Anti-liberal Modernisation of the Soviet Union
The Armenian Case
Thema
In the 1920-1930s, the Soviet Union undertook a modernisation process during which they attempted to change the structure of the economy and the use of machinery. This unit explores how these processes were implemented in the Armenian Soviet Socialist Republic (now the Republic of Armenia), focusing on how they were forced upon the population, their anti-liberal nature, and the lives of regular people during those times.
The Soviet past greatly impacts the present-day circumstances of people in the post-Soviet bloc. Exploring the challenges of the modernisation processes can help students explore and critically analyse the current economic challenges. The propaganda tools applied during that period have been used throughout history in a wide range of situations. Learning how to identify one-sided propaganda is crucial in the 21st century.
Lehrplanbezug
The theoretical foundations of Marxist ideas; the seizure of power by the Bolsheviks; Soviet rule under Lenin and Stalin, and totalitarian rule; the restructuring of the economy; the anti-liberal modernisation concept in the Soviet Union; propaganda and the use of different types of media for propaganda; the relationship between the USSR and the West, and capitalism and socialism.
Erwartete Kompetenzen
Historical competences, critical thinking and analysis, communication and collaboration.
Didaktische Perspektive
This unit is built around the following four didactic principles: 1. A student-centred and active learning approach, 2. A constructivist approach, 3. An inquiry-based learning approach and 4. A collaborative learning approach.
The student-centred and active learning approach focuses on actively engaging students in the learning process, encouraging them to explore, analyse and reflect on the content. Pupils are involved in group discussions, source analysis (e.g. image, text), and reflection activities, which place them at the centre of their learning experience. Utilising this approach fosters the development of critical thinking and analysis skills/competences.
Within the constructivist approach learning is seen as a process where pupils build upon their existing knowledge by connecting new information with prior experiences. The lesson organised around this didactic principle encourages students to connect their understanding of Soviet history with the specific topic of collectivisation and the experiences of dissenters, building a more nuanced understanding of the period.
Within inquiry-based learning pupils learn by asking questions, investigating, and seeking out answers. The lesson planned around this approach promotes inquiry by having students analyse historical sources, ask critical questions, and explore the consequences of resisting collectivisation.
The collaborative learning approach enhances learning by encouraging pupils to work together, share ideas, and learn from each other. Group discussions and collaborative analysis activities help students develop communication and teamwork skills while deepening their understanding of the content, such activities also further communication and collaboration between students and the teacher.
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