K-12 Social Studies Timeline Template Comparative Politics: Unit 3: Government and Politics in the Russian Federation

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1 Unit Name: HP Components Weeks 1, 2, 3 Government and Politics in the Russian Federation Short Descriptive Overview The student will learn how Russia s past political history has influenced its unpredictability as a stable democracy. Concepts Government Politics Public policy Generalizations/Enduring Understandings The Comparative Method Understanding interdependency in this world depends upon a grasp of conceptual differences between and similarities among types of political systems. Sovereignty, Authority, and Power Sovereignty and legitimacy can be affected by internal divisions over power and its distribution. Political culture and other such values are often organized in specific ideologies that influence the direction of power. Political and Economic Change A stable democracy s economic preconditions and effects can be useful in the study of countries facing political upheavals. Citizens, Society, and the State A country s political patterns are influenced by certain kinds of cleavages such as religion, ethnicity, and class systems. A political system may be supported or undermined by such factors as the media and political participation. Political Institutions How a country determines its levels and branches of

2 government can be related to its political environment. The relationship between the original definition of a nation s constitution and the exercise of its real political power sometimes do not correspond. A nation s political role is influenced by its traditions and identities of its bureaucracy. Public Policy Public policy, both domestic and foreign, can be influenced by a broad range of formal and informal institutions Guiding/Essential Questions The Comparative Method How can Russia s political and economic unpredictability help its position with other democracies? overeignty, Authority and Power What is the difference between the political legitimacy of past Russia and 21 st century Russia? How has the past history of Russia encouraged or discouraged democracy? How has Russia s political culture been shaped by it geographic setting, cultural orientation, and clashing attitudes toward the state? Political and Economic Change How has the past history of autocratic rule in Russia contributed or deterred from the path of democratic rule? How has the history of socialism and communism contributed or deterred democratic reforms? How has the current President and his government influenced democratic reforms, either positive or negative? Citizens, Society, and the State Why is nationality the most important single cleavage in Russia? How do the factors of religion, social class, and industrialization play into the current attempts to democratize Russia? What attitudes are reflected by the Russian citizens that

3 have led to the strong feelings of hostility towards their government? How strong is political participation among the Russian citizens today? Political Institutions Why is Russia still very much a one-party state? Why don t interest groups have a strong basis in Russian society? Why has the media lately fallen under the strong control of the Russian government? How is it possible that certain shady groups have more control over Russian politics than legitimate organizations such as political parties and interest groups? What is the overall structure of the Russian government? Public Policy What measures have the most current regimes of the new Russian Federation taken to overcome the economic problems of the old Soviet Regime? How successful is Russian foreign policy compared to other western democracies? What kind of problems does Russia share with other Western democracies? How different is the definition of the development of a civil society from Western theory based on John Locke and other Enlightenment philosophers? How does this definition test the future of democracy in Russia? TEKS: History TEKS: Geography TEKS: Economics TEKS: Government TEKS: Science, Technology & Society TEKS: Culture (with emphasis on Dallas/Texas

4 culture) TEKS: Citizenship TEKS: Social Studies Skills **Disclaimer** Strand 8 TEKS are in each unit. Skills are to be applied to lessons in a continous and ongoing manner. Direct teaching of the skills is applied when necessary. (c) Knowledge and skills. (1) The student will investigate, independently or collaboratively, a problem, issue, or concern within a selected profession or discipline. The student is expected to: (A) analyze the relationship between his or her interests and career/discipline; (B) review literature from varied sources from the selected career or discipline; (C) identify a problem, issue, or concern; (D) survey and/or interview professionals to determine the appropriateness of a project; and (E) develop a proposal that includes well-defined questions, goals and objectives, rationale, and procedures for the project. (2) The student will demonstrate understanding of the research methods and/or technologies used in a selected profession or discipline. The student is expected to: (A) develop an understanding of the requirements and practices of the profession in the selected career or discipline through observation; (B) simulate the methods and/or technologies used

5 in the research process particular to the selected field or discipline; and (C) review and revise the original proposal to reflect changes needed based upon preliminary research and practices. (3) The student will develop products that meet standards recognized by the selected profession or discipline. The student is expected to: (A) collaborate with the appropriate professionals to define the product; (B) develop a plan for product completion; (C) develop assessment criteria for successful completion of the project; (D) establish the appropriateness of the product for the intended audience; (E) implement the plan for product completion; and (F) maintain a journal to document all phases of the implementation of the plan and reflections on learning experiences and processes. (4) The student will demonstrate an understanding of the selected problem, issue, or concern by explaining or justifying findings to an appropriate audience for public comment or professional response. The student is expected to: (A) review and revise the plan to present the findings; (B) make arrangements for the presentation of

