0470_Scheme_of_Work_(for_examination_from_2020).pdf

Version 2
Scheme of Work
Cambridge IGCSE™
/ Cambridge IGCSE(9–1)
History 0470 / 0977
For examination from 2020

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Contents
Contents ......................................................................................................................................................................................................................................................3
Introduction ..................................................................................................................................................................................................................................................4
Option A – The nineteenth century: The Development of Modern Nation States, 1848–1914...................................................................................................................6
Option B – The twentieth century: International Relations since 1919......................................................................................................................................................17
Depth Study A: The First World War, 1914–1918 .....................................................................................................................................................................................39
Depth Study B: Germany, 1918–1945.......................................................................................................................................................................................................46
Depth Study C: Russia 1905–1941 ...........................................................................................................................................................................................................54
Depth Study D: The USA, 1919–1941.......................................................................................................................................................................................................60
Depth Study E: China, c.1930–c.1990 ......................................................................................................................................................................................................65
Depth Study F: South Africa, c.1940–c.1994 ............................................................................................................................................................................................71
Depth Study G: Israelis and Palestinians since 1945................................................................................................................................................................................80

Scheme of Work
4
Introduction
This scheme of work has been designed to support you in your teaching and lesson planning. Making full use of this scheme of work will help you to improve both
your teaching and your learners’ potential. It is important to have a scheme of work in place in order for you to guarantee that the syllabus is covered fully. You
can choose what approach to take and you know the nature of your institution and the levels of ability of your learners. What follows is just one possible approach
you could take and you should always check the syllabus for the content of your course.
Suggestions for independent study (I) and formative assessment (F) are also included. Opportunities for differentiation are indicated as Extension activities; there is
the potential for differentiation by resource, grouping, expected level of outcome, and degree of support by teacher, throughout the scheme of work. Timings for
activities and feedback are left to the judgment of the teacher, according to the level of the learners and size of the class. Length of time allocated to a task is another
possible area for differentiation.
Guided learning hours
Guided learning hours give an indication of the amount of contact time you need to have with your learners to deliver a course. Our syllabuses are designed around
130 hours for Cambridge IGCSE courses. The number of hours may vary depending on local practice and your learners’ previous experience of the subject.
Resources
The up-to-date resource list for this syllabus, including textbooks endorsed by Cambridge International, is listed at www.cambridgeinternational.org
Endorsed textbooks have been written to be closely aligned to the syllabus they support, and have been through a detailed quality assurance process. As such, all
textbooks endorsed by Cambridge International for this syllabus are the ideal resource to be used alongside this scheme of work as they cover each
learning objective.
School Support Hub
The School Support Hub www.cambridgeinternational.org/support-and-training-for-schools/support-for-teachers/school-support-hub/ is a secure online resource bank
and community forum for Cambridge teachers, where you can download specimen and past question papers, mark schemes and other resources. We also offer online
and face-to-face training; details of forthcoming training opportunities are posted online. This scheme of work is available as PDF and an editable version in Microsoft
Word format; both are available on the School Support Hub at. If you are unable to use Microsoft Word you can download Open Office free of charge from
www.openoffice.org
Websites
This scheme of work includes website links providing direct access to internet resources. Cambridge Assessment International Education is not responsible for the
accuracy or content of information contained in these sites. The inclusion of a link to an external website should not be understood to be an endorsement of that
website or the site's owners (or their products/services).The website pages referenced in this scheme of work were selected when the scheme of work was produced.
Other aspects of the sites were not checked and only the particular resources are recommended.

Scheme of Work
5
How to get the most out of this scheme of work – integrating syllabus content, skills and teaching strategies
We have written this scheme of work for the Cambridge IGCSE History syllabus and it provides some ideas and suggestions of how to cover the content of the
syllabus. We have designed the following features to help guide you through your course.
Focus points Suggested teaching activities
How varied were the
impacts of European
imperialism on
Africans?
A good start would be to use a blank map of Africa and get learners to research how Africa was carved out by European
Powers. Learners can label, key and colour code the map.
Learners in groups can produce handouts for the rest of the class to compare the three case studies of French, British
and Belgian imperialism in Africa.
Extension activity: This can be extended for higher ability learners who can rate how fair/unfair the different types of
imperial rule were in Africa, citing examples from the handouts and justifying their opinions. A fair/unfair scale can be
used in the classroom for learners to pin up their choices and explain their reasons. (I)
Learners can use sources showing the various positive and negative impacts of imperialism on Africa. This can be done
in groups or individually where learners annotate and interpret sources. A table can be used to write up findings. (I)
Learners can be assessed through a whole class debate on the positive vs. negative impact of imperialism on Africa. (F)
Good links and resources on the Scramble for Africa and European colonialism:
http://africanhistory.about.com/od/eracolonialism/a/ScrambleWhy.htm
Past and specimen papers
Past/specimen papers and mark schemes are available to download at www.cambridgeinternational.org/support (F)
Focus points help your learners by making it
clear the knowledge they are trying to build.
Extension activities provide
your abler learners with further
challenge beyond the basic
content of the course. Innovation
and independent learning are the
basis of these activities.
Past papers, specimen papers and mark
schemes are available for you to download at:
www.cambridgeinternational.org/support
Using these resources with your learners allows
you to check their progress and give them
confidence and understanding.
Formative assessment (F) is on-going
assessment which informs you about the
progress of your learners. Don’t forget to leave
time to review what your learners have learnt, you
could try question and answer, tests, quizzes,
‘mind maps’, or ‘concept maps’. These kinds of
Suggested teaching activities give you
lots of ideas about how you can present
learners with new information without
teacher talk or videos. Try more active
methods which get your learners
Independent
study (I)
gives your
learners the
opportunity
to develop
their own
ideas and
understandin
g with direct

Scheme of work
6
Option A – The nineteenth century: The Development of Modern Nation States, 1848–1914
1: Were the Revolutions of 1848 important?
Why were there so many revolutions
in 1848?
Learners complete a heads and tails exercise that links to research of key words, terms and ideas in the nineteenth
century such as liberalism, nationalism, constitutionalism, etc. (I)
Learners, in groups, create a mind map of the causes of the 1848 revolutions and higher ability learners try to explain links
between them using resources from the teacher.
Learners revise for and all take part in a spelling and meaning quiz on the causes of the 1848 revolutions and the key
words and terms used. Some learners spell the words and other learners have to use the word in a sentence to
demonstrate their understanding.
A good introduction video can be found here: www.youtube.com/watch?v=0ig4lSwJZUA
Did the revolutions have anything in
common?
Learners construct a table which vertically lists the revolutions that took place in 1848 and in a separate column identify
the important aspects of each one. Recurring comparable themes showing similarities should be highlighted and colour
coded. (I)
Learners draw and label a map of Europe showing where the revolutions took place in 1848. (I)
This covers all of the 1848 revolutions for good comparisons and excellent maps: www.age-of-the-
sage.org/history/1848/revolution_of_1848.html
Why did most of the revolutions fail? Learners consider the reasons why the revolutions failed and could include these in another column in their table
completed above. Differences can be highlighted and explained by higher ability learners. (I)
Did the revolutions change anything? Learners examine the aims of the revolution, identifying if these were achieved. A final column of the chart could indicate
what aspects stayed the same, or changed, in the countries affected by revolution. (I)
Examine a number of historical sources that deal with the revolutions. Learners give written responses to the usefulness of
the sources in telling historians the impact of the revolutions of 1848. (F)
This link contains some cartoon sources on 1848 revolutions: www.mtholyoke.edu/courses/rschwart/hist255/la/1848.html

Scheme of Work
7
2: How was Italy unified?
Why was Italy not unified in 1848–
49?
Learners draw and label a map that shows the Italian states in 1848. (I)
Learners research Italy for a homework exercise and discuss the reasons why Italy wasn’t unified in 1848–1849,
examining the roles of Charles Albert and Mazzini as well as the reasons for the fall of the Roman Republic.
Learners, in groups, produce a summary diagram which radiates out from the centre showing the key factors in the failure
of Italian nationalism March–June 1849.
Blank map of Italy: www.abcteach.com/Maps/italy.htm
Online essay focusing on Mazzini: www.fordham.edu/halsall/mod/1852mazzini.asp
How important was Garibaldi's
contribution to unifying Italy?
Learners consider the role played by Garibaldi in the unification of Italy and examine how important he was in this.
Garibaldi’s role can be shown as a character study. (I)
Extension activity: Learners produce an obituary for Garibaldi to put forward his achievements and disappointments in
his work towards Italian unification. (I)
Produce a bubble diagram or double bubble diagram comparing Garibaldi as a soldier and Garibaldi as a politician.
Good overview of Italian unification: http://www.sparknotes.com/history/european/1871/section3/
Good timeline of Garibaldi’s life: www.reformation.org/garibaldi.html
Did Cavour help or hinder the
unification of Italy?
Learners produce a table to compare the impact of Cavour on the unification of Italy. (I)
Learners hold a class debate on the topic ‘Cavour hindered rather than helped unification’.
Or
Discuss ‘Was Garibaldi more important than Cavour to Italian unification?’
Learners draw and label a map that shows how Italy looked in 1870. Higher ability learners can explain similarities and
differences between the 1870 map and the 1848 map. (I)
Good links to other relevant information on Italian unification: www.age-of-the-
sage.org/historical/biography/camillo_cavour.html
Blank map of Italy: www.abcteach.com/Maps/italy.htm

Scheme of work
8
How important for other European
countries were moves towards
Italian unification?
Learners undertake research and create small five-minute presentations on the impact of Italian unification on other
countries, including France and Austria. (I)
Learners examine a number of historical sources that deal with Italian unification using them as a Paper 2 approach.
Relevant question types can be asked to examine the messages and purposes of these sources and teacher assessed.
(F)
This website has access to some very good flow diagrams on nationalism in Europe: www.flowofhistory.com/units/eme/18
Contains some sources on Italian unification: www.fordham.edu/halsall/mod/1861italianunif.asp
Contains some cartoon sources on Italian unification: www.cartoonstock.com/vintage/directory/i/italian_unification.asp

Scheme of Work
9
3: How was Germany unified?
Why was Germany not unified in
1848–50?
Learners label a map that shows the German states in 1848–1850. (I)
Learners use statement cards to examine the reasons why Germany wasn’t unified in 1848–1850. This should include The
Zollverein, the Frankfurt Parliament, the Treaty of Olmutz and the re-establishment of Austrian influence. A mind map can
be produced in groups or as a whole class. (I)
Blank map of Germany: http://commons.wikimedia.org/wiki/File:Germany_map_modern.png
Useful flow diagram of German unification: www.flowofhistory.com/units/eme/18/FC121
How did Bismarck bring about
Austria's defeat of 1866?
Learners draw an outline of Bismarck on both sides of a piece of A3 plain paper. On one side, they write the reasons for
Bismarck’s defeat of Austria in 1866. (I)
How did Bismarck bring about
France's defeat of 1870?
Learners use the diagram above. On the other side, they write the reasons for Bismarck’s defeat of France in 1870. (I)
Extension activity: Learners consider the impact and significance of Bismarck’s successes on Germany and its
European neighbours. (I)
There are several videos about the Franco-Prussian War on You Tube. http://www.youtube.com/watch?v=0DhbgJJ_M1s
How far was Bismarck responsible
for the unification of Germany?
Learners create a table comparing Bismarck’s actions with other factors that led to the unification of Germany. These can
be colour coded into political, social, economic, military, religious and cultural factors.
Learners produce a five-minute speech to the whole class stating which factor was most responsible for the unification of
Germany. Learners score the speeches out of 10 and the teacher keeps score to share with the class for debate. (I)
Learners examine a number of historical sources that deal with Bismarck and his role, using them as a Paper 2-type
exercise that could focus on Bismarck’s use of force and use of his skills as a diplomat. (F)
Good overview of Bismarck with excellent source links: www.zum.de/whkmla/region/germany/bismarck.html
Reasonable overview of Bismarck’s accomplishments: http://history1800s.about.com/od/leaders/a/bismarckbio.htm
Good PowerPoint with some political cartoons: www.slideshare.net/whatshername/ch16section2
Good document sources on German unification: www.fordham.edu/halsall/mod/germanunification.asp

Scheme of work
10
4: Why was there a civil war in the United States and what were its results?
How far did slavery cause the Civil
War?
Learners label and colour a map of the USA in 1860 to show slave and free states. (I)
Learners illustrate through a Venn diagram the conflicting interests between North and South – economic, social and
political. Each aspect should contain enough detail to allow explanation.
Learners prepare for a class discussion: they consider how each of the following contributed towards the increasing issue
of slavery: Missouri Compromise, Kansas and Nebraska, Dredd Scott, John Brown.
Blank map of the USA in 1860: www.us-census.org/states/map.htm
Good overview with useful links: http://americanhistory.about.com/od/civilwarmenu/a/cause_civil_war.htm
Useful summary of causes: www.historylearningsite.co.uk/causes-american-civil-war.htm
What was the significance of
Lincoln's election as President?
Learners draw an outline of Lincoln and create a fact file of the President, his election and the impact he had in the USA.
(I)
Extension activity: Following research, learners should write an essay which answers the question ‘Why was the election
of Lincoln as President significant for the South?’ (I)(F)
Biography of Abraham Lincoln: www.civilwarhome.com/lincolnbio.htm
Good timeline and document sources: http://americancivilwar.com/north/abe_lincoln.html
Why was the North able to win the
war?
Learners, in groups, create a social, political, military and economic mind map or other diagram to show the reasons why
the North won and the South lost.
Extension activity: Learners prioritise the different reasons for the North’s victory on a scale of 1–10 and explain their
conclusions to the rest of the class. (I)
Lots of activities and Power Points (membership required): www.activehistory.co.uk/main_area/
Did the war change anything? Learners create a whole class timeline from 1861–1877 to show the impact and consequences of the Civil War and
Reconstruction.
Learners write the mnemonic ‘RECONSTRUCTION’ down the side of a page and write sentences giving factual
information and consequences of Reconstruction on the South. (I)

Scheme of Work
11
Using a collection of historical sources learners should consider the different points of view that existed in the USA during
the period 1861–1877. This can be further developed by considering if the views changed over time. The sources could be
used to create a living timeline using explanations of their messages. (I)(F)
Learners revise the work completed at the end of this section and complete a Cambridge IGCSE History question paper
on this topic. (F)
Learners consider the impact of slave emancipation and Reconstruction:
https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/african6.html
Contains lots of links, sources and blogs on Lincoln and Civil War: www.mrlincolnandfreedom.org/

Scheme of work
12
5: Why, and with what effects, did Europeans expand their overseas empires in the nineteenth century?
What were the motives behind
European imperialism?
A good start will be to define key terms relevant to Key Question 5: empire, imperialism, colony, colonialism, trade,
religious, economic, military, geopolitical, cultural, expansion etc. This could be done as a heads and tails exercise.
Learners can be split into groups and each takes one motive to research and present their findings: economic, geopolitical,
cultural, religious and military. This could be done as a PowerPoint to include picture sources/illustrations to add depth.
Teacher can use this as a form of assessment based on the quality of presentation. (F)
Learners can take notes on each presentation and create their own mind maps/spider diagrams for the motives behind
European imperialism. (I)
Clip on imperialism in Africa: www.youtube.com/watch?v=OJe1W_HIWmA
Some cartoons in slide show on African colonialism: www.slideshare.net/michaelrobertpayne/imperialism-power-point
Overview of Scramble for Africa: www.bbc.co.uk/history/british/abolition/scramble_for_africa_article_01.shtml
Why did Europeans take over much of the world in the nineteenth century?:
https://reflectionsandcontemplations.wordpress.com/2011/03/10/why-europe-ruled-the-world/
How varied were the impacts of
European imperialism on Africans?
A good start would be to use a blank map of Africa and get learners to research how Africa was carved out by European
Powers. Learners can label, key and colour code the map.
Learners in groups can produce handouts for the rest of the class to compare the three case studies of French, British and
Belgian imperialism in Africa.
Extension activity: This can be extended for higher ability learners who can rate how fair/unfair the different types of
imperial rule were in Africa, citing examples from the handouts and justifying their opinions. A fair/unfair scale can be used
in the classroom for learners to pin up their choices and explain their reasons. (I)
Learners can use sources showing the various positive and negative impacts of imperialism on Africa. This can be done in
groups or individually where learners annotate and interpret sources. A table can be used to write up findings. (I)
Extension activity: More challenging questions linked to purpose, reliability and usefulness can be used to extend
learning with this exercise. (I)
Learners can be assessed through a whole class debate on the positive vs. negative impact of imperialism on Africa. (F)

