Ms. Moody

I.S. 52 2013-2014

Background Building for George Orwell’s Animal Farm

“Bloody Sunday” 1905

Introduction:

It is the year 2222, and you have stumbled upon a secret vault containing the only remaining primary sources from the 1905 “Bloody Sunday” of the Russian Revolution. You are amazed that you have discovered these all-but-forgotten documents, and they remind you of an eye-opening allegory of the Russian Revolution that you once read, called Animal Farm. Ah yes, George Orwell is the author. Wow, did he present a powerful story of animals rising up against totalitarianism! Anyway, although having these documents makes you tingle with excitement, you are nervous about having them in your possession because nobody speaks of revolution anymore. What are you going to do?

Well, as a concerned, responsible citizen, you realize it is your civic duty and responsibility to…

· Share this important history with others

· Connect “Bloody Sunday” to Animal Farm, which has withstood the test of time

· Assess whether revolutions are worth the risk, using your knowledge of

“Bloody Sunday” and the attempted uprisings in Animal Farm to frame your argument

Task:

Having sole possession of these weighty primary source documents means you, and only you, can share with the world this important piece of history. In this WebQuest, you will use the Global History Public Policy Analyst steps to…

• Define the social problem (why the events of Russia’s 1905 “Bloody Sunday” occurred)
• Gather evidence from the primary sources (to demonstrate the problem)
• Identify the causes of the problem (think about the perspective of the writer of the primary source document while identifying the causes)
• Evaluate the policy (how was the problem ‘solved? What impact did it have? Why did/didn’t it work?)

What will your PPA product look like?

You will work in pairs (or trios) to create a RAFT argument artifact after closely reading and analyzing at least two primary documents related to the Russian Revolution’s “Bloody Sunday” of 1905. You will present this artifact to the class and be evaluated by your peers based on the quality of your argument & artifact. Your argument artifact must follow & include the GHPPA steps.

• To help you stay on track, remember: Even though workers can mobilize to demonstrate, fight for their rights, and revolt against authority, revolution does not guarantee change.

Process:

1. Background Building Jigsaw: Before you create your RAFT argument artifact, you need to know about “Bloody Sunday.”

In pairs/trios, you will be assigned one website to examine together.

First, carefully read together. Then, create talking points to teach the class what you have read.

— This is mainly about…

— Some important details include…

Practice your talking points so you will be ready to share what you have learned about “Bloody Sunday.”

1. http://www.pbs.org/greatwar/historian/hist_figes_04_bread.html (the bread riot)

2. http://www.education.com/study-help/article/european-history-russian-revolution/ (the basics of the revolution)

3. http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1498/7_peacelandbread.pdf (pages 28-42)

4. http://www.historylearningsite.co.uk/1905_russian_revolution.htm  (1905 uprising, “Bloody Sunday”)

5. http://alphahistory.com/russianrevolution/october-manifesto/ (October Manifesto)

2. Jigsaw Presentation: You will take turns presenting what you have learned about “Bloody Sunday” to the class.

· Listen carefully as each pair/trio presents the main point and important details

· Write what you have learned from the presentation

· Write one question you still have

· Ask your question!

3. Make RAFT Selections: In pairs (or trios), you must….

Decide which ROLE:                                                                    __________

— News Reporter, Journalist, Teacher, Politician

Decide which AUDIENCE:                                                           __________

— The Public, Students, Parents

Decide which FORMAT:                                                              __________

— Newscast, News article, Lesson, Speech

Decide which TOPIC:                                                                  __________

— Workers, Rulers, Beliefs, Ideas & Laws

4. Explore topic-specific websites & Analyze primary documents:

v Rulers

http://alphahistory.com/russianrevolution/october-manifesto-1905/ (October Manifesto) (RULERS)

http://alphahistory.com/russianrevolution/letter-nicholas-ii-to-mother-1905/ (Letter from Nicholas II to his mother) (RULERS)

v Workers

http://alphahistory.com/russianrevolution/bloody-sunday-petition-1905/ (workers petition, January 9, 1905: “Bloody Sunday”) (WORKERS)

http://alphahistory.com/russianrevolution/eyewitness-account-of-bloody-sunday-1905/ (Father Gapon’s account of “Bloody Sunday”) (WORKERS)

v Ideas & Laws

http://alphahistory.com/russianrevolution/excerpts-fundamental-laws-1906/ (Czar Nicolas II Fundamental Laws 1906) (IDEAS & LAWS)

http://alphahistory.com/russianrevolution/extracts-communist-manifesto-1848/ (Excerpts from the Communist Manifesto) (IDEAS & LAWS)

http://alphahistory.com/russianrevolution/lenin-what-is-to-be-done-1902/ (Vladimir Lenin, What is to be done?) (IDEAS & LAWS)

v Beliefs

http://alphahistory.com/russianrevolution/american-editorial-bloody-sunday-1905/ (NY Times editorial on Bloody Sunday) (BELIEFS)

http://alphahistory.com/russianrevolution/lenins-view-bloody-sunday-1905/ (Lenin’s account of Bloody Sunday) (BELIEFS)

http://alphahistory.com/russianrevolution/trotsky-on-georgi-gapon-1930/ (Trotsky’s account of Bloody Sunday)  (BELIEFS)

http://alphahistory.com/russianrevolution/lenin-unfolding-1905-revolution-1905/ (Lenin on unfolding of revolution, 1905)  (BELIEFS)

