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Unit Plan End Cold War
Unit Plan End Cold War
SOCIAL STUDIES
Unit Plan: End of the Cold War
Learning Outcomes:
Students will understand that…
both internal and external pressures caused the collapse of the Soviet Union.
the collapse of the Soviet Union had a worldwide affect.
Cold War Relations: The Cold War Thaw, Détente, and Steps towards Improved
Relations in the 1970s (Lesson One)
3. Essential Questions:
Students will be able to answer…
why is the 1970s is referred to by historians as a period of détente?
what are the key features of Détente?
in what ways did relations between the USA and the USSR change in the years 1969-79?
4. Standards Addressed:
B.12.3 Recall, select, and analyze significant historical periods and the relationships among
them
B.12.9 Select significant changes caused by technology, industrialization, urbanization, and
population growth, and analyze the effects of these changes in the United States and the
world
B.12.11 Compare examples and analyze why governments of various countries have
sometimes sought peaceful resolution to conflicts and sometimes gone to war
i.
5. Materials/Resources:
History in Focus: GCSE Modern World History (Ben Walsh)
PowerPoint Presentation w/Projector
Dean Chart
vocab. D=define E=examples A=attributes N=non-examples
word
Détente The easing of hostility During the Cold War, the US and Peace, Friendly, Mutually Assured
or strained relations, USSR looked to avoid assured Cooperation Destruction, Arms Race,
esp. between destruction and sought improved Enemies
countries. relations.
Subject: Modern World History- International Relations, 1945- 1990
Your most important fear is the possibility that a nuclear war might break out
with the prospect of the almost total destruction of the human race.
“Nuclear warfare is an utter folly, even from the narrowest point of view of self-
interest. To spread ruin, misery and death throughout one’s own country as well
as that of the enemy is the act of madmen… the question every human being
must ask is ‘can man survive?’” – Bertrand Russell, a leading member of
Britain’s campaign for Nuclear Disarmament
Have students answer the following question working in pairs: One - what is
making you feel the time has come to improve relations? Two - what could be
done to improve East-West relations? Compare your notes with your partner.
30 Min. Lecture: Begin by defining what is Détente? Have students complete a Dean Students
(Lecture) Chart. take notes
and ask
Next, have students complete a graphic organizer on the reasons why Détente questions
occurred between the US and USSR. Students will complete the Graphic during the
Organizer by taking notes and participating in discussion as part of the lecture lecture.
activity.
As a wrap-up activity to the causes for Détente in the 1970s, have students
write a brief reflection on whether or not they believe: (1) Détente was
necessary policy during the Cold War; (2) Détente will be a success or failure for
the superpowers; and (3) Have students write to help consolidate their
thoughts, express concerns, or raise issues and problems that need to be
clarified or explored further.
Subject: Modern World History- International Relations, 1945- 1990
10 minutes:
After the students all finish reading their sections and writing a short response,
they will pair up with a student from the other group and discuss their section
with each other. Students will share their response sheet and main points.
Answer any last minute questions the students will have, and then have Students
students turn in their notes/response sheet and move back to seats. follow
teacher
direction.
Assignment Closure (formative assessment): Students
I plan to assess my students thinking and the application of concepts informally follow
through… teacher
direction.
Create “A Poem For Two Voices” (See attached) about how the Soviet Union
and United States, promoted, or encouraged the policy of détente. Students
may write on a number of issues regarding the need for Détente, including the
fears if nuclear destruction, the need for improved relations, the economic cost
of the Cold War, etc.
Make sure this poem:
o Reflects your feelings, beliefs, and/or point of view
o Has at least 8-10 lines
o Be ready to read your poem out loud to the group.
Subject: Modern World History- International Relations, 1945- 1990
7. Extensions/Adaptations:
As an extension, if the lesson finishes early have them discuss with the class their response
to the Learning Log activity. Have students express concerns, or raise issues and problems
that need to be clarified or explored further.
9. Differentiation:
ESL/Struggling Students, as well as the entire class, who may have difficulty reading their
Learners selected texts will be grouped with mature readers and will be provided with
ample time to discuss. If applicable, students are permitted to complete the
Poem fir Two Voices in their native language.
