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Edexcel GCSE
History A: The Making of the Modern World
New Student Books for 2013
Updated to include new content for 2013.
Contemporary design appeals to students
from a range of ability levels.
Learning objectives provide a clear overview
of what students will learn in each chapter.
Exam support for the revised assessments.
Take a look at samples from some of our new 2013
Student Books and order online.
Edexcel GC
SE
History A:
The Makin
of the Mod
g
ern World
Unit 1: Int
ernatio
nal Relatio
ns
the Cold Wa
r 1943–91
The Era of
Authors:
Edexcel GC
SE
Robin Bunce
Laura Gallagher
Nigel Kelly
History A:
The Makin
of the Mod
g
ern World
Unit 2A: Ge
rmany
Series Editors:
Nigel Kelly
Angela Leonard
Updated for
the
2013 specificat
ions by:
Robin Bunce
Laura Gallagher
1918–39
A LW AY S
LEARNIN
Edexcel GC
Author:
John Child
SE
History A:
The Makin
of the Mod
g
ern World
Unit 2B: Ru
ssia
Series Editors:
Nigel Kelly
Angela Leonard
Updated for
the
2013 specificat
ions by:
John Child
A LW AY S
Click on the links below to view sample pages.
LEARNIN
1917–39
G
Edexcel GC
SE
UNIT 1
Author:
Jane Shuter
History A:
The Makin
of the Mod
g
ern World
Unit 2C: Th
e US
Series Editors:
Nigel Kelly
Angela Leonard
Updated for
the
2013 specificat
ions by:
Jane Shuter
International relations: The Era of the Cold War 1943-91
A 1919–41
A LW AY S
LEARNIN
Germany 1918-39
UNIT 3a
War and the transformation of British society c1903-28
UNIT 3c
The transformation of British Society c1951-79
SE
History A:
The Makin
of the Mod
g
ern World
Unit 3A: Wa
r and
Series Editors:
Nigel Kelly
Angela Leonard
Updated for
the
2013 specificat
ions by:
Jane Shuter
A LW AY S
LEARNIN
G
Edexcel GC
Author:
Jane Shuter
UNIT 2a
G
the
transform
ation of Bri
c.1903-28
tish society
G
Edexcel GC
SE
Author:
Nigel Kelly
History A:
The Makin
of the Mod
g
ern World
Unit 3B: Wa
r and
Series Editors:
Nigel Kelly
Angela Leonard
Updated for
the
2013 specificat
ions by:
Jane Shuter
the
transform
ation of Bri
c.1931–51
tish society
A LW AY S
LEARNIN
G
Edexcel GC
Author:
Jane Shuter
SE
History A:
The Makin
of the Mod
g
ern World
Unit 3C: Th
e tra
Series Editors:
Nigel Kelly
Angela Leonard
Updated for
the
2013 specificat
ions by:
Jane Shuter
A LW AY S
LEARNIN
nsform
iety c.1951 ation of
–79
British soc
G
Author:
Stuart Clayton
A LW AY S
View a complete list of our new 2013 titles
LEARNIN
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Key Topic 1: How did the Cold War develop? 1943–56
The Formation of NATO (1949)
20
The Berlin Blockade was the first military confrontation of the Cold
War. It raised the possibility of a war in Europe. As a result, Western
European nations tried to establish an alliance in order to ‘keep the
USA in, and the USSR out’. In April 1949, NATO (the North Atlantic
Treaty Organisation) was established as an alliance between the USA
and many of the countries in Western Europe. NATO members agreed
that if any NATO country came under attack, all members of NATO
would come to their defence.
The creation of NATO marked a significant development in the Cold
War. The Marshall Plan had created a trading alliance but NATO went
further. It was a military alliance with the specific aim of defending
the West against communism.
The development of the Cold War: first confrontation
NATO members: USA, Britain,
Belgium, Canada, Denmark,
France, Iceland, Italy,
Luxembourg, Netherlands,
Norway, Portugal, (Greece 1952,
West Germany 1955)
Source A
Sources A and B are from British newspapers
published during the time of the Berlin Blockade
and each shows a different message. The
message in Source A is that the West is helping
West Berlin with an airlift and increased
supplies, whereas Stalin is sending nothing but
‘lies’, ‘scares’ and ‘rumours’ to threaten the
West.
Warsaw Pact: Soviet Union,
Albania (until 1968), Bulgaria,
Czechoslovakia, East Germany,
Hungary, Poland, Romania
Source B likens the Berlin Blockade to a game
of chess between Stalin and President Truman.
