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Moscow Facts & Worksheets

Moscow, russian moskva, is the capital and most populated city of russia, situated in the westward part of the country., search for worksheets, download the moscow facts & worksheets.

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Table of Contents

Moscow , Russian Moskva, is the capital and most populated city of Russia , situated in the westward part of the country. Moscow is not just the political capital city of Russia but also the industrial, cultural, scientific, and educational capital. For more than 600 years, Moscow also has been the spiritual center of the Russian Orthodox Church.

See the fact file below for more information on the Moscow or alternatively, you can download our 21-page Moscow worksheet pack to utilise within the classroom or home environment.

Key Facts & Information

Description.

• The city area is about 30 km in diameter and the population reaches to almost 10 million people.
• Moscow was first mentioned in the chronicles of 1147, where it played an important role in Russian history.
• The people of Moscow are known as Muscovites.
• Moscow is famous for its architecture, especially its historical buildings such as Saint Basil’s Cathedral .
• Moscow is a city with the most money in Russia and the third biggest budget in the world.
• Moscow began as a medieval city and developed into what was known as the Grand Duchy of Moscow, an administrative region ruled by a prince.
• Moscow is where all Russia’s tensions and inequalities meet to coexist, producing a unique feeling of a city that looks European but feels somewhat Asian in its mood and intensity.
• In 1147 Moscow was called Moskov, which sounds closer to its current name. Moscow was derived from the Moskva river, on which the city is located. The Finno-Ugric tribes, who originally inhabited the territory, named the river Mustajoki, in English: Black River, which was presumably how the name of the city originated.
• Several theories were proposed on the origin of the name of the river however linguists cannot come to any agreement and those theories haven’t been proven yet.
• The first known reference to Moscow dates from 1147 as a meeting place of Yuri Dolgoruky and Sviatoslav Olgovich. Muscovites today consider Prince Yury Dolgoruky their city’s founding father, but it was only recorded that he dined with friends in the town.
• In 1156, led by Knjaz Yury Dolgoruky, the town was barricaded with a timber fence and a moat. In the course of the Mongol invasion of Rus, the Mongols under Batu Khan burned the city to the ground and killed its inhabitants.
• Nevertheless, Moscow was restored and became more important. Yet the Mongols came back in 1382 and burned Moscow City again.
• Still, Moscow shortly recovered and In the 15th century, it probably gained a population of about 50,000. But, unfortunately, in 1571 the Crimean Tatars burned Moscow again.
• By 1712, Tsar Peter the Great decided to move his capital to St. Petersburg from Moscow. With this, Moscow began a period of dissolution. In the 1770s Moscow suffered an outbreak of the bubonic plague. But still, Moscow University was successfully founded in 1755 and at the beginning of the 19th century, Moscow was prospering again.
• Arbat Street at that time was also established. But then, Napoleon invaded Russia. The Muscovites, the retreating party, set their own city on fire by 1812 and it was rebuilt completely at the beginning of the 19th century.
• During 1917 the Communists started a revolution in which they imposed a totalitarian government in Russia. By 1918, Lenin transferred his administration to Moscow.
• After Lenin, the tyrant Josef Stalin governed the city. Under his regime, several historic buildings in the city were destroyed. Nevertheless, the first line of the Metro opened in 1935.
• By June 1941, the Germans had invaded Russia and had arrived on the outskirts of Moscow by December. As they arrived, they suddenly  turned back.
• After the Second World War , Moscow continued prospering even though many nations boycotted the Moscow Olympics in 1980.
• Fortunately, Communism collapsed in Russia in 1991 and in 1997 Moscow celebrated its 850th anniversary.
• Moscow is situated on the banks of the Moskva River, which flows through the East European Plain in central Russia. Teplostanskaya highland is the city’s highest point at 255 meters (837 feet). The width of Moscow city (not limiting MKAD) from west to east is 39.7 km (24.7 mi), and the length from north to south is 51.8 km (32.2 mi).
• Moscow has a humid continental climate with long, cold winters usually lasting from mid-November through the end of March, and warm summers .
• Moscow is the financial center of Russia and home to the country’s largest banks and many of its largest companies, such as natural gas giant Gazprom.
• The Cherkizovsky marketplace was the largest marketplace in Europe , with a daily turnover of about thirty million dollars and about ten thousand venders from different countries including China and India .
• Many new business centers and office buildings have been built in recent years, but Moscow still experiences shortages in office space.
• With this, many former industrial and research facilities are being reconstructed to become suitable for office use.
• In totality, economic stability has developed in recent years. But, crime and corruption still hinder business growth.
• Saint Basil’s Cathedral is famed as the Cathedral of Vasily the Blessed amongst the locals. It served as one of the crucial landmarks of Moscow.
• Location: Krasnaya Square, 2, Moscow 109012, Russia
• Moscow Kremlin serves as the home in which all these tourist sites reside. It encompasses almost all the famous sightseeing attractions such as the royal residence of the President of Russia.
• Location: Moscow, Russia
• Red Square separates the royal citadel of Kremlin from the ancient merchant quarter of Kitai-gorod, one of the most interesting places in Moscow. Bearing the weight of Russia’s history to a great extent, Red Square serves not just as an attraction but as the heart, soul, and symbol of the whole country.
• Location: Krasnaya Ploshchad, Moscow, Russia

