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 and the lesson objectives, then view an image of Havana. They contribute to a class table by posting what they already know about Cuba, adding new information if their idea has already been mentioned.
Teacher MovesIntroduce the focus of the experience, highlighting that Cuban–U.S. relations are ongoing and may have changed since 2016. Review the objectives and use the table responses to gauge prior knowledge about Cuba, inviting students with Cuban family connections 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 describing the Spanish-American War, the Cuban Missile Crisis, and waves of Cuban refugees. Using information from the timeline, they complete a drag-and-drop activity to place key events in chronological order.
Teacher MovesGuide students through the broad outline of Cuban history, prompting them to identify and discuss key shifts in the relationship between the United States and Cuba. Clarify important events and ensure students use the timeline to support their sequencing of historical milestones.
Students read an explanation of how Cuba’s economy changed from a relatively wealthy, tourism- and sugar-based system with sharp inequalities to a communist, state-controlled economy closely tied to the Soviet Union. They learn how the U.S. trade embargo and the fall of the Soviet Union affected Cuban trade, military capacity, and economic policies. Students then respond on a class wall to explain the effect of the Soviet Union’s collapse on the Cuban economy and why it had that impact.
Teacher MovesSupport students in connecting the fall of the Soviet Union to Cuba’s economic decline and subsequent policy changes. Highlight and share strong student responses from the wall, emphasizing that Soviet aid had artificially supported Cuba’s economy and that the loss of this support pushed the government to loosen some controls and allow limited free trade.
Students review 10 Economic Facts About Cuba to deepen their understanding of current economic conditions, then answer a poll selecting the fact they believe best reflects Cuba’s economic status today. Next, they read Cuba’s Economy to gather data on estimated 2020 exports and imports and complete a graphic organizer comparing these figures and inferring what they suggest about Cuba’s economy. After rereading the Economic Overview section, students post a short summary on a class wall describing recent economic reforms and drawing conclusions about the nature of the Cuban economy during Fidel Castro’s presidency.
Teacher MovesDiscuss student poll choices, steering attention toward facts that more directly indicate economic conditions (such as income levels, internet access, and demographic trends) and clarifying why some facts are less relevant. Support students in accurately recording trade data and making reasonable inferences about Cuba’s trade balance and government debt. Share exemplary wall responses and use them to highlight key reforms—such as increased self-employment, private ownership, and foreign investment—and to contrast 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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