Lets Build a Home:

An Understanding of Communism vs. Capitalism

Social Studies or History
Grades (5-9)

By: Matthew Cottone

mcottone@rochester.k12.mi.us
@vhmcottone
Van Hoosen Middle School
1339 N. Adams Road
Rochester Hills, Michigan
48306

Focus Questions:
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What is the difference between Communism and Capitalism?

What are the benefits and negative aspects of both Capitalism and
Communism?
Targeted Standards - Michigan
6 E1.1.1 Explain how incentives in different economic systems can change
the decision-making process (e.g. acquiring money, profit, goods, wanting to
avoid loss in position in society, job placement).
6 C1.1.1 Compare and contrast competing ideas about the purposes of
government in different countries.
6 C3.6.2 Compare and contrast various forms of government around the
world.
Lesson Overview:
Students will understand through a hands-on lesson about the benefits of
Capitalism compared to Communism. Through a discussion, research, and
exploration, they will understand the various aspects of each economic
system and the extent that the Berlin Wall divided a once unified nation.
Outcomes for Students Learning:
Understanding Capitalism and Communism
Suggested Time Frame:
2-4 days

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Day 1: Building of a Wall

Prior Knowledge:
Students know the basics regarding World War II and the way that Germany
and Berlin were divided.
Materials Needed:
Empty cardboard boxes, markers, writing utensils, paint if available, large
notepad paper or whiteboards, and The Wall: Growing Up Behind the Iron
Curtain by: Peter Ss.
Before the lesson:
Make sure the classroom is arranged in separate tables; approximately 7 or 8.
Introduction:
Begin the lesson with a Visible Thinking Routine; a Chalk Talk (R. Ritchhart 7883). Take four large sheets of paper and write the following headings on each
of the papers.
What should happen to Germany after WWII?
Who should have to pay for the destruction across Europe after WWII?
What do you know about Communism and Capitalism?
The Soviets took over Berlin before the United States, Great Britain,
and France. What should happen with the former German capital city?
Break the students into four different groups and have them equipped with a
writing utensil. Using their prior knowledge about WWII and their own
personal opinions, they will answer the four different questions. Tell students
that each group will start at a various question and will be given 3 minutes to
SILENTLY talk amongst each other through writing on the pad of paper. Their
responses should be relevant to the topic discussed. Once the time has
expired, they will rotate tot the next question. After they have visited each
question, meet with the class as a complete group at each of the questions.
At each discussion paper, share some familiar themes and ideas that are
written. Facilitate a discussion amongst students. Below are the talking
points for each set of questions to discuss.
What should happen to Germany after WWII?
Many students will probably talk about how Germany should have
to suffer severe consequences and pay for all the damages. Mention
that this was a main cause of why WWII started, since Germany had
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severe reparations after WWI to pay. Prompt questioning as to whether

Germany should have an army, control of their own government, etc.
Who should have to pay for the destruction across Europe after WWII?
Students will most likely mention that Germany will have to pay
for all of the damages cost, but mention that this type of treatment
helped cause the start of WWII. After WWI Germany suffered massive
inflation due to not having enough money to pay their war reparations
back.
What do you know about Communism and Capitalism?
Depending on their prior knowledge, their answers will vary.
Begin by discussing how there two opposite sides of economic systems.
The command or Communist system main principle is that everyone is
equal. The meaning behind Communism is a Utopian society. Since
everyone is equal, there should be no people in higher power, but in
reality dictators like Joseph Stalin often run Communism. While the
thought of everyone is equal usually is a positive idea, in reality most
Communist governments and economic systems has everyone equally
poor and living repressed lives, void of freedom. In a market economy
or Capitalism, people have freedom to choose their jobs and who owns
the businesses. The United States is an example of this and a negative
side of Capitalism is that you arent guaranteed to be taken care of by
the government. Point out that there is no perfect Capitalist or
Communist society as the United States has government run
institutions and a Communist country like China or North Korea still has
an autocratic government setup.
The Soviets took over Berlin before the United States, Great Britain,
and France. What should happen with the former German capital city?
Discuss when WWII ended that there was a race to take over the
capital city of Berlin. Discuss how Berlin is in the center of East
Germany, which would be under Soviet control after WWII. Use maps
provided to discuss the Iron Curtain and how Berlin was surrounded by
East Germany.
After completing the introductory chalk talk, discuss today they will learn
about Capitalism and Communism in West and East Germany.
Procedure:
Take your classroom and divide any tables in the middle of the room to
be completely located on one side of the room or the other. Tell students that
you need their help building a wall. Have them take several construction
paper boxes and stack them up in the center of the classroom, creating a
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wall. Once the wall clearly separates the room into two equal sides where
students cant see the students on the other side of the room, stand in front
of the wall and read them the story; The Wall: Growing Up Behind the Iron
Curtain by: Peter Ss. Make sure students on both sides can see the story,
which details life behind the Iron Curtain. Be sure to point out the
fundamental ideological differences between Capitalist West Germany and
Communist East Germany. Have the students on the East side of the
classroom use the remaining class time to write their thoughts on the
benefits of Communism and why Capitalism is wrong on a sheet of paper.
Students on the West side of Germany will recreate the Berlin Wall by
answering the following questions by writing graffiti style on the Berlin
Wall. They will write the benefits of Capitalism and why Communism is
wrong.
Evaluation and Closing:
Students have not completed writing either on the wall of a sheet of paper
will need to finish writing on paper for homework. Before students leave,
mention that you are Check Point (insert teachers name) and that you would
like to collect either their piece of paper as an exit slip if they were from East
Berlin, or West Berlin will have to verbally provide one positive for Capitalism.