Moscow Worksheets

This is a fantastic bundle which includes everything you need to know about Moscow across 21 in-depth pages. These are ready-to-use Moscow worksheets that are perfect for teaching students about the Moscow, Russian Moskva, which is the capital and most populated city of Russia, situated in the westward part of the country. Moscow is not just the political capital city of Russia but also the industrial, cultural, scientific, and educational capital. For more than 600 years, Moscow also has been the spiritual center of the Russian Orthodox Church.

Complete List Of Included Worksheets

• Moscow Facts
• Moscow Breaking News
• Moscow Basic Info
• Moscow’s Significant Events
• Moscow Characteristics
• Populous Cities
• Sports Facts
• Moscow Landmarks
• Symbolization
• Moscow Slogan

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History Resources

Bruised Egos, Battles, and Boycott: The 1980 Moscow Olympics

By elise stevens wilson.

Politics and sports have intermingled since the inception of the Olympic Games in Greece, but not until the 1980 Olympics did people fear that politics might destroy the Olympic movement and spirit. The Union of Soviet Socialist Republics and the United States of America battled each other ideologically, economically, militarily, culturally, and politically in a very long Cold War that spanned more than forty years (1948–1991). In the midst of the Cold War, the two countries often met in sporting arenas around the world to compete for medals. In 1980, Moscow hosted the Summer Olympics, the first Olympics held in a communist country. Because the United States and the USSR were deep in conflict, especially over the recent movement of Soviet troops into Afghanistan in 1979, the Olympics became an extension of the political arena. The United States did not show up for the games. The 1980 Olympics were not unusual because they were political, but because the extreme degree to which they were politicized had never before been seen. Many Americans and Soviets alike feared that the Olympics would be destroyed if politics infiltrated the games.

In 1980, some Americans believed it their duty to boycott the Olympic Games. Others felt that the Olympics were meant be a de-politicized time when countries could put aside their differences and celebrate something they had in common: sports. These opinions were discussed and debated in the media. Journalists, politicians, athletes, and average citizens expressed their feelings about, and their justifications for or against, the boycott. The 1980 Summer Olympics are significant both in sports history and Cold War history.

In this two-day lesson, students will investigate the various reasons for the boycott and the ways Americans analyzed the 1980 Moscow Olympics at the time. Students will use periodicals as their tools for examining this period in history, and teachers should take the opportunity to discuss media bias. Students will gather information from articles and participate in a debate over whether the US should have boycotted. Additionally, a PowerPoint accompanies this lesson to aid in background information.

• Students will be able to identify various points of view.
• Students will be able to describe why the boycott is significant to both sports history and Cold War history.
• Students will be able to effectively debate using arguments gathered from American periodicals.
• Students will formulate opinions on whether politics should be mix with sporting events.
• 1980 Moscow Olympics: A World Divided  (PowerPoint)
• US periodicals—arguments for and against the boycott (PDF) (Some articles have been shortened to achieve equity in length.)
• US periodicals—coverage of the Moscow Olympics and the boycott (PDF)

Additional Resources

• Opening Ceremony, 1980 Moscow Olympics , YouTube 
• Closing Ceremony, 1980 Moscow Olympics , YouTube

Day One (45–60 minutes)

Use the Think, Pair, Share method or a journal prompt, and ask students the following: Do you think political disagreements between countries should affect their participation in the Olympics? Or: If you were the leader of a country, and the Olympic Games were being held in another country that you believed committed crimes against its people, would you send your athletes to that country? (5 minutes)

Use the 1980 Moscow Olympics Background PowerPoint to introduce the Cold War and the back story to the Moscow Games. (7–10 minutes)

Take some time to discuss media bias with students. Tell students that they will be working with periodicals and that they should take bias into account when reading these sources. (5 minutes)

Divide students into groups of 3–4, and give each group a different article from US periodicals—arguments for and against the boycott found under Materials. Instruct students to read the articles in groups and underline sections that express an opinion about the boycott. (10–15 minutes)

Give each group a large piece of paper and colored markers. Ask each group to discuss their article and write down key ideas. At the top, they should indicate whether are pro-boycott, anti-boycott, or split. (5–10 minutes)

In groups, students should prepare for a debate on whether America should have boycotted the Olympics in Moscow. You can set up the debate in one of two ways.

