Schemes of Work

Scheme of work
Cambridge IGCSE®
History
0470
For examination from 2015
V3 3Y11 Cambridge IGCSE History (0470) – from 2015 2

www.theallpapers.com
Scheme of work – Cambridge IGCSE® History (0470)
Contents
Overview ..................................................................................................................................................................................................................................................... 3
Option A: The 19th century: The Development of Modern Nation States, 1848–1914 ....................................................................................................................... 7
Option B: The 20th century: International Relations since 1919 ........................................................................................................................................................ 22
Depth Study A: The First World War, 1914–1918 ................................................................................................................................................................................. 52
Depth Study B: Germany, 1918–1945 .................................................................................................................................................................................................... 64
Depth Study C: Russia, 1905–1941 ........................................................................................................................................................................................................ 75
Depth Study D: The USA, 1919–1941..................................................................................................................................................................................................... 85
Depth Study E: China, c.1930–c.1990 .................................................................................................................................................................................................... 95
Depth Study F: South Africa, c.1940–c.1994....................................................................................................................................................................................... 103
Depth Study G: Israelis and Palestinians, since 1945 ....................................................................................................................................................................... 114

Overview
This scheme of work provides ideas about how to construct and deliver a course. The syllabus for 0470 has been broken down into teaching units with suggested
teaching activities and learning resources to use in the classroom.
Recommended prior knowledge

This syllabus can be studied without any prior knowledge of the subject, but it would be useful if learners have:
• an interest in studying historical events, ideas and individuals that shaped the modern world
• good research and communication skills
• good literacy skills.
History is an academic study of the past and examines the causes, consequences, significance and impact of historical events, ideas and individuals on the world.
Learners will be able to investigate history from a social, economic, political, military, religious and cultural point of view through the analysis and evaluation of
historical sources and contextual knowledge.
Outline
Whole class (W), group work (G) and individual activities (I) are indicated throughout this scheme of work. The activities in the scheme of work are only suggestions
and there are many other useful activities to be found in the materials referred to in the learning resource list.
Opportunities for differentiation are indicated as Basic and Challenging; there is the potential for differentiation by resource, length, 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
The content within this scheme of work is:
Core
Option A: 19th century: The Development of Modern Nation States, 1848–1914
Option B: 20th century: International Relations since 1919
Depth Studies
Depth Study A: The First World War, 1914–1918
Depth Study B: Germany, 1918–1945
Depth Study C: Russia, 1905–1941
Depth Study D: The USA, 1919–1941
Depth Study E: China, c.1930–c.1990
Depth Study F: South Africa, c.1949–c.1994
Depth Study G: Israelis and Palestinians since 1945

Teacher support
Teacher Support is a secure online resource bank and community forum for Cambridge teachers. Go to http://teachers.cie.org.uk for access to 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.
An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open
in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at
www.openoffice.org
Resources
The up-to-date resource list for this syllabus can be found at www.cie.org.uk
th
The following textbooks are recommended as they closely follow the syllabus, although the 19 century texts are essentially aimed at AS and A Level and should be
used with care if accessed by learners. References to these textbooks have been made in the scheme of work.
Textbooks:
McAleavy, T. Twentieth Century History: International Relations since 1919 (Cambridge University Press, 2002) ISBN: 9780521893503
This textbook is endorsed by Cambridge International Examinations for use with Cambridge IGCSE History (syllabus code 0470).
Aylett, J.F. Expansion, Trade and Industry (Hodder, 1993) ISBN: 9780340548271
Aylett, J.F. South Africa (Hodder, 1996) ISBN: 9780340658598
Baycroft, T. Nationalism in Europe 1789–1945 (Cambridge University Press, 1998) ISBN: 9780521598712
Brodkin et al. OCR GCSE History B: Modern World History Student Book and CD (Heinemann, 2009) ISBN: 9780435510220
Chandler, M. Modern World History (Heinemann, 2001) ISBN: 9780435311414
Cloake, J.A. Germany 1918–1945 (Oxford University Press, 1997) ISBN: 9780199132775
Collier, M. Colonisation and Conflict (Heinemann, 2002) ISBN: 9780435323042
Culpin, C. South Africa since 1948 (Hodder, 2000) ISBN: 9780719574764
De Pennington, J. Modern America: The USA, 1865 to the Present (Hodder, 2005) ISBN: 9780719577444
Farmer, A. An Introduction to Nineteenth Century European History 1815–1914 (Hodder, 2001) ISBN: 9780340781135
Fiehn, T. Russian and the USSR 1905–1941 (Hodder Education, 1996) ISBN: 9780719552557
Field, R. African Peoples of the Americas (Cambridge University Press, 1995) ISBN: 9780521459112
Heater, D. Our World this Century (Oxford University Press, 1987) ISBN: 9780199133246
Kelly N and Lacey G. Modern World History (Heinemann, 2001) ISBN: 9780435308308
Kidd, J. et al. Heinemann History Scheme: Into the Twentieth Century (Heinemann, 2001) ISBN: 9780435325961
Mason, J. Expansion, Trade and Industry (Longman, 1993) ISBN: 9780582207387
Macdonald, H. From Workshop to Empire (Nelson Thorne, 1995) ISBN: 9780748722013
McAleavy, T. The Arab-Israeli Conflict (Cambridge University Press, 1998) ISBN: 9780521629539
Mills,R et al. The USA between the Wars 1919–1941 (Hodder Education, 2002) ISBN: 9780719552601
Murphy, D et al. Europe 1760–1871 (Harper Collins, 2000) ISBN: 9780003271324
Parsons, Q.N. New History – Southern Africa (Macmillan, 1982) ISBN: 9780333262207
Peaple, S. European Diplomacy, 1870–1939 (Heinemann, 2002) ISBN: 9780435327347

Pearce, R and Stiles, A. The Unification of Italy 1815–70 (Hodder Education, 2006) ISBN: 9780340907016
Rea, T and Wright, J. International Relations 1914–1995 (Oxford University Press, 1997) ISBN: 9780199171675
Rea, T and Wright, J. The Arab-Israeli Conflict (Oxford University Press, 1997) ISBN: 9780199171705
Rees, B et al. Black Peoples of the Americas (Pearson Education,1992) ISBN: 9780435314255
Roberts, M. South Africa 1948–1994:The Rise and Fall of Apartheid (Longman, 2010) ISBN: 9780582473836
Scott-Baumann, M. Crisis in the Middle-East:Israel and the Arab States (Hodder, 2009) ISBN: 9780340966587
Shephard, C. Peace and War (Hodder Murray, 1993) ISBN: 9780719549779
Staton, R et al. Three Centuries of Change (Collins,1998) ISBN: 9780003271133
Walsh, B. GCSE Modern World History (Hodder Education, 2009) ISBN: 9780340981832
Websites:
This scheme of work includes website links providing direct access to internet resources. Cambridge International Examinations is not responsible for the
accuracy or content of information contained in these websites. 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 particular website pages in the learning resource column were selected when the scheme of work was produced. Other aspects of the sites were not checked
and only the particular resources are recommended.
www.schoolhistory.co.uk
www.spartacus.schoolnet.co.uk
www.johndclare.net
www.historygcse.org
www.historylearningsite.co.uk
www.nationalarchives.gov.uk/education
www.activehistory.co.uk (subscription required)
www.gcse-history.net (subscription required)
http://myloc.gov/Exhibitions/herblock/Pages/Default.aspx
www.cambridgestudents.org.uk/Revision_Checklist_for_IGCSE_History
www.age-of-the-sage.org
https://www.mtholyoke.edu
www.flowofhistory.com
www.cartoonstock.com
www.slideshare.net
www.fordham.edu
www.about.com/education/
www.historyonthenet.com/
www.firstworldwar.com
www.bbc.co.uk/
www.fotolibra.com/
www.abc.edu.sv
www.tes.co.uk

www.cartoons.ac.uk
www.history.co.uk
www.historyhome.co.uk
http://timerime.com/
http://educationforum.co.uk
www.punchcartoons.com
http://punch.photoshelter.com/
http://unimaps.com
www.latinamericanstudies.org
www.tqa.tas.gov
www.pbs.org
www.digitalhistory.uh.edu
www.soviethistory.org
www.un.org
www.socialstudiesforkids.com
http://library.thinkquest.org
www.ilovehistory.co.uk
www.livinghistoryfarm.org
www.britannica.com
http://gcsehistory.org.uk
www.foreignaffairs.com
www.nationsonline.org
http://countrystudies.us
www.sahistory.org
www.historywiz.com
www.namib.info
www.historyofwar.org
www.meforum.org
www.virtualjerusalem.com
http://bigsiteofhistory.com
www.schoolshistory.org.uk
www.the-map-as-history.com
http://www-chaos.umd.edu
www.indianetzone.com
www.historians.org
Teachers can also use resources relating to film archive, literature, art and other aspects of media. Opportunities for using ICT in teaching and learning should also
be encouraged e.g. multimedia presentations, websites, video, sound including podcasts, animation etc. A vast catalogue of film clips useful for teaching this
syllabus can be found on websites such as www.youtube.com/

Option A: The 19th century: The Development of Modern Nation States, 1848–1914
1: Were the Revolutions of 1848 important?
A basic knowledge of 19th-century European history from c.1830.
Context
This unit provides an insight into the importance of the 1848 Revolutions that took place in Europe.
Outline
Why were there so many Revolutions in 1848? How important were the Revolutions in 1848?
Focus points Suggested teaching activities Learning resources
Why were there so many revolutions Learners complete a heads and tails exercise that links to research of key Farmer, A. An Introduction to Nineteenth
in 1848? words, terms and ideas in the 19th century such as liberalism, Century European History 1815–1914
nationalism, constitutionalism etc. (I) (Basic)
Baycroft, T. Nationalism in Europe 1789–1945
Learners, in groups, create a mind-map of the causes of the 1848 Chapters 1–4
Revolutions and higher ability learners try to explain links between them
using resources from the teacher. (G) (Basic and Challenging) www.youtube.com/watch?v=0ig4lSwJZUA
Good introduction video.
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.
(W) (Basic and Challenging)
Did the revolutions have anything in Learners construct a table which lists vertically list the revolutions that www.age-of-the-
common? took place in 1848 and in a separate column identify the important aspects sage.org/history/1848/revolution_of_1848.html
of each one. Recurring comparable themes showing similarities should Covers all of the 1848 Revolutions for good
be highlighted and colour coded. (I or G) (Basic) comparisons and excellent maps.

Learners draw and label a map of Europe showing where the revolutions
took place in 1848. (I) (Basic)
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 or G) (Basic and Challenging)
Did the revolutions change anything? Learners examine the aims of the revolution, identifying if these were www.mtholyoke.edu/courses/rschwart/hist255/la
achieved. A final column of the chart could indicate what aspects stayed /1848.html Contains some cartoon sources on
the same, or changed, in the countries affected by revolution. 1848 Revolutions.
(I or G) (Basic)
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.
(Formative assessment)
Learners revise the work completed at the end of this section and 0470 past/specimen question papers can be
complete a Cambridge IGCSE question/question paper on this topic. accessed by logging onto Teacher Support at
(Formative assessment) http://teachers.cie.org.uk

2: How was Italy unified?
Knowledge gained from Option A, Unit 1 will provide background information and set the period in context.
Context
This unit provides an insight into the way in which Italy became unified by 1870.
Outline
An understanding of the steps towards Italian unification.
Why was Italy not unified in 1848–9? Learners draw and label a map that shows the Italian states in 1848. Farmer, A. An Introduction to Nineteenth
(I) (Basic) Century European History 1815–1914
www.abcteach.com/Maps/italy.htm
Learners research Italy for a homework exercise and brainstorm the Blank map of Italy.
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 www.fordham.edu/halsall/mod/1852mazzini.as
Republic. (W) (Basic) p Online essay focusing on Mazzini.
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. (G) (Basic)
How important was Garibaldi's Learners consider the role-played by Garibaldi in the unification of Italy and Pearce, R and Stiles, A The Unification of Italy
contribution to unifying Italy? examine how important he was in this. Garibaldi’s role can be shown as a 1815–1870 pages 8–105
character study. (I) (Basic)
http://library.thinkquest.org/TQ0312582/unificat
Learners produce an obituary for Garibaldi to put forward his achievements ion.html Good overview of Italian Unification.
and disappointments in his work towards Italian Unification.

(I) (Challenging) www.reformation.org/garibaldi.html Good

timeline of Garibaldi’s life.
Produce a bubble-diagram or double bubble diagram comparing Garibaldi
as a soldier and Garibaldi as the politician. (G) (Basic)
Did Cavour help or hinder the Learners produce a table to compare the impact of Cavour on the www.age-of-the-
unification of Italy? unification of Italy. (I) (Basic) sage.org/historical/biography/camillo_cavour.ht
ml Good links to other relevant information on
Learners hold a class debate on the topic ‘Cavour hindered rather than Italian Unification.
helped unification’.
Or www.abcteach.com/Maps/italy.htm
Discuss ‘Was Garibaldi more important than Cavour to Italian Unification?’ Blank map of Italy.
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) (Basic and Challenging)
How important for other European Learners undertake research and create small 5 minute presentations on www.flowofhistory.com/units/eme/18 This
countries were moves towards Italian the impact of Italian Unification on other countries, including France and website has access to some very good flow
unification? Austria. (I) (Basic) diagrams on nationalism in Europe.
Learners examine a number of historical sources that deal with Italian www.fordham.edu/halsall/mod/1861italianunif.
Unification using them as a Paper 2 approach. Relevant question types can asp Contains some sources on Italian
be asked to examine the messages and purposes of these sources and Unification.
teacher assessed. (Formative assessment)
www.cartoonstock.com/vintage/directory/i/italia
n_unification.asp Contains some cartoon
sources on Italian Unification.
Learners revise the work completed at the end of this section and complete 0470 past/specimen question papers – can be
a Cambridge IGCSE question paper on this topic. (Formative assessment) accessed by logging onto Teacher Support at
http://teachers.cie.org.uk

3: How was Germany unified?
Knowledge gained from Option A, Unit 1 will provide background information and set the period in context.
Context
This unit provides an insight into the way in which Germany was able to achieve unification by 1870.
Outline
An understanding of the steps towards German unification.
Why was Germany not unified in Learners label a map that shows the German states in Farmer, A. An Introduction to Nineteenth
1848–1850? 1848–1850. (I) (Basic) Century European History 1815–1914
Learners use statement cards to examine the reasons why Germany http://commons.wikimedia.org/wiki/File:Germany
wasn’t unified in 1848–1850. This should include The Zollverein, the _map_modern.png Blank map of Germany.
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 www.flowofhistory.com/units/eme/18/FC121
class. (I or W) (Basic) Useful flow diagram of German Unification.
How did Bismarck bring about Learners draw an outline of Bismarck on both sides of a piece of A3 plain Peaple, S European Diplomacy 1870–1939
Austria's defeat of 1866? paper. On one side, they write the reasons for Bismarck’s defeat of page 5
Austria in 1866. (I or G) (Basic)
How did Bismarck bring about Learners use the diagram above. On the flip side, they write the reasons www.youtube.com/watch?v=cVsYG_fkwL4
France's defeat of 1870? for Bismarck’s defeat of France in 1870. (I or G) (Basic) Good four part video on Franco-Prussian War.
Learners consider the impact and significance of Bismarck’s successes on Peaple, S European Diplomacy 1870–1939
Germany and its European neighbours. (I) (Challenging) pages 2–5

How far was Bismarck responsible Learners create a table comparing Bismarck’s actions with other factors www.zum.de/whkmla/region/germany/bismarck.
for the unification of Germany? that led to the unification of Germany. These can be colour coded into html Good overview of Bismarck with excellent
political, social, economic, military, religious and cultural factors. source links.
(G) (Basic)
Peaple, S European Diplomacy 1870–1939
Learners produce a 5 minute speech to the whole class stating which pages 2–5
factor was most responsible for the unification of Germany. Learners
score the speeches out of ten and the teacher keeps a score to share with http://history1800s.about.com/od/leaders/a/bism
the class for further debate. (I and W) (Basic and Challenging) arckbio.htm Reasonable overview of Bismarck’s
accomplishments.
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 www.slideshare.net/whatshername/ch16section
Bismarck’s use of force and use of his skills as a diplomat. 2 Good PowerPoint with some political cartoons.
www.fordham.edu/halsall/mod/germanunification
.asp Good document sources on German
Unification.
complete a Cambridge IGCSE History question paper on this topic. accessed by logging onto Teacher Support at

4: Why was there a civil war in the United States and what were its results?
Background knowledge of 19th-century USA.
Context
This unit provides an insight into the causes and consequences of the American Civil War.
Outline
Reasons for the outbreak of civil war in the United States. Why the North was successful and the impact of reconstruction on the South.
How far did slavery cause the Civil Learners label and colour a map of the USA in 1860 to show slave and Rees, B. Black Peoples of the Americas pages
War? free states. (I) (Basic) 54–55
Learners illustrate through a Venn diagram the conflicting interests Field, R African Peoples of the Americas pages
between North and South – economic, social and political. Each aspect 31–33
should contain enough detail to allow explanation. (G) (Basic)
Kidd, J. Heinemann History Scheme into the
Learners prepare for a class discussion: they consider how each of the Twentieth Century pages 24–30
following contributed towards the increasing issue of slavery – Missouri
Compromise, Kansas and Nebraska, Dredd Scott, John Brown. www.mce.k12tn.net/civil_war/lesson_plans.htm
(W) (Basic) Blank map of the USA in 1860.
http://americanhistory.about.com/od/civilwarmen
u/a/cause_civil_war.htm Good overview with
useful links.
www.historylearningsite.co.uk/causes-american-
civil-war.htm Useful summary of causes.

What was the significance of Learners draw an outline of Lincoln and create a fact file of the President, Rees, B. Black Peoples of the Americas pages
Lincoln's election as President? his election and the impact he had in the USA. (I or G) (Basic) 54–55
Following research, learners should write an essay which answers the Field, R African Peoples of the Americas pages
question – ‘Why was the election of Lincoln as President significant for the 34–39
South?’ (I) (Challenging) (Could be used as Formative assessment)
www.civilwarhome.com/lincolnbio.htm
Biography of Abraham Lincoln
http://americancivilwar.com/north/abe_lincoln.ht
ml
Good timeline and document sources.
Why was the North able to win the Learners, in groups, create a social, political, military and economic mind- Field, R African Peoples of the Americas pages
war? map or other diagram to show the reasons why the North won and the 40–43
South lost. (G) (Basic)
www.activehistory.co.uk/main_area/
Learners prioritise the different reasons for the North’s victory on a scale Lots of activities and Power Points (Membership
of 1–10 and explain their conclusions to the rest of the class. required)
(I) (Challenging)
Did the war change anything? Learners create a whole class timeline from 1861–1877 to show the Field, R African Peoples of the Americas pages
impact and consequences of the Civil War and Reconstruction. (W) 44–51
(Basic)
Rees, B. Black Peoples of the Americas pages
Learners write the mnemonic ‘Reconstruction’ down the side of a page 56–57
and write sentences giving factual information and consequences of
Reconstruction on the South. (I) (Basic) De Pennington, J. Modern America: The USA,
1865 To The Present pages 4–12
Using a collection of historical sources learners should consider the
different points of view that existed in the USA during the period www.digitalhistory.uh.edu/reconstruction/section
1861–1877. This can be further developed by considering if the views 1/section1_intro.html
changed over time. The sources could be used to create a living timeline Deals with the impact of slave emancipation and
using explanations of the messages of the sources. (I or G) (Basic and Reconstruction.
Challenging) (Formative assessment)
www.mrlincolnandfreedom.org/
Contains lots of links, sources and blogs on
Lincoln and Civil War.

