Stalin Teacher Resources
Find Stalin educational ideas and activities
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Capitalism and Socialism
"Is capitalism competition natural and good, or should there be systems in place to check it for the sake of our collective well-being?" Explore the complexity and history behind capitalism and socialism in Crash Course World History #33. Though he presents information quickly, Green also extensively dissects these broad economic concepts, highlighting key personalities in their development, terms such as industrial and mercantilism capitalism, as well as class struggle and communism.
13 mins 9th - 12th Social Studies & History 21 Views 13 Downloads CCSS: Adaptable
New Review What is Meant by Returning to Fundamental Principles?
What did the Founding Fathers mean by the importance of continually returning to fundamental principles? Your young historians will analyze a series of quotations illustrating the fundamental ideals and principles of the United States Constitution, from liberty, order, and individual rights to rights of the accused and capital punishment.
11th - 12th Social Studies & History 9 Views 4 Downloads CCSS: Adaptable
Was Congress’s Violation of the First Amendment During the McCarthy Era Justified?
“I have in my hand 57 cases of individuals who would appear to be either card carrying members or certainly loyal to the Communist Party. . .” Senator Joseph McCarthy certainly stirred the pot with his claims. The result was a series of legislative actions that put McCarthy in the spotlight and First Amendment rights in jeopardy.
7th - 11th Social Studies & History 32 Views 35 Downloads CCSS: Adaptable
Philosophical Chairs: Justification for the Dropping the Atomic Bombs
Were the atomic bombings of Hiroshima and Nagasaki justified? Class members prepare for a Document Based Question (DBQ) writing assignment with a series of preparatory activities. Groups examine six documents, including first person narratives, images, and reports, join reading circles, and engage in a full-class philosophical chairs discussion.
9th - 12th Social Studies & History 3 Views 0 Downloads CCSS: Adaptable
Was the United States Justified in Dropping the Atomic Bomb on Hiroshima and Nagasaki?
As the culminating activity in a unit study of World War II, class members prepare for and engage in a Socratic seminar that considers whether the United States was justified in dropping the atomic bomb on Hiroshima and Nagasaki. Carefully scaffolded activities model for learners how to analyze an argument, how to collect evidence, and how to prepare for a Socratic seminar.
6th - 11th Language Arts 3 Views 1 Download CCSS: Designed
The Dropping of the Atomic Bomb at Hiroshima and Nagasaki
Take an in-depth look at the historical events in Hiroshima and Nagasaki in this 69-slide PowerPoint. Photos, facts, and transcripts are outlined in this presentation in order to answer the stated essential question in slide 2: "What were Harry Truman's motivations for using the Atomic Bomb against Japan in World War II?
9th - Higher Ed Social Studies & History 55 Views 203 Downloads
D-Day: June 6, 1944
Students examine the preparations for the invasion of France on June 6, 1944. After viewing a clip from "The War", they identify the demands and concerns of all military leaders for this invasion. They use maps to examine the geographical challenges and discuss the sacrifice of the soliders on that fateful day.
7th - 12th Social Studies & History 18 Views 87 Downloads
The Strategy of Containment, 1947-1948
High schoolers use the Internet to review several documents relating to Truman's strategy of containment. They read about, discuss and write short reports about the Truman Doctrine and the Marshall Plan as applications of containment.
9th - 12th Social Studies & History 7 Views 38 Downloads
Intro to Cold War
Eleventh graders are introduced to the events between the years 1949 and 1989. They list and explain key events and people that contributed to the development of the Cold War. Students are asked "what do you think Billy Joel meant by 'We didn't start the fire', and why do you think this has historical relevance, or does it?
11th Social Studies & History 36 Views 164 Downloads
Capturing the Reader With Vivid Images
Learners examine the use of imagery to hold a reader's attention in an excerpt from John Deever's memoir "Mr. John and the Day of Knowledge". They are introduced to background information about the Ukraine and create original imagery.
6th - 12th Social Studies & History 9 Views 33 Downloads
Putting a Face to the Numbers
Students define the term genocide in there own terms and discuss reasons why genocide occurs. In groups, students research genocides throughout history. They compile historical accounts of genocide to be include in a class compilation called "A History of Genocide.
6th - 12th Social Studies & History 6 Views 64 Downloads
To Honor All Children from Prejudice to Discrimination to Hatred....to Holocaust, Part 1
Students analyze different perspectives of the history of the Holocaust. They experience primary and secondary sources along with pieces from literature, documentaries, songs and letters. A commitment of honor and dedication is expressed through the thoughts and feelings experienced by the survivors of the Holocaust viewed in this lesson.
5th - 8th Social Studies & History 140 Views 717 Downloads
Capturing the Reader With Vivid Images
Students examine how the author tries to capture the reader's imagination immediately, through imagery--and hold on to it. They locate Ukraine on a world map and understand Lenin's role in the establishment of Russian communism and the former Soviet Union.
6th - 12th Social Studies & History 3 Views 10 Downloads