Velvet Revolution (Czechoslovakia, 1989) - Analysis of a Social Justice Movement
- Balance Learning Resources
- 6 days ago
- 4 min read
Updated: 4 days ago
Grade Level: 9-12
Duration of video 1: 2 minutes, 12 seconds
Duration of video 2: 4 minutes, 12 seconds
Duration of video 3: 1 minute, 47 seconds
Themes: Methods over slogans • Non‑violence & human dignity • Truth vs. manipulation • Inclusion vs. dehumanization • Democratic participation • Transparency • Complexity over simplification • Dignity for all
Photo © Robbie Ian Morrison, CC BY 4.0 via Wikimedia Commons
Description:
Students apply 10 objective criteria to analyze a social justice movement that is widely noted for its nonviolent, dignity‑centered tactics: the Velvet Revolution in Czechoslovakia (Nov–Dec 1989). Using short videos and primary‑source snippets, learners test whether the movement’s goals, methods, and outcomes align with genuine social justice for all, or reveal red flags. By design, this lesson is based on students’ observations of video content and teacher-neutrality: the 10 objective criteria drive students’ analysis.
Video 1: Video. Czechoslovakia's Velvet Revolution 30 years on (Euronews) (2:12)
Video 2: The Velvet Revolution and Breakup of Czechoslovakia (History Matters)(4:12)
Video 3: Prague Defeating Communism in 1989 (Rick Steves Classroom) (1:47)
Lesson Plan:
🎯 OBJECTIVES (SWBAT):
Use 10 objective criteria to analyze the Velvet Revolution’s aims and the main non‑violent methods seen in the videos.
Cite evidence for their analysis.
Explain how symbols/space/stewards can keep protests safe and inclusive.
Commit to using this type of analysis for other social justice/historical movements.
🧰 MATERIALS:
Video 1: Video. Czechoslovakia's Velvet Revolution 30 years on (Euronews) (2:12)
Video 2: The Velvet Revolution and Breakup of Czechoslovakia (History Matters) (4:12)
Video 3: Prague Defeating Communism in 1989 (Rick Steves Classroom) (1:47)
SMARTboard or projector
Student Worksheet 1: 10 Crucial Questions to Analyze a Movement
📋 LESSON FLOW
Hook:
Ask: Is it possible for a movement to call itself a ‘social justice movement’ but in truth it is not interested in justice, dignity, and civil rights for all?
On the board: How can we tell if a social justice/historical movement truly supports everyone’s dignity and civil rights?
With a partner, brainstorm specific actions a movement can take to show it is based on social justice for all. Share 2–3 with the class.
Connection:
Say: It’s helpful to have 10 objective criteria to analyze historical movements and see if they are truly about social justice.
Hand out Student Worksheet 1: 10 Crucial Questions to Analyze a Movement and go over them with the class.
Procedure: Teacher says:
“In late 1989, Czech and Slovak citizens gathered peacefully for weeks, culminating in a nationwide general strike; the regime stepped down, and Vaclav Havel was elected president on Dec 29—without a civil war.”
I will be showing you three short videos about this movement, called The Velvet Revolution. As you watch each video, take notes on Student Worksheet 1: 10 Crucial Questions to Analyze a Movement to analyze whether this movement aligned with these 10 criteria. We will discuss this after.
Video set - What do we see/hear?
As each video plays, students should take notes to fill out their Student Worksheet 1: 10 Crucial Questions to Analyze a Movement.
Show Video 1: Video. Czechoslovakia's Velvet Revolution 30 years on (Euronews)
Pause for students to take note of crowds, signs, demeanor; reference to free elections; no call to harm.
Show Video 2: The Velvet Revolution and Breakup of Czechoslovakia (History Matters) - Students jot quick notes: tactics, organizations (Civic Forum/Public Against Violence), general strike, leadership transition.
Show Video 3: Prague Defeating Communism in 1989 (Rick Steves Classroom)
In Pairs:
In pairs or small groups, have students discuss their answers to Student Worksheet 1: 10 Crucial Questions to Analyze a Movement.
Whole Class Discussion:
Reunite the class, and have students share and discuss their analysis of the Velvet Revolution, based on the 10 criteria.
Assessment/Exit Ticket: Students write a paragraph that includes these two points:
Based on the videos, the Velvet Revolution is chiefly a [Social Justice / Something Else / Mixed] movement because [Cite criterion + evidence].
I will keep these 10 criteria in mind when analyzing other social justice/historical movements such as….
Final Message:
Today, we observed evidence and applied 10 objective criteria to analyze a social justice movement. We saw public goals tied to free elections, non‑violent mass participation, and inclusive symbols. Leadership and aims were transparent, and the goal sought was a peaceful, democratic transition.
Your analysis should rest on evidence - which criteria did the movement exhibit most clearly, and what exact words or behaviors prove it?
Take this tool with you whenever you evaluate any movement.
Further Study: Analyzing Other Historical Movements:
Teach the following lessons about other historical movements, where students will analyze each movement using the 10 criteria:
Nazism: The Wave: Real Social Justice vs. Hateful Hidden Agendas?
Free Palestine Movement: Analysis of a Current Movement: Free Palestine Protests
The Refusenik Movement: The Soviet Jewry Refusenik Movement – Analysis of a Social Justice Movement
Dr. Martin Luther King Jr. and the Black Civil Rights Movement: Dr. Martin Luther King Jr. & the March on Washington - Analysis of a Social Justice Movement
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