ADHD To increase the amount of meaningful learning occurring for these students, I
will allow at students time for reflection and discussion with each other. I will
also allow students to stand up and stretch. If the class is a well-behaved class, I
will give them the option to move and share with someone else during the Think,
Pair, Share.
10. Reflection:
Overall, I feel this lesson was successful. Students explored and were instructed on the period of
Détente during the Cold War, in which they cohesively examined secondary source texts to piece
together the significance and events that highlight the period. In regards to my classroom being
international by nature, I believe having students explore textual sources together benefited ESL
student learning, as they were given the opportunity mutually support each other’s learning by
reading and discuss the activity/period with a partner.
Subject: Modern World History- International Relations, 1945- 1990
Cold War Relations: Cold War Differences between Communism and Capitalism
(Lesson Two)
Name: Stuart Hautala Date: March2014 Time: Two 40 Minute Periods
Subject: Modern World History Grade Level: 9-10 Topic: Communism, v. Capitalism
Lesson Overview:
In this lesson…
“students will examine primary source images and decipher/infer problems associated with the
Soviet Communist economy during the Cold War. Students will explore both American Capitalist and
Soviet Communist economic philosophies and decide which one they think was more successful
during the Cold War. Students will also be prompted to explore how economic problems and
consumer dissatisfaction led to the collapse of the Soviet Union in the 1980s.”
3. Essential Questions:
Students will be able to answer…
what are the differences between American Capitalist and Soviet Communist economic
philosophies?
what impact did communism have on the Soviet economy and what impact did it have
on the collapse of the Soviet Union?
4. Standards Addressed:
B.12.2 Analyze primary and secondary sources related to a historical question to
evaluate their relevance, make comparisons, integrate new information with prior
knowledge, and come to a reasoned conclusion
B.12.3 Recall, select, and analyze significant historical periods and the relationships
among them
B.12.4 Assess the validity of different interpretations of significant historical events
i.
5. Materials/Resources:
American Capitalism v. Soviet Communism (Handout)
Observe, Infer, and Apply (Activity)
PowerPoint Presentation w/ American Capitalism & Soviet Communism Images
Ask student to (1) brainstorm the quote on paper, (2) discuss with a partner,
and (3) share with the class the understanding of the quote.
Next, ask students if they would rather live in a society that… (1) Had a
“surplus” of goods in which people lived in abundance and had access to a
variety of goods; or (2) One in which people had to stand in long lines for a
“deficit” of goods.
Summary:
vocab. D=define E=examples A=attributes N=non-
word examples
Capitalism An economic and political United States, Free Market, Soviet Union,
system in which a Western Private Eastern
country's trade and Europe, South Ownership, Europe,
industry are controlled by Korea Competition, State
private owners for profit, Consumer Driven Ownership,
rather than by the state. Collectivization,
State Driven
Summary:
vocab. word D=define E=examples A=attributes N=non-
examples
Communism A way of organizing a society Soviet State United States,
in which the government Union, Ownership, Western
owns the things that are Eastern Collectivization, Europe,
used to make and transport Europe, State Driven, Privatization,
products (such as land, oil, South No Privately Free Market,
factories, ships, etc.) and Korea, Owned etc.
there is no privately owned Cuba, Enterprises.
property. Vietnam
10 Minutes:
Have students write a two Dean Charts regarding both ideologies and their
economic philosophies. This will be followed by students writing a short
summary about which on they believe is stronger or superior and why. Have a
few students share their response.
Subject: Modern World History- International Relations, 1945- 1990
Day Two Next, give students the following handout: Observe, Infer, and Apply Students
40 Min. view the
(Observe, Explain to students the purpose of the activity is to examine the fundamental images,
Infer, differences between American Capitalism & Soviet Communism by analyzing respond to
and and interpreting the economic ideologies through images/photographs from it, and then
Apply) the time period. Explain this day’s activities will be a general guide through the are
upcoming lessons on why/how the Soviet Union Collapsed. responsible
for
Model/go over the steps of the activity as a class using a sample image. completing
the
Next , display the image of American Capitalism handout.
(1)-Give students 5 minutes to observe and write about the image; (2) 5
minutes to make inferences about their observations and the image; and (3) 5
minutes for students to make connections between their prior knowledge and
what they just observed.
(1) Give students 5 minutes to observe and write about the image; (2) 5
minutes to make inferences about their observations and the image; and (3) 5
minutes for students to make connections between their prior knowledge and
what they just observed.
