Download 2013 History A Unit 1 scheme of work - Edexcel

Edexcel GCSE History A – revised for 2013
(The Making of the Modern World)
Unit 1 The era of the Cold War 1943–1991
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Scheme of work
This scheme of work has been produced to help you implement this unit of the Edexcel specification. It is offered as an example of one possible model that you
should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable Word format to make adaptation as easy as
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you are encouraged to use a wide range of resources that suit the needs of your students.
Page references for Pearson Edexcel Unit 1 Student Book are given for both the 2012 edition and the forthcoming 2013 edition. Page references for the
Hodder International Relations 1943-1991 refer to the 2009 edition.
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Edexcel GCSE History A (The Making of the Modern World)
Scheme of work: Unit 1 The era of the Cold War 1943–1991
Week
Content coverage/
Learning outcomes
Exemplar activities
Exemplar resources


Students produce a summary of
the long-term tensions (pre-1941)
existing between the Grand
Alliance allies.
Students summarise the main
aspects of these
conferences/meetings, and how
these contributed to the emerging
Cold War. Students could then
write a paragraph about which one
of these three meetings they think
was most important.

Students research and then
summarise the issues that caused
tension at Potsdam. They then
write a paragraph about which one
was most important.
Students read extracts from
Churchill’s ‘Iron Curtain’ speech
and note down key phrases that
show division in Europe.

key questions
1
2
Overview of the meaning of ‘Cold
War’, and the main tensions in the
Grand Alliance.
The importance of wartime
conferences (Teheran, the
‘Percentages Agreement’, Yalta), and
their contribution to increased
tensions.
The main issues at the Potsdam
Conference, and the relations between
Truman and Stalin.
The first steps in the emerging Cold
War, 1946.



To identify the main points of tension
before 1941 and the formation of the
Grand Alliance.
To identify the main early tensions at
the wartime conferences 1943–45
(Teheran, the ‘Percentages
Agreement’, Yalta), and the role of
individuals.
To identify the main issues in
contention between the Allies at the
Potsdam Conference, and to identify
the main reasons for the deterioration
in relations between Truman and
Stalin.
To be able to identify the main steps
in 1946 leading to the emergence of
the Cold War (Churchill’s ‘Iron
Curtain’ speech, the Long and the
Novikov Telegrams).








Edexcel GCSE in History A Unit 1: The Era of the Cold War 1943–91
Scheme of work
The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book has information about the
Grand Alliance allies and the conferences. 2012
edition Section 4 (pp.82-84); 2013 edition Key
topic 1 (pp.6–7).
Chapter 1 of the Hodder International Relations
1943-1991 book is on the origins of the Cold War,
including the conferences.
Additional information on the conferences is
available from BBC History at:
www.bbc.co.uk/gcsebitesize/history
The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book provides information on
Potsdam. 2012 edition pages 86-87; 2013 edition
page 8.
The Potsdam conference is covered on pages 16-17
of the Hodder International Relations 1943-1991
book.
Additional information on Potsdam and the
Truman/Stalin relationship is available from BBC
History at:
www.bbc.co.uk/schools/gcsebitesize/history/mwh
/ir2/
Churchill’s ‘Iron Curtain’ speech can be found
here: www.fordham.edu/halsall/mod/churchilliron.asp and on p. 88 (2012 ed) or p.10 (2013 ed)
of the Pearson Edexcel GCSE Modern World History
Unit 1 Student Book.
© Pearson 2013
1
Week
Content coverage/
Learning outcomes
Exemplar activities
Exemplar resources


Students summarise the main
features of the Truman Doctrine
and the Marshall Plan, and then
write a paragraph to explain how
these two policies/initiatives were
connected.
Students write a sentence to
explain the term ‘satellite state’,
and a sentence to identify which
states were affected by this.
Students then research and
produce a list of reasons why Stalin
took control of these states.

Students research developments
concerning Germany 1945–48, and
produce a chart of these main
developments — showing why
Stalin objected to these
developments.
Students consider the steps leading
to the Berlin Blockade, and decide
whether the USA/Britain OR the
USSR were most to blame.

key questions
3
The growing divisions in 1947: the
growing involvement of the USA in
Europe, especially the Truman Doctrine
and the Marshall Plan.
The concept of ‘satellite states’ and
the USSR’s establishment of such states
in Eastern Europe in 1947–49.

