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Title of Unit How do Ideas Effect

Change?

Curriculum Area Developed By

Language Arts, History Science/Technical Ann Elizabeth Williams

Grade Level Time Frame

8th grade 3-4weeks April 22, 2013May 17th, 2013.

Identify Desired Results Content Standards Common Core English/Language Arts Standards: Reading/ Literature Grade 8
Key Ideas and Details

CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Craft and Structure

CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. CCSS.ELA-Literacy.RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

(RL.8.8 not applicable to literature) CCSS.ELA-Literacy.RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 68 text complexity band independently and proficiently.

Common Core Standards for History/ Social Studies grade :


CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure

CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 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. CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity


CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently.

Common Core Standards for Science/ Technical subjects Grade 6-8


Key Ideas and Details

CCSS.ELA-Literacy.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. CCSS.ELA-Literacy.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Craft and Structure

CCSS.ELA-Literacy.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant togrades 68 texts and topics. CCSS.ELA-Literacy.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic. CCSS.ELA-Literacy.RST.6-8.6 Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Integration of Knowledge and Ideas

CCSS.ELA-Literacy.RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). CCSS.ELA-Literacy.RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. CCSS.ELA-Literacy.RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Understandings

Essential Questions

Overarching Understanding
Students will understand 1. Ideas have the ability to be catalyst for change in culture, nations, history. (Other examples such as Economics, Philosophy Education, Arts, Music, Technology.

Overarching
What is allegory and why is it a powerful way to express an idea? How do authors use the resources of language (rhetoric) to create meaning?

Topical
How can an authors personal experiences influence his/her work? Particularly George Orwell? How does an authors use of allegory, satire and irony impact meaning? Why did Orwell write Animal Farm as a Fairytale How do differing perspectives impact change?

2. The relationship between freedom and responsibility and the relationship between coercion and abuse of power. The relationship between government structures and personal freedom. 3. Practical impact of critical thinking skills in philosophy of ideas; as well as in tangible arenas such as government, economics and technology, We will study how ideas affect our lives.

Related Misconceptions
Books and philosophy are just for intellectuals and they will have no real impact on my life.

What is freedom?

Understand distinction between phrases All humans should be treated equally and All men are created equal.

Evaluate All men are created equal. Is equality in government desirable? Attainable?

Is freedom ever free? What is the relationship between freedom and responsibility? Compare All men are created equal to All Animals are equal. What are the distinctions?

To think idealistically means that one desires the good. If someone does not desire to do any harm, because no harm is intended, no harm will be done. (The ends justify the means.)

Evaluate how Authoritarian regimes come into power? Have dictatorships been elected in free elections? Does power corrupt? Does absolute power corrupt absolutely? How are words used to manipulate people? Why do authoritarian regimes use revisionist history? What is the cost of attaining utopia? Is there a correlation between idealism and violence What is the impetus for change? How is change related to conflict?

Should people sacrifice freedom in the interest of security? When does government have the right to restrict the freedoms of people? When is the restriction of freedom a good thing? Discuss the use of propaganda in Animal Farm. Describe the use of Revisionist history to exercise control in authoritarian regimes/ Russia. What are the seeming positives of communism? What are the negatives? How is change related to conflict in Animal Farm? In Government structures?
I

Statistics are indisputable factual evidence.

How do changes in Technology affect man? How do economic principles become political policies, which affect lives. How are statistics manipulated in order to direct policy?

What does the Windmill symbolize in Animal farm? How have recent changes in economic structures affected our local economy? Discuss the use of statistics in Animal Farm/USSR.

Knowledge Students will know

Skills Students will be able to

How fables and allegories reveal truths about the human condition.

Students will be able to understand and identify the use of allegory, satire, irony and humor in literature.

The definitions of and distinctions between communism, socialism, democracy in both political and economic terms.

Read from Primary and secondary historical sources to attain information and knowledge. Be able to define vocabulary from historical texts. Understand authors points of view through what is included and what is omitted in a text. Distinguish between fact and opinion in historical texts.

How to read graphs and charts to determine basic statistical information in regards to economics.

Students will be able to use statistical and economic graphs to be able to determine visual information from charts. Students will be able to make distinctions and use charts to compare information.