Finish class by having students summarize what they learned and how it relates
to the fall of the Soviet Union (See below).
7. Extension/Adaptations:
As an extension, if the lesson finishes early…
have students share their responses to the summary activity. Extend this activity to the
desired length of time.
9. Differentiation:
ESL/Struggling Students, as well as the entire class, who may have difficulty have difficulty
Learners understanding the lesson’s terminology (Observe, Infer, and Apply Knowledge)
will be provided with definitions and examples.
ADHD To increase the amount of meaningful learning occurring for these students, I
will allow at students time for reflection and discussion with each other. I will
also allow students to stand up and stretch. If the class is a well-behaved class,
I will give them the option to move and share with someone else during the
Think, Pair, Share.
10. Reflection:
Overall, I feel this lesson had a strong impact on my students understanding of the differences
between Soviet Communism and American Capitalism. In regards to my classroom being
international by nature, I believe having students analyze and interpret primary source images
was more conducive to my students’ skills as ESL learners, as the activity relied more on visual
and cognitive thinking over textual. An improvement on the lesson would be to place students
in groups of 2-3 and have them discuss the various steps featured in the activity together rather
than individually. This, I believe, would allow students to approach the sources with more
confidence and would allow for the opportunity for students to mutually support one another.
Subject: Modern World History- International Relations, 1945- 1990
Karl Marx, German philosopher, economist, and revolutionary, laid the ideological groundwork for modern socialism
and communism.
Karl Marx and Friedrich Engels turned the world upside down.
Until the publication of their 1848Communist Manifesto, much of the western world followed a course
where individuals owned private property, business enterprises, and the profits that resulted from
wise investments. Marx and Engels pointed out the uneven distribution of wealth in the capitalist world
and predicted a worldwide popular uprising to distribute wealth evenly. Ever since, nations have
wrestled with which direction to turn their economies.
Capitalism
Supply and demand. In a capitalist system prices are determined by how many products there
are and how many people want them. When supplies increase, prices tend to drop. If prices
drop, demand usually increases until supplies run out. Then prices will rise once more, but
only as long as demand is high. These laws of supply and demand work in a cycle to control
prices and keep them from getting too high or too low.
Communism
Karl Marx, the 19th century father of communism, was outraged by the growing gap between rich and
poor. He saw capitalism as an outmoded economic system that exploited workers, which would
eventually rise against the rich because the poor were so unfairly treated. Marx thought that the
economic system of communism would replace capitalism. Communism is based on principles meant
to correct the problems caused by capitalism.
The most important principle of communism is that no private ownership of property should be
allowed. Marx believed that private ownership encouraged greed and motivated people to knock out
the competition, no matter what the consequences. Property should be shared, and the people should
ultimately control the economy. The government should exercise the control in the name of the
people, at least in the transition between capitalism and communism. The goals are to eliminate the
gap between the rich and poor and bring about economic equality.
Socialism
Socialism, like communism, calls for putting the major means of production in the hands of the
people, either directly or through the government. Socialism also believes that wealth and income
should be shared more equally among people. Socialists differ from communists in that they do not
believe that the workers will overthrow capitalists suddenly and violently. Nor do they believe that all
private property should be eliminated. Their main goal is to narrow, not totally eliminate, the gap
between the rich and the poor. The government, they say, has a responsibility to redistribute wealth
to make society more fair and just.
There is no purely capitalist or communist economy in the world today. The capitalist United States
has a Social Security system and a government-owned postal service. Communist China now allows
its citizens to keep some of the profits they earn. These categories are models designed to shed
greater light on differing economic systems.
Subject: Modern World History- International Relations, 1945- 1990
Image 1:
Image 2:
Image 1:
Image 2:
Image 1:
Subject: Modern World History- International Relations, 1945- 1990
Part D: Summary
On the back of the paper summarize what you learned.
Part D: Summary
Subject: Modern World History- International Relations, 1945- 1990
Cold War Relations: Dissent in the Soviet Union – An Examination of the Prague
Spring and Polish Solidarity
Lesson Overview:
In this lesson…
“students will examine the Prague Spring as to identify the cause and effect relationship between
events and outcomes. Students will also explore a structured system of note taking, in which they
will be required to ONLY focus their notes on significant information examined. Students will finish
by writing personal summaries to reinforce or show areas of concern in their learning.”
