Lesson Plan

How did the 1917 Revolution impact Jews in Russia?

Internet access to reach sources and video referenced below

Graphic Organizer

• Warm-Up
  • How have you (and/or your family) maintained your identity or traditions in this rapidly changing environment?
• Review
  • February Revolution
    • The February Revolution resulted in the abdication of Tsar Nicolas II and the creation of the Provisional Government.
  • October Revolution
    • The October Revolution brought the Bolshevik party to power through their alliance with the Soviets around the country.
• Activity
  • Students will be split into four small groups to answer the question “How did the 1917 Revolution impact Jews in Russia?” Each group will be assigned a topic – laws, revolutions, pogroms, or immigration – and need to use the pre-approved sources to fill in the graphic organizer. Use primary sources referenced in the links below as your evidence. After 20 minutes in groups, students will partner with someone from another group to share their findings. This will be repeated until the whole sheet has been completed. Teacher will then review with the whole class
    • Sources:
      • The Yivo Encyclopedia of Jews in Eastern Europe, “Russian Revolutions of 1917”
      • The Jerusalem Post, “Was the Russian Revolution Jewish?”
      • Tablet, “The 100th Anniversary of the Soviet Revolution”
      • Forward, “How The Russian Revolution Of 1917 Transformed The Jewish People Forever”
      • Tablet, “Why Did Russian Jews Support the Bolshevik Revolution?”
• Closing
  • Watch “Anatevka” from “Fiddler on the Roof” and ask students to explain how it illustrates one of the impacts.

Write a short response to the prompt: “How did the 1917 Revolution impact Jews in Russia?” Use evidence from at least TWO sources to support your answer.

Meg Grouzard has been teaching at Baltimore School for the Arts, a public charter school, since 2011 and has been teaching in Baltimore City Public Schools since 2006. She has a bachelor’s degree in history and political science from University of North Carolina at Chapel Hill and a master’s in teaching from Johns Hopkins University. Grouzard also earned her National Board for Professional Teaching Certification, Special Education Certification, and Model Teacher status for the district.