To identify the main features and
impact of the Truman Doctrine and the
Marshall Plan, 1947.
To identify the main features of, and
reasons for, the USSR’s establishment
of satellite states in Eastern Europe,
and the setting-up of Cominform and
Comecon.


4
Why had Germany been temporarily
divided into zones in 1945? The reasons
why Germany became a problem in the
period 1945–47.
The main events of the Berlin Blockade
and Airlift, and their main outcomes.



2
To identify the main problems
concerning Germany, and the reasons
why US/British actions worried Stalin
(e.g. Bizonia, Trizonia).
To identify the main features/events
of the Berlin Blockade and Airlift.
To identify their main
results/consequences (two Germanys,
NATO, the nuclear arms race).
Edexcel GCSE in History A Unit 1 The era of the Cold War 1943–1991


Scheme of work




The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book provides information on the
Truman Doctrine and Marshall Plan: 2012 edition
pp.88-91; 2013 edition pp.12–13, and the
establishment of ‘satellite states’ in Eastern
Europe (2012 ed. pp.92-95; 2013 ed. pp.14–17).
The Hodder International Relations 1943-1991
book provides information on the Truman
Doctrine and Marshall Plan (pp.27-30) and on
satellite states (pp.24-26).
Additional information on is available at:
www.spartacus.schoolnet.co.uk/ColdWar.htm
Additional information on this is available from
BBC History at:
www.bbc.co.uk/schools/gcsebitesize/history/m
wh/ir2/
The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book provides useful information
on the problems facing Germany (2012 ed. on
pp.96-99; 2013 ed. on pp.18–23).
Chapter 3 of the Hodder International Relations
1943-1991 book provides information on the
Berlin crisis 1948-49 and its aftermath.
© Pearson 2013
Week
Content coverage/
Learning outcomes
Exemplar activities
Exemplar resources

To identify the main developments in
Hungary (economic and political
changes), and the main
features/nature of Rakosi’s regime.
To identify the main immediate
consequences in Eastern Europe of
Stalin’s death in 1953 (Khrushchev &
‘de-Stalinisation’.
To identify the main developments in
Hungary, 1956. To identify the main
features of Nagy’s
programme/reforms.
To identify the main features/events
of the Soviet response and the
Hungarian Revolt; the immediate
consequences of the Hungarian Revolt;
the response of the West (including
Nagy’s execution, and the re-assertion
of Soviet control under Kadar).

Students produce a brief summary
of developments/rule in Hungary
1945–53, highlighting the main
changes.
Students write a paragraph to
explain ‘de-Stalinisation’ and its
consequences for East European
states in general.
Students research and then draw
up a chart to show the main
policies/reforms proposed by Nagy;
and to explain why these alarmed
the USSR.
Students research and then write
paragraphs about, the events of
the Hungarian Revolt, explaining
why the US/West reacted as they
did.

To identify the main aspects of the
background to the Berlin Crisis, and
the main reasons why refugees and
spies became problems.
To identify the main responses of, and
the reasons for, Khrushchev’s reactions
in 1958 to the refugee and spy
problems surrounding Berlin, and his
plans for East Berlin (e.g. his Nov. 1958
Declaration).

Students produce a spider diagram
showing the problems concerning
Germany and Berlin, and the main
points of the refugee and spy
problems.
Students examine the five courses
of action for Eisenhower in
response to Khrushchev’s
declaration, and choose the most
AND the least effective. They then
write a paragraph about each one,
explaining the reasons for their
choices.

key questions
5
6
Overview of what happened to Hungary
1945–53 under Stalin; the nature of the
rule and role of Rakosi.
The impact of Stalin’s death in 1953 in
Eastern Europe — ‘de-Stalinisation’.
The immediate impact of deStalinisation in Hungary; the fall of
Rakosi; and the emergence of Nagy.
The response of the USSR/other East
European states to Nagy’s reforms; the
events and immediate consequences of
the Hungarian Revolt; the response of
the West.
Overview of the background to the Berlin
Crisis, 1958–63; and the emerging
refugee and spy problems.
The response of Khrushchev to the
refugee and spy problems and Berlin.