3. Essential Questions:
Students will be able to answer…
what was the Prague Spring and what is its significance in cold War history?
why did the Prague Spring occur in Czechoslovakia and what was the impact of the
event?
4. Standards Addressed:
B.12.11 Compare examples and analyze why governments of various countries have
sometimes sought peaceful resolution to conflicts and sometimes gone to war
B.12.15 Identify a historical or contemporary event in which a person was forced to take
an ethical position, such as a decision to go to war, the impeachment of a president, or a
presidential pardon, and explain the issues involved
B.12.17 Identify historical and current instances when national interests and global
interests have seemed to be opposed and analyze the issues involved
5. Materials/Resources:
Structured Notes: Czechoslovakia Handout
History in Focus: GCSE Modern World History (Ben Walsh)
Anticipatory Set Images: American Capitalism & Soviet Communism
Subject: Modern World History- International Relations, 1945- 1990
Soviet Communism
American Capitalism
10 Min. Begin the lesson’s activities by passing out the Structured Notes: Students
(Lecture) Czechoslovakia handout, followed by an explanation/ background on take notes
Czechoslovakia as a Communist state during the Cold War. and ask
questions
Explain to students the purpose of the handout is to eliminate passive note during the
taking, as well as direct their focus to important information (avoid lecture.
extraneous detail).
Next write the phrase, “Problems in Czechoslovakia during the Cold War,”
on the board. Under, write “Economy” and “Human Rights.”
Next, hand out copies of the text entitled, “Czechoslovakia: 1968” and have
students explore the text to identify problems associated with human rights
and the economy in Communist Czechoslovakia. Write student responses on
the board under applicable “Problem in Czech.”
Next, have students write, in their understanding, why they think these
causes are significant. Students will write a paragraph explaining why
problems associated with human rights and the economy would lead to
unrest.
Subject: Modern World History- International Relations, 1945- 1990
Next, have students read through the second part of the text. Have students
identify what was the effect/impact of the Prague Spring. How did the
Soviet Union respond to the Prague Spring?
20 Min. Next, to enhance student literacy and direct attention to the essential parts Students
(Interactive of the text, students will be issued an Interactive Reading Guide. read the
Reading textbook,
Guide) Explain the advantages of using an Interactive Reading Guide: respond to
the
This strategy helps the students learn from text that may be too difficult for Interactive
them to read by themselves. Reading
Guide
The guide gives the students different clues throughout the reading to direct handout.
their attention to the key points in the text.
Students will then read the assigned selections from the text slowly and
carefully
Know your role. The IRG will guide you through: 1) what part of the text to
read and, 2) your various assigned tasked (read, speak, listen, write)
Complete the class by having students use their IRG as an outline to report
their information to the class. Students will meet in larger group to reflect
how their reading/IRG relates to the cause and effect relationships that led
to the Prague Spring and other dissent in the Soviet Union.
2)by having students use their IRG as an outline to report their information
to the class. Students will meet in larger group to reflect how their
reading/IRG relates to the cause and effect relationships that led to the
Prague Spring and other dissent in the Soviet Union.
Subject: Modern World History- International Relations, 1945- 1990
7. Extension/Adaptations:
As an extension, if the lesson finishes early…
have students share their responses to the summary activity. Extend this activity to the
desired length of time.
9. Differentiation:
ESL/Struggling Students, as well as the entire class, who may have difficulty understanding
Learners the content will be given the option of working together to complete the
activities. Students completed work will be reviewed according to their
reading/writing proficiency of the English language.
ADHD To increase the amount of meaningful learning occurring for these students, I
will allow at students time for reflection and discussion with each other. I will
also allow students to stand up and stretch. If the class is a well-behaved class,
I will give them the option to move and share with someone else during the
Think, Pair, Share.
10. Reflection:
In this lesson, I wanted to focus specifically on how my students strategically conducted note
taking and read text. Overall, I believe, the lesson was successful, as students were provided
with handouts to assist them in the note taking process (i.e. Structured Notes) and reading
through a text (Interactive Reading Guide). An improvement to this lesson would be to have
students explore the activities in pairs, rather than work individually. I also would have preferred
to have made the Structured Notes activity more student centered, in which students worked
independently from the lecture.
