Grade 6

Social Studies

Unit: 06

Lesson: 01

Suggested Duration: 4 days

Grade 06 Social Studies Unit 06 Exemplar Lesson 01: TransitionsGrade 06 Social Studies Unit 06 Exemplar Lesson 01: Transitions

This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to

customize this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs

of learners. The duration for this lesson is only a recommendation, and districts may modify the time frame to meet

students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact yourchild’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education

Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)

Lesson Synopsis

This lesson provides an overview of communism with emphasis on the Soviet Union and Warsaw Pact nations. It also

examines the factors that led to the breakup of the Soviet Bloc and the transitioning to a free market economy. Map

analysis, creating timelines, and a jigsaw activity reinforce the learning.

TEKS

The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of

Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that

portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education

Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.

6.1 History. The student understands that historical events influence contemporary events. The

student is expected to:

6.1A Trace characteristics of various contemporary societies in regions that resulted from

historical events or factors such as invasion, conquests, colonization, immigration, and

trade.

6.1B Analyze the historical background of various contemporary societies to evaluate

relationships between past conflicts and current conditions.

6.4 Geography. The student understands the factors that influence the locations and

characteristics of locations of various contemporary societies on maps and globes and uses

latitude and longitude to determine absolute locations. The student is expected to:

6.4F Identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom,

Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the

People's Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and

Australia.

6.7 Geography. The student understands the impact of interactions between people and the

physical environment on the development and conditions of places and regions. The student

is expected to:

6.7A Identify and analyze ways people have adapted to the physical environment in various

places and regions.

6.7B Identify and analyze ways people have modified the physical environment such as

mining, irrigation, and transportation infrastructure.

6.8 Economics. The student understands the factors of production in a society's economy. The

student is expected to:

6.8A Describe ways in which the factors of production (natural resources, labor, capital, and

entrepreneurs) influence the economies of various contemporary societies.

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6.9 Economics. The student understands the various ways in which people organize economic

systems. The student is expected to:

6.9A Compare ways in which various societies organize the production and distribution of

goods and services.

6.9B Compare and contrast free enterprise, socialist, and communist economies in various

contemporary societies, including the benefits of the U.S. free enterprise system.

6.9D Examine the record of collective, non-free market economic systems in contemporary

world societies.

6.10 Economics. The student understands categories of economic activities and the data used to

measure a society's economic level. The student is expected to:

6.10B Describe levels of economic development of various societies using indicators such as

life expectancy, gross domestic product (GDP), GDP per capita, and literacy.

6.10C Identify and describe the effects of government regulation and taxation on economic

development and business planning.

6.11 Government. The student understands the concepts of limited and unlimited governments.

The student is expected to:

6.11A Identify and describe examples of limited and unlimited governments such as

constitutional (limited) and totalitarian (unlimited).

6.11B Compare the characteristics of limited and unlimited governments.

6.12 Government. The student understands various ways in which people organize governments.

The student is expected to:

6.12B Compare ways in which various societies such as China, Germany, India, and Russia

organize government and how they function.

Social Studies Skills TEKS

6.21 Social studies skills. The student applies critical-thinking skills to organize and use

information acquired through established research methodologies from a variety of valid

sources, including electronic technology. The student is expected to:

6.21B Analyze information by sequencing, categorizing, identifying cause-and-effect

relationships, comparing, contrasting, finding the main idea, summarizing, making

generalizations and predictions, and drawing inferences and conclusions.

6.22 Social studies skills. The student communicates in written, oral, and visual forms. The

student is expected to:

6.22D Create written and visual material such as journal entries, reports, graphic organizers,

outlines, and bibliographies based on research.

GETTING READY FOR INSTRUCTION

Performance Indicators

Grade 06 Social Studies Unit 06 PI 01

Create a timeline for 1910-2010, listing, for each decade, a major economic, political, and social development that demonstrates

understanding of the changes that took place in Russia and Eurasia over this century. Write a statement summarizing the change.

Standard(s): 6.9B , 6.9D , 6.12B , 6.21B , 6.22D

ELPS ELPS.c.1C , ELPS.c.1E

Grade 6

Social Studies

Unit: 06

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/01/2013

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 2 of 33  

Key Understandings

Countries or societies may transition to a new system of government or economy due to economic, social,

political, and geographic factors.

—  What political, social and economic factors led to the transition from communism to a free market system?—  What geographic factors led to the transition from communism to a free market society?