Assessment Evidence Performance Tasks:


1. Students will create portfolio gathering evidence from each of the subject areas in the Unit to demonstrate knowledge of each of the subject areas. Portfolio to include students best Language Arts Summary, History- project, Economicsgraph. 2. Students will complete project and present to class. 3. Student will be tested on literary terms, Historical definitions and understandings, and graphs and charts discussed in unit. 4. Students will keep a vocabulary journal of unfamiliar words. 5. Students will complete graphs and charts assigned. 6. Students will write essay on Animal Farm. 7. Students will turn in summary of Primary source using Communist Manifesto excerpt. 8. Students will discuss the secondary source Pravda. Students will write own propaganda article in groups. 9. Students will write charts comparing economic graphs. 10. Students will complete a representation of Soviet Art. 11. Students will be evaluated on participation in seminar discussions. 12. Students will evaluate movie versus novel. 13. Students will turn in a self-assessment at end of unit. 14. Teachers informal and periodic assessment during each performance task taken throughout the unit. Key Criteria: 1. Students will complete assigned reading and written and oral assignments in a timely manner. 2. Students will participate in class discussions and seminars. 3. Students will put forth their best effort on portfolio, projects and presentations. Other Evidence: Vocabulary journals and notes Exit cards Quick writes

Stage 3 Learning Plan


. Learning

Activities: 1. Day 1 LA: Students will read Animal Farm Chapters 1 and 2. Discuss Literary elements, biography of George Orwell, and fundamentals of government. 2. Day2 LA: Continue Language Arts discussion of Rhetoric, create a word wall imitating the 7 Animal Commandments, begin Vocabulary journals, teach students how to write a Chapter Summary. Introduce and assign projects.

3. Day 3 H/SS: Read Primary Source Communist Manifesto segment. Class discussion on elements of communism. Students write a s summary of manifesto 4. Day 4 H/SS: Seminar Discussion of essential questions for History, What is freedom etc. 5. Day 5 LA: Students Read chapter 3 and 4 of Animal Far . Discuss Utopian societies, p 29. Education in Totalitarian regimes. The Battle of the Cowshed. Analyze how particular lines of dialogue and incidents in the story propel the action, reveal aspects of a character, and provoke a decision. 6. Day6 LA: Read Chapters 5 and 6 of Animal Farm. Discuss Characterization, use of Animals with almost amoral sensibilities. Defection of Mollie, Loyalty of Boxer, Sheep with Chant. Squealer, the Windmill and disinformation. 7. Day 7: H/SS: Propaganda. Discuss the use of misinformation, propaganda, revisionist history. Compare Secondary source Pravda to a Primary source. Students prepare own propaganda poster or advertisement in a group project. 8. Day 8 LA: Read Chapters 7 and 8 of Animal Farm. Discuss economy of language in Orwells writing, brutality of purges given Dramatic Irony by simplicity. Discuss purges in Animal Farm, use of misinformation, propaganda, and statistics. Question why the return of Moses the Raven was allowed by Napoleon.. 9. Day 9 H/SS: Discuss Purges in Soviet Union, 5 year plans, use of statistics, misinformation, and propaganda, military engagements even art and poetry were used to hide brutality of regime. 10. Day 10 Science/ Technology: Statistics. Students will learn how to graph and chart basic economic information. Students will learn how to interpret graphs. Students will also learn how statistics may be manipulated. 11. Day 11 Art: Introduce Soviet Art. Discuss restrictions on music, dance and Literature. Have guest lecturer Mr. Pollard come in and give lecture. Students complete a representation of Soviet Art. 12. Day 12 LA/H: Complete Animal Farm. Read chapters 9 and 10. Discuss Murder of Boxer and baby farm animals, revealing brutality of Stalin purges which killed 3-60 million Russians. Discuss interaction with neighboring farmers. Draw historical analogy with Stalin, Germany, and the United States. Discuss conclusion of allegory. Discuss point of view, Clover looking in from the outside at the pigs and men playing cards. Discuss meaning of Allegory. Why written as a Fairy Tale rather than a documentary. Was Orwell more effective as a fiction writer than if he had written a documentary or political essay of Stalinist Russia? 13. Day 13 LA/ H/S- Tech: Final Unit test with Essay. 14. Day 14 LA/ H/S-Tech: Presentations of Projects. 15. Day 15 LA/H/S-Tech: Portfolio turn in, watch movie. Written evaluation contrasting movie to book.

Animal Farm Project Ideas

Language Arts Creative Writing: write a fable/short story using allegory. Write a poem or ballad about aspects studied in the Unit. Prose Writing: Authors corner- write a biography about George Orwell Write a Stalinist era mock newspaper article

History/Social Studies Biography: Stalin, Trotsky, Research Paper: Rise of Communism, Great Terror of 1930, Poster Board and Presentation: Study of Secret Police under Stalin

Science /Technology Diagram graphs/ charts tables from the Stalinist era; possible economics or statistics Research report on beginning of Soviet use of Atomic weapons Research presentation on Stalin Era industry or weaponry and development of military.