Subject: Modern World History- International Relations, 1945- 1990
Summary
Explain in your own words what you have learned about the Prague Spring.
Subject: Modern World History- International Relations, 1945- 1990
1. Before opening the book, answer the following quotation. Infer: Whereas in advanced capitalist societies
goods chased people, in the Soviet Union it was the reverse: people chased goods. (In other words, what
do you think is meant by this quote?)- Write the quote on your answer sheet!!!
2. On page 398 write the name of the heading found in black bold letter.
3. Read the 2, 3, and 4th paragraph under the heading “What did ordinary people in Eastern Europe think
about Soviet control?” on page 398. Complete the chart below by explaining what ordinary people in
Eastern Europe thought about Soviet control.
What did ordinary people in Eastern Europe think about Soviet control?
Economic Human Rights
4. On page 404 write the name of the heading found at the top of the page entitled, Case study 2…
5. Read through Sources 15, 16, 17 on page 404. Analyze and interpret what the authors are saying about life
in Czechoslovakia under Soviet control. Explain how the sources help you understand what you have
learned so far.
6. For background information read the section “Why was there opposition in Czechoslovakia?” on page 404.
Then reexamine your answers for questions 3 and 5. Making connections: Next, relate the Sources (15, 16,
and, 17) with the information you read about on page 398-399 (as answered in question 2). In other
words, apply your knowledge and explain the worries of the Czech people under Soviet control.
7. Before reading, first, in your own words explain why you think the Soviet Union would fear the success of
the Prague Spring in Czechoslovakia. Then read the last paragraph on page 405. In your own words
explain why you think the Soviet Union would fear the success of the Prague Spring in Czechoslovakia.
a. Before Reading:
b. After Reading:
8. Read the text under the headings “How did the Soviet Union Respond?” and “Brezhnev Doctrine” on
pages 404-406. Next, read Source 22 on page 406. What does the source tell us about the Brezhnev
Doctrine and how the Soviet Union responded to the Prague Spring and other challenges to Communist
control? Explain your answer.
10. Read the last paragraph on page 412. From a source other than your book, look up the term “Trade
Union” and in your own words provide a definition. Next, explain what Polish Solidarity was and provide
the historical significance.
11. Read the text under the heading “How Significant was Solidarity?” on page 412. What fears did the Polish
people have under Communist control?
12. Read through Source 1 on page 412. Apply knowledge: What does the source tell you about the economy
of Poland (Eastern Europe) under Soviet control? How does this quote relate to what you already know
about issues related to Soviet control? Explain your answer.
13. Read the text under the heading “Why did the Polish government agree to Solidarity’s demands in 1980?”
on page 413. How did the Soviet Union respond to Solidarity? What’s surprising about this? Read the
second bullet point. Making connections: Using your own knowledge, why did many members of the
Polish Communist party join Solidarity? Explain your answer.
14. Read the first paragraph under the heading “The Aftermath” on page 415. What happened to Solidarity in
Poland? Next, read the 2nd and 3rd paragraphs at the top of page 415 (Read the 2 bullet points under the
sentence “In December 1981, looking back on the past 18 months, two things were obvious:”). Explain in
your own words the historical significance of Polish Solidarity.
Subject: Modern World History- International Relations, 1945- 1990
Cold War Relations: Crisis in the Cold War, Reagan & Gorbachev
Name: Stuart Hautala Date: March2014 Time: One 40 Minute
Subject: Modern World History Grade Level: 9-10 Topic: Reagan & Gorbachev
Lesson Overview:
In this lesson…
“students will analyze and evaluate the leaders of the Cold War during the 1980s, Ronald Reagan and
Mikhail Gorbachev, and their stances/attitudes towards their respective ideologies. Students will
complete the lesson once they have interpreted, analyzed, and evaluated selected quotes and
speeches by the two leaders and determine their impression of the historical leader based on the
sources provided.”
4. Standards Addressed:
B.12.1 Explain different points of view on the same historical event, using data gathered from
various sources, such as letters, journals, diaries, newspapers, government documents, and
speeches
B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their
relevance, make comparisons, integrate new information with prior knowledge, and come to a
reasoned conclusion
B.12.11 Compare examples and analyze why governments of various countries have sometimes
sought peaceful resolution to conflicts and sometimes gone to war
5. Materials/Resources:
Character Profile Handout
YouTube Speeches: “Evil Empire” and “Strategic Defense Initiative (SDI)”
Subject: Modern World History- International Relations, 1945- 1990
Gorbachev Speech
PowerPoint Presentation w/ Projector
Have students respond to the quote. Ask to students: (1) Identify as many reasons
WHY the Soviet Union was in crisis in the 1980s; and (2) Make as many predictions
for the future of the Soviet Union during this time?
Write student responses to question # 1 on the board under the heading “Reasons
why the Soviet Union was in crisis, 1980.” Encourage students to write these reasons
down in their notes. Inform them to keep these factors in mind throughout the next
few lessons.
10 Min. Begin the lesson by explaining additions “crisis to the Soviet Union” existed in the Students
(Lecture) 1980s. Introduce to students two leading world figures are significant to the end of take notes
the Cold War: Ronald Reagan & Mikhail Gorbachev. and ask
questions
Explain the problems of Soviet Communism in the 1980s (inefficient, corrupt, weak during the
economy, etc.). lecture.
Next, have the students add to their “Reasons why the Soviet Union was in Crisis,
1980” notes that Soviet leadership was also in crisis in the 1980s. Introduce and
explain why/who Mikhail Gorbachev became Soviet leader. Explain the problems of
Soviet Communism in the 1980s (inefficient, corrupt, weak economy, etc.).
Reagan’s speech tell us about his stance towards Communism? How does Reagan
plan to fight the Cold War? Explain Reagan’s SDI and how he planned to fight
communism.
Mikhail Gorbachev:
“When I became General Secretary, I admit I was not free from the illusions of my
predecessors. I thought we could unite socialism and democracy and give socialism a
second wind. But The totalitarian model had relied on dictatorship and violence, and
I can see this was not acceptable to the people.... I wanted to change the Soviet
Union, not destroy it. I started too late to reform the party, and I waited too long to
create a market economy.”
3 minutes:
After students finish writing the Character Profile, they will pair up with a student
from the other group and discuss the profile they created.
Answer any last minute questions the students will have, then have students turn in Students
their notes/response sheet and move back to seats. follow
teacher
direction.
Closure (formative assessment): Students
I plan to assess my students thinking and the application of concepts informally follow
through… teacher
direction.
students finish writing the Character Profile, in which students will pair up with
another student from the other group and discuss the profile they created. Have
students share with the whole group class to discuss the characters they have
created.
7. Extension/Adaptations:
As an extension, if the lesson finishes early…
Answer any last minute questions the students may have. Have students pair up with a student
from another group and discuss the profile they created.
9. Differentiation:
Subject: Modern World History- International Relations, 1945- 1990
ESL/Struggling Students will be given the opportunity to explore the activity by working in pairs.
Learners Students will be encouraged to discuss their opinion/view of the historical figure in
question. Students completed work will be reviewed according to their
reading/writing proficiency of the English language.
ADHD To increase the amount of meaningful learning occurring for these students, I will
allow at students time for reflection and discussion with each other. I will also allow
students to stand up and stretch. If the class is a well-behaved class, I will give them
the option to move and share with someone else during the Think, Pair, Share.
10. Reflection:
Overall, I feel this was a good lesson to introduce the leaders of the Cold War during the 1980s. As the
classroom was international by nature, the majority of the students had trouble identifying with the
names and personas of Mikhail Gorbachev and Ronald Reagan, which was expected. As a means to
assist students further in this activity, I would have preferred students to read and report on the two
figures prior to the activity. An improvement on this lesson would have been to provide ESL students
with a broad list of words and definitions to assist them in the activity. Many ESL students, I found, did
not have a large enough vocabulary to fully explore the activity.
Subject: Modern World History- International Relations, 1945- 1990
Subject: Modern World History- International Relations, 1945- 1990
Cold War Relations: Gorbachev, Reform, & Collapse of the Soviet Union
Name: Stuart Hautala Date: March2014 Time: One 40 Minute
Subject: Modern World History Grade Level: 9-10 Topic: Reform and Collapse
Lesson Overview:
In this lesson…
“students will analyze Mikhail Gorbachev as leader of the Soviet Union and the significance of his
reforms, Glasnost and Perestroika, in regards to the collapse of the Soviet Union. Students will
complete the lesson by gaining literacy and competence in understanding the meaning, purpose, and
legacy of reforms instituted in the Soviet Union by completing both a Dean’s Chart and Double-Entry
Diary.”