Stalin’s chess pieces are labelled ‘Eastern
Bloc’ and ‘Berlin Blockade’. Truman’s chess
pieces are labeled ‘Berlin Airlift’ and ‘Atlantic
Pact’.
The Formation of the Warsaw Pact (1955)
In 1955, the USSR responded to the creation of NATO by forming the
Warsaw Pact, a military alliance of Eastern European countries that
mirrored NATO. The eight Eastern European countries that made
up the alliance included East Germany, Poland, Czechoslovakia and
Hungary. The USSR already had Cominform but, when West Germany
joined NATO, it was too provocative to ignore.
The arms race 1945–55
America and Russia named their
nuclear bombs. Two of America’s
first nuclear bombs were named
‘Fat Man’ and ‘Little Boy’. Russia
named a bomb ‘Layercake’.
The arms race was an important feature of the Cold War. It included
both a continuing commitment to maintaining a large army, navy and
air force, and the development of ever-more-deadly nuclear weapons.
Castle Romeo detonation, March 27 1954.
In 1945, the USA became the first country to develop and use a
Romeo was the third largest nuclear test
nuclear bomb. By 1949, the USSR had caught up – it had developed
carried out by the United States.
and tested its own nuclear bomb. This prompted the Americans to
develop hydrogen bombs – a second generation of more powerful
nuclear weapons. By 1953, both countries had hydrogen bombs.
However, the USA’s warheads were still more powerful than those
developed by the Soviet Union. Nonetheless, in 1955 the USSR tested
a bomb known as ‘Sakharov’s Third Idea.’ This new bomb was as
powerful as America’s hydrogen bombs.
Source A
Source B
1 These cartoons offer a Western point of
view. Now try to produce your own cartoon
about the Berlin Airlift from a Soviet point
of view.
examzone
Build better answers
Exam Question: How useful are Sources A
and B as evidence of Russia’s actions during
the Berlin crisis? Explain your answer using
Sources A and B and your own knowledge.
(10 marks)
A basic answer (level 1) makes simple
comments on the content or provenance of
the sources.
These new bombs required either missiles or modified aircraft in
order to attack enemy territory. By 1955, America had developed the
B52 Stratofortress, an aeroplane with the long-range flight capacity
to bomb the Soviet Union. At the same time the Soviet Union was
developing a similar aircraft known as the TU20 Bear.
A good answer (level 2) reaches a
judgement about the usefulness of the
sources based on their content or origin.
Why was the arms race significant?
The arms race was significant because it prevented a war in Europe.
The USSR had 3 million troops and could easily capture West
Germany. However, the Soviet leaders would never order an invasion
because they feared an American nuclear retaliation. One atomic
bomb could turn an entire city into ashes and kill hundreds of
thousands of people in a few seconds. Soviet leaders had paid close
attention to the American bombings of Hiroshima and Nagasaki
at the end of the Second World War and understood the awesome
power of the new weapons.
Activity
Source B
An excellent answer (level 3) reaches
a judgement about the usefulness of the
sources based on their content or origin,
and linking these to the purpose stated in the
question. In addition, an excellent answer
makes use of own knowledge to support its
argument.
International relations: The Era of the Cold War 1943-91
21
Key Topic 1: The Weimar Republic 1918–33
Key
The Weimar
Republic 1918–29
UnitTopic
2 (A):1:Germany
1918–39
The Munich Putsch, 1923
Learning objectives
18
In this chapter you will learn about:
• the causes, events and results of the Munich
Putsch.
Background to the putsch
Adolf Hitler was the leader of a small, but rapidly growing, rightwing party, called the Nationalsozialistische Deutsche Arbeiterpartei
(NSDAP), known as the Nazi party (see page 26 onwards). By 1923, the
Nazis had the support of:
• about 55,000 party members, mostly from around Munich, the
capital of Bavaria, in the south of Germany
Activity
‘The Munich Putsch did not succeed,
but it was not a failure.’
• As you go through this chapter,
draw up a balance sheet, noting
down Hitler’s successes and
failures during the Munich Putsch.
• At the end, decide whether
you agree or disagree with the
statement above.
• impressive figureheads, like Hermann Goering, a wealthy hero of
the German Air Force, and the famous German general, Erich von
Ludendorff
• its own private army – the Sturmabteilung (SA) or storm troopers.
Causes of the putsch
In 1923, Hitler decided to use this support to take control of Munich
and then march on Berlin. He believed he would get public support
from all over Germany, for two key reasons:
• 1923 was the year that France occupied the Ruhr. This
angered many German people who wanted a strong
government who would stand up for Germany.