• Students can take on the personalities mentioned in the articles, such as athletes, politicians, the President, the International Olympic Committee, or even the US Olympic Committee, and debate each other on a television show that is similar to The McLaughlin Group or Meet the Press .
• Students can be members of a presidential advisory committee on the Olympics. Their job is to convince the President which position to take on the boycott.

Some articles will have opposing viewpoints, so you should divide groups into two. Students should create a slogan that best represents their opinions. This slogan can be displayed during the debate. (15 minutes)

Students should prepare for the debate. To make the debate more interesting, students can dress appropriately for their roles.

Day Two (45–60 minutes)

Most of this class period will be spent on the debate for which students have prepared the previous day. Lay down the ground rules for the debate. There are a number of different ways to hold a class debate. (5 minutes)

Here is one suggestion for a class debate:

1) Assign a student to be a moderator or the teacher can be the moderator. If you chose option (a) for the debate, the moderator can act as the television host. If you chose option (b) for the debate, the moderator can be the President of the United States. 2) Only one person may speak at a time. 3) While a person is speaking others should take notes to use to further support their position or to attack the other side. 4) Provide a time limit for each person to speak (1–2 minutes). 5) Make sure each side has an equal amount of time to speak. 6) At the end of the debate, one student from each side gets one minute to provide closing arguments. 7) Remind them that they are not students, but either the personalities from the articles or members of a presidential committee, and they can feel free to take on these roles fully.

Allow students to meet with their sides for a few minutes. They should pick who will give the closing argument and perhaps who should speak first, second, third, etc. (5 minutes)

Proceed with the debate. (15–25 minutes)

Debrief the debate. Ask students how they would feel about the boycott using the barometer method. For this method, students line up on an imaginary line in the classroom with one end of the line representing the choice to boycott, and the other the choice to attend the Olympics. Students can stand anywhere along this spectrum and justify their position. (5 minutes)

Choose one or more of the articles from US periodicals — coverage of the Moscow Olympics and the boycott found under Materials. Read the article(s) as a class, and make sure to point out the media bias. This will give students some closure to the issue of the boycott as well as allow them to see more of the language and rhetoric used during the Cold War. (10–20 minutes)

Ask students to write a response to the following prompts. (5 minutes)

• In this debate, who had the most persuasive argument and why?
• Evaluate whether the Moscow Olympic Games were an appropriate battleground for the Cold War.

Assessments

In addition to the debate and written responses, students can be assessed in the following manner:

• Students can write a letter to President Carter either in support of or in opposition to the boycott of the Moscow Olympics. Make sure they identify the reasons for their opinions.
• Students can research other Olympics that have been politicized and write a comparison paper focusing on whether sports activities should be political.
• Students can research articles from major American newspapers on whether the United States should have supported the Beijing Games in 2008. Many people felt that China, a communist country, had violated human rights and therefore should not be supported. It is an excellent, modern analogy to the Moscow Olympics.

As an extension to this lesson plan, the students can explore how Soviet periodicals covered the boycott and the Moscow Olympics. A good source with an English translation is The Current Digest of the Post-Soviet Press .

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Eureka Math Grade 5 Module 4 Lesson 32 Answer Key

Engage ny eureka math 5th grade module 4 lesson 32 answer key, eureka math grade 5 module 4 lesson 32 problem set answer key.

Question 1. Circle the expression equivalent to the sum of 3 and 2 divided by \(\frac{1}{3}\). \(\frac{1}{2}\) 3 + (2 ÷ \(\frac{1}{3}\)) (3 + 2) ÷ \(\frac{1}{3}\) \(\frac{1}{3}\) ÷ (3 + 2) Answer:

Question 2. Circle the expression(s) equivalent to 28 divided by the difference between \(\frac{4}{5}\) and \(\frac{7}{10}\). 28 ÷ (\(\frac{4}{5}\) – \(\frac{7}{10}\)) \(\frac{28}{\frac{4}{5}-\frac{7}{10}}\) (\(\frac{4}{5}\) – \(\frac{7}{10}\)) ÷ 28 28 ÷ (\(\frac{7}{10}\) – \(\frac{4}{5}\)) Answer:

Question 3. Fill in the chart by writing an equivalent numerical expression.