Art/ Music/ Dance Soviet Art- demonstrate Stalinist era propaganda art, or contraband art. Soviet Music- demonstrate, play or present recording and discussion of Soviet Music or music that was outlawed. Example Prokokief was promoted for its nationalistic tendencies, American Jazz was prohibited. Soviet Dance- demonstrate or write a report on Dance in Stalinist era. ie Bolshoi Ballet

Religion Write a Research paper on purges and religious groups persecuted under Stalin. Interview Fr. Michael Shields who is a Pastor to Babushkas who were imprisoned in Concentration camps for practicing their religion. Read With God in Russia by Walter Ciszek, write a report on his experience. *You may propose and create your own project with approval these are suggestions

Name: _____________________________________ Period: _____ Date: _________________ Written report with presentation. Research Reports min. 2-3 pgs. Reference page with minimum 3-5 sources cited. Creative Writing Project will be a creative writing piece, with an additional 1 pg report (min) discussing relevance to unit theme. Creative Project will consist of the project with an additional 1 pg report discussing relevance to unit theme. Reference page with minimum 3 sources cited.

(For example if you are playing a piano piece by Prokokief you would play the piece as your project, write a one page report discussing the significance of Prokokief to the Stalinist era. In your bibliography you would cite the piece, and reference two additional sources discussing relevance to Stalin era.)

Due Dates: Monday April 29, 2013 Topic selected (5 pts) Monday May 6, 2013 Abstract (1 paragraph) summary of project due. (5 pts) Monday May 13, 2013 Rough Draft due. (15 pts) Wednesday May 15, 2013 Final papers due. Including reference page (25 pts) Wednesday May 15, 2013 Creative project 1 pg reports due with reference page. (25 pts) Thursday May 16, 2013 Presentations.

Animal Farm Project Rubric Below Basic (D) 4-3-2-1 points Organization Presentation is not sequential or logical and it may be hard for the audience to understand the purpose Overall quality of the work is below expectations. More attention to detail is needed. Basic (C) 6-5 points Presentation may not be sequential or logical but the audience understands the purpose The quality of the work is satisfactory, though attention to detail could be improved. Presentation is acceptable, but not high caliber. The project shows some connection of what was being asked in the unit questions and what was completed for submission. The document does not demonstrate adequate research, relies heavily on electronic resources, some of which may be unreliable and has been formatted ___format Good (B) 8-7 points Presentation is sequential, or logical and the audience can understand the purpose The quality of the work is good with a clear attention to detail. Excellent (A) 10-9 points Presentation is sequential, logical and effectively conveys the meaning and purpose to the audience The quality of the work is surpasses expectations with a strong, effective attention to details.

Craftsmanship and Finished Project

Thought and Understanding

Resource Page, Works Cited

The project shows little or no connection of what was being asked in the research questions and what was completed for submission. The document does not demonstrate adequate research, all resources are electronic, some of which may be unreliable and has not been formatted in ___ format.

The project shows clear thought and connection between objectives and research.

The project shows thorough consideration and connection to Unit objectives.

The document reflects adequate research (print and electronic) but relies heavily on electronic resources, some of which may be unreliable and has been formatted in ___ format

The document reflects wide ranging research (print and electronic), show use of reliable resources and has been formatted in ___format.

APU Student: Ann Elizabeth Williams Lesson Date and Time: Spring Semester 2013 Teachers name: Mrs. Schirda

School/Grade Level: 8 Holy Rosary Academy

Animal Farm Language Arts Lesson 1 Objective (s): Common Core Standards. CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. GLE(s): 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; restate and summarize main ideas or events, in correct sequence, after reading a text. 3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. Lesson Objective: Describe the functions of allegory, sarcasm, irony. Discuss why Animal Farm is written as a fairy tale? Define totalitarianism, and socialism. Identify flaws in Old Majors generalized statements from Chapter 1. Identify the three major leaders of the great Rebellion and describe their characters. Explain the significance of the name Moses in Chapter II. Identify the condition that finally incites the animals to rebellion.
Evaluate the Seven commandments collectively and individually. Define any unfamiliar vocabulary words or phrases by checking their meanings in a dictionary Explain the process of making a summary of a piece of writing.

Assessment: Students will submit a summary of Chapters 1 and 2 of Animal Farm. Oral assessment during class discussion to begin to assess theme, and discuss what text is saying explicitly and implicitly.

Exit cards will be submitted with students recording favorite line from Chapters one and two which propel the action, reveal an aspect of character, or provoke a decision.