Scheme of Work
13
Useful website with maps of colonialism in the nineteenth century:
https://commons.wikimedia.org/wiki/Atlas_of_colonialism
Good links and resources on the Scramble for Africa and European colonialism:
http://africanhistory.about.com/od/eracolonialism/a/ScrambleWhy.htm
Information and links on direct and indirect rule in Africa: www.historians.org/tl/lessonplans/nc/trask/indirect.htm
Overview of European rule in Africa http://exhibitions.nypl.org/africanaage/essay-colonization-of-africa.html
Links and sources on colonialism: http://myweb.uiowa.edu/sessions/Colstudies.htm
Video on the Scramble for Africa: www.youtube.com/watch?v=LbT44HwzNrI
Why, and with what effects, did
Indians resist British rule?
Learners could start by creating a timeline of British rule in India using websites and text books and then adding
descriptions/explanations of the major events. (I)
Learners can take part in a cluster exercise to compare the different effects of British rule in India. The teacher needs to
make statement cards that are handed to individual learners at the start of a lesson and learners read each other’s
statements and cluster into categories: political effects, economic effects, military effects, cultural effects, religious effects
and scientific/technological effects.
A sorting exercise looking at the reasons for the Indian mutiny of 1857. Cards can be put into order of
importance/significance and explained in detail. (I)
Learners can examine the long term and short term effects of the mutiny of 1857 through sources or statement cards and
create a table explaining the reasons for their choices. Individual paragraphs can be written and assessed and learners
can peer-assess answers. (I)(F)
Overview of the 1857 rebellion: www.bbc.co.uk/history/british/victorians/indian_rebellion_01.shtml
Documentary on the 1857 rebellion: www.youtube.com/watch?v=4E9cXw-TXBI&feature=related
Clip on British imperialism in India: www.youtube.com/watch?v=E9wO-NoP7h4
Overview of impact of British rule on India: www.indianetzone.com/40/impact_british_rule_india.htm
Some cartoons on Britain in India: www.cartoonstock.com/vintage/directory/b/british_india.asp

Scheme of work
14
Images of British rule in India: www.collectorsprints.com/antiqueprints/britishrajandindiapoliticalcartoons/454
Why, and with what effects, did the
Chinese resist European influence?
Leaners could begin by discussing Chinese attitudes towards foreigners before c.1840.
Learners can diagram out/ table out the causes and consequences of the Opium Wars. (I)
Extension activity: Higher ability learners may wish to prioritise the most important causes and consequences and write
paragraphs justifying their choices to feedback to the rest of the class. (I)
Learners can create individual fact files on the Boxer Rising and the results. This can include the use of sources to
illustrate its impact. (I)
Learners write an essay response on how effective the Chinese were in resisting European influence to be handed in and
assessed by teacher. (F)
Good overview of Chinese history: www-chaos.umd.edu/history/toc.html
Beginner’s history of China: www.neok12.com/History-of-China.htm
Clip on Western imperialism in China: www.youtube.com/watch?v=6Pw1MEyT-qU
Bullet points on China and European imperialism: http://afe.easia.columbia.edu/main_pop/kpct/kp_imperialism.htm
Good overview of Chinese history: www-chaos.umd.edu/history/toc.html

Scheme of Work
15
6: What caused the First World War?
Did the alliance system make war
more likely or less likely?
Dictionary race involving whole class. Use a class set of dictionaries to introduce new words. The teacher calls out a word
and the first person to find and spell the word has to make a sentence out of it. Words could include alliance, imperialism,
nationalism, militarism, etc.
Learners colour code a pre-prepared map to show the European alliance systems by 1914. As a follow-up activity or
homework, learners then research and present timelines of why the different alliances arose. (I)
Extension activity: After considering a variety of evidence, including statistics relating to economic and military strength,
explain why ‘the alliance system increased tension in Europe’. (I)
Useful overview with links and worksheets: www.historyonthenet.com/WW1/causes.htm
General introduction to causes of WWI: www.firstworldwar.com/origins/causes.htm
Good worksheets, sources and maps (membership required): www.activehistory.co.uk/main_area/
Overview of long-term causes of war: https://www.bbc.com/bitesize/guides/z9j79qt/revision/1
Two-part video on the causes of WWI – lots of other videos: www.youtube.com/watch?v=n7kp3vf1uKA
How far did colonial problems
create tensions between the great
powers?
Learners, in pairs, research the colonial problems that affected the great powers, especially relating to Britain, France, Italy
and Germany and provide a brief five-minute verbal report to the class who take notes.
Extension activity: In small groups, learners consider the extent to which these problems caused tensions between the
great powers. The groups write a paragraph explaining their reasons and visit other groups to share their ideas. This could
be used to create individual spider diagrams or bullet-pointed notes.
Two events in Morocco (1905 and 1911) should be considered specifically. Learners can create fact files on these two
events and their impact. (I)
Learners consider the Anglo-German arms race and the Franco-German military build-up. Using statistics, learners create
graphs or bar charts to show the military escalation and analyse the results and possible effects on European relations in
1914. (I)
Learners consider the Anglo-German arms race. They write paragraphs on the race (i) on land; (ii) at seaand produce an
answer to, ‘Explain why the arms race escalated in the early years of the twentieth century’. A final section of the answer
should consider ‘who was responsible?’ (F)

Scheme of work
16
Why were problems in the Balkans
so difficult for the great powers to
solve?
In relation to 1908–1909, learners, in groups, write up the problems in the Balkans on sugar paper and rate out of 10 how
difficult it would be to solve. Groups then swap their sugar paper with other groups and try to explain how they would solve
the problems if they were the great powers in 1914.
How did the assassination of Franz
Ferdinand lead to war?
Learners watch the video documentary on the assassination of Franz Ferdinand on
www.youtube.com/user/mrallsop/videos?query=assassination and make notes on the events. Class feedback onto a
whole class spider diagram. (I)
Learners label a diagram of a series of steps with events on specific dates between the 23 and 31 July 1914. The date
should be on the actual step with the event on the riser. A completed diagram gives you the final steps to war. (I)
Using the content from the whole of this Key Question, learners should produce a mind map to demonstrate the long-,
medium- and short-term causes of the First World War. Links can be shown and explained by higher ability learners. (I)
Using this mind map as a guide, answer the following essay type question: ‘How far was Germany’s aggressive foreign
policy responsible for the outbreak of war in 1914?’ (F)
Hold a class discussion. Select a number of groups, each with four members. Each group should represent a country
involved in the steps to war. Each group should present the arguments as to why the country they represent should, or
should not, go to war. The presentations should end with a view as to which country was the more responsible. This
conclusion might be arrived at by awarding a mark out of 10 to represent the role played in causing war. This can be
updated on a chart on a Smart Board.
Excellent three-part documentary on the assassination of Franz Ferdinand and the Black Hand terrorist group:
www.youtube.com/user/mrallsop/videos?query=assassination
Video focusing on the assassination of Franz Ferdinand: www.youtube.com/watch?v=ZmHxq28440c

Scheme of Work
17
Option B – The twentieth century: International Relations since 1919
1: Were the peace treaties of 1919–1923 fair?
What were the motives and aims of
the ‘Big Three’ at Versailles?
Produce personal profile charts of the aims and motives for each of the ‘Big Three’ at the Paris Peace Conference in 1919.
Remember to include in each profile how these aims were affected by personal prejudices and popular opinion. (I)
Learners, as a class, rate each aim of the ‘Big Three’ to decide which ones they think are likely to be terms of the Treaty of
Versailles.
Why did all the victors not get
everything they wanted?
Learners use statement cards of the terms of the Treaty of Versailles and categorise them into financial/economic, military,
territorial and other terms. Additional detail can be added. (I)
Learners use an outline map of Germany to colour in and label the territorial losses of German land to other European
countries. (I)
Extension activity: Learners examine the terms of the treaties which directly punished Germany and list these in a table.
In a second column, learners explain how each term would directly affect Germany. (I)
Learners take part in a debate as a class or in groups to discuss the statement: ‘The ‘Big Three’ were successful in
achieving all their aims.’
‘Make Germany Pay’ BBC two-part documentary: www.youtube.com/watch?v=j1V_dnRjrrg&feature=related
Good range of PowerPoint presentations and activities (membership required): www.activehistory.co.uk/main_area/
Blank map of Germany and its neighbours: http://wiki.alternatehistory.com/doku.php/blank_map_directory/western_europe
Overview of why the victors did not get everything they wanted in the peace treaties:
www.johndclare.net/peace_treaties3_compromise.htm
What was the impact of the peace
treaty on Germany up to 1923?
Learners research and produce a short letter to a German newspaper highlighting the damage that would be caused to the
country and the German people by the terms of the Treaty of Versailles. The letter might cover war guilt and reparations,
national pride, disarmament and German territories. (I)
Learners study and annotate a German political cartoon such as ‘Clemenceau the Vampire’. Learners discuss in groups
i) its message
ii) its purpose

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iii) its justification.
Higher ability learners can research and find relevant contextual knowledge to explain details in the cartoon. (I)
Overview and links for Hyperinflation and Ruhr invasion:
www.historylearningsite.co.uk/hyperinflation_weimar_germany.htm
Good interactive diagrams: www.schoolhistory.co.uk/diagrams/
Short clip that features the 1923 Ruhr invasion: www.youtube.com/watch?v=TzAcinwTvzU
Clemenceau cartoon: www.fotolibra.com/
Could the treaties be justified at the
time?
Learners examine a number of contemporary historical sources which comment on the Treaty of Versailles. Learners, in
groups, write comments about the views in each source. The selected sources should comment from the point of view of
the major countries. Higher ability learners could evaluate the bias and opinion using their own contextual knowledge.
Learners study political cartoons of the time such as ‘The Mother To Her Starving Child’, ‘The Reckoning’ or ‘Peace and
Future Cannon Fodder’. In pairs, learners identify and discuss the messages and purposes of the cartoons. Each pair then
draws their own political cartoon and decides on its message for other pairs to try and identify.
Learners use a number of statements provided by the teacher, each on a single piece of card, to arrange the statements
under the headings of ‘Justified’ and ‘Unjust’ or ‘Fair’ and ‘Unfair’. This can be a group task. Complete an individual
extended piece of explanatory writing to show opposing views. Higher ability learners can write conclusions that explain
their judgements. (I)(F)
You may wish to relate some of this work to past 0470 Cambridge IGCSE History questions. Examples can be found in
many 0470 past/specimen papers including the papers from the November 2010 examination series.
on the Treaty: www.johndclare.net/peace_treaties6.htm
Sources on the Treaty of Versailles: spartacus-educational.com/FWWversailles.htm

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2: To what extent was the League of Nations a success?
How successful was the League in
the 1920s?
Learners discuss the setting up of a new organisation to preserve peace. Prompt the learners to consider which countries
should be involved, how decisions are to be made, how decisions are to be enforced, how the organisation is to function.
As this will build up over the discussion, a diagrammatical representation could be completed using PowerPoint projection
or Smart Board. (If not available, a pre-printed outline).
Learners should consider how this compares with the actual structure of the League. To do this, learners may wish to
complete a diagram showing the structure of the League’s main bodies. This diagram might cover the Council, the
Assembly, the Special Commissions, the Court of International Justice and the Secretariat. For each of these bodies a
note of its intended functions, its strengths and its weaknesses should be explained. (I)
Learners use sources and research to create a living timeline to measure the successes and failures of the League in the
1920s. Explanations can be added and conclusions reached by higher ability learners. The timeline can be colour coded to
show political, military, social and economic successes and failures. (I)
Lots of information, sources and podcasts on the League of Nations: www.johndclare.net/league_of_nations1.htm
Good introduction video: www.youtube.com/watch?v=TdHA5uT9ocg
Good and detailed examination of the League’s organisation, membership and successes:
www.gcsehistory.org.uk/modernworld/interwarperiod/index.htm
Decent overview of the successes of the League in the 1920s: www.historylearningsite.co.uk/leagueofnations.htm
Small collection of political cartoons including ‘The Gap in the Bridge’ (Punch): www.slideshare.net/ajlevings/league-of-
nations-cartoons
How far did weaknesses in the
League's organisation make failure
inevitable?
Learners construct a table with headings such as ‘Covenant’, ‘Structure’, ‘Membership’, ‘Idealism’ and ‘Security’ and
describe and explain how each one could lead to failure. (I)
Good and detailed examination of the League’s organisation, membership and successes:
www.gcsehistory.org.uk/modernworld/interwarperiod/index.htm
How far did the Depression make the
work of the League more difficult?
Learners watch a clip on the Wall Street Crash in 1929 from www.youtube.com/user/mrallsop/videos?query=wall+street
and write down bullet points. A timeline of the events of the Crash can then be made with discussion on how this could
affect other countries. (I)

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Learners create a table to examine the impact of the Depression around the world – this could be divided into economic
(unemployment), the rise of extremism (Fascism and Nazism) and the growth of militarism (Germany and Japan). (I)
Wall Street Crash and Great Depression introduction video: www.youtube.com/user/mrallsop/videos?query=wall+street
A variety of resources on the impact of the Depression on the League: www.tes.co.uk/teaching-resource/league-of-nations-
the-depression-6192543/
Overview of the impact of the Depression on the League’s work: www.youtube.com/watch?v=5e0TMmLcInw
How successful was the League in
the 1930s?
Learners create a living timeline of the successes and failures of the League in the 1930s. Sources can be used, annotated
and stuck onto the timeline for extra depth. Explanations and colour coding can be added. (I)
Learners research and provide handouts to the rest of the class on the Manchurian and Abyssinian Crises. This should
include information on the main events, the reaction of the League and other countries and the impact it would have on the
credibility of the League. (I)
Learners use a selection of sources and consider in groups the following question: ‘How far do these sources support the
view that Britain and France were responsible for the failure of the League of Nations?’ Individual written answers or a
class debate can be used to assess understanding. (I)(F)
Good links, sources and podcasts on the failure of the League in the 1930s: www.johndclare.net/league_of_nations8.htm
Information and sources on the Manchurian Crisis: www.johndclare.net/league_of_nations6.htm
Information and sources on the Abyssinian Crisis: www.johndclare.net/league_of_nations6b.htm
Overview of Manchuria and Abyssinia: https://www.bbc.com/bitesize/guides/z3x3nbk/revision/2
A wide selection of cartoons on the League can be found at: www.cartoons.ac.uk

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3: Why had international peace collapsed by 1939?
What were the long-term
consequences of the peace
treaties of 1919–1923?
Learners re-examine the terms of the peace treaties after the First World War and around each one identify long-term effects on
Britain, France, Germany and the League of Nations. This can be done as a whole class diagram. (I)
Learners make detailed notes on a teacher presentation. Presentation should cover long-term impact on Germany, Britain and
France, the League of Nations and other major powers. Comment on issues such as the Stresa Front, the Anglo-German Naval
Treaty, the Rome-Berlin Axis and the Anti-Comintern Pact. This will help in a scene-setting context for study of Hitler’s foreign
policy. Key words, terms and phrases should be defined in a glossary. (I)
Overview information sheet: www.historyonthenet.com/WW2/causes.htm
Information and video that examines the impact of the Treaty of Versailles on Germany:
www.youtube.com/watch?v=KfnEy8FuElc
What were the consequences
of the failures of the League in
the 1930s?
Learners discuss to consider the consequences for
(i) the victims of aggression
(ii) the aggressors
(iii) Britain and France
(iv) other major powers
(v) the League of Nations.
The results can be displayed in the form of a diagram individually or as a whole class. (I)
Extension activity: Learners compare and contrast which factor would have most allowed Hitler to come to power and re-arm
Germany from 1933. This could be written as an extended writing piece or presented to the class. (I)
Contains many activities and worksheets (membership required): www.activehistory.co.uk/
Sources and information on the consequences of the failure of the League: www.johndclare.net/RoadtoWWII7a.htm
How far was Hitler's foreign
policy to blame for the
outbreak of war in 1939?
Learners use a cut-out of Hitler and write thought bubbles around the figure about his foreign policy aims. A map of Europe could
be used to colour and label these aims geographically. (I)
Learners, in groups, construct a detailed living timeline of Hitler’s foreign policy and rate how far each event led Europe closer to
war. Explanations can be added about the reasons Hitler gave for his actions and also to indicate the response made by Britain
and France to his actions.

