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- Use a variety of research skills to locate and collect geographic data
- Use maps to collect and/or compile geographic information
- Prepare various forms of diagrams, tables, and charts to organize and display geographic information
- Interpret and synthesize information obtained from a variety of sources
- Develop and present combinations of geographic information to answer geographic questions
- Make generalizations and assess their validity
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- gather and interpret information on the causes of the collapse of the Soviet Union
- identify and locate the republics of the former Soviet Union
- investigate and describe the challenges facing the republics of the former Soviet Union
- analyze the impact of geography—physical features, natural resources, population—on their ability to meet these challenges
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Why did the Soviet Union collapse?
What are the challenges faced by the former Soviet republics? Why?
How do the physical features, natural resources, and population(s) of the republics affect
the ability of the former Soviet republics to meet these challenges?
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This student booklet (Acrobat 147kb) contains most of the following materials.
Textbooks
Optional Internet Access
SR-1 The Fall of a Superpower
SR-2 Blank Outline map of the CIS
SR-3 Russia
SR-4 Challenges faced by CIS republics
TR-1—Requirements for report
TR-2—Suggested Time Frame
Atlases
Poster paper, markers
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The Soviet Union was the world’s most multinational empire, embracing 140 different nationalities and numerous languages and ethnic subgroups.
In 1991, following the collapse of the Soviet Union, the Commonwealth of Independent States
(CIS) was established to provide a framework of cooperation among ex-Soviet states. Please
note that, depending on the text used, ex-Soviet states are also referred to as Russia and the
Newly Independent Republics, Former Soviet Union, or Former Soviet Republics.
The ex-Soviet republics have relatively loose ties and these are basically economic. The
republics, both individually and collectively, continue to face serious challenges. The CIS
covers an area of approximately 8.6. million square miles. Three of the member nations are in
Europe and 11 in Asia; Russia is both a European and an Asian nation. There are 11 time zones.
About two-thirds of the people live in towns and cities, with 22 cities of more than a million
people each. There are more than 285 million people with over 100 national groups and separate
languages.
In this lesson, students gather and interpret information on the causes of the collapse of
the Soviet Union, identify and locate the republics of the former Soviet Union, investigate the
challenges facing them, and analyze the impact of geography in helping them to meet these
challenges.
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Provide students with a short reading that describes events leading to the
collapse of the Soviet Union; for example, Prentice Hall’s World Cultures, A Global Mosaic, pages 745–749, or the attached SR-1, from Globe’s Russia and the Commonwealth. Have students develop a time line of events leading to the collapse or design a graphic organizer, e.g. a web, to illustrate steps leading to the collapse, e.g. demands, reforms, responses to reforms. When students have completed one or both activities, have them respond to the following:
- What were the major challenges faced by the Soviet Union in the years before the collapse?
- Based on the information you have gathered, which of these challenges was the most difficult for Soviet leaders to try to solve? Why?
- It has been stated that the major cause of the Soviet Union’s problems in the years prior to its collapse was its centralized decision making and planning. [Note: this concept may need further explanation] Do you agree or disagree with this ? Explain your response.
- Why did the attempted reforms of the Soviet government and economy fail?
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- Distribute SR-2, blank outline map of the former Soviet Union, to each student. Have
students use textbooks or atlases to locate, identify and label the 12 CIS republics. Depending on
the academic level of students, you may wish to use a transparency to model labeling of the map
so that empty space is used to print/write names of small republics. Use the same transparency
so that all students can check the accuracy of their work. Inform students that they will use the
maps later to record information.
- Ask students if they think all of the challenges faced by the Soviet Union disappeared after the
formation of the CIS or did the challenges increase or change once there were 12 republics? Inform students that, as a class, we will investigate Russia to determine what happened, then, in
small groups, they will investigate one of the other republics. For each, specific information will
be gathered. As they read the information on Russia, they should note the organization of the
report in preparation for doing their own. See TR-1.
- Distribute SR-3, The Russian Republic. Have students read and, as a class list challenges facing
the republic of Russia on the chalkboard. Then, have students develop a symbol for each. These
should include economic troubles, environmental issues, political developments, ethnic
squabbles, nuclear weapons, foreign relations..
- Distribute SR-4, Challenges Facing the CIS, and have students complete for Russia only.
Have them use the symbols designed in Activity 3 to complete the “Challenges” column.
Identify and discuss geographical features of Russia and how these can/should be used to meet
the challenges it faces.
- Divide class into 11 groups of 2 or 3 students each. Assign, or have students select, one of the
other 11 republics to investigate. Have them use classroom and library resources, and/or the
Internet (see Bibliography for sites) to conduct research. You may wish to put the guidelines
from TR-1 on the chalkboard, chart paper or a transparency for easy student reference (These
could also serve as a rubric). Allow time for students to gather, interpret, and synthesize
information. Provide poster paper and markers to each group so that they can record data and
conclusions, with illustrations or a sketch of the country, as appropriate.
- Place the 11 posters in different locations around the room. Instruct groups to use SR-4—the
chart titled Challenges Facing the CIS—during a gallery walk to record information about each
republic, including the one investigated. Inform them that the information on their charts will
then be used to answer a series of questions. The “Challenge” column may be completed using
the symbols designed in Activity two. If there are challenges for which no symbol was designed,
have students write a description. When groups complete the gallery walk, have them use
information on their charts to respond to the following:
How do the challenges faced by the republics of the CIS compare to those faced by the Soviet Union? What has changed?
Which challenges are faced by more than half of the republics? Which by only a few? Which republics are finding their physical features, resources and population an advantage in meeting the challenges they face?
Which are finding these geographic factors of no help? Why?
Closure: Have students use their maps and the symbols designed for challenges faced by the
republics to develop a map key/legend, and record the information for all republics. When they
have finished, ask how the map can serve as a tool to help recall what was learned, and what the
map can provide that a chart cannot.
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Have each pair/triad work with other pairs/triads to form and name a
region of republics based on a minimum of three common characteristics, e.g. similar challenges,
similar geographic characteristics, similar ways of meeting challenges, etc. and an explanation of
their reasoning. Then, based on the information gathered and shared, have students determine
how these geographic features, cultural characteristics, etc. would help or hinder the region’s
ability to meet the challenges the republics face.
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Students may complete a writing activity using the following prompt.
Some political and economic leaders of the 12 CIS republics have suggested that they would
benefit more by a return to a united “Soviet Union” and the old ways of government and
business. Based on what you have learned, do you think this would help the republics meet the
challenges they face? Explain your response, citing evidence from your map, chart and readings.
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______, 1997. Focus on Europe & Eurasia. Upper Saddle River, NJ: Globe Fearon
Jacobs, Heidi, et.al.1998. World Explorer:Europe and Russia. Upper Saddle River, NJ:
Prentice Hall
Ahmad, Iftikhar, 1996. World Cultures: A Global Mosaic. Englewood Cliffs, NJ: Prentice
Hall
Kort, Michael, 1993. Russia and the Commonwealth. Paramus, NJ: Globe Book Company
Buckley, Richard, ed., 1996. Russia and Its Neighbours: Uneasy Relationships. Cheltenham,
England: Understanding Global Issues
______, 1994. Geography for Life: National Geography Standards. Washington, DC:
National Geographic Research and Exploration
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