Unit 6 Russia and Central Asia: Comparative Economic and Political Systems
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April
Unit Overview: How do different governments and economic systems compare?
In this unit, students explore two themes related to Russia and Central Asia. The two themes are (1) Comparative Government Systems and (2) Comparative Economic Systems. In this unit, students will explore the concepts of comparative government and economic systems using the fascinating history of Russia as a case study. By examining Russia's political and economic development over time, students will gain a deeper understanding of different governmental structures and economic models. They will analyze the impact of these systems on society and assess the successes and challenges faced by Russia throughout its history.
Mini-Unit A: Comparative Government Systems
In this unit, students will explore the concepts of comparative government using Russia as a case study. By examining Russia's political history, including the formation of the Russian state, the rise and fall of the Soviet Union, and the current conflict with Ukraine, students will gain a deeper understanding of different governmental systems and their impact on society. They will analyze the successes and challenges faced by Russia throughout its history and assess the implications of its current geopolitical situation. Students will understand the basic principles of comparative government and its relevance in studying political systems. They will explore the historical context of Russia's political development, from its early formation to the present day. Students will compare and contrast different forms of government, including autocracy, democracy, and communism, and evaluate the implications of Russia's current conflict with Ukraine and its impact on regional and global politics.
Mini-Unit B: Comparative Economic Systems
In this unit, students will explore the concepts of comparative economic systems using Russia as a case study. By examining Russia's economic history, from feudalism to the Soviet era and its transition to a market economy, students will gain a deeper understanding of different economic models and their impact on society. They will analyze the successes and challenges faced by Russia throughout its economic transformations and assess the implications of these systems on individuals and the country as a whole. Students will compare and contrast different economic systems, including feudalism, planned economies, and market economies and evaluate the implications of Russia's economic systems on its position in the global economy.
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Examine primary and secondary sources from multiple and diverse perspectives to identify point of view art, eyewitness accounts, letters and diaries, artifacts, historical sites, charts, graphs, diagrams, and written texts. (1.1.b)
Describe the interactions, conflicts, and contributions of various peoples and cultures that have lived in or migrated within/to the Eastern Hemisphere. For example: Conflicts over land and resources between countries, the foundations of Eastern world religions, the historical roots of current issues, East/West contact, settlement patterns, the Korean War, the war in Vietnam, the Chinese Cultural Revolution, the Khmer Rouge in Cambodia, including acts of violence towards groups of people, and the discriminatory policies and events preceding those acts. (1.2.c)
Examine the geographic location and distribution of resources within a region to determine the economic and social impact on its people. For example: Middle Eastern water rights, the acceptance of refugees from other countries, and the Salt Trade. (2.2.b)
Describe how economic systems in the Eastern Hemisphere (such as traditional, command, market, and mixed) were developed. (3.1.a)
Describe civic virtues and principles that guide governments and societies. For example: citizenship, civic participation, and rule of law. (4.1.a)
Analyze the opportunities and limitations of civic participation in societies in the Eastern Hemisphere. (4.1.b)
Explain the origins, functions, and structure of different governments. For example: Dictatorship, totalitarianism, authoritarianism, monarchy, democracy, constitutional republic, socialism, fascism, and communism. (4.2.a)
Investigate examples of collaboration and interdependence between international organizations and countries. For example: The protection of human rights; the role of non-governmental organizations (NGOs), the Red Cross, World Health Organization, and United Nations Educational, Scientific, and Cultural Organization (UNESCO). (4.2.b)
Prepared Graduates
Prepared Graduates
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.
Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.
Grade Level Expectation(s)
Grade Level Expectation(s)
Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence. (1.1)
Apply an understanding of the historical context of significant current events, individuals, groups, ideas and themes within regions of the Eastern hemisphere and their relationships with one another, to draw conclusions, and solve problems. (1.2)
Regions have different issues and perspectives (2.2)
Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity. (3.1)
Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere. (4.1)
Analyze how nations in various regions of the Eastern Hemisphere interact with international organizations, govern, organize, and impact their societies in different ways. (4.2)
Essential Skills & Nature and Skills
Essential Skills & Nature and Skills
Plan and evaluate complex solutions to global challenges within the Eastern Hemisphere using multiple disciplinary lenses such as ethnic, historical, and scientific (Civic Engagement).
Historical thinkers analyze patterns and themes throughout time to understand current events.
Historical thinkers construct history using a variety of sources.
Historical thinkers construct history from facts and real-life events, while also seeking to understand multiple and diverse perspectives and influences on those events.
Historical thinkers consider multiple perspectives to interpret history and outcomes.
Civic-minded individuals apply the inquiry process to investigate civic issues including the formulation and revision of questions, and use of civic analysis tools such as surveys, polls, analysis of statistical data, and close reading of primary and secondary sources.
Civic-minded individuals apply knowledge of the similarities and differences between different government systems to understanding local, regional, and international issues.
Inquiry Questions
Inquiry Questions
How do regional issues affect larger areas?
How do different types of economic systems affect societies?
What are the similarities and differences between different markets in the Eastern Hemisphere?
What factors lead to cooperation, competition, or aggression between societies?
How can governmental policy lead to problems or help solve problems?
What is the purpose of government?
How can governments encourage interaction between societies and international organizations?
Diciplinary, Informational, and Media Literacy
Diciplinary, Informational, and Media Literacy
Utilizing textual evidence, analyze the development and changes of people, events, and ideas.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study.
Evaluate, contextualize, and synthesize valid and accurate evidence from multiple credible sources.
Use evaluative techniques such as lateral reading to distinguish between fact, opinion, and reasoned judgment, and to determine the credibility of a source
Academic Vocabulary and Language Expectations
Academic Vocabulary and Language Expectations
Review Terms: authoritarian, capitalism
Essential new terms: USSR, glasnost, communism, Perestroika, Cold War, Berlin Wall, containment, Soviet bloc, command economy, market economy, mixed economy
Possible Assessments
Possible Assessments
TCI Lesson Assessments for Lesson 53 (and perhaps 51 and 52)
Mini-Unit A -Performance Assessment: Civil Liberties in Russia. Found in the model unit plan below
Mini-Unit B - Performance Assessment: How does life compare? Found in the model unit plan below
Mini-Unit A - Comparative Government Systems
Mini-Unit A - Comparative Government Systems
Mini-Unit A: Comparative Government Systems
TCI Lessons 52 and 53
Supplemental Resources
iCivics “Who Rules?” Lesson plan covers types of government.
Life During the Soviet Republic: Inquiry Kit
The Ukraine Crisis: Lesson from the Choices Program
Lenin and the Founding of the Soviet Union: Lessons
The History of the Soviet Union: Reading from the American Historical Association
The Impact of WWI on Russia: Slideshow lesson
Mini-Unit B: Comparative Economic Systems
Mini-Unit B: Comparative Economic Systems
Instructional Resources
Instructional Resources
Model Unit Plan for Theme 2: Comparative Economic Systems (linked here)
Mini-Unit B: Comparative Economic Systems
TCI Lesson 51
Supplemental Resources
Why are some nations poor? Lesson plan
Comparing Economic Systems: Lesson Plan
Russia's Economy at the End of 2022: Article
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