0470 past/specimen question papers can be

Learners revise the work completed at the end of this section and accessed by logging onto Teacher Support at
complete a Cambridge IGCSE History question paper on this topic. http://teachers.cie.org.uk

5: Why, and with what effects, did Europeans expand their overseas empires in the 19th century?
Background knowledge of 19th -century imperialism and colonialism.
Context
This unit provides an insight into the motives for European imperialism in the 19th century and the impact it had on Africa, India and China.
Outline
The main reasons for and most significant impacts of European Imperialism in Africa and Asia.
What were the motives behind A good start will be to define key terms relevant to Key Question 5: empire, Collier, M. Colonisation and Conflict 1750–
European Imperialism? imperialism, colony, colonialism, trade, religious, economic, military, 1990 pages 31–32
geopolitical, cultural, expansion etc. This could be done as a heads and
tails exercise. (W) (Basic) www.youtube.com/watch?v=OJe1W_HIWmA
Clip on imperialism in Africa.
Learners can be split into groups and each takes one motive to research
and present their findings: economic, geopolitical, cultural, religious and www.slideshare.net/michaelrobertpayne/imperi
military. This could be done as a PowerPoint to include picture alism-power-point Some cartoons in slide
sources/illustrations to add depth. Teacher can use this as a form of show on African colonialism.
assessment based on the quality of presentation.
(Formative assessment) (G) (Basic and Challenging) www.bbc.co.uk/history/british/abolition/scrambl
e_for_africa_article_01.shtml
Learners can take notes on each presentation and create their own mind- Overview of Scramble for Africa.
maps/spider diagrams for the motives behind European Imperialism.
(I) (Basic and Challenging) www.mrfaught.org
Why did Europeans take over much of the
th
world in the 19 century?
How varied were the impacts of A good start would be to use a blank map of Africa and get learners to http://gr9museumproject.asb-

European Imperialism on Africans? research how Africa was carved out by European Powers. Learners can wiki.wikispaces.net/Harsh
label, key and colour code the map. (W) (Basic) Useful website with maps of colonialism in the
th
19 century.
Learners in groups can produce handouts for the rest of the class to
compare the three case studies of French, British and Belgian imperialism http://africanhistory.about.com/od/eracolonialis
in Africa. (G) (Basic) This can be extended for higher ability learners who m/a/ScrambleWhy.htm
can rate how fair/unfair the different types of imperial rule were in Africa, Good links and resources on the Scramble for
citing examples from the handouts and justifying their opinions. A fair/unfair Africa and European colonialism.
scale can be used in the classroom for learners to pin up their choices and
explain their reasons. www.historians.org/tl/lessonplans/nc/trask/indir
(I) (Challenging) ect.htm Information and links on direct and
indirect rule in Africa.
Learners can use sources showing the various positive and negative
impacts of imperialism on Africa. This can be done in groups or individually http://voices.yahoo.com/european-colonial-
where learners annotate and interpret sources. A table can be used to write rule-africa-215475.html
up findings. (G or I) (Basic) Overview of European rule in Africa.
More challenging questions linked to purpose, reliability and usefulness can www.fresno.k12.ca.us/divdept/sscience/history
be used to extend learning with this exercise. (G or I) (Challenging) /imperialism_colonialism.htm
Links and sources on colonialism.
Learners can be assessed through a whole class debate on the positive vs.
negative impact of imperialism on Africa. (Formative assessment) www.youtube.com/watch?v=CM2Xa12YsX0
Short clip on British and French colonialism in
Africa.
Why, and with what effects, did Learners could start by creating a timeline of British rule in India using Macdonald, H. From Workshop to Empire
Indians resist British rule? websites and text books and then adding descriptions/explanations of the pages 88–89
major events (G or I) (Basic)
Mason, J.Expansion, Trade and Industry
Learners can take part in a cluster exercise to compare the different effects pages 75–79
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 Collier, M. Colonisation and Conflict 1750–
other’s statements and cluster into categories: political effects, economic 1990 page 25
effects, military effects, cultural effects, religious effects and
scientific/technological effects. (W and G) (Basic) www.bbc.co.uk/history/british/victorians/indian
_rebellion_01.shtml
A sorting exercise looking at the reasons for the Indian Mutiny of 1857. Overview of the 1857 rebellion.
Cards can be put into order of importance/significance and explained in
detail. (G or I) (Basic and Challenging) Collier, M. Colonisation and Conflict 1750–

1990 page 26
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 www.youtube.com/watch?v=4E9cXw-
reasons for their choices. Individual paragraphs can be written and TXBI&feature=related
assessed and learners can peer assess answers. Documentary on the 1857 Rebellion.
(I) (Formative assessment)
www.youtube.com/watch?v=IRyl5b_qLxY
Clip on British imperialism and racism in India.
www.indianetzone.com/40/impact_british_rule
_india.htm
Overview of impact of British rule on India.
www.cartoonstock.com/vintage/directory/b/briti
sh_india.asp
Some cartoons on Britain in India.
www.collectorsprints.com/antiqueprints/britishr
ajandindiapoliticalcartoons/454
Images of British rule in India.
Why, and with what effects, did the Leaners could begin by brainstorming Chinese attitudes towards foreigners www-chaos.umd.edu/history/toc.html
Chinese resist European influence? before c.1840. (W) (Basic) Good overview of Chinese history.
Learners can diagram out/ table out the causes and consequences of the http://condensedchina.com/china4.html#Qing
Opium Wars. (G or I) (Basic) Beginner’s history of China.
Higher ability learners may wish to prioritise the most important causes and www.youtube.com/watch?v=6Pw1MEyT-qU
consequences and write paragraphs justifying their choices to feedback to Clip on Western imperialism in China.
the rest of the class. (I) (Challenging)
http://afe.easia.columbia.edu/main_pop/kpct/k
Learners can create individual fact files on the Boxer Rising and the results. p_imperialism.htm
This can include the use of sources to illustrate its impact. (I) (Basic) Bullet points on China and European
imperialism.
Learners write an essay response on how effective the Chinese were in
resisting European influence to be handed in and assessed by teacher. www-chaos.umd.edu/history/toc.html
(Formative assessment) Good overview of Chinese history.

Option A: The 19th Century: The Development of Modern Nation States, 1848–1914
6: What caused the First World War?
Background knowledge of late-19th-century European imperialism and nationalism, including the relations between the major European powers. Knowledge gained
from Option A. Unit 5 will provide background information and set the period in context.
Context
This unit provides an insight into the reasons that led up to the outbreak of the First World War in 1914.
Outline
The long and short term factors that led to the outbreak of the Frist World War in 1914.
Did the Alliance System make war Dictionary Race involving whole class. Use a class set of dictionaries to www.historyonthenet.com/WW1/causes.htm
more likely or less likely? introduce new words. The teacher calls out a word and the first person to Useful overview with links and worksheets.
find and spell the word has to make a sentence out of it. Words could
include alliance, imperialism, nationalism, militarism etc. (W) (Basic) Peaple, S. European Diplomacy 1870–1939
Chapters 4–5
Learners colour code a pre-prepared map to show the European Alliance
Systems by 1914. As a follow-up activity or a homework, learners then Baycroft, T. Nationalism in Europe 1789–1914
research and present timelines of why the different Alliances arose. Chapter 6
(I) (Basic)
www.firstworldwar.com/origins/causes.htm
After considering a variety of evidence, including statistics relating to General introduction to causes of WWI.
economic and military strength, explain why ‘the Alliance System increased
tension in Europe’. (I) (Challenging) Collier, M. Colonisation and Conflict 1750–
1990 pages 106–113
Walsh, B. OCR GCSE Modern World History,

Third Edition pages 212–215
Good worksheets, sources and maps
(membership required).

www.bbc.co.uk/schools/gcsebitesize/history/m
wh/ir1/causes_war1act.shtml
Good activity.
www.youtube.com/watch?v=n7kp3vf1uKA
Two-part video on the causes of WWI – lots of
other videos.
How far did colonial problems create Learners, in pairs, research the colonial problems that affected the Great Peaple, S. European Diplomacy 1870–1939
tensions between the Great Powers? Powers, especially relating to Britain, France, Italy and Germany and Chapter 3
provide a brief 5 minute verbal report to the class who take notes.
(G and W) (Basic) Baycroft, T. Nationalism in Europe 1789–1914
Chapter 7
In small groups, learners consider the extent to which these problems
caused tensions between the Great Powers. The groups write a paragraph Walsh, B. OCR GCSE Modern World History,
explaining their reasons and visit other groups to share their ideas. This Third Edition page 218
could be used to create individual spider diagrams or bullet-pointed notes.
(G and I) (Challenging) Walsh, B. OCR GCSE Modern World History,
Third Edition pages 216–218
Two events in Morocco (1905 and 1911) should be considered specifically.
Learners can create fact files on these two events and their impact.
(I) (Basic)
Learners consider the Anglo-German arms race and the Franco-German

military buildup. 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) (Basic)
Learners to consider the Anglo-German arms race. Write paragraphs on

the race (i) on land; (ii) at sea. 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?’
Why were problems in the Balkans In relation to 1908–1909, learners, in groups, write up the problems in the Walsh, B. OCR GCSE Modern World History,
so difficult for the Great Powers to Balkans on sugar paper and rate out of ten how difficult it would be to solve. Third Edition page 219
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.
(G) (Basic and Challenging)

How did the assassination of Franz Learners watch the video documentary on the assassination of Franz www.youtube.com/user/mrallsop/videos?query
Ferdinand lead to war? Ferdinand on www.youtube.com/user/mrallsop/videos?query=assassination =assassination
and make notes on the events. Class feedback onto a whole class spider- Excellent three-part documentary on the
diagram. (I and W) (Basic) assassination of Franz Ferdinand and the
Black Hand terrorist group.
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 www.youtube.com/watch?v=0vaRWhADXwU&
with the event on the riser. A completed diagram gives you the final steps feature=related
to war. (I) (Basic) Video focusing on the assassination of Franz
Ferdinand.
Using the content from the whole of this Key Question, learners should
produce a mind map to demonstrate the long, medium and short-term Walsh, B. OCR GCSE Modern World History,
causes of the First World War. Links can be shown and explained by higher Third Edition page 210
ability learners. (I or G) (Basic and Challenging) Useful source account of assassination,
Source 1.
Using this mind map as a guide, answer the following essay type question.
‘How far was Germany’s aggressive foreign policy responsible for the Aylett, J.F. The Twentieth Century World
outbreak of war in 1914?’ (Formative assessment) pages 8–9
Hold a class discussion. Select a number of groups each with four Walsh, B. OCR GCSE Modern World History,
members. Each group should represent a country involved in the steps to Third Edition pages 220–221
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.
(W) (Basic)

Option B: The 20th century: International Relations since 1919

1: Were the Peace Treaties of 1919–1923 fair?

Background knowledge of the effects of the First World War on Britain, France, Germany and the USA. Knowledge of the terms of the Armistice and the German
Revolution that led to the creation of the Weimar Republic.
Context
This unit provides an insight into the different peace treaties signed after the ending of the First World War, in particular the Treaty of Versailles.
Outline
The motives and aims of the Allies at the end of the First World War and the terms of the Treaty of Versailles. The impact of the Treaty of Versailles on Germany and
its justification.
What were the motives and aims of Produce personal profiles charts of the aims and motives for each of the www.youtube.com/watch?v=j1V_dnRjrrg&featu
the Big Three at Versailles? ‘Big Three’ at the Paris Peace Conference in 1919. Remember to include in re=related
each profile how these aims were affected by personal prejudices and ‘Make Germany Pay’ BBC two-part
popular opinion. (I) (Basic) documentary.
Learners, as a class, rate each aim of the Big Three to decide which ones Brodkin, A. et al. OCR GCSE Modern World
they think are likely to be terms of the Treaty of Versailles. (W) (Basic) History pages 4–7
Walsh, B. GCSE Modern World History (Third

Edition) pages 2–7
Good range of PowerPoints and activities

Why did all the victors not get Learners use statement cards of the terms of the Treaty of Versailles and Brodkin, A. et al. OCR GCSE Modern World
everything they wanted? categorise them into financial/economic, military, territorial and other terms. History pages10–13
Additional detail can be added. (I) (Basic)
http://wiki.alternatehistory.com/doku.php/blank
Learners use an outline map of Germany to colour in and label the territorial _map_directory/western_europe
losses of German land to other European countries. (I) (Basic) Blank map of Germany and its neighbours.
www.johndclare.net/peace_treaties3_comprom
Learners examine the terms of the treaties which directly punished ise.htm
Germany and list these in a table. In a second column, learners explain how Overview of why the victors did not get
each term would directly affect Germany. (I) (Challenging) everything they wanted in the Peace Treaties.
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.’
(W or G) (Basic)
What was the impact of the peace Learners research and produce a short letter to a German newspaper Brodkin, A. et al. OCR GCSE Modern World
treaty on Germany up to 1923? highlighting the damage that would be caused to the country and the History pages 10–12
German people by the terms of the Treaty of Versailles. The letter might
cover war guilt and reparations, national pride, disarmament and German Walsh, B. GCSE Modern World History (Third
territories. (I) (Basic) Edition) pages 10–12
Learners study and annotate a German political cartoon such as www.historylearningsite.co.uk/hyperinflation_w

‘Clemenceau the Vampire’. Learners discuss in groups i) its message ii) its eimar_germany.htm
purpose iii) its justification. Higher ability learners can research and find Overview and links for Hyperinflation and Ruhr
relevant contextual knowledge to explain details in the cartoon. Invasion.
(I and G) (Basic and Challenging)
www.schoolhistory.co.uk/diagrams/
Good interactive diagrams.
www.youtube.com/watch?v=TzAcinwTvzU
Short clip that features the 1923 Ruhr invasion.
www.fotolibra.com/
Clemenceau cartoon.
Could the treaties be justified at the Learners examine a number of contemporary historical sources which Brodkin, A. et al. OCR GCSE Modern World
time? comment on the Treaty of Versailles. Learners, in groups, write comments History pages 18–19

about the views in each source. The selected sources should comment
from the point of view of the major countries. Higher ability learners could Relevant written sources from any
evaluate the bias and opinion using their own contextual knowledge. recommended textbook such as Walsh, Rea
(G) (Basic and Challenging) and Wright, Brodkin, et al and McAleavy.
Learners study political cartoons of the time such as ‘The Mother To Her Walsh, B. GCSE Modern World History (Third
Starving Child’, ‘The Reckoning’ or ‘Peace and Future Cannon Fodder’. In Edition) pages 13–15 Includes source ‘Peace
pairs, learners identify and discuss the messages and purposes of the and Future Cannon Fodder’
cartoons. Each pair then draws their own political cartoon and decides on
its message for other pairs to try and identify. (G) (Basic) www.johndclare.net/peace_treaties6.htm
Verdicts on the Treaty.
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 Good podcasts on how fair the Peace Treaties
‘justified’ and ‘unjust’ or ‘fair’ and ‘unfair’. This can be a group task. were. Also, some good sources on justification
Complete an individual extended piece of explanatory writing to show of Treaty by the ‘Big 3’ and ‘Peace and Future
opposing views. Higher ability learners can write conclusions that explain Cannon Fodder’.
their judgements.
(I or G) (Basic and Challenging) (Formative assessment) www.abc.edu.sv/seniors/Humanities/History/ge
rmany/GERMANYtreaty.htm
You may wish to relate some of this work to past 0470 Cambridge IGCSE Sources include ‘The Mother To Her Starving
History questions. Examples can be found in many 0470 past/specimen Child’.
papers including the papers from the November 2010 examination series.
0470 past question paper Nov 10 Paper 1 at:


2: To what extent was the League of Nations a success?
Awareness of the reasons for the setting up of the League of Nations and the role of President Wilson and his 14 Points. Knowledge gained from Option B, Unit 1
will provide background information and set the period in context.
Context
This unit presents an insight into how nations, through the League of Nations, attempted to avert war and to what extent this was successful.
Outline
The main successes and failures of the League of Nations in the 1920s and 1930s.
How successful was the League in Learners brainstorm the setting up of a new organisation to preserve Brodkin, A. et al. OCR GCSE Modern World
the 1920s? peace. Prompt the learners to consider which countries should be History pages 20–25
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 www.johndclare.net/league_of_nations1.htm
the discussion, a diagrammatical representation could be completed Lots of information, sources and Podcasts on the
using PowerPoint projection or Smart Board. (If not available, a pre- League of Nations.
printed outline.) (W) (Basic)
Learners should consider how this compares with the actual structure of Edition) pages18–23, 28–33
the League. To do this, learners may wish to complete a diagram
showing the structure of the League’s main bodies. This diagram might www.youtube.com/watch?v=TdHA5uT9ocg
cover the Council, the Assembly, the Special Commissions, the Court of Good introduction video
International Justice and the Secretariat. For each of these bodies a
note of its intended functions, its strengths and its weaknesses should www.bbc.co.uk/learningzone/clips/the-league-of-
be explained. (I or G) (Basic) nations-in-the-1920s/2446.html
Good introduction video from the BBC.
Learners use sources and research to create a living timeline to
measure the successes and failures of the League in the 1920s. Walsh, B. GCSE Modern World History (Third

Explanations can be added and conclusions reached by higher ability Edition) pages 24–27
learners. The timeline can be colour coded to show political, military,
social and economic successes and failures. www.gcsehistory.org.uk/modernworld/interwarper
(I or G) (Basic and Challenging) iod/index.htm
Good and detailed examination of the League’s
organisation, membership and successes.
www.historylearningsite.co.uk/leagueofnations.ht
m
Decent overview of the successes of the League
in the 1920s.
www.slideshare.net/ajlevings/league-of-nations-
cartoons
Small collection of political cartoons including
‘The Gap in the Bridge’ (Punch).
A collection of political cartoons which might

include ‘Overweighted’, published in Punch in
March 1919, the cartoon of Wilson blowing
ideological bubbles (Brodkin, et. al, page 10 and
‘The Gap in the Bridge’ page 23 (Punch) Walsh,
B. GCSE Modern World History (Third Edition).
How far did weaknesses in the Learners construct a table with headings such as ‘Covenant’, ‘Structure’, Brodkin, A. et al. OCR GCSE Modern World
League's organisation make failure ‘Membership’, ‘Idealism’ and ‘Security’ and describe and explain how History pages 26–27
inevitable? each one could lead to failure. (I or G) (Basic)
www.gcsehistory.org.uk/modernworld/interwarper
iod/index.htm
Good and detailed examination of the League’s
organisation, membership and successes.
How far did the Depression make the Learners watch a clip on the Wall Street Crash in 1929 from Brodkin, A. et al. OCR GCSE Modern World
work of the League more difficult? www.youtube.com/user/mrallsop/videos?query=wall+street and write History pages 28–29.
down bullet points. A timeline of the events of the Crash can then be
made with discussion on how this could affect other countries. www.youtube.com/user/mrallsop/videos?query=w
(W and I) (Basic) all+street

Wall Street Crash and Great Depression

Learners create a table to examine the impact of the Depression around introduction video.
the world – this could be divided into economic (unemployment), the rise
of extremism (Fascism and Nazism) and the growth of militarism www.tes.co.uk/teaching-resource/league-of-
(Germany and Japan). (I) (Basic) nations-the-depression-6192543/
A variety of resources on the impact of the
Depression on the League.
www.youtube.com/watch?v=5e0TMmLcInw
Overview of the impact of the Depression on the
League’s work.
How successful was the League in Learners create a living timeline of the successes and failures of the Lecture notes.
the 1930s? League in the 1930s. Sources can be used, annotated and stuck onto
the timeline for extra depth. Explanations and colour coding can be Brodkin, A. et al. OCR GCSE Modern World
added. (I or G) (Basic) History pages 30–36
Learners research and provide handouts to the rest of the class on the Walsh, B.GCSE Modern World History (Third
Manchurian and Abyssinian Crises. This should include information on Edition) pages 34–44
the main events, the reaction of the League and other countries and the
impact it would have on the credibility of the League. (I) (Basic) www.johndclare.net/league_of_nations8.htm
Good links, sources and Podcasts on the failure
Learners use a selection of sources and consider in groups the following of the League in the 1930s.
question. ‘How far do these sources support the view that Britain and
France were responsible for the failure of the League of Nations?’ www.johndclare.net/league_of_nations6.htm
Individual written answers or a class debate can be used to assess Information and sources on the Manchurian
understanding. Crisis.
(I or G) (Basic and Challenging) (Formative assessment) www.johndclare.net/league_of_nations6b.htm
Information and sources on the Abyssinian Crisis.
www.bbc.co.uk/schools/gcsebitesize/history/mwh
/ir1/manchuria_video.shtml
Short video on Manchuria and Abyssinia
www.cartoons.ac.uk/group/league-nations-
disarmament-conference
Good cartoon sources on the failure of the
League.

You may wish to relate some of this work on this part of the syllabus to 0470 past/specimen question papers can be
Cambridge IGCSE History questions. accessed by logging onto Teacher Support at


3: Why had international peace collapsed by 1939?

An understanding and knowledge of how international relations have developed since 1919 and the impact of the League of Nations. Knowledge gained from Option
B, Unit 1 and 2 will provide background information and set the period in context.
Context
This unit examines the long and short term causes of the Second World War from 1919 to 1939 and traces the impact of Hitler’s rise to power in Germany in 1933
and the impact of his aggressive foreign policy on world peace.
Outline
The main causes for the outbreak of the Second World War in 1939.
What were the long-term Learners re-examine the terms of the peace treaties after the First World War Brodkin, A. et al. OCR GCSE Modern World
consequences of the peace and around each one identify long-term effects on Britain, France, Germany History pages 39–40
treaties of 1919–1923? and the League of Nations. This can be done as a whole class diagram.
(I and W) (Basic) www.historyonthenet.com/WW2/causes.htm
Overview information sheet.
Learners make detailed notes on a teacher presentation. Presentation should
cover long-term impact on Germany, Britain and France, the League of www.history.co.uk/explore-history/ww2/treaty-of-
Nations and other major powers. Comment on issues such as the Stresa versailles.html
Front, the Anglo-German Naval Treaty, the Rome-Berlin Axis and the Anti- Information and video that examines the impact
Comintern Pact. This will help in a scene setting context for study of Hitler’s of the Treaty of Versailles on Germany.
foreign policy. Key words, terms and phrases should be defined in a glossary.
(W and I) (Basic)
What were the consequences Learners brainstorm to consider the consequences for Many textbooks cover this topic. There is a good
of the failures of the League in (i) the victims of aggression section in Kelly and Lacey and also McAleavy.

the 1930s? (ii) the aggressors

(iii) Britain and France www.activehistory.co.uk/
(iv) other major powers Contains many activities and worksheets
(v) the League of Nations. (Membership Required)
The results can be displayed in the form of a diagram individually or as a
whole class. (I or W) (Basic) www.johndclare.net/RoadtoWWII7a.htm
Sources and information on the consequences of
Learners compare and contrast which factor would have most allowed Hitler to the failure of the League.
come to power and rearm Germany from 1933. This could be written as an
extended writing piece or presented to the class. (I) (Challenging)
How far was Hitler's foreign Learners use a cut out of Hitler and write thought bubbles around the figure the Brodkin, A. et al. OCR GCSE Modern World
policy to blame for the foreign policy aims of Hitler. A map of Europe could be used to colour and History pages 41–44
outbreak of war in 1939? label these aims geographically. (I) (Basic)
www.johndclare.net/RoadtoWWII1_IGCSEnotes.
Learners, in groups, construct a detailed living timeline of Hitler’s foreign policy htm
and rate how far each event led Europe closer to war. Explanations can be IGCSE notes on Hitler’s foreign policy.
added about the reasons Hitler gave for his actions and also to indicate the
response made by Britain and France to his actions. (G) (Basic) Walsh, B. GCSE Modern World History (Third
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 www.historyhome.co.uk/europe/hitfor.htm
international relations up to 1939. (G) (Basic) Detailed timeline of Hitler’s foreign policy.
Learners discuss in small groups the cartoon called ‘The Goose-Step’ that was http://timerime.com/en/timeline/782833/Hitlers+fo
published in 1936. Each group to make a presentation explaining the cartoons reign+policy/ A more interactive timeline of
message and purpose. High ability learners can link this to factual knowledge. Hitler’s foreign policy.
www.schoolhistory.co.uk/gcselinks/modern/hitler.
Display a map of Central Europe on a Whiteboard. Point out to the learners html Good variety of links and resources
the position of the countries already affected by Hitler’s foreign policy. By available.
making links with Hitler’s aims discuss in general what might be his next
moves. This should relate to Czechoslovakia, Poland and the USSR. www.youtube.com/watch?v=wfIXJAkmyHc
(W) (Basic) Good clip from ‘A Warning from History’1997.
Learners create a chronological flow chart of the events surrounding the www.activehistory.co.uk/
Anschluss. (I) (Basic) Excellent links, activities and resources on the
Rhineland and the Spanish Civil War.

Learners discuss and vote on which factors, so far, they believe most led to
the outbreak of war in 1939. (W) (Basic) www.johndclare.net/RoadtoWWII3.htm
Sources, information and Podcast on Hitler’s
‘Steps to War’.

