasted until 1953.

A New Russia Dialectical Journal

Standards Alignment Quotes Analysis Guide

Text quotes with student directions

Standards Alignment • California State Standards for Grade 10

– 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

• 6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

– 10.5 Students analyze the causes and course of the First World War. • 1. Analyze the arguments for entering into war presented by leaders from all sides of the Great

War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”


– 10.6 Students analyze the effects of the First World War. • 3. Understand the widespread disillusionment with prewar institutions, authorities, and values

that resulted in a void that was later filled by totalitarians. – 10.7 Students analyze the rise of totalitarian governments after World War I.




• Common Core Reading Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– RH 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.

– RH 3 - Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

– RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. – RH 8 - Assess the extent to which the reasoning and evidence in a text support the author’s claims.

• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – WHST 1 - Write arguments focused on discipline-specific content.

• a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

• c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

– WHST 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

• b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

• c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

• d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

– WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

– WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

Read to Analyze Quotes The purpose of a dialectical journal is to analyze significant quotes from the text to make authentic connections between the text and other related concepts. After reading the quote and locating it in the document, write a response that shows your ability to question, analyze, interpret, evaluate, reflect, or predict. Response Starters to help start journal feedback:

– Asking Questions • I wonder why… • What if… • How come…

– Revising Meaning/Analyzing • At first I thought, but now I… • My latest thought about this is… • I’m getting a different picture here because…

– Forming Interpretations • What this means to me is… • I think this represents… • The idea I’m getting is…

– Evaluating • I like/don’t like… • This could be more effective if… • The most important message is…

– Reflecting and Relating • So, the big idea is… • A conclusion I’m drawing is… • This is relevant to my life because…

– Predicting • I’ll bet that… • I think… • If, then…

A New Russia - Dialectical Journal

Quote from reading: - “In March 1917, another riot broke out in the capital city of St. Petersburg because of a shortage in food. Starving workers and peasants began tearing apart the city, demanding Czar Nicholas II to step down.” - “With no control of his people and no support from his army, Nicholas resigned from the throne in March 1917.” - “A democratic provisional government led by a man named Alexander Kerensky was formed. Kerensky hoped to keep Russia in WWI.” - “In the middle of all this change, Vladimir Lenin, the leader of the Bolsheviks, returned to Russia and began achieving massive support and popularity.” - “Lenin spoke to crowds across Russia promising people what they wanted: “Peace, Land, and Bread.” In November 1917, the Bolsheviks took control of government offices and Kerensky’s power finally came to an end. “ - “Once in control, the Bolsheviks changed their name to Communists. They promised to take property from the wealthy, make new laws, and put more power in the hands of Russia’s workers.” - “The new Communist government also pulled out of World War I and made peace with Germany in the Treaty of Brest–Litovsk. The treaty gave away large amounts of Russian land, but it ended the war which made many peasants happy.”

Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict)

A New Russia - Dialectical Journal Quote from Reading:

- “However, the middle and upper class Russians were not pleased with Lenin so started a civil war within Russia between the Reds (Communists) and the Whites (non-Communists.)” - “On July 17, 1918 the Reds executed Czar Nicholas II and his wife and children while they were in prison. The Reds wanted to make sure the Whites understood that they were never going to allow another Czar take control of Russia.” - “In the end, Lenin’s Red Army won and the Whites were defeated.”

- “In 1922 Russia became the Union of Soviet Socialist Republics (U.S.S.R.).” - “He had organized a strong police force. Every day the police arrested, jailed, and even killed enemies of communism. “ - “Many members of the clergy were arrested. Communists believed that religion not good. Religion misguided people, the Communists said.” - “Members of the nobility and of the middle class were also labeled enemies of the state. They were arrested, jailed, and shot. The government took their businesses. “ - “However, in 1924 Lenin became ill and died. After his death, Joseph Stalin eventually gained control and began a ruthless dictatorship over Russia that lasted until 1953.”

Student Response (Question, Analyze, Interpret, Evaluate, Reflect, Predict)

A New Russia Text and Text Dependent Questions

Standards Alignment Text with Questions


– 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.

• 6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.

– 10.5 Students analyze the causes and course of the First World War. • 1. Analyze the arguments for entering into war presented by leaders from all sides of the

Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of “total war.”








– RH 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.




– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– WHST 1 - Write arguments focused on discipline-specific content. • c. Use words, phrases, and clauses to link the major sections of the text, create

cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.



A New Russia

Directions: Answer the text dependent questions as you read.

What happened in March 1917? Who started it? Why? What did Czar Nicholas II finally do in March 1917? Where did he go? Who formed the provisional government in Russia after the Czar stepped down? What are the two reasons why Kerensky lost support of the Russian people? What was Lenin’s slogan to the people of Russia? Who took power in November 1917? What did the Bolsheviks change their name to? What did the Communists promise to the Russian people? What was the Treaty of Brest-Litovsk? What groups of people were not happy with Lenin and Communists? Why?





A New Russia Directions: Answer the text dependent questions as

you read. What two groups fought against each other in the Russian Civil War? Who did each side support and oppose What happened on July 17, 1918? Why as this significant? Who eventually won the Russian Civil War? Under what name did Russia become unified? What was the justification for religious persecution? What happened to the nobility and middle class under Lenin’s communist government? When did Lenin die? Who took his place after he died?




A New Russia

Text Summary Worksheet with student directions


– 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States. • 6. Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism,

and Communism. – 10.5 Students analyze the causes and course of the First World War.


• 3. Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war. – 10.6 Students analyze the effects of the First World War.

• 3. Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.

– 10.7 Students analyze the rise of totalitarian governments after World War I. • 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). • 2. Trace Stalin’s rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and

systematic violations of human rights (e.g., th3. Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.



– RH 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. – RH 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. – RH 4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of

history/social studies.

• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students: – WHST 1 - Write arguments focused on discipline-specific content.

• c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

– WHST 4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. – WHST 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most

significant for a specific purpose and audience. – WHST 9 - Draw evidence from informational texts to support analysis, reflection, and research.

A New Russia Directions: As you read the text, fill out the graphic organizer below. Take notes on the development of Russia.

The March Revolution Notes:

The Bolshevik Revolution Notes:

Lenin Restores Order Notes:

•Events:

•Public Reaction:

•Events:

•Public Reaction:

•Events:

•Public Reaction:

A New Russia

Standards Alignment Reading Text

Analytical Questions Response Sheets

Standards Alignment

• California State Standards for Grade 10 – 10.3 Students analyze the effects of the Industrial Revolution in England, France, Germany,

Japan, and the United States. • 6. Analyze the emergence of capitalism as a dominant economic pattern and the

responses to it, including Utopianism, Social Democracy, Socialism, and Communism. – 10.5 Students analyze the causes and course of the First World War.









– RH 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.




– RH 5 - Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.

• Common Core Writing Standards for Literacy in History/Social Science for Grades 9 & 10 Students:

– WHST 1 - Write arguments focused on discipline-specific content. • c. Use words, phrases, and clauses to link the major sections of the text, create

cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.



A New Russia








Reading Questions

1. Why was Kerensky’s democratic government unsuccessful?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. Evaluate the rise of the lower class under Lenin.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. How did Lenin and the Communists handle enemies of Communism?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

A New Russia - Reading Questions

Why was Kerensky’s democratic government unsuccessful??

•non

Evaluate the rise of the lower class under Lenin.

How did Lenin and the Communists handle enemies of

Communism?

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