Lost Empires of Asia and Russia: Teacher’s Guide
Grade Level: 6-8
Curriculum Focus: World History
Lesson Duration: One to two class periods
Program Description
When empires topple, the changes can have mixed results. Students view the causes and effects of
political change. Segments survey historic downfalls from ancient Asia to early 20th-century
Russia. This program includes one feature segment and three short segments
Onscreen Questions
•
What caused China’s ancient Shang dynasty to fall?
•
How did the experiences of war change India’s Emperor Asoka?
•
What tensions within Russia led to the Revolution of 1905?
•
How did the actions of the czar and czarina bring down the Russian empire?
Lesson Plan
Student Objectives
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Research the events leading up to the Russian Revolution of 1917.
•
Consider the results from the perspective of the aristocracy or the peasants.
•
Present the perspective of the aristocracy or the peasants.
•
Determine which group has the strongest case.
Materials
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Lost Empires of Asia and Russia video and VCR, or DVD and DVD player
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Paper and pencils
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Newsprint and markers
•
Computer with Internet access
•
Encyclopedias and other reference materials
Lost Empires of Asia and Russia: Teacher’s Guide
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Procedures
1. Begin by asking students what they know about the Russian Revolution of 1917. Write their
ideas on a sheet of newsprint. Students may suggest the following:
•
The beginning of Communism
•
The downfall of the czar
•
The beginning of a new way of life in Russia
2. To complement students’ knowledge of this period of history, show the program Lost Empires of
Asia and Russia, or at least the “Crisis in Russia” and “Russian Revolution” segments.
3. Divide students into two groups—one to represent the czar and the aristocracy, the other to
represent Russian peasants. Tell students that their assignment is to present a case promoting
their side’s cause. Following the presentations, students will determine which side has the
strongest case.
4. Suggest that students do additional research to support their case. They may use reference
books or visit the following Web sites:
•
http://www.emayzine.com/lectures/russianrev.html
•
http://www.marx2mao.org/Lenin/RRTP06.html
•
http://www.fortunecity.com/boozers/ferret/451/profiles/roview.htm
•
http://www.only4ukids.com/knowledge/leaders/lenin.shtml
•
http://www.kat.gr/kat/history/Txt/Gl/CzarNicholas.htm
•
http://mclane.fresno.k12.ca.us/wilson98/MWHI/1998/samantha.html
•
http://virtual.finland.fi/finfo/english/impossib.html
5. Allow enough class time to work on their presentations. Encourage students to consider the
following questions as they prepare:
•
What role did economics play in the events of the early 1900s?
•
What role did strong leaders play?
•
What role did propaganda play?
•
What could the czar have done to prevent the revolution?
6. During the next class period, have students present their sides. After each group’s presentation,
give the other group a chance to refute the arguments.
7. Conclude by having students discuss which side had the strongest case. Make sure students
support their opinions with specific evidence.
Published by Discovery Education. © 2005. All rights reserved.
Lost Empires of Asia and Russia: Teacher’s Guide
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Assessment
Use the following three-point rubric to evaluate students’ work during this lesson.
•
3 points: Students participated actively in class discussions; worked effectively with their
group in planning the presentation; made a compelling and interesting presentation to the
class.
•
2 points: Students participated in class discussions; worked somewhat effectively with their
group in planning the presentation; made a competent presentation to the class.
•
1 point: Students did not participate in class discussions; did not work effectively with their
group in planning the presentation; made an incomplete presentation to the class.
Vocabulary
Bolsheviks
Definition: The revolutionaries in Russia who succeeded in overthrowing Czar Nicholas II and
taking control of Russia
Context: Later known as the Communists, the Bolsheviks believed that membership in their
political party should be limited to full-time revolutionaries.
Czar Nicholas II
Definition: Russia’s last aristocratic ruler, in power from 1894 to 1917
Context: During the rule of Czar Nicholas II, industry increased greatly, which led to unrest and
dissatisfaction in the growing middle class.
duma
Definition: A temporary parliament set up by Nicholas II in 1905; citizens were granted
permission to elect representatives and received basic rights, such as the right to vote and
freedom of speech.