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Learners, in groups, pick one of the events from the timeline and present a news report to the class about the impact and
significance of the event on international relations up to 1939.
Learners discuss in small groups the cartoon called ‘The Goose-Step’ that was published in 1936. Each group to make a
presentation explaining the cartoon’s message and purpose. High ability learners can link this to factual knowledge.
Display a map of Central Europe on a Whiteboard. Point out to the learners the position of the countries already affected by
Hitler’s foreign policy. By making links with Hitler’s aims discuss in general what might be his next moves. This should relate to
Czechoslovakia, Poland and the USSR.
Learners create a chronological flowchart of the events surrounding the Anschluss. (I)
Learners discuss and vote on which factors, so far, they believe most led to the outbreak of war in 1939.
IGCSE notes on Hitler’s foreign policy: www.johndclare.net/RoadtoWWII1_IGCSEnotes.htm
Detailed timeline of Hitler’s foreign policy: www.historyhome.co.uk/europe/hitfor.htm
Another timeline of Hitler’s foreign policy: www.timetoast.com/timelines/hitler-s-foreign-policy-a457c2c2-8810-44b0-b80d-
51ba45a21c0e
Good variety of links and resources available: www.schoolhistory.co.uk/gcselinks/modern/hitler.html
Good clip from ‘A Warning from History’ 1997: www.youtube.com/watch?v=wfIXJAkmyHc
Excellent links, activities and resources on the Rhineland and the Spanish Civil War: www.activehistory.co.uk/
Sources, information and podcast on Hitler’s ‘Steps to War’: www.johndclare.net/RoadtoWWII3.htm
Excellent set of relevant resources including maps of Hitler’s foreign policy aims: http://educationforum.co.uk/modernworld.htm
Textbooks, cartoons such as ‘Good Hunting’, photographs and political comments: www.punchcartoons.com
Was the policy of
appeasement justified?
Learners discuss the meaning of appeasement and then arrive at an agreed definition.
In groups, learners consider the positive and negative aspects of letting people get what they want. The groups can then
feedback to the class.

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Learners construct a table which shows the arguments for and against the policy of appeasement and prioritise the reasons.
Higher ability learners can write a paragraph justifying their choices. (I)
Learners write a headline for a newspaper entitled: ‘Why did no one stop Hitler?’ This should contain contextual knowledge to
explain the different reasons. (F)
Video clip on appeasement: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir1/
Information and primary sources on appeasement: http://spartacus-educational.com/2WWappeasement.htm
Links to a variety of political cartoons on appeasement: www.cartoons.ac.uk
How important was the Nazi-
Soviet Pact?
Learners consider the nature of the Nazi-Soviet Pact and list the terms, the aims of Hitler and Stalin, as well as the reaction of
Britain to it. The video from www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir1/ could be used as a starter. (I)
Learners examine a number of historical sources about the Nazi-Soviet Pact. Annotate and analyse the messages these sources
give about the intentions of the Nazis and the Soviets. (I)
Video on Nazi-Soviet Pact: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir1/
Overview of the Nazi-Soviet Pact: http://history1900s.about.com/od/worldwarii/a/nonaggression.htm
Sources and information on the Nazi-Soviet Pact: http://www.nationalarchives.gov.uk/education/resources/chamberlain-and-
hitler/
Excellent cartoon sources on the Nazi-Soviet Pact: www.cartoons.ac.uk
Why did Britain and France
declare war on Germany in
September 1939?
Extension activity: Learners consider which factor was most responsible for the outbreak of war in 1939. A whole class debate
can be held and verbal responses by individuals can be assessed by the teacher. (I)(F)

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4: Who was to blame for the Cold War?
Why did the USA-USSR alliance
begin to break down in 1945?
Learners draw a timeline of the years 1945–1956 and place the major events of the Cold War on this as the events are dealt
with in the next few lessons. (I)
Learners consider the meaning of the words ‘capitalism’ and ‘communism’. Research and teacher resources can be used for
the learners, in groups, to create mimes for other groups to guess the main tenets of each of the ideologies – props can be
used.
Learners consider the implications of the decisions taken at the Yalta and Potsdam Conferences, and the motives of the main
politicians in each of these conferences. Character studies can be created and a web diagram can be made to show the
feelings, motives and aims of each of the ‘Big Three’ and how they affect each other. Higher ability learners can add
contextual or background information to illustrate.
In groups, learners undertake a role-play exercise. Each group represents one of the leaders at the Yalta and/or Potsdam
Conferences. Each group to produce a short radio broadcast script to reflect what the leader might have made to the citizens
of their own country to highlight the proceedings. Record the ‘broadcast’.
From a selection of visual and written sources, consider how far the sources support the view that ‘The USSR gained the
most from the Yalta and Potsdam Conferences’. (F)
Excellent resources, activities and worksheets (membership required): www.activehistory.co.uk/main_area/
Information, podcasts and sources: www.johndclare.net/cold_war4.htm
www.johndclare.net/cold_war3.htm
Interactive diagram of the similarities and differences at Yalta and Potsdam:
www.johndclare.net/cold_war4_YaltavPotsdam.html
Short clips of the origins of the Cold War, Yalta and Potsdam: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/
How had the USSR gained control
of Eastern Europe by 1948?
Learners consider the cartoon, the ‘Iron Curtain’ and extracts of the speeches made by Churchill and Stalin at the time.
Consider the question. Learners annotate these sources and compare the meanings of the sources in group discussions.
Learners annotate a map of Eastern Europe showing those countries annexed by the USSR, those becoming Communist and
those remaining independent. This map needs to be labelled, colour coded with a key and titled. (I)

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Short video clip available: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/
Overview of Soviet expansion: www.johndclare.net/cold_war1_redruth.htm
Useful map of Soviet expansion:
www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/sovietexpansionineasterneuroperev1.shtml
How did the USA react to Soviet
expansionism?
Learners research and make short PowerPoint presentations of how events in both Greece and Czechoslovakia affected
American policies in Europe. These can be presented to the whole class for note-making. (I)
Heads and tails exercise introducing terms such as containment, Truman Doctrine, Marshall Plan, etc. (I)
Learners use the two cartoons – one titled ‘Neighbours’ and the other showing Uncle Sam delivering dollars to all parts of the
world, and discuss in small groups: ‘How far do these artists’ views agree?
Learners write Truman Doctrine in the middle of some sugar paper and create a mind map of the impact on the USSR and
possible actions Stalin might make.
http://punch.photoshelter.com/gallery/Cold-War-Cartoons/G0000FF70D40KNvU
Sources and information on the Truman Doctrine and Marshall Plan: www.johndclare.net/cold_war8.htm
Video clip on Truman Doctrine: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/
What were the consequences of
the Berlin Blockade?
Learners research the background and the reasons for the Berlin Blockade, producing a PowerPoint presentation to peers. (I)
Study the ‘Bird watcher’ cartoon. In groups consider the message and purpose of the artist who produced the cartoon. An
alternative might be to discuss if the cartoonist was Russian or British. (I)
Extension activity: Learners use texts and sources to identify the consequences of the Berlin blockade. Learners then
explain how each of the consequences intensified the Cold War and the breakdown of relations between East and West. (I)
Causes and consequences of the Berlin Blockade with sources and video clip links: www.johndclare.net/cold_war9.htm
Berlin Blockade and Airlift video clip: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/
Overview of the formation of NATO and the Warsaw Pact: www.history.com/topics/formation-of-nato-and-warsaw-pact

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Map and list of nations in both NATO and the Warsaw Pact: www.3ad.com/history/cold.war/nato.landcarte.1.htm
Who was the more to blame for
starting the Cold War: the USA or
the USSR?
Learners consider aspects of the argument as to who was more to blame for the Cold War, using the knowledge from this unit
and guidance from the teacher. Learners can create argument cards to put onto a whole class diagram that measures blame.
The verdicts that can be reached are:
(vi) The USSR was most to blame
(vii) The USA was most to blame
(viii) The USA and USSR were equally to blame
(ix) Blame cannot be attached to either the USA or the USSR – the Cold War was inevitable and a direct result of the
creation of nuclear weapons.
Learners then hold a whole class debate on the topic. They can be split into groups for this and assessed by the teacher. (F)
Video clip on who was to blame: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/
Good comparison of arguments relating to blame: www.johndclare.net/cold_war1_answer.htm
Cold War political cartoons: http://punch.photoshelter.com/gallery/Cold-War-Cartoons/G0000FF70D40KNvU
Learners revise the work completed at the end of this section and complete a Cambridge IGCSE History question paper on
this topic. (F)

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5: How effectively did the USA contain the spread of Communism?
Case Study – America and events in Korea, 1950–1953
Learners watch a video clip on Communist China and create a detailed timeline of Communist China from 1927–1989. (I)
Learners could debate the influence China has on international relations and the Cold War using the key events on the
timeline.
Documentary on China and the Cold War: www.youtube.com/watch?v=3YUGfPWWd2k
Why did North Korea invade South
Korea in 1950?
Learners use a blank map of Korea and surrounding countries to label and illustrate the invasion of the South. (I)
Learners watch a teacher presentation on the background of the invasion and create a timeline of the events from 1904–50.
(I)
Learners consider the different reasons for the invasion including political, economic, military, cultural and social factors.
These can then be mind mapped by learners in groups.
Blank map of Korean Peninsula: www.worldatlas.com/webimage/countrys/asia/outline/koreanpnout.htm
History Channel website with information on Korea: www.history.com/topics/korean-war
Good site for reasons for Korean War: www.johndclare.net/cold_war10.htm
Facts and figures relating to the Korean War: www.historylearningsite.co.uk/korean_war.htm
Why did the USA and other nations
get involved in the Korean War?
Learners investigate the factors that led to US involvement and counter-attack. These can include Soviet and Chinese
involvement as part of the Cold War, the Soviet’s test of an atomic bomb in 1949, economic interests, the policy of
containment, the role of the UN. These can be added to a group mind map and colour coded into political, military/strategic,
geographical, economic factors.
Extension activity: Learners compare sources showing American and communist views on the Korean War using
McAleavy, T, Twentieth Century History page 125. The messages and purposes of the sources can be analysed. (I)
Good range of sources on the Korean War:
www.mtholyoke.edu/acad/intrel/korea/korea.htm

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What was the impact of General
MacArthur on the Korean War?
How successful was the USA in
containing communism in Korea?
Learners create a fact file or character study on General MacArthur to show the impact he had on the Korean War. (I)
Using an outline figure of General MacArthur, learners add the different advice he gave on the Korean War including the use
of atomic bombs and Chinese invasion. High ability learners can also consider the implications his advice would have on the
Cold War. (I)
Relevant parts of the film American Caesar: Douglas MacArthur could be used (the section on Korea starts at 2.50:
www.youtube.com/watch?v=io32SnyhYpM
Good biography of General Douglas MacArthur: www.biography.com/people/douglas-macarthur-9390257
Links to articles and media on the Korean War: www.accesskansas.org/kskoreanwar/links/index.html
Learners, in groups, create a storyboard depicting the rise and fall of MacArthur during the Korean War from 1950–51.
Learners then tell their stories to the rest of the class. Learners, using a whole class success/failure scale, use sticky notes
to add explanations of how successful the USA was in the Korean War. Each learner justifies their explanation to the rest of
the class. Individual versions of the scale can then be completed. (I)
Learners write an extended answer to the question of how far the USA succeeded in their policy of containment in Korea. (F)
Case Study – America and events in Cuba, 1959–62
How did the USA react to the Cuban
Revolution?
Learners, in groups, create a storyboard about the rise of Castro in Cuba and consider the reactions to this from the USA.
How did the USA react? Learners write a commentary for a radio broadcast which attacks Castro and the actions he has
taken against US interests in Cuba. Add quotations for Americans who lived in Cuba and were affected. (I)
Introductory video clips on the Cuban Missile Crisis: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/
Learners are shown a presentation on the Bay of Pigs invasion and then hold a whole class debate on the following: Was it
wise for the USA to invade?
Learners can then write a newspaper report to show how the invasion might have been reported in Cuba to show a different
interpretation. (I)
Excellent resources: www.history.com/topics/cold-war/cuban-missile-crisis
Primary sources and information on the Cuban Missile Crisis: http://spartacus-educational.com/COLDcubanmissile.htm

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Why did Khrushchev put nuclear
missiles on Cuba?
Learners use a blank map of Cuba and the USA with teacher-provided information on Soviet nuclear missiles such as their
range and destructive capacity. They can add illustrations, keys and colour coding to show the danger the missiles in Cuba
represented to the USA. (I)
Learners are given statement cards with different reasons for Khrushchev placing missiles in Cuba: US missiles in Turkey,
nuclear parity with the USA, Khrushchev under pressure from Soviet hardliners in the Communist Party, to support the
communists in Cuba and to gain a hold over Berlin.
(www.gcsehistory.org.uk/modernworld/coldwar/whyputmissilesoncuba.htm is a good starting point for this activity).
Learners then categorise the statement cards and higher ability learners can make supported judgements about the most
significant factors and present to the class who vote for the most convincing argument. (I)
Blank map of Cuba and the USA: http://onlinemaps.blogspot.co.uk/2011/11/blank-usa-map.html
Great for reasons for Khrushchev’s placing of missiles in Cuba:
www.gcsehistory.org.uk/modernworld/coldwar/whyputmissilesoncuba.htm
Useful printable map: http://unimaps.com/cuba-crisis/print.html
Excellent six-part video ‘Defcon 2’ on the causes and consequences of the Cuban Missile Crisis:
www.youtube.com/watch?v=Jwz7YAQj-r0
Why did Kennedy react as he did? Learners examine the different choices available to Kennedy in response to the siting of missiles on Cuba.
www.latinamericanstudies.org/missile.htm

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How close did the world come to
nuclear war?
Learners discuss as a class both ‘for’ and ‘against’ for each and decide in groups what Kennedy should do next and explain
why. The feature film Thirteen Days (2000) starring Kevin Costner is particularly useful.
Collect different types of evidence to cover events in the days following 16 October 1962. Learners produce a daily diary
which comments on events and considers possible outcomes. This could also be done as a living timeline to measure how
close the superpowers came to nuclear war or on a DEFCON chart as a whole class. (I)
Learners look at cartoons from the period to develop skills on analysing the message and purpose of source material. Using
these two British cartoons consider ‘Would the two cartoonists have held similar views and why?’ (I)
Good cartoon by Herblock entitled Let’s Get a Lock for This Thing (1962): www.loc.gov/pictures/item/2009632463
Was the USA successful? Learners draw a giant set of scales with the USA on one side and the USSR on the other. In groups, learners assess the
results of the Cuban Missile Crisis and place the results on the scale to show which country was more successful. High
ability learners could then produce speeches to the class arguing who they think was the most successful. (I)
Learners write an extended answer to the question: How far was the USA successful at the end of the Cuban Missile Crisis?
(F)
Case Study – American involvement in Vietnam
Why did the USA involvement in
Vietnam increase before 1965?
Learners label and illustrate a map of Vietnam and surrounding countries. The map can show the division into North and
South, important cities and geographical features and the Ho Chi Minh Trail. (I)
Learners take part in a cluster exercise with statement cards as a whole class to consider the political, economic and
military/strategic reasons for US involvement in Vietnam. Learners then transfer these to a whole class or individual spider
diagrams and further explain the motives. Domino Theory, containment, President Johnson’s impact should all be included.
(I)
Extension activity: Learners can present a biography measuring the life and impact of Ho Chi Minh. (I)
Blank maps of Vietnam and South-East Asia: www.washburn.edu/cas/history/stucker/SEastAsiaOutline.html
Biography of Ho Chi Minh: www.youtube.com/watch?v=nyd02sY-Irs
Good range of activities and resources (membership required): https://schoolhistory.co.uk/modern/vietnam-war/

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What different methods of fighting
were used by the USA and the
Communists?
Learners now examine written and visual source material from the Vietnam war, examining the tactics used by both sides.
Opportunities to view videos and newsreels of the events should be taken. Operation Rolling Thunder (the use of napalm),
the impact of agent orange, airstrikes by the USAF, ground-based search and destroy tactics, alliance with the South
Vietnamese should be considered for the USA. Guerrilla tactics (ambush, tunnels, traps, snipers), the growth of the Viet
Cong in the South, the recycling of US weapons, the support of the peasants in the South, Soviet and Chinese support
including weaponry should be considered for the North Vietnamese. Learners can then write up their research into group
tables to compare the effectiveness of the different methods used by both sides. (I)
Resources and timeline of the Vietnam conflict: www.pbs.org/battlefieldvietnam/
Excellent range of video clips and resources: www.history.com/topics/vietnam-war
Video: ‘Vietnam War 1962 to 1975' 3 parts. Part 1: www.youtube.com/watch?v=KHoP6suXZm4
Huge number of links to primary and secondary sources on US involvement in Vietnam:
www.digitalhistory.uh.edu/era.cfm?eraid=18
Whose tactics were the most
successful?
This can follow the previous task and become an evaluation of tactics. The importance of My Lai, the Tet Offensive and
‘Vietnamisation’ should be considered. Facts and figures relating to deaths, wounded and MIA could be used so groups can
present their findings to the rest of the class.
Learners can rate the tactics by voting on the effectiveness of each method as a class. High ability learners can then write a
paragraph explaining their opinions. (I)
Two-part documentary on the My Lai massacre: www.youtube.com/watch?v=D0z_nfzYNjY

