Students explore significant events in the history of Cuba, from independence from Spain in 1898 through current times. Next, they focus on the Communist Revolution and its connection to the Soviet Union. Finally, they evaluate the fall of the Soviet Union and its impact on the Cuban economy.
Students read an introduction to Cuba’s geography and its role in Cold War tensions, then review the lesson objectives. They contribute prior knowledge about Cuba by posting facts or ideas in a shared class table.
Teacher MovesPresent the overview of the experience, emphasizing that U.S.–Cuban relations are ongoing and may have changed since 2016. Clarify the objectives and use the shared table to gauge students’ background knowledge, inviting students with personal or family connections to Cuba to share relevant stories.
Students examine the Cuban History Timeline to identify major events and turning points in Cuban and U.S.–Cuban relations. They read background text on the Spanish-American War, the Cuban Missile Crisis, and Cuban refugee movements, then complete a drag-and-drop activity to sequence key events in Cuban history from independence through the re-establishment of diplomatic ties with the United States.
Teacher MovesGuide students through the timeline, prompting them to highlight and discuss key shifts in U.S.–Cuban relations. Clarify historical context for events such as the Spanish-American War, the Cuban Missile Crisis, and refugee waves, and support students as they check and correct the chronological order of events in the drag-and-drop task.
Students read an explanatory text tracing Cuba’s economic development from its pre-1959 prosperity and inequality, through the establishment of a communist state aligned with the Soviet Union, the U.S. trade embargo, and the economic consequences of the Soviet Union’s collapse. They then respond on a class wall to explain how the fall of the Soviet Union affected the Cuban economy and why.
Teacher MovesClarify key economic concepts such as communism, state ownership, trade embargo, and economic aid, and connect them to Cuba’s changing circumstances. Review student posts on the wall, highlight strong explanations, and lead a discussion that surfaces the idea that Soviet support had artificially propped up Cuba’s economy, leading to severe difficulties and limited economic liberalization after the Soviet Union fell.
Students review a summarized list from 10 Economic Facts About Cuba and select five facts to analyze in a graphic organizer, writing sentences that explain how each chosen fact does or does not reflect Cuba’s economic condition. Next, they read Cuba’s Economy to locate estimated 2020 export and import values, complete a graphic organizer comparing these figures, and infer what the trade balance suggests about Cuba’s economy. Finally, they revisit the “Economic Overview” section of the same resource and post a short summary of recent Cuban economic reforms and conclusions about the nature of the economy during Fidel Castro’s presidency.
Teacher MovesSupport students in distinguishing which listed facts are meaningful indicators of economic conditions and which are less directly related, prompting them to justify their choices. Check that students accurately record export and import data and draw reasonable inferences about trade and debt. During the wall activity, select and share representative student responses, then synthesize key points about reforms such as increased self-employment, private ownership, and foreign investment, contrasting these with the tightly controlled, state-dominated economy under Fidel Castro.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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