Vocabulary of Instruction

convergence

divergence

communism (command economy) emerging economy

Materials

butcher paper or chart paper

multi-colored markers

Attachments

All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for

grading or student assessment, attachments that are connected with Performance Indicators or serve as answer

keys are available in the district site and are not accessible on the public website.

Teacher Resource PowerPoint: Transition

Handout: Map (Russia/Soviet Union) Communism

Handout: Map (Soviet Union/Russia) Post 1990

Handout: Note-Taking (1 per group)

Handout: Sample Timeline Russia and Eurasia

Teacher Resource: Learning Stations 1910 through 2010

Teacher Resource: Learning Stations 1910 through 2010 KEY

Resources

Data: https://www.cia.gov/library/publications/the-world-factbook/

Advance Preparation

1. Become familiar with content and procedures for the lesson, including geography and history of South America.

2. Refer to the Instructional Focus Document for specific content to include in the lesson.

3. Select appropriate sections of the textbook and other classroom materials that support the learning for this

lesson.

4. Preview materials and websites according to district guidelines.

5. Prepare materials and handouts as necessary.

Background Information

Russia and Eurasia have a rich history that includes, in recent history, major changes in their political and economic systems. Historically,

Russia, when compared to Western Europe, always lagged behind in many ways. At one point, Peter the Great visited Western Europe

(incognito) to observe and document the style of living in the west so that he could “upgrade” Russia. Fast­forwarding to the 20th century,

while most other countries had transitioned to industrialized democratic republics, Russia remained a monarchy. Czar Nicolas II

Grade 6

Social Studies

Unit: 06

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/01/2013

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 3 of 33  

(Romanov Dynasty) would be the last to rule as an absolute monarch. Unemployment and poverty led to a class war. Things worsened

when the Czar committed his troops to fighting German invasions during World War I. By 1917, Lenin and the Bolsheviks helped to

dethrone the Czar, execute his entire family, and replace the monarchy with a communist system based on Marxist ideals. They believed

communism (as in communal) would level the “playing field” for everyone in Russia. Communism spread during the 20th century forming

a strong alliance system that was countered by nations that were/are democratic republics. It was not until the late 20th century that

communism in Russia and Eurasia ceased to exist.

GETTING READY FOR INSTRUCTION

Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of

learners. These lessons are one approach to teaching the TEKS/Specificity as well as addressing the Performance

Indicators associated with each unit. District personnel may create original lessons using the Content Creator in the

Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.

INSTRUCTIONAL PROCEDURES

Instructional Procedures

ENGAGE – Anticipation Guide (Transition)

Notes for Teacher

NOTE: 1 Day = 50 minutes

Suggested Day 1 – 20 minutes

1. Write the following statements on the board:

The first McDonalds restaurant opened in 1948 in San

Bernardino, California.

On January 31, 1990, the first McDonald’s restaurantopened in Moscow (Russia).

Why did it take so long for an American restaurant, such

as McDonalds, to open in Russia?

2. Students (with a partner) discuss possible answers.

3. Ask for student volunteers to share their answers. Teacher scripts

them on the board.

4. With a partner, students sketch an anticipation chart about

possible topics for this lesson based on the two statements written

on the board. This may be sketched on the board for students to

draw on their own paper.

5. Proceed with the Teacher Resource: PowerPoint: Transition.

6. After showing Slide 1, ask students to write their own description or

an example of what transition means to them.

7. Show Slide 2 and allow for a 3 to 5 minute discussion with a

partner. Students write their response on a small piece of paper

(they do not write their names on the paper) and fold the paper to

Attachments:

Teacher Resource: PowerPoint:

Transition

Purpose:

Students make predictions based on statements

and images. This activity also helps to gauge student

background knowledge.

TEKS: 6.1A, 6.1B, 6.8A

Grade 6

Social Studies

Unit: 06

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/01/2013

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 4 of 33  

turn in to the teacher.

8. Randomly select student responses to read to the class.

9. At this point students are scaffolding by using the statements from

the Engage piece and the images from the PowerPoint (Slides 1

and 2). Ensure students move to the understanding that there are

many factors that influence production/business development,

including natural resources, labor, money, and people willing to

take the risk to start a business.

EXPLORE – Economic, Social, and Political Issues of the Time Suggested Day 1 (continued) – 30 minutes

1. Divide students into groups of three.

2. Distribute to each of the groups a graphic organizer/note-taker as

they prepare for a jigsaw activity.