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Why was there opposition to the war
in America?
Using evidence of My Lai (written sources, photographs) produce news broadcast using ICT to inform the people in the US
of the events.
High ability learners could consider how different a Communist report would look. (I)
Learners, in groups, on separate pieces of card, list the reasons for American withdrawal from Vietnam. They should
consider the reasons for the withdrawal of American troops from the war assessing the relative significance of each one and
the consequences for both the USA and Vietnam. These can then be placed on a whole class scale to prioritise them.
Good coverage and primary sources on opposition to the Vietnam War 9need to scroll down): http://spartacus-
educational.com/VietnamWar.htm
Video of Vietnam War protests in the USA: www.youtube.com/watch?v=vVNUlOUlMeo
How successful was America in
containing Communism?
Learners examine a number of historical sources that deal with the war and plan and answer questions that focus on the
extent to which American involvement in the war was a success/failure. (F)
Essay on success of containment: http://everything2.com/title/The+Failure+of+Containment+During+the+Cold+War
www.mccord-museum.qc.ca/scripts/explore.php?Lang=1&tableid=11&tablename=theme&elementid=11__true

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6: How secure was the USSR’s control over Eastern Europe, 1948–c.1989
Learners colour in a map of Eastern Europe to show the expansion of Soviet control after 1945. Dates and illustrations can
be added along with colour coding and a key. (I)
Learners consider the causes of the uprising in Hungary in 1956. Discuss which of these causes might be the most
threatening to the USSR. This can be put onto a spider diagram for the class to examine.
Learners consider in groups the discussion point ‘Was the Soviet response too aggressive?’ A class debate can be held to
hear different opinions.
Blank map of Europe in 1945: www.eduplace.com/ss/maps/pdf/eur_countrynl.pdf
and http://fcit.usf.edu/holocaust/MAPS/map011b.pdf
BBC website information on soviet expansion:
www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/sovietexpansionineasterneuroperev1.shtml
Short video on Soviet expansion: www.youtube.com/watch?v=V5D0jmM0Jpo
Why was there opposition to Soviet
control in Hungary in 1956 and
Czechoslovakia in 1968, and how
did the USSR react to this
opposition?
Consider as a class ‘Why did the Soviet Union feel threatened by events in Czechoslovakia in 1968?’ Learners add sticky
notes with reasons to a whole class diagram for discussion. (I)
In small groups, learners choose one of these two events. Using ICT, the groups produce a short script for a radio news
bulletin to be broadcast to the west immediately after the Soviet response. For the other event, learners produce a script to
be broadcast in the Soviet Union. Where possible details should be based on material from the time. Following
presentations the different approaches should be discussed.
Good activities and resources (membership required):
www.activehistory.co.uk/Miscellaneous/menus/GCSE/decline_collapse_soviet_control_eastern_europe_igcse.htm
How similar were events in Hungary
in 1956 and in Czechoslovakia in
1968?
Learners construct a table that compares the similarities and differences between each country relating to causes, key
players, events and Soviet responses. (I)
Video clips for Hungary and Czechoslovakia: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/
Hungarian Uprising information and sources: www.johndclare.net/cold_war14.htm
Overview of Hungarian Uprising YouTube video clip: www.youtube.com/watch?v=LVdQ9PK9Q5o
Clip on Prague Spring: ‘Seven Days to Remember’ (53 minutes): www.youtube.com/watch?v=8e9nXDOQ-78

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Prague Spring 1968 information: www.historylearningsite.co.uk/prague_spring_1968.htm
Why was the Berlin Wall built in
1961?
Learners add notices to either the East or West side of a giant whole class Berlin Wall. Here they write up detailed reasons
for its construction. (I)
Learners create a storyboard or timeline of the creation of the Berlin Wall. (I)
Extension activity: Learners write an extended answer that asks for explanations of the reasons for the Berlin Wall’s
construction. (I)(F)
Video clip on Berlin Wall: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/
Photos of the Berlin Wall: www.dailysoft.com/berlinwall/photographs/berlinwall-1961.htm
Sources and information on the Berlin Wall: www.johndclare.net/cold_war15b.htm
Solidarity in Poland for the decline of
Soviet influence in Eastern Europe?
Learners, in groups, create a mind map to examine the reasons for the rise of Solidarity in Poland in 1980 and the reasons
for the changing relations with government in 1981. These are then presented to the other groups. Learners can then update
and add to their own mind map any additional information they learn.
Using ICT, learners produce a front page of a newspaper or poster showing the achievements of Solidarity as an
organisation which was successful in undermining Communism. (I)
Overview of Solidarity in Poland: www.rferl.org/content/article/1060898.html
Information on Solidarity: www.rferl.org/a/1060898.html
Video clip on the rise of Solidarity in Poland: www.youtube.com/watch?v=peT3-xSzj08
How far was Gorbachev personally
responsible for the collapse of Soviet
control over Eastern Europe?
Learners research the main events in the collapse of Soviet control in Eastern Europe in 1989 and the eventual collapse of
the USSR by 1991. Learners then create a living timeline of the events rating which ones led more to the collapse of the
Soviet Bloc.
In groups, learners research and list the reasons for the collapse of Soviet control including the part played by Gorbachev.
Each reason should be recorded on a separate piece of card. The cards should then be ranked in importance and reasons
given for choice.

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Each group reports back to the rest of the class giving a summary of their findings. A final class decision is made as to the
extent to which Gorbachev was more/less important than other reasons for the collapse of Soviet control over Eastern
Europe.
Learners use an outline figure of Gorbachev to write around it his personal responsibility for the collapse of the USSR and
communism. This should include references to glasnost and perestroika. (I)
From a collection of historical sources that deal with the collapse of Soviet control in Eastern Europe learners should
consider how far the sources support the idea that Gorbachev was responsible for the collapse of the Soviet Bloc. (F)
this topic. (F)
Good range of activities and resources (membership required): www.activehistory.co.uk/
Good video clip on the fall of Communism: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/
Primary sources on Gorbachev: http://spartacus-educational.com/COLDgorbachev.htm
End of Cold War interactive diagram: www.schoolhistory.co.uk/lessons/coldwar/coldwar_end.html

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7: Why did events in the Gulf matter, c.1970–2000?
Why was Saddam Hussein able to
come to power in Iraq?
A good start will be to create a timeline for Iraq 1919–2000. Learners can add descriptions of important events and pictures
to illustrate. These can be fed back to the teacher on a large version on PowerPoint. (I)
Learners can use a map of Iraq and its neighbours to add geographical and political detail. Timeline events can then be
added around the map and connected to the correct location using arrows/lines. (I)
Leaners, in groups, use text book, website or teacher-provided resources to mind map out the reasons for Saddam
Hussein’s rise to power in Iraq. The mind map can be colour coded for social, political, economic and military factors.
Extension activity: Higher ability learners can add explanations and prioritise reasons.
Each learner picks at least one reason from their mind map and writes a speech to tell their partner why their reason is the
most important. Teacher assesses speech. (F)
Downloadable map of Iraq and its neighbours: www.understandingwar.org/map/simple-map-iraq-and-its-neighbors
BBC overview of Saddam Hussein’s rise to power: http://news.bbc.co.uk/1/hi/world/middle_east/236486.stm
Biography and video about Saddam Hussein: www.biography.com/people/saddam-hussein-9347918
What was the nature of Saddam
Hussein’s rule in Iraq?
Learners can create a news report about Saddam Hussein’s rule and its effect on different groups in Iraq. Learners then
read their reports back to the rest of the class (teacher could assess). (I)(F)
Learners can use media resources and websites to create group collages of Saddam Hussein’s rule of terror. This could be
done on a giant, whole class collage.
Video about the nature of Saddam Hussein’s rule: www.youtube.com/watch?v=4tFApQc-uws
An overview of Saddam Hussein’s rule: http://history1900s.about.com/od/saddamhussein/p/saddamhussein.htm
Why was there a revolution in Iran in
1979?
Learners could be all asked to contribute different elements to a whole class fact file on Iran. Contributions could include
information, illustrations, news stories, etc. on Iran’s history, culture, economy, resources, population and religion and so on.
Learners can organise and categorise information on the causes for the Iranian Revolution of 1979 individually or in groups
and add details, explanations and illustrations. (I)
Extension activity: In-depth research could be presented on the role of the Ayatollah Khomeini in the form of hand-outs or
PowerPoint presentations. (I)

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Learners write a short newspaper report on the reasons for the Revolution of 1979 which is teacher-assessed. (F)
Decent overview of Iran including maps, history and interesting facts:
http://travel.nationalgeographic.com/travel/countries/iran-guide/
Good resources and sources on Iranian Revolution:
http://news.bbc.co.uk/1/shared/spl/hi/pop_ups/04/middle_east_the_iranian_revolution/html/1.stm
Information and links to historic and current implications of Iranian Revolution: www.guardian.co.uk/world/iranian-revolution
Video on the history of the Iranian Revolution: www.youtube.com/watch?v=_HjXEFMmgoQ
What were the causes and
consequences of the Iran-Iraq War,
1980–1988?
Cluster exercise using statement cards containing causes and consequences of the Iran-Iraq War. Learners are handed
statements at the start of a lesson and asked to read each other’s statements and then cluster together if they think it is a
cause or consequence. Learners can then construct whole class spider diagrams to show the causes and consequences
and justify their choices to the rest of the class verbally.
Extension activity: Prioritise and explain which causes and consequences are the most significant and have the greatest
impact – diagram above can be used for the verbal feedback. (I)
Detailed timelines can be created to show the course of the Iran-Iraq War. (I)
Map work can be used to highlight and explain the main events of the Iran-Iraq War in a group to report back to the rest of
the class.
Leaners write a story about the causes and consequences of the Iran-Iraq War as if they were present in Iran at the time or
role-play as if they were a news reporter in Iran. (F)
Three-part video documentary on the Iran-Iraq War: www.youtube.com/watch?v=bdO9h_5Nupk
Timeline, information, sources and links on the Iran-Iraq War: www.bbc.co.uk/news/world-middle-east-14546763
Overview of Iran-Iraq War: https://www.thoughtco.com/the-iran-iraq-war-1980-1988-195531
Why did the First Gulf War take
place?
Whole class discuss on the causes of war and its effects. Learners then guess which reasons and effects will apply to the
Gulf War, 1990–1.

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Learners create flow diagrams to show the different causes of the First Gulf War and links between factors. Diagrams can
be colour coded to identify political, military, religious and economic causes. (I)
Extension activity: Learners have five minutes to justify their opinion on ‘Who is to blame for the First Gulf War?’ (I)
Extension activity: Learners, in groups, link together causes and consequences cards and then need to justify their
choices by explaining to the teacher. This could be assessed by the teacher. (F)
Links to videos, blogs, overviews, articles and resources on the Gulf War: www.history.com/topics/persian-gulf-war
Good information and links on the causes of the First Gulf War: www.thefinertimes.com/War-in-The-Middle-East/causes-of-
gulf-war-desert-storm.html
Decent timeline of the First Gulf War: http://news.bbc.co.uk/1/hi/world/middle_east/861164.stm
Twentieth Century Battlefields: Gulf War Documentary video: www.youtube.com/watch?v=HMV_0iTk1qs

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Depth Study A: The First World War, 1914–1918
1: Why was the war not over by December 1914?
How was the Schlieffen Plan
intended to work?
Learners contribute to a whole class diagram, including a map of Europe in 1914 showing the different political alliances, to
revise through the causes of WWI.
Learners create individual glossaries of key terms, words and phrases relating to WWI such as alliances, alliance system,
militarism, imperialism, colonialism, arms race, BEF, etc. (I)
Learners use a blank map of Germany and France to add information and illustration on how the Schlieffen Plan was
supposed to work and then another to show what actually happened. (I)
Map of Schlieffen Plan and other information:
https://www.bbc.com/bitesize/guides/z8q6qty/revision/2
How important was Belgium’s
reaction to the Schlieffen Plan?
Learners examine sources relating to the surprise invasion of Belgium by Germany to look at the reactions by Belgium,
Britain and other countries. Sources can be annotated, analysed and evaluated by sticking sources onto paper and writing
around them for feedback to class. Include propaganda such as news stories that talks of German atrocities to give breadth.
(I)
Some good anti-German propaganda: www.100megspop3.com/bark/Propaganda.html
Good overview of the Schlieffen Plan: www.open.edu/openlearn/history-the-arts/history/world-history/the-schlieffen-plan
Documentary on the Schlieffen Plan: www.youtube.com/watch?v+XxLK0ku_P5s
How successful was the British
Expeditionary Force (BEF)?
Learners create a living timeline of the successes and failures of the British Expeditionary Force in 1914. High ability
learners can write balanced explanations of how successful the BEF was in 1914. (I)
Why did both sides introduce
trenches?
Extension activity: Learners research and provide fact files on the Battles of Mons, the Marne and Ypres in 1914 and
explain their impact and significance. (I)
A mnemonic using the words ‘TRENCH WARFARE’ is written down the side of a page and sentences about the causes of
trench warfare are added. This should include a reference to the Battle of the Marne. (I)
Learners compare the impact of the failure of the Schlieffen Plan, the Battle of the Marne, the British Expeditionary Force
and Belgian resistance to answer a question on why the war was not over by December 1914. This can be done as an
extended writing assessment. (F)

Scheme of work
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Overview of battles of the First World War: www.greatwar.co.uk/battles/
Links to information and sources on First World War battles: www.firstworldwar.com/battles/
Causes of trench warfare with timeline: www.buzzle.com/articles/world-war-1-causes-trenches-and-timeline.html
Short clip on the causes of trench warfare: www.youtube.com/watch?v=zKUNh7MVQQ0
2: Why was there stalemate on the Western Front?
Why did the war become bogged
down in the trenches?
Teacher shows learners images of trench warfare on a PowerPoint slide show. Learners write down words to describe
what trench warfare was like during WWI.
Learners can label a diagram of the trench system during WWI. Good worksheets on www.schoolhistory.co.uk for this
exercise which are differentiated. (I)
Causes of trench warfare with timeline: www.buzzle.com/articles/world-war-1-causes-trenches-and-timeline.html
Excellent resources for trench warfare including worksheets on trench system:
www.schoolhistory.co.uk/gcselinks/wars/firstwwlinks/trenches_worksheets.shtml
What was living and fighting in the
trenches like?
Learners have a picture of a soldier from WWI and write around it all the conditions and experiences that the soldier would
have had to put up with in the trenches during WWI. They can do this with a German and a British soldier to compare the
trenches on both sides to add depth. (I)
Learners can use sources of conditions in the trenches to write a diary entry of a soldier in the trenches during WWI.
Teacher-assessed activity. (F)
Excellent variety of worksheets and resources on trench warfare:
www.schoolhistory.co.uk/gcselinks/wars/firstwwlinks/trenches_worksheets.shtml
Link to outline drawings of WWI soldiers: www.edupics.com/coloring-page-soldierwwi-i4262.html
Some primary sources on WWI trenches: www.historylearningsite.co.uk/memories_from_the_trenches.htm

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Good overview of trench warfare including illustrated diagram: http://spartacus-educational.com/FWWtrenchsystem.htm
Short video explaining trench warfare: www.youtube.com/watch?v=Qhpr8CRAIok
How important were new
developments such as tanks,
machine guns, aircraft and gas?
Learners, in small groups, each choose one weapon to create a ‘top trump’ card that rates the firepower, damage, mobility
and cost of each of the weapons. Learners will need to research the weapons using ICT and find relevant examples to add
on to the card for illustration.
Good website that has detailed information on WWI weapons: www.firstworldwar.com/weaponry/
Information on weapons used in the trenches: www.bl.uk/world-war-one/articles/weapons-of-world-war-one
Documentary on weapons of the First World War: https://www.youtube.com/watch?v=S0t4afIEw0M
What was the significance of the
Battles of Verdun and the Somme?
Learners create fact files for presentation on the Battles of Verdun and the Somme to feedback to class. Focus is on
significance and impact. This activity can be done in groups. (I)
Extension activity: Learners research the importance of the British General Sir Douglas Haig and assess his
responsibility for the huge loss of life at the Battle of the Somme. (I)
Decent biography of General Haig: www.historylearningsite.co.uk/general_douglas_haig.htm
Information and media on the Battles of Verdun and the Somme:
www.bbc.co.uk/history/worldwars/wwone/battle_somme.shtml
Information and sources on the Somme: www.historylearningsite.co.uk/somme.htm
Focused drama/documentary on the Battle of the Somme: www.youtube.com/watch?v=ietYhbiFeYs

