Lesson 1

Instructional Material 1.1

Instructional Material 1.2
 more and more splitting up into two great hostile camps,
Instructional Material 1.3

What am I
Name into two great classes, directly facing each other:
Class
even
Teacher
talking
Date
about?!
Bourgeoisie and Proletariat.
The Communist Manifesto by Karl Marx

... the first step in the revolution by the working

The history of all hitherto existing societies is the

class, is to raise the proletariat to the position of ruling as

history of class struggles....

to win the battle of democracy.

The modem bourgeois society that has sprouted from

The proletariat will use its political supremacy to

the ruins of feudal society has not done away with clash

wrest, by degrees, all capital from the bourgeoisie, to

antagonisms. It has but established new classes, new

centralize all instruments of production in the hands of

conditions of oppression, new forms of struggle in place of

the State, i.e., of the proletariat organized as the ruling

the old ones. Our time, the time of the bourgeoisie,

class; and to increase the total of productive forces as

possesses, however, this distinctive feature: it has

rapidly as possible.
simplified the class antagonisms: Society as a whole is
Instructional Material 1.4a Instructional Material 1.4b (also Formal Formative
b
Name
Assessment 1.1)
Class Exit Ticket: Text-Dependent Questions
Teacher
Date Answer these questions in your groups after you have read the text and
Steps to Close Reading summarized it in your own words . Use RACE to answer these questions.
CJ Pre-Read 1. Marx believes that the upper class controls and oppresses, or holds
CJTAG (Title, Author, Genre) down, the lower classes. Do you agree? \/Vhy or why not?

CJ Number Paragraphs
CJSkim Vocab Sheet
CJFirst Read: Pencils down and listen as the passage
is read aloud.
CJSecond Read: Try to figure out what the bolded
words mean from context clues or your own
knowledge.
u If you can't get them all, that's okay!
CJThird Read: Refer to the vocab sheet to check your
inferences, and write synonyms above the words to 2. \/Vhat do you think Marx is suggesting the proletariat, or lower
make the passage easier to understand. classes, do?

Cl Fourth Read: Annotate the ideas and chunk them.

ii - Questions Kev Into/Important
! - Reactions CIRClE Kev Words
-Comments
CJFifth Read: Summarize the chunks in your own
words with any additional questions or comments you
may have.
Instructional Material 1.54

Name
Class
Teacher
Date

Helpful Vocabulary (Sorted Alphabetically)

Antagonism: active fighting or Bourgeois (bourgeoisie): of or
disagreements. characteristic of the wealthier middle
class.

Capital: owned wealth (money, goods, Centralize: bring together in one place.
or property.)

Degrees: the amount or level to which Feudal Society: a social system where
something happens or is present. the wealthy owned lands, and the poor
had to work for the wealthy in order to
survive.

Hitherto: until now or until the point in Hostile: unfriendly or disagreeable

time under discussion. (antagonistic!)

Instruments: tools or equipment. Oppression: cruel or unjust treatment or

control.

Possesses: have as belonging to one; Production: the action of making or

own. manufacturing from components or raw
materials.

Proletariat: the poorer working-class. Rapidly: quickly, to do at a faster pace.

Revolution: a forcible removal of Supremacy: the state or condition of

power or social order in favor of a new being superior to all others in authority,
system. power, or status.
Lesson 2

Instructional Material 2.1 This question will be

displayed over a powerpoint, and students will use an
index card to answer it.

Do you think Marxs ideas still relate to todays society, or

are they out-of-date? Use RACE in your answer!

Instructional Material 2.2

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Instructional Material 2.3

Vocab for Tenets

Abolition: the action or an act of getting rid of or Agriculture: the science or practice of farming.
destroying a system, practice, or institution.

Application: the action of putting something into Capital: owned wealth (money, goods, or property.)
operation.

Centralization: the action or process of bringing Combination: a joining or merging of different parts or
activities together in one place. qualities in which the component elements are
individually distinct.