Context: Although Nicholas II allowed citizens to elect officials to the duma, the gesture was
short-lived; after one year, the duma was disbanded.
propaganda
Definition: Ideas and facts spread to further a particular political cause or ideology
Context: Pravda, the Bolshevik revolutionary newspaper, included propaganda about their
beliefs.
V.I. Lenin
Definition: A leader of the Bolshevik Revolution who became head of the Russian state in 1917
Context: Lenin was instrumental in liberating Russia from czarist rule, but he became a ruthless
dictator.
Published by Discovery Education. © 2005. All rights reserved.
Lost Empires of Asia and Russia: Teacher’s Guide
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Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL’s Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
addresses 14 content areas. To view the standards and benchmarks, visit http://www.mcrel.org/.
This lesson plan addresses the following national standards:
•
Geography—Human Systems: Understands the forces of cooperation and conflict that shape
the divisions of Earth’s surface,
•
Language Arts—Viewing: Uses viewing skills and strategies to understand and interpret
visual media; Writing: Gathers and uses information for research purposes
The National Council for the Social Studies (NCSS)
NCSS has developed national guidelines for teaching social studies. To become a member of NCSS,
or to view the standards online, go to http://www.socialstudies.org
This lesson plan addresses the following thematic standards:
•
Individual Development and Identity
•
Power, Authority, and Governance
•
Civic Ideals and Practice
Support Materials
Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools
offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a
Custom Classroom account for future use. To learn more, visit
•
http://school.discovery.com/teachingtools/teachingtools.html
DVD Content
This program is available in an interactive DVD format. The following information and activities are
specific to the DVD version.
How To Use the DVD
The DVD starting screen has the following options:
Play Video—This plays the video from start to finish. There are no programmed stops, except by
using a remote control. With a computer, depending on the particular software player, a pause
button is included with the other video controls.
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Lost Empires of Asia and Russia: Teacher’s Guide
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Video Index—Here the video is divided into four parts (see below), indicated by video thumbnail
icons. Watching all parts in sequence is similar to watching the video from start to finish. Brief
descriptions and total running times are noted for each part. To play a particular segment, press
Enter on the remote for TV playback; on a computer, click once to highlight a thumbnail and read
the accompanying text description and click again to start the video.
Curriculum Units—These are specially edited video segments pulled from different sections of the
video (see below). These nonlinear segments align with key ideas in the unit of instruction. They
include onscreen pre- and post-viewing questions, reproduced below in this Teacher’s Guide. Total
running times for these segments are noted. To play a particular segment, press Enter on the TV
remote or click once on the Curriculum Unit title on a computer.
Standards Link—Selecting this option displays a single screen that lists the national academic
standards the video addresses.
Teacher Resources—This screen gives the technical support number and Web site address.
Video Index
I. The Lost City of Shang (29 min.)
Watch as archaeologists uncover and examine ruins from the Shang dynasty, and explore the
mysterious burial rites and spiritual customs of this ancient Asian culture.
II. Elephant Warriors (7 min.)
Known for his military prowess and vast army of elephant warriors, Indian emperor Asoka
eventually renounced the use of violence. Learn about the peaceful society he then created.
III. Crisis in Russia (5 min.)
For centuries, czars and czarinas, who often governed as they pleased, ruled Russia. Explore the
societal discontent that led to the Russian Revolution and the eventual downfall of czarist Russia.
IV. Russian Revolution (6 min.)
After surviving a revolution in 1905, czarist Russia was on its last legs when World War I erupted.
See how the events of this war changed Russia forever.
Curriculum Units
1. An Elusive Dynasty
Pre-viewing question
Q: What are some differences between ancient and modern China?
A: Answers will vary.
Post-viewing question
Q: Why do you think finding remains from the Shang dynasty is so important?
A: Answers will vary.
Published by Discovery Education. © 2005. All rights reserved.
Lost Empires of Asia and Russia: Teacher’s Guide
2. Looking for Shang
Pre-viewing question
Q: What methods do scientists use to investigate our past?