Procedure(s) Anticipatory Set: Read Beasts of England together as a class, discuss how song is reminiscent of Ballads studied previously. Teaching/Instructional Process: 1. Review introductory material, Common Core biography of Orwell and introduction to totalitarianism. Define Totalitarianism. 2. Question why Orwell called Animal Farm a Fairy Tale. 3. Discuss style of Orwells prose writing, how Animal Farm contains satire and humor. 4. Define : Allegory- the representation of spiritual, moral or other abstract meanings through the actions of fictional characters that serve as symbols. Sarcasm- witty comments designed to cut or give pain, Irony- using wit and words to express something other than or even opposite to the literal meaning. 5. Discuss Hyperbole, generalizations and stereotypes from chapter 1. p.6 6. Identify the three major leaders of the great rebellion. 7. Explain the significance of Moses and his name. p.17. 8. Identify what incites animals to rebellion. 19. 9. Evaluate the Seven Commandments; ensure students use information from the text to back up their opinions. P.24. 10. Discuss unfamiliar vocabulary and keep definitions in journal/notebook. 11. Instruct students how to write a summary of text. Ask students to prepare a summary of Chapters 1 and 2. Guided practice and monitoring: Work with students while constructing the summary of the text for Chapter 1. Explain how the students will need to refer to the text in order to ensure they have the correct sequence, and instruct on how to summarize significant information. Closure: Summarize the lesson by reviewing the most important objectives Pique the students interest in reading the next chapters by asking them to ascertain what may happen to the animals after casting off the dominion of the Farmer Jones? Independent Practice: Assign a written summary of Chapter II, which will be done independently as homework. Materials and Resources needed: Animal Farm by George Orwell, chapters 1 and 2.

Common Core Biography of George Orwell and introduction to Animal Farm.


Reflection: Introduction and hook should be improved. Definitions and page numbers added to lesson plan, this lesson was taught over two days rather than in a single session.

APU Student: Ann Elizabeth Williams Lesson Date and Time: Spring Semester 2013 Teachers name: Mrs. Schirda

School/Grade Level: 8 Holy Rosary Academy

Animal Farm Language Arts Lesson 2 Objective (s): Common Core Standards. CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. CCSS.ELA-Literacy.RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. CCSS.ELA-Literacy.RL.8.10 By the end of the year, read and comprehend literature including stories, dramas, and poems, at the high end of grades 68 text complexity band independently and proficiently.

GLE(s): Alaska English/Language Arts Standards 1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
2. Analyze how

particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. 3. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
4. By the end

of the year, read and comprehend literature including stories, dramas, and poems, at the high end of grades 68 text complexity band independently and proficiently. Lesson Objective: 1. Cite textual reference to infer meaning from Chapters 3 and 4.

2. Observe how action of the story is propelled by dialogue and how incidents provoke a decision. 3. Discuss themes presented in Chapters 3 and 4, particularly how Animal Farm emerges as a Utopian society; discuss the use of violence to achieve that end. Assessment: Oral assessment will be conducted throughout class discussion. Written assessment will be conducted by a fast write in which students will explain how dialogue and incidents propelled the action of the story. Procedure(s) Anticipatory Set: Post Word Wall and list Animal Farm Seven Commandments. Allow students to observe without teacher commentary. Teaching/Instructional Process: 1. Review summary from Chapters 1 and 2. 2. Students will continue to evaluate the seven commandments collectively and individually, citing textual evidence. In what way do they reference the 10 Commandments? In what way do they reference communist platitudes? 3. Students will discuss the positive results from the animal takeover of Manor Farm, drawing conclusions from the text. 4. Distinguish and clarify military terms and phrases. (ie The Battle of the Cowshed) look for other use of satire. 5. Analyze the dialogue and incidents from the story, discussing how these incidents propelled the action, (What caused the Rebellion?), and provoked the decision for the Animals to rebel. (Was it just that the animals were starving or did Majors speech somehow inspire them as well? Would the animals have rebelled without Majors speech? What about the Beasts of England song? How would a song inspire rebellion?) 6. Assess the degree in which Animal Farm was trying to become a Utopian society. 7. Predict why Napoleon was eager to educate the puppies. Why is education essential in building a utopian society, why is it necessary in any society? 8. Critique whether the use of violent rebellion on the part of the animals was justified? 9. Continue discussion of Orwells choice to call the story a Fairytale. Do these chapters evoke the feelings of a fairy tale? 10. Review any unfamiliar vocabulary and define in journals. 11. Have students complete the fast write to check for comprehension of lesson objective.

Guided practice and monitoring: Throughout class discussion guide and monitor students to infer meaning from the text and to be able to articulate critical responses. Monitor students understanding through reading fast writes. Closure: Fast write will be at the close of the class to check for understanding. Independent Practice: Assign students to observe how characterization and dialogue progress the movement of plot in the next two chapters.

Materials and Resources needed: Animal Farm by George Orwell,


Reflection:

APU Student: Ann Elizabeth Williams Lesson Date and Time: Spring Semester 2013 Teachers name: Mrs. Schirda

School/Grade Level: 8 Holy Rosary Academy

Animal Farm Lesson III History: General History of Russian Revolution Objective (s): Common Core Standards History/Social Studies. CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently.