3. Before students begin with their jigsaw activity, show the last two

slides from the Teacher Resource: PowerPoint: Transition.

4. Provide a brief overview on how Russia and surrounding countries

underwent multiple transitions within recent history. (Note: At this

point it is advisable to share with students the Performance

Indicator expectations.)

5. Each student creates a timeline (see attachment for a sample

timeline).

6. Groups go from one learning station to the next.

7. Each learning station includes information (political, social, and

economic) about Russia and Eurasia from 1910 through 2010.

Each learning station also includes a map of Russia/Eurasia before

and after the transition from communism to a free

market/democratic society. Refer to Handout: Map

(Russia/Soviet Union) Communism and Handout: Map (Soviet

Union/Russia) Post 1990

8. Distribute to each of the groups the Handout: Note-Taking (1

per group)

Attachments:

Teacher Resource PowerPoint

Transition

Handout: Map (Russia/Soviet Union)

Communism

Handout: Map (Soviet Union/Russia)

Post 1990

Handout: Note-Taking (1 per group)

Teacher Resource: Learning Stations

1910 through 2010

Teacher Resource: Learning Stations

1910 through 2010 KEY

Purpose:

This activity helps students sequence events and

correlate each of the decades with the economic,

social, and political issues of the time.

TEKS: 6.1B, 6.4F, 6.9B, 6.9D, 6.11A, 6.11B

Instructional Note:

The concept of an annotated timeline is important to

introduce at this point as students gather information

for their Performance Indicator.

Students can take turns writing notes, reading and

analyzing the maps as they move from one station to

another.

EXPLAIN – Group Presentations Suggested Day 2 – 30 minutes

1. Groups sketch a large timeline based on their note-taking from the

previous day. Use the Handout: Sample Timeline Russia and

Eurasia.

2. Each group displays their timeline for a presentation to the whole

class but focuses on one decade with an in depth explanation of

Materials:

butcher paper or chart paper

multi-colored markers

Attachments:

Grade 6

Social Studies

Unit: 06

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/01/2013

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 5 of 33  

the political, economic and social developments. (Note: Assign

decades so that every group presents a different decade) Handout: Sample Timeline Russia

and Eurasia

TEKS: 6.1B, 6.4F, 6.9B, 6.9D, 6.11A, 6.11B

ELABORATE Suggested Day 2 (continued) – 20 minutes

1. Students revisit their anticipation chart and complete the chart.

2. Each student answers the following question:

What political, social and economic factors led to the

transition from communism to a free market system?

Purpose:

Students revisit anticipation chart and elaborate on it

based on what they have learned.

TEKS: 6.1B, 6.4F, 6.8A, 6.9B, 6.9D, 6.11A, 6.11B

EXPLORE/EXPLAIN – Analysis of Demographics, Economy, and Geography Suggested Day 3 – 30 minutes

1. Group students into three. (Change student groups so that they do

not end up with the same group members from the previous

activity.)

2. Provide data for three countries located in Europe and/or Eurasia.

(Data may be acquired from the CIA World FactBook). If a

computer lab is available, students research the data online. If a

computer lab is not available, download information for various

countries.

3. Students research the life expectancy, gross domestic product

(GDP), GDP per capita, and literacy rates, geography (how people

have adapted or modified the physical environment), system of

government and economic system for each country.

4. Groups collect the data and record it on a chart of their choice.

Students may choose how they want to organize their data.

5. Groups present their chart to the whole class.

Materials:

butcher paper or chart paper

multi-colored markers

TEKS: 6.7A, 6.7B, 6.9B, 6.9D, 6.10B, 6.12B

Instructional Note:

Keep the total number of countries to no more than

three. Students have utilized charts and graphs in

previous units/lessons. Sufficient background

information has been acquired so that students can

create their own chart.

ELABORATE Suggested Day 3 (continued) – 20 minutes

1. Each student writes a short paragraph that answers the following

questions:

Compare and contrast one of the countries you

researched with the U.S. using the following criteria:

government systems (including regulation and taxation)

and economic systems. (Students may choose how to

illustrate their compare/contrast information: Venn Diagram,

short paragraph, outline format, etc.)