Edexcel GCSE in History A Unit 1: The Era of the Cold War 1943–91




Scheme of work



The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book provides information on
Hungary under Stalin, the main policies/reforms
proposed by Nagy, and on the Hungarian Revolt
(2012 ed. on pp.100-103; 2013 ed. on pp.24–27).
Chapter 4 of the Hodder International Relations
1943-1991 book provides information on the
Hungarian uprising.
Additional information on these policies/reforms
and on developments in Hungary is available
from BBC History at:
www.bbc.co.uk/schools/gcsebitesize/history/m
wh/ir2/
The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book has information about the
emerging problems about Berlin on issues
between Eisenhower and Khrushchev (2012 ed.
pp.106-108; 2013 ed. on pp.28–30).
Chapter 5 of the Hodder International Relations
1943-1991 book covers the Berlin crisis of 1961.
© Pearson 2013
3
Week
Content coverage/
Learning outcomes
Exemplar activities
Exemplar resources



key questions
7
The main features of the growing crisis
over Berlin, 1958–61, the four summits
and the U2 spy plane incident
The main details of events leading to
the building of the Berlin Wall in 1961,
and its consequences.

To identify the main features of the
growing crisis over Berlin, 1958–61,
(e.g. the four summits: Geneva (1959)
and Camp David (1960) with
Eisenhower; the U2 spy plane incident;
the Paris (1960) and Geneva (1961)
summits with Kennedy; US
preparations for war).
To identify the main reasons for, and
details of events leading to, the
building of the Berlin Wall in 1961 (US
nuclear superiority in numbers and
reach, the impact of refugees on the
economy of East Germany, JFK’s 1963
trip to Berlin), and its consequences.

Students draw up a table to show
the details of the four summits
(1959–61) and their main
outcomes.
Students sort cards on the building
of the Berlin Wall into two groups
(causes and consequences). They
then select the most important
cause AND the most important
consequence, writing a sentence
for each to explain the reasons for
their choice.




8
4
Overview of the background to the
Cuban Missile Crisis – the nuclear arms
race, US control of Cuba.
The Cuban Revolution, the Bay of Pigs,
and Khrushchev’s decisions on missile
bases in Cuba.


To identify the main features of the
nuclear arms race (1945–61) and Soviet
advances in space; and the USA’s
relationship to Cuba (e.g. the Americas
as the USA’s ‘backyard’, Cuba under
Batista’s dictatorship).
To identify the main events following
the Cuban Revolution in 1959 (e.g. US
trade boycott, Soviet aid); the
significance of Eisenhower’s orders for
the CIA to assassinate Castro, and of
Kennedy’s ‘Bay of Pigs’ plan; and
Khrushchev’s reasons for placing
missiles in Cuba (defence of Cuba,
Soviet missiles able to reach the USA).
Edexcel GCSE in History A Unit 1 The era of the Cold War 1943–1991


Students copy the table relating to
the arms race from the Pearson
Edexcel student book (page
113/page 35), and then complete
the table by adding details (in the
right-hand column) of how the US
was in a stronger position in each
of the three aspects shown.
Students draw a timeline of the
key events 1957–61, showing the
build-up to the Cuban Missile
Crisis.
Scheme of work



The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book has information about the
summits over Berlin, the U2 spy plane incident,
and the Berlin Wall (2012 ed. on pp.108-111;
2013 ed. on pp.30–33).
Chapter 6 of the Hodder International Relations
1943-1991 book covers the arms race and the
Cuban Missiles Crisis.
Additional information on the U2 spy plane
incident is available at:
www.spartacus.schoolnet.co.uk/COLDU2crisis.h
tm
Additional information about the Berlin Wall is
available at:
www.bbc.co.uk/schools/gcsebitesize/history/m
wh/ir2/berlinwallrev1.shtml
A useful activity on the Berlin Wall can be found
at:
www.schoolhistory.co.uk/lessons/coldwar/cold
war_berlinwall.html
The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book has information about the
arms race, the Cuban revolution and the Bay of
Pigs incident (2012 ed. pp.112-115; 2013 ed.
pp.34–37).
Chapter 6 of the Hodder International Relations
1943-1991 book covers the arms race and the
Cuban Missiles Crisis.
A useful additional activity on Cuba is available
at:
www.bbc.co.uk/schools/gcsebitesize/history/m
wh/ir2/cubanact.shtml
© Pearson 2013
Week
Content coverage/
Learning outcomes
Exemplar activities
Exemplar resources



key questions
9
Overview of the Cuban Missile Crisis of
1962: the 13-day Crisis, and the roles of
Kennedy and Khrushchev.
The short- and long-term consequences
of the Cuban Missile Crisis.