• It was also the year of hyperinflation. This caused
widespread economic suffering. People resented that the
Weimar Republic seemed powerless to solve it.
Events of the putsch
On the evening of 8 November 1923, there was a meeting
of 3000 officials of the Bavarian government in a beer hall,
called the Burgerbrau Keller, in Munich. The three main
speakers were all right-wing sympathisers:
• von Kahr, the leader of the Bavarian government
• von Seisser, the head of the Bavarian police
• von Lossow, the head of the army in Bavaria.
Hitler burst into the meeting, with 600 SA storm troopers,
brandishing a gun. He fired a shot into the ceiling and
announced that he was taking over Bavaria. Kahr, Seisser
and Lossow were taken off into a side room. Threatened
with pistols, they agreed to support the uprising.
Source A: the front of this magazine from
1924 shows Kahr carrying Hitler into attack,
but also summoning soldiers to arrest him.
However, the next morning, Hitler heard
that all three had changed their minds and
now opposed him. This was a blow. The SA
had only 2000 rifles, far fewer than the local
police and army forces, but Hitler pressed
on. He sent 3000 supporters to occupy key
buildings around the town, each group
supported by the SA.
Hitler and a specialist group of storm
troopers – his Shock Troop – marched on the
town centre to declare him the president
of Germany. But they were met by state
police, who opened fire. A bodyguard, Graf,
threw himself in front of Hitler and was
hit by several bullets. Goering fell, shot in
the thigh. Hitler was dragged to the ground
by his bodyguards with such force that his
left arm was dislocated. In all, 14 of Hitler’s
supporters and four police were killed.
Ludendorff and others were arrested. The
rest fled. Hitler also fled the scene, in a car. He hid at the
house of a friend, ten miles south of Munich, but was later
found hiding in a wardrobe there and was arrested.
19
Source B: a group of Hitler’s Stosstrupp (Shock Troop), in
Munich on the morning of the Putsch.
Exam-style question
Describe the key features of the Munich
Putsch.
(6 marks)
Results
One result of failure was punishment. Hitler was found
guilty of treason and imprisoned for five years at Landsberg
Castle. His party, the NSDAP, and its newspaper, the
Völkischer Beobachter, were banned.
Hitler’s punishment was lenient. Partly this was because,
in truth, the Munich Putsch was no real threat to the
government in Berlin. Hitler had:
• failed to take control of the key police, military and
communications offices in Munich
• failed to get the support of key politicians
• and failed to get support from the local police or military.
So, in the short term, the Munich Putsch was a failure.
However, you will see later how Hitler managed to use his
trial to publicise his political views. He also learned from the
failure of 1923 and, from 1924, re-launched the NSDAP along
new lines. (See page 26 onwards).
examzone
Top tip
The above question is about key features.
Students who do well in these questions
organise their information.
You need to make sure you identify a key
feature and then provide information about
it. For example, what information would you
give about:
• the failure of the Putsch on the day
• the longer-term results?
There is a key features question on page 23.
Use the advice there to help you here.
Unrest subsides
From 1918 to 1923, Germany had been in political turmoil.
Widespread anger about Versailles and economic suffering
fuelled left-wing and right-wing extremism. But, the unrest
calmed down from 1924. In the following pages, you will
learn why.
Activity
• As a class or a group, draw up a balance
sheet of successes and failures for the
Weimar Republic by 1923.
• Overall, how had it done?
Germany 1918-39
Key Topic 3: The Home Front and social change 1914-1918
46
The Defence of the Realm Act
Controlling industry
Personal restrictions
Propaganda
The government was also given the power to force
people to stay in jobs which were vital to the
war effort. Workers were not allowed to transfer
to other jobs for better pay if their existing jobs
were in key industries, such as munitions. This
became even more important when there was
a munitions crisis in 1915 as soldiers ran out of
artillery shells. Private companies were unable to
produce enough munitions. They were struggling to
get enough metal, coal, rubber and other materials.
So the government took control of co-ordinating
the supply of materials. It also set up its own
munitions factories and took over the coalmines.
DORA gave the government the right to introduce
food rationing (see pages 52–53) and also to
control alcohol consumption. Public house
opening times were restricted. They were allowed
to open only from midday to 2.30 pm and 6.30
pm to 9.30 pm daily. Beer was also watered down.
These measures were to control drunkenness and
improve productivity. British Summer Time was also
introduced to give more daylight hours to work in.
The government didn’t just use the powers of
DORA to force people to do what they wanted.
