Download Unit 10- Fall of Communism

10th Grade Semester Two
Unit Ten: Fall of Communism
Stage 1: Desired Outcomes
Topic / Unit Title: Was the fall of communism inevitable?
NYS Content Standards
Common Core Skills
 Key Idea 2: Establishing timeframes, exploring
 Reading-Social Studies (RH)
different periodizations, examining themes across
1. Use relevant information and ideas from documents
time and within cultures, and focusing on important
to support analysis
turning points in world history help organize the study
2. Determine the main idea of a document
of world cultures and civilizations.
5. Identify and analyze arguments/ideas presented in
 Key Idea 3: Study of the major social, political,
documents
cultural, and religious developments in world history
8. Identify and analyze evidence
involves learning about the important roles and
9. Compare and contrast primary and secondary
contributions of individuals and groups.
source information
 Key Idea 4: The skills of historical analysis include
the ability to investigate differing and competing
 Writing (W)
interpretations of the theories of history, hypothesize
1. Write an argument to support claims
about why interpretations change over time, explain
4. Produce writing appropriate to task, purpose and
the importance of historical evidence, and
audience
understand the concepts of change and continuity
9. Draw evidence from informational text
over time.
 Speaking and Listening (SL)
1. Initiate and participate in collaborative discussion
2. Accurately use multiple sources of information
4. Clearly present appropriate information and
evidence
Understandings:
Essential Questions:
Students will be able to understand and know…
 What problems was the Soviet Union facing in the
1980’s?
 Communism, Gorbachev, Glasnost, Perestroika,
Solidarity, Satellite nations, Ethnic groups, Berlin
 How did the Cold War and the arms race lead to
Wall, nationalism, East Germany, West
economic problems for the Soviet Union?
Germany, Reunification, Yeltsin, Yugoslavia,
 How did communism lead to economic problems?
Slobodon Milosovic, Bosnia, Kosovo
 How did Gorbachev try to resolve their problems?
 The conditions and problems that led to the fall
 How did glasnost help and harm the Soviet Union?
of the Soviet Union in the 1980’s.
 How did perestroika help and harm the Soviet
 Gorbachev’s policies of glasnost and
Union?
perestroika.
 How did the weakness of the Soviet Union lead to
 The effects of the fall of the Soviet government.
th satellites breaking free?
 Why the Berlin wall fell.
 Is modern Russia improving since the fall of
 The consequences of reunification for Germany.
communism? (Putin)
 The reasons for the ethnic tension in Yugoslavia.
 Why was it difficult for Germany to reunify?
 Human rights violations in the former Yugoslavia.
 Why did ethnic tensions increase as the Soviet
Union collapsed?
 Why did Milosovic want to hold on to Bosnia?
Kosovo?
 How were the Muslims treated?
 How were human rights violated?
 Was Justice served by the world in this case?
Stage 2: Assessments and Tasks
Common Core Literacy Task
Performance Task(s) – Other Evidence
 Thematic essay on the causes and effects of
 As the United Nations, decide how the world
the fall of the Soviet Union.
should respond to the situation in Yugoslavia –
diplomacy, military or some other intervention.
 Write a newspaper article about the problems
Present!
in Germany after reunification.
 Read and discuss documents and political
 Write down answers to document analysis
cartoons on glasnost and perestroika.
questions for first- hand accounts of peoples’
experiences in the Soviet Union and Germany.
 Analyze political cartoons and students will create
their own – giving it a title and a caption.
Accommodations: Scaffolds and Differentiation
Modify primary source texts (variety, complexity, length)
Incorporate alternative materials (visual, video, audio, internet)
Provide supplementary resources for supports
Group with a purpose
Model skills, task and/or product
Utilize graphic organizers / note taking template
Provide individual or group intervention and support
Re-enforce vocabulary / concept development
Provide choice / variety of activities or tasks
Group with a purpose
Assign specific, purposeful assessments to individuals or groups
Allow students to choose from a variety of assessments
Provide scaffolds / supports (outlines, templates, models)
Provide extension activities to expand thinking or understanding
Group with a purpose
How will students reflect upon and self-assess their learning?
Class discussions
Exit tickets
Thematic essay
Creation of an historically correct political cartoon
Student group and teacher feedback on document analysis.
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Stage 3: Learning Plan
Aim: Was the breakup of the Soviet Union inevitable? Or “Was the collapse of communism in the Soviet Union
a ‘turning point’ in world history?”
 Identify/define: détente, “Star Wars”,. Mikhail Gorbachev, glasnost, perestroika, Boris Yelstin, “August Coup”.
 Describe the economic and social reforms of glasnost
 Describe the economic reforms of perestroika.
 Evaluate the changes in Soviet foreign policy under Gorbachev.
 Evaluate the extent to which the breakup of the Soviet Union was due to internal or external forces.
 Assess the impact of the collapse of communism in the Soviet Union on nations of the world.
 Evaluate whether the collapse of communism in the Soviet Union was a ‘turning point’ in world history.
 Suggested Sources: Fall of Communism in the Soviet Union 1985-1991 at
(http://www.umi.com/hp/Support/K12/GreatEvents/SovietU.html), The Causes and Consequences of the
Collapse of the Soviet Union at (http://newarkwww.rutgers.edu/guides/glo-sov.html).
Aim: Is a strong, democratic Germany the key to a stable Europe? or “Can a reunified Germany overcome
its problems?’
 Identify/define: Berlin Wall, Willy Brandt, Ostpolitik (eastern policy), Helmut Kohl.
 Describe how Germany achieved reunification.
 Discuss the problems of integrating the East Germans into the new Germany.
 Assess Germany’s problems: unemployment, immigration, xenophobia, welfare state, political corruption, neoNazism, and providing economic aid to the former East Germany.
 Explain the role of a united Germany as the leader of the European Union.
 Evaluate whether or not Germany will be able to remain a stable democracy and whether a strong, democratic
Germany is the key to a stable Europe.
 Suggested Sources: Western Europe Since 1945 – Modern History Sourcebook at
(http://www.fordham.edu/halsall/mod/)
Aim: Can Eastern Europe Resolve Its Ethnic Conflicts?”
 Identify/define: Lech Walesa, “Solidarity”, Vaclev Havel, Yugoslav President Slobodan Milosevic, refugees,
ethnic cleansing, Dayton Peace Accords, K-4, Bosnia-Herzegovina, UN’s Interim Administration Mission in
Kosovo (Unmik).
 Describe the impact of the fall of Communism in Eastern Europe.
 Discuss the ethnic conflicts that plague Eastern Europe.
 Describe the reasons for the split of Czechoslovakia
 Assess the reasons for the breakup of the former Yugoslavia.
 Compare and contrast the reasons for the break up of Czechoslovakia and Yugoslavia
 Evaluate whether peace is possible in the Balkans.
 Evaluate whether Eastern Europe can resolve its ethnic conflicts.
 Suggested Sources: BBC Kosovo News at (http://newsbbc.co.uk/hi/english/special_report/1998/kosovo/).
Ministry of Serbia information at (www.serbia-info.com/news). Conflict in the Former Yugoslavia The Latest
cartoons about the ugly events in Serbia. Kosovo and the former Yugoslavia by all of the top editorial
cartoonists at (http://www.eagle.com/news/yugo/yugo132 asp). Fall of Communism in Eastern Europe 19801991 at (http://www.umi.com/hp/Support/k12/GreatEvents/SovietU.html).
Aim: Can Russia Solve its Problems Today? or “Can democracy flourish in the new Russia?”
 Identify/define: Brezhnev Doctrine, satellite nations, Boris Yeltsin, “shock therapy”, Vladimir Putin, war in
Chechnya, “Russian mafia”, Capital flight
 Describe how the abandonment of the Brezhnev Doctrine and the breakup of the Soviet Union affected the
soviet satellite nations.
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Discuss the problems facing the Russian government.
Evaluate why Yeltsin’s reforms caused hardship in the Soviet Union.
Describe the reaction of the ultra nationalists and the former communists to Yeltsin’s reforms.
Assess the actions of new Russian President Putin.
Assess whether Russia can hold itself together (you may use Chechnya or Dagastan as a case study).
Evaluate whether Russia can solve its problems and whether democracy can flourish in Russia.
Suggested Sources: Main Problems of Market Reforms in Russia
(The Case of Agriculture) at (http://riaca.hypermart.net/book98/e01.html).
DEMOCRACY HANGS ON IN BLEAK RUSSIA at
(http://www.southernillinoisan.com/opinions/991231_002.html).
CORUPTION IN RUSSIA: NO DEMOCRACY WITHOUTH MORALITY by Barbara von der Heydtl at
(http://www.heritage.org/library/categories/forpol/cbrief13.html)
The Nature of Democracy in Capitalist Russia at (http://www.wswsorg/articles/1999/jul1999/berej23.shtml
Teacher Reflection for Future Planning
Written essays with feedback
Homework with feedback
Exit tickets answering essential questions
Student responses to class discussions
Student responses to document analysis activities in class
Student created political cartoons.
Regents Thematic Essays
August 2005
Theme: Change
Throughout history, the actions of leaders have changed the society in which they lived.
Task: Identify two leaders who changed the society in which they lived and for each
• Describe one situation the leader attempted to change
• Describe one action the leader took to change this situation
• Discuss the impact of that action on the society in which the leader lived
You may use any leader from your study of global history and geography except Johann Gutenberg and James Watt.
Some suggestions you might wish to consider include Martin Luther, Queen Elizabeth I, Toussaint L’Ouverture, Napoleon
Bonaparte, Simón Bolívar, Otto von Bismarck, Mohandas Gandhi, Mao Zedong, Ho Chi Minh, Fidel Castro, and Nelson
Mandela.
Jan 2013
Theme: Change—Collapse of Government
The sudden death of a ruler, a defeat in war, or a successful revolution has often led to the collapse of a government.
Political, social, and economic changes have occurred as a result of the collapse of a government.
Task: Select two situations where the collapse of a government has led to significant changes in a country or region
and
for each
• Describe the historical circumstances that led to the collapse of a government
• Discuss the political, social, and/or economic changes that occurred as a result of the collapse of that government
You may use any situation from your study of global history and geography in which the collapse of a government led to
significant changes in a country or region. Some suggestions you might wish to consider include collapse of the Roman
Empire, collapse of Louis XVI’s government, collapse of the Tokugawa shogunate, collapse of Czar Nicholas II’s
government, collapse of the Ottoman Empire, collapse of the Nationalist government in China [Guomindang], collapse of
Batista’s government in Cuba, fall of Reza Pahlavi’s government in Iran, breakup of Yugoslavia, and collapse of the Soviet
Union.
June 2004
Theme: Turning Points
Turning points are major events in history that have led to lasting change.
Task: Identify two major turning points in global history and for each:
• Describe the historical circumstances surrounding the turning point
• Explain how each turning point changed the course of history
You may use any example from your study of global history. Some suggestions you might wish to consider include the
Neolithic Revolution, the Crusades, the Renaissance, the Encounter, the French Revolution, the Russian Revolution of
1917, World War I, creation of the modern state of Israel, Nelson Mandela elected president of South Africa, and the fall of
the Berlin Wall.
Multiple Choice
1 The economic policies of Mikhail Gorbachev of the Soviet Union and of Deng Xiaoping of China included
(1) elements of capitalism
(2) boycotts on foreign products
(3) a one-child policy
(4) a reliance on agricultural self-sufficiency
2 The workers in industrial countries must create a revolution, overthrow the existing governments using force if necessary,
and then create a new classless society.
This statement expresses the views of
(1) Mikhail Gorbachev
(2) Jomo Kenyatta
(3) Karl Marx
(4) Kemal Atatürk
3 The World Trade Organization (WTO), North American Free Trade Agreement (NAFTA), and European Union (EU) all
share the primary goal of
(1) promoting space exploration and maintaining satellites
(2) increasing economic aid to developing nations
(3) encouraging trade between countries and lowering trade barriers
(4) developing regulations to preserve the environment
4 The treatment of Christian Armenians in Ottoman Turkey (1915) and the treatment of Bosnian Muslims in the former
Yugoslavia (1990s) are examples of
(1) international relief efforts
(2) human rights violations
(3) expansion of voting rights
(4) government protection of minorities
Base your answer to questions 5 on the cartoon below and on your knowledge of social studies.
5 What is the key idea of this cartoon?
(1) Genocide in Cambodia, Rwanda, Bosnia, and Darfur has been stopped.
(2) Human rights issues are best dealt with by the United Nations.
(3) The United Nations has not been effective in ending genocide.
(4) Fear of war crimes trials has brought peace to troubled regions.
6
“India Partitioned at Independence”
“Serbs Fuel Conflict in Kosovo”
“Grievances Divide Hutu and Tutsi”
Which conclusion do these headlines support?
(1) Cultural diversity leads to stable societies.
(2) Ethnic and religious differences have been sources of tension.
(3) Economic cooperation can overcome political issues.
(4) Gender differences are more powerful than differences in social status.
7 One way in which Aung San Suu Kyi, Lech Walesa, and Nelson Mandela are similar is that they all
(1) supported the use of violence to achieve goals
(2) inspired revolutions against autocratic monarchs
(3) led movements to end oppression of their people
(4) based their actions on the teachings of Karl Marx