GLE(s): Alaska History/ Social Studies Standards 1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 3. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 4. Describe how a text presents information (e.g., sequentially, comparatively, causally) 5. Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 6. Distinguish among fact, opinion, and reasoned judgment in a text.

Lesson Objective: 1. Cite textual evidence and read from the text. 2. Determine central ideas from text, distinct from previous conceptions. 3. Comprehend vocabulary specific to the Communist Manifesto and political theory. 4. Analyze how text presents information. 5. Evaluate how the text was written. Was it written sequentially? Causally? Comparatively? 6. Discuss elements that reveal the authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 7. Make judgments about what is fact, opinion and reasoned arguments in the text. Assessment: A 3-2-1 exit card will check for understanding of reading material. Oral assessment during class discussion will be conducted. Procedure(s) Anticipatory Set: Ask students to play a game about what they already know about the Russian Revolution. Ask pre-test questions in game format to discern what students already know from previous history courses about the Bolshevik Revolution. (Have students fill out K-W-L form.) Teaching/Instructional Process: 1. Have students read historical background to the Bolshevik revolution in 1917. 2. Discuss and briefly summarize the Bolshevik Revolution. 3. Handout excerpts of the Historical text describing the rise of communism in Russia. Have students read and highlight relevant information and any unknown vocabulary. 4. Determine central ideas, theme and purpose of excerpt. 5. Citing passages from the text ask students to determine the methodology used to write the text. Discuss distinctions between a text book and a critical analysis. Guided practice and monitoring: Check for student understanding while reading and discussing texts in small group discussions. Closure: Summarize class discussion on the rise of Communism in Russia and on the Bolshevik revolution. Have students complete a 3-2-1 exit card explaining what they learned that was new information gleaned in the class today. Independent Practice: Have students complete reading assignment if unable to complete reading in class. Materials and Resources needed:

World History text Why Lenin? Why Stalin? by H. Von Laue Animal Farm by George Orwell,
Reflection

APU Student: Ann Elizabeth Williams Lesson Date and Time: Spring Semester 2013 Teachers name: Mrs. Schirda

School/Grade Level: 8 Holy Rosary Academy

Animal Farm Lesson IV: History Objective (s): Common Core Standards for History/ Social Studies grade 8: CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. GLE(s): Alaska History/ Social Studies Standards 7. Cite specific textual evidence to support analysis of primary and secondary sources. 8. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 9. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 10. Describe how a text presents information (e.g., sequentially, comparatively, causally) 11. Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

12. Distinguish among fact, opinion, and reasoned judgment in a text.

Lesson Objectives: 8. Cite textual evidence and read from the primary source The Communist Manifesto. 9. Determine central ideas from text, distinct from previous conceptions. 10. Comprehend vocabulary specific to the Communist Manifesto and political theory. 11. Analyze how text presents information. 12. Evaluate how prose is written in a persuasive manner; distinguish fact, opinion and judgment in the text. Was it written sequentially? Causally? Comparatively? 13. Discuss elements that reveal the authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 14. Make judgments about what is fact, opinion and reasoned arguments in the text. Assessment: A prcis or summary of the excerpt will be written by students. Oral assessment during class discussion will be conducted. Procedure(s) Anticipatory Set: Ask students if they believe a book could result in changing a Monarchy into a utopian form of government. Discuss how the communist Manifesto was published in Germany but implemented in Russia. Teaching/Instructional Process: 6. Have students read historical background to the Bolshevik revolution in 1917. 7. Discuss and briefly summarize the Bolshevik Revolution. 8. Handout excerpts of the Communist Manifesto have students read and highlight relevant information and any unknown vocabulary. 9. Break students into pairs to determine central ideas, theme and purpose of excerpt. 10. Citing passages from the text ask students to determine the methodology used to write the text. 11. Evaluate how prose is written in a persuasive manner; distinguish fact, opinion and judgment in the text. Was it written sequentially? Causally? Comparatively? 12. Discuss elements that reveal the authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 13. Make judgments about what is fact, opinion and reasoned arguments in the text. 14. Instruct students on how to write a prcis. 15. Assign homework to write a summary or Prcis of the passage studied. Guided practice and monitoring: Students will be guided through class discussions and particularly during partner shares when analyzing the Primary source. Teacher will check for understanding in group discussion and in the written Prcis.