Edition) page 51 ‘The Goose Step’ cartoon.
http://educationforum.co.uk/modernworld.htm
Excellent set of relevant resources including
maps of Hitler’s foreign policy aims.
Textbooks, cartoons such as ‘Good Hunting’,

photographs and political comments.
Was the policy of Learners brainstorm the meaning of appeasement and then arrive at an Brodkin, A. et al. OCR GCSE Modern World
appeasement justified? agreed definition. (W) (Basic) History pages 45–46
In groups, learners consider the positive and negative aspects of letting people www.bbc.co.uk/schools/gcsebitesize/history/mwh
get what they want. The groups can then feedback to the class. (G) (Basic) /ir1/ Video clip on appeasement.
Learners construct a table which shows the arguments for and against the Walsh, B. GCSE Modern World History (Third
policy of appeasement and prioritise the reasons. Higher ability learners can Edition) pages 54–60
write a paragraph justifying their choices. (I) (Basic and Challenging)
www.spartacus.schoolnet.co.uk/2WWappeaseme
Learners write a headline for a newspaper entitled: Why did no one stop nt.htm Information, video and primary sources on
Hitler? This should contain contextual knowledge to explain the different appeasement.
reasons. (Formative assessment)
www.cartoons.ac.uk/available-groups
Links to a variety of political cartoons on
appeasement.

How important was the Nazi- Learners consider the nature of the Nazi-Soviet Pact and list the terms, the Brodkin, A. et al. OCR GCSE Modern World
Soviet Pact? aims of Hitler and Stalin, as well as the reaction of Britain to it. The video from History pages 47–49
www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir1/ could be used as a
starter. (I) (Basic) Walsh, B. GCSE Modern World History (Third
Learners examine a number of historical sources about the Nazi-Soviet Pact.
Annotate and analyse the messages these sources give about the intentions of www.bbc.co.uk/schools/gcsebitesize/history/mwh
the Nazis and the Soviets. (I or G) (Basic) /ir1/ Video on Nazi-Soviet Pact.
http://history1900s.about.com/od/worldwarii/a/no
Why did Britain and France Learners consider which factor was most responsible for the outbreak of war in naggression.htm Overview of the Nazi-Soviet
declare war on Germany in 1939. A whole class debate can be held and verbal responses by individuals Pact.
September 1939? can be assessed by the teacher.
(I) (Challenging) (Could be formative assessment) www.johndclare.net/RoadtoWWII8.htm
Sources and information on the Nazi-Soviet Pact.
www.cartoons.ac.uk/available-groups?page=1
Excellent cartoon sources on the Nazi-Soviet
Pact.
Learners revise the work completed at the end of this section and complete a 0470 past/specimen question papers can be
Cambridge IGCSE History question paper on this topic. accessed by logging onto Teacher Support at


4: Who was to blame for the Cold War?
An understanding of the differences between the ideologies of the East and West and the impact of the development of the atom bomb on international relations.
Context
This unit seeks to examine the breakdown of the relationship between the USA and the USSR at the end of the Second World War and the growing distrust between
the world’s two superpowers.
Outline
The main causes for the Cold War and responsibility the USA and the USSR had for its intensification 1945–1955.
Why did the USA-USSR alliance Learners draw a timeline of the years 1945 to 1956 and place the major McAleavy, T. Twentieth Century History pages
begin to break down in 1945? events of the Cold War on this as the events are dealt with in the next few 96–121
lessons. (I) (Basic)
Brodkin, A. et al. OCR GCSE Modern World
Learners consider the meaning of the words ‘capitalism’ and History pages 56–59
‘communism’. Research and teacher resources can be used for the
learners, in groups, to create mimes for other groups to guess the main Walsh, B. GCSE Modern World History (Third
tenets of each of the ideologies – props can be used. (G) (Basic) Edition) pages 68–85
Learners consider the implications of the decisions taken at Yalta and Chandler, M. Modern World History pages 264–
Potsdam Conferences, and the motives of the main politicians in each of 270
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 www.activehistory.co.uk/main_area/
Three and how they affect each other. Higher ability learners can add Excellent resources, activities and worksheets
contextual or background information to illustrate. (membership required).

www.johndclare.net/cold_war4.htm
In groups, learners undertake a role-play exercise. Each group Information, Podcasts and sources.
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 www.johndclare.net/cold_war3.htm
leader might have made to the citizens of their own country to highlight the Comparisons of capitalism and communism,
proceedings. Record the ‘broadcast’. (G) (Basic) sources/cartoons and Podcasts.
From a selection of visual and written sources, consider how far the www.johndclare.net/cold_war4_YaltavPotsdam.ht
sources support the view that ‘The USSR gained the most from the Yalta ml Interactive diagram of the similarities and
and Potsdam Conferences’. (Formative assessment) differences at Yalta and Potsdam.
/ir2/ Short clips of the origins of the Cold War,
Yalta and Potsdam.
How had the USSR gained control Learners consider the cartoon, the ‘Iron Curtain’ and extracts of the Brodkin, A. et al. OCR GCSE Modern World
of Eastern Europe by 1948? speeches made by Churchill and Stalin at the time. Consider the History pages 60–63
question. Learners annotate these sources and compare the meanings of
the sources in group discussions. (G) (Basic) Walsh, B. GCSE Modern World History (Third
Learners annotate a map of Eastern Europe showing those countries
annexed by the USSR, those becoming Communist and those remaining Chandler, M. Modern World History pages 270–
independent. This map needs to be labeled, colour coded with a key and 272
titled. (I) (Basic)
/ir2/ Short video clip available.
www.johndclare.net/cold_war1_redruth.htm
Overview of Soviet expansion.
/ir2/sovietexpansionineasterneuroperev1.shtml
Useful map of Soviet expansion.
How did the USA react to Soviet Learners research and make small Power Point presentations of how Brodkin, A. et al. OCR GCSE Modern World
expansionism? events in both Greece and Czechoslovakia affected American policies in History pages 64–65 (Including ‘Neighbours’
Europe. These can be presented to the whole class for note making. cartoon page 65)
(I and W) (Basic)


Heads and tails exercise introducing terms such as containment, Truman Edition) pages 78–80
Doctrine, Marshall Plan etc. (I or W) (Basic)
Chandler, M. Modern World History
Learners use the two cartoons – one titled ‘Neighbours’ and the other pages 272–274
showing Uncle Sam delivering dollars to all parts of the world, and discuss
in small groups ‘How far do these artists’ views agree? (G) (Basic) Walsh, B. GCSE Modern World History (Third
Edition) pages 78–80 (political cartoons).
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 http://punch.photoshelter.com/gallery/Cold-War-
might make. (G) (Basic) Cartoons/G0000FF70D40KNvU
Cold War cartoons relating to several topics
(Punch).
Sources and information on the Truman Doctrine
and Marshall Plan.
/ir2/
Video clip on Truman Doctrine.
What were the consequences of Learners research the background and the reasons for the Berlin Brodkin, A. et al. OCR GCSE Modern World
the Berlin Blockade? Blockade, producing a PowerPoint presentation to peers. (I or G) Basic) History pages 66–67 (birdwatcher political
cartoon page 66)
Study the ‘Bird watcher’ cartoon. In groups consider the message and
purpose of the artist who produced the cartoon. An alternative might be to Walsh, B. GCSE Modern World History (Third
discuss if the cartoonist was Russian or British. (I) (Basic) Edition) pages 81–84 (includes cartoon sources
on Blockade and NATO)
Learners use texts and source to identify the consequences of the Berlin
blockade. Learners then explain how each of the consequences Chandler, M. Modern World History pages 273–
intensified the Cold War and the breakdown of relations between East and 275
West. (I) (Challenging)
Causes and consequences of the Berlin
Blockade with sources and video clip links.

/ir2/ Berlin Blockade and Airlift video clip.
www.history.com/topics/formation-of-nato-and-
warsaw-pact Overview of the formation of NATO
and the Warsaw Pact.
www.3ad.com/history/cold.war/nato.landcarte.1.h
tm Map and list of nations in both NATO and the
Warsaw Pact.
Who was the more to blame for Learners consider aspects of the argument as to who was more to blame Brodkin, A. et al. OCR GCSE Modern World
starting the Cold War: the USA or for the Cold War, using the knowledge from this unit and guidance from History pages 68–69
the USSR? the teacher. Learners can create argument cards to put onto a whole
class diagram that measures blame. The verdicts that can be reached Walsh, B. GCSE Modern World History (Third
are: Edition) page 85
(i) The USSR was most to blame
(ii) The USA was most to blame www.activehistory.co.uk/main_area/
(iii) The USA and USSR were equally to blame Good activities relating to blame (membership
(iv) Blame cannot be attached to either the USA or the USSR – the required).
Cold War was inevitable and a direct result of the creation of
nuclear weapons. www.bbc.co.uk/schools/gcsebitesize/history/mwh
/ir2/ Video clip on who was to blame.
Learners then hold a whole class debate on the topic. They can be split
into groups for this and assessed by the teacher. www.johndclare.net/cold_war1_answer.htm
(W and G) (Basic) (Formative assessment) Good comparison of arguments relating to blame.
http://punch.photoshelter.com/gallery/Cold-War-
Cartoons/G0000FF70D40KNvU
Cold War political cartoons.
0470 past/specimen question papers can be

Learners revise the work completed at the end of this section and accessed by logging onto Teacher Support at
complete a Cambridge IGCSE History question paper on this topic. http://teachers.cie.org.uk


5: How effectively did the USA contain the spread of Communism?
An understanding of the ways in which the USA feared the spread of communism prior to 1959. A brief overview of Communist china would also be useful.
Knowledge gained from Option B, Unit 4 will provide background information and set the period in context.
Context
This unit seeks to evaluate how effective the USA was in containing Communism through three case studies: Korea, Cuba and Vietnam.
Outline
The reasons for US involvement in Korea, Cuba and Vietnam and its relative success in halting 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 McAleavy, T. Twentieth Century History pages
timeline of Communist China from 1927–1989. (I or G) (Basic) 122–123
Learners could debate the influence China has on international relations www.youtube.com/watch?v=xQqKOPFTZwc
and the Cold War using the key events on the timeline. (W) (Basic) Three-part documentary on China.
Why did North Korea invade South Learners use a blank map of Korea and surrounding countries to label and McAleavy, T. Twentieth Century History
Korea in 1950? illustrate the invasion of the south.(I) (Basic) page124
Learners watch a teacher presentation to the background of the invasion http://english.freemap.jp/asia_e/korea.html

and create a timeline of the events from 1904–50. (W and I) (Basic) Blank map of Korean Peninsula.
Learners consider the different reasons for the invasion including political, www.history.com/topics/korean-war
economic, military, cultural and social factors. These can then be mind- History Channel website with information on
mapped by learners in groups. (G) (Basic) Korea.

Good site for reasons for Korean War.
www.historylearningsite.co.uk/korean_war.htm
Facts and figures relating to the Korean War.
Why did the USA and other nations Learners investigate the factors that led to US involvement and counter- McAleavy, T. Twentieth Century History
get involved in the Korean War? attack. These can include Soviet and Chinese involvement as part of the pages 124–126
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 www.history.navy.mil/photos/events/kowar/kowa
added to a group mind-map and colour coded into political, r.htm
military/strategic, geographical, economic factors. (G) (Basic) Good information on the Korean War with links
to other sources and articles.
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) www.youtube.com/watch?v=mNjPl-Ef_RA
th
(Challenging) 20 Century Battlefields: Korea documentary.
What was the impact of General Learners create a fact file or character study on General MacArthur to McAleavy, T. Twentieth Century History pages
MacArthur on the Korean War? show the impact he had on the Korean War. (I) (Basic) 125–127
Using an outline figure of General MacArthur, learners add the different www.youtube.com/watch?v=qCIXOLKhMgc
advice he gave to the Korean War including the use of atomic bombs and Relevant parts of the 1977 MacArthur movie
Chinese invasion. High ability learners can also consider the implications could be used.
his advice would have on the Cold War. (I) (Basic and Challenging)
www.biography.com/people/douglas-macarthur-
Learners, in groups, create a story board depicting the rise and fall of 9390257
MacArthur during the Korean War from 1950-51. Learners then tell their Good biography of General Douglas MacArthur.
stories to the rest of the class. (G) (Basic) Learners, using a whole class
success/failure scale, use post-its or sticky notes to stick on 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 and W) (Basic)
How successful was the USA in Learners write an extended answer to the question of how far the USA McAleavy, T. Twentieth Century History
containing communism in Korea? succeeded in their policy of containment in Korea. (Formative page127

assessment)
www.history.com/photos/korean-war/photo1
Links to articles and media on the Korean War.
Case Study – America and events
in Cuba, 1959–62
How did the USA react to the Cuban Learners, in groups, create a story board about the rise of Castro in Cuba Brodkin, A. et al. OCR GCSE Modern World
Revolution? and consider the reactions to this from the USA. (G) (Basic) History pages 70–72
How did the USA react? Learners write a commentary for a radio www.bbc.co.uk/schools/gcsebitesize/history/mw
broadcast in which you attack Castro and the actions he has taken against h/ir2/ Introduction video clips on the Cuban
US interests in Cuba. Add quotations for Americans who lived in Cuba Missile Crisis.
and were affected. (I or G) (Basic)
Chandler, M. Modern World History pages 282–

285
Learners are shown a presentation on the Bay of Pigs invasion and then www.activehistory.co.uk/Miscellaneous/menus/
hold a whole class debate on the following: Was it wise for the USA to GCSE/cuba_vietnam.htm
invade? (W) (Basic) Excellent activities and resources (membership
required).
Learners can then write a newspaper report to show how the invasion
might have been reported in Cuba to show a different interpretation. (I) www.spartacus.schoolnet.co.uk/COLDcubanmis
(Basic) sile.htm Primary sources and information on the
Cuban Missile Crisis.

Why did Khrushchev put nuclear Learners use a blank map of Cuba and the USA with teacher provided http://onlinemaps.blogspot.co.uk/2011/11/blank-
missiles on Cuba? information on Soviet nuclear missiles such as their range and destructive usa-map.html Blank map of Cuba and the USA.
capacity. They can add illustrations, keys and colour coding to show the
danger the missiles in Cuba represented to the USA. (I) Basic) Brodkin, A. et al. OCR GCSE Modern World
History pages 73–74
Learners are given statement cards on different reasons for Khrushchev
placing missiles in Cuba: US missiles in Turkey, nuclear parity with the Walsh, B. GCSE Modern World History (Third
USA, Khrushchev under pressure from Soviet hardliners in the Edition) pages 92–93
Communist Party, to support the communists in Cuba and to gain a hold
over Berlin. www.gcsehistory.org.uk/modernworld/coldwar/w
(www.gcsehistory.org.uk/modernworld/coldwar/whyputmissilesoncuba.htm hyputmissilesoncuba.htm
is a good starting point for this activity). Great for reasons for Khrushchev’s placing of
missiles in Cuba.
Learners then categorise the statement cards and higher ability learners
can make supported judgements about the most significant factors and http://unimaps.com/cuba-crisis/print.html
present to the class who vote for the most convincing argument. (I and W) Useful printable map.
(Basic and Challenging)
www.youtube.com/watch?v=Jwz7YAQj-r0
Excellent six-part video ‘Defcon 2’ on the causes
and consequences of the Cuban Missile Crisis.
Why did Kennedy react as he did? Learners examine the different choices available to Kennedy in response The feature film Thirteen Days (2000) starring
to the sighting of missiles on Cuba. Kevin Costner is particularly useful.
www.latinamericanstudies.org/missile.htm

Learners discuss as a class both ‘for’ and ‘against’ for each and decide in A wide range of primary sources relating to the
groups what Kennedy should do next and explain why. The feature film Cuban Missile Crisis.
Thirteen Days (2000) starring Kevin Costner is particularly useful.
(W and G) (Basic)
How close did the world come to Collect different types of evidence to cover events in the days following Walsh, B. GCSE Modern World History (Third
nuclear war? the 16 October 1962. Learners produce a daily diary which comments on Edition) pages 94–99
events and considers possible outcomes. This could also be done as a
living timeline to measure how close the superpowers came to nuclear The ‘Gun Slinger’, which is in Kelly, N and
war or on a Defcon chart as a whole class. (I or W) (Basic) Lacey, G Modern World History (Heinemann
2001) page 236, and the trial of strength arm
Learners look at cartoons from the period to develop skills on analyzing wrestling cartoon from Walsh, B GCSE Modern
the message and purpose of source material. Using these two British World History (John Murray 1996) page 97
cartoons consider – ‘Would the two cartoonists have held similar views .
and why?’ (I) (Basic and Challenging) Brodkin, A. et al. OCR GCSE Modern World
http://myloc.gov Good cartoon by Herblock

entitled ‘Let’s Get a Lock for This Thing’ (1962)
www.tqa.tas.gov.au.pdf Twentieth century

history
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. (G and I)
(Basic and Challenging)
Learners write an extended answer to the question: How far was the USA
successful at the end of the Cuban Missile Crisis? (Formative
assessment)

Case Study –American

involvement in Vietnam
Why did the USA involvement in Learners label and illustrate a map of Vietnam and surrounding countries. www.moreeinfo.com/lesson/history/maps/
Vietnam increase before 1965? The map can show the division into North and South, important cities and Blank maps of Vietnam and South-East Asia
geographical features and the Ho Chi Minh Trail. (I) (Basic)
Learners take part in a cluster exercise with statement cards as a whole History pages 79–84
class to consider the political, economic and military/strategic reasons for
US involvement in Vietnam. Learners then transfer these to a whole class Walsh, B. GCSE Modern World History (Third
or individual spider diagrams and further explain the motives. Domino Edition) pages 100–103, 136–137 for sources
Theory, containment, President Johnson’s impact should all be included.
(W and I) (Basic) www.youtube.com/watch?v=2w0Mtv5i4d4
Biography of Ho Chi Minh
Learners can present a biography measuring the life and impact of Ho Chi
Minh. (I) (Challenging) www.activehistory.co.uk/Miscellaneous/menus/
GCSE/cuba_vietnam.htm
Good range of activities and resources


What different methods of fighting Learners now examine written and visual source material from the Chandler, M. Modern World History pages 127–
were used by the USA and the Vietnam war, examining the tactics used by both sides. Opportunities to 131
Communists? view videos and newsreels of the events should be taken. Operation
Rolling Thunder (the use of napalm), the impact of agent orange, Walsh, B. GCSE Modern World History (Third
airstrikes by the USAF, ground based search and destroy tactics, alliance Edition) pages 104–109, 138–139 for sources
with the South Vietnamese should be considered for the USA and guerrilla
tactics (ambush, tunnels, traps, snipers), the growth of the Viet Cong in www.pbs.org/battlefieldvietnam/
the South, the recycling of US weapons, the support of the peasants in the Resources and timeline of the Vietnam conflict.
South, Soviet and Chinese support including weaponry should be
considered for the North Vietnamese. Learners can then write up their www.history.com/topics/vietnam-war
research into group tables to compare the effectiveness of the different Excellent range of video clips and resources.
methods used by both sides. (I, G and W) (Basic)
www.youtube.com/watch?v=5KBPgqSgku0
Video: ‘Vietnam War History’ parts 1–4
www.digitalhistory.uh.edu/modules/vietnam/inde
x.cfm
Huge number of links to primary and secondary
sources on US involvement in Vietnam.


Whose tactics were the most This can follow the previous task and become an evaluation of tactics. www.youtube.com/watch?v=D0z_nfzYNjY
successful? The importance of My Lai, the Tet Offensive and ‘Vietnamisation’ should Two-part documentary on the My Lai massacre
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. Brodkin, A. et al. OCR GCSE Modern World
(G) (Basic) History pages 90–93
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. (W and I) (Basic and Challenging)

Why was there opposition to the war Using evidence of My Lai (written sources, photographs) produce news Walsh, B. GCSE Modern World History (Third
in America? broadcast using ICT to inform the people in the US of the events? Edition) pages 112–117, 140–141 for sources.
High ability learners could consider how different a Communist report
would look. (I) (Basic and Challenging) Chandler, M. Modern World History pages 112–
117 (Sources pages 136–147)
Learners, in groups, on separate pieces of card list the reasons for
American withdrawal from Vietnam. They should consider the reasons for www.spartacus.schoolnet.co.uk/VNprotest.htm
the withdrawal of American troops from the war assessing the relative Primary sources on opposition to the Vietnam
significance of each one and the consequences for both the USA and War.
Vietnam. These can then be placed on a whole class scale to prioritise
them. (G and W) (Basic) www.youtube.com/watch?v=L3u0DZ_NnXw
Video of Vietnam War protests in the USA.
How successful was America in Learners examine a number of historical sources that deal with the war Walsh, B. GCSE Modern World History (Third
containing Communism? and plan and answer questions that focus on the extent to which Edition) pages 118–123
American involvement in the war was a success/failure.
(Formative assessment) http://everything2.com/title/The+Failure+of+Cont
ainment+During+the+Cold+War
Essay on success of containment.
www.mccord-
museum.qc.ca/scripts/explore.php?Lang=1&tabl
eid=11&tablename=theme&elementid=11__true
Cold War cartoons.


6: How secure was the USSR’s control over Eastern Europe, 1948–c.1989
An understanding of how the USSR had gained control over Eastern Europe and the reasons for this. Knowledge gained from Option B, Unit 4 will provide
background information and set the period in context.
Context
This unit presents an insight into the extent of the challenges facing the USSR in their attempt to keep control over Eastern Europe.
Outline
What challenges to their control over Eastern Europe faced the USSR in the period 1948–c.1989?
Learners colour in a map of Eastern Europe to show the expansion of http://blankatlas.webs.com/apps/photos/photo?p

Soviet control after 1945. Dates and illustrations can be added along with hotoid=164366870 Blank map of Europe in
colour coding and a key. (I) (Basic) 1945.
Learners consider the causes of the uprising in Hungary in 1956. Discuss www.bbc.co.uk/schools/gcsebitesize/history/mw
which of these causes might be the most threatening to the USSR. This h/ir2/sovietexpansionineasterneuroperev1.shtml
can be put onto a spider diagram for the class to examine. (W) (Basic) BBC website information on soviet expansion.
Learners consider in groups the discussion point ‘Was the Soviet www.youtube.com/watch?v=V5D0jmM0Jpo
response too aggressive?’ A class debate can be held to hear different Short video on Soviet expansion.
opinions. (W) (Basic)
327


Kelly and Lacey Modern World History pages

246–258
Why was there opposition to Soviet Consider as a class ‘Why did the Soviet Union feel threatened by events Herblock – ‘She Might have Invaded Russia’,
control in Hungary in 1956 and in Czechoslovakia in 1968?’ Learners add post-it notes/stickers with (Washington Post, 1968). It is printed in the
Czechoslovakia in 1968, and how reasons to a whole class diagram for discussion. (I and W) (Basic) OCR GCSE History (Heinemann) textbook.
did the USSR react to this
opposition? In small groups, learners choose one of these two events. Using ICT, the Chandler, M. Modern World History page 279
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, Walsh, B. GCSE Modern World History (Third
learners produce a script to be broadcast in the Soviet Union. Where Edition) pages 128–134
possible details should be based on material from the time. Following
presentations the different approaches should be discussed. www.activehistory.co.uk/Miscellaneous/menus/
(G and W) (Basic) GCSE/decline_collapse_soviet_control_eastern
_europe_igcse.htm
Good activities and resources (membership
required).
How similar were events in Hungary Learners construct a table that compares the similarities and differences Walsh, B. GCSE Modern World History (Third
in 1956 and in Czechoslovakia in between each country relating to causes, key players, events and Soviet Edition) pages 128–134
1968? responses. (I) (Basic)
www.bbc.co.uk/schools/gcsebitesize/history/mw
h/ir2/ Video clips for Hungary and
Czechoslovakia.
Hungarian Uprising information and sources.
www.youtube.com/watch?v=LVdQ9PK9Q5o
Overview of Hungarian Uprising You Tube video
clip.
www.youtube.com/watch?v=8e9nXDOQ-78
Clip on Prague Spring: ‘Seven Days to
Remember’ (53 minutes).
www.historylearningsite.co.uk/prague_spring_19
68.htm
Prague Spring 1968 information.