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3: How important were other fronts?
Who won the War at Sea? Giant map of Europe can be used in lesson for learners to identify, label and add information about other fronts during
WWI. Could be part of a homework exercise. Learners add their information and draw arrows onto the map.
Learners divide into groups and each take one of the following areas to research: War at Sea, war on the Eastern Front,
the Gallipoli Campaign. Learners provide handouts or presentations, including geographical locations, on the significance
and impact of the other fronts during WWI.
Learners create a living timeline of the events of the War at Sea and highlight which side was victorious and why. (I)
Links to galleries, maps and information on the War at Sea:
www.bbc.co.uk/history/worldwars/wwone/war_sea_gallery.shtml
Detailed information on the War at Sea: http://spartacus-educational.com/FWWsea.htm
Links to major sea battles during WWI: www.firstworldwar.com/battles/sea.htm
Two documentaries about the War at Sea: https://www.youtube.com/watch?v=_2933BcyJ6I
and www.youtube.com/watch?v=k6Wpfv4aiDA&list=PLNCsjO9ICs9PdQxQrAu74blstcBGkRYF
Why did the Gallipoli campaign of
1915 fail?
Learners use sources and information about the Gallipoli campaign and create a storyboard of the events leading to failure
in 1915. (I)
Extension activity: Learners prioritise the main reasons for failure in the Gallipoli campaign and produce short speeches
justifying their choices. (I)
Information and links on the Gallipoli Campaign: www.historylearningsite.co.uk/gallipoli.htm
In-depth overview of Gallipoli Campaign: www.firstworldwar.com/battles/overview_gf.htm
Four-part documentary on Gallipoli Campaign: www.youtube.com/watch?v=B3E_OcZXRVk
Why did Russia leave the war in
1918?
Leaners, using a table, compare the similarities and differences of these other fronts to the fighting on the Western Front –
a good example of this exercise can be found in Walsh, B. OCR GCSE Modern World History page 241. (I)
Extension activity: Learners examine in detail each of the other fronts during WWI and write explanations on who was
victorious on each front and why. This could be done as a written or verbal activity. (I)

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Learners create a mind map of the different reasons why Russia left the war including: shortages at home, the November
Revolution 1917 and the role of Lenin and the Bolsheviks, mutiny in the army and the role of the Tsar, Tsarina and
Rasputin. (I)
Interactive timeline, blog and information on the Eastern Front: www.khanacademy.org/humanities/history/euro-hist/world-
war-I-fighting/v/world-war-i-eastern-front
Maps and information on the Eastern Front: www.richthofen.com/ww1sum2/
Links to information on battles on the Eastern Front: www.firstworldwar.com/battles/ef.htm
Colour documentary of the Eastern Front: www.youtube.com/watch?v=RuCDfApqrAg
Decent documentary about the Russian Revolution 1917 and withdrawal from WWI:
www.youtube.com/watch?v=GQUAW_CdBds
Good detailed overview of Russia and withdrawal from WWI:
www.historylearningsite.co.uk/russia_and_world_war_one.htm
What was the impact of war on
civilian populations?
Learners use source material in groups to create a mind map of the effects of WWI on the Home Front. Excellent source
material and activities, including a timeline, can be found in Walsh, B. OCR GCSE Modern World History pages 418–429.
Learners then compare sources about the impact of war on other fronts to create collages comparing the different effects
and explaining similarities and differences.
Learners examine sources relating to the effect of war on civilians and explain how useful each source is and how similar
the effects were. (F)
A variety of worksheets on the Home Front including propaganda:
www.schoolhistory.co.uk/gcselinks/wars/firstwwlinks/conscription_worksheets.shtml
Good information and links on the British Home Front: www.bbc.co.uk/history/british/britain_wwone/
Brief overview of the effects of war on civilians:
www.bbc.co.uk/history/trail/wars_conflict/home_front/the_home_front_01.shtml
Statistical overview of the effects of war on different home fronts: www.worldology.com/Europe/world_war_1_effect.htm

Scheme of work
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4: Why did Germany ask for an armistice in 1918?
What was the importance of
America’s entry into the war?
Learners research the story of the Lusitania and its impact on the USA. Learners then create posters to inform US citizens
and the world about the event and why they will enter the war. (I)
Learners create a timeline of 1917–1918 and examine the successes and failures of the USA. (I)
Learners create statement cards for the impact of US involvement from the timeline above and then decide as a whole class
which impact was most important – this might be economic, political or economic in origin. (I)
Information on US entry into the First World War: www.historylearningsite.co.uk/america_and_world_war_one.htm
US website on the reasons for US entry into the First World War: www.socialstudieshelp.com/lesson_72_notes.htm
Documentary on US entry into the First World War: www.youtube.com/watch?v=DHn1Egt6Xdg
Why was the German offensive of
1918 unsuccessful?
Learners use a blank map of Western Europe to show the planned Spring Offensive and the different battles that took place.
(I)
Learners discuss the social, political, military and economic reasons the German offensive might fail. Learners then research
the different reasons and stick up their findings on a whole class diagram.
Learners write an extended answer about what the most important cause of German failure was considering military
limitations, economic problems, unrest at home, US involvement and political issues. (F)
Good overview of the 1918 Spring Offensive: www.historylearningsite.co.uk/german_spring_offensive_of_1918.htm
Story, including sources, about the German offensive: www.firstworldwar.com/diaries/openingofgermanoffensive.htm
Four-part documentary on the Spring Offensive: www.youtube.com/watch?v=ymQ5ofw1N68
Why did revolution break out in
Germany in October 1918?
Learners consider the different causes of revolution as a class for debate.
Learners are given sources on conditions in Germany in 1918. Learners then create a short role-play or mime to highlight the
conditions in Germany and why this would have contributed to the Armistice.
Links to information on the Kiel Mutiny, German revolution and the abdication of the Kaiser:
www.firstworldwar.com/atoz/kielmutiny.htm

Scheme of Work
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Short video of the events leading to the abdication of the Kaiser in 1918:
www.youtube.com/watch?v=bZd1aGRU4SY
A WWI documentary that focuses on the causes and consequences of the German revolution, 1918–1919:
www.youtube.com/watch?v=uJhjuT61oW0
Why was the armistice signed? Learners, in groups, take part in an activity called ‘Turning Points’. They need to create hand-outs or PowerPoint
presentations to argue their case by examining 1916, 1917 and 1918. Learners then vote on which year was the most
significant turning point during WWI.
Learners can write paragraphs explaining their opinions on the above task which can be formally assessed by the teacher. (F)
Learners are given sources on conditions in Germany in 1918. Learners then create a short role-play or mime to highlight the
conditions in Germany and why this would have contributed to the Armistice.
Leaners use a mnemonic of the word ‘ARMISTICE’ down the side of a page to write sentences about the terms and impact of
the Armistice on Germany. (I)
Extension activity: Learners prioritise the terms of the Armistice in terms of their fairness and justify their choices to the rest
of the class, leading to a class debate. (I)
Good links and information on the Armistice, 1918: www.firstworldwar.com/features/armistice.htm
Excellent review of the terms of the Armistice, 1918: www.firstworldwar.com/source/armisticeterms.htm
Detailed ocumentary on the Armistice, 1918: www.youtube.com/watch?v=R9wgefi8lqU

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Depth Study B: Germany, 1918–1945
1: Was the Weimar Republic doomed from the start?
How did Germany emerge from
defeat at the end of the First World
War?
Learners discuss what problems Germany, as a defeated country, might be experiencing. This could be organised under
the headings of political, social and economic challenges. Attempt to reach agreement on the three most serious
challenges.
Learners draw a chart showing the structure of the newly formed government of the Weimar Republic and examine the
strengths and weaknesses of the new constitution.
Overview of Germany at the end of WW1: www.bbc.co.uk/history/worldwars/wwone/war_end_01.shtml
Overview of the impact of WW1 on Germany: https://www.bbc.com/bitesize/guides/z39jgdm/revision/2
Activities and worksheets (membership required):
www.activehistory.co.uk/Miscellaneous/menus/GCSE/Weimar_Germany.htm
What was the impact of the Treaty of
Versailles on the Republic?
Learners create a whole class diagram of the different terms of the Treaty of Versailles. The diagram should show the
terms categorised into economic, political, territorial, military and other. High ability learners can also find sources from the
period to add to the diagram showing the impact on Germany and annotate. (I)
Learners examine the impact that the Treaty had on Germany up to and including 1923. Following a group or class
discussion, learners should identify, on separate pieces of card, the attempts to overthrow the Weimar (Spartacist uprising,
the Kapp Putsch and the Munich Putsch). Further discussion of each event should concentrate on the outcome. Learners
can then create individual timelines of Germany 1918–25. (I)
Learners to discuss the Ruhr crisis and hyperinflation. This can be through a collection of written and visual sources. There
are many cartoons, written sources and photographic evidence relating to hyperinflation and the Ruhr. These could be put
into a collection for the learners to interrogate. Learners could write a caption for each visual source in groups and then try
and draw their own political cartoons.
Make Germany Pay two-part BBC documentary: www.youtube.com/watch?v=j1V_dnRjrrg&feature=related
https://schoolshistory.org.uk/topics/european-history/weimar-nazi-germany/kapp-putsch/
http://mrsmaciver10history.wordpress.com

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To what extent did the Republic
recover after 1923?
Learners produce a table which down the left-hand column identifies the successes of Stresemann between 1923 and
1929 with economic measures and international relations. The right-hand column details how these achievements helped
Germany. (I)
What were the achievements of the
Weimar period?
Learners examine sources on examples of German culture in the mid to late 1920s and create a labelled diagram or
drawing to show a typical scene in Germany during the Golden Age. (I)
Learners consider as a class the issue ‘How successful was the Weimar period for Germany?’ A scatter graph of the
different ideas can be added with learners then using this to make their own individual diagrams. (I)
Extension activity: Learners write a balanced answer considering the successes and failures of the Weimar Republic up
to 1929. These are read to the class while learners take notes or fill in a table. (I)
Good slideshow and sources on art and culture in Weimar: www.youtube.com/watch?v=9hQ-Eu93Zss
and www.youtube.com/watch?v=vW53_bUhgOI

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2: Why was Hitler able to dominate Germany by 1934?
What did the Nazi Party stand for in
the 1920s?
Why did the Nazis have little success
before 1930?
Learners, following research, construct a newspaper front page using ICT about the rise of Hitler and the Nazi Party. The
article should inform readers of the aims and beliefs and incorporate information about Hitler’s background, skills and
qualities. The article is being published at the beginning of 1923. (I)
Learners, following class/group discussion, produce a pamphlet aimed at the people of Germany, expressing the views of
the Weimar government about the threat posed by the Munich Putsch and its immediate aftermath. (I)
Learners produce a spider diagram showing the beliefs expressed by Hitler in Mein Kampf. This can be fed back to the
teacher on a whole class diagram. (I)
Extension activity: Learners place the different policies of the Nazi 25 Point Programme on a political spectrum scale. Are
there any surprises? This can be returned to at the end of the Key Question and Depth Study for further evaluations. (I)
Following a discussing exercise, learners complete a mind map (http://en.wikipedia.org/wiki/Mind_map) to the question
‘Why did Hitler and the Nazis have only limited success before 1930?’ This should be partly based on previous activities as
well as other factors. (I)
Nazi Party 25 Point Programme: www.johndclare.net/Weimar_25_point_programme.htm
Overview of Hitler’s ideology in Mein Kampf: www.historyplace.com/worldwar2/riseofhitler/kampf.htm
Clip on the 25 Point Programme: www.youtube.com/watch?v=uNxALvguKqQ
Munich Putsch overview: www.historylearningsite.co.uk/beer_hall_putsch_of_1923.htm
Overview of the Nazis in the 1920s with sources and links: www.johndclare.net/Weimar6.htm
Why was Hitler able to become
Chancellor by 1933?
Learners discuss as a class the impact on Germany of the Great Depression and the political and economic crisis faced
between 1930 and 1933. Ideas can be fed back to the teacher for further study.
Learners produce an election poster using ICT to show what the Nazi Party was offering to ensure they gained votes from
the people of Germany. (I)
Using ICT, graph a chart showing the results of elections to the German Reichstag between 1928 and 1932. The chart
should allow comparison of how the votes increased (or decreased) for the main parties. (I)

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Learners write an extended answer that compares the different reasons for gaining the Chancellorship in Germany in
1933. Reasons should include the Depression, Nazi propaganda, political events involving Hindenburg, von Schleicher
and von Papen, the fear of communism, etc. (F)
Overview, sources and links on Hitler’s rise to power: www.johndclare.net/Weimar7.htm
Election results in Germany 1924–1933: www.marxists.org
How did Hitler consolidate his power
in 1933–4?
Learners produce a timetable of events showing Hitler’s steps culminating in him being made Chancellor. The timetable
should start with the Reichstag elections of July 1932. Each step should state what happened and the outcome. (I)
Using historical sources as evidence, learners, in groups, piece together the evidence relating to the Reichstag fire in the
form of a forensic report. The strength of evidence against van der Lubbe should then be considered. A trial could be held
putting van der Lubbe on trial.
Learners write the mnemonic ‘ENABLING ACT’ down the side of the page and write sentences about why it was so
important to Hitler. (I)
Learners create a detailed and illustrated storyboard of the Night of the Long Knives. (I)
Extension activity: Learners consider the impact of the Night of the Long Knives on Hitler’s power. Handouts can be
created for the rest of the class. (I)
this topic. (F)
Overview, sources and links on Hitler’s consolidation of power: www.johndclare.net/Nazi_Germany1.htm
Life in Nazi Germany worksheet booklet: https://www.historyonthenet.com/nazi-germany-the-reichstag-fire
Night of the Long Knives video clip: www.youtube.com/watch?v=DrEeBbnDYrw&feature=fvst
Sources and activities related to the Night of the Long Knives:
www.mrbuddhistory.com/uploads/1/4/9/6/14967012/night_of_the_long_knives.pdf

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3(a): The Nazi regime: How effectively did the Nazis control Germany, 1939–1945?
How much opposition was there to
the Nazi regime?
Learners discuss the extent of opposition to the Nazi regime. Opposition from the Church, the SPD and KPD, the upper
classes, some youth groups and the growing opposition during the war are the main areas that need to be examined.
Learners use the discuss above to create mind maps of the opposition in Nazi Germany. (I)
Overview of opposition in Nazi Germany: www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/oppositionrev1.shtml
How effectively did the Nazis deal
with their political opponents?
Learners, in groups, create 5 minute presentations to the class on the use of the SS and police, the Gestapo,
concentration camps, Nazi judges, etc. to deal with opposition.
Overview and links: www.johndclare.net/Nazi_Germany2.htm
How did the Nazis use culture and
the mass media to control the
people?
Learners discuss ideas on how culture and mass media can be used to control people in society. Learners could bring in
examples of propaganda to illustrate this and create a whole class collage.
Extension activity: Learners use sources and research to examine how the Nazis kept control with specific reference to
examples such as the use of propaganda, Goebbels, book burning, rallies, the media and the 1936 Olympic Games. The
effectiveness should be evaluated. (I)
Using examples of Nazi propaganda, learners consider the message and purpose of each example and answer exam style
questions. (F)
Information on Nazi control: www.johndclare.net/Nazi_Germany3.htm
Nazi Propaganda video clip: www.youtube.com/watch?v=Af44Slin7lg
Why did the Nazis persecute many
groups in German society?
Learners identify the main groups of people that were persecuted by the Nazis, including Jews and minorities
(homosexuals, gypsies, Eastern Europeans and mentally and physically disabled people) and the methods of persecution
used (Kristallnacht, the Final Solution, concentration and extermination camps, and medical methods). Learners then split
into groups to create handouts and a presentation on one of the groups to the rest of the class.
Learners research Nazi racial and anti-Semitic beliefs and create a diagram to show these. (I)
Learners create a storyboard or living timeline to show the treatment of Jews and other undesirables in Nazi Germany.
This board or timeline should demonstrate the rising violence towards the Jews from 1933–45. (I)
Timeline of Nazi genocide: www.bbc.co.uk/history/worldwars/genocide/launch_tl_persecution_genocide.shtml

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Video timeline of Nazi persecution of minorities: www.youtube.com/watch?v=YpdJhA5aJkA
Overview and sources on Nazi anti-Semitism: http://spartacus-educational.com/GERantisemitism.htm
Kristallnacht: www.socialstudiesforkids.com
Was Nazi Germany a totalitarian
state?
Learners debate the meaning of ‘totalitarian state’ and then examine the extent to which Germany had become a
totalitarian state under the rule of Hitler and the Nazi party. This could be done under two whole class titles on the wall or
Smart Board labelled ‘Totalitarian’ and ‘Not Totalitarian’.
this topic. (F)
https://www.thefreedictionary.com/totalitarian+state

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3(b): The Nazi regime: What was it like to live in Nazi Germany?
How did young people react to the
Nazi regime?
Learners investigate the role of the Hitler Youth and League of German Maidens. They then produce a pamphlet to
advertise to German children living in Nazi Germany why they should join. (I)
Learners also investigate the role of other youth groups in Germany and their relative success compared to the Nazi youth
organisations. (I)
Learners research examples of young people not supporting the Nazis. Were the Nazis successful in dealing with these
groups? A report from the point of view of a Nazi newspaper or an opposition newspaper could be written in groups.
Hitler’s children five-part video: www.youtube.com/watch?v=JB45qymNQEo
Overview and links on Nazi Youth movements: www.historylearningsite.co.uk/hitler_youth.htm
How successful were Nazi policies
towards women and the family?
Learners examine the role women played in Nazi society and in family life, especially including the ways in which they
were encouraged to have children. Leaners create a spider diagram. (I)
Learners examine the role of education in Nazi Germany and the differences between their personal experiences and that
of a young person living in Germany during the 1930s. A study of a timetable from the time would be a useful stimulus. (I)
Extension activity: Learners compare their school timetable with that of a German learner in the 1930s and then compare
the experiences of each and explain the impact of Nazi indoctrination. (I)
Learners discuss how the Nazis viewed the importance of the family. Learners then, in groups, produce a piece of Nazi
propaganda promoting the family and annotate their ideas.
Information and links on women and family in Nazi Germany: www.historylearningsite.co.uk/Women_Nazi_Germany.htm
Did most people in Germany benefit
from Nazi rule?
Learners use a whole class scale to research the positive and negative social, economic and political impacts of Nazi rule.
Learners then produce a speech rating the different groups out of 10. (I)
Information on the Nazi economic miracle: www.historylearningsite.co.uk/nazi_germany_economic_miracle.htm

