Lesson 1: Conditions for Revolution

Turn and Talk

• Say: Throughout history, societies have experienced moments of dramatic change. These moments often begin when people believe the current system is unfair or no longer meets their needs. When large collective groups push for major political or social change, a revolution can occur.

Explain that understanding these concepts will help students analyze how movements gain momentum and how power can shift within societies through revolution.

• Say: Revolution is a major and often sudden change in a political or social system, usually driven by people who want to replace the existing power structure.

Say these Directions: Turn and talk to discuss what you already know about revolutions.

• Ask: What revolutions have you heard of before? What have you learned previously about revolutions?

  • (Student responses may vary.) I have heard of the American Revolution, which was a war against the British. I would consider the Black Lives Matter movement a social revolution because people are asking for equity and change within the power structure.

• Say: Revolutions can be political, social, economic, or technological. You may have heard of the Industrial Revolution, which was a technological revolution in which manufacturing became machine-driven and based in factories. We have recently gone through another technological revolution since the invention of the Internet. What are some new technologies we now have because of our recent technological revolution?

  • (Student response may vary.) We now have social media because we have the Internet. People use email or text instead of writing letters or talking on the phone. We have better gaming systems like the PS5 because of improved technological advances.

• Say: The type of revolution we are going to focus on in this unit is political. Political revolutions are often characterized by people wanting change in their government or political system. This kind of revolution can be more dramatic and sudden than an economic or technological revolution. For example, the American Revolution was a political revolution in that the people of the colonies wanted to be free of British rule. Let’s explore the concept of revolution in more depth. Let’s look at three distinct ideas about revolution.

• Say: Read these statements and think about what conditions might cause people to seek large-scale change like a political revolution.

1. “Revolutions are the locomotives of history.” Karl Marx

2. “A social movement that only moves people is merely a revolt. A movement that changes both people and institutions is a revolution.” Dr. Martin Luther King Jr.

3. “Those who make peaceful revolution impossible will make violent revolution inevitable.” John F. Kennedy

Give students 30–45 seconds to read the quotes silently. Present the following questions.

Say: Turn and talk to discuss these questions:

• Ask: What ideas about revolution are being expressed in each quotation?

• Ask: What common problems or conditions might lead to a revolution as it is being described in these quotations?

  • (Student responses may vary.) Quote #1 suggests that revolutions are powerful forces that can change the course of history. It also suggests that revolutions are what make history move forward since a locomotive or train is a form of transportation. Quote #2 suggests that the difference between a revolt and a revolution is that a revolt changes people’s actions, but a revolution changes both people’s actions and institutions, like government policies or laws. Quote #3 suggests that people should support peaceful revolutions because if they don’t, then the revolution will become violent no matter what. Common problems or conditions that might lead to these kinds of revolutions could be when people believe the current system is unfair or needs major change. Problems or conditions might be unequal treatment, like segregation or discrimination, as in the Civil Rights Movement. Other problems could be government leaders who are harming their citizens or not taking care of them.

Bring the class back together and invite volunteers to share key takeaways. Record and display common ideas shared (for example: inequality, concentration of power, injustice, or the desire for systemic change). Explain that students will continue building their understanding of these ideas throughout the unit.

Connection to Today’s Learning

• Say: Today, we’re beginning our new unit by investigating why political revolutions arise by examining the conditions that can lead to major change. In upcoming lessons, we will continue exploring what happens after revolutions begin.

Investigating the Causes of the Russian Revolution (SL.8.1, SL.8.2)

Introduction to the Russian Revolution

Present the two Essential Questions for the unit. Explain that later in this unit, students will examine how language can shape belief and how persuasive messages influence action, which will help them determine why movements for change sometimes succeed—and sometimes lose sight of their original ideals.

Tell students that these questions will guide their thinking as they read Animal Farm.

Say these Directions: Read the investigation questions and background information about life in Russia before the Russian Revolution.

• Investigation 1: How do propaganda and rhetorical techniques influence what people believe and how they act?

• Investigation 2: Why do revolutions rise—and why do some end up betraying their own ideals?

Tell students that this lesson will focus on the causes of the Russian Revolution, which aligns with the first part of Investigation Question #2: Why do revolutions rise?

• Say: Today, you are beginning a unit that explores the Russian Revolution through an allegory. We will talk about allegories in an upcoming lesson. Today, our task is to learn more about this political revolution and determine the conditions or problems that contributed to the rise of this revolution.

Present the following background information and talk through this information with the students to help them better understand the historical context of the Russian Revolution.

Background Information

• In 1917, Russia had an absolute monarch who ruled over the people. This monarch, named Tsar Nicholas II, did not take good care of his people.

• An absolute monarch is a ruler who has complete and unrestricted power over their country and their people.

• At the time, there were major economic and social issues. There was a huge gap between the rich and the poor. And the peasants and industrial workers often faced low wages, poor working conditions, and a lack of access to land.

• Another factor during this time is that Russia is involved in World War I. There are lots of men losing their lives, and the people at home are facing food shortages because of the war.

• And Tsar Nicholas II refused to implement reforms to support his people. He was allowing many of his people to starve because he did not want to make any changes to the government.

Gallery Walk

Introduce the gallery walk activity. Explain that students will act as historical investigators, examining visual evidence to understand the conditions that led Russia toward revolution in 1917. Tell students that revolutions rarely emerge suddenly; they typically develop in response to deep social, political, and economic pressures.

Provide students with the Notice, Wonder, Connect graphic organizer.

Transition students into small groups.

Say these Directions: With your group, closely examine each image and record observations in your Notice, Wonder, Connect graphic organizer. Focus on details that connect to the background information about the Russian Revolution previously discussed. Use the questions below to guide your thinking:

• What economic or social conditions do you notice across these images?

  • (Student responses may vary based on the images selected.) Many images show extreme differences between social classes. Some people appear to live comfortably, while others live in more rural areas and may face more extreme working conditions or poverty. Additionally, it shows a lot of diversity in Russia and that there was some technology and transportation at the beginning of the Russian Revolution.

• How might these conditions have influenced how the Russian people felt about their government or society, and why might those feelings lead to a revolution?

  • (Student responses may vary based on the images selected.) People experiencing inequality or instability might lose trust in leadership and begin demanding change. For example, if the peasants do not have enough food and the tsar is living well, the peasants might be upset and demand more food.

After students engage in the gallery walk, facilitate a whole-class discussion to surface common ideas about the conditions or problems that led to the Russian Revolution, such as inequality, abuse of power, poor living conditions, public frustration, and declining trust in leadership.

• Say: Revolutions often begin when large groups of people believe the current system is no longer sustainable and seek solutions to persistent problems. These same types of pressures will help shape the fictional world students encounter later in Animal Farm.

Quick Write

Transition students into reflecting on their learning from the lesson by completing a Quick Write response.

Say these Directions: Review your Notice, Wonder, and Connect graphic organizers. Respond to the following prompt based on this lesson’s learning:

• Choose one visual detail from the gallery walk. Explain how that specific piece of evidence helps you understand why the Russian Revolution happened.

  • (Student responses may vary based on the images selected.) One image shows workers doing manual labor, while other images show people who look comfortable and well-off, suggesting that many people lived difficult and exhausting lives, while others didn’t. When large groups experience unfair treatment or limited opportunities, frustration can grow, making people more willing to support major societal change.

Introduce the homework to complete before the next lesson:

Take notes in your Journal on the following prompt:

• Based on the evidence you examined today about the conditions that can lead to revolution, what predictions can you make about the kind of society or problems that might spark a revolution in Animal Farm? What factors do you think would push animals to demand change, and why?