To understand the main features of the
crisis in 1962, and the actions of the
main individuals during the crisis events
of the USA (inc. Kennedy and
Khrushchev, ‘hawks vs doves’, the secret
deal over US missiles in Turkey).
To understand the meaning of détente,
and to identify the main short-term
consequences. (‘hotline’, 1963; Test Ban
Treaty, 1963; détente), and the main
long-term consequences (including the
fall of Khrushchev, MAD, France leaving
NATO).


Students consider an image taken
by a US spy plane and released in
1962, showing nuclear missile
bases being built in Cuba. Students
decide how useful it is as evidence
of the reasons for the blockade of
Cuba.
Students complete a table
indicating how the crisis was a
success for the USA/USSR/both,
and how it was a failure for the
USA/USSR/both.
Students produce a spider diagram
to show the main short- and longterm consequences of the crisis;
and then write a paragraph to
show who gained most from the
crisis, with arguments supported
by detailed evidence.




10
Overview of the background to the
Prague Spring: Soviet control,
communist rule in Czechoslovakia, the
role of Dubček.
The main events and features of the
Prague Spring, 1968.


To identify the main aspects of Soviet
influence/control in Czechoslovakia; life
and the economy under Novotny; the
emergence of Dubček as leader in 1968,
and his main beliefs and aims for
communism (e.g. ‘Socialism with a
human face’).
To identify and understand the main
features and events of the Prague Spring
in Czechoslovakia (the ending of
censorship, allowing opposition groups
and criticism of the government, ‘market
socialism’).
Edexcel GCSE in History A Unit 1: The Era of the Cold War 1943–91


Students research and then write a
couple of paragraphs about
Dubček’s views and what he
wanted to change in
Czechoslovakia.
Students produce a spider diagram
of the main aspects of Dubček’s
reforms, and the events of the
Prague Spring.
Scheme of work



The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book has information about the
Cuban Missile Crisis of 1962 (2012 ed. pp116-117;
2013 ed. pp.38–39). Page 117/38 includes the
image of nuclear missile bases being built in
Cuba.
Additional information on these events is
available at
www.spartacus.schoolnet.co.uk/COLDcubanmissi
le.htm
The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book provides information and
guidance about the outcomes of the Cuban
Missile Crisis (2012 ed. pp.118-119; 2013 ed.
pp.40–41).
Additional information is available at
www.bbc.co.uk/schools/gcsebitesize/history/m
wh/ir2/
whowonthecubanmissilecrisisrev1.shtml
A useful interactive activity can be found at:
www.schoolhistory.co.uk/lessons/coldwar/coldw
ar_cuba.html
The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book has information about the
background to the Prague Spring (2012 ed.
pp.120-121; 2013 ed. pp.42–43).
Pages 66-68 of the Hodder International
Relations book explain why there was opposition
to Soviet control, and cover the Prague Spring
reforms.
Additional information about Dubček and the
Prague Spring is available at:
www.spartacus.schoolnet.co.uk/COLDprague.ht
m
© Pearson 2013
5
Week
Content coverage/
Learning outcomes
Exemplar activities
Exemplar resources

To identify the main points of the Soviet and
East European leaders’ reactions to the
Prague Spring (e.g. the Brezhnev Doctrine,
Warsaw Pact invasion); and the main events
surrounding the Warsaw Pact invasion (e.g.
non-violent civil disobedience, Jan Palach,
the Moscow Protocol).
To understand the main aspects of US
and Western European reactions to the
Warsaw Pact invasion; and the impact of
the Prague Spring and the invasion on
communist parties in East and West
(including ‘Eurocommunism’ in the West,
splits in the communist movement, the
growing independence of Romania,
Yugoslavia and China).


To understand the meaning of, and to
identify correctly the main features of
détente, and the main developments in
the period 1967–8 (Outer Space Treaty,
Nuclear Non-Proliferation Treaty).
To be able to identify the main
developments in détente during the
1970s (e.g. SALT 1 (1972); the Helsinki
Conference (1975); the Apollo-Soyuz
mission (1975)).
To correctly identify the main features of
events and developments in Afghanistan
in 1978, and the main reasons for Soviet
intervention in Dec. 1979 (e.g. fears of a
fundamentalist Islamic state bordering
their Asiatic republics).
To be able to identify the main reactions
to the Soviet invasion, and the main
features of the end of détente (the Carter
Doctrine, failure of SALT II, US boycott of
the Moscow Olympics, US alliances with
China and Israel, US funding/training of
fundamentalist Islamic guerrilla groups).

key questions
11
Overview of the Brezhnev Doctrine, and
the reassertion of Soviet control in
Czechoslovakia.
US and Western reactions to events in
Czechoslovakia, and the impact of these
on communist states and parties.