Why was the Berlin Wall built in Learners add notices to either the East or West side of a giant whole class Walsh, B. GCSE Modern World History (Third
1961? Berlin Wall. Here they write up detailed reasons for its construction. Edition) pages 135–137
(W and I) (Basic)
Learners create a story board or timeline of the creation of the Berlin Wall. 281
(I) (Basic)
Learners write an extended answer that asks for explanations of the h/ir2/ Video clip on Berlin Wall.
reasons for the Berlin Wall’s construction. (I) (Challenging) (Could be
used as (Formative assessment) www.dailysoft.com/berlinwall/photographs/berlin
wall-1961.htm Photos of the Berlin Wall.
www.johndclare.net/cold_war15b.htm
Sources and information on the Berlin Wall.
What was the significance of Learners, in groups, create a mind-map to examine the reasons for the Walsh, B. GCSE Modern World History (Third
'Solidarity' in Poland for the decline rise of Solidarity in Poland in 1980 and the reasons for the changing Edition) pages 140–141
of Soviet influence in Eastern relations with government in 1981. These are then presented to the other
Europe? groups. Learners can then update and add to their own mind-map any www.rferl.org/content/article/1060898.html
additional information they learn. (G) (Basic) Overview of Solidarity in Poland.
Using ICT, learners produce a front page of a newspaper or poster www.soviethistory.org/index.php?page=subject&

showing the achievements of Solidarity as an organisation which was SubjectID=1980solidarity&Year=1980
successful in undermining Communism. (I) (Basic) Information and good links on Solidarity.
www.youtube.com/watch?v=peT3-xSzj08
Video clip on the rise of Solidarity in Poland.
How far was Gorbachev personally Learners research the main events in the collapse of Soviet control in Walsh, B. GCSE Modern World History (Third
responsible for the collapse of Soviet Eastern Europe in 1989 and the eventual collapse of the USSR by 1991. Edition) pages 142–149
control over Eastern Europe? Learners then create a living timeline of the events rating which ones led
more to the collapse of the Soviet Bloc. (G) (Basic) Chandler, M. Modern World History pages 290–
294
In groups, learners research and list the reasons for the collapse of Soviet
control including the part played by Gorbachev. Each reason should be Aylett, J.F. The Twentieth Century World pages
recorded on a separate piece of card. The cards should then be ranked in 88–95
importance and reasons given for choice.
www.activehistory.co.uk/
Each group reports back to the rest of the class giving a summary of their Good range of activities and resources

findings. A final class decision is made as to the extent to which (membership required).
Gorbachev was more/less important than other reasons for the collapse of
Soviet control over Eastern Europe. (G) (Basic and Challenging) www.bbc.co.uk/schools/gcsebitesize/history/mw
h/ir2/ Good video clip on the fall of Communism.
Learners use an outline figure of Gorbachev to write around it his personal
responsibility for the collapse of the USSR and communism. This should www.spartacus.schoolnet.co.uk/COLDgorbache
include references to glasnost and perestroika. (I) (Basic) v.htm Primary sources on Gorbachev.
www.schoolhistory.co.uk/lessons/coldwar/coldw
ar_end.html
End of Cold War interactive diagram.
The source material should be a collection of a

wide variety of six or seven sources put together
From a collection of historical sources that deal with the collapse of Soviet by the teacher to represent differing points of
control in Eastern Europe learners should consider how far the sources view.
support the idea that Gorbachev was responsible for the collapse of the
Soviet Bloc. (Formative assessment) 0470 past/specimen question papers can be
accessed on Teacher Support at
Learners revise the work completed at the end of this section and http://teachers.cie.org.uk
complete a Cambridge IGCSE History question paper on this topic.


7: Why did events in the Gulf matter, c.1970–2000?
Basic knowledge of the political, military and economic importance of the Gulf region in the Middle-East and the significance of religion in the area.
Context
This unit presents an insight into the rise of Saddam Hussein in Iraq and the impact of his rule on the Gulf region as well as the significance of the Iranian Revolution
in 1979.
Outline
The reasons for and impact of Saddam Hussein’s rule in Iraq and the causes and consequences of the Iran-Iraq War and the First Gulf War.
Why was Saddam Hussein able to A good start will be to create a timeline for Iraq 1919–2000. Learners can http://english.freemap.jp/asia_e/iraq.html
come to power in Iraq? add description of important events and pictures to illustrate. These can Downloadable map of Iraq and its neighbours.
be fed back to the teacher on a large version on PowerPoint. (W, G or I)
(Basic) Scott-Baumann, M. Crisis in the Middle-East
pages 111–116
Learners can use a map of Iraq and its neighbours to add geographical Very good for map and timeline activity and
and political detail. Timeline events can then be added around the map overview.
and connected to the correct location using arrows/lines. (I or G) (Basic)
Walsh, B. OCR GCSE Modern World History
Leaners, in groups, use text book, website or teacher provided resources (Third Edition) pages 184–185
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 http://news.bbc.co.uk/1/hi/world/middle_east/236
military factors. (G) (Basic) 486.stm BBC overview of Saddam Hussein’s
rise to power
Higher ability learners can add explanations and prioritise reasons.
(Challenging) www.biography.com/people/saddam-hussein-
9347918 Biography and video about Saddam

Each learner picks at least one reason from their mind-map and writes a Hussein.
speech to tell their partner for why their reason is the most important.
Teacher assesses speech. (Formative assessment)
What was the nature of Saddam Learners can create a news report about Saddam Hussein’s rule and its Scott-Baumann, M. Crisis in the Middle-East
Hussein’s rule in Iraq? effect on different groups in Iraq. Learners then read their reports back to pages 114–116 and pages 126–128
the rest of the class (teacher could assess).
(I or G) (Basic) (Could be used as Formative assessment) http://channel.nationalgeographic.com/channel/v
ideos/inside-saddams-reign-of-terror/
Learners can use media resources and websites to create group collages Video about the nature of Saddam Hussein’s
of Saddam Hussein’s rule of terror. This could be done on a giant, whole- rule.
class collage. (G or W) (Basic)
http://history1900s.about.com/od/saddamhussei
n/p/saddamhussein.htm An overview of
Saddam Hussein’s rule.
Why was there a revolution in Iran in Learners could be all asked to contribute different elements to a whole Scott-Baumann, M. Crisis in the Middle-East
1979? class fact file on Iran. Contributions could include information, illustrations, pages 116–120
news stories etc. on Iran’s history, culture, economy, resources,
population and religion and so on. (W) (Basic) http://travel.nationalgeographic.com/travel/count
ries/iran-guide/ Decent overview of Iran
Learners can organise and categorise information on the causes for the including maps, history and interesting facts.
Iranian Revolution of 1979 individually or in groups and add details,
explanations and illustrations. (G or I) (Basic) http://news.bbc.co.uk/1/shared/spl/hi/pop_ups/0
4/middle_east_the_iranian_revolution/html/1.stm
In-depth research could be presented on the role of the Ayatollah Good resources and sources on Iranian
Khomeini in the form of hand-outs or PowerPoint presentations. Revolution.
(I) (Challenging)
www.guardian.co.uk/world/iranian-revolution
Learners write a short newspaper report on the reasons for the Revolution Information and links to historic and current
of 1979 which is teacher assessed. (Formative assessment) implications of Iranian Revolution.
www.youtube.com/watch?v=_HjXEFMmgoQ
Video on the history of the Iranian Revolution.
What were the causes and Cluster exercise using statement cards containing causes and Scott-Baumann, M. Crisis in the Middle-East
consequences of the Iran-Iraq War, consequences of the Iran-Iraq War. Learners are handed statements at pages 121–124
1980–1988? 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 Walsh, B. OCR GCSE Modern World History
then construct whole class spider diagrams to show the causes and (Third Edition) page 185

consequences and justify their choices to the rest of the class verbally.
(W and G) (Basic) www.youtube.com/watch?v=bdO9h_5Nupk
Three-part video documentary on the Iran-Iraq
Prioritise and explain which causes and consequences are the most War.
significant and have the greatest impact – diagram above can be used for
the verbal feedback (I) (Challenging) www.bbc.co.uk/news/world-middle-east-
14546763 Timeline, information, sources and
Detailed timelines can be created to show the course of the Iran-Iraq War. links on the Iran-Iraq War.
(I or G) (Basic)
www.worldology.com/Iraq/iran_iraq_war.htm
Map work can used to highlight and explain the main events of the Iran- Overview of Iran-Iraq War using maps and
Iraq War in a group to report back to the rest of the class. (G) (Basic) detailed descriptions.
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 roleplay as if they were a
news reporter in Iran. (Formative assessment)
Why did the First Gulf War take Whole class brainstorm on the causes of war and its effects. Learners Scott-Baumann, M. Crisis in the Middle-East
place? then guess which reasons and effects will apply to the Gulf War, 1990–1. pages 126–132
(W) (Basic)
Learners create flow diagrams to show the different causes of the First (Third Edition) page 186
Gulf War and links between factors. Diagrams can be colour coded to
identify political, military, religious and economic causes. (G or I) (Basic) www.history.com/topics/persian-gulf-war
Links to videos, blogs, overviews, articles and
Learners have 5mins to justify their opinion on: Who is to blame for the resources on the Gulf War.
First Gulf War?. (I) (Challenging)
www.thefinertimes.com/War-in-The-Middle-
Learners, in groups, link together causes and consequences cards and East/causes-of-gulf-war-desert-storm.html
then need to justify their choices by explaining to the teacher. This could Good information and links on the causes of the
be assessed by the teacher. First Gulf War.
(G) (Challenging) (Could be formative assessment)
http://news.bbc.co.uk/1/hi/world/middle_east/861
164.stm Decent timeline of the First Gulf War.
www.youtube.com/watch?v=1r3lZohzaUs
th
20 Century Battlefields: Gulf War Documentary
video.

1: Why was the war not over by December 1914?
Background knowledge of the causes of the First World War. Option A, Unit 6 will offer a good background.
Context
An insight into the first six months of the First World War.
Outline
The failures of the Schlieffen Plan and the development of trench warfare on the Western Front.
How was the Schlieffen Plan Learners contribute to a whole class diagram, including a map of Europe in Brodkin, A et al. OCR GCSE Modern World
intended to work? 1914 showing the different political alliances, to revise through the causes History CD-ROM
of WWI. (W) (Basic)
McAleavy, T. IGCSE Twentieth Century History
Learners create individual glossaries of key terms, words and phrases pages 4–7 Good overview of the causes of
relating to WWI such as alliances, Alliance System, militarism, imperialism, WWI.
colonialism, arms race, BEF, etc. (I) (Basic)
Learners use a blank map of Germany and France to add information and (Third Edition) page 210–225 Includes an
illustration on how the Schlieffen Plan was supposed to work and then overview of causes of WWI; Overview of major
another to show what actually happened. (I or G) (Basic) battles of 1914 and the Schlieffen Plan,
including map.
Collier, M. et al. Colonisation and Conflict 1750–

1990 pages 106–114
Overview of causes of WWI, the Schlieffen Plan

and a timeline of WWI.
Peaple, S. European Diplomacy 1870–1939

pages 56–64 Good in-depth information on the
Schlieffen Plan and other war plans.
www.bbc.co.uk/bitesize/standard/history/1890_1
920/road_to_war_to_1914/revision/6/
Printable map for Schlieffen Plan and other
information.
How important was Belgium’s Learners examine sources relating to the surprise invasion of Belgium by www.100megspop3.com/bark/Propaganda.html
reaction to the Schlieffen Plan? Germany to look at the reactions by Belgium, Britain and other countries. Some good anti-German propaganda.
Sources can be annotated, analysed and evaluated by sticking sources
www.spartacus.schoolnet.co.uk/FWWschlieffen
onto paper and writing around them for feedback to class. Include
P.htm Good overview of the Schlieffen Plan.
propaganda such as news stories that talks of German atrocities to give
breadth. (I or G) (Basic and Challenging depending on sources) www.youtube.com/watch?v=v0kvczF1p04
Four-part documentary on the Schlieffen Plan.
How successful was the British Learners create a living timeline of the success and failures of the British Walsh, B. OCR GCSE Modern World History
Expeditionary Force (BEF)? Expeditionary Force in 1914. High ability learners can write balanced (Third Edition) pages 210–225 Includes an
explanations of how successful the BEF were in 1914. (I) (Basic and overview of causes of WWI; overview of major
Challenging) battles of 1914 and the Schlieffen Plan,
including map.

1990 pages 106–114 Overview of causes of
WWI, the Schlieffen Plan and a timeline of WWI.
Why did both sides introduce Learners research and provide fact files on the Battles of Mons, the Marne www.spartacus.schoolnet.co.uk/FWWbattles.ht
trenches? and Ypres in 1914 and explain their impact and significance. m Overview of battles of the First World War.
(I) (Challenging)
www.firstworldwar.com/battles/ Links to
A mnemonic using the words ‘Trench Warfare’ is written down the side of a information and sources on First World War
page and sentences about the causes of trench warfare are added. This battles.
should include a reference to the Battle of the Marne. (I) (Basic)

www.buzzle.com/articles/world-war-1-causes-
Learners compare the impact of the failure of the Schlieffen Plan, the Battle trenches-and-timeline.html
of the Marne, the British Expeditionary force and Belgian resistance to Causes of trench warfare with timeline.
answer a question on why the war was not over by December 1914. This
can be done as an extended writing assessment. (Formative assessment) www.youtube.com/watch?v=zKUNh7MVQQ0
Short clip on the causes of trench warfare.

2: Why was there stalemate on the Western Front?
Background knowledge of the first six months of the First World War on the Western Front.
Context
An insight into the causes of stalemate on the Western Front.
Outline
The causes and problems of trench warfare.
Why did the war become bogged Teacher shows learners images of trench warfare on a PowerPoint slide Brodkin, A et al. OCR GCSE Modern World
down in the trenches? show. Learners write down words to describe what trench warfare was like History CD-ROM
during WWI. (W) (Basic)
McAleavy, T. IGCSE Twentieth Century History
Learners can label a diagram of the trench system during WWI. Good pages 8–9
Small focus on the stalemate.
worksheets on www.schoolhistory.co.uk for this exercise which are
differentiated. (I) (Basic and Challenging) Walsh, B. OCR GCSE Modern World History
(Third Edition) pages 226–237
www.buzzle.com/articles/world-war-1-causes-
trenches-and-timeline.html
Causes of trench warfare with timeline.
www.schoolhistory.co.uk/gcselinks/wars/firstwwli
nks/trenches_worksheets.shtml
Excellent resources for trench warfare including
worksheets on trench system.
What was living and fighting in the Learners have a picture of a soldier from WWI and write around it all the Walsh, B. OCR GCSE Modern World History
trenches like? conditions and experiences that the soldier would have to put up with in (Third Edition) pages 226–237
the trenches during WWI. They can do this with a German and a British Excellent in-depth focus on trench warfare,
weapons of WWI and major battles plus a

soldier to compare the trenches on both sides to add depth. (I) (Basic) character study of General Haig
Learners can use sources of conditions in the trenches to write a diary Collier, M. et al. Colonisation and Conflict 1750–
entry of a soldier in the trenches during WWI. Teacher assessed activity. 1990 pages 121–124
(Formative assessment) Good focus on the Battles of Verdun and the
Somme and the nature of trench warfare.
www.schoolhistory.co.uk/gcselinks/wars/firstwwli
nks/trenches_worksheets.shtml
Excellent variety of worksheets and resources
on trench warfare.
www.edupics.com/coloring-page-soldierwwi-
i4262.html Link to outline drawings of WWI
soldiers
www.historylearningsite.co.uk/memories_from_t
he_trenches.htm Some primary sources on WWI
trenches.
www.spartacus.schoolnet.co.uk/FWWtrenchsyst
em.htm Good overview of trench warfare
including illustrated diagrams.
www.youtube.com/watch?v=Qhpr8CRAIok
Short video explaining trench warfare.
How important were new Learners, in small groups, each choose one weapon to create a top trump Walsh, B. OCR GCSE Modern World History
developments such as tanks, card that rates the firepower, damage, mobility and cost of each of the (Third Edition) page 226–237
machine guns, aircraft and gas? weapons. Learners will need to research the weapons using ICT and find Excellent in-depth focus on trench warfare,
relevant examples to add on to the cards for illustration. (G) (Basic) weapons of WWI and major battles plus a
character study of General Haig.
www.firstworldwar.com/weaponry/
Good website that has detailed information on
WWI weapons.
www.spartacus.schoolnet.co.uk/FWWweapons.
htm Information on weapons used in the

trenches.
www.youtube.com/watch?v=OofSP8NXQXI
Five-part documentary on weapons of the First
World War.
What was the significance of the Learners create fact files for presentation on the Battles of Verdun and the Walsh, B. OCR GCSE Modern World History
Battles of Verdun and the Somme? Somme to feedback to class. Focus is on significance and impact. This (Third Edition) pages 226–237
activity can be done in groups. (I or G) (Basic) Excellent in-depth focus on trench warfare,
weapons of WWI and major battles plus a
Learners research the importance of the British General Sir Douglas Haig character study of General Haig
and assess his responsibility for the huge loss of life at the Battle of the
Somme. (I) (Challenging) Collier, M. et al. Colonisation and Conflict 1750–
1990 pages 121–124
Good focus on the Battles of Verdun and the
Somme and the nature of trench warfare.
www.historylearningsite.co.uk/general_douglas_
haig.htm
Decent biography of General Haig.
www.bbc.co.uk/history/worldwars/wwone/battle_
somme.shtml Information and media on the
Battles of Verdun and the Somme.
www.historylearningsite.co.uk/somme.htm
Information and sources on the Somme.
www.youtube.com/verify_age?next_url=/watch%
3Fv%3D-pjYxhzPJgE
Focused drama/documentary on the Battle of
the Somme.
www.youtube.com/watch?v=6cK5xL6QBM0
Excellent BBC documentary on the Somme.

3: How important were other fronts?
Background knowledge of the different alliances during the First World War.
Context
An insight into the fighting on sea, the Eastern Front and in Gallipoli.
Outline
The First World War on other fronts.
Who won the war at sea? Giant map of Europe can be used in lesson for learners to identify, label Brodkin, A et al. OCR GCSE Modern World
and add information about other fronts during WWI. Could be part of a History CD-ROM
homework exercise. Learners add their information and draw arrows onto
the map. (W) (Basic) Walsh, B. OCR GCSE Modern World History
Learners divide into groups and each take one of the following areas to Includes excellent sources, information,
research: war at sea, War on the Eastern Front, the Gallipoli Campaign. diagrams and maps of the War at Sea, Eastern
Learners provide handouts or presentations, including geographical Front and Gallipoli Campaign.
locations, on the significance and impact of the other fronts during WWI.
(G) (Basic) Collier, M. et al. Colonisation and Conflict 1750–
1990 pages 125–128
Learners create a living timeline of the events at the war at sea and Some good information on the War at Sea.
highlight which side was victorious and why. (I) (Basic)
www.bbc.co.uk/history/worldwars/wwone/war_s
ea_gallery.shtml Links to galleries, maps and
information on the War at Sea.
www.spartacus.schoolnet.co.uk/FWWsea.htm
Detailed information on the War at Sea.
www.firstworldwar.com/battles/sea.htm
Links to major sea battles during WWI.

www.youtube.com/watch?v=XLThAlXRrCM
Colour documentary of the War at Sea.
Why did the Gallipoli campaign of Learners use sources and information about the Gallipoli campaign and Walsh, B. OCR GCSE Modern World History
1915 fail? create a storyboard of the events leading to failure in 1915. (Third Edition) pages 241–249. Includes
(I or G) (Basic) excellent sources, information, diagrams and
maps of the War at Sea, Eastern Front and
Learners prioritise the main reasons for failure in the Gallipoli campaign
and produce short speeches justifying their choices. (I) (Challenging) Gallipoli Campaign.
www.1914-1918.net/Gallipoli.htm In-depth
overview of Gallipoli Campaign for high ability
learners.
www.historylearningsite.co.uk/gallipoli.htm
Information and links on the Gallipoli Campaign.
www.firstworldwar.com/battles/overview_gf.htm
In-depth overview of Gallipoli Campaign.
www.youtube.com/watch?v=B3E_OcZXRVk
Four-part documentary on Gallipoli Campaign.
Why did Russia leave the war in Leaners, using a table, compare the similarities and differences of these Walsh, B. OCR GCSE Modern World History
1918? other fronts to the fighting on the Western Front – a good example of this (Third Edition) pages 241–249
exercise can be found in Walsh, B. OCR GCSE Modern World History Includes excellent sources, information,
page 241. (I) (Basic) diagrams and maps of the War at Sea, Eastern
Front and Gallipoli Campaign.
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 www.khanacademy.org/humanities/history/euro-
done as a written or verbal activity. (I or G) (Challenging) hist/world-war-I-fighting/v/world-war-i-eastern-
front Interactive timeline, blog and information
Learners create a mind-map of the different reasons why Russia left the on the Eastern Front.
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 www.richthofen.com/ww1sum2/
Tsar, Tsarina and Rasputin. (I) (Basic) Maps and information on the Eastern Front.
www.firstworldwar.com/battles/ef.htm

Links to information on battles on the Eastern

Front.
www.youtube.com/watch?v=VVWipouswKI
Colour documentary of the Eastern Front.
www.youtube.com/watch?v=GQUAW_CdBds
Decent documentary about the Russian
Revolution 1917 and withdrawal from WWI.
www.historylearningsite.co.uk/russia_and_world
_war_one.htm Good detailed overview of Russia
and withdrawal from WWI.
What was the impact of war on Learners use source material in groups to create a mind-map of the Walsh, B. OCR GCSE Modern World History
civilian populations? effects of WWI on the Home Front. Excellent source material and (Third Edition) pages 418–429
activities, including a timeline, can be found in Walsh, B. OCR GCSE
Modern World History pages 418–429. (G) (Basic) www.schoolhistory.co.uk/gcselinks/wars/firstwwli
nks/conscription_worksheets.shtml A variety of
Learners then compare sources about the impact of war on other fronts to
worksheets on the Home Front including
create collages comparing the different effects and explaining similarities
and differences. (G) (Basic) propaganda.
Learners examine sources relating to the effect of war on civilians and www.bbc.co.uk/history/british/britain_wwone/
explain how useful each source is and how similar the effects were. Good information and links on the British Home
(Formative assessment) Front.
www.ibatpv.org/projects/wars/wwi/civilian_effect
s.htm Brief overview of the effects of war on
civilians.
www.worldology.com/Europe/world_war_1_effec
t.htm Statistical overview of the effects of war
on different home fronts.