3. Essential Questions:
Students will be able to answer…
how did the leadership of Mikhail Gorbachev result in the collapse of the Soviet Union?
what is the significance of Gorbachev’s reforms and what significance did they have in the
collapse if the Soviet Union?
4. Standards Addressed:
B.12.3 Recall, select, and analyze significant historical periods and the relationships among them
B.12.9 Select significant changes caused by technology, industrialization, urbanization, and
population growth, and analyze the effects of these changes in the United States and the world
i.
5. Materials/Resources:
Double-Entry Diary Handout
History in Focus: GCSE Modern World History (Ben Walsh)
PowerPoint w/ Projector
Dean Chart
vocab. word D=define E=examples A=attributes N=non-examples
Communism/Communist A system of social organization in Soviet Union, North Controlled, not free, United States, Great
which all economic and social Vietnam (1960-70s), undemocratic, Britain, France
activity is controlled by a totalitarian China
state dominated by a single and self-
perpetuating political party.
Reform To improve (someone or something) Glasnost (Openness), Change from To do the same, but
by removing or correcting faults, Perestroika Censorship to expect different
problems, etc. (Restructuring) Freedom of Speech; results; to allow to
Subject: Modern World History- International Relations, 1945- 1990
Change from State- fail
run Economy to Free
Market Economy
Glasnost A policy permitting open Freedom of Speech, Right to Criticize, Censorship
discussion of political and social Freedom of Press Transparency,
issues and freer dissemination of Reform
news and information
Perestroika The policy of economic and Economic Restructuring; State-run Economy
governmental reform Liberalization, Economically par with
Privatization, Free capitalist countries
Enterprise such as Germany,
Japan, and the U.S.
Collapse To fall or cave in; crumble suddenly. The roof of an old Fragile, weak, old, Brick house in 3
building, a mineshaft ineffective little pigs
that has just been
blown up.
8 Min. Lecture: Discuss the problems in the Soviet Union, both internal and external. Prepare Students
(Lecture) students for tomorrow’s discussion of the independence movements in the Soviet take notes
Satellite states. and ask
questions
Lecture: Have students examine their notes to familiarize themselves with Gorbachev. during the
Introduce & explain Gorbachev’s reforms for the Soviet Union: Glasnost & lecture.
Perestroika. Have students complete their Graphic Organizer handout for both
vocabulary words.
10 minutes:
After the students finish their D-E-D and writing a short response, they will pair up
with a student from the other group and discuss their responses with each other.
WRAP UP: Answer any last minute questions the students will have. Then have Students
students turn in their notes/response sheet and move back to seats. follow
teacher
direction.
Closure (formative assessment): Students
I plan to assess my students thinking and the application of concepts informally follow
through… teacher
direction.
the completion of a Double-Entry Diary, in which students will respond to the prompt
by pairing up with a student from the another group and discuss their responses with
each other. Students will follow this by sharing/discussing their answers with the
whole group class.
7. Extension/Adaptations:
As an extension, if the lesson finishes early…
Answer any last minute questions the students will have. Then have students turn in their
notes/response sheet and move back to seats.
9. Differentiation:
ESL/Struggling Students will be given the opportunity to explore the activity in pairs. Students who do
Learners not finish the activity during the class period will be permitted to complete the activity
at home. Students completed work will be reviewed according to their reading/writing
proficiency of the English language.
ADHD To increase the amount of meaningful learning occurring for these students, I will
allow at students time for reflection and discussion with each other. I will also allow
students to stand up and stretch. If the class is a well-behaved class, I will give them
the option to move and share with someone else during the Think, Pair, Share.
10. Reflection:
Overall, I feel I have accomplished the intended objectives regarding this lesson. My goal was for
students to understand the terminology, events, and significance of how/why the Soviet Union
collapsed in the 1980s. As the classroom was international by nature, I believe that focusing on building
student vocabulary was essential to facilitating literacy regarding the topic. Through informal
assessment students appeared to have a general understanding of the academic vocabulary and
how/why they correspond to the end of the Cold War.