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How did the coming of war change
life in Nazi Germany?
Learners will examine the changes that war brought to Germany, including a change to a wartime economy, the bombing
of German cities and the effects of fighting a war on two fronts. Sources can be used to investigate this and write a report
that can be teacher-assessed. (F)
Teacher presentation that examines the impact war had on German people and the effectiveness of changes to Nazi
policy in responding to these. Learners, in groups, create mind maps of their evidence and compare each other’s’ findings.
Learners revise the work completed at the end of this section and complete a Cambridge IGCSE question paper on this
topic. (F)

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Depth Study C: Russia 1905–1941
1: Why did the Tsarist regime collapse in 1917?
How well did the Tsarist regime deal
with the difficulties of ruling Russia
up to 1914?
Learners use facts, figures and maps of Russia in 1905 to create a whole class spider diagram on why Russia was so
difficult to rule. Consider geographical issues, Tsarist autocracy, backward economy, growing opposition in Russia, the
Russo-Japanese War, Marxism and liberalism, multi-ethnic and multi-religious society, etc.
Extension activity: Learners list the different roles and powers of the Tsar. Learners then identify and explain the
problems these may causes for Russia. (I)
Learners research the different oppositions that the Romanov Dynasty faced and present the findings as PowerPoints to
the rest of the class. (I)
Learners should produce a Venn diagram (www.classroomjr.com/printable-blank-venn-diagrams/) showing why there was
there a war between Russia and Japan in 1904–5. Was the result of this war the main reason for the 1905 revolution? (I)
Extension activity: Learners study the historical evidence relating to Bloody Sunday. Learners should compare different
views and opinions and write diary entries from the point of view of the marchers led by Father Gapon and the Tsar. (I)
Learners could also create a character study of the Tsar, Nicolas II. (I)
Overview and sources available: www.johndclare.net/Russ2.htm
http://kenbaker.wordpress.com
Russian empire: www.ibiblio.org
Collection of images of Bloody Sunday: www.google.co.uk
How did the Tsar survive the 1905
revolution?
Learners study the Russian cartoon entitled ‘The Russian Tsars at Home’ before considering ‘How well does this cartoon
reflect the influence of Rasputin on the Tsar and Tsarina?’ The cartoon should be annotated by learners, in groups, and
put into context.
Learners consider in groups ‘The October Manifesto was worthless’ and ‘Was the appointment of Stolypin successful?’. A
whole class debate is held on the two issues
Overview and test: www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/

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Lecture clip with slides: https://www.youtube.com/watch?v=9Jxzolu4Vbo
Powerful Rasputin?? – blog: http://wewanttoknowmore.blogspot.co.uk
From a collection of Russian cartoons of the time, learners decide (a) if the messages are similar and (b) if the reasons for
publication are similar. (I)
Political cartoons from the period: http://ows.edb.utexas.edu/site/kmb2277edc370s/editorial–cartoons
How far was the Tsar weakened by
the First World War?
Learners identify the problems facing the Tsar and the Russian people during the First World War and record these on
pieces of card. A sorting exercise will place them in order of relative importance. In groups discuss the reasons for the
order selected.
Learners present a series of small role-plays identifying the role of Rasputin in the fall of Tsarism in Russia.
Why was the revolution of March
1917 successful?
Learners will identify the factors that led to the 1917 (March) revolution. The factors should be presented in a
diagrammatical format. The factors should be ranked in order of importance with reasons being given for the choices
made. (I)
A comparison of the 1905 and 1917 revolutions is discussed in an attempt to identify why in 1917 the Tsar decided to
abdicate.
Learners produce a diagram showing the relationship between the Provisional Government and the Petrograd Soviet (Dual
Power) including the dual role of Kerensky. (I)
Sources on March revolution 1917: www.johndclare.net/Russ3.htm
Four-part series on WWI and March revolution: www.youtube.com/watch?v=GQUAW_CdBds&feature=related
this topic. (F)

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2: How did the Bolsheviks gain power, and how did they consolidate their rule?
How effectively did the Provisional
Government rule Russia in 1917?
Learners examine the problems facing the Provisional Government in1917 and present these in the form of a Venn
diagram. (I)
The teacher identifies with the class the reasons for the steady decline of the Provisional Government’s authority.
The problems from the two exercises above can be set out down the left side of a table. Learners then research and
identify government action in relation to each. A final column should comment as to how effective the Provisional
Government action was. This should include the conditions of workers and peasants, opposition parties, Lenin and the
Bolsheviks, the First World War and its impact. (I)
Information and sources on Provisional Government: www.johndclare.net/Russ4.htm
In pairs, learners examine the April Theses and summarise the main aims of Lenin and the Bolshevik Party in 1917. (I)
Extension activity: Learners could compare these ideas with other opposition parties such as the SRs and the Kadets. (I)
Why were the Bolsheviks able to
seize power in November 1917?
Learners create a storyboard of the events leading up to the November 1917 seizure of power. This should include the
roles of Lenin and Trotsky, Bolshevik propaganda (Peace, Bread, Land), the July Days, the Kornilov Affair, the
continuation of the First World War, etc. (I)
Extension activity: Learners compare extracts from both Soviet and Western historians as well as modern revisionist
interpretations to decide how far the November seizure of power was a people’s revolution. (I)
Links and sources on November revolution 1917: www.johndclare.net/Russ5.htm
Video documentary: www.youtube.com/watch?v=tNRgMZ0Z00s

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Why did the Bolsheviks win the Civil
War?
Learners watch a video clip of the Civil War in Russia and write and share notes to pin up on a whole class diagram. (I)
Learners will identify the reasons for the success of the Bolsheviks in the Civil War producing a series of flash cards.
These reasons should then be ordered into relative importance with each group explaining their decisions.
Learners make a glossary of key terms and phrases such as Cheka, requisitioning, Commissar, War Communism, etc. (I)
Extension activity: Learners complete a map of Russia to show the areas held by the Reds and Whites 1918–1921, the
positions of the White armies and details about their leaders, aims and conflicts plus the roles played by other nations. (I)
Using a collection of historical sources, learners discuss the value of propaganda to the Bolshevik success. Learners
annotate the sources and present to the class.
Civil War information and sources: www.johndclare.net/Russ7.htm
Civil War overview and test: www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/
Civil War clip: www.youtube.com/watch?v=M7hkrWM2WM8
Bolshevik propaganda, part 1: www.youtube.com
How far was the New Economic
Policy a success?
Learners will identify the reasons for and features of the New Economic Policy, comparing similarities and differences with
War Communism. A table could be constructed which identifies the features, successes and failures. (I)
NEP sources and information: www.johndclare.net/Russ8.htm
this topic. (F)

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3: How did Stalin gain and hold on to power?
Why did Stalin, and not Trotsky,
emerge as Lenin's successor?
Learners take part in a Trotsky versus Stalin debate. This could be done as hot seating exercise.
Learners produce a timeline of the Trotsky versus Stalin debate up to Stalin’s ascension to power in the party. Higher
ability learners may want to demonstrate the shifting political views of Stalin on this timeline. (I)
Learners research the main ideas of Stalinism and create a whole class diagram.
Information and sources on Stalin assuming power in the USSR: www.johndclare.net/Russ9.htm
Stalin and Trotsky fight for power:
www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/stalinstakeoverofpowerrev1.shtml
Why did Stalin launch the Purges? Learners identify the reasons why Stalin thought the Purges and Great Terror were necessary and their outcome. The
information gathered could be presented in a table. (I)
Learners, in groups, could hold a mock trial to demonstrate how so many innocent people were removed during Stalin’s
Purge.
Information and sources on Stalin's Terror: www.johndclare.net/Russ12.htm
Stalin's methods and Purges activities and tests: www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/
What methods did Stalin use to
control the Soviet Union?
Learners create a colour coded mind map, using sources and research, to show the different methods of control used by
Stalin in the Soviet state. (I)
Using historical evidence such as the cartoons ‘Visit the USSR’s pyramids’, ‘The Stalinist Constitution’, ‘We are quite
happy’ and photographs such as Stalin with a young child, as well as doctored photographs together with written extracts,
discuss the view that ‘Stalin was a popular leader of the Soviet people’. A written answer can be assessed by the teacher.
(F)
How complete was Stalin's control
over the Soviet Union by 1941?
Extension activity: Learners in groups discuss the extent to which these methods of control were successful and which
was the most successful. Five-minute speeches can be delivered to the class for a vote or ranking.
Most evil men in history three-part documentary: www.youtube.com/watch?v=C9t6QyEv_fU
this topic. (F)

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4: What was the impact of Stalin’s economic policies?
Why did Stalin introduce the Five-
Year Plans?
Learners discuss reasons for the Five-Year Plans and create a flow chart to explain them including competition with the
USA, modern economy, ideological reasons linked to capitalism versus communism, preparation for future conflict, etc. (I)
Learners complete a table identifying the main features of each of the three Five-Year Plans. Include facts and figures. (I)
Five-Year Plans sources and information: www.johndclare.net/Russ11.htm
Why did Stalin introduce
collectivisation?
Learners are given statement cards with reasons for collectivisation. Learners cluster into groups into the following
categories: socialism in the countryside (ideological), modern farming methods, stop famine, feed the workers and soldiers
in urban areas, and removal of the Kulaks. (I)
Useful timeline and sources on collectivisation: www.johndclare.net/Russ10.htm
Short clip on collectivisation: www.youtube.com/watch?v=FcumJNNX0qc
How successful were Stalin's
economic changes?
Extension activity: Learners are given figures of production in industry and agriculture from 1928–41. Learners create
charts or graphs to show the fluctuations and analyse their results. (I)
Learners are given figures of Stalin’s Five-Year Plans and compare them to targets set by the Soviet government to
answer the question: How successful were Stalin’s Five-Year Plans? (F)
Learners, have access to images of Soviet propaganda relating to the economic plans and discuss the impact this
propaganda might have had in urban and rural areas. These sources can be annotated with notes to demonstrate how
accurate the evidence is.
Soviet posters/propaganda: www.iisg.nl/exhibitions/chairman/sovintro.php
How were the Soviet people affected
by these changes?
Learners review the period of control under Stalin and consider the effects on changes to Soviet life in this period with
reference to ethnic minorities, women and differing social groups such as peasants, workers in industry and the social
elite. Learners could present reports covering each group. Information and sources on Stalin's impact on society:
www.johndclare.net/Russ14.htm
this topic. (F)

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Depth Study D: The USA, 1919–1941
1: How far did the US economy boom in the 1920s?
On what factors was the economic
boom based?
Learners discuss reasons why economic boom happens and the factors that play a part in this.
Extension activity: Learners draw a diagram showing the features that were specific to the USA’s boom in the 1920s.
Each factor should then be ranked according to importance and the reasons for this ranking explained. (I)
Learners should conduct a special study into the importance of mass production in the car and consumer durables
industries. This can be presented in groups using ICT or handouts.
Overview of boom: www.historylearningsite.co.uk/America_economy_1920s.htm
Extension activity: Learners prepare short reports on how aspects of the boom could be a weakness for the economy in
the later years of the 1920s.
Video and resources on boom: www.bbc.co.uk/schools/gcsebitesize/history/mwh/usa/
Why did some industries prosper
while others did not?
Learners construct a table listing the industries that prospered and those that failed to do so. Reasons for success and
failure can be added to this table and explained. (I)
Video and resources: www.bbc.co.uk/schools/gcsebitesize/history/mwh/usa/
Diagram of who did and did not benefit: https://getrevising.co.uk/diagrams/who_didnt_benefit_from_the_1920s_boom
Why did agriculture not share in the
prosperity?
Learners investigate the state of American agriculture prior to the boom. From source material ascertain the reasons why
farmers were unsuccessful in the 1920s. These reasons to be presented in the form of a PowerPoint presentation. (I)
Did all Americans benefit from the
boom?
Learners identify the groups of Americans who benefitted from the boom and those who didn’t. The results could be
presented in a chart. What reasons can be given as to why many failed to benefit? Groups should include the workers in
old industries such as coal and textiles; black Americans; immigrants; farmers. (I)
Learners write an extended answer on which groups they think benefited the most and why compared to other groups. (F)
Which groups of Americans benefitted least from the boom?: https://www.bbc.com/bitesize/guides/zw9wb82/revision/4
this topic. (F)

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2: How far did US society change in the 1920s?
What were the ‘Roaring 20s’? Learners, in groups, investigate the extent to which the USA changed socially and culturally during the 1920s, in respect of
women (flappers), movies, sport, music and radio. Each group to make a presentation on one of the topics to the rest of
the class OR each group to use ICT to present a magazine article to explain what was happening in their selected area.
Learners create a whole class collage showing images of the ‘Roaring 20s’.
The American Dream: https://schoolshistory.org.uk/topics/world-history/america-c1920-1941/roaring-twenties/
How widespread was intolerance in
US society?
Learners discuss the meaning of intolerance and the ways in which it is expressed in society.
Learners investigate the extent to which intolerance was present in American society especially with regard to immigrants,
socialists/communists, blacks and other minorities, and the impact of this intolerance. The findings to be presented in the
form of a mind map. (I)
Extension activity: Learners present a piece of extended writing which explains why such intolerance became more
violent and discriminatory and why governments and society failed to prevent it. (I)
Good sources and links: www.johndclare.net/America5.htm
Why was Prohibition introduced, and
then later repealed?
Learners carry out a mini-study using packs of source materials to consider the meaning of Prohibition and the reasons
why it was introduced. They then consider the effects of such a policy with specific reference to moonshine, smuggling,
organised crime and the extent to which these affected the decision to repeal Prohibition.
Learners complete a character study on Al Capone and organised crime in Chicago as a case study for presentation or
display. (I)
Learners contribute to a whole class timeline of Prohibition which includes pictures and statistical evidence from 1919–33.
Prohibition video: www.bbc.co.uk/schools/gcsebitesize/history/mwh/usa/

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How far did the roles of women
change during the 1920s?
Learners discuss the roles of women in today’s society.
Learners use source material to show both continuity and change and annotate and stick onto a continuity-change diagram
for the whole class. (I)
Extension activity: Learners have a five-minute hot seat to give their arguments on how far life for women improved in
1920s USA. (I)
Video on Flappers: www.youtube.com/watch?v=3svvCj4yhYc
this topic. (F)

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3: What were the causes and consequences of the Wall Street Crash?
How far was speculation responsible
for the Wall Street Crash?
Learners refresh memories with regard to previously discussed weaknesses in the American economy in the boom years.
Learners create a timeline of the Wall Street Crash, identifying periods of crisis. (I)
Learners investigate the reasons for the Wall Street Crash and produce a diagram, with explanation, which considers to
what extent speculation was the most important reason. (I)
What impact did the Crash have on
the economy?
Learners produce a diary of the events of October 1929 that triggered the Crash. (I)
Learners produce a Venn diagram (www.classroomjr.com/printable-blank-venn-diagrams/) showing the political, social and
economic effects of the Wall Street Crash.
Sources and links for the Wall Street Crash: www.johndclare.net/America6.htm
What caused the Wall Street Crash of 1929?: www.economicshelp.org
What were the social consequences
of the Crash?
Learners investigate the social effects of the Crash on American citizens and the ways in which it impacted on their lives.
Responses to the Crash are examined, including marches, bread queues and the growth of shanty towns (Hoovervilles).
Learners then produce illustrated news reports on the social effects. (I)
Extension activity: The effects of the Crash can also be studied in the way they were reflected in song, rhyme and stories
and other evidence from the time. Learners could produce a poem or song to illustrate this. (I)
Crash!: www.livinghistoryfarm.org
Why did Roosevelt win the election
of 1932?
Learners examine the policies of both Franklin D Roosevelt and Herbert Hoover, the presidential candidates. They should
then, using ICT, prepare an election poster for both candidates comparing their ideas. (I)
Learners could set up a mock election by dividing the class into Republican and Democrat. Flyers could be produced and
the other classes could be invited in to vote.
Franklin D Roosevelt: www.britannica.com