4: Why did Germany ask for an armistice in 1918?
Background knowledge of the main battles during the First World War.
Context
An insight into the USA’s entrance into the war and the failure of German offensives leading to an armistice in 1918.
Outline
The reasons for German failure and Allied success during the First World War.
What was the importance of Learners research the story of the Lusitania and its impact on the USA. Brodkin, A et al. OCR GCSE Modern World
America’s entry into the war? Learners then create posters to inform US citizens and the world about History CD-ROM
the event and why they will enter the war. (I or G) (Basic)
Learners create a timeline of 1917–1918 and examine the successes and (Third Edition) pages 238–240
failures of the USA. (I) (Basic) Excellent sources, maps and illustrations on
reasons for the Armistice in 1918.
Learners create statement cards for the impact of US involvement from
the timeline above and then decide as a whole class which impact was Peaple, S. European Diplomacy 1870–1939
most important – this might be economic, political and economic in origin. pages 91–98
(I and W) (Basic and Challenging) Some relevant information on the end of WWI.

1990 pages 133–134
Brief overview of the end of WWI.
www.historylearningsite.co.uk/america_and_wor
ld_war_one.htm
Information on US entry into the First World
War.
www.socialstudieshelp.com/lesson_72_notes.ht
m

US website on the reasons for US entry into the

First World War.
www.youtube.com/watch?v=Wmcbdt3taR4
Four-part documentary on US entry into the First
Worlds War.
Why was the German offensive of Learners use a blank map of Western Europe to show the planned Spring Brodkin, A et al. OCR GCSE Modern World
1918 unsuccessful? Offensive and the different battles that took place. (I) (Basic) History CD-ROM
Learners discuss the social, political, military and economic reasons the Walsh, B. OCR GCSE Modern World History
German offensive might fail. Learners then research the different reasons (Third Edition) pages 238–240
and stick up their findings on a whole class diagram. (W) (Basic) Excellent sources, maps and illustrations on
reasons for the Armistice in 1918.
Learners write an extended answer asking what the most important cause
of German failure was considering military limitations, economic problems, www.historylearningsite.co.uk/german_spring_of
unrest at home, US involvement and political issues. fensive_of_1918.htm
(Formative assessment) Good overview of the 1918 Spring Offensive.
www.firstworldwar.com/diaries/openingofgerman
offensive.htm
Story, including sources, about the German
offensive.
www.youtube.com/watch?v=ymQ5ofw1N68
Four-part documentary on the Spring Offensive.
Why did revolution break out in Learners consider the different causes of revolution as a class for debate. www.firstworldwar.com/atoz/kielmutiny.htm
Germany in October 1918? (W) (Basic) Links to information on the Kiel Mutiny, German
Revolution and the abdication of the Kaiser.
Learners are given sources on conditions in Germany in 1918. Learners
then create a short role-play or mime to highlight the conditions in www.youtube.com/watch?v=bZd1aGRU4SY
Germany and why this would have contributed to the Armistice. Short video of the events leading to the
(G) (Basic) abdication of the Kaiser in 1918.
www.youtube.com/watch?v=q1-V3TTf6bo
Final part of a WWI documentary that focuses
on the causes and consequences of the German
Revolution, 1918–1919.

Why was the armistice signed? Learners, in groups, take part in an activity called ‘Turning Points’. They Brodkin, A et al. OCR GCSE Modern World
need to create hand-outs or PowerPoint presentations to argue their case History CD-ROM
by examining 1916, 1917 and 1918. Learners then vote on which year
was the most significant turning point during WWI. (W and G) (Basic) Walsh, B. OCR GCSE Modern World History
Learners can write paragraphs explaining their opinions on the above task Excellent sources, maps and illustrations on
which can be formally assessed by the teacher. (Formative assessment) reasons for the Armistice in 1918.
Learners are given sources on conditions in Germany in 1918. Learners Peaple, S. European Diplomacy 1870–1939
then create a short role-play or mime to highlight the conditions in pages 91–98
Germany and why this would have contributed to the Armistice. Some relevant information on the end of WWI.
(G) (Basic)
Leaners use a mnemonic of the word Armistice down the side of a page to 1990 pages 133–134
write sentences about the terms and impact of the Armistice on Germany. Brief overview of the end of WWI.
(I) (Basic)
www.firstworldwar.com/features/armistice.htm
Learners prioritise the terms of the Armistice in terms of their fairness and Good links and information on the Armistice,
justify their choices to the rest of the class, leading to a class debate. 1918.
(I) (Challenging)
www.firstworldwar.com/source/armisticeterms.ht
m
Excellent review of the terms of the Armistice,
1918.
www.youtube.com/watch?v=JvEi7QGiuy4
History Channel documentary on the Armistice,
1918.


1: Was the Weimar Republic doomed from the start?
Background knowledge of Germany towards the end of the First World War.
Context
This unit provides an insight into how far the Weimar Republic was successful in overcoming the problems faced by Germany after 1918.
Outline
The successes and failures of the Weimar Republic in the 1920s.
How did Germany emerge from Learners brainstorm what problems Germany, as a defeated country, McAleavy, T. Twentieth Century History:
defeat at the end of the First World might be experiencing. This could be organised under the headings of International Relations since 1919 pages 28, 45
War? political, social and economic challenges. Attempt to reach agreement on and 49
the three most serious challenges. (W) (Basic)
Learners draw a chart showing the structure of the newly formed History pages 150–152
government of the Weimar Republic and examine the strengths and
weaknesses of the new constitution. (G) (Basic) Walsh, B. GCSE Modern World History (Third
Cloake, J.A. Germany 1918–1945 pages 8–11
www.bbc.co.uk/history/worldwars/wwone/war_e
nd_01.shtml
Overview of Germany at the end of WW1.
www.activehistory.co.uk/Miscellaneous/menus/
GCSE/Weimar_Germany.htm

Activities and worksheets (membership

required).
www.schoolshistory.org.uk/ASLevel_History/we
ek3_impactofwar.htm
Excellent links.
What was the impact of the Treaty of Learners create a whole class diagram of the different terms of the Treaty McAleavy, T. Twentieth Century History:
Versailles on the Republic? of Versailles. The diagram should show the terms categorised into International Relations since 1919 pages 18–29
economic, political, territorial, military and other. High ability learners can
also find sources from the period to add to the diagram showing the Brodkin, A. et al. OCR GCSE Modern World
impact on Germany and annotate. (W and I) (Basic and Challenging) History pages 153–156 (Includes sources)
Learners examine the impact that the Treaty had on Germany up to and Walsh, B. GCSE Modern World History (Third
including 1923. Following a group or class discussion, learners should Edition) pages 253–259
identify, on separate pieces of card, the attempts to overthrow the
Weimar. (Spartacist uprising, the Kapp Putsch and the Munich Putsch). Cloake, J.A. Germany 1918–1945 pages 14–17
Further discussion of each event should concentrate on the outcome.
Learners can then create individual timelines of Germany 1918–25. www.youtube.com/watch?v=j1V_dnRjrrg&featur
(W and I) (Basic) e=related
‘Make Germany Pay’ two-part BBC
Learners to discuss the Ruhr crisis and hyperinflation. This can be documentary.
through a collection of written and visual sources. There are many
cartoons, written sources and photographic evidence relating to www.schoolshistory.org.uk
hyperinflation and the Ruhr. These could be put into a collection for the http://mrsmaciver10history.wordpress.com
learners to interrogate. Learners could write a caption for each visual
source in groups and then try and draw their own political cartoons. http://modernhistory08.edublogs.org
(W and G) (Basic)
www.google.co.uk
Hyperinflation images.
To what extent did the Republic Learners produce a table which down the left-hand column identifies the Brodkin, A. et al. OCR GCSE Modern World
recover after 1923? successes of Stresemann between 1923 and 1929 with economic History pages157–158
measures and international relations. The right-hand column details how
these achievements helped Germany. (I) (Basic) Walsh, B. GCSE Modern World History (Third

What were the achievements of the Learners examine sources on examples of German culture in the mid to Brodkin, A. et al. OCR GCSE Modern World
Weimar period? late 1920s and create a labeled diagram or drawing to show a typical History pages 159–160
scene in Germany during the Golden Age. (I or G) (Basic)
Learners consider as a class the issue ‘How successful was the Weimar Edition) pages 260–271
period for Germany?’ A scatter graph of the different ideas can be added
with learners then using this to make their own individual diagrams. Cloake, J.A. Germany 1918–1945 pages 18–22
(I) (Basic)
www.slideshare.net/cinbarnsley/culture–in–the–
Learners write a balanced answer considering the successes and failures golden–years–of–the–weimar–republic
of the Weimar Republic up to 1929. These are read to the class while Good slideshow and sources on art and culture
learners take notes or fill in a table. (I and W) (Challenging) in Weimar.

2: Why was Hitler able to dominate Germany by 1934?
Background knowledge of Germany’s recovery following the First World War.
Context
This unit provides an insight into how Hitler and the Nazi Party came to power in Germany.
Outline
The circumstances that allowed Hitler to dominate Germany by 1934.
What did the Nazi Party stand for in Learners, following research, construct a newspaper front page using ICT McAleavy, T. Twentieth Century History:
the 1920s? about the rise of Hitler and the Nazi Party. The article should inform International Relations since 1919 pages 64–86
readers of the aims and beliefs and incorporate information about Hitler’s
background, skills and qualities. The article is being published at the Brodkin, A. et al. OCR GCSE Modern World
beginning of 1923. (I and G) (Basic) History pages 161–162
Learners, following class/group discussion, produce a pamphlet aimed at Walsh, B. GCSE Modern World History (Third
the people of Germany, expressing the views of the Weimar government Edition) pages 264–267
about the threat posed by the Munich Putsch and its immediate aftermath.
(I and G) (Basic) Cloake, J.A. Germany 1918–1945 pages 27–31
www.johndclare.net/Weimar_25_point_program
me.htm
Learners produce a spider diagram showing the beliefs expressed by Nazi Party 25 Point Programme.
Hitler in ‘Mein Kampf’. This can be fed back to the teacher on a whole
class diagram. (I and W) (Basic) McAleavy, T. Twentieth Century History:
International Relations since 1919 page 45
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 www.spartacus.schoolnet.co.uk/GERmein.htm
at the end of the Key Question and Depth Study for further evaluations. Overview of Hitler’s ideology in ‘Mein Kampf’.
(I) Challenging)
www.youtube.com/watch?v=7skCjuATU58
Clip on the 25 Point Programme.

Why did the Nazis have little success Following a brainstorming exercise, learners complete a mind map
before 1930? (http://en.wikipedia.org/wiki/Mind_map) to the question ‘Why did Hitler and Walsh, B. GCSE Modern World History (Third
the Nazis have only limited success before 1930?’ This should be partly Edition) pages 268–271
based on previous activities as well as other factors. (W and I) (Basic)
Cloake, J.A. Germany 1918–1945 pages 23–26,
32–38
www.historylearningsite.co.uk/beer_hall_putsch
_of_1923.htm
Munich putsch overview.
www.johndclare.net/Weimar6.htm
Overview of the Nazis in the 1920s with sources
and links.
Why was Hitler able to become Learners discuss as a class the impact on Germany of the Great McAleavy, T. Twentieth Century History:
Chancellor by 1933? Depression and the political and economic crisis faced between 1930 and International Relations since 1919 pages 48–49
1933. Ideas can be fed back to the teacher for further study. (W) (Basic)
Learners produce an election poster using ICT to show what the Nazi History pages 163–164
Party was offering to ensure they gained votes from the people of
Germany. (I) (Basic) Walsh, B. GCSE Modern World History (Third
Using ICT, graph a chart showing the results of elections to the German
Reichstag between 1928 and 1932. The chart should allow comparison of Cloake, J.A. Germany 1918–1945 pages 32–38
how the votes increased (or decreased) for the main parties. (I) (Basic)
www.johndclare.net/Weimar7.htm
Learners write an extended answer that compares the different reasons Overview, sources and links on Hitler’s rise to
for gaining the Chancellorship in Germany in 1933. Reasons should power.
include the Depression, Nazi propaganda, political events involving
Hindenburg, von Schleicher and von Papen, the fear of communism etc. ‘Hitler: The Rise of Evil’ – DVD
www.marxists.org
Election results in Germany 1924–1933.
How did Hitler consolidate his power Learners produce a timetable of events showing Hitler’s steps culminating Brodkin, A. et al. OCR GCSE Modern World
in 1933–4? in him being made Chancellor. The timetable should start with the History pages 165–166
Reichstag elections of July 1932. Each step should state what happened
and the outcome. (I) (Basic) Walsh, B. GCSE Modern World History (Third


Using historical sources as evidence, learners, in groups, piece together
the evidence relating to the Reichstag Fire in the form of a forensic report. Cloake, J.A. Germany 1918–1945 pages 39–43
The strength of evidence against van der Lubbe should then be
considered. A trial could be held putting van der Lubbe on trial. www.johndclare.net/Nazi_Germany1.htm
(G and W) (Basic and Challenging) Overview, sources and links on Hitler’s
consolidation of power.
Learners write the mnemonic ‘Enabling Act’ down the side of the page and
write sentences about why it was so important to Hitler. (I) (Basic) www.historyonthenet.com
Life in Nazi Germany worksheet booklet
Learners create a detailed and illustrated storyboard of the Night of the
Long Knives. (I) (Basic) www.youtube.com/watch?v=DrEeBbnDYrw&feat
ure=fvst
Learners consider the impact of the Night of the Long Knives on Hitler’s ‘Night of the Long Knives’ video clip.
power. Handouts can be created for the rest of the class.
(I) (Challenging) www.cartoonstock.com
Pack of cartoons related to the ‘Night of the
Long Knives.

3(a): The Nazi regime: How effectively did the Nazis control Germany, 1939–1945?
Background knowledge of Germany at the time of the Nazis coming to power.
Context
This unit provides an insight into the ways in which the Nazis were able to effectively control Germany and its people.
Outline
The creation a totalitarian state in Germany.
How much opposition was there to Learners brainstorm the extent of opposition to the Nazi regime. Brodkin, A. et al. OCR GCSE Modern World
the Nazi regime? Opposition from the Church, the SPD and KPD, the upper classes, some History pages 169–172
youth groups and the growing opposition during the war are the main
areas that need to be examined. (W) (Basic) Walsh, B. GCSE Modern World History (Third
Learners use the brainstorm above to create mind-maps of the opposition
in Nazi Germany. (I) (Basic) Cloake, J.A. Germany 1918–1945 pages 89–92
h/germany/oppositionrev1.shtml
Overview of opposition in Nazi Germany.
How effectively did the Nazis deal Learners, in groups, create 5 minute presentations to the class on the use Brodkin, A. et al. OCR GCSE Modern World
with their political opponents? of the SS and police, the Gestapo, concentration camps, Nazi judges etc History pages 173–174
to deal with opposition. (G) (Basic)
www.johndclare.net/Nazi_Germany2.htm
Overview and links.
How did the Nazis use culture and Learners brainstorm ideas on how culture and mass media can be used to Brodkin, A. et al. OCR GCSE Modern World

the mass media to control the control people in society. Learners could bring in examples of propaganda History pages 175–176
people? to illustrate this and create a whole class collage. (W) (Basic)
Learners use sources and research to examine how the Nazis kept control Edition) pages 280–282
with specific reference to examples such as the use of propaganda,
Goebbels, book burning, rallies, the media and the 1936 Olympic Games. Cloake, J.A. Germany 1918–1945 pages 52–64
The effectiveness should be evaluated. (I or G) (Challenging)
www.johndclare.net/Nazi_Germany3.htm
Using examples of Nazi propaganda, learners consider the message and Information on Nazi control.
purpose of each example and answer exam style questions.
(Formative assessment) www.youtube.com/watch?v=Af44Slin7lg
Nazi Propaganda video clip.
Why did the Nazis persecute many Learners identify the main groups of people that were persecuted by the Brodkin, A. et al. OCR GCSE Modern World
groups in German society? Nazis, including Jews and minorities (homosexuals, gypsies, Eastern History pages 172–180
Europeans and mentally and physically disabled people) and the methods
of persecution used (Kristallnacht, the Final Solution, concentration and Walsh, B. GCSE Modern World History (Third
extermination camps, and medical methods). Learners then spit into Edition) pages 294–297
groups to create handouts and a presentation on one of the groups to the
rest of the class. (W and G) (Basic) Cloake, J.A. Germany 1918–1945 pages 65–70
Learners research Nazi racial and anti-Semitic beliefs and create a www.bbc.co.uk/history/worldwars/genocide/laun
diagram to show these. (I) (Basic) ch_tl_persecution_genocide.shtml
Timeline of Nazi genocide.
Learners create a storyboard or living timeline to show the treatment of
Jews and other undesirables in Nazi Germany. This board or timeline www.youtube.com/watch?v=YpdJhA5aJkA
should demonstrate the rising violence towards the Jews from 1933–45. Video timeline of Nazi persecution of minorities.
(I) (Basic)
www.spartacus.schoolnet.co.uk/GERantisemitis
m.htm
Overview and sources on Nazi anti-Semitism.
www.socialstudiesforkids.com
Kristallnacht.
Was Nazi Germany a totalitarian Learners debate the meaning of ‘totalitarian state’ and then examine the Cloake, J.A. Germany 1918–1945 pages 48–51,
state? extent to which Germany had become a totalitarian state under the rule of 93–95
Hitler and the Nazi party. This could be done under two whole class titles
on the wall or Smart Board labeled ‘Totalitarian’ and ‘Not Totalitarian’. www.thefreedictionary.com

(W) (Basic)

3(b): The Nazi regime: What was it like to live in Nazi Germany?
Background knowledge of Germany in the 1930s.
Context
This unit provides an insight into the lives of German people and how this was affected by the Nazi regime.
Outline
The impact of Nazi rule on different groups in German society.
How did young people react to the Learners investigate the role of the Hitler Youth and League of German Brodkin, A. et al. OCR GCSE Modern World
Nazi regime? Maidens. They then produce a pamphlet to advertise to German children History pages 181–182
living in Nazi Germany why they should join. (I or G) (Basic)
Learners also investigate the role of other youth groups in Germany and Edition) pages 283–285
their relative success compared to the Nazi youth organisations.
(I) (Basic) Cloake, J.A. Germany 1918–1945 pages 71–76
Learners research examples of young people not supporting the Nazis. www.youtube.com/watch?v=JB45qymNQEo
Were the Nazis successful in dealing with these groups? A report from the ‘Hitler’s children’ five-part video.
point of view of a Nazi newspaper or an opposition newspaper could be
written in groups. (G) (Basic) www.historylearningsite.co.uk/hitler_youth.htm
Overview and links on Nazi Youth movements.
How successful were Nazi policies Learners examine the role women played in Nazi society and in family life Brodkin, A. et al. OCR GCSE Modern World
towards women and the family? especially including the ways in which they were encouraged to have History pages 183–184
children. Leaners create a spider diagram. (W and I) (Basic)
Learners examine the role of education in Nazi Germany and the Edition) pages 286–287
differences between their personal experiences and that of a young
person living in Germany during the 1930s. A study of a timetable from the Cloake, J.A. Germany 1918–1945 pages 81–84
time would be a useful stimulus. (I) (Basic)
www.historylearningsite.co.uk/Women_Nazi_Ge
Learners compare their school timetable with that of a German learner in rmany.htm

the 1930s and then compare the experiences of each and explain the Information and links on women and family in
impact of Nazi indoctrination. (I) (Challenging) Nazi Germany.
Learners discuss how the Nazis view the importance of the family.
Learners then, in groups, produce a piece of Nazi propaganda promoting
the family and annotate their ideas. (G) (Basic)
Did most people in Germany benefit Learners use a whole class scale to research the positive and negative Brodkin, A. et al. OCR GCSE Modern World
from Nazi rule? social, economic and political impacts of Nazi rule. Learners then produce History pages 185–186
a speech rating the different groups out of ten. (W and I) (Basic)
www.historylearningsite.co.uk/nazi_germany_ec
onomic_miracle.htm
Information on the Nazi economic miracle.
How did the coming of war change Learners will examine the changes that war brought to Germany, including Brodkin, A. et al. OCR GCSE Modern World
life in Nazi Germany? a change to a wartime economy, the bombing of German cities and the History pages 187–189
effects of fighting a war on two fronts. Sources can be used to investigate
this and write a report that can be teacher assessed. Walsh, B. GCSE Modern World History (Third
(Formative assessment) Edition) pages 292–293
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. (W and G) (Basic)
Learners revise the work completed at the end of this section and 0470 past/specimen question papers – can be
complete a Cambridge IGCSE question paper on this topic. accessed by logging onto Teacher Support at