6 findings to an appropriate audience; (C) present findings, simulating the skills used by professionals; (D) consider feedback received from the audience; (E) reflect on the study and its potential for impact on the field; and (F) reflect on personal learning experiences of the study. AP Goals Students will successfully understand major comparative political concepts, themes, and generalizations. Students will have knowledge of important facts pertaining to the governments and politics of China, Great Britain, Iran, Mexico, Nigeria, and Russia. Students will understand typical patterns of political processes and behavior and their consequences. Students will be able to compare and contrast political institutions and processes across countries and to derive generalizations. Students will be able to analyze and interpret basic data relevant to comparative government and politics.

7 Topics Historical background Current Constitution Russian Political Culture in the Post-Soviet Period Political Participation Interest Articulation Parties and the Aggregation of Interests The politics of economic reform Rule Adjudication or Judiciary law Russia and the International Community Essential Facts Academic Vocabulary Boris Berezovsky, Bolsheviks, boyars, Chechnya, civil society in Russia, collective farms, collectivization, Confederation of Independent States, Constitution of 1993, Constitutional Court, CPRF, cultural heterogeneity in Russia, decrees, de- Stalinization, Duma, equality of result in Russia, Federation Council, Five Year Plans, general secretary, Gorbachev s threepronged reform plan, Gosplan, Kulaks, Alexander Lebed, Vladimir Lenin, Liberal Democrats, mafia, Marxism-Leninism, Mensheviks, near abroad, New Economic Policy, nomenklatura, oligarchy, politburo, proportional representation in Russia, shock therapy, slavophile vs. westernizer, Stalinism, statism in Russia, totalitarianism, tsars, United Russia Party, Yobloko, Boris Yeltsin, Zemstvas, Vladimir Zhirinovsky, Gennady Zyuganov, Vladimir Putin. Boris Berezovsky, Bolsheviks, boyars, Chechnya, civil society in Russia, collective farms, collectivization, Confederation of Independent States, Constitution of 1993, Constitutional Court, CPRF, cultural heterogeneity in Russia, decrees, de- Stalinization, Duma, equality of result in Russia, Federation Council, Five Year Plans, general secretary, Gorbachev s threepronged reform plan, Gosplan, Kulaks, Alexander Lebed, Vladimir Lenin, Liberal Democrats, mafia, Marxism-Leninism, Mensheviks, near abroad, New Economic Policy, nomenklatura, oligarchy, politburo, proportional representation in Russia, shock therapy, slavophile vs. westernizer, Stalinism, statism in

8 Conceptual Framework, Processes and Skills Applying comprehension strategies to expository texts Textbook, various outside primary and secondary sources Russia, totalitarianism, tsars, United Russia Party, Yobloko, Boris Yeltsin, Zemstvas, Vladimir Zhirinovsky, Gennady Zyuganov, Vladimir Putin. Summarize in chunks synthesize paraphrase record main ideas reread and review interpret assess PRTR- preview,read,think,review Applying Critical Thinking Skills recognize classify interpret exemplify summarize infer differentiate organize produce factual knowledge conceptual knowledge procedural knowledge Analyzing Primary Sources Analyzing Artifacts what, who, occasion, purpose, reflection of values, change of meaning over time, expanding knowledge about the time period. Applying Skills of Inquiry and Presentation Applying Problem-Solving/Decisionmaking Skills Web and internet resources note-making Cornell, half-notes, Concept cards, outline discussion, question wall, projects artistic renderings Transfer information from one form to another background analysis making a decision

9 action Making connections to Real World/Current Events Textbook Correlations current events basic democratic values/responsibilities social issues democracy free enterprise Comparative Politics Today: A World View, 8 th edition, Almond, Dalton, Powell, & Strom: Pearson, Longman, Comparative Politics (5 th Edition), Hauss, Charles; Thomson Wadsworth, AP Comparative Government and Politics: A Study Guide (2 nd Edition), Ethel Wood; Woodyard Publications, Support Materials (SSCED, etc.) CollegeBoard AP Comparative Government and Politics Acorn Book