Write a generalization about the two countries that you

compared. (Note: This may be one sentence)

TEKS: 6.7A, 6.7B, 6.9B, 6.9D, 6.10C, 6.12B

EVALUATE Suggested Day 4 – 50 minutes

Grade 6

Social Studies

Unit: 06

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/01/2013

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 6 of 33  

Grade 6 Social Studies Unit06 PI01

Create a timeline for 1910-2010, listing, for each decade, a major economic,

political, and social development that demonstrates understanding of the

changes that took place in Russia and Eurasia over this century. Write a

statement summarizing the change.

Standard(s): 6.9B , 6.9D , 6.12B , 6.21B , 6.22D

ELPS ELPS.c.1C , ELPS.c.1E

Grade 6

Social Studies

Unit: 06

Lesson: 01

Suggested Duration: 4 days

Last Updated 05/01/2013

Print Date 06/26/2013 Printed By Karen Johnson, MIDLAND ISDpage 7 of 33  

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 04/24/13 page 1 of 1

Map (Russia/Soviet Union) Communism

After World War II ended in late 1945, the Soviet Union (Russia) changed sides and was no longer allies (friends) with the free and democratic countries in Western Europe. This map shows the Soviet Union and its allies among the communist nations. The Soviet Union formed an alliance and named it the Warsaw Pact. The ongoing hostilities and competition between the nations with democratic/free enterprise systems and the communist nations came to be known as the Cold War.

 

Image source: http://asnaldyoospot.blogspot.com.au/2011/05/cold-war.html

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 08/01/12 page 1 of 1

Map (Soviet Union/Russia) Post-1990

In 1989, the Soviet Union (Russia) experienced a gradual change (transition) in leadership. At the time, Mikhael Gorbachev, leader of the Soviet Union, began to move towards a more open system of government. A few years later, the size of the Soviet Union decreased. Many states wanted their independence from the Soviet Union. Many seceded and are now independent nations.

(2011). Map of ussr. (2011). [Web Map]. Retrieved from

https://upload.wikimedia.org/wikipedia/commons/5/50/Map_of_USSR_with_SSR_names.svg

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 05/01/13 page 1 of 2

Note-Taking

Directions: At each learning station, indicate key economic, social, and political

developments that introduced changes to Russia/Soviet Union in each decade.

Decade Economic Social Political

1910 to 1919

1920 to 1929

1930 to 1939

1940 to 1949

1950 to 1959

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 05/01/13 page 2 of 2

Decade Economic Social Political

1960 to 1969

1970 to 1979

1980 to 1989

1990 to 1999

2000 to 2010

Grade 6 Social Studies

Unit: 06 Lesson: 01

Sample Timeline: Russia and Eurasia

(Economic, Social, Political Events)

©2012, TESCCC 08/01/12 page 1 of 2

1910-1919 1920-1929 1930-1939 1940-1949 1950-1959

Eco

no

mic

So

cia

l

Po

liti

cal Directions: Sketch this timeline on your

own paper. For each of the decades, write

one economic issue, one social issue and

one political issue.

Grade 6 Social Studies

Unit: 06 Lesson: 01

Sample Timeline: Russia and Eurasia

(Economic, Social, Political Events)

©2012, TESCCC 08/01/12 page 2 of 2

1960-1969 1970-1979 1980-1989 1990-1999 2000-2010

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 04/24/13 page 1 of 10

Teacher Resource for Learning Stations: 1910 through 2010 Directions: Each decade is a component of a learning station.

1910-1919

The Czar (king or absolute monarch) Nicholas II (Romanov) had already been struggling to maintain

peace and order in Russia. There was high unemployment and people felt like their needs were not being met. Russia joined the Allied forces during World War I (1914-1918), but when he heard of civil

unrest in his own country, he decided to bring his troops home. A civil war was brewing in Russia. The Bolsheviks (led by Vladimir Lenin) fought hard to rid themselves from this monarchy. People were hungry and felt like the monarch was not taking care of the

poor. With disease and famine, people were frustrated. In 1918 the entire Romanov family (four daughters, a

son, and the king’s wife) were executed.

 

 

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 04/24/13 page 2 of 10

 

1920-1929

World War I ended in 1918. Russia dealt with a civil war and had to retreat from fighting in the Great War

(World War I). Many people were starving, unemployed and frustrated during Russia’s civil war

and hoped for a new system of government. In 1922, the civil war ended, and the Soviet Union was formed. In the early 1920s, millions of people died in the Soviet

Union. Typhus fever spread and millions died, starvation continued and millions of children were left

homeless, living in streets. Lenin created the New Economic Policy in 1921. This plan would help

peasants by allowing them to own small portions of land for agricultural purposes and sell what they grew

for a small profit. Lenin, who founded the Communist Party, died in 1924, and Joseph Stalin became his replacement. More internal disputes between different political

groups continued. In the end, Stalin reigned as the next ruler. Stalin ruled with an iron hand and slowly took the agricultural lands away from the peasants. The vast majority of people were peasants. His five year plan was to transition from partial ownership of

lands to total government control (command economy).