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Day Two: Lets Build a Home

Prior Knowledge:
Students should have insights into the culmination of World War II as it
pertains to Germany, the Allied Powers, and the Soviet Union.
Materials Needed:
3 2 1 Bridge Thinking document, half a class set of page 1 of Lets Build A
Home, candy or a prize, half a class set of page 2 of Lets Build A Home,
Scotch tape, pencil, writing utensils, and several packs of 3x5 note cards.
Introduction:
Using the Visible Thinking Routine 3 2 1 Bridge Thinking (R. Ritchart 8692), have students fill out the 3 2- 1 Bridge Thinking document. The topic
will be what they learned yesterday regarding Capitalism, Communism, and
East and West Germany. They will need to write 3 words representing what
they learned, 2 questions to further their thinking, and come up with one
metaphor regarding yesterdays topic.
Procedure:
Pass out to students the Lets Build a Home document face down to students.
The West side of the Berlin Wall should receive the page one set of Lets Build
A Home document and the East side of the Berlin Wall should receive page
two of Lets Build A Home (page one has an extra incentive written at the
bottom of the paper). Tell them they are going to be homebuilders, but you
arent allowed to give them any instructions. Place on each table scotch tape
and 3x5 note cards. For their homes they create, you will be the building
inspector, so if it doesnt meet building inspection codes, the house will not
count. Have students turn over their Lets Build a Home document and read it
with their group. The remaining instructions are found on the document for
students to read. Once students have finished reading, give them 5-10
minutes to complete their houses. After the time has expired, go to each
table and count how many houses pass inspection. You can humorously do
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this by simply lifting them up from the table and dropping them on the desk.
If they survive and meet the remaining requirements, this house counts for
their total. When it comes time to count the East side of the classroom, tally
up all the entire houses on the Eastern side and divide by how many tables
there are and tell them you are averaging their points. What will most likely
happen is that the fastest group will be from the West side of the Berlin Wall,
which is due to the extra incentive they have of candy. Most likely students
on the Eastern side will complain that they didnt stand a chance since their
was no incentive listed on their paper and that they had to only receive an
average amount of the entire Eastern side. Have students make a
connection to the incentives and competition that Capitalism provides and
how Communism has no incentives and that everybody is equal. Tell students
that these disparities between East and West Germany and Berlin were a
main cause of the collapse of the Berlin Wall in 1989. Have students
experience the relief and joy of seeing their classmates on the other side of
the wall by taking it down.
Evaluation and Closing:
Students will write on lined paper the following prompt: Describe the
differences between living in a Capitalist society and a Communist Society.
They will use the rubric to guide their writing. Prior to turning in their work
the following day, students will fill out the self-evaluation and have a peer fill
out the peer-evaluation.
Following Day:
Have students get out their 3 2 1 Bridge Thinking Routine from the
previous day and have them fill out the second column. Also, have them fill
out the bottom portion, which calls on students to reflect on how their views
have changed. Share these with the classroom. Be sure to share out with the
entire class some responses and place the thinking around the room or in the
hallway.
Instructional Resources:
Lets Build a Home document by: Matthew Cottone
The Wall: Growing Up Behind the Iron Curtain by: Peter Ss.
3 2 1 Bridge Thinking Routine by RCS Think In the Middle
Writing Rubric by: Matthew Cottone
Additional Resources:
Making Thinking Visible: Hot to Promote Engagement, Understanding, and
Independence for All Learners by: Ron Ritchart

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Name: ___________________________________
Date: _________________