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4: How successful was the New Deal?
What was the New Deal, as
introduced in 1933?
Learners discuss ideas on how governments might respond to economic depression and create a glossary of key words
and terms about the New Deal and the Presidency such as 100 Days, New Deal, Alphabet Agencies, pump priming, etc. (I)
Learners complete a table showing the aim and impact of each of the Alphabet Agencies in trying to address the problems
of the Depression for different groups in the USA. (I)
Video: www.bbc.co.uk/schools/gcsebitesize/history/mwh/usa/
How far did the character of the New
Deal change after 1933?
Learners identify the similarities and differences between the first and second New Deal in respect of government
intervention, focus of the intervention, the scale of the projects and the level of popular support afforded of each New Deal.
A whole class diagram can be completed to compare.
Sources and links: www.johndclare.net/America8.htm
Why did the New Deal encounter
opposition?
Learners consider the level of opposition to the New Deal from individuals such as Father Coughlin and Huey Long, the
Supreme Court and the Republicans. Learners split into groups and present their cases to the whole class.
Learners study sources about opposition to the New Deal and annotate these to examine their message and purpose.
Learners study a pack of six or seven pieces of evidence material related to opposition to the New Deal from the
Republicans and the Supreme Court, answering a series of evidence-based questions.
Why did unemployment persist
despite the New Deal?
Did the fact that the New Deal did
not solve unemployment mean that it
was a failure?
Learners review the measures of the New Deal and consider the extent to which these were successful. A table partially
constructed earlier can now be completed. (I)
Learners use source material from the time, including facts and figures on unemployment, to hold a whole class debate on
the successes and failures of the New Deal.
Extension activity: Learners decide on their opinion on the success of the New Deal and offer ways in which the New
Deal could have been improved and make short speeches to the rest of the class to make notes on. (I)
Evaluation of New Deal: www.johndclare.net/America9.htm
Learners revise the work completed at the end of this section and try a Cambridge IGCSE History question paper. (F)

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Depth Study E: China, c.1930–c.1990
1: Why did China become a Communist State in 1949?
Why did the Communists undertake
the Long March in 1934?
Learners complete a timeline of Chinese history from c.1900–1930. More can be added to this later. This could be a whole
class timeline. (I)
Learners investigate the reasons why the Long March came about and the purpose of the withdrawal. Learners find out
some of the facts and figures of the Long March and quiz each other, e.g. dates, place names and numbers of soldiers.
Learners create two lists of ways in which the Long March was considered a success, e.g. the survival of the Communist
army, and ways in which the March was considered a failure, e.g. casualties.
The Long March 1934 to 1935: www.historylearningsite.co.uk/long_march_1934_to_1935.htm
What was the importance of the
Communist settlement at Yenan?
As a class discussion learners consider the impact that the Communists had on Yenan, 1936–1949. How were the locals
affected? And how did Yenan come to represent a symbol of the heroic phase of the Chinese communist revolution.
Communists in Yenan: http://factsanddetails.com/china/cat2/sub5/item60.html
How far did the Second World War
weaken the Nationalist government?
Learners investigate the impact of the Second World War on the Nationalists and how increasingly they were losing the
support of the Chinese peasant population. How did Chiang Kai-shek’s method of government contribute to a sense of
disunity?
How strong were the Nationalists in 1930 and 1945? Learners create a mind map or diagram of their ideas in groups.
Good links on China: www.historylearningsite.co.uk/china_1900_to_1976.htm

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Why was there a civil war and why
did the Communists win it?
Learners investigate in groups the reasons why the Communists won the Civil War and the relative importance of each
factor that included guerrilla tactics, Mao’s personal support from peasants and the middle classes, defections from the
Nationalists and the strength of the Red Army. The findings from each group should be presented visually or put onto a
whole class diagram.
Groups of learners discuss the reasons for the establishment of Communist rule in China in 1949 and produce a mind
map. This should be developed to show the problems facing the new Communist rulers in 1949. (I)
Video on Civil War in China: www.youtube.com/watch?v=Jfhjq8oBBCQ
China 1949 to 1953: www.historylearningsite.co.uk/china
this topic. (F)
2: How far had Communist rule changed China by the mid–1960s?
What changes in agriculture did
Communist rule bring?
Learners chart the implications of the different stages of Mao’s government’s agricultural reforms including the 1950 Act
and the attack on the landlords and the establishment of mutual aid teams, cooperatives and communes. Learners can
produce a flow chart or timeline. (I)
Learners should now investigate how successful these reforms were in overcoming the agricultural problems facing the
government which could be represented in a table that identifies problems and outcomes. (I)
Two-part video on the impact of Mao’s policies on the economy: www.youtube.com/watch?v=Yd2oUdH5SqA
What was the impact of the
Communists' social reforms?
Learners investigate the social change reforms introduced by the Chinese government including literacy, women’s rights,
public health and healthcare. What impact did these different reforms have on the population as a whole including the
destruction of traditional culture? Learners add this onto a table to explain. (I)
Learners write a diary entry from the point of view of a Chinese citizen under Communist rule and the impact of their
reforms. (F)
What was the impact of the Communists’ social reforms?: http://gcsehistory.org.uk

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How successful were the Five-Year
Plans in increasing production?
Learners discuss reasons for the introduction of the Five-Year Plans.
Learners detail the features of the first Five-Year Plan and the Great Leap Forward in table form, identifying the changes
brought about in the various industries/agriculture evaluating their success.
Overview of the Five-Year Plans in China: www.historylearningsite.co.uk/china_five_year_plan.htm
Extension activity: Using a collection of different types of source material identify the changes brought about in the
various industries/agriculture and evaluate successes and failures. (I)
Did the Chinese people benefit from
Communist rule?
Learners examine the successes and failures in the way people were affected by economic and social change brought
about by Mao’s government. Learners add their ideas on sticky notes to a whole class diagram to show successes and
failures.
Extension activity: Learners hot seat high ability learners who have to answer questions about the benefits of Communist
rule as if they were a member of the Communist Party. (I)
this topic. (F)

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3: What was the impact of Communist rule on China’s relations with other countries?
What have been China's changing
relationships with neighbouring
states?
Learners examine the relationship that China had with its neighbouring countries at the time the Communists came to
power in 1949. The countries investigated should include the USSR, Hong Kong, Tibet, India, Taiwan and Vietnam,
identifying successful and less successful features where appropriate. The outcome should be presented in the form of a
chart.
Learners use a map of China and surrounding countries to illustrate the relationship China had with that country/region and
colour code based on how friendly it was. (I)
Why did China try to improve
relations with the USA after 1970?
Learners investigate the reasons behind the developing relationship China had with the USA from the threat of war in
Korea to the successful negotiations with Richard Nixon by creating a living timeline of the different events to measure how
‘international’ the Chinese were becoming. (I)
Learners use a world map to draw lines from China to the USA. On each line, learners explain different events that led to
greater Sino-American relations after 1970.
Extension activity: Learners create a table to show the reasons for improved relations between the USA and China that
can be categorised and prioritised such as the breakdown in Sino-Soviet relations, trade, strategic advantage, etc. (I)
Why did China try to improve relations with the USA after 1970?:
http://gcsehistory.org.uk/modernworld/maos_china/chinese_us_relations.htm
How far was China established as a
superpower by the time of Mao's
death?
Learners discuss criteria for being considered a superpower and apply the criteria to China by the time of Mao’s death in
1976 producing both sides of the argument.
Learners write two paragraphs starting ‘China was a superpower …’ and ‘China was not a superpower …’ Explanations
with factual support or source references should be used as evidence. (I)
Links to information on post-Maoist China: http://afe.easia.columbia.edu/special/china_1950_leaders.htm
Documentary on China after Mao: www.youtube.com/watch?v=7GqnFbKAOkE
How far have China's relations with
other powers improved since Mao's
death?
Learners create a flowchart or storyboard to map out the continuity and change in Chinese politics and economic policy
from 1976–1990. (I)
this topic. (F)

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4: Has Communism produced a dictatorship in China?
Why did Mao launch the Cultural
Revolution?
Learners identify a definition of the Cultural Revolution as introduced by Mao. This can be finalised by the whole class. (I)
Learners create a collage of the events of the Cultural Revolution.
In groups, learners discuss the part played by the Hundred Flowers Campaign. What did Mao intend and what were the
results?
Learners investigate the reasons for the Cultural Revolution including the reassertion of his power, elimination of political
opposition and the status of the peasants. Learners create a mind map to present their findings. (I)
Video on the Cultural Revolution: www.youtube.com/watch?v=7G0UXnXpABw
How successful was The Hundred Flowers Movement?: http://gcsehistory.org.uk/hundredflowersmovement
What was the impact of the Cultural
Revolution on China?
Learners produce a spider diagram of the impact of the Cultural Revolution on China and the relative importance of the
factors involved including politics, the economy and the increase in violence and terror.
Learners produce a news report from the view of the Chinese Communist Party and a foreign visitor to describe the impact
of the Cultural Revolution on China. (I)
Overview of the impact of the Cultural Revolution:
http://gcsehistory.org.uk/modernworld/maos_china/culturalrevolution_impact.htm
How was the power struggle after
the death of Mao resolved?
Learners construct a timeline or storyboard of Mao’s life and highlight events that benefited and worsened the lives of
Chinese people. (I)
Using a variety of material and working in groups, learners produce a radio or TV news broadcast script in the form of an
obituary for Mao. This should use ICT and other visual aids as appropriate. (I)
Class discuss in groups the power struggle between the Gang of Four and Mao’s designated successor Hua Guofeng and
eventually Deng Xiaoping who took the leadership in 1980. Posters of the time show how the struggle developed:
http://chineseposters.net/themes/mao-after.php
Overview of Mao’s leadership: http://gcsehistory.org.uk/modernworld/maos_china/leadership.htm
After Mao: http://chineseposters.net/themes/mao-after.php

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Documentary on Chairman Mao: www.youtube.com/watch?v=zxabRkCql8g
How far did economic development
in the 1980s also produce social and
political change?
Learners contribute to a whole class diagram on China in the 1980s. In groups, links are drawn between social, political
and economic developments. Higher ability learners can explain the links in speeches to the class. (I)
Related essays to China in the 1980s: www.foreignaffairs.com/articles/33618/ross–terrill/china–enters–the–1980s
Information on reforms under Deng Xiaoping: www.fsmitha.com/h2/ch32prc.html
this topic. (F)

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Depth Study F: South Africa, c.1940–c.1994
1: What were the foundations of the apartheid state?
How far had segregation been
established by 1940?
Learners increase awareness of the different groups that make the ‘rainbow people’ of South Africa through books and
teacher input. This could be presented as a mind map. (http://en.wikipedia.org/wiki/Mind_map) (I)
Learners create group timelines to show examples of segregation in South Africa up to 1940.
Learners could examine the UN Declaration of Human Rights and decide which terms might be broken in South Africa if
segregation took place. (I)
Learners label and illustrate a blank map of South Africa and its neighbours. Events can be annotated around the map. (I)
Learners agree as a class on a definition of segregation and decide the extent to which this is true in South Africa by 1940.
Blank map of South Africa: http://geography.about.com/library/blank/blxsouthafrica.htm
Video of the founding of South Africa: www.youtube.com/watch?v=GwBOgDwZkAI&feature=related
History of South Africa: www.nationsonline.org/South–Africa–history.htm
What was the impact of government
policies on the non-white population
by 1940?
Learners each take a different non-white group in South Africa and in groups present their findings.
Learners use sources to write a newspaper report about segregation and government policy towards non-whites in South
Africa. (I)
Links to segregation before 1948: www.history.com/topics/apartheid
How successful was the economic
development of South Africa by
1945?
Learners create a timeline of the economic development of South Africa by 1945 to include mining, manufacturing and
agriculture. (I)
Learners rate each important development on their timelines out of 10 to answer a question on how successful
development was which can be teacher-assessed. (F)

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Why did the National Party win the
election of 1948?
Learners mind map and categorise the various reasons for the National Party’s success in 1948. (I)
Extension activity: Learners can prioritise and explain the most important factors for the National Party’s success in 1948.
(I)
History preceding the election of 1948:
www.photius.com/countries/south_africa/government/south_africa_government_national_party.html
Information on the 1948 elections: www.britannica.com/EBchecked/topic/405219/National-Party-NP
this topic. (F)

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2: How successfully was apartheid established between 1948 and 1966?
What were the main features of the
apartheid system set up by the
National Party after 1948?
Learners write apartheid on an A3 sheet or sugar paper and, in groups, research and add the features of the apartheid
system to the paper for discussion.
Learners use the mnemonic ‘APARTHEID’ to write sentences describing the main features of the system. (I)
Video documentary on apartheid: www.youtube.com/watch?v=MOA66AOG52M
and www.youtube.com/watch?v=x1N2WrH-yUA
BBC information on apartheid: www.bbc.co.uk/worldservice/africa/features/storyofafrica/12chapter6.shtml
What consequences did apartheid
have for the people of South Africa?
Learners identify the important Acts introduced by the new government in the 1950s. These should be listed down the left-
hand side of a chart. The nature of each Act should them be placed in a second column. The final column should show the
impact. (I)
Extension activity: Learners write empathetic accounts of how different people in Africa were affected by apartheid and
read them to the class. (I)
How did opposition to apartheid
develop between 1948 and 1964?
Learners consider factors that would make it difficult to resist apartheid. This can be in the form of a teacher presentation
or statement cards. Learners then create short speeches to outline why they would not be able to stop apartheid. (I)
Learners create a whole class timeline 1948–64 and underline resistance involving the ANC, circle protests involving
women, highlight black resistance and put stars next to trade union protest.
Extension activity: Learners can add other forms of resistance to this timeline from individual research such as rural
protests, etc. (I)
Learners create a small biography of Nelson Mandela’s role in resistance to apartheid. (I)
Learners use the different events of the above timeline to split into groups and research and present a PowerPoint and
handout on one of the four areas of resistance.
Extension activity: Learners find anti-apartheid cartoons and choose one to annotate and analyse the message and
purpose for presentation to the rest of the class. (I)
Good history of the build-up to the Sharpeville Massacre:
http://africanhistory.about.com/od/apartheid/a/SharpevilleMassacrePt1.htm

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Entire website devoted to Mandela: www.nelsonmandela.org/content/page/biography
Short documentary about Mandela’s legacy: www.youtube.com/watch?v=t9xtS57534Y
Excellent links to information on the ANC and PAC: www.sahistory.org.za/topic/sharpeville-massacre-21-march-1960
ANC centenary video that looks at Black resistance to apartheid: www.youtube.com/watch?v=kyWM_TSLxyc
Anti-apartheid cartoons: www.rfksafilm.org/html/apartheid_cartoons.php
What were the effects of the
government’s response to opposition
by 1966?
Learners can use the different groups on the timeline from the last key question to add the government’s response and
present to the class. (I)
Learners, in groups, research the mass arrests and Treason Trial and present a mock trial to the rest of the class.
Learners produce individual or group news bulletins describing the impact and significance of the Sharpeville Massacre. (I)
Learners mind map the tactics of Umkhonto we Sizwe, the role of Nelson Mandela and the Rivonia Trial using sources
from the time and teacher-prepared fact cards.
Extension activity: Learners create handouts considering the international effects of apartheid and opposition to the
regime. (I)
Learners write a speech as if they were Nelson Mandela on trial in 1964. They should include all the different aspects of
apartheid and resistance to prove their point. (F)
Good information and links on the Sharpeville Massacre:
http://news.bbc.co.uk/onthisday/hi/dates/stories/march/21/newsid_2653000/2653405.stm
Short clip of Umkhonto we Sizwe (MK): www.youtube.com/watch?v=3-atwLcmEno
Collection of sources on the Rivonia Trial: http://law2.umkc.edu/faculty/projects/ftrials/mandela/mandelahome.html
Short video of the Rivonia Trial: www.youtube.com/watch?v=1YQ5ySK_EVQ

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3: To what extent did South Africa change between 1966 and 1980?
How significant were the policies of
the national governments from 1966
to 1980?
Learners create a colour coded mind map of the social, political and economic policies of the national governments and the
impact on the white population and other ethnic/racial groups. Include information on townships, Welcome Valley
resettlement camp, etc. (I)
Good timeline and links to South Africa in the 1960s–80s:
www.sahistory.org.za/topic/general-south-african-history-timeline-1960s
To what extent did black opposition
change in this period?
Learners produce a ‘What Next?’ diagram to consider the different directions the ANC could take after the Sharpeville
Massacre and Rivonia Trial. These could be divided into violent and peaceful methods.
Extension activity: Learners examine a number of black South African poems, songs and verses to analyse their impact
on black resistance. (I)
Learners can use the above task to create in groups their own poem, song or verse.
Learners create a storyboard to show the role, impact and significance of Steve Biko. (I)
Extension activity: Learners write eulogies of Steve Biko as if they were members of his family to voice their reactions. (I)
Learners create a living timeline to show the impact of black resistance from 1966–80. Include Black Consciousness, the
strikes of 1973 and the Soweto riot. (I)
Anti-apartheid music in South Africa – short video: www.youtube.com/watch?v=T3XhzmNxR8w
History of apartheid and black resistance in South Africa: www-cs-students.stanford.edu/~cale/cs201/apartheid.hist.html
Information on Steve Biko: www.sahistory.org.za/people/stephen-bantu-biko
The life and death of Steve Biko documentary: www.youtube.com/watch?v=MoNGCSgWQEQ
How far did economic factors
improve lives by 1980?
Learners watch a teacher presentation showing economic life for the different ethnic/racial groups in South Africa and write
down words to add to a whole class diagram.
Learners, in groups, take different groups in South Africa and create presentations using sources to illustrate the impact of
economic factors on life in South Africa. These are presented to the rest of the class.