 

 

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 04/24/13 page 3 of 10

 

1929-1939

During this decade, Stalin’s movement to collectivize farms created much turmoil. The government forced peasants to give up their land and forbade them from

moving or leaving their farms. Government restrictions increased. Those that did not abide by the restrictions

were killed or sent to prisons. Artists, musicians, writers and others were under strict government

control. Their work was censored, and it had to reflect love for the country.

This was also a time of much unrest in Europe. Hitler formed the Nazi Party in Germany and rose to power.

During this decade, Stalin decided to join the Allies and commit his troops against a common enemy, Nazi

Germany. Millions of Soviets died in the war. The Soviet economy took a beating and struggled to regain

social stability after the war.

 

 

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 04/24/13 page 4 of 10

 

1939-1949

By 1945, World War II had ended leaving much of Europe in shambles. The Soviet Union saw an

advantage to help support smaller struggling nations and took advantage of the economic situation. At

home, the Soviet Union experienced a great famine killing millions of people. A severe drought plus the

devastation and aftermath of World War II worsened conditions for people.

Stalin was more concerned with annexing countries that surrounded the Soviet Union. This would ensure

an alliance of closely knit countries that practiced communism. This region was soon referred to as the

Eastern Bloc.

 

 

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 04/24/13 page 5 of 10

 

1949-1959

The Soviet Union was quickly rising to power and spreading communist ideals throughout its neighboring countries. Small countries were no match for the very powerful Soviet Union and several had no choice but

to submit. In 1950, the Korean War broke out. A civil war was

fought between North Korea (supported by the Soviet Union) and South Korea (supported by the U.S.). In

1953, Stalin died. Still, communism continued to spread to other parts of the world. People living in the

Eastern European communist countries were not allowed to leave.

The Soviet Union continued to build up their military, spread communism, and explore space. They were

the first to send a satellite into space. The space race between the U.S. and the Soviet Union was one more

way to compete. Men and women worked long shifts in a rapidly

growing industrial nation, while children were provided with education. All institutions were under strict

government control. For those who dared to speak their minds through their writing, they were killed or sent to prisons (Gulags). Religious institutions were

destroyed.  

 

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 04/24/13 page 6 of 10

 

1960 to 1969

Image Source: http://edtech2.boisestate.edu/lockwoodm/Communism/events_of_the_cold_war.htm

This decade brought more fear to the world and tensions were at a peak between the U.S. and the

Soviet Union. In the early 1960s a huge wall was built in the city of Berlin located in East Germany. After World War II, Germany (as part of a treaty) was

divided into West Germany and East Germany. West Germany was a free democratic-republic with a free

enterprise economy like that of the U.S. and the Western European countries. East Germany was

aligned with the Soviet Union and had a command economy. Berlin, the capital, is located in East

Germany. The city’s west side was free, and the city’s east side was communist. Many people were trying to escape from East Berlin, so a wall was built to keep

the people from escaping.

In 1961, the Soviet Union developed a moral code for all citizens to follow. The code included intolerance for

a disunited family and intolerance for those who did not work. All people had to owe allegiance to their

motherland and work toward the public good. Parents were to train their children properly and teach them to

have a strong work ethic.

 

 

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 04/24/13 page 7 of 10

 

1970 to 1979

This was a time of economic stagnation (the economy was not doing very well) and many of the member

nations felt frustrated. People grew tired of the lack of freedom of speech and there was little incentive for

them to work harder. The intellectual community (college professors) began to question their

governments and many took risks in doing so. Those that questioned the government policies (laws) were

arrested and sent to labor camps (Gulag).

   

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 04/24/13 page 8 of 10

 

1980 to 1989

The 1980s brought huge changes to the region. As people grew more and more discontent with the

government and the economy, change was inevitable. A Soviet Union leader by the name of Mikhail

Gorbachev began to loosen the strict laws that had been in place for many decades. He “opened” the door

for change in government and economic policy. He also loosened control of the media and other forms of expression. The president of the United States at the time was Ronald Reagan. Reagan pushed for change

by communicating with the Soviet Union’s leader. Toward the end of the decade, people in Eastern Europe began to see a more open society with

freedom to express themselves and eventually to leave the country if they chose to.