Closure: Ask students to contemplate how persuasive the Communist Manifesto was? Ask to consider whether it was one of many factors or was it the main catalyst to revolution? Prepare students for seminar with Seniors. Independent Practice: Students will be assigned a Prcis in which to summarize the excerpt studied. Materials and Resources needed: Communist Manifesto by Karl Marx, excerpts Animal Farm by George Orwell Prcis Handout
Reflection:

APU Student: Ann Elizabeth Williams Lesson Date and Time: Spring Semester 2013 Teachers name: Mrs. Schirda

School/Grade Level: 8 Holy Rosary Academy

Animal Farm Lesson V History Seminar Objective (s): Common Core Standards for History/ Social Studies grade 8: CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. GLE(s): Alaska History/ Social Studies Standards -Cite specific textual evidence to support analysis of primary and secondary sources. -Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

-Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. - Describe how a text presents information (e.g., sequentially, comparatively, causally) -Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). - Distinguish among fact, opinion, and reasoned judgment in a text.

Lesson Objective: 1. Students will conduct a seminar discussion to review and synthesize previous lesson on the Communist Manifesto, and to make their own judgments on the text. 2. Students will be mentored through the discussion with the senior class cite textual evidence and read from the primary source The Communist Manifest. 3. Determine central ideas from text, distinct from previous conceptions. Comprehend vocabulary specific to the Communist Manifesto and political theory. 4. Analyze how text presents information. 5. Evaluate how prose is written in a persuasive manner; distinguish fact, opinion and judgment in the text. Was it written sequentially? Causally? Comparatively? 6. Discuss elements that reveal the authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 7. Make judgments about what is fact, opinion and reasoned arguments in the text. 8. Students will discuss in Seminar essential questions on government for the unit. Assessment: Students will be assessed on oral participation in the seminar. Procedure(s) Anticipatory Set: Prepare the students to conduct their History seminar with the High School seniors. Inform the students that the Senior class has just completed a study of the Communist Manifesto and are going to mentor and lead the seminar discussion for the Eighth grade. Teaching/Instructional Process: 1. Have students go to the senior classroom or rearrange tables into a seminar or conference table arrangement. 2. Instruct students to bring their text, The Communist Manifesto, their notes and their Prcis or summaries. 3. Distribute the essential questions from our unit that pertain to this seminar. (attached) 4. Allow Seniors to conduct seminar. 5. Review seminar experience with 8th grade grammar class after seminar. Did the students observe a different complexity or level of thought, how did the seniors conduct the seminar? How was it similar, and how was it different than occur class discussions?

Guided practice and monitoring: Students will be guided through the seminar by the mentorship of the Senior class; the teacher will be an observer to allow for the mentorship of the Senior class. When necessary the teacher may guide or shift discussion to ensure that essential questions are addressed.

Closure: Ask students to contemplate how knowledge and understanding can be deepened throughout our education, how the seniors perhaps learned as much from the 8th grade perspective as the 8t graders learned from the seniors. Discuss how mentor tutor relationship in knowledge can inspire mentor and tutor, student and teacher. Independent Practice: Students will be assigned a journal entry in which to record their experience of conducting a seminar with the Senior Class. Materials and Resources needed: Communist Manifesto by Karl Marx, excerpts Senior Class mentors

Reflection: We havent conducted this seminar yet- but Im so excited, the students are going to love this! This will make them feel so special and help prepare them for entering the High School.

Essential Questions for History and Social Studies: What is freedom? Is freedom ever free? Evaluate All men are created equal. Is equality in government desirable? Attainable? Compare to All animals are equal What are the distinctions? Evaluate how Authoritarian regimes come into power? Have dictatorships been elected in free elections? Does power corrupt? Does absolute power corrupt absolutely? How are words used to manipulate people? Why do authoritarian regimes use revisionist history? What is the cost of attaining utopia? Is there a correlation between idealism and violence What is the impetus for change? How is change related to conflict? Should people sacrifice freedom in the interest of security? When does government have the right to restrict the freedoms of people? When is the restriction of freedom a good thing? Discuss the use of propaganda in Animal Farm. Describe the use of Revisionist history to exercise control in authoritarian regimes/ Russia. What are the seeming positives of communism? What are the negatives? How is change related to conflict in Animal Farm? In Government structures?

APU Student: Ann Elizabeth Williams Lesson Date and Time: Spring Semester 2013 Teachers name: Mrs. Schirda

School/Grade Level: 8 Holy Rosary Academy

Animal Farm Lesson VI Language Arts Objective (s): Common Core Standards and Alaska English/ Language Arts State Standards CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. .CCSS.ELA-Literacy.RL.8.10 By the end of the year read and comprehend literature, including stories, dramas, and poems, at the high end of grades 68 text complexity band independently and proficiently.

Lesson Objective: 1. Analyze how aspects of dialogue reveal Character. 2. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

3. Draw inferences from the text to explain why the author uses the figures of the animals to illustrate some of the themes of the text. Assessment: Student will complete a character chart to explicate the significance and meaning of each character portrayed and discussed.