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Learners can create a whole class thermometer or other means of measuring to stick examples of ‘improving’ or ‘not
improving’ life for different groups in South Africa. Could be used as a good conclusion to this key question. High ability
learners could then justify each choice made in short speeches to the rest of the class.
Various links to economic and social reforms in South Africa: http://africanhistory.about.com/od/apartheid/u/Apartheid.-4-
D.htm
What was the impact of external
opposition to apartheid?
Learners colour code a blank map of Africa to show which countries were still under white rule in 1968 and give dates of
when some were made independent. (I)
Learners are given information and sources about world opinion and actions against apartheid. Learners create a table to
map out their impact each time the South African government took action. (I)
Learners create group presentations to show the impact of armed force, sanctions and individuals by other countries.
Learners create a collage to show the different methods used by the International Defence and Aid Fund (IDAF) and the
Anti-Apartheid Movement in ending apartheid in South Africa. (I)
Extension activity: Learners prioritise the reasons why apartheid survived international opposition. Learners write a
paragraph to explain and justify their opinions. (I)
Blank map of Africa: www.worldatlas.com/webimage/countrys/africa/afoutl.htm
Information on international opposition to apartheid for high ability learners: www.speedysnail.com/textuary/apartheid.html
Good sources and information on the Anti-Apartheid Movement:
http://africanactivist.msu.edu/organization.php?name=Anti-Apartheid+Movement
Two Anti-Apartheid Movement videos: www.youtube.com/watch?v=n2EvZ8cYcC8
And www.youtube.com/watch?v=iKGOId9CnGw
this topic. (F)

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4: Why did the white minority rule come to an end?
What were the effects of the policies
of P W Botha?
Learners colour code a blank map of Africa to show rule and independence by 1980. (I)
Learners create a character study of P W Botha. (I)
Learners, in groups, create a diagram to show Botha’s ‘total onslaught’ and ‘total strategy’ to solve South Africa’s
problems.
Extension activity: Learners write a report recommending P W Botha on what actions he should take with his ‘total
strategy’. (I)
Learners create a table to show Botha’s ‘total strategy’ for South Africa’s neighbours, for Western leaders and for South
Africa. (I)
Learners create a mind map to show Botha’s six major reforms to try and save apartheid. High ability learners can rate and
justify their effectiveness. (I)
Learners, in groups, create a detailed PowerPoint presentation to show the impact of Botha’s reforms on white and black
communities in South Africa.
Biography of P W Botha: www.biography.com/people/pw-botha-9220773
Botha’s 1985 speech: www.nairaland.com/248669/bothas-speech-1985-must-read
Botha’s ‘total onslaught’ and ‘total strategy’ information and links:
http://africanhistory.about.com/od/biography/a/BioPWBotha_2.htm
Information and links on Botha’s ‘total strategy’:
https://omalley.nelsonmandela.org/omalley/index.php/site/q/03lv02424/04lv02730/05lv02918/06lv02972.htm
BBC documentary on the life of Mandela and the end of apartheid: www.youtube.com/watch?v=YoC20GPmXc8
individual leaders in the collapse of
apartheid?
Learners, in groups, create presentations with speeches and handouts to show the impact and significance of different
individual leaders in the collapse of apartheid including Desmond Tutu, ANC leaders, Chief Buthelezi and President de
Klerk.
Learners take part in a whole class debate to decide which individual was most responsible for the collapse of apartheid.

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Extension activity: Learners examine sources from Desmond Tutu to analyse the methods he used in his sermons,
speeches and letters. (I)
Learners create a table to show how different individuals and their respective organisations opposed Botha’s reforms.
Their effectiveness can be rated and explained. (I)
Learners write an extended answer to the question: ‘Which leader was most responsible for the ending of apartheid in
South Africa?’ (F)
Four-part documentary on Desmond Tutu and de Klerk: www.youtube.com/watch?v=dAPDtUAo4uw
Biography of Desmond Tutu: www.bbc.co.uk/news/world-africa-10725711
Desmond Tutu’s speeches: www.sahistory.org.za/topic/documents-speeches-awards-and-articles-relating-desmond-tutu
Good information and links on President de Klerk: www.sahistory.org.za/people/frederik-willem-de-klerk
Why did violence increase between
1980 and the early 1990s?
Learners create a causes and consequences diagram to show why, and with what impact, violence began to increase in
South Africa between 1980and the early 1990s. (I)
Learners create individual timelines of the causes and impact of violence from 1980 to the early 1990s. (I)
Learners, in groups, write speeches or create posters outlining Botha’s State of Emergency including its justification and its
intended outcomes.
Learners, in groups, use sources to write speeches about the impact of the State of Emergency on the townships.
Information on the violence in South Africa in the 1980s: www.sahistory.org.za/article/people-armed-1984-1990
Information on the State of Emergency in South Africa: www.sahistory.org.za/topic/state-emergency-south-africa-1960-
and-1980s
Good footage of the civil unrest in South Africa: www.youtube.com/watch?v=Ej-KqF5CJes

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To what extent was there a smooth
transition of power between 1989
and 1994?
Learners examine the train of events that led to the collapse of apartheid in the early 1990s and the importance of the roles
of Mandela and De Klerk in ending minority rule and in transferring power to establish majority rule. Their findings can be
stuck onto a whole class diagram.
Learners in small groups make a collection of material to show the increasing national condemnation of apartheid. This can
be done as a collage or mind map.
Learners create a Venn Diagram to show the transition of power to the 1994 Election. (I)
Links to primary sources on the end of apartheid: www.historywiz.com/end.htm
How did Apartheid end?: www.wisegeek.com/how–did–apartheid–end
Video on Mandela and the end of apartheid: www.youtube.com/watch?v=c94GKgSz6hY
this topic. (F)

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Depth Study G: Israelis and Palestinians since 1945
1: How was the Jewish state of Israel established?
What was the significance for
Palestine of the end of the Second
World War?
Learners create a glossary of key terms and phrases for this Depth Study including Zionism, PLO, Arab nationalism,
superpowers, UN, etc. (I)
Learners look at a map of Palestine and the surrounding countries in 1939 and illustrate for future use. (I)
Learners examine the Zionist and British policies towards Palestine before, during and after the Second World War and
create a Venn diagram to show similarities and differences. (I)
Learners debate the effects of other issues that contributed to the ending of the British mandate including the ending of the
Second World War, terrorism, Jewish immigration, US involvement and nationalism. Learners can then create a mind map
to explain and illustrate the different reasons for the ending of the British mandate.
Video overview of the background to the issues in the Middle East: www.youtube.com/watch?v=1wo2TLlMhiw
Brief flash player video of conflict between Israel and Palestine: www.guardian.co.uk/flash/0,,720353,00.html
What were the causes of conflict
between Jews and Arabs in
Palestine?
Learners examine and discuss the causes of conflict between Jews and Arabs in Palestine, including differences in
cultures, races, languages and nationalism.
Learners compare the Arab and Jewish claims to Palestine and produce two spider diagrams to show the different
arguments. Learners then take part in a whole class debate to decide who, in their opinion, had the best claim. (I)
Extension activity: Learners create individual speeches from an Arab and Jewish perspective OR hot seat the teacher
and ask questions about their claim to Palestine. (I)
Palestine 1918–1948: www.historylearningsite.co.uk/palestine_1918_to_1948.htm
Why did the Arabs reject United
Nations Organization (UNO) plans to
partition Palestine?
Learners use the blank map of Palestine and add the suggested partition plan from the UNO. (I)
Learners, in small groups, prioritise statement cards with different reasons for the rejection of the partition – these can be
divided into political, cultural, religious, economic and social factors.
Learners discuss in groups the UNO plan for partition and then consider the question ‘Why did Palestinian Arabs reject the
UN Partition Plan?’ A written answer to this question should be produced. (F)
Overview of causes of 1948 War: www.historylearningsite.co.uk/israel_and_the_1948_war.htm

Scheme of work
81
UN resolution to partition Palestine: http://avalon.law.yale.edu/twentieth_century/res181.asp
Why was Israel able to win the war
of 1948–1949?
Learners examine the reasons why Israel was able to win the war of 1948–1949 and present their findings under the
headings of ‘Israeli strengths’ and ‘Arab weaknesses’. This can be drawn up on to an individual or a whole class table to
compare. (I)
Learners produce a group timeline of the three phases of the fighting in the 1948–1949 conflict.
Extension activity: Learners prioritise the different reasons and justify their opinions in a short five-minute speech to the
rest of the class. (I)
Overview of 1948 War with maps and sources: www..jewishvirtuallibrary.org/jsource/History/1948_War.html
Three-part clip that covers the formation of Israel and the 1948–1949 War: www.youtube.com/watch?v=5OhdZcz44U8
this topic. (F)

Scheme of work
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2: How was Israel able to survive despite the hostility of its Arab neighbours?
Why was Israel able to win the wars
of 1956, 1967 and 1973?
In small groups learners debate the reaction of the Arab states to their defeat in 1948–49 and the increasing involvement
of Egypt and Syria in Arab-Israeli affairs.
Learners, on pieces of card, write the individual reasons for the causes of the Suez War of 1956. After discussion these
should be ordered from ‘most important to least important’ with reasons being given for the choices made. (I)
Learners create a living timeline of the four Arab-Israeli conflicts to show how different events favoured Israel or the Arab
states. Colour coding can also show international and superpower involvement. (I)
Learners produce a short fact file or character study of Colonel Nasser and President Sadat to explain their impact and
significance. (I)
Learners, in groups, create and present 10-minute news reports to the rest of the class on each of the conflicts highlighting
the main causes and reasons for Israeli victory.
Learners write an extended answer to the question: ‘Why was Israel victorious in its conflicts with the Arab states?’ (F)
1956 war clip: www.youtube.com/watch?v=CyYm4hnzx1c
Useful account of the Suez Crisis: www.bbc.co.uk/history/british/modern/suez_01.shtml
Video documentary on the 1967 Six Day War: www.youtube.com/watch?v=mxEXGA0RU5c
Four-part documentary on 1973 War: www.youtube.com/watch?v=icaeBubBbDg
How significant was superpower
involvement in Arab-Israeli conflicts?
Learners produce a mind map showing the significance of the involvement of the USA and USSR in the four Arab-Israeli
conflicts between 1956 and 1973. (I)
Learners hold a debate about how far superpower involvement in the Middle East shaped the outcomes of war.
Learners hot seat the teacher and ask questions about why the USA and USSR involved themselves in the Arab-Israeli
conflicts.
PDF document from journal on Superpower involvement:
www.mitpressjournals.org/doi/abs/10.1162/152039706775212058?journalCode=jcws
Good Camp David Agreement cartoon for analysis: www.cvce.eu/viewer/-/content/69e84f99-878d-4e42-9686-
1ff0547095ec/185c0da7-e22e-4ec1-a77d-270e2d22c313/en

Scheme of work
83
How important was oil in changing
the nature of the Arab-Israeli
conflict?
Learners produce a table to show the attempts at peace-making between 1974 and 1993. The first column to identify the
attempt, the second those involved and venue and the third the intended outcomes. ICT could be used. (I)
Learners as a class use notes to stick on to a whole class diagram different reasons for Israel’s neighbours accepting her
existence ready for discussion.
Learners examine the significance of President Sadat, President Carter and Prime Minister Begin at the Camp David
Agreement. The class is split into three groups, each one representing the three different countries and holds a Camp
David debate to discuss the demands and compromises both the Israelis and the Egyptians had to make.
Class research and discussion about the control of the Middle East oil reserves. The governments of oil-producing Arab
states successfully pressured the major Western oil firms to refuse to deal with Israel, and Israel had to cultivate relations
with Iran to guarantee its oil supply.
Camp David Agreement cartoon: www.cvce.eu/viewer/-/content/69e84f99-878d-4e42-9686-1ff0547095ec/185c0da7-e22e-
4ec1-a77d-270e2d22c313/en
Oil and the Arab-Israeli conflict, 1948–1963: www.meforum.org/1317/oil-and-the-arab-israeli-conflict-1948-63
By the 1990s, how far had problems
which existed between Israel and her
neighbours been resolved?
Learners consider the extent to which problems in the Middle East have been solved. Learners consider the successes
and failures and present their findings in a table. (I)
this topic. (F)

Scheme of work
84
3: What was the impact of the Palestinian refugee issue?
Why were so many Palestinians
refugees?
Learners create a timeline of 1948–1969. Add events to show the number of refugees from Palestine and reasons for this.
Learners draw a mind map for the reasons/causes for Palestinian refugees. (I)
Learners create a fact file or presentation about the PLO and Yasser Arafat.
Detailed information on the PLO: www.infoplease.com/encyclopedia/history/palestine-liberation-organization.html
Documentary on Yasser Arafat and the PLO: www.youtube.com/watch?v=aGC_hHii1jo
How effective has the PLO been in
promoting the Palestinian cause?
Learners create a detailed storyboard to map out the activities and impact of the PLO. (I)
Learners create a table of violent and non-violent methods used by the PLO and explain the impact of these methods. (I)
Learners hold a discussion: ‘Were members of the PLO terrorists or freedom fighters?’ Speeches can be written for this.
Extension activity: Learners make handouts using related sources about the use of terrorism by the PLO including the
1968 hijacking and Black September. (I)
Overview of PLO: http://news.bbc.co.uk/1/hi/events/israel_at_50/history/78655.stm
Two accounts of the PLO: www.aljazeera.com/programmes/plohistoryofrevolution/2009/07/200974133438561995.html
and
www.jewishvirtuallibrary.org/history-and-overview-plo
Why did Arab states not always
support the Palestinian cause?
Learners investigate the nature of Arab states’ perception of Palestinian tactics towards Israel and consider the reasons
why they have not always supported them. Learners can contribute to a whole class discussion.
Learners are given sources relating to the use of terror by the PLO and other Palestinian organisations and annotate.
Learners need to suggest reasons as to why other Arab states might not support Palestine.
How did international perceptions of
the Palestinian cause change over
time?
Learners consider the viewpoints of international governments towards the Palestinian cause and map the changes in
attitude to the Palestinian cause by governments both in the Middle East and internationally.
Learners create a timeline of these changes to summarise them. (I)
Learners revise work completed at the end of this section and complete a Cambridge IGCSE History question paper. (F)

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85
4: Why has it proved impossible to resolve the Arab-Israeli issue?
Why has the United Nations been
unable to secure a lasting peace?
Learners consider the main problems facing a lasting peace between Israel and Palestine and highlight the ones which are
the most difficult to solve ready for class discussion.
Learners create a timeline of the key UN attempts to secure peace in the region and rate their impact/success. (I)
Extension activity: Learners present two cases to the class: ‘Israeli-Palestinian issues can be solved/cannot be solved’.
The class then votes and asks questions to the speakers to justify their position. (I)
Information on UN involvement: http://tari.org/index.php?option=com_content&view=article&id=14&Itemid=15
Overview of key UN resolutions: www.guardian.co.uk/world/2003/oct/22/israel2
How far have international diplomatic
negotiations improved Israel’s
relations with Arab states and the
Palestinians?
Learners make a chart showing successes and failures of international diplomatic negotiations with explanations. (I)
Learners create a Venn diagram showing the relationship between Israel and Palestine due to international diplomatic
negotiations. (I)
How have divisions within Israel
affected the peace process?
Learners investigate how united the Jewish people of Israel are, the results to be presented in a chart under headings
including the impact of Labour, the struggle between Labour and Likud, the impact of religion and settlements on the West
Bank and elections. (I)
How have rivalries among
Palestinians affected progress
towards a settlement?
Learners are divided into groups and asked to research the following causes for rivalry in Palestine: the growth of Hamas;
Intifada; the impact of the Hezbollah and the fighting in Gaza. Groups then research and present a PowerPoint on each
factor to the class who take notes.
Learners create a web diagram showing the links between the different factors and prioritise the importance of each. High
ability learners then prepare five-minute speeches to justify their choices. (I)
Detailed information, media and links on Hamas: www.britannica.com/EBchecked/topic/253202/Hamas
Summary over the conflict in Gaza: www.bbc.co.uk/newsround/20436092
Good links to related information: www.bbc.co.uk/news/special_reports/middle_east_crisis/
Gaza documentary: www.youtube.com/watch?v=Knk3865ZBas
this topic. (F)

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