 

 

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 04/24/13 page 9 of 10

 

1990 to 1999

This was the decade of change in Eastern Europe. The Soviet Union and other countries that had been controlled by the Soviet Union were now free. The biggest change was the economy. They went from

communism (government control of production, distribution, and sale of products) to a free market

economy where businesses could be privately owned.

In 1991, the Soviet Union was dissolved and the republics (states) were set free. The Soviet flag was replaced with a different flag that represented a new

Russia. Leadership changed.

Things did not go perfectly, simply because transition is never easy, and it takes time to adapt to change. In general, people were happy to be free. Many people

left Russia. Russia experienced depopulation and continues to do so today. For the many Russians that

stayed, they face economic depression and unemployment.

 

 

Grade 6 Social Studies

Unit: 06 Lesson: 01

©2012, TESCCC 04/24/13 page 10 of 10

 

2000 to 2010

The changes brought positive and negative consequences to Western Europe and Eurasia. Many of the states of the Soviet Union broke away from the

biggest state, now called Russia, and struggled economically and politically. When people are

restricted for so many years under an oppressive government, change is difficult, and it takes years for

positive long-term effects to occur.

Today, there are over 40 million Internet users in Russia. Transportation has improved and they now have a more transparent media. The economy went

from being globally isolated to being globally integrated, and became one of the leading exporters of

petroleum.

Russia continues to have a lower birth rate than death rate.

Grade 6 Social Studies

Unit: 06 Lesson: 01

Yellow-Economic Green-Social Blue-Political ©2012, TESCCC 04/24/13 page 1 of 10

Teacher Resource for Learning Stations: 1910 through 2010 KEY Directions: Each decade is a component of a learning station.

1910-1919

The Czar (king or absolute monarch) Nicholas II (Romanov) had already been struggling to maintain

peace and order in Russia. There was high unemployment and people felt like their needs were not being met. Russia joined the Allied forces during World War I (1914-1918), but when he heard of civil

unrest in his own country, he decided to bring his troops home. A civil war was brewing in Russia. The Bolsheviks (led by Vladimir Lenin) fought hard to rid themselves from this monarchy. People were hungry and felt like the monarch was not taking care of the

poor. With disease and famine, people were frustrated. In 1918 the entire Romanov family (four daughters, a

son, and the king’s wife) were executed.

 

Grade 6 Social Studies

Unit: 06 Lesson: 01

Yellow-Economic Green-Social Blue-Political ©2012, TESCCC 04/24/13 page 2 of 10

 

1920-1929

World War I ended in 1918. Russia dealt with a civil war and had to retreat from fighting in the Great War

(World War I). Many people were starving, unemployed and frustrated during Russia’s civil war

and hoped for a new system of government. In 1922, the civil war ended, and the Soviet Union was formed. In the early 1920s, millions of people died in the Soviet

Union. Typhus fever spread and millions died, starvation continued and millions of children were left

homeless, living in streets. Lenin created the New Economic Policy in 1921. This plan would help

peasants by allowing them to own small portions of land for agricultural purposes and sell what they grew

for a small profit. Lenin, who founded the Communist Party, died in 1924, and Joseph Stalin became his replacement. More internal disputes between different political

groups continued. In the end, Stalin reigned as the next ruler. Stalin ruled with an iron hand and slowly took the agricultural lands away from the peasants. The vast majority of people were peasants. His five year plan was to transition from partial ownership of

lands to total government control (command economy).

Note: This may also be categorized as political

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1929-1939

During this decade, Stalin’s movement to collectivize farms created much turmoil. The government forced peasants to give up their land and forbade them from

moving or leaving their farms. Government restrictions increased. Those that did not abide by the restrictions

were killed or sent to prisons. Artists, musicians, writers and others were under strict government

control. Their work was censored, and it had to reflect love for the country.

This was also a time of much unrest in Europe. Hitler formed the Nazi Party in Germany and rose to power.

During this decade, Stalin decided to join the Allies and commit his troops against a common enemy, Nazi

Germany. Millions of Soviets died in the war. The Soviet economy took a beating and struggled to regain

social stability after the war.

 

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1939-1949

By 1945, World War II had ended leaving much of Europe in shambles. The Soviet Union saw an

advantage to help support smaller struggling nations and took advantage of the economic situation. At

home, the Soviet Union experienced a great famine killing millions of people. A severe drought plus the

devastation and aftermath of World War II worsened conditions for people.

Stalin was more concerned with annexing countries that surrounded the Soviet Union. This would ensure

an alliance of closely knit countries that practiced communism. This region was soon referred to as the

Eastern Bloc.

 

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1949-1959

The Soviet Union was quickly rising to power and spreading communist ideals throughout its neighboring countries. Small countries were no match for the very powerful Soviet Union and several had no choice but

to submit. In 1950, the Korean War broke out. A civil war was

fought between North Korea (supported by the Soviet Union) and South Korea (supported by the U.S.). In

1953, Stalin died. Still, communism continued to spread to other parts of the world. People living in the

Eastern European communist countries were not allowed to leave.

The Soviet Union continued to build up their military, spread communism, and explore space. They were

the first to send a satellite into space. The space race between the U.S. and the Soviet Union was one more

way to compete. Men and women worked long shifts in a rapidly

growing industrial nation, while children were provided with education. All institutions were under strict

government control. For those who dared to speak their minds through their writing, they were killed or sent to prisons (Gulags). Religious institutions were

destroyed.  

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1960 to 1969

Image Source: http://edtech2.boisestate.edu/lockwoodm/Communism/events_of_the_cold_war.htm

This decade brought more fear to the world and tensions were at a peak between the U.S. and the

Soviet Union. In the early 1960s a huge wall was built in the city of Berlin located in East Germany. After World War II, Germany (as part of a treaty) was

divided into West Germany and East Germany. West Germany was a free democratic-republic with a free

enterprise economy like that of the U.S. and the Western European countries. East Germany was

aligned with the Soviet Union and had a command economy. Berlin, the capital, is located in East

Germany. The city’s west side was free, and the city’s east side was communist. Many people were trying to escape from East Berlin, so a wall was built to keep

the people from escaping.

In 1961, the Soviet Union developed a moral code for all citizens to follow. The code included intolerance for

a disunited family and intolerance for those who did not work. All people had to owe allegiance to their

motherland and work toward the public good. Parents were to train their children properly and teach them to

have a strong work ethic.

 

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1970 to 1979

This was a time of economic stagnation (the economy was not doing very well) and many of the member

nations felt frustrated. People grew tired of the lack of freedom of speech and there was little incentive for

them to work harder. The intellectual community (college professors) began to question their

governments and many took risks in doing so. Those that questioned the government policies (laws) were

arrested and sent to labor camps (Gulag).

   

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1980 to 1989

The 1980s brought huge changes to the region. As people grew more and more discontent with the

government and the economy, change was inevitable. A Soviet Union leader by the name of Mikhail

Gorbachev began to loosen the strict laws that had been in place for many decades. He “opened” the door

for change in government and economic policy. He also loosened control of the media and other forms of expression. The president of the United States at the time was Ronald Reagan. Reagan pushed for change

by communicating with the Soviet Union’s leader. Toward the end of the decade, people in Eastern Europe began to see a more open society with

freedom to express themselves and eventually to leave the country if they chose to.

 

 

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1990 to 1999

This was the decade of change in Eastern Europe. The Soviet Union and other countries that had been controlled by the Soviet Union were now free. The biggest change was the economy. They went from

communism (government control of production, distribution, and sale of products) to a free market

economy where businesses could be privately owned.

In 1991, the Soviet Union was dissolved and the republics (states) were set free. The Soviet flag was replaced with a different flag that represented a new

Russia. Leadership changed.

Things did not go perfectly, simply because transition is never easy, and it takes time to adapt to change. In general, people were happy to be free. Many people

left Russia. Russia experienced depopulation and continues to do so today. For the many Russians that

stayed, they face economic depression and unemployment.

 

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2000 to 2010

The changes brought positive and negative consequences to Western Europe and Eurasia. Many of the states of the Soviet Union broke away from the

biggest state, now called Russia, and struggled economically and politically. When people are

restricted for so many years under an oppressive government, change is difficult, and it takes years for

positive long-term effects to occur.

Today, there are over 40 million Internet users in Russia. Transportation has improved and they now have a more transparent media. The economy went

from being globally isolated to being globally integrated, and became one of the leading exporters of

petroleum.

Russia continues to have a lower birth rate than death rate.