Procedure(s) Anticipatory Set: Bring in Caricatures of the animal characters in animal farm and display them on the board as we discuss each character. If possible allow one students to pick a character to analyze and portray in class later. Teaching/Instructional Process: 1. Using references from the text ask students to fill in information as a class project on each of the characters portrayed so far in the text particular attention in this chapter is paid to Boxer and Mollie, Squealer, and the Sheep. Also Characterize Napoleon and Snowball, Farmer Jones, the Raven, Clover and the various animal groups. 2. After chart is complete discuss how the mechanics of characterization was achieved, largely through dialogue and actions of the characters. 3. Discuss the point of view that the novel was written in and how the narrator is not omniscient but simply states events as they transpire. (Narrator does not correct misperceptions purposely perpetrated by Squealer, he simply states them as fact). 4. Evaluate how dramatic irony is heightened by this use of point of view and characterization. 5. Have students assume one of the animals to characterize. 6. As a group discusses which traits/persona the student will need to adapt to adequately portray the character. 7. Have the students break into groups, write and perform one skit or scene from the story which they have read so far. Make sure to include essential details of plot in order to instruct the class as to the main point of the story. 8. Review with the class why the characters seem almost fairy tale like in their one dimensional portrayal as characters. Ask the class why Orwell may have chosen to write his allegory in this manner. Guided practice and monitoring: Guide and monitor students as they are preparing the skit so that they stay on task but also to ensure that the theme of the skit is consistent with the themes in the novel and the characterization is accurate. Closure: At completion of skit ask students to do a self-analysis of their performance and discuss why animals were in some sense easier and in some ways harder to portray as characters in the story.

Independent Practice: Allow students to rewrite and perfect their skits if time does not allow for the skit to be completed in one class session. .

Materials and Resources needed: Animal Farm by George Orwell Basic props for skit if desired
Reflection: (possibly use the Character chart and skit earlier in Unit)

APU Student: Ann Elizabeth Williams Lesson Date and Time: Spring Semester 2013 Teachers name: Mrs. Schirda Animal Farm Lesson VII : History Objective (s): Common Core Standards. Common Core Standards for History/ Social Studies grade 8:

School/Grade Level: 8 Holy Rosary Academy

CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 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. CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. CCSS.ELA-Literacy.RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. GLE(s): Alaska History/ Social Studies

1. Cite specific textual evidence to support analysis of primary and secondary sources. 2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinion 3. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. 4. Describe how a text presents information (e.g., sequentially, comparatively, causally) 5. Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). 6. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. 7. Distinguish among fact, opinion, and reasoned judgment in a text. 8. Analyze the relationship between a primary and secondary source on the same topic. 9. By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently Lesson Objective: 1. Analyze Pravda as a secondary source, citing textual references and excerpts. 2. Identify aspects that reveal authors point of view by what is said or omitted. 3. Distinguish among fact, opinion and propaganda. 4. Evaluate the complexity and relative simplicity of the propaganda and revisionist history used in Animal Farm and in Pravda. Assessment: Students will work on a group project modeling their own propaganda or advertising. Oral assessment through class discussion will occur throughout the class period. Procedure(s) Anticipatory Set: Place a large copy of Pravda in Russian on the white board, have English translations available for each student. Teaching/Instructional Process: 1. Have students observe Cyrillic typeset of Russian edition of Pravda. 2. Instruct students to quietly read English translation individually. 3. Discuss why a newspaper is considered a Secondary source. (Explain how a primary source would be the observer that the reporter talked to for an article. 4. Break students into groups with group questions. 5. Initially ask students to analyze a passage from Animal Farm when squealer is altering information. Discuss how information can be altered, omitted or motives questioned and then changed. 6. Evaluate the complexity/simplicity of the arguments in Animal Farm and Pravda. 7. Analyze the excerpts from Pravda having students look for the authors point of view Ask students to distinguish from fact and opinion in the article. Discuss how propaganda may manipulate or distort information. 8. Discuss the distinction between propaganda and persuasive arguments. 9. Evaluate state ownership of media. Discuss government censorship of media. 10. Discuss the second amendment in the United States and commercial ownership of press, benefits? Negative qualities of commercialized press?

11. Assign students to write their own propaganda article for a school newspaper, local or national discussion. 12. Give students rubric so that they may understand criteria and deadlines for articles. 13. Remainder of class time will be spent on student articles to be worked on in groups. 14. Post student articles in classroom when completed.

Guided practice and monitoring: The teacher will observe and guide students while discussing and working in groups for understanding about distinctions in propaganda versus opinion articles and persuasive arguments. Closure: Review with students distinctions between persuasive arguments and propaganda. Discuss and summarize techniques used in propaganda. Discuss state ownership of media. Analyze how effectively Orwell demonstrates the use of propaganda in Animal Farm.