Confiscation: the action of taking someones Credit: the ability of a customer to obtain goods or
property with authority. services before payment, based on the trust that the
payment will be made in the future.

Distinction: a difference between similar Distribution: the action of sharing something among a
things/people. group.

Emigrants: immigrant; someone who leaves their Establishment: the action of setting up (an organization,
own country to live in a new one. system, or set of rules) on a firm or permanent basis.

Equable: not changing greatly; close to equal. Equal: being the same in quantity, size, degree, or
value.
Exclusive: limited to the person, group, or area Gradual: taking place or progressing slowly or by
concerned. degrees.

Industrial: economic activity of making goods by Industrial armies: groups of workers that can make
factories. goods or provide labor for a particular trade.

Inheritance: money, property, or a title that is Labor: work, especially hard physical work.
passed down from after the death of the previous
holder.

Liability: the state of being responsible for Manufacturing: make (something) on a large scale
something. using machinery.

Monopoly: the possession or control of the supply Property: a thing or things belonging to someone.
or trade in a product or service.

Purposes: the reason for which something is done Production: the action of making from components or
or created or for which something exists. raw materials, or the process of making these goods with
machinery.

Rebels: a person who rises against an established

government or ruler.

Formal Formative Assessments 2.1 and 2.2, see Assessments submitted for Task 1
Lesson 3

Instructional Material 3.1

Name
Class
Teacher
Date
Key People of the Bolshevik Revolution
Below are pictures and information about the key people in the Bolshevik Revolution. Annotate
the information so you can reference these people later!
Royal Family

The last Russian tsar, who ruled from 1894 until 1917.
Nicholas II, who assumed the throne with trepidation upon his
fathers death, was a clumsy and ineffective leader whose
avoidance of direct involvement in government caused
resentment among the Russian people and resulted in
violence in 1905. Nicholas II abdicated on March 2, 1917, as a
result of the February Revolution. In July 1918, the Bolsheviks
executed Nicholas along with his wife, Alexandra, and their Tsar Nicholas II

children.

Bolsheviks

The founder of the Bolshevik Party, organizer of the October

Revolution, and the first leader of the Soviet Union. Lenin
spent most of the early twentieth century living in exile in
Europe (primarily Britain and Switzerland). He was a devout
follower of Marxism and believed that once a Communist
revolution took place in Russia, Communism would spread
rapidly around the world. Though not involved in the February
Revolution, he returned to Russia in April 1917 and
orchestrated the October Revolution that turned Russia into a
Communist state.
Vladimir Lenin
A Bolshevik leader who became prominent only after Lenins
return to Petrograd in April 1917. Although Stalin was very
much a secondary figure during the October Revolution, he
did gain Lenins attention as a useful ally, and following the
October coup, Lenin gave him a position in the government as
commissar of nationalities. After the revolution, Stalin
became increasingly powerful and eventually succeeded
Lenin as leader of the Soviet Union upon Lenins death in Joseph Stalin
1924.

A Bolshevik leader and one of the most prominent figures of

the October Revolution. Trotsky headed the Revolutionary
Military Committee, which provided the military muscle for the
October Revolution. After the revolution, he was appointed
commissar of foreign affairs and led Russias negotiations
with Germany and Austria for the armistice and subsequent
peace treaty that made possible Russias exit from World War
I.
Leon Trotsky
Instructional Material 3.22

Formal Formative Assessment 3.1, see Assessments submitted

for Task 1)
Instructional Material 3.3a (Also Formal Formative Assessment 3.2a)

Name
Class
Teacher
Date

Should the Russians have rebelled against the Tsar during the Russian Revolution? Why or
why not? (Remember to use RACE in your answer.)
Instructional Material 3.3b (Also Formal Formative Assessment 3.2b)

Name
Class
Teacher
Date

Bonus:

Did you learn anything about the Russian Revolution that surprised you? Why did it
surprise you or why were you not surprised?