A: Answers will vary.
Post-viewing question
Q: How was the city of Shang destroyed?
A: During the Shang reign, the city was smothered by silt from a great flood. Centuries later, after
the Shang were defeated, the empire’s deposed royalty built City Song above it. This city was also
destroyed by another great flood.
3. Deciphering Oracle Bones
Pre-viewing question
Q: What legends about lost cities have you heard?
A: Answers will vary.
Post-viewing question
Q: What was the first landmark discovery in the Shang investigation?
A: For years, scholars studied pieces of bone that had been engraved with an unknown language
before discovering that the inscriptions were the earliest form of written Chinese, pre-dating the
first known Chinese writing by 500 years. As they decoded the characters, scholars realized that
some of them were names of Shang rulers. These names matched the names found in ancient texts.
4. Foretelling the Future
Pre-viewing question
Q: What would be the best part of being able to predict the future?
A: Answers will vary.
Post-viewing question
Q: Why do you think there were so many oracle bones found at Anyang?
A: Answers will vary.
5. Tomb Number Five
Pre-viewing question
Q: What do you think is the most amazing archaeological find in the world?
A: Answers will vary.
Post-viewing question
Q: What were Shang chariots like?
A: Used as mobile command centers, Shang chariots were an amazing feat of ancient technology.
They were made of wood and leather lashings. The wheels and wooden axels on the chariots were
coated with animal fat to reduce friction.
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Lost Empires of Asia and Russia: Teacher’s Guide
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6. Shang Sacrifices
Pre-viewing question
Q: What are some burial traditions and practices?
A: Answers will vary.
Post-viewing question
Q: Do you think the Shang burial practices were cruel?
A: Answers will vary.
7. Decline of the Shang
Pre-viewing question
Q: Why do you think the Shang civilization declined?
A: Answers will vary.
Post-viewing question
Q: Was there anything the Shang could have done to save their dynasty?
A: Answers will vary.
8. An Indian Empire
Pre-viewing question
Q: What do you think is the most effective weapon on the battlefield?
A: Answers will vary.
Post-viewing question
Q: Why were elephants used in battle?
A: Elephants could do things during combat that were dangerous or impossible for other forces.
They marched in front, destroying ramparts, gates, and towers. They could trample an enemy’s
army and were used to create terror and fear. Sometimes elephants were even used to form a living
bridge.
9. Embracing Buddhism
Pre-viewing question
Q: Can a society exist without violence?
A: Answers will vary.
Post-viewing question
Q: Why did Emperor Asoka renounce the use of violence?
A: He was shocked by the carnage and suffering he had caused during his empire’s last battle. He
was so remorseful that he renounced the use of violence and embraced Buddhism.
10. Discontent in Russia
Pre-viewing question
Q: Can social reforms have negative outcomes?
A: Answers will vary.
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Lost Empires of Asia and Russia: Teacher’s Guide
Post-viewing question
Q: How did Alexander II’s reforms affect Russia?
A: When czar Alexander II agreed to a reform that freed the serfs, the action backfired. Once the
serfs were no longer forced to work their masters’ lands, they moved to the cities to work in
factories. There they found overcrowded conditions, poverty, and disease. Instead of making the
serfs happier, the czar’s policy created more discontent.
11. Political Reforms
Pre-viewing question
Q: What powers should a national leader have?
A: Answers will vary.
Post-viewing question
Q: What did the October Manifesto promise?
A: Nicholas II promised basic civil liberties in the October Manifesto. He also announced the
formation of an elected national legislature that would have to approve all new laws. However, it
did not take long for the country to realize that Nicholas was not going to stick to his promised
reforms. The first legislature was dissolved after 10 weeks because the majority of those elected
opposed the czar’s policies.
12. A Changing Government
Pre-viewing question
Q: Are there people or organizations that have too much influence on the government?
A: Answers will vary.
Post-viewing question
Q: Why did the Bolsheviks execute the czar and his family?
A: They were afraid that the czar and his family would eventually regain control of Russia,
something they very much did not want to happen.
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