Hour: ___________

Lets Build a Home:

Group Activity Directions

Task: You must work to construct the greatest number of houses that meet the
specifications listed below. You will have a five-minute building period. Your teacher
will be the ultimate building inspector. Your only rules are what are listed on this
page.
Materials: 100 3x5 cards, red and black marker pens, and scotch tape. No other
materials or tools may be used to construct your houses.
Team Planning: Each team will be allowed up to 10 minutes planning time. During
this period no building materials may be taped, bent, torn, or marked.
House specifications: All houses must:
Be 3-Dimensional (not merely drawn in 3-D)
Be two stories high
Have a floor between stories
Have a peaked roof
Have at least four framed windows on the second floor and two doors and two
windows on the first floor.
Withstand the chief building inspectors quality test. An inverted drop from
approximately five feet to the floor.

*** As an incentive, if your table finishes first with the most

houses, your group will each get a sucker. IF YOU REPEAT THIS
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INCENTIVE OR SAY IT OUT LOUD, YOU WILL RUIN IT FOR YOUR

GROUP.

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Name: ___________________________________
Date: _________________

Hour: ___________

Lets Build a Home:

Group Activity Directions

Task: You must work to construct the greatest number of houses that meet the
specifications listed below. You will have a five-minute building period. Your teacher
will be the ultimate building inspector. Your only rules are what are listed on this
page.
Materials: 100 3x5 cards, red and black marker pens, and scotch tape. No other
materials or tools may be used to construct your houses.
Team Planning: Each team will be allowed up to 10 minutes planning time. During
this period no building materials may be taped, bent, torn, or marked.
House specifications: All houses must:
Be 3-Dimensial (not merely drawn in 3-D)
Be two stories high
Have a floor between stories
Have a peaked roof
Have at least four framed windows on the second floor and two doors and two
windows on the first floor.
Withstand the chief building inspectors quality test. An inverted drop from
approximately five feet to the floor.

Name: ___________________________________
Date: _________________

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Hour: ___________

Writing Rubric:
Directions: Fill out accurately the blogging rubric to what you feel you deserve
regarding your writing.
Criteria

Peer
Evaluation

Self
Evaluation

1. Response is thoughtful, appropriate, and

relevant to the topic.

5 4 3 2 1
0

5 4 3 2 1
0

2. Response clearly states the claim and has a

conclusion.

5 4 3 2 1
0

5 4 3 2 1
0

3. Evidence is used to support the writing.

5 4 3 2 1
0

5 4 3 2 1
0

4. Proper grammar and spelling is persistent

throughout the writing.

5 4 3 2 1
0

5 4 3 2 1
0

/ 20

/20

Total Points
Peer Evaluators Name: _____________________________
Name: ___________________________________
Date: _________________

Hour: ___________

Writing Rubric:
Directions: Fill out accurately the blogging rubric to what you feel you deserve
regarding your writing.
Criteria

Peer
Evaluation

Self
Evaluation

1. Response is thoughtful, appropriate, and

relevant to the topic.

5 4 3 2 1
0

5 4 3 2 1
0

2. Response clearly states the claim and has a

conclusion.

5 4 3 2 1
0

5 4 3 2 1
0

3. Evidence is used to support the writing.

5 4 3 2 1
0

5 4 3 2 1
0

4. Proper grammar and spelling is persistent

throughout the writing.

5 4 3 2 1
0

5 4 3 2 1
0

/ 20

/20

Total Points
Peer Evaluators Name: _____________________________
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3
WORDS

3
WORDS

1.

1.

2.

2.

3.

3.

2 QUESTIONS

2 QUESTIONS

1.

1.

2.

2.

1 METAPHOR OR SIMILE

1 METAPHOR OR SIMILE

BRIDGE
Identify how your new responses connect to
or shifted from your initial response

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Map 1:
http://www.historia.ro/sites/default/files/1136926_orig.jpg

Map 2:
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http://cdn2.epictimes.com/richardebeling/wpcontent/uploads/sites/15/2014/11/berlin-wall-map-with-occupation-zones.gif

Works Cited

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Mainero, Rachel. "RCS Think From the Middle." RCS Think From the Middle. Rochester
Community Schools, n.d. Web. 10 Aug. 2015.
Ritchhart, Ron, Mark Church, and Karin Morrison. Making Thinking Visible: How to Promote
Engagement, Understanding, and Independence for All Learners. San Francisco, CA:
Jossey-Bass, 2011. Print.
Ss, Peter. The Wall: Growing up behind the Iron Curtain. New York: Farrar, Straus and Giroux,
2007. Print.

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