Independent Practice: Groups assignment of newspaper propaganda article. . Materials and Resources needed: Animal Farm by George Orwell, Pravda article in Cyrillic print and translations
Reflection:

APU Student: Ann Elizabeth Williams Lesson Date and Time: Spring Semester 2013 Teachers name: Mrs. Schirda

School/Grade Level: 8 Holy Rosary Academy

Animal Farm Lesson VIII Language Arts Objective (s): Common Core Standards. Alaska English/ Language Arts State Standards and GLEs

CCSS.ELA-Literacy.RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. CCSS.ELA-Literacy.RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision CCSS.ELA-Literacy.RL.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. CCSS.ELA-Literacy.RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. CCSS.ELA-Literacy.RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. CCSS.ELA-Literacy.RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. (RL.8.8 not applicable to literature) CCSS.ELA-Literacy.RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

CCSS.ELA-Literacy.RL.8.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 68 text complexity band independently and proficiently.

Lesson Objective: 1. Compare and Contrast the two poetry texts form Animal Farm. 2. Apply Critical Thinking to answer the Unit Essential Questions in a seminar style format. 3. Prepare for student essay to discuss why George Orwell chose to write Animal Farm as an allegory and called it a Fairy Tale. Assessment: Unit exam and essay to follow completion of the unit.

Procedure(s) Anticipatory Set: Word wall has been changed the only writing to appear on the wall says: All Animals are equal, some more than others. Teaching/Instructional Process: 1. Allow students to observe word wall without commentary form teacher. 2. Prepare students for seminar with text and notes. 3. Remind students of format for History seminar when conducted with Seniors, set expectations for our seminar. 4. Have each students designated to lead discussion on different essential questions. If key points are not discussed ask probing questions until the main points are brought forward. Essential Questions attached. 5. Review key Themes in the unit and in the novel. 6. Discuss overarching Understandings: a. How ideas may be a catalyst for change. b. The relationship between freedom and responsibility; coercion and power, government structures and personal freedom. c. Impact of critical thinking and how it affects our lives. 7. Prepare students for the final essay. Guided practice and monitoring: Observe and guide student discussion throughout the seminar. Closure: Summarize the final chapter of Animal Farm, reviewing the major themes and discussions of the unit. Close the class discussion with the same question that will be asked on the essay, Why did George Orwell write Animal Farm as an allegory/ Was it a more effective way for you as a student to learn about the Stalinist era of Russia? Was the Unit and effective way to learn about, consider and ponder different forms of government? Discuss the How powerful are ideas? Can they really change peoples lives?

Independent Practice: . Prepare for test and essay exam. Materials and Resources needed: Animal Farm by George Orwell,
Reflection:

Review of Unit: What Students should know and Essential Questions: Students should know the following; Review to check for Understanding. 1. How fables and allegories reveal truths about the human condition. a. Students will be able to understand and identify the use of allegory, satire, irony, and humor in literature. 2. The definitions of and distinctions between communism, socialism, democracy in both political and economic terms. a. Students will have read from Primary sources, The Communist Manifesto, and Secondary sources to attain information and knowledge, to understand authors point of view, and distinguish between fact, fiction and opinion in historical texts. 3. How to read graphs and charts to determine basic statistical information in regards to economics. a. Students will be able to use statistical graphs to determine visual information from charts. Students will be able to make distinctions and determine statistical information from charts. Essential Questions: What is allegory and why is it a powerful way to express an idea? How do authors use the resources of language (rhetoric) to create meaning? How can an authors personal experiences influence his/her work? Particularly George Orwell? How does an authors use of allegory, satire and irony impact meaning? Why did Orwell write Animal Farm as a Fairytale How does differing perspectives impact change in a novel?

What is freedom? Is freedom ever free? Evaluate All men are created equal. Is equality in government desirable? Attainable? Compare All animals are equal What are the distinctions? Evaluate how Authoritarian regimes come into power? Have dictatorships been elected in free elections? Does power corrupt? Does absolute power corrupt absolutely? How are words used to manipulate people? Why do authoritarian regimes use revisionist history? What is the cost of attaining utopia?

Is there a correlation between idealism and violence What is the impetus for change? How is change related to conflict? Should people sacrifice freedom in the interest of security? When does government have the right to restrict the freedoms of people? When is the restriction of freedom a good thing? Discuss the use of propaganda in Animal Farm. Describe the use of Revisionist history to exercise control in authoritarian regimes/ Russia. What are the seeming positives of communism? What are the negatives? How does communism differ from Socialism? How is it similar? How is change related to conflict in Animal Farm? In Government structures? What does the Windmill symbolize in Animal farm? How have recent changes in economic structures affected our local economy? Discuss the use of statistics in Animal Farm/USSR. How do changes in Technology affect man? How do economic principles become political policies, which affect lives?

How do ideas affect change?

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