Depth Study C: Russia 1905–1941

1: Why did the Tsarist regime collapse in 1917?
An awareness of the main features of Russian society at the beginning of the twentieth century.
Context
This unit provides an insight into the reasons why there was a revolution in Russia in 1917.
Outline
The significance of the 1905 Revolution and March 1917 Revolution on the collapse of Tsarist autocracy in Russia.
How well did the Tsarist regime deal Learners use facts, figures and maps of Russia in 1905 to create a whole McAleavy, T. Twentieth Century History:
with the difficulties of ruling Russia class spider diagram on why Russia was so difficult to rule. Consider International Relations since 1919 pages 10–11
up to 1914? geographical issues, Tsarist autocracy, backward economy, growing
opposition in Russia, the Russo-Japanese War, Marxism and liberalism, Walsh, B. GCSE Modern World History (Third
multi-ethnic and multi-religious society etc. (W) (Basic) Edition) pages 298–303
Learners list the different roles and powers of the Tsar. Learners then Brodkin, A. et al. OCR GCSE Modern World
identify and explain the problems these may causes for Russia. History pages 194–197
(I) (Challenging)
Fiehn, T. Russia and the USSR 1905–1941
Learners research the different opposition that the Romanov Dynasty pages 2–14
faced and present the findings as Power Points to the rest of the class.
(I or G) (Basic) www.johndclare.net/Russ2.htm
Overview and sources available.
Learners should produce a Venn diagram
(www.classroomjr.com/printable-blank-venn-diagrams/) showing why was http://kenbaker.wordpress.com
there a war between Russia and Japan in 1904–5? Was the result of this
war the main reason for the 1905 Revolution? www.ibiblio.org

(I) (Basic and Challenging) Russian empire.
Learners study the historical evidence relating to Bloody Sunday. www.google.co.uk

Learners should compare different views and opinions and write diary Collection of images of Bloody Sunday.
entries from the point of view of the marchers led by Father Gapon and
the Tsar. (I) (Challenging)
Learners could also create a character study of the Tsar, Nicolas II.
(I) (Basic)
How did the Tsar survive the 1905 Learners study the Russian cartoon entitled ‘The Russian Tsars at Home’ Walsh, B. GCSE Modern World History (Third
revolution? before considering ‘How well does this cartoon reflect the influence of Edition) pages 304–305
Rasputin on the Tsar and Tsarina?’ The cartoon should be annotated by
learners, in groups, and put into context. (G) (Basic) Brodkin, A. et al. OCR GCSE Modern World
Learners consider in groups – ‘The October Manifesto was worthless’ and
‘Was the appointment of Stolypin successful?’. A whole class debate is Fiehn, T. Russia and the USSR 1905–1941
held on the two issues. (G and W) (Basic) pages 15–23
h/russia/
Overview and test.
www.youtube.com/watch?v=GlER4CyIir8
Lecture clip with slides.
http://wewanttoknowmore.blogspot.co.uk
Powerful Rasputin?? – blog.
From a collection of Russian cartoons of the time, learners decide (a) are http://ows.edb.utexas.edu/site/kmb2277edc370s
the messages similar and (b) if the reasons for publication similar. /editorial–cartoons
(I) (Basic) Political cartoons from the period.
How far was the Tsar weakened by Learners identify the problems facing the Tsar and the Russian people Walsh, B. GCSE Modern World History (Third
the First World War? during the First World War and record these on pieces of card. A sorting Edition) pages 306–309
exercise will place them in order of relative importance. In groups discuss
the reasons for the order selected. (G) (Basic) Brodkin, A. et al. OCR GCSE Modern World
Learners present a series of small role-plays identifying the role of Fiehn, T. Russia and the USSR 1905–1941

Rasputin in the fall of Tsarism in Russia. (G) (Basic) pages 27–29 (Rasputin focus)
h/russia/
Overview and test.
Why was the revolution of March Learners will identify the factors that led to the 1917 (March) revolution. McAleavy, T. Twentieth Century History:
1917 successful? The factors should be presented in a diagrammatical format. The factors International Relations since 1919 pages 10–11
should be ranked in order of importance with reasons being given for the
choices made. (I) (Basic and Challenging) Walsh, B. GCSE Modern World History (Third
A comparison of the 1905 and 1917 revolutions is discussed in an attempt
to identify why in 1917 the Tsar decided to abdicate. (W) (Basic) Brodkin, A. et al. OCR GCSE Modern World
Learners produce a diagram showing the relationship between the
Provisional Government and the Petrograd Soviet (Dual Power) including Fiehn, T. Russia and the USSR 1905–1941
the dual role of Kerensky. (I) (Basic) pages 30–36
www.johndclare.net/Russ3.htm
Sources on March Revolution 1917.
www.youtube.com/watch?v=GQUAW_CdBds&f
eature=related
Four-part series on WWI and March Revolution.

2: How did the Bolsheviks gain power, and how did they consolidate their rule?
A background knowledge of Russia in 1917, those in power and those striving for power.
Context
This unit provides an insight into how the Bolsheviks were able to gain and hold on to power.
Outline
The reasons for the Bolshevik seizure of power in November 1917 and the rule of Lenin and the Bolsheviks.
How effectively did the Provisional Learners examine the problems facing the Provisional Government in1917 Walsh, B. GCSE Modern World History (Third
Government rule Russia in 1917? and present these in the form of a Venn diagram. (I) (Basic) Edition) pages 311–313
The teacher identifies with the class the reasons for the steady decline of Brodkin, A. et al. OCR GCSE Modern World
the Provisional Government’s authority. (W) (Basic) History pages 207–210
The problems from the two exercises above can be set out down the left Fiehn, T. Russia and the USSR 1905–1941
side of a table. Learners then research and identify government action in pages 38–41
relation to each. A final column should comment as to how effective the
Provisional Government action was. This should include the conditions of www.johndclare.net/Russ4.htm
workers and peasants, opposition parties, Lenin and the Bolsheviks, the Information and sources on Provisional
First World War and its impact. (I) (Basic) Government.
h/russia/
Overview and test.
In pairs, learners examine the April Theses and summarise the main aims
of Lenin and the Bolshevik Party in 1917. (I) (Basic)
Learners could compare these ideas with other opposition parties such as
the SRs and the Kadets. (I) (Challenging)

Why were the Bolsheviks able to Learners create a storyboard of the events leading up to the November Walsh, B. GCSE Modern World History (Third
seize power in November 1917? 1917 seizure of power. This should include the roles of Lenin and Trotsky, Edition) pages 314–318
Bolshevik propaganda (Peace, Bread, Land), the July Days, the Kornilov
Affair, the continuation of the First World War etc. (I) (Basic) Brodkin, A. et al. OCR GCSE Modern World
Learners compare extracts from both Soviet and Western historians as
well as modern revisionist interpretations to decide how far the November Fiehn, T. Russia and the USSR 1905–1941
seizure of power was a people’s revolution. (I) (Challenging) pages 42–49
Links and sources on November Revolution
1917.
h/russia/
Overview and test.
www.youtube.com/watch?v=u6bhBLQ8zNo
Six-part video documentary.

Why did the Bolsheviks win the Civil Learners watch a video clip of the civil War in Russia and write and share Walsh, B. GCSE Modern World History (Third
War? notes to pin up on a whole class diagram. (I and W) (Basic) Edition) pages 318–323
Learners will identify the reasons for the success of the Bolsheviks in the Brodkin, A. et al. OCR GCSE Modern World
Civil War producing a series of flash cards. These reasons should then History pages 213–216
be ordered into relative importance with each group explaining their
decisions. (G) (Basic) Fiehn, T. Russia and the USSR 1905–1941
pages 52–57
Learners make a glossary of key terms and phrases such as Cheka,
requisitioning, Commissar, War Communism etc. (I) (Basic) www.johndclare.net/Russ7.htm
Civil War information and sources.
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 www.bbc.co.uk/schools/gcsebitesize/history/mw
about their leaders, aims and conflicts plus the roles played by other h/russia/
nations. (I) Challenging) Civil War overview and test.
Using a collection of historical sources, learners discuss the value of www.youtube.com/watch?v=M7hkrWM2WM8

propaganda to the Bolshevik success. Learners annotate the sources and Civil War clip.
present to the class. (G) (Basic)
www.youtube.com
Bolshevik propaganda, part 1.
How far was the New Economic Learners will identify the reasons for and features of the New Economic Walsh, B. GCSE Modern World History (Third
Policy a success? Policy, comparing similarities and differences with War Communism. A Edition) pages 324–325
table could be constructed which identifies the features, successes and
failures. (I or G) (Basic) Brodkin, A. et al. OCR GCSE Modern World

pages 62–69
NEP sources and information.

3: How did Stalin gain and hold on to power?
An understanding of the power of dictators.
Context
This unit provides an insight into how Stalin was able to gain and hold on to power.
Outline
The methods used by Stalin to make himself dictator and the nature of Stalinist rule in the USSR.
Why did Stalin, and not Trotsky, Learners take part in a Trotsky versus Stalin debate. This could be done McAleavy, T. Twentieth Century History:
emerge as Lenin's successor? as hot seating exercise. (W) (Basic) International Relations since 1919
Learners produce a timeline of the Trotsky versus Stalin debate up to Walsh, B. GCSE Modern World History (Third
Stalin’s ascension to power in the party. Higher ability learners may want Edition) pages 326–327
to demonstrate the shifting political views of Stain on this timeline. (I)
(Basic and Challenging) Brodkin, A. et al. OCR GCSE Modern World
Learners research the main ideas of Stalinism and create a whole class
diagram. (W) (Basic) Fiehn, T. Russia and the USSR 1905–1941
pages 80–85
Information and sources on Stalin assuming
power in the USSR.
http://library.thinkquest.org
Stalin and Trotsky fight for power.
Why did Stalin launch the Purges? Learners identify the reasons why Stalin thought the Purges and Great Walsh, B. GCSE Modern World History (Third
Terror were necessary and their outcome. The information gathered could Edition) pages 334–335
be presented in a table. (I) (Basic)
Learners, in groups, could hold a mock trial to demonstrate how so many History pages 221–222

innocent people were removed during Stalin’s Purge.

(G) (Basic and Challenging) Fiehn, T. Russia and the USSR 1905–1941
pages 105–112
Information and sources on Stalin's Terror.
h/russia/
Stalin's methods and Purges activities and tests.
What methods did Stalin use to Learners create a colour coded mind-map, using sources and research, to Walsh, B. GCSE Modern World History (Third
control the Soviet Union? show the different methods of control used by Stalin in the Soviet state. Edition) pages 335–340
(I) (Basic)
Using historical evidence such as the cartoons ‘Visit the USSR’s History pages 223–224
pyramids, ‘The Stalinist Constitution’, ‘We are quite happy’ and
photographs such as Stalin with a young child as well as doctored Fiehn, T. Russia and the USSR 1905–1941
photographs together with written extracts discuss the view that ‘Stalin pages 113–119
was a popular leader of the Soviet people’. A written answer can be
assessed by the teacher. (Formative assessment)
How complete was Stalin's control Learners in groups discuss the extent to which these methods of control Walsh, B. GCSE Modern World History (Third
over the Soviet Union by 1941? were successful and which was the most successful. 5 minute speeches Edition) pages 335–340
can be delivered to the class for a vote or ranking. (I) (Challenging)
www.youtube.com/watch?v=C9t6QyEv_fU
‘Most evil men in history’ three-part
documentary.

4: What was the impact of Stalin’s economic policies?
Background knowledge of Russian industry and agriculture following the Civil War.
Context
An insight into the effectiveness of Stalin’s industrial and agricultural policies including the Five-Year Plans and collectivisation.
Outline
The successes and failures of Stalin’s economic policies.
Why did Stalin introduce the Five- Learners brainstorm reasons for the Five-Year plan. Learners then create McAleavy, T. Twentieth Century History:
Year Plans? a spider diagram to explain the reasons including competition with the International Relations since 1919
USA, modern economy, ideological reasons linked to capitalism versus
communism, preparation for future conflict etc. (W and I) (Basic) Walsh, B. GCSE Modern World History (Third
Learners complete a separate table identifying the main features of each
of the three Five-Year Plans. Facts and figures should be included. Brodkin, A. et al. OCR GCSE Modern World
(I) (Basic) History pages 227–228

pages 86–94
Five-Year Plans sources and information.
Why did Stalin introduce Learners are given statement cards with reasons for collectivisation. Walsh, B. GCSE Modern World History (Third
collectivisation? Learners cluster into groups into the following categories: socialism in the Edition) pages 332–333
countryside (ideological), modern farming methods, to stop famine, feed
the workers and soldiers in urban areas and removal of the Kulaks. Brodkin, A. et al. OCR GCSE Modern World
(I and W) (Basic) History pages 229–230

pages 95–104

Useful timeline and sources on collectivisation.
www.youtube.com/watch?v=FcumJNNX0qc
Short clip on collectivisation.
How successful were Stalin's Learners are given figures of production in industry and agriculture from Brodkin, A. et al. OCR GCSE Modern World
economic changes? 1928–41. Learners create charts or graphs to show the fluctuations and History pages 231–232
analyse their results. (I) (Challenging)
Learners are given figures of Stalin’s Five-Year Plans and compare them pages 94–104
to targets set by the Soviet government to answer the question: How
successful were Stalin’s Five-Year Plans? (Formative assessment)
www.iisg.nl/exhibitions/chairman/sovintro.php
Learners, in groups, to have access to images of Soviet propaganda Soviet posters/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.
How were the Soviet people affected Learners review the period of control under Stalin and consider the effects Walsh, B. GCSE Modern World History (Third
by these changes? on changes to Soviet life in this period with reference to ethnic minorities, Edition) pages 338–340
women and differing social groups such as peasants, workers in industry
and the social elite. Learners could present reports covering each group. Brodkin, A. et al. OCR GCSE Modern World
(W and G) (Basic) History pages 233–234
Information and sources on Stalin's impact on
society.


1: How far did the US economy boom in the 1920s?
Background knowledge of how the USA was affected by World War 1.
Context
An insight into the American economy in the 1920s and how far different groups benefitted.
Outline
The causes and consequences of the US economic boom in the 1920s.
On what factors was the economic Learners brainstorm reasons why economic boom happens and the McAleavy, T. Twentieth Century History:
boom based? factors that play a part in this. (W) (Basic) International Relations since 1919
Learners draw a diagram showing the features that were specific to the Brodkin, A. et al. OCR GCSE Modern World
USA’s boom in the 1920s. Each factor should then be ranked according to History pages 240–243
importance and the reasons for this ranking explained. (I) (Challenging)
Learners should conduct a special study into the importance of mass Edition) pages 342–348
production in the car and consumer durables industries. This can be
presented in groups using ICT or handouts. (G) (Basic) Fiehn, T. et al. The USA between the Wars
1919–1941 pages 16–32
www.historylearningsite.co.uk/America_econom
y_1920s.htm
Overview of Boom.
Learners prepare short reports on how aspects of the ‘boom’ could be a www.bbc.co.uk/schools/gcsebitesize/history/mw
weakness for the economy in the later years of the 1920s. h/usa/
(G) (Challenging) Video and resources on Boom.

Why did some industries prosper Learners construct a table listing the industries that prospered and those Brodkin, A. et al. OCR GCSE Modern World
while others did not? that failed to do so. Reason for success and failure can be added to this History page 244
table and explained. (I) (Basic)
Fiehn, T. et al. The USA between the Wars

1919–1941 page 35
h/usa/
Video and resources.
Did everyone benefit from the boom?
Why did agriculture not share in the Learners investigate the state of American agriculture prior to the ‘boom’. Brodkin, A. et al. OCR GCSE Modern World
prosperity? From source material ascertain the reasons why farmers were History pages 245–246
unsuccessful in the 1920s. These reasons to be presented in the form of
a PowerPoint presentation. (I or G) (Basic) Walsh, B. GCSE Modern World History (Third
Edition) page 349

1919–1941 page 33
Did all Americans benefit from the Learners identify the groups of Americans who benefitted from the boom Brodkin, A. et al. OCR GCSE Modern World
boom? and those who didn’t. The results could be presented in a chart. What History pages 247–248
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 Walsh, B. GCSE Modern World History (Third
Americans; immigrants; farmers. (I) (Basic) Edition) pages 350–351
Learners write an extended answer on which groups they think benefited Fiehn, T. et al. The USA between the Wars
the most and why compared to other groups. (Formative assessment) 1919–41 page 34
Did everyone benefit from the boom?
www.schoolhistory.co.uk/lessons/usa192941/no
boom1920s.html

Interactive diagram on Boom.
complete a Cambridge IGCSE History question paper on this topic. accessed by logging Teacher Support at

2: How far did US society change in the 1920s?
Background knowledge of life in the USA in the 1920s.
Context
The social, economic and political changes to US society in the 1920s.
Outline
The changes and continuity in US society including the growth of religious, racial and political intolerance.
What were the ‘Roaring 20s’? Learners, in groups, investigate the extent to which the USA changed Brodkin, A. et al. OCR GCSE Modern World
socially and culturally during the 1920s, in respect of women (flappers), History pages 249–250
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 Walsh, B. GCSE Modern World History (Third
present a magazine article to explain what was happening in their Edition) pages 352–353
selected area. (G) (Basic)
Learners create a whole class collage showing images of the ‘Roaring 1919–1941 pages 36–39
20s’. (W) (Basic)
h/usa/
www.schoolshistory.org.uk
The American Dream.
How widespread was intolerance in Learners brainstorm the meaning of intolerance and the ways in which it is Brodkin, A. et al. OCR GCSE Modern World
US society? expressed in society. (W) (Basic) History pages 251–253
Learners investigate the extent to which intolerance was present in Walsh, B. GCSE Modern World History (Third
American society especially with regard to immigrants, Edition) pages 356–363
socialists/communists, blacks and other minorities and the impact of this
intolerance. The finding to be presented in the form of a mind map. Fiehn, T. et al. The USA between the Wars
(I) (Basic) 1919–1941 pages 44–57

Learners present a piece of extended writing which explains why such www.johndclare.net/America5.htm
intolerance became more violent and discriminatory and why governments Good sources and links.
and society failed to prevent it. (I) (Challenging)
Why was Prohibition introduced, and Learners carry out a mini study using packs of source materials to Brodkin, A. et al. OCR GCSE Modern World
then later repealed? consider the meaning of Prohibition and the reasons why it was History pages 254–256
introduced. They then consider the effects of such a policy with specific
reference to moonshine, smuggling, organised crime and the extent to Walsh, B. GCSE Modern World History (Third
which these affected the decision to repeal prohibition. (G) (Basic) Edition) pages 364–368
Learners complete a character study on Al Capone and organised crime Fiehn, T. et al. The USA between the Wars
in Chicago as a case study for presentation or display. (I) (Basic) 1919–1941 pages 58–66
Learners contribute to a whole class timeline of Prohibition which includes www.bbc.co.uk/schools/gcsebitesize/history/mw

pictures and statistical evidence from 1919–33. (W) (Basic) h/usa/
Prohibition video.
www.johndclare.net/America5.htm
Good sources and links.
How far did the roles of women Learners brainstorm the roles of women in today’s society. (W) (Basic) Brodkin, A. et al. OCR GCSE Modern World
change during the 1920s? History pages 257–258
Learners use source material to show both continuity and change for
learners to annotate and stick onto a continuity-change diagram for the Walsh, B. GCSE Modern World History (Third
whole class. (I and W) (Basic) Edition) pages 354–355
Learners have a five-minute hot seat to give their arguments on how far Fiehn, T. et al. The USA between the Wars
life for women improved in the 1920s USA. (I) (Challenging) 1919–1941 pages 40–43
Good sources and links.
www.youtube.com/watch?v=3svvCj4yhYc
Video on Flappers.

3: What were the causes and consequences of the Wall Street Crash?
A background knowledge of the share dealings and the operation of a stock exchange and the relationship to the ‘boom’ years.
Context
An insight into why financial systems collapsed, and the effects of the Wall Street Crash in the USA.
Outline
The reasons for and impact of the Wall Street Crash in the USA.
How far was speculation responsible Learners refresh memories with regard to previous discussed weaknesses Brodkin, A. et al. OCR GCSE Modern World
for the Wall Street Crash? in the American economy in the ‘boom’ years. (W) (Basic) History pages 259–260
Learners create a timeline of the Wall Street Crash, identifying periods of Walsh, B. GCSE Modern World History (Third
crisis. (I) (Basic) Edition) pages 369–370
Learners investigate the reasons for the Wall Street Crash and produce a Fiehn, T. et al. The USA between the Wars
diagram, with explanation, which considers to what extent speculation was 1919–1941 pages 68–71
the most important reason. (I or G) (Basic and Challenging)
h/usa/
What impact did the Crash have on Learners produce a diary of the events of October 1929 that triggered the Brodkin, A. et al. OCR GCSE Modern World
the economy? Crash. (I) (Basic) History pages 261–264
Learners produce a Venn diagram (www.classroomjr.com/printable-blank- Walsh, B. GCSE Modern World History (Third
venn-diagrams/) showing the political, social and economic effects of the Edition) page 371
Wall Street Crash. (G) (Basic)
1919–1941 pages 72–73
Sources and links for the Wall Street Crash.

www.economicshelp.org
What Caused the Wall Street Crash of 1929?
What were the social consequences Learners investigate the social effects of the Crash on American citizens Brodkin, A. et al. OCR GCSE Modern World
of the Crash? and the ways in which it impacted on their lives. Responses to the Crash History pages 265–266
are examined, including marches, bread queues and the growth of shanty
towns (Hoovervilles). Learners then produce illustrated news reports on Walsh, B. GCSE Modern World History (Third
the social effects. (I) (Basic) Edition) pages 372–373
The effects of the Crash can also be studied in the way they were Fiehn, T. et al. The USA between the Wars
reflected in song, rhyme and stories and other evidence from the time. 1919–1941 pages 74–87
Learners could produce a poem or song to illustrate this.
(I or G) (Challenging) www.livinghistoryfarm.org
Crash!
Why did Roosevelt win the election Learners examine the policies of both Franklin D Roosevelt and Herbert Brodkin, A. et al. OCR GCSE Modern World
of 1932? Hoover, the presidential candidates. They should then, using ICT, History pages 267–268
prepare an election poster for both candidates comparing their ideas.
(I) (Basic) Walsh, B. GCSE Modern World History (Third
Edition) pages 280–253,
Learners could set up a mock election by dividing the class into 374–375
Republican and Democrat. Flyers could be produced and the other
classes could be invited in to vote. (G and W) (Basic and Challenging) Fiehn, T. et al. The USA between the Wars
1919–41 pages 90–98
www.britannica.com
Franklin D. Roosevelt.