They also used propaganda to persuade people
to do this. Propaganda is giving out information,
true, false or partially true to make people think
and behave in a particular way. Government
propaganda showed German soldiers as monsters,
to make people want to fight them. It encouraged
women to do war work, such as nursing, or join the
land army. Propaganda came in several different
forms, such as posters, films and pamphlets.
Censorship was a form of propaganda, because
edited newspapers were giving a government
version of events.
A notice banning a meeting in Glasgow in 1917. The
Source C Provisional Committee of the Workers’ and Soldiers’
A propaganda poster from 1915, persuading women
Source E to encourage their men go to war.
Council was a communist organisation.
examzone
Top tip!
When asked what they can learn from a source, many
students just repeat the information in the source or
describe what they can see. Students who do well will
make an inference – i.e. a judgement that the source does
not make directly. So if you were asked what you could
learn about Britain in the First World War from Source A,
inferences might be that it was too tough, controlling,
anti-pacifist etc. To get the highest marks you would then
need to support these points with detail from the source.
examzone
Build better answers
Exam question: What can you learn from Source D
about the Home Front in the First World War?
(6 marks)
A basic answer (level 1) just repeats
information in the source (for example, the country
is losing its liberties).
A good answer (level 2) makes an inference
but does not support it from the source (for
example, there were people who were fed up with
the restrictions on personal freedom).
This comment was written in a magazine called
Source D The Nation in May 1916. It was complaining about
the censorship imposed by DORA. The government
used those powers to close the magazine.
It is a tragedy of the war that the country which
went out to defend liberty is losing its own liberties
one by one and that the government which began
by relying on public opinion as a great help has now
come to fear and control it.
An excellent answer (level 3) makes two
inferences and supports them from the source (for
example, … because this magazine is complaining
that the government is taking away liberty because
it fears public opinion, and…).
Activity
1 ‘Putting people in prison for speaking their mind is
never acceptable.’ Looking at the evidence on these
pages, explain whether you agree with this statement.
2 Explain why the government might have forbidden
those things listed in the ‘Personal restrictions’ section.
War and the transformation of British society c1903-28
47
Popular leisure activities
Key Topic 1: British society and economy in the 1950s
Popular leisure activities
Learning Objectives
12
In this chapter you will learn
about:
• opportunities for leisure in
the 1950s
• popular leisure activities In
the 1950s
Opportunities
Men and women, especially
among the working classes, had
fewer opportunities for leisure
activities in the 1950s than later
generations enjoyed. This was
due to two things:
• Time: men worked on average
40 minutes longer per day and
had 2 weeks less holiday per
year in the 1950s than by 1979
(and this was after a 1948 Act
of Parliament had doubled
annual paid holiday to two
weeks!). By 1979 women
spent at least 30 minutes less
on housework per day. This
was largely due to the rise in
ownership of labour-saving
devices like vacuum cleaners
but men also began to do a lot
more housework.
• Disposable income: in 1953,
a man’s average wage would
cover a weekly food bill after
15 hours work; by 1981 this
had fallen to 9 hours. The rise
in the numbers of women
in work further increased a
family’s disposable income.
Popular activities
Some things in British life have changed little: then, as now, sports
such as football and hobbies such as gardening and fishing were
highly popular with men of different ages. According to their age,
women enjoyed domestic craft hobbies, bingo, dance, swimming (at
lidos) and tennis but had fewer opportunities to participate in team
sports which were still generally thought to be ‘unfeminine’.
About two-thirds of peoples’ leisure time is currently spent in the
home. This would have been slightly less in the 1950s in the main
due to the lack of modern entertainment technology: almost every
home had a radio but very few had a television in the early 1950s.
Television ownership took off after Queen Elizabeth’s coronation in
1953. Just 15,000 TV licenses were issued in 1947; this had risen to
10.5 million by 1960! Far more people enjoyed regular public viewing
of sport or films than today.
Source C An advert for a Butlins holiday camp from the 1950s.
• There were just under 40 million
admissions to football matches in
England in 1950; despite a large
population increase this has fallen to
around 25 million admissions today
A photo of a British family watching television in the
Source C mid-1950s
13
• There were 1.4 billion cinema
admissions per year in 1950, a figure
that had already fallen to 515 million by
1959. Children especially loved Saturday
morning cinema where cartoons,
comedies and adventure films were
screened.
Then, as now, summer was the time to
take holidays. In the 1950s less than 2 per
cent took overseas holidays; the majority
went to the seaside by coach or train.
Many factories would close for what was
known as ‘Wakes Week’ in many towns;
the whole town could feel deserted as
workers went to the seaside. This was
not very different from the way in which
holidays had been taken by the majority
of people from the late 19th century
onwards. The latest craze, particularly
among working class families, was to
take a holiday at one of the new holiday
camps. With the rise in disposable income
these were much more affordable and
many poorer families were able to go
away on holiday for the first time.
Author Valerie Tedder remembers
Source B growing up in post-war Leicester in her
1999 book Post-War Blues.
We made use of the baby listening service a
couple of times. All you had to do to let staff
know there was a baby sleeping inside the
chalet, was to tie a large white handkerchief
on the door knob. Any child heard crying
was reported by the staff on patrol and
the message was given out over the tannoy
system in the ballroom, ‘Baby crying in chalet
number…’ It was noticeable that many
fathers did the honours, leaving the mothers
to enjoy the evening undisturbed. At the end
of the evening the entertainment ended with
the singing of the National Anthem. Loud
noise and shouting was banned.
Activities
1 How useful is Source C as evidence of popular leisure activities in
the 1950s?
2 In what ways might the rapid growth of television ownership in the
1950s have affected other popular leisure activities?
examzone
Build better answers
Exam question: Study Source A and use your own
knowledge. What was the purpose of the poster shown
as Source A? Use details from the source and your own
knowledge to explain your answer.
(8 marks)
A basic answer (level 1) gives a reason why the
poster was made but does not use details of the source or
knowledge to back up the answer.
A good answer (level 2) gives a reason why the poster
was made (to encourage families to take their holiday at
the holiday camp) and uses details of the source or own
knowledge to explain the purpose of the source.
An excellent answer (level 3) gives a reason why the
poster was made and uses details from the source and own
knowledge to explain the purpose of the source (to appeal
to different gender’s typical interests, to take advantage of
recent increases in annual paid holiday and take business
away from seaside hotels).
The transformation of British Society c1951-79
Edexcel GC
SE
History A:
The Makin
of the Mod
g
ern World
Unit 1: Int
ernatio
NEW titles for GCSE History A:
The Making of the Modern World 2013
nal Relatio
ns
the Cold Wa
r 1943–91
The Era of
Authors:
Robin Bunce
Laura Gallagher
Nigel Kelly
Edexcel GC
Series Editors:
Nigel Kelly
Angela Leonard
Updated for
the
2013 specificat
ions by:
Robin Bunce
Laura Gallagher
SE
History A:
The Makin
of the Mod
g
ern World
Unit 2A: Ge
rmany
A LW AY S
LEARNIN
G
1918–39
UNIT 1
International Relations:
The Era of the Cold War 1943-91
978 1 446906 78 1
£11.99
Author:
John Child
Series Editors:
Nigel Kelly
Angela Leonard
Updated for
the
2013 specificat
ions by:
John Child
A LW AY S
LEARNIN
Edexcel GC
G
SE
History A:
The Makin
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g
ern World
Unit 2B: Ru
ssia
1917–39
UNIT 2a
Germany 1918-39
978 1 446906 74 3
£11.99
Author:
Jane Shuter
Edexcel GC
SE
Series Editors:
Nigel Kelly
Angela Leonard
Updated for
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History A:
The Makin
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Unit 2C: Th
e US
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Russia 1914-39
978 1 446906 75 0
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A 1919–41
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UNIT 2c
The USA 1919-41
978 1 446924 08 2
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Edexcel GC
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History A:
The Makin
of the Mod
g
ern World
Unit 3A: Wa
r and
the
transform
ation of Bri
c.1903-28
tish society
UNIT 3a
War and the transformation of British
society c1903-28
978 1 446924 09 9
£11.99
Author:
Nigel Kelly
Edexcel GC
SE
Series Editors:
Nigel Kelly
Angela Leonard
Updated for
the
2013 specificat
ions by:
Jane Shuter
History A:
The Makin
of the Mod
g
ern World
Unit 3B: Wa
r and
A LW AY S
LEARNIN
G
the
transform
ation of Bri
c.1931–51
tish society
UNIT 3b
War and the transformation of British
society c1931-51
978 1 446906 76 7
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Author:
Jane Shuter
Series Editors:
Nigel Kelly
Angela Leonard
Updated for
the
2013 specificat
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Jane Shuter
A LW AY S
UNIT 3c
The transformation of British society
c1951-79
978 1 446906 77 4
LEARNIN
Edexcel GC
G
SE
History A:
The Makin
of the Mod
g
ern World
Unit 3C: Th
e tra
£11.99
nsform
iety c.1951 ation of
–79
British soc
Author:
Stuart Clayton
A LW AY S
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