Agenda 5/1/17 HW: Complete any missing work! TEKS: All unit TEKS on human rights and equality. Language Objective: Students will take the test on human rights and equality. Test – Human Rights and Equality Put your name, date, subject and class period number on the scantron HW: Complete any missing work!

Agenda 5/2/17 HW: Complete any missing work! TEKS: (6.1B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. (6.8A) describe ways in which factors of production influence the economies of contemporary societies. Language Objective: Student will read about the unraveling of the economy in the Soviet Union. History Alive: The Unraveling of the Soviet Economy Work in groups of four (4) Car Production Activity Discussion HW: Complete any missing work!

Pick and answer 3 of the following: How did you feel during the activity? What factors made producing the cars difficult or frustrating? What were advantages of this system? What made you want to work hard? What made you decide not to work hard? What tactics (strategies) did you use to try to make sure you could buy some candy? How did you feel about the teacher as director of production? As candy seller? How did your attitude or feelings change as the activity progressed? What changes might have been made to make car production more efficient?

Agenda 5/3/17 HW: Complete any missing work! TEKS: (6.1B) analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions. (6.8A) describe ways in which factors of production influence the economies of contemporary societies. Language Objective: Students will discuss the failures of the Soviet economy, which led to reform. Warm up: answer 3 questions on next slide ( If needed) Debrief Activity – The Unraveling of the Soviet Economy Quotes from Soviet Youth/discussion Soviet Reforms – Mikhail Gorbachev- reading HW: Complete any missing work!

Soviet Reforms Monday’s activity was designed to help your understand the failures of the Soviet’s Economy that led to reforms under Soviet President Mikhail Gorbachev in the 1980’s Read Soviet Reforms

The students (Soviet workers) were told by the teacher (Soviet government) to produce a certain amount of goods in a given time period (a quota from a five-year plan).

The teacher (Soviet government) made reaching the quotas difficult because production materials (pens, scissors, scratch paper) were not available for groups (work crews) in time (often, supplies did not reach workers until the middle of the month, forcing crews to work long hours to try and meet month-end quotas).

Students (Soviet workers) were all paid equally by the teacher (Soviet government) whether they met the quota or not (a quota from a five-year plan). As a result, some students decided to not work, knowing they would still be paid (Soviet workers often had little incentive to work hard) .

To buy candy (consumer goods), the students (Soviet citizens) had to wait in long lines (typical in Soviet stores). Some did not get to purchase candy because the store closed or ran out of candy (Soviet citizens routinely had to stand in extremely long lines to buy goods, and often stores closed or ran out of goods before citizens could purchase what they wanted).

4. 2 A, Here we see Kuban State University students in Moscow in 1989 4.2 A, Here we see Kuban State University students in Moscow in 1989.read quotes 1,2 and 3

4.2B Here we see Soviet youth playing rollerball near McDonald’s in Pushkin Square, Moscow in 1990. Read quote 4

4.2C Here we see Moscow youth leaving school at the end of the school year. Read quotes 5,6 and 7.

4.2D Here we see an amateur experimential youth theater group in Leningrad in 1989. Read quotes 8 and 9

4.2G Here we see a group of Soviet youth outdoors in the city in early 1990’s. Read quote 13 and 14

4.2H Here we see a young woman selling trinkets on a Moscow street in 1991. read quote 15,16

Agenda 5/4/17 HW: Complete any missing work! TEKS: (6.8A) describe ways in which factors of production influence the economies of contemporary societies. Language Objective: Students will learn about events in modern China. Warm Up #5: Why would people living under a command economy want change? Historical Significance of Events in Modern China (Events 1 – 2) HW: Complete any missing work!

Historical significance of events in Communist China Students will explore major events in modern communist China to understand how events of the past influence the present. Students will explore major events in modern Communist China to understand how a command economy effects people. Students will explore major events in modern communist China to understand how economic reforms led to a demand for political reforms. This slide is for teachers- these are the objectives for this lesson.

Why would people living under a command economy want change? Investigating the historical significance of events in modern China.

At the end of this lesson you should be able to answer these three questions: How did the Communist policies in China’s history influence current issues in China today? Were the Communist policies ultimately good for the people of China? Why or Why not? Is it possible to reform and make changes in one part of your life without making changes in other parts of your life?

Who was Tank Man? Why would a man put himself in front of a tank? What happened in China’s past to make people want to protest like this?

Let’s investigate what happened to make people demand change….. We can use visuals and text to gain information. Using your matrix- you will record information you gain from looking at images and from reading text.

The Communist Revolution 1. What do you see here? 2. Describe the atmosphere. 3. What are some people holding? 4. What might the red flags represent? 5. What might the large building in the back be? 6. What type of vehicles do you see? 7. Who might the person in the portrait be? 8. What might the parade be celebrating?

Let’s use our chart to record what we have learned….. Let’s write a few sentences to record what we have learned from the image. Now let’s read the text. After reading the text, let’s write a few sentences of what we have learned from the text.

1. What do you see here? 2. Describe the mood of the people. 3. What different styles of dress do you see? 4. What are some people holding? 5. In what language is the tractor poster? 6. Why and how might these Soviet advisors help China? 7. What do you think this drawing is celebrating?

Let’s use our chart to record what we have learned….. Let’s write a few sentences to record what we have learned from the image. Now let’s read the text. After reading the text, let’s write a few sentences of what we have learned from the text.

Agenda 5/5/17 TEKS: (6.8A) describe ways in which factors of production influence the economies of contemporary societies. Language Objective: Students will learn about events in modern China. Warm Up: Take out your reading information and response sheet from yesterday on “Modern China.” Historical Significance of Events in Modern China (Events 3 – 5) HW: none

1. What do you see here? 2. What might the people be moving? 3. Why do you think they are not using machines to help them? 4. What might they be building? 5. What problems might occur if most of the workers in a region work only on a reservoir?

Let’s use our chart to record what we have learned….. Let’s write a few sentences to record what we have learned from the image. Now let’s read the text. After reading the text, let’s write a few sentences of what we have learned from the text.

What do you see here? How are the people dressed? Are they peasants or city people? What are next to the peasants? What might have allowed these peasants to afford such expensive consumer items? What does this photo tell us about the reforms of Deng Xiaoping?

Let’s use our chart to record what we have learned….. Let’s write a few sentences to record what we have learned from the image. Now let’s read the text. After reading the text, let’s write a few sentences of what we have learned from the text.

1. What do you see here? 2. What different types of people do you see? 3. What are the soldiers doing? 4. What are the other people doing? 5. What is the mood of people? 6. Why might people in the capital city of Beijing be surrounding an army truck? 7. What does this image tell us about the protest for democracy in Tiananmen Square?

Let’s use our chart to record what we have learned….. Let’s write a few sentences to record what we have learned from the image. Now let’s read the text. After reading the text, let’s write a few sentences of what we have learned from the text.

CLOSING: Think- Write- Pair and Share: Using your chart, think about and then write an answer to the following questions. How did the Communist policies in China’s history influence current issues in China today? Were the Communist policies ultimately good for the people of China? Why or Why not? Is it possible to reform and make changes in one part of your life without making changes in other parts of your life? After you have finished writing your thoughts down for the answers- pair up with another student and take turns sharing your answers. What similarities and differences are in your answers? Ultimately, students should be able to demonstrate their understanding by answering these questions. Lesson can be ended,