4: How successful was the New Deal?
An understanding of the need to re–build economic life following a depression gathered from other units in the history course.
Context
An insight into how the USA responded to the effects of the Depression.
Outline
The successes and failures of Roosevelt’s New Deal.
What was the New Deal, as Learners brainstorm ideas on how governments might respond to Brodkin, A. et al. OCR GCSE Modern World
introduced in 1933? economic depression. (W) (Basic) History pages 269–271
Learners create a glossary of key words and terms about the New Deal Walsh, B. GCSE Modern World History (Third
and the Presidency such as 100 Days, New Deal, Alphabet Agencies, Edition) pages 376–378
prime-pumping etc. (I) (Basic)
Learners complete a detailed table showing the aim and impact of each of 1919–1941 pages 99–104
the Alphabet Agencies in trying to address the problems of the Depression
for different groups in the USA. (I) (Basic and Challenging) McAleavy, T. Twentieth Century History:
International Relations since 1919 page 47
h/usa/
Video.
How far did the character of the New Learners identify the similarities and differences between the first and Brodkin, A. et al. OCR GCSE Modern World
Deal change after 1933? second New Deal in respect of government intervention, focus of the History pages 271–273
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 Walsh, B. GCSE Modern World History (Third
compare. (W) (Basic) Edition) page 379

1919–41 pages 105–109

Sources and links.
Why did the New Deal encounter Learners consider the level of opposition to the New Deal from individuals Brodkin, A. et al. OCR GCSE Modern World
opposition? such as Father Coughlin and Huey Long, the Supreme Court and the History pages 274–277
Republicans. Learners split into groups and present their cases to the
whole class. (G) (Basic) Walsh, B. GCSE Modern World History (Third
Learners study sources about opposition to the New Deal and annotate
these to examine their message and purpose. Written answers can be Fiehn, T. et al. The USA between the Wars
teacher assessed. (Formative assessment) 1919–41 pages 110–115
Learners study a pack of six or seven pieces of evidence material related www.bbc.co.uk
to opposition to the New Deal from the Republicans and the Supreme The New Deal.
Court, answering a series of evidence-based questions.
(G) (Basic and Challenging) www.schoolhistory.co.uk
Opposition to the New Deal.
Why did unemployment persist Learners review the measures of the New Deal and consider the extent to Brodkin, A. et al. OCR GCSE Modern World
despite the New Deal? which these were successful. A table partially constructed earlier can now History pages 278–283
be completed. (I) (Basic)
Did the fact that the New Deal did Brodkin, A. et al. OCR GCSE Modern World
not solve unemployment mean that it Learners use source material from the time, including facts and figures on History pages 382–384 (sources pages 377–
was a failure? unemployment, to hold a whole class debate on the successes and 382)
failures of the New Deal. (W) (Basic)
Learners decide on their opinion on the success of the New Deal and offer 1919–41 pages 116–122 (sources page 108–
ways in which the New Deal could have been improved and make short 125 see below)
speeches to the rest of the class to make notes on.
(I and W) (Challenging) Cartoons can include ‘The New Chauffeur’,
‘What a Man’, ‘Putting out the Rubbish’, ‘The
New Deal Pump’, ’Trying to change the Umpire’,
‘Step by Step, and the shadow is there’. Posters
might be the NRA and the queue of unemployed
black people in front of the car. This section is
rich in this type of material.

Evaluation of New Deal.


1: Why did China become a Communist State in 1949?
Background knowledge of China from around 1930.
Context
An insight into the emergence of China as a communist state.
Outline
The emergence of Mao and communism in China and the reasons for its success.
Why did the Communists undertake Learners complete a timeline of Chinese history from c.1900–1930. More McAleavy, T. Twentieth Century History:
the Long March in 1934? can be added to this later. This could be a whole class timeline. International Relations since 1919
(I or W) (Basic)
Learners investigate in groups, the reasons why the Long March came www.historylearningsite.co.uk/long_march_1934
about and what the purpose of the withdrawal was. Learners find out _to_1935.htm
some of the facts and figures of the Long March and quiz each other. E.g. The Long March 1934 to 1935.
dates, place names and numbers of soldiers. (G) (Basic)
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. (G) (Basic)
What was the importance of the As a class discussion learners consider the impact that the Communists http://factsanddetails.com/china.php?itemid=60=
Communist settlement at Yenan? had on Yenan, 1936–1949. How were the locals affected? And how did 2#350
Yenan come to represent a symbol of the heroic phase of the Chinese Communists in Yenan.
communist revolution. (W) (Basic)
How far did the Second World War Learners investigate the impact of the Second World War on the McAleavy, T. Twentieth Century History:

weaken the Nationalist government? Nationalists and how increasingly they were losing the support of the International Relations since 1919
Chinese peasant population. How did Chiang Kai-shek’s method of
government contribute to a sense of disunity? How strong were the Brodkin, A. et al. OCR GCSE Modern World
Nationalists in 1930 and 1945? Learners create a mind-map or diagram of History CD–ROM pages 10–11
their ideas in groups. (G) (Basic)
Heater, D. Our World this Century pages 116–
118
www.historylearningsite.co.uk/china_1900_to_1
976.htm
Good links on China.
Why was there a civil war and why Learners investigate in groups the reasons why the Communists won the Brodkin, A. et al. OCR GCSE Modern World
did the Communists win it? Civil War and the relative importance of each factor that included guerrilla History CD pages 12–13
tactics, Mao’s personal support from peasants and the middle classes,
defections from the Nationalists and the strength of the Red Army. The Heater, D. Our World this Century pages 118–
findings from each group should be presented visually or put onto a whole 120
class diagram. (G or W) (Basic)
www.youtube.com/watch?v=Jfhjq8oBBCQ
Groups of learners brainstorm the reasons for the establishment of Video on Civil War in China.
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 www.historylearningsite.co.uk/china
1949. (I) (Basic) China 1949 to 1953.

2: How far had Communist rule changed China by the mid–1960s?
A background knowledge of the economic, social and political state of Chine prior to 1949.
Context
An insight into the social, political and economic changes in China by the mid-1960s.
Outline
The impact Mao and Communist rule had on China.
What changes in agriculture did Learners chart the implications of the different stages of Mao’s Brodkin, A. et al. OCR GCSE Modern World
Communist rule bring? government’s agricultural reforms including the 1950 Act and the attack on History CD pages 14–15
the landlords and the establishment of Mutual Aid Teams, Co-operatives
and Communes. Learners can produce a flow chart or timeline. Heater, D. Our World this Century pages 120–
(I) (Basic) 124
Learners should now investigate how successful these reforms were in www.youtube.com/watch?v=Yd2oUdH5SqA
overcoming the agricultural problems facing the government which could Two-part video on the impact of Mao’s policies
be represented in a table that identified problems and outcomes. on the economy.
(I) (Basic)
What was the impact of the Learners investigate the social change reforms introduced by the Chinese Brodkin, A. et al. OCR GCSE Modern World
Communists' social reforms? government including literacy, women’s rights, public health and History CD pages 18–19
healthcare. What impact did these different reforms have on the
population as a whole including the destruction of traditional culture? http://gcsehistory.org.uk
Learners add this onto a table to explain. (I) (Basic) What was the impact of the communists’ social
reforms?
Learners write a diary entry from the point of view of a Chinese citizen
under Communist rule and the impact of their reforms.
How successful were the Five-Year Learners brainstorm reasons for the introduction of the Five-Year Plans. Brodkin, A. et al. OCR GCSE Modern World
Plans in increasing production? (W) (Basic) History CD pages 16–17

Learners detail the features of the first Five-Year Plan and the Great Leap www.historylearningsite.co.uk/china_five_year_p
forward in table form, identifying the changes brought about in the various lan.htm
industries / agriculture evaluating their success. (G) (Basic) Overview of the Five-Year Plans in China.
Using a collection of different types of source material identifying the
changes brought about in the various industries/agriculture and evaluating
successes and failures. (I) (Challenging)
Did the Chinese people benefit from Learners examine the successes and failures in the way people were Brodkin, A. et al. OCR GCSE Modern World
Communist rule? affected by economic and social change brought about by Mao’s History CD pages 20–23
government. Learners add their ideas on post-it notes or stickers to a
whole class diagram to show successes and failures. (W) (Basic)
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 and W) (Challenging)

3: What was the impact of Communist rule on China’s relations with other countries?
Background knowledge of the way countries interact with one another and what this interaction is based on.
Context
An insight into the way other countries interacted with the Communist state of China.
Outline
China and international relations.
What have been China's changing Learners examine the relationship that China had with its neighbouring Brodkin, A. et al. OCR GCSE Modern World
relationships with neighbouring countries at the time the Communists came to power in 1949. The History CD pages 24–25
states? countries investigated should include the USSR, Hong Kong, Tibet, India,
Taiwan and Vietnam, identifying successful and less successful features Heater, D. Our World this Century page 24
where appropriate. The outcome should be presented in the form of a
chart. (G) (Basic)
Learners use a map of China and surrounding countries to illustrate the

relationship china had with that country/region and colour coded based on
how friendly it was. (I) (Basic)
Why did China try to improve Learners investigate the reasons behind the developing relationship China Brodkin, A. et al. OCR GCSE Modern World
relations with the USA after 1970? had with the USA from the threat of war in Korea to the successful History CD pages 26–27
negotiations with Richard Nixon by creating a living timeline of the
different events to measure how ‘international’ the Chinese were http://gcsehistory.org.uk/modernworld/maos_chi
becoming. (I) (Basic) na/chinese_us_relations.htm
Why did China try to improve relations with the
Learners use a world map to draw lines from China to the USA. On each USA after 1970?
line, learners explain different events that led to greater Sino-American
relations after 1970. (G) (Basic)
Learners create a table or diagram 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) (Challenging)

How far was China established as a Learners brainstorm criteria for being considered a superpower and apply Brodkin, A. et al. OCR GCSE Modern World
superpower by the time of Mao's the criteria to China by the time of Mao’s death in 1976 producing both History CD pages 28–29
death? sides of the argument. (W) (Basic)
http://afe.easia.columbia.edu/special/china_195
Learners write two paragraphs starting ‘China was a superpower…’ and 0_leaders.htm
‘China was not a superpower……’ Explanations with factual support or Links to information on post-Maoist China.
source references should be used as evidence.
(I) (Basic and Challenging) www.youtube.com/watch?v=viGtNWVQApk
Documentary on china after Mao.
How far have China's relations with Learners create a flow chart or storyboard to map out the continuity and
other powers improved since Mao's change in Chinese politics and economic policy from 1976–1990.
death? (I) (Basic)

4: Has Communism produced a cruel dictatorship in China?
An understanding of life in countries run by dictators.
Context
An insight into the effects of Communism on life in China.
Outline
The impact of Communist rule on ordinary people in China.
Why did Mao launch the Cultural Learners identify a definition of the Cultural Revolution as introduced by Brodkin, A. et al. OCR GCSE Modern World
Revolution? Mao. This can be finalised by the whole class. (I and W) (Basic) History CD pages 30–33
Learners create a collage of the vents of the Cultural Revolution. www.youtube.com/watch?v=bkt6O4QW45s

(G) (Basic) Video on the Cultural Revolution.
In groups, learners discuss the part played by the Hundred Flowers http://gcsehistory.org.uk/hundredflowersmoveme
Campaign. What did Mao intend and what were the results? (G) (Basic) nt
How successful was ‘The Hundred Flowers
Learners investigate the reasons for the Cultural Revolution including the Movement’?
reassertion of his power, elimination of political opposition and the status
of the peasants. Learners create a mind-map to present their findings.
(I) (Basic)
What was the impact of the Cultural Learners produce a spider diagram of the impact of the Cultural Brodkin, A. et al. OCR GCSE Modern World
Revolution on China? Revolution on China and the relative importance of the factors involved History CD pages 34–35
including politics, the economy and the increase in violence and terror.
(G) (Basic) http://gcsehistory.org.uk/modernworld/maos_chi
na/culturalrevolution_impact.htm
Learners produce a news report form the view of the Chinese Communist Overview of the impact of the Cultural

Party and a foreign visitor to describe the impact of the Cultural Revolution Revolution.
on China. (I) (Basic and Challenging)
How was the power struggle after Learners construct a timeline or storyboard of Mao’s life and highlight Brodkin, A. et al. OCR GCSE Modern World
the death of Mao resolved? events that benefited and worsened the lives of Chinese people. History CD pages 38–39
(I) (Basic)
http://gcsehistory.org.uk/modernworld/maos_chi
Using a variety of material and working in groups, learners produce a na/leadership.htm
radio or TV news broadcast script in the form of an obituary for Mao. This Overview of Mao’s leadership.
should use ICT and other visual aids as appropriate.
(I or G) (Basic) http://chineseposters.net/themes/mao-after.php
After Mao
Class discuss in groups the power struggle between the Gang of Four
and Mao’s designated successor Hua Guofeng and eventually Deng www.youtube.com/watch?v=TFKlpWBe6Xs
Xiaoping who took the leadership in 1980. Posters of the time show how History Channel documentary on Chairman
the struggle developed: http://chineseposters.net/themes/mao-after.php Mao.
(W) (G) (Basic)
How far did economic development Learners contribute to a whole class diagram on china in the 1980s. In www.foreignaffairs.com/articles/33618/ross–
in the 1980s also produce social and groups, links are drawn between social, political and economic terrill/china–enters–the–1980s
political change? developments and higher ability learners can explain the links in speeches Related essays to China in the 1980s.
to the class.
(W and I) (Basic and Challenging) http://factsanddetails.com/china.php?itemid=79
Information on the 1978 Reforms and their
impact after Mao.


1: What were the foundations of the apartheid state?
th
Background knowledge of South Africa in the early 20 century.
Context
An insight into segregation in South Africa.
Outline
The reasons for the establishment of apartheid in South Africa.
How far had segregation been Learners increase awareness of the different groups that make the Roberts, M South Africa 1948–1994: The Rise
established by 1940? ‘rainbow people’ of South Africa through books and teacher input. This and Fall of Apartheid pages 6–23
could be presented as a mind map.
(http://en.wikipedia.org/wiki/Mind_map) (W or I) (Basic) Aylett, J.F. South Africa pages 2–7
Learners create group timelines to show examples of segregation in South Cuplin, C South Africa since 1948 pages 3–31
Africa up to 1940. (G) (Basic)
http://geography.about.com/library/blank/blxsout
Learners could examine the UN Declaration of Human Rights and decide hafrica.htm
which terms might be broken in South Africa if segregation took place. Blank map of South Africa.
(I) (Basic)
www.youtube.com/watch?v=GwBOgDwZkAI&fe
Learners label and illustrate a blank map of South Africa and its ature=related
neighbours. Events can be annotated around the map. (I or G) (Basic) Video of the founding of South Africa.
Learners agree as a class on a definition of segregation and decide the www.nationsonline.org/South–Africa–history.htm

extent to which this is true in South Africa by 1940. (W) (Basic) History of South Africa.
What was the impact of government Learners each take a different non-white group in South Africa and in Cuplin, C South Africa since 1948 pages 22–31
policies on the non-white population groups present their findings. (G) (Basic)

by 1940? Aylett, J.F. South Africa pages 6–7

Learners use sources to write a newspaper report about segregation and
government policy towards non-whites in South Africa. Roberts, M South Africa 1948–1994: The Rise
(I) (Basic and Challenging) and Fall of Apartheid pages 18–20
www.history.com/topics/apartheid
Links to segregation before 1948.
How successful was the economic Learners create a timeline of the economic development of South Africa Roberts, M South Africa 1948–1994: The Rise
development of South Africa by by 1945 to include mining, manufacturing and agriculture. (I) (Basic) and Fall of Apartheid pages 12–15
1945?
Learners rate each important development on their timelines out of ten to Cuplin, C South Africa since 1948 pages 37–39
answer a question on how successful development was which can be
teacher assessed. (Formative assessment)
Why did the National Party win the Learners mind-map and categorise the various reasons for the National Roberts, M South Africa 1948–1994: The Rise
election of 1948? Party’s success in 1948. (I) (Basic) and Fall of Apartheid pages Chapter 3 pages
32–43
Learners can prioritise and explain the most important factors for the
National Party’s success in 1948. (I) (Challenging) www.photius.com/countries/south_africa/govern
ment/south_africa_government_national_party.h
tml
History preceding the election of 1948.
www.britannica.com/EBchecked/topic/405219/N
ational-Party-NP
Information on the 1948 elections.

2: How successfully was apartheid established between 1948 and 1966?
Background knowledge of South Africa covering the period 1870 to the formation of the Union.
Context
An insight into the successes and failures of apartheid.
Outline
How successful was white rule in South Africa, 1948–1966?
What were the main features of the Learners write apartheid on an A3 sheet or sugar paper and, in groups, Roberts, M South Africa 1948–1994: The Rise
apartheid system set up by the research and add the features of the apartheid system to the paper for and Fall of Apartheid pages 28–48
National Party after 1948? discussion. (G) (Basic)
Aylett, J.F. South Africa pages 8–19
Learners use the mnemonic ‘Apartheid’ to write sentences describing the
main features of the system. (I) (Basic) Cuplin, C South Africa since 1948 pages 44–63
www.youtube.com/watch?v=OfNNaW1bR_Q
Video documentary on apartheid.
www.bbc.co.uk/worldservice/africa/features/stor
yofafrica/12chapter6.shtml
BBC information on apartheid.
What consequences did apartheid Learners identify the important Acts introduced by the new government in Aylett, J.F. South Africa pages 8–13
have for the people of South Africa? 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 Roberts, M South Africa 1948–1994: The Rise
column should show the impact. (I) (Basic) and Fall of Apartheid pages 28–32
Learners write empathetic accounts of how different people in Africa were Cuplin, C South Africa since 1948 pages 46–51
affected by apartheid and read them to the class. (I) (Challenging)
www.youtube.com/watch?v=QrCJCmNqHUw
Overview video of white rule in South Africa.

How did opposition to apartheid Learners consider factors that would make it difficult to resist apartheid. Roberts, M South Africa 1948–1994: The Rise
develop between 1948 and 1964? This can be in the form of a teacher presentation or statement cards. and Fall of Apartheid pages 33–39
Learners then create short speeches to outline why they would not be
able to stop apartheid. (W and I) (Basic) Cuplin, C South Africa since 1948 pages 64–82
Learners create a whole class timeline 1948–64 and underline resistance Aylett, J.F. South Africa pages 14–19
involving the ANC, circle protests involving women, highlight Black
resistance and put stars next to trade union protest. (W) (Basic) http://africanhistory.about.com/od/apartheid/a/Sh
arpevilleMassacrePt1.htm
Learners can add other forms of resistance to this timeline from individual Good history of the buildup to the Sharpeville
research such as rural protests etc. (I) (Challenging) Massacre.
Learners create a small biography of Nelson Mandela’s role in resistance www.nelsonmandela.org/content/page/biograph

to apartheid. (I) (Basic) y
Entire website devoted to Mandela.
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 4 www.youtube.com/watch?v=t9xtS57534Y
areas of resistance. (G) (Basic) Short documentary about Mandela’s legacy.
Learners find anti-apartheid cartoons and choose one to annotate and www.sahistory.org.za/topic/sharpeville-
analyse the message and purpose for presentation to the rest of the class. massacre-21-march-1960
(I) (Challenging) Excellent links to information on the ANC and
PAC.
www.youtube.com/watch?v=kyWM_TSLxyc
ANC centenary video that looks at Black
resistance to apartheid.
www.rfksafilm.org/html/apartheid_cartoons.php
Anti-apartheid cartoons.
What were the effects of the Learners can use the different groups on the timeline from the last key Aylett, J.F. South Africa pages 20–3
government’s response to opposition question to add the government’s response and present to the class.
by 1966? (I) (Basic) Roberts, M South Africa 1948–1994: The Rise
and Fall of Apartheid pages 35–52
Learners, in groups, research the mass arrests and Treason Trials and
present a mock trial to the rest of the class. (G) (Basic) Cuplin, C South Africa since 1948 pages 74–82
Learners produce individual or group news bulletins describing the impact http://news.bbc.co.uk/onthisday/hi/dates/stories/

and significance of the Sharpeville Massacre. (I or G) (Basic) march/21/newsid_2653000/2653405.stm

Good information and links on the Sharpeville
Learners mind-map the tactics of Umkhonto we Sizwe, the role of Nelson Massacre.
Mandela and the Rivonia Trial using sources from the time and teacher
prepared fact cards. (G) (Basic) www.youtube.com/watch?v=3-atwLcmEno
Short clip of Umkhonto we Sizwe (MK).
Learners create handouts considering the international effects of
apartheid and opposition to the regime. (I) (Challenging) http://law2.umkc.edu/faculty/projects/ftrials/mand
ela/mandelahome.html
Learners write a speech as if they were Nelson Mandela on trial in 1964. Collection of sources on the Rivonia Trial.
They should include all the different aspects of apartheid and resistance to
prove their point. (Formative assessment) www.youtube.com/watch?v=1YQ5ySK_EVQ
Short video of the Rivonia Trial.

3: To what extent did South Africa change between 1966 and 1980?
Background knowledge of apartheid and internal and external opposition.
Context
An insight into the growth in opposition towards apartheid.
Outline
Continuity and change in South Africa towards apartheid.
How significant were the policies of Learners create a colour coded mind-map of the social, political and Roberts, M South Africa 1948–1994: The Rise
the National governments from 1966 economic policies of the National governments and the impact on the and Fall of Apartheid pages 54–77
to 1980? white population and other ethnic/racial groups. Include information on
townships, Welcome Valley resettlement camp etc. (I) (Basic) Aylett, J.F. South Africa pages 24–27
www.sahistory.org.za/topic/general-south-
african-history-timeline-1960s
Good timeline and links to South Africa in the
1960s–80s.
To what extent did black opposition Learners produce a ‘What Next?’ diagram to consider the different Roberts, M South Africa 1948–1994: The Rise
change in this period? directions the ANC could take after the Sharpeville Massacre and Rivonia and Fall of Apartheid pages 82–89
Trial. These could be divided into violent and peaceful methods.
(W) (Basic) Aylett, J.F. South Africa pages 26–31
Learners examine a number of Black South African poems, songs and Cuplin, C South Africa since 1948 pages 79–93
verses to analyse their impact on Black resistance. (I) (Challenging)
www.weeping.info/anti-apartheid.html
Learners can use the above task to create in groups their own poem, song Anti-apartheid literature sources.
or verse. (G) (Basic)
www.youtube.com/watch?v=T3XhzmNxR8w
Learners create a storyboard to show the role, impact and significance of Anti-apartheid music in South Africa – short
Steve Biko. (I) (Basic) video.