12
Outline of the main features of
détente, and the treaties of 1967 and
1968. The main developments in
détente during the 1970s.
Outline of the main events in
Afghanistan in 1978, and the reasons for
the Soviet invasion in December 1979.
US reactions to the Soviet invasion —
Carter and the end of détente.




6
Edexcel GCSE in History A Unit 1 The era of the Cold War 1943–1991

Students prepare a telegram to a
London newspaper, explaining
what the Brezhnev Doctrine is,
and why it was introduced.
Students write a paragraph to
explain what they consider to be
the MOST important consequence
of the Warsaw Pact invasion of
Czechoslovakia.





Students summarise the meaning
of détente, and the main points
of developments and agreements
in 1967 and 1968.
Students research and then write
a report about ONE of the main
1970s developments in détente,
to show what happened/the
points decided, and why this was
important.
Students complete a ‘Beginners’
Guide to the Soviet Invasion of
Afghanistan’ table, explaining
who was involved, what
happened and why.
Students produce a spider
diagram to show the main US
actions following the Soviet
invasion.







Scheme of work
The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book has information and
guidance about the Soviet responses to the
Prague Spring in Czechoslovakia, and on the
consequences of the Prague Spring and the
Warsaw Pact invasion (2012 ed. on pp.122-125;
2013 ed. on pp.44–47).
Pages 66-72 of the Hodder International
Relations book cover the re-establishment of
Soviet control, the Soviet invasion and its
consequences.
Additional information about this is available at:
www.bbc.co.uk/schools/gcsebitesize/history/m
wh/ir2/czechoslovakia1968rev1.shtml
The early aspects of détente and détente in the
1970s is covered in the Pearson Edexcel GCSE
Modern World History Unit 1 Student Book (2012
ed. pp.128-131; 2013 ed. pp.48–51).
Pages 75-83 of the Hodder International
Relations book cover détente.
Additional information can be found at:
www.spartacus.schoolnet.co.uk/COLDdetente.ht
m
And at:
www.bbc.co.uk/schools/gcsebitesize/history/m
wh/ir2/detenterev1.shtml
A useful activity can be found at:
www.schoolhistory.co.uk/lessons/coldwar/coldw
ar_detente.html
Information and guidance on the invasion of
Afghanistan and on the US reaction to Soviet
invasion is given in the Pearson Edexcel GCSE
Modern World History Unit 1 Student Book (2012
ed. pp. 132-135; 2013 ed. pp.52–55).
Pages 84-86 of the Hodder International
Relations book cover the Soviet invasion of
Afghanistan and its immediate effects.
© Pearson 2013
Week
Content coverage/
Learning outcomes
Exemplar activities
Exemplar resources



key questions
13
Outline of the emergence of the Second
Cold War, and Reagan’s early views and
attitudes to the Cold War.
The main decisions/actions taken by
Reagan, and Soviet responses to them.
The main features of Gorbachev’s
initial ideas and plans, and his views
about the Cold War and East/West
relations.


To understand the meaning of the
‘Second Cold War’ 1979–85, and to
identify the main features of Reagan’s
views and actions (fundamentalist
Christianity, limited nuclear war in
Europe, ‘Evil Empire’ speech in March
1983).
To be able to identify the main
decisions/actions taken by Reagan
(esp. ‘Star Wars’/SDI, and details of
the increased nuclear arms race,
breach of the 1967 Outer Space Treaty;
and to understand the Soviet responses
to these (inc. awareness of their
weaker economy & technology).
To correctly identify the main events in
Gorbachev’s rise to power, and the
main features of his initial ideas and
plans, and his views about the Cold War
and East/West relations (e.g. his early
reactions to Reagan).
Edexcel GCSE in History A Unit 1: The Era of the Cold War 1943–91



Students write two newspaper
reports of Reagan’s ‘Evil Empire’
speech — one to be balanced,
giving details of the speech, and
reasons why it was important; and
one EITHER agreeing OR
disagreeing with the speech.
Students analyse a cartoon from
the Sun newspaper on 21 October
1981 of Reagan and Brezhnev both
trying to destroy Europe.
Students copy and complete a
spider diagram showing how SDI
affected the relationship between
the USA and the USSR.
Students summarise information
about Gorbachev’s early beliefs
and actions, his previous foreign
policy experience, his views about
Reagan, and how he dealt with
Chernobyl.
Scheme of work