5. Complete the Primary Source Organizer for each source

6. Follow GHPPA Steps! (You have to do this in order to create your RAFT artifact). Use the following websites to help you do this. You may complete the suggested worksheets to demonstrate your work on each part, or you may confer with me in your pairs/trios.

1) Define the social problem: Define the Problem

2) Gather evidence: Evidence of the Problem

3) Identify causes: Causes of the Problem

4) Evaluate policies: Evaluate the Policy

7. Create RAFT artifact: Follow the task you have selected (#3). Remember, you are using your chosen role, audience, topic and format to demonstrate your GHPPA work & solution to the class.

· Keep in mind…

v Our Role is…                          ____________

v Our Audience is…                  ____________

v Our Format is…                     ____________

v Our Topic is…                                    ____________

· Remember to use your Primary Source Organizers to help you complete the RAFT artifact

· Practice how you will present the artifact to the class

8. PPA/RAFT Presentation: Present your work in pairs/trios. Be ready to grade your classmates using our rubric!

Resources:

1. http://www.pbs.org/greatwar/historian/hist_figes_04_bread.html (the bread riot)

2. http://www.education.com/study-help/article/european-history-russian-revolution/ (the basics of the revolution)

3. http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/1498/7_peacelandbread.pdf (pages 28-42)

4. http://www.historylearningsite.co.uk/1905_russian_revolution.htm  (1905 uprising, “Bloody Sunday”)

5. http://alphahistory.com/russianrevolution/october-manifesto/ (October Manifesto)

v Rulers

http://alphahistory.com/russianrevolution/october-manifesto-1905/ (October Manifesto) (RULERS)

http://alphahistory.com/russianrevolution/letter-nicholas-ii-to-mother-1905/ (Letter from Nicholas II to his mother) (RULERS)

v Workers

http://alphahistory.com/russianrevolution/bloody-sunday-petition-1905/ (workers petition, January 9, 1905: “Bloody Sunday”) (WORKERS)

http://alphahistory.com/russianrevolution/eyewitness-account-of-bloody-sunday-1905/ (Father Gapon’s account of “Bloody Sunday”) (WORKERS)

v Ideas & Laws

http://alphahistory.com/russianrevolution/excerpts-fundamental-laws-1906/ (Czar Nicolas II Fundamental Laws 1906) (IDEAS & LAWS)

http://alphahistory.com/russianrevolution/extracts-communist-manifesto-1848/ (Excerpts from the Communist Manifesto) (IDEAS & LAWS)

http://alphahistory.com/russianrevolution/lenin-what-is-to-be-done-1902/ (Vladimir Lenin, What is to be done?) (IDEAS & LAWS)

v Beliefs

http://alphahistory.com/russianrevolution/american-editorial-bloody-sunday-1905/ (NY Times editorial on Bloody Sunday) (BELIEFS)

http://alphahistory.com/russianrevolution/lenins-view-bloody-sunday-1905/ (Lenin’s account of Bloody Sunday) (BELIEFS)

http://alphahistory.com/russianrevolution/trotsky-on-georgi-gapon-1930/ (Trotsky’s account of Bloody Sunday)  (BELIEFS)

http://alphahistory.com/russianrevolution/lenin-unfolding-1905-revolution-1905/ (Lenin on unfolding of revolution, 1905)  (BELIEFS)

Evaluation:

Conclusion:

As you know by now, I never tell you what you have learned, you tell me!

— Write a 1-2 page journal response in your notebooks on the following:

— What have you learned about “Bloody Sunday” from using the GHPPA steps to analyze, share, and respond to its primary sources?

— What have you learned about uprisings and revolution from using the GHPPA steps to analyze, share, and respond to “Bloody Sunday” primary sources?

— How did the RAFT project help you demonstrate your GHPPA work & solutions?

— How is “Bloody Sunday” related to Animal Farm? How has this project helped deepen your understanding of the underlying history in Animal Farm?

— Why were you asked to complete a WebQuest and use GHPPA to create a RAFT artifact?

— Are uprisings worth the risk? Why/why not?

— Are revolutions worth the risk? Why/why not?

Common Core State Standards:

— CCSS.ELA-Literacy.RI.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.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

— CCSS.ELA-Literacy.RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

— CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

— CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence

— CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

— CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

— CCSS.ELA-Literacy.SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

— CCSS.ELA-Literacy.SL.8.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

— CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.