Learners write eulogies of Steve Biko’s death as if they were members of www-cs-
his family to voice their reactions. (I) Challenging) students.stanford.edu/~cale/cs201/apartheid.hist
.html
Learners create a living timeline to show the impact of Black resistance History of apartheid and black resistance in
from 1966–80. Include Black Consciousness, the strikes of 1973 and the South Africa.
Soweto Riot. (I) (Basic)
www.sahistory.org.za/people/stephen-bantu-
biko
Information on Steve Biko.
www.youtube.com/watch?v=MoNGCSgWQEQ
The life and death of Steve Biko documentary.
How far did economic factors Learners watch a teacher presentation showing economic life for the Roberts, M South Africa 1948–1994: The Rise
improve lives by 1980? different ethnic/racial groups in South Africa and write down words to add and Fall of Apartheid pages 65–77
to a whole class diagram. (W) (Basic)
http://africanhistory.about.com/od/apartheid/u/Ap
Learners, in groups, take different groups in South Africa and create artheid.-4-D.htm
presentations using sources to illustrate the impact of economic factors on Various links to economic and social reforms in
life in South Africa. These are presented to the rest of the class. South Africa.
(G) (Basic)
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.(W) (Basic and Challenging)
What was the impact of external Learners colour code a blank map of Africa to show which countries were Roberts, M South Africa 1948–1994: The Rise
opposition to apartheid? still under white rule in 1968 and give dates of when some were made and Fall of Apartheid pages 54–64
independent. (I) (Basic)
Cuplin, C South Africa since 1948 pages 94–101
Learners are given information and sources about world opinion and
actions against apartheid. Learners create a table to map out their impact www.worldatlas.com/webimage/countrys/africa/a
each time the South African government took action. (I) (Basic) foutl.htm
Blank map of Africa.
Learners create group presentations to show the impact of armed force,
sanctions and individuals by other countries. (G) (Basic) www.speedysnail.com/textuary/apartheid.html
Information on international opposition to

Learners create a collage to show the different methods used by the apartheid for high ability learners.
International Defence and Aid Fund (IDAF) and the Anti-Apartheid
Movement in ending apartheid in South Africa. (I or G) (Basic) http://africanactivist.msu.edu/organization.php?n
ame=Anti-Apartheid+Movement
Learners prioritise the most reasons why apartheid survived international Good sources and information on the Anti-
opposition. Learners write a paragraph to explain and justify their Apartheid Movement.
opinions. (I) (Challenging)
www.youtube.com/watch?v=ixxPhEQ5H88
Two Anti-Apartheid Movement videos.
Learners revise the work completed at the end of this section and 0470 past question papers can be accessed by
complete a Cambridge IGCSE History question paper on this topic. logging onto Teacher Support at

4: Why did the white minority rule come to an end?
Background knowledge of Nelson Mandela’s fight against apartheid.
Context
An insight into the ways in which opposition ended apartheid.
Outline
The main causes for the collapse of the apartheid system in South Africa.
What were the effects of the policies Learners colour code a blank map of Africa to show rule and Roberts, M South Africa 1948–1994: The Rise
of P.W. Botha? independence by 1980. (I) (Basic) and Fall of Apartheid pages 91–107
Learners create a character study of P.W. Botha. (I) (Basic) Aylett, J.F. South Africa pages 32–33
Learners, in groups, create a diagram to show Botha’s ‘Total Onslaught’ Cuplin, C South Africa since 1948 pages 102–
and ‘Total Strategy’ to solve South Africa’s problems. (G) (Basic) 111
Learners write a report recommending P.W. Botha on what actions he www.biography.com/people/pw-botha-9220773

should take with his ‘Total Strategy’. (I) (Challenging) Biography of P.W. Botha.
Learners create a table to show Botha’s ‘Total Strategy’ for South Africa’s www.nairaland.com/248669/bothas-speech-
neighbours, for Western leaders and for South Africa. (I) (Basic) 1985-must-read
Botha’s 1985 speech.
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 http://africanhistory.about.com/od/biography/a/Bi
effectiveness. (I) (Basic and Challenging) oPWBotha_2.htm
Botha’s ‘Total Onslaught’ and ‘Total Strategy’
Learners, in groups, create a detailed PowerPoint presentation to show information and links.
the impact of Botha’s reforms on white and black communities in South
Africa. (G) (Basic) www.nelsonmandela.org/omalley/index.php/site/
q/03lv02424/04lv02730/05lv02918/06lv02972.ht
m

Information and links on Botha’s ‘Total Strategy’.
www.youtube.com/watch?v=OfNNaW1bR_Q&pl
aynext=1&list=PL9C2D3A45D5D8F95C
Decent BBC documentary on the end of
apartheid.
What was the significance of Learners, in groups, create presentations with speeches and handouts to Cuplin, C South Africa since 1948 pages 112–
individual leaders in the collapse of show the impact and significance of different individual leaders in the 117 and 132
apartheid? collapse of apartheid including Desmond Tutu, ANC leaders, Chief
Buthelezi and President de Klerk. (G) (Basic) Roberts, M South Africa 1948–1994: The Rise
and Fall of Apartheid pages 108–116
Learners take part in a whole class debate to decide which individual was
most responsible for the collapse of apartheid. (W) (Basic) Aylett, J.F. South Africa pages.14–19, 34–43
Learners examine sources from Desmond Tutu to analyse the methods he www.youtube.com/watch?v=dAPDtUAo4uw
used in his sermons, speeches and letters. (I) (Challenging) Four-part documentary on Desmond Tutu and
de Klerk.
Learners create a table to show how different individuals and their
respective organisations opposed Botha’s reforms. Their effectiveness www.biography.com/people/desmond-tutu-
can be rated and explained. (I) (Basic and Challenging) 9512516
Biography of Desmond Tutu.
Learners write an extended answer to the question:Which leader was
most responsible for the ending of apartheid in South Africa? www.sahistory.org.za/topic/documents-
(Formative assessment) speeches-awards-and-articles-relating-
desmond-tutu
Desmond Tutu’s speeches.
www.sahistory.org.za/people/frederik-willem-de-
klerk
Good information and links on President de
Klerk.
Why did violence increased between Learners create a causes and consequences diagram to show why, and Roberts, M South Africa 1948–1994: The Rise
1980 and the early 1990s? with what impact, violence began to increase in South Africa between and Fall of Apartheid pages 101–125
1980–early 1990s. (I or G) (Basic)
Aylett, J.F. South Africa pages 34–41

Learners create individual timelines of the causes and impact of violence

from 1980 to the early 1990s. (I) (Basic) Cuplin, C South Africa since 1948 pages 114–
121
Learners, in groups, write speeches or create posters outlining Botha’s
State of Emergency including its justification and its intended outcomes. http://overcomingapartheid.msu.edu/multimedia.
(G) (Basic) php?id=23
Interviews and information on the violence in
Learners, in groups, use sources to write speeches about the impact of South Africa in the 1980s.
the State of Emergency on the townships. (G) (Basic)
www.sahistory.org.za/topic/state-emergency-
south-africa-1960-and-1980s
Information on the State of Emergency in South
Africa.
www.youtube.com/watch?v=Ej-KqF5CJes
Good footage of the civil unrest in South Africa.
To what extent was there a smooth Learners examine the train of events that led to the collapse of apartheid Roberts, M South Africa 1948–1994: The Rise
transition of power between 1989 in the early 1990s and the importance of the roles of Mandela and De and Fall of Apartheid pages 112–125
and 1994? Klerk in ending minority rule and in transferring power to establish majority
rule. Their findings can be stuck onto a whole class diagram. (W) (Basic) Aylett, J.F. South Africa pages 38–45
Learners in small groups make a collection of material to show the Cuplin, C South Africa since 1948 pages 122–
increasing national condemnation of apartheid. This can be done as a 133
collage or mind-map. (G) (Basic)
www.historywiz.com/end.htm
Learners create a Venn Diagram to show the smooth and violent transition Links to primary sources on the end of
of power to the 1994 Election. (I) (Basic) apartheid.
www.wisegeek.com/how–did–apartheid–end
How did Apartheid End?
www.youtube.com/watch?v=c94GKgSz6hY
Video on Mandela and the end of apartheid.
Learners revise the work completed at the end of this section and 0470 past question papers can be accessed by
complete a Cambridge IGCSE History question paper on this topic. logging onto Teacher Support at

1: How was the Jewish state of Israel established?
Background knowledge of both the Arab claim and the Jewish claim to Israel. Knowledge of historical anti-Semitism and Nazi Holocaust also useful.
Context
An insight into the establishment of the Jewish state of Israel.
Outline
The origins of the Jewish state of Israel after the Second World War.
What was the significance for Learners create a glossary of key terms and phrases for this Depth Study McLeavey, T. The Arab-Israeli Conflict pages 4–
Palestine of the end of the Second including Zionism, PLO, Arab nationalism, superpowers, UN etc. 9, 15–26
World War? (I) (Basic)
www.bbc.co.uk/news/world–middle–east–
Learners look at a map of Palestine and the surrounding countries in 1939 14628835
and illustrate for future use. (I) (Basic) Overview of Israel and useful map.
Learners examine the Zionist and British policies towards Palestine Scott-Baumann, M. Crisis in the Middle-East:
before, during and after the Second World War and create a Venn Israel and the Arab States 1945–2007 pages
diagram to show similarities and differences. (I) (Basic) 16–19
Learners debate the effects of other issues that contributed to the ending www.guardian.co.uk/flash/0,,720353,00.html
of the British mandate including the ending of the Second World War, Brief flash player video of conflict between Israel
terrorism, Jewish immigration, US involvement and nationalism. Learners and Palestine.
can then create a mind-map to explain and illustrate the different reasons
for the ending of the British mandate.(W) (Basic)
What were the causes of conflict Learners examine and discuss the causes of conflict between Jews and McLeavey, T. The Arab-Israeli Conflict pages 8–
between Jews and Arabs in Arabs in Palestine, including differences in cultures, races, languages and 9, 28
Palestine? nationalism. (W) (Basic)

Scott-Baumann, M. Crisis in the Middle-East:

Learners compare the Arab and Jewish claims to Palestine and produce Israel and the Arab States 1945–2007 pages 3–
two spider diagrams to show the different arguments. Learners then take 14
part in a whole class debate to decide who, in their opinion, had the best
claim. (I and W) (Basic) www.historylearningsite.co.uk/palestine_1918_t
o_1948.htm
Learners create individual speeches from an Arab and Jewish perspective Palestine 1918–1948
OR hot seat the teacher and ask questions about their claim to Palestine.
(I or W) (Challenging)
Why did the Arabs reject United Learners use the blank map of Palestine and add the suggested partition McLeavey, T. The Arab-Israeli Conflict page 19
Nations Organization (UNO) plans to plan from the UNO. (I) (Basic)
partition Palestine? Scott-Baumann, M. Crisis in the Middle-East:
Learners, in small groups, prioritise statement cards with different reasons Israel and the Arab States 1945–2007 pages
for the rejection of the partition – these can be divided into political, 20–23
cultural, religious, economic and social factors. (G) (Basic)
www..historylearningsite.co.uk/israel_and_the_1
Learners discuss in groups the UNO plan for partition and then consider 948_war.htm
the question ‘Why did Palestinian Arabs reject the UN Partition Plan?’ A Overview of causes of 1948 War.
written answer to this question should be produced.
(Formative assessment) http://avalon.law.yale.edu/20th_century/res181.a
sp UN Resolution to partition Palestine.
Why was Israel able to win the war Learners examine the reasons why Israel was able to win the war of McLeavey, T. The Arab-Israeli Conflict page 20
of 1948–1949? 1948–1949 and present their findings under the headings of ‘Israeli
strengths’ and ‘Arab weaknesses’. This can be drawn up on to an Scott-Baumann, M. Crisis in the Middle-East:
individual or a whole class table to compare. (I or W) (Basic) Israel and the Arab States 1945–2007 pages
23–29
Learners produce a group timeline of the three phases of the fighting in
the 1948–1949 conflict. (G) (Basic) www..jewishvirtuallibrary.org/jsource/History/194
8_War.html
Learners prioritise the different reasons and justify their opinions in a short Overview of 1948 War with maps and sources.
five-minute speech to the rest of the class. (I) (Challenging)
www.youtube.com/watch?v=5OhdZcz44U8
Three-part clip that covers the formation of Israel
and the 1948–1949 War.


2: How was Israel able to survive despite the hostility of its Arab neighbours?
Background knowledge of the Middle East since 1945.
Context
An insight into the ways in which Israel has successfully existed alongside her Arab neighbours despite hostility from neighbouring countries.
Outline
The causes and consequences of war between Israel and her Arab neighbours.
Why was Israel able to win the wars In small groups learners debate the reaction of the Arab states to their defeat McLeavey, T. The Arab-Israeli Conflict page
of 1956, 1967 and 1973? in 1948–49 and the increasing involvement of Egypt and Syria in Arab-Israeli 20
affairs. (W) (Basic)
Learners, on pieces of card write the individual reasons for the causes of the McLeavey, T. The Arab-Israeli Conflict page
Suez War of 1956. After discussion these should be ordered from ‘most 27
important to least important’ with reasons being given for the choices made.
(I or G) (Basic and Challenging) Scott-Baumann, M. Crisis in the Middle-East:
Israel and the Arab States 1945–2007 pages
Learners create a living timeline of the four Arab-Israeli conflicts to show how 35–59
different events favoured Israel or the Arab states. Colour coding can also
show international and superpower involvement. www..youtube.com/watch?v=CyYm4hnzx1c
(I) (Basic) 1956 war clip.
Learners produce a short fact file or character study of Colonel Nasser and www.historylearningsite.co.uk/causes_suez–
President Sadat to explain their impact and significance. crisis–1956
(I) (Basic) Overview.
Learners, in groups, create 10-minute news reports to the rest of the class McLeavey, T. The Arab-Israeli Conflict pages
on each of the conflicts highlighting the main causes and reasons for Israeli 29–36
victory. (G) (Basic and Challenging)
www..youtube.com/watch?v=E63AKJpa1Tk
Learners write an extended answer to the question: ‘Why was Israel Six-part video on 1967 Six Day War.

victorious in its conflicts with the Arab states?’

(Formative assessment) www..youtube.com/watch?v=fzw2ff7b6zU&fe
ature=fvwrel
Four-part documentary on 1973 War.
How significant was superpower Learners produce a mind map showing the significance of the involvement of McLeavey, T. The Arab-Israeli Conflict pages
involvement in Arab-Israeli conflicts? the USA and USSR in the four Arab-Israeli conflicts between 1956 and 1973. 20–36
(I) (Basic)
Scott-Baumann, M. Crisis in the Middle-East:
Learners hold a debate about how far superpower involvement in the Middle- Israel and the Arab States 1945–2007 pages
East shaped the outcomes of war. 35–59
www..mitpressjournals.org/doi/abs/10.1162/1
Learners hot seat the teacher and ask questions about why the USA and 52039706775212058?journalCode=jcws
USSR involved themselves in the Arab-Israeli conflicts. Pdf document from journal on Superpower
(W) (Basic) involvement.
www.cvce.eu/viewer/-/content/69e84f99-
878d-4e42-9686-1ff0547095ec/185c0da7-
e22e-4ec1-a77d-270e2d22c313/en
Good Camp David Agreement cartoon for
analysis.
How important was oil in changing Learners produce a table to show the attempts at peacemaking between McLeavey, T. The Arab-Israeli Conflict pages
the nature of the Arab-Israeli 1974 and 1993. The first column to identify the attempt, the second those 43–46, 52–32
conflict? involved and venue and the third the intended outcomes. ICT could be used.
(I or G) (Basic) Scott-Baumann, M. Crisis in the Middle-East:
Learners as a class use notes to stick on to a whole class diagram different 57–59
reasons for Israel’s neighbours accepting her existence ready for discussion.
(W) (Basic) www.cvce.eu/viewer/-/content/69e84f99-
878d-4e42-9686-1ff0547095ec/185c0da7-
Learners examine the significance of President Sadat, President Carter and e22e-4ec1-a77d-270e2d22c313/en
Prime Minister Begin at the Camp David Agreement. The class is split into Camp David Agreement cartoon.
three groups, each one representing the three different countries and holds a
Camp David debate to discuss the demands and compromises both the www.meforum.org/1317/oil-and-the-arab-
Israelis and the Egyptians had to make. israeli-conflict-1948-63
(G) (Basic and Challenging) Oil and the Arab-Israeli conflict, 1948–1963.

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. (G) (Basic)
By the 1990s, how far had problems Learners consider the extent to which problems in the Middle East have McLeavey, T. The Arab-Israeli Conflict pages
which existed between Israel and her been solved. Learners consider the successes and failures and present their 54–62
neighbours been resolved? findings in a table. (I) (Basic)
Learners revise the work completed at the end of this section and complete a 0470 past/specimen question papers can be
Cambridge IGCSE History question paper on this topic. accessed by logging onto Teacher Support at

3: What was the impact of the Palestinian refugee issue?
Background knowledge of Israeli-Palestinian conflict.
Context
An insight into the growth of support for the Palestinian cause.
Outline
The reasons for the emergence of the Palestine Liberation Organization (PLO) and Palestinian-Arab state relations.
Why were so many Palestinians Learners create a timeline of 1948–1969 and add events to show the McAleavy, T. The Arab-Israeli Conflict
refugees? number of refugees from Palestine and the reasons for this. (I) (Basic) pages 21–26
Learners draw a mind-map for the reasons/causes for Palestinian Scott-Baumann, M. Crisis in the Middle-East:
refugees. Israel and the Arab States 1945–2007 pages
(I) (Basic) 76–80
Learners create a fact file or presentation about the PLO and Yasser www.infoplease.com/encyclopedia/history/palest
Arafat. (G) (Basic) ine-liberation-organization.html
Detailed information on the PLO.
www.youtube.com/watch?v=aGC_hHii1jo
Documentary on Yasser Arafat and the PLO.
How effective has the PLO been in Learners create a detailed storyboard to map out the activities and impact McAleavy, T. Twentieth Century History:
promoting the Palestinian cause? of the PLO. (I) (Basic) International Relations since 1919 page 142
Learners create a table of violent and non-violent methods used by the McAleavy, T. The Arab-Israeli Conflict
PLO and explain the impact of these methods. (I) (Basic) pages 7–42
Learners may wish to hold a discussion – ‘Were members of the PLO Scott-Baumann, M. Crisis in the Middle-East:
terrorists or freedom fighters?’ Speeches can be written for this. Israel and the Arab States 1945–2007
(W) (Basic) pages 79–89

Learners make handouts using related sources about the use of terrorism http://news.bbc.co.uk/1/hi/events/israel_at_50/hi
by the PLO including the 1968 hijacking and Black September. story/78655.stm
(I) Challenging) Overview of PLO.
www..meforum.org/1237/the–plo–and–israel
Links to various articles on PLO and Israel.
Why did Arab states not always Learners investigate the nature of Arab states’ perception of Palestinian McAleavy, T. The Arab-Israeli Conflict page 42
support the Palestinian cause? tactics towards Israel and consider the reasons why they have not always
supported them. Learners can contribute to a whole class discussion. Scott-Baumann, M. Crisis in the Middle-East:
(W) (Basic) Israel and the Arab States 1945–2007 pages
76–80
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.
(G) (Basic)
How did international perceptions of Learners consider the viewpoints of international governments towards
the Palestinian cause change over the Palestinian cause and maps the changes in attitude to the Palestinian
time? cause by governments both in the Middle East and internationally.
Learners create a timeline of these changes to summarise them.
(I) (Basic)

4: Why has it proved impossible to resolve the Arab-Israeli issue?
Background knowledge of Arab-Israeli conflict.
Context
An insight into the effects of continuing conflict on the lives of Israelis and Palestinians.
Outline
The reasons for continued Arab-Israeli hostility.
Why has the United Nations been Learners consider the main problems facing a lasting peace between Scott-Baumann, M. Crisis in the Middle-East:
unable to secure a lasting peace? Israel and Palestine and highlight the ones which are the most difficult to Israel and the Arab States 1945–2007
solve ready for class discussion. (W) (Basic) pages 91–94
Learners create a timeline of the key UN attempts to secure peace in the http://tari.org/index.php?option=com_content&vi
region and rate their impact/success. (I) (Basic) ew=article&id=14&Itemid=15
Information on UN involvement.
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 www.guardian.co.uk/world/2003/oct/22/israel2
speakers to justify their position. (I and W) (Challenging) Overview of key UN Resolutions.
How far have international diplomatic Learners create a chart to show successes and failures of international Scott-Baumann, M. Crisis in the Middle-East:
negotiations improved Israel’s diplomatic negotiations. Each success/failure is explained. (I) (Basic) Israel and the Arab States 1945–2007 pages
relations with Arab states and the 92–101
Palestinians? Learners create a Venn diagram showing the relationship between Israel
and Palestine due to international diplomatic negotiations. (I or G) (Basic) McAleavy, T. The Arab-Israeli Conflict pages
54–63
How have divisions within Israel Learners investigate how united the Jewish people of Israel are, the McAleavy, T. The Arab-Israeli Conflict pages
affected the peace process? results to be presented in a chart under headings including the impact of 47–51
Labour, the struggle between Labour and Likud, the impact of religion and
settlements on the West Bank and elections. (I or G) (Basic) Scott-Baumann, M. Crisis in the Middle-East:
96–101

How have rivalries among Learners are divided into groups and asked to research the following Scott-Baumann, M. Crisis in the Middle-East:
Palestinians affected progress causes for rivalry in Palestine: the growth of Hamas; Intifada; the impact of Israel and the Arab States 1945–2007 pages
towards a settlement? the Hezbollah and the fighting in Gaza. Groups then research and present 96–109
a PowerPoint on each factor to the class who take notes. (G) (Basic)
www.britannica.com/EBchecked/topic/253202/H
Learners create a web diagram showing the links between the different amas
factors and prioritise the importance of each. High ability learners then Detailed information, media and links on Hamas.
prepare five minute speeches to justify their choices.
(I) (Basic and Challenging) www.bbc.co.uk/newsround/20436092
Summary over the conflict in Gaza.
www.bbc.co.uk/news/special_reports/middle_ea
st_crisis/
Good links to related information.
www.youtube.com/watch?v=ohSO_MGNw1Q
Gaza documentary.
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V3 3Y11 Cambridge IGCSE History (0470) – from 2015 2

V3 3Y11 Cambridge IGCSE History (0470) – from 2015 2

Recommended prior knowledge

The content within this scheme of work is:

V3 3Y11 Cambridge IGCSE History (0470) – from 2015 3

V3 3Y11 Cambridge IGCSE History (0470) – from 2015 4

V3 3Y11 Cambridge IGCSE History (0470) – from 2015 5

V3 3Y11 Cambridge IGCSE History (0470) – from 2015 6

Focus points Suggested teaching activities Learning resources

V3 3Y11 Cambridge IGCSE History (0470) – from 2015 7

Examine a number of historical sources that deal with the Revolutions.

V3 3Y11 Cambridge IGCSE History (0470) – from 2015 8

Focus points Suggested teaching activities Learning resources

Learners, in groups, produce a summary diagram which radiates out from

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(I) (Challenging) www.reformation.org/garibaldi.html Good

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Focus points Suggested teaching activities Learning resources

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Focus points Suggested teaