Charting Russia's Future in the Post-Soviet Era. Eighth Edition. Teacher Resource Book [and Student Text]. Public Policy Debate in the Classroom. Choices for the 21st Century.

Autor/in	Fox, Sarah Cleveland
Institution	Brown Univ., Providence, RI. Thomas J. Watson, Jr. Inst. for International Studies.
Titel	Charting Russia's Future in the Post-Soviet Era. Eighth Edition. Teacher Resource Book [and Student Text]. Public Policy Debate in the Classroom. Choices for the 21st Century.
Quelle	(2002), (107 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-891306-54-5
Schlagwörter	Leitfaden; Unterricht; Lernender; Leitfaden; Unterricht; Lehrer; Area Studies; Critical Thinking; Economic Factors; Foreign Countries; Foreign Policy; Futures (of Society); Learning Activities; Lesson Plans; Perspective Taking; Political Issues; Programming (Broadcast); Secondary Education; Simulation; Social Studies; Units of Study; Russia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Landeskunde; Kritisches Denken; Ökonomischer Faktor; Ausland; Außenpolitik; Future; Society; Zukunft; Lernaktivität; Lesson planning; Unterrichtsplanung; Zukunftsperspektive; Politischer Faktor; Programmgestaltung; Sekundarbereich; Simulation program; Simulationsprogramm; Gemeinschaftskunde; Lerneinheit; Russland
Abstract	Russia struggle with questions of identity and economic stability sine ending its Cold War relationship with the United States. In this unit students are asked to see the world through Russian eyes and to contemplate Russian choices in the areas of economic development, political organization, and foreign policy. The unit focuses on three distinct directions, or futures, for Russia in the coming years. Each future is grounded in a well defined philosophy about Russia's place in the world and offers broad guidelines in fundamental policy issues in Russia. The Teacher Resource Book contains a day-by-day lesson plan and student activities. Day one, the "Introduction and Part 1: "Lessons from Russia's Past," has students role playing the six historical figures featured in the background reading. "Part 2: Exploring the New Russia," on the second day asks students to consider how Russian television programming reflects the values and tastes of viewers in the new Russia. The third and fourth days of the lesson plan involve students in a simulation in which they act as advocates for the three futures taking on the role of Russian voters. The three futures consist of: (1) restore state control; (2) proceed with firmness; and (3) look to the west. On the fifth day, students draft a campaign platform for Russia based on their own values and beliefs. An optional lesson offers the opportunity to explore Russia's constitution. Teachers may also find the "Alternative Three-Day Lesson Plan" useful. Lesson plans are designed for traditional class periods of approximately 50 minutes. Using the student text, students are asked to step into Russian shoes and consider Russia's future. They are confronted with questions that Russians are now debating: What principles should guide the development of Russia's economy? Which political system is best for Russia? What role should Russia play in international affairs? To prepare for the challenge, students begin with a brief survey of Russian history, focusing in particular on part efforts to change Russian society. The second part of the background reading deals with the events that have occurred since the Soviet Union came to an end on December 25, 1991. In this section students learn how Russia has changed in terms of its economic development, political thinking, and international relations. Contains four relevant supplementary documents. Lists 11 supplementary resources. (BT)
Anmerkungen	Choices Education Program, Watson Institute for International Studies, Brown University, Box 1948, Providence, RI 02912 ($15 per teacher/student set). Tel: 401-863-2809; Web site: http://www.watsoninstitute.org/index2.cfm.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC