Download British Depth Study 1890-1918

British Depth Study 1890-1918
Topic
Module
Code
BRI01 How was British
society changed,
1890-1918?
BRI02 How was British
society changed,
1890-1918?
BRI03 How was British
society changed,
1890-1918?
BRI04 How was British
society changed,
1890-1918?
BRI05 How was British
society changed,
1890-1918?
BRI06 How was British
society changed,
1890-1918?
BRI07 How was British
society changed,
1890-1918?
BRI08 How was British
society changed,
1890-1918?
Key Question
How and why did the
Liberals help the poor?
How and why did the
Liberals help the poor?
How and why did the
Liberals help the poor?
Focus Question
Objective 1
What were working and living
conditions like in Britain in the
1890s?
Who were the social reformers
and what did they do?
To be able to explain what
hardships faced the people of
Britain in the 19th century
To be able to explain who
Rowntree was and why he
commissioned a report on living
conditions in York
How and why did the
Liberals help the poor?
Why did the Liberals decide to To be able to explain what the
help the poor?
'old' Liberals thought about
poverty
What measures did the
To be able to explain what the
Liberals introduce?
Liberals did to help children
How and why did the
Liberals help the poor?
How effective were the
reforms?
How and why did the
Liberals help the poor?
How did the British people
react to the reforms?
How and why did women What rights did women have
try to win the vote?
by 1900?
Objective 2
To be able to explain why
very little was done to help
the poor in the 19th century
To be able to explain who
Booth was and why he
carried out a report on living
conditions in the east end of
London
To be able to explain what
the 'new' Liberals thought
To be able to explain what
the Liberals did to help the
elderly
To be able to explain how
To be able to explain how
effective the Children’s Act was effective the Old Age
Pensions Act was
To be able to explain how the
To be able to expain how the
working class reacted to the
middle and upper-class
reforms
reacted to the reforms
To be able to explain what rights To be able to explain what
women had in Britain in 1890
rights women did not have
How and why did women What were the arguments for To be able to explain why the
try to win the vote?
and against women having the government did not believe that
vote?
women should be allowed to
vote
BRI09 How was British How and why did women How were the suffragists and To be able to explain who the
society changed, try to win the vote?
suffragette campaigns
suffragists were
1890-1918?
different?
To be able to explain why
opinion was starting to
change on female suffrage
To be able to explain who the
suffragettes were
BRI10 How was British
society changed,
1890-1918?
BRI11 How was British
society changed,
1890-1918?
How and why did women How effective were the
try to win the vote?
suffragette and suffragist
campaigns up to 1914?
How were civilians
How effectively did Britain
affected by the war 1914- recruit soldiers for the war?
1918?
To be able to explain how the
government viewed the
suffragists
To be able to recall and explain
the methods used by the
government to encourage
volunteers
BRI12 How was British How were civilians
How was DORA used to help To be able to recall and explain
society changed, affected by the war 1914- the war effort?
aspects of the Defence of the
1890-1918?
1918?
Realms Acts
To be able to explain how the
government viewed the
suffragettes
To be able to explain why
conscription was introduced
To be able to recall and
explain why aspects of the
Defence of the Realms Act
GERMANY 1919 – 1945 (Maximum 35 lessons)
Notes:
1. The enquiries are split up into to A,B,C and D because separate questions will be asked on each enquiry. Although
the content must be followed, the following scheme of work gives a suggested order for teaching. For enquiry A
and B, there is a considerable overlap and parts on these two enquiries could be taught simultaneously. It depends
on the teacher’s preference and the nature of the group. The overlaps between enquiries A and B must be made
clear to students at all times. Similarly, the overlaps between C and D must be made clear
2. The drama – Hitler the rise of Evil is a brilliant resource for enquiries 1 and 2 and could be shown at various stages
in either enquiry. It is strongly recommended that it is watched and discussed by the students. It may be necessary
to show some bits twice when highlighting different issues
3. At the moment, the numbers next to the focus question do not necessarily denote the number of lesson that should
be spent on each question. Some questions are smaller than others and it depends on the group (Yr 9 or 10), their
learning ability etc.
4. This is a big topic. The number of lessons spent on each enquiry is only suggested at the moment. It depends on
your class and the support they need. Although a maximum of no more than 35 lessons is advised.
5. The Recommended activity column should provide teachers with ideas, and can form the basis of their planning.
There are a wealth of resources available to support each focus question available in the History Department
6. Copies of resources will be provided on the shared drive. As lessons are trialled and developed, more exemplar
lessons can be added and shared.
7. Any Assessment opportunity/ homework mentioned are also provided. In the majority of cases these are also
available in an electronic format on the Virtual Learning Environment. The Homeworks and Assessment tasks
mentioned so far, should not be the only tasks, they should be common tasks. Homeworks in addition to those
mentioned should be set regularly.
8. Powerpoint/ ICT activities are referred to in bold.
9. This is a working document. Teachers are encouraged to add to comment on all aspects of the Scheme. The aim is
that it will be continuously developed and refined
Germany 1919 – 45
Intro: What I will be studying and an overview of the topic (1 – 2 x 1hr lessons)
Focus Question
Specified Content
Recommended Activities
1
What are the content
and the skills that will
be included in this
course?
Overview of the Germany
topic
2
What do we need to
know before we start
the first enquiry

On the board go through the key
components of the course, explain
that whilst the assessment
objectives have different titles they
are based on the objectives that we
use at KS3.
AO 1; Recall, select and organise
knowledge.
AO 2; Using historical sources
critically.
AO 3; Explaining different
interpretations of the same event.
Students copy the timeline from the
whiteboard and highlight the three
key periods of the course.
The Weimar Government
The rise of the Nazis
Life in Nazi Germany
Students to complete a rough guide
to Germany in 1914.
Imperial Germany before WW1


The stereotype of pre
war Germany
Basic social, cultural
and economic history
of the country
Recap on the causes
of WW1 and the
nature of the Kaisers
rule
Look at the timeline of how the war
ended. Why might many Germans
expect a fair treaty?
Assessment
opportunity/
Homework
Outcomes/ notes
Resources
It is essential that the students
have an understanding of the
skills that they will be assessed
on. This can also be used as the
first opportunity to begin
reinforcing the key terms and
concepts that the students will
need to know as the course
progresses. To often the students
remain unsure of what the
Weimar republic is, and the
difference between a republic and
a monarchy.
They need to see that there are
elements of German culture that
help us to understand why Hitler
was able to control Germany.
Success, military background,
used to autocracy etc
The Effect of the
end of WWI PPT

3
What words and
concepts do we have
to know
The end of the war
and reasons for the
loss, abdication of
Kaiser etc

That Germans had
never been told they
were loosing
Right wing
Left wing
Democracy
Dictatorship
Liberal
Socialist
Capitalist
Communist
Republic
Propaganda
Totalitarian
Students carry out a political
spectrum quiz to gain an
understanding of the terms as they
apply to their beliefs
They can then start work on a
glossary that will be at the back of
their books
Recall test on the
concepts
These concepts are difficult; they
will have to be revisited many
times. They should have some
understanding from KS3, but they
will need to be revisited many
times
Germany 1919 – 1945
Enquiry A: PROBLEMS OF THE WEIMAR GOVERNMENT 1919 - 29 (Depth 8 – 12 [1hour] lessons)
Key Issue: How successful was the Weimar Government in dealing with its problems in the period 1919 – 29?
1
Focus Question
Specified Content
Recommended Activities
How did Germany
emerge from WW1?
Politically, socially,
physically,
psychologically and
economically

A) Teacher Presentation the
affects of the war on Germany.
B) Class reading: Walsh, page
250-252.
C) Group Work: Produce thinking
skills triangles to summarise the
problems Germany faced at the
war: Starvation, Revolutions &
Putsches
Explain the significance of each of
the different consequences of WWI.
Highlight which of these were to
become long run problems for the
Republic, which they were never
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The revolution of
1918
The establishment
of a republic
Political and
economic chaos,
That many
opponents to the
republic stayed on
the inside
Sparticist revolt
demobilised soldiers
etc
Disbelief at losing
Assessment
Opportunity/
Homework
Outcomes/ notes
The students need to be very
clear on what these problems
were and why they were so
significant
Resources

What was the impact
of the Treaty of
Versailles on the
Republic?

3
Which groups were
opposed to the
Weimar Republic?

4
Threats from the left
and right

2


The circumstances
of Eberts
premiership
The terms of the
Treaty
German Reactions
The Stab in the back
myth
The political
spectrum in
Germany 1919
The Spartacist
uprising and the
government solution
(Freikorps)

Kapp Putsch

Political
assassinations
You may wish to mention
the Munich Putsch here
as well as later
going to overcome:
1. The Treaty of Versailles,
2. The opposition of the Right.
The students need to plan some
paragraphs that explain why these
were so significant.
Focus on the idea of good for Ebert/
Bad for Ebert
Students can watch the last 10
minutes of Problems for the peace
makers.
Sourcework on German reactions
Homework Task
Imagine you are a
German in 1919,
you have always
supported the
republic, why do
you hate the
treaty?
It must be made clear to
students the significance of this
issue, that it is a major part of
Hitler’s success. Also, that this
posed problems for any
government.
Point out that it would have
been hated by all Germans,
regardless of their politics
The students must revisit the idea
of the political spectrum, and the
values of the different political
parties, and therefore they should
be able to identify the natural allies
and enemies of the Republic. The
students need to identify the beliefs
and values shown in different
sources and categorise them.
There must be constant
recapping on the content of
these early lessons because it
makes everything that follows it
easier to understand. There
should be a follow up test on
this content.
They must know that many of
the republics enemies were still
inside the system
They must also know the
circumstances of the threats and
analyse the intelligence of the
governments actions – isolating
both left and right
That through isolation both
sides, there will be longer term
consequences
Why was the republic so unstable in
the early days?
5
What were the main
features of the
Weimar Constitution?

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6
Why did the republic
face collapse by
1923?

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7
How did the republic
recover after 1924 1929?
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8
What were the
cultural achievements
of the Weimar period?

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
Constitution = how a
country is governed
Proportional
Representation
Article 48
Weakness of the
chancellors role
A strong president
State rights
Working in groups the students
need to identify the key values of
the Republic.
They also need to identify the
strengths and weaknesses of the
features
Economic Stress
The Ruhr
Occupation
Inflation and Hyper
inflation
There are two key themes that the
students need to take from this part
of the course. They must realise
that Versailles and hyperinflation
had long-term effects. They also
need to understand the real impact
of hyperinflation. This can also be
used as an opportunity to develop
exam skills, by answering a source
based exam question on these
issues. In groups the students can
research the different problems
before answering the exam
question.
Golden twenties idea
Dawes Plan and
economic recovery
Work of Stresseman
International
relations
Political stability
Students need notes on
Stresemann
Foreign policy
Political issues and economy.
Painting
Cinema
Cabaret and night
life
Theatre
Cabaret is useful here
Again there must be constant
repetition of these ideas
because the students must
understand the long run impact
of decisions that were made at
the conception of the Republic
It must be linked to both past
and future work. E.g recap on
the fact that many Germans
aren’t used to democracy and
that in the wrong hands this
system could be manipulated
The point must be made that
this is the second time in 5
years people have lost out.
Students need to think about
the impact on the perceptions
of the government and attitudes
to democracy.
Students must understand that
the treaty of Versailles was a
problem that the Republic never
really overcame.
Exam style
extended writing
task (possible
homework): To
what extent did the
Weimar Republic
recover between
1923 and 1930?
Students need to be
encouraged to explain their
opinions confidently about
which of the different factors in
the recovery were so
significant.
Future reference will be made
to this
9
The not so golden
twenties: To what
extent was this
recovery?

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
10
11
What was the impact
of the Wall Street
Crash in 1929?
Overview question
and summary
Was the Weimar
Republic doomed
from the start?


Reliance on the USA
Gap between skilled
and unskilled
workers
Many disapproved of
relations with
countries who had
previously punished
Germany
Conservative
attitudes toward
cultural changes
The Wall street
Crash
Impact on the lives
and attitudes of
Germans
Summary of all work
done so far
Students colour code various
features and policies of these years
into social, political and economic
Students must appreciate that
recovery was in many ways
surface only and was of a
fragile nature. This will be very
important when looking at
Hitlers dominance.
The students must understand the
short-term nature of American aid.
When the American economy
collapsed that aid was recalled –
students do not need to know why
the Wall St. crash took place they
only need to know the impact that it
had on Germany. Watch the video
on the crash, then complete the
source work on the impact of the
second (third of you include end of
war) economic collapse the people
of Germany faced in a ten-year
period.
This needs to be linked back to
the hyperinflation crisis and
then linked to the way the
people felt about the Treaty.
This homework should allow
students to pull together all that
they have learned so far. They
will find it difficult when asking It
also will prepare them for the
next
Extended
homework
Why do many
people believe that
the Weimar
Republic was
doomed from the
start?
Students should be asked to
consider the point that it is
amazing that the republic lasted
as long as it did – thus it must
have had something
Germany 1919 – 45
Enquiry B: THE RISE OF THE NAZIS AND THEIR CONSOLIDATION OF POWER By 1934
Key Issue: Why was Hitler appointed Chancellor and how did the Nazis consolidate their power in the period 1933
– 34?
1
Focus Question
Specified Content
What were the origins
and main ideas of the
Nazi Party

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
2
What is the
significance of the
Munich Putsch?

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
3
The wilderness years
The Nazis 1924 –
1929: How did they
prepare for power?

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The Nazi Party in the
early years: Hitlers
background, Drexler
and the German
Workers party
Nazi ideas and
methods (25 points,
SA)
Hitler and the other
Nazi leaders
Recap on political
crisis
Reasons for the
Putsch
The Putsch – what
happened
Trial and
imprisonment.
The consequences of
the Putsch, both
short and long term,
good and bad
Mein Kampf
Lessons learned from
the Putsch:
Reorganisation of the
party
Election philosophy
The party leader
Policies
Recommended Activities
This is particularly good in the rise
of evil.
In groups students can assume the
characters of Kahr, Lossow,
Seisser, Ludendorf for Hitler. They
can then answer the interview
questions.
The trial and imprisonment also
very good in the rise of evil.
Students must examine how and
why Hitler was able to turn a
disaster into success. How at the
very least, no publicity is bad
publicity
Even though a small, perhaps joke
party, the Nazis knew if prosperity
went, they could succeed. They
were determined to be ready.
Students can design a website for
the Nazi party in 1928. See
exemplar lesson and materials
Assessment
Opportunity/
Homework
Outcomes/ notes
It must be pointed out that there
was something for everyone in
the 25 point programme, but
that the Nazis would not
necessarily stick to it.
They also need to see how
Hitler was good at capitalising
on fear and weakness right
from the start. The power of
Hitler as a political magnet
Links must be made back to the
work on Stab in the back etc
The previous issue of the many
of the Kaisers supported
seeking to destroy the republic
from within must also be made.
Both with respect to Ludendorf
and the lenient sentence
passed
The image change must be
made apparent. That they now
look respectable, link back to
the early work on German
culture
Reources

4.
5
6
What was the impact
of the depression and
Wall street crash on
Germany?

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What were the
reasons for the Nazi
growth in popularity
after 1930? (why not
before?)

What were the
circumstances
surrounding Hitler’s
invitation to be come
chancellor?
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7
From Democracy to
Dictatorship: How did
Hitler consolidate his
power between 1933
and 34?
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Publicity and
fundraising
Unpopularity
Blame the
government
The rise of political
extremism
Hitler and Nazi
Strength
Weaknesses of the
Weimar republic
The depression
Money
Propaganda
Violence of SA
Fear of Communism
etc
The election results
of 1930 – 33 The
political deal
Political scheming of
Von Papen and
Schleicher.
The belief that Hitler
could be controlled
The need to restore
order
The Reichstag fire
Enabling Act
Death of Hindenburg
Night of the Long
Knives
The History file video: Rise of the
Nazis is very good for looking at the
whole story of the rise of the Nazis.
This sees it through the eyes of a
member of the SA. Students can
answer questions as him.
Complete work that combines the
rise of the Nazis and the growing
political and economic problems
faced by the parties that supported
the Republic. There must be a clear
link between the problems that the
Republic faced and the popularity of
the Nazis.
Rise of evil video is very good on
this
There are various examples of
student essays on this, AfL
opportunity
Make sure that the students have a
clear understanding of the Enabling
Act, it’s cause and impact, along
with the importance of the
Reichstag fire. The Rise of Evil is
Why did Nazis
succeed in
elections?
The students need to be
encouraged to think about
identifying the key reason for
the success of the Nazis, but
they must take the long run
view eg the importance of the
Treaty of Versailles, fear of
communism and suspicion of
parliamentary democracy
It is important to note that even
though the Nazis were
successful; they were NEVER
in a majority. Students will need
to be discouraged from thinking
that all Germans were Nazis
from this point until the end of
the topic
The Enabling act is particularly
difficult. Students must
understand how Hitler was able
to exploits the weaknesses in
the constitution that were taught
very good
Assessment Essay
How was Hitler
able to dominate
Germany by 1934?
in an earlier enquiry
It must be made clear that
questions on Hitler’s rise to
power differ greatly depending
on if they end in 1933 or 1934
The enabling Act is an
important link to the next
enquiry for it goes some way to
explaining the way the Nazis
aimed to maintain control in
Germany.
Germany 1918 – 1945
Enquiry C: CHANGING LIFE IN GERMANY (Depth 6 – 10 lessons)
Key Issue: How did the Nazis affect the lives of the German people, 1933 - 39?
1
2
Focus Question
Specified Content
Recommended Activities
The Third Reich:
What did the Nazis
want to achieve and
how did they plan to
do it?
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Students need to analyse what
these mean in reality and how easy
or difficult they will be to achieve.
They can the design a poster aimed
at either a businessman, a woman
or a teenage boy, encouraging
them to see their role
What was the police
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A strong Germany
A racial Germany
Volk: Peoples’
community
The carrot and stick
approach:
Terror and fear
Economic success
Propaganda
Dictatorship
One party State
Informers
Concentration camps
Assessment
opportunity/
Homework
Outcomes/ notes
Time should be given to this
because many students
struggle with what ‘Third Reich’
means
See exemplar lesson and materials
Students are given fact files on
Reference should once again
Resources
3
state?
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Gestapo
SS
Police and law courts
each of the methods of the police
state. They must then fill out a fact
file on each organisation: method,
duties, report to etc.
be made to the carrot and stick
idea
What were the
benefits for those
who were prepared to
go along with the
ideal?


Economic Success
Public works/
rearmament etc
Leisure
KDF Strength
through joy
Peoples Car
Labour Front
Confidence and a
pride in ones nation
Prosperity
Loss of personal
freedom, economic
choice
Mistrust
Repression fear
Abolition of Trade
Unions
Disadvantage of a
one party state
Festivals and
celebrations
Newspapers
Radios
Cinema and theatre
Culture
Ideal of women and
the family
Role and status
Image and
appearance
History file: Life in Nazi Germany is
very good for showing the benefits,
although you may wish to wait and
show the programme in a later
lesson when the down side has
been analysed as well as the
affects of propaganda which are
touched upon in this programme
Higher attainers may wish to
analyse this in more detail,
although the myth a miracle is
not a GCSE requirement
Experiences in Youth
Groups
History File: The Hitler youth is very
good, follows the story of Henry
What were the
downsides to these
benefits?
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4
5
6
How did the Nazis
use culture, media,
censorship and
propaganda
What did the Nazis
want from German
women and how
successful were
they?
What did the Nazis
want from children?
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The contrast to previous times
of hardship must be highlighted
Once again the carrot and stick
ideal can be referred to.
Students can write the answers to
questions asked to entrants for the
Miss Germany 1937 championship
It must be pointed out how this
was against the achievements
for the Weimar period. That it
also wasn’t realistic particularly
with the demands of war and
preparation
It must be highlighted that these
children are being groomed to
7
What was the Nazi
attitude toward
religion and the role
of the church?

Indoctrination and
Education

Arguments for and
against the
destruction of the
churches
Agreements with
churches
Gradual
marginalisation
Social Darwinism
The various asocial
groups apart from
Jews groups
Possible solution
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
8
Purifying Germany:
What were Nazi ideas
about race and
Citizenship?



9
Purifying Germany:
How were Jews and
minority groups
treated and how did
this change between
1933 and 45
This overlaps slightly
with the next enquiry

Timeline of anti
Jewish Laws
Metalmann. Students can answer
questions as Henry.
take orders without question
and fight in a war
The World at War Episode on
Genocide is useful
It must be continuously
reiterated that it was not only
Jews who suffered. Also, how
easily people began to
marginalise, particularly
children
It is important to note that
students have done work on the
treatment of Jews both in KS3
History and RE. Reference
should be made to this. The
Final Solution will be
questioned as part of the
question on enquiry D
Year 10 End of
Topic Test
Germany 1919 – 4
ENQUIRY D: GERMANY DURING THE SECOND WORLD WAR, 1939 – 45 (Depth 4 – 5 lessons)
Key Issue: What Impact did the Second World War have on the lives of the German People?
1
Focus Question
Specified Content
How did the coming of
war change life in
Germany? (excl
holocaust)


Organisation for total
war
Life in war time
Germany, the
Recommended Activities
Assessment
opportunity/
Homework
Outcomes/ notes
They need to be reminded that
there is overlap with the
Purifying Germany questions,
where they have already
Resources
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2
How much opposition
was there in Nazi
Germany?
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
3
Overview and
summary
Did the German
people benefit from
Nazi rule?
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

touched on the war (holocaust)
difference before and
after 1941
The economy
Increasing
propaganda
The Final Solution
The impact of allied
bombing on German
cities
Attempted Coup
d’etats
Underground
resistance
Church: Pastor
Neimoller
Private grumbling
Passive resistance
Youth groups: White
Rose, Swing,
Edelweiss Pirates
Changing attitudes to
war; Resistance and
opposition to Hitler
during war – The July
bomb plot 1944
Reaction to total
defeat
The condition of
German in may 1945
Overview of the
whole of enquiry 3
looking at the
question from all
perspectives e.g.
Obvious benefits
Obvious drawbacks
Women, children
Jews and minority
History file Opposition is very
useful and should be watched. It
forms part of the exemplar lesson
Discussion of essay plan and
essay. This will not only encourage
thinking, it should also consolidate
their knowledge and pick up any
gaps in understanding
This also may be questioned in
the question on Enquiry C.
Students should be encouraged
to think about why there was
not more opposition and would
there have been so much
opposition if they had won the
war? You may also like to think
about what actually constitutes
opposition
Extended Essay
homework
Did the German
people benefit from
Nazi rule?
This a major price of work that
encourages students to ask
very high level questions
e.g If the majority of people
benefited would there have
been continuous opposition?
Would you really want to live in
a place where these ideals are
encouraged – even if you are




groups
The war
Endless propaganda
Opposition
Benefits long term
not personally affected? The
effects that are still felt today
The poor standard of education
during these years. This should
consolidate their work from both
enquiries C and D
OCR:
Unit A971/11 Aspects of International Relations, 1919-2005 - The Cold War, 1945–1975
Relations Between the Superpowers in Europe
Content Focus and Elaboration
Learning Outcomes
Beginning of the Cold War in Europe 1945–48
(Background)
Students should be able to understand and explain:
 The differences between capitalism and
communism;
 Relations between the USSR and capitalist
nations pre–1941:
 Relations between the USSR, USA and Great
Britain during World War II:
 Opposition to a common enemy.
The Beginning of the Cold War in Europe
1945–48 (cont.)
 what communism is;
 what democracy is;
 why the two ideologies were unable to co-exist;
and
 why the USSR and the Allies joined together
during World War II.
 The deterioration of relations between the USA
and USSR:
 Stalin’s suspicions of delay in Allied invasion
of Europe;
 Yalta;
 Potsdam;
 A-Bomb.
 Reasons for and actions of the USSR in this
period including:
 The desire for security:
– Impact of World War II on the USSR;
 The spread of communism:
– The countries involved;
– Methods used;
 how and why relations between the USSR and the
Allies began to deteriorate;
 why Stalin was so concerned about the security of
the USSR; and
 which countries came under communist control
and the steps by which they became communist.
Resources
www.johndclare.net/cold_war3_ideological
differences.html
www.schoolhistory.co.uk/lessons/coldwar/
coldwar_origins.html
Students should be able to understand and explain:
www.johndclare.net/cold_war6_SalamiTacti
cs.html
Video: History File: The World since 1945 –
The Cold War Begins
– Reactions.
The Beginning of the Cold War in Europe
1945–48 (cont.)
Students should be able to understand and explain:
 The development of the ‘Iron Curtain’
including:
– Initial US response to events in Europe
post–1945;
– Impact of Churchill’s ‘Iron Curtain’ speech;
– Containment;
 The impact of George Kennan’s ‘Long
Telegram’;
– Truman Doctrine;
 Fear of the spread of communism to
Greece and the Middle East;
– Marshall Aid;
 Reasons;
 Terms;
 Impact on American/Russian relations;
– Reactions:
 Cominform;
 Comecon.
Early Confrontation in Europe
 how the USA initially reacted to the development
of the ‘Iron Curtain’;
 how Churchill viewed the spread of communism
in Eastern Europe;
 the reasons why the USA’s reaction to the spread
of communism changed;
 the terms and impact of the Truman Doctrine;
 the reasons for, terms and impact of Marshall Aid;
and
 how the USSR responded to the Truman Doctrine
and Marshall Aid.
 The Berlin Blockade and Airlift:
 Causes:
– Disagreement over Germany’s future;
– Introduction of a new currency;
 Events:
– Initial blockade;
– US options;
 Airlift;
 how Germany and Berlin were partitioned at the
end of World War II;
 the different aims that the former allies had for the
future of Germany;
 the reasons for Stalin’s imposition of a blockade;
 how the USA reacted to the blockade of Berlin;
 how the blockade was ended; and
 what the main consequences of the Berlin
www.schoolhistory.co.uk/lessons/coldwar/
coldwar_truman.html
Video: Cold War – Marshall Plan 1947–48
Students should be able to understand and explain:
www.schoolhistory.co.uk/lessons/coldwar/
coldwar_blockade.html
Video: History File – The Cold War – Berlin
1945–48
Video: History in Action – One False Step –
Germany Divided
Blockade were on East-West relations.
 Consequences:
– Establishment of NATO;
– Division of Germany;
– Establishment of the Warsaw Pact;
 Impact on East-West relations.
Relations between the Superpowers outside Europe
The Cuban Missile Crisis
Students should be able to understand and explain:
 Cuba’s strategic position;
 How Castro gained control;
 Castro’s policies:
– Nationalisation;
– Communism;
 USA response:
– Reduction in trade;
– Bay of Pigs;
 Relations between Cuba and the USSR:
– Trade;
– Missiles;
 The Missile Crisis:
– Events (Thirteen Days):
 The part played by Kennedy and
EXCOMM;
 The part played by Khrushchev;
 Consequences of the Crisis:
– Missiles;
– Hotline
– The impact of the Cuban crisis on
superpower relations.
The Vietnam War
 why Cuba was of strategic significance for the
USA;
 how Castro gained power in Cuba;
 why Castro’s policies caused problems in Cuba’s
relationship with the USA;
 Kennedy’s initial strategies with regard to Cuba;
 why and how Cuba’s relationship with the USSR
strengthened;
 the different stages of the Cuban Missile Crisis;
 how the Crisis was ended; and
 the impact that the Crisis had on East-West
relations.
 The Vietnam War:
 how Vietnam was governed after World War II;
www.schoolhistory.co.uk/lessons/coldwar/
coldwar_cuba.html
Video: History File: The World since 1945 –
Cuban Missile Crisis
Video: History File – The Cold War – The
Cuban Missile Crisis 1962
Video: History in Action – Back from the
Brink – Cuba 1962
Video: History in Action – Crisis over Cuba
Video: History in Action – Heroes or
Villains – Fidel Castro
Students should be able to understand and explain:
Video: History File: The World since 1945 –
Causes:
– Vietnam under French control;
– Division;
– The reasons for increased US involvement:
– Containment;
– Domino Theory;
Events:
– Tonkin Resolution;
– US tactics and their impact;
– Reactions to the war in the US;
– Nixon’s tactics;
Results:
– For Vietnam;
– For East-West relations.
 The roles of Johnson, Nixon,
Ho Chi Minh, Mao Zedong and Brezhnev.
 why and how the USA’s involvement in Vietnam
increased in the 1950s;
 why and how the USA’s military involvement in
Vietnam escalated in the 1960s;
 the various tactics utilised by the US military and
their impact;
 how the war was perceived in the US;
 the tactics employed by President Nixon;
 how the Vietnam War came to an end;
 the impact of the Vietnam War on both Vietnam
and relations in Asia; and
 consequences of the Vietnam War.
Vietnam
Video: History in Action – Film Century –
War in Vietnam 1966–1969
Video: History in Action – What the Papers
Said – The Vietnam War
USA 1920-1975 Scheme of Work
Lesson Title
Background
to U.S
History
Lesson Objectives
Suggested Activities
Learning Outcomes
 Spidergram of
 Why is America seen as a All pupils should
Be
able
to
explain
how,
when
existing
‘new nation’?
and why Europeans settled in
America
knowledge

Be able to recall several key
 What were the key events in
aspects of American History
 Timeline of crucial
American history prior to Some pupils couldevents
1945?

Explain what impact key events
such as the writing of the
constitution and the Civil War
had on more recent events

Be able to suggest how these
events shaped American politics
All pupils should-

The U.S.A in
the 1920s
and 1930s

Did all Americans benefit
from the ‘boom’ years?

Why
was
the
Great
Depression
such
an
important period in American
history


Be able to explain several
aspects/characteristics of the
‘boom’ years
Be able to explain which groups
did not do as well in the 1920s
Be able to explain what the
social impact of the Great
Depression was
Some pupils could

Be able to explain the influence
of geography on the impact of
both the boom and the
depression
Be able to explain how the
depression
shaped
public
opinion on post-war economic
policy


Table in which
students analyse
how well several
groups did in the
1920s
Individual
research in which
students look up
different states
and give a report
on how individual
states fared
Prohibition



Why did America ban the
sale and production of
alcohol?
What was the result of
prohibition?
Why
was
Prohibition
repealed?
All pupils should



New


What was the New Deal?
How successful was the New
Deal?
Be able to explain more than
one reason for why many
Americans wanted Prohibition
Be able to explain when
Prohibition was and what it
meant
Be able to recall at least one
reason why Prohibition was
repealed
Some pupils could
The
Deal

Be able to explain long-term
causes of prohibition
Be able to explain the social
impact of prohibition
All pupils should




Be able to explain why the New
Deal was introduced
Be able to explain the basic
aims of the New Deal
Be able to give examples of its
success
Be able to give some examples
of its failures
Some pupils could


The post-war
American

How was the American
economy restored by 1945?
How was post-war wealth
deployed?
Be able to explain why some
were ideologically opposed to
state intervention
Explain why opinion is divided
on the success of the New Deal

All pupils should

Be able to explain how the
Second World War stimulated
the American economy
Be able to give several
examples of how American
money was spent

Interpretation
of
graphs from GCSE
Modern
World
History
(Walsh
p372)
Some pupils could-
economy


The
Government
and Red
Scare
What was ‘Red Scare’?
Explain why welfare spending
increased
despite
political
opposition

Explain how and why American
spending was higher than
income in this period
All pupils should

What was the
public’s attitude
Scare’?
American
to ‘Red


How were
AfricanAmericans
treated in the
USA 19451960

How had African-Americans
been treated historically?
How were African-Americans
treated/regarded in the USA
1945-1950?
What did African-Americans
do in order to improve the
situation?
Be able to explain Senator
McCarthy’s
personal
motivations for ‘Red Scare’
Be able to explain the political
impact of ‘Red Scare’
All pupils should





Guilty/Not
guilty
exercise
using
‘Days that Shook
the World Episode’
on the Rosenbergs

Source work from
P373-375
in
Modern
World
History book
Table
exercise
using
P376-383
from Modern World
textbook
Department
work
booklet
Some pupils could


Be able to explain why many
Americans were opposed to
Communism
Be able to explain how this
opposition led to ‘Red Scare’

Be able to explain how the
Slave Trade brought many
Africans to America
Be able to explain what the
Emancipation Proclamation was
Be able to explain what the Jim
Crow Laws were
Be able to explain what
segregation involved
Be able to explain how the civil
rights movement started
Be able to recall key events
such as Little Rock and the Bus
Boycott
Some pupils could

Identify the different levels of
racism geographically in the
USA
Be able to explain how state law
was being used to deny African-


Americans equal rights.
How were
AfricanAmericans
treated in the
USA 19601975
All pupils should-



John F
Kennedy

How did the approaches of
Martin Luther King and
Malcolm X differ?
How, when and why did
African-Americans get the
vote guaranteed?
Why was Kennedy elected?
What were his policies?


Be able to explain key
differences in the approaches
used by Martin Luther King and
Malcolm X
Be able to recall when the Civil
Rights Act was passed and who
passed it
How popular was he?

Some pupils could-
Department
work
booklet on the MLK
and Malcolm X
GCSE
Modern
World
History
textbook

Explain how the Civil Rights
movement used the constitution
to achieve their aims

Debate which of the 2
approaches was more effective
All pupils should

Be able to explain more than
one reason why JFK won the
1960 election
Be able to name and explain
more than one of JFK’s policies
Some pupils could-




Be able to explain why some
Americans thought Kennedy
was left-wing
Be able to explain why
Historians believe that Kennedy
did not actually win the 1960
election


Departmental work
booklet
GCSE
Modern
World
History
textbook P390-391
President
Johnson

What did Johnson try to
achieve?
All pupils should


Why were so many
Americans opposed to
Johnson’s domestic policies?

Be able to recall more than one
of Johnson’s policies
Be able to recall more than one
of Johnson’s actions
Be able to recall more than one
reason for his unpopularity with
some Americans

Department work
booklet

Modern
World
History P392-393

GCSE
Modern
World
History
p394-396

GCSE
Modern
World
History
p386-388
Some pupils could

What was Watergate?
Explain why Johnson did not
run for President in 1968

Explain why the Democrats lost
the 1968 election
All pupils should
Watergate

What was the public reaction
to Watergate?

Be able to explain what
happened at the Watergate
hotel in 1972
Be able to explain why this led
to the resignation of President
Nixon
Some pupils could

Women in
the USA

How were women treated in
the USA 1945-1975?
Why were many women
disappointed with the
government in this time
period?
Explain the importance of
Watergate in relation to the
public vision of the Presidency

Explain
how
it
changed
American politics
All pupils should


Be able to explain more than
one way in which women were
discriminated against in this
period
Be able to explain more than
one way in which life for women
changed in this period
Be able to explain what hadn’t
been achieved by women in this
time perio
Some pupils could
Explain how far life changes

were positive
Analyse
data
and
form
conclusions on how far life
really did change for American
women