Social Studies Lesson Template 6/05

Faculty Member Name DEREK KHOUDJA

Date: 6/24/05

School District: HUNTERDON CENTRAL REGIONAL HIGH SCHOOL

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School email address: DKHOUDJA@HCRHS.K12.NJ.US

Title of Lesson/Unit:

BREAKUP OF THE SOVIET UNION

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Relevant Content Topic(s)/Course Title(s):

COMMUNISM, ECONOMICS / U.S. HISTORY II

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State Social Studies Standards Addressed:

Standard No. Indicator Standard No. Indicator

STANDARD 6.3 (WORLD HISTORY) ALL STUDENTS WILL DEMONSTRATE

KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE
AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT
AND THE FUTURE.

STANDARD 6.5 (ECONOMICS) ALL STUDENTS WILL ACQUIRE AN

UNDERSTANDING OF KEY ECONOMIC PRINCIPLES.

STANDARD 6.6 (GEOGRAPHY) ALL STUDENTS WILL APPLY KNOWLEDGE

OF SPATIAL RELATIONSHIPS AND OTHER GEOGRAPHIC SKILLS TO
UNDERSTAND HUMAN BEHAVIOR IN RELATION TO THE PHYSICAL AND
CULTURAL ENVIRONMENT.

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Course-Specific Curriculum Objectives:

Length of instructional period: 80 MINUTES

How many periods needed to implement lesson unit: 1 BLOCK

Grade Level(s) for use: GRADE 10

Objectives:

1. Students will be able to identify the geographic changes in the Soviet Union brought
about by the fall of Communism.
2. Students will be able to understand the Gorbachev policies of Glasnost and
Perestroika.
3. Students will be able to develop original examples of Glasnost and Perestroika in
order to reinforce comprehension.
4. Students will be able to connect the fall of Communism in the Soviet Union to the
nationalist independence movements of non-Russian republics.
5. Students will be able to utilize visual interpretation skills in order to assess the impact
of the Berlin Wall disintegration.

Materials:

 Introductory Activity Blank Map

 Soviet Union Comparative Display
 Mikhail Gorbachev PowerPoint Slide
 Glasnost/Perestroika Activity Cards
 Perspective Quote Analysis Handout
 Berlin Wall Video Clip (American Century)
 Berlin Wall Extension Question Handout

Procedures:

Introductory Activity

 The teacher will have a Soviet Union comparative map displayed on the LCD
screen as students enter the classroom. Each student will receive a blank map
handout depicting Eastern Europe and Asia after the fall of the Soviet Union. The
class shall be asked to identify the nations that did not exist prior to the
Communist collapse of 1991. This is a ‘do now’ activity that shall setup the
lesson objective.

 The teacher shall pose the following lesson objective to the class:

What factors led to the breakup of the Soviet Union and the
subsequent fall of Communist regimes throughout Europe?

Developmental Activities

 The teacher will deliver a brief PowerPoint slide detailing two key points. (1)
Soviet political/economic struggles throughout the 1980’s. (2) The
political/economic changes under the policies of Glasnost and Perestroika.

 In order to ensure comprehension, the teacher will utilize a short activity in which
half of the class will receive Glasnost cards and the other half, Perestroika cards.
Students will be asked to read the examples on their cards and determine whether
 the action refers to Glasnost or Perestroika policies. The class will review these
examples and the teacher will address any questions that should arise.

 The teacher will deliver a short lecture on how non-Russian nationalist

movements asserted their independence. Students will be instructed to take notes.

 How did individuals react to their new found independence?

 The teacher will supplement these notes with a student activity handout. This
activity will address the above extension question by examining various
perspective quotes regarding the fall of the Soviet. The purpose of this activity is
to understand that the collapse of communism had not only an economic impact
but a social and psychological impact as well.

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Assessment of Student Performance:

Culminating Activity/Assessment

 Each student will receive the Berlin Wall extension question handout. The
teacher will show a brief video clip detailing the fall of the Berlin Wall. Students
will be asked to respond to the extension questions listed on the handout.

 How did the Soviet people respond to Gorbachev when he took

office?
 How did Eugeny Mahayev experience Gorbachev’s vision of
Perestroika?
 How do the East Germans react to being able to cross into West
Germany?

 After review of the video extension questions, the teacher will pose the following
connection question to the class. Each student shall be afforded 5 minutes to
critically think and respond. The class will report out at the end of the writing
session.

How might the fall of the Berlin Wall and subsequent breakup of
the Soviet Union influenced American foreign policy?

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Bibliography (Provide complete documentation for print and electronic sources used in
the lesson.)

1. People’s Century, The End of Soviet-Style Communism Boston Video 909.828 PEO