Question 4. Compare expressions 3(a) and 3(b). Without evaluating, identify the expression that is greater. Explain how you know. Answer:

Question 5. Fill in the chart by writing an equivalent expression in word form.

Question 6. Compare the expressions in 5(a) and 5(c). Without evaluating, identify the expression that is less. Explain how you know. Answer:

Question 7. Evaluate the following expressions. a. (9 – 5) ÷ \(\frac{1}{3}\) b. \(\frac{5}{3}\) × (2 × \(\frac{1}{4}\)) c. \(\frac{1}{3}\) ÷ (1 ÷ \(\frac{1}{4}\)) d. \(\frac{1}{2}\) × \(\frac{3}{5}\) × \(\frac{5}{3}\) e. Half as much as (\(\frac{3}{4}\) × 0.2) f. 3 times as much as the quotient of 2.4 and 0.6 Answer:

Question 8. Choose an expression below that matches the story problem, and write it in the blank. \(\frac{2}{3}\) × (20 – 5) (\(\frac{2}{3}\) × 20) – (\(\frac{2}{3}\) × 5) \(\frac{2}{3}\) × 20 – 5 (20 – \(\frac{2}{3}\)) – 5 a. Farmer Green picked 20 carrots. He cooked \(\frac{2}{3}\) of them, and then gave 5 to his rabbits. Write the expression that tells how many carrots he had left. Expression: ___________________________ b. Farmer Green picked 20 carrots. He cooked 5 of them, and then gave \(\frac{2}{3}\) of the remaining carrots to his rabbits. Write the expression that tells how many carrots the rabbits will get. Expression: ___________________________ Answer:

Eureka Math Grade 5 Module 4 Lesson 32 Exit Ticket Answer Key

Question 1. Write an equivalent expression in numerical form. A fourth as much as the product of two-thirds and 0.8 Answer:

Question 2. Write an equivalent expression in word form. a. \(\frac{3}{8}\) × (1 – \(\frac{1}{3}\)) b. (1 – \(\frac{1}{3}\)) ÷ 2 Answer:

Question 3. Compare the expressions in 2(a) and 2(b). Without evaluating, determine which expression is greater, and explain how you know. Answer:

Eureka Math Grade 5 Module 4 Lesson 32 Homework Answer Key

Question 1. Circle the expression equivalent to the difference between 7 and 4, divided by a fifth. 7 + (4 ÷ \(\frac{1}{5}\)) \(\frac{7-4}{5}\) (7 – 4) ÷ \(\frac{1}{5}\) \(\frac{1}{5}\) ÷ (7 – 4) Answer:

Question 2. Circle the expression(s) equivalent to 42 divided by the sum of \(\frac{2}{3}\) and \(\frac{3}{4}\). (\(\frac{2}{3}\) + \(\frac{3}{4}\)) ÷ 42 (42 ÷ \(\frac{2}{3}\)) + \(\frac{3}{4}\) 42 ÷ (\(\frac{2}{3}\) + \(\frac{3}{4}\)) \(\frac{42}{\frac{2}{8}+\frac{3}{4}}\) Answer:

Question 3. Fill in the chart by writing the equivalent numerical expression or expression in word form.

Question 4. Compare the expressions in 3(a) and 3(b). Without evaluating, identify the expression that is greater. Explain how you know. Answer:

Question 5. Evaluate the following expressions. a. (11 – 6) ÷ \(\frac{1}{6}\) b. \(\frac{9}{5}\) × (4 × \(\frac{1}{6}\)) c. \(\frac{1}{10}\) ÷ (5 ÷ \(\frac{1}{2}\)) d. \(\frac{3}{4}\) × \(\frac{2}{5}\) × \(\frac{4}{3}\) e. 50 divided by the difference between \(\frac{3}{4}\) and \(\frac{5}{8}\) Answer:

Question 6. Lee is sending out 32 birthday party invitations. She gives 5 invitations to her mom to give to family members. Lee mails a third of the rest, and then she takes a break to walk her dog. a. Write a numerical expression to describe how many invitations Lee has already mailed. b. Which expression matches how many invitations still need to be sent out? 32 – 5 – \(\frac{1}{3}\)(32 – 5) \(\frac{2}{3}\) × 32 – 5 (32 – 5) ÷ \(\frac{1}{3}\) \(\frac{1}{3}\) × (32 – 5) Answer:

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