The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book provides information and
guidance on Reagan’s ‘Evil Empire’ speech, and on
SDI and its impact on East/West Cold War relations
(2012 ed. pp.136-139; 2013 ed. pp.56–59). Page
137/57 includes the cartoon from the Sun. It also
covers Gorbachev’s beliefs and actions, and
Russian terms in politics (2012 ed. pp. 140-141;
2013 ed. pp.60–61).
Chapter 9 of the Hodder International Relations
book covers President Reagan and the US reaction.
© Pearson 2013
7
Week
Content coverage/
Learning outcomes
Exemplar activities
Exemplar resources

To be able to identify the main
features of Gorbachev’s ‘New Thinking’
(perestroika, glasnost,
demokratskaiya), and its impact on the
USSR and the rest of the world.
To correctly identify the relative military
and technological strengths of the two
superpowers in 1985; and to be aware of
the details and significance of the main
summits between Reagan and Gorbachev
(Geneva, 1985; Reykjavik, 1986;
Washington & the INF Treaty, 1987).
To be able to identify the main
features of Gorbachev’s attitude to
Eastern Europe (e.g. his 1988 speech),
and the main events 1990–1 leading to
the collapse of communist rule and the
break-up of the Eastern Bloc (inc.
developments in Poland, Hungary,
Czechoslovakia and East Germany; the
fall of the Berlin Wall; and the end of
the Warsaw Pact).

Students use the information in
their textbooks to complete a
table on the ‘Aims and Successes
of Gorbachev and Reagan’. They
then write a paragraph about ONE
of the three summits, describing
what was achieved, and explaining
why this was the most important
one.
Students produce a spider diagram
to show the main events of the end
of Eastern European Communist
rule, and the end of the Warsaw
Pact.

To correctly identify the main features
of Soviet reactions to the fall of the
Berlin Wall, and the coup against
Gorbachev (the ‘Gang of Eight’ and the
August 1991 coup, the role of Yeltsin).
To be able to identify the main steps
in, and significance of, Gorbachev’s
eventual fall from power and the
collapse of the Soviet Union, December
1991 (the new constitution, the C.I.S.),
and the end of the Cold War.

Students draw up a timeline of the
main events/developments from
the fall of the Berlin wall to the
end of the coup against Gorbachev.
Students produce a spider diagram
showing the main steps in the fall
of Gorbachev, the collapse of the
USSR, and the end of the Cold war.

key questions
14
The main features of Gorbachev’s ‘New
Thinking’, and its impact on the Soviet
Union and the rest of the world.
The main features of Gorbachev’s
attitude to Eastern Europe, and the
collapse of communism in the Eastern
Bloc.


15
8
Overview of the main features of Soviet
reactions to the fall of the Berlin Wall,
and the coup against Gorbachev. The
main features and significance of the
final fall of Gorbachev and the collapse
of the Soviet Union, and the end of the
Cold War.
Final Unit 1 assessment.


Edexcel GCSE in History A Unit 1 The era of the Cold War 1943–1991


Scheme of work




Reagan and Gorbachev’s changing relationship and
the summit conferences are covered in the
Pearson Edexcel GCSE Modern World History Unit 1
Student Book (2012 ed. on pp142-145; 2013 ed. on
pp.62–67).
Pages 98-101 of the Hodder International Relations
1943-1991 book cover Gorbachev and the end of
the Cold War.
Additional information on these summits can be
found at:
www.bbc.co.uk/schools/gcsebitesize/history/
mwh/ir2/endofthecoldwarrev1.shtml
A useful additional interactive activity on these
developments can be found at:
www.schoolhistory.co.uk/lessons/coldwar/
coldwar_end.html
The Pearson Edexcel GCSE Modern World History
Unit 1 Student Book provides information about
the end of the Cold War (2012 ed. pp146-151; 2013
ed. pp.66–71).
A useful additional activity on the end of the USSR
and the Cold War can be found at:
www.bbc.co.uk/schools/gcsebitesize/history/mwh
/ir2/endact.shtml
© Pearson 2013
This grid is for you to create your own scheme of work if needed.
Content/
Learning objectives
Prior knowledge/
Differentiation
Resource
Homework
Exemplar resources
and extension
Time allowed
Edexcel GCSE in History A Unit 1: The Era of the Cold War 1943–91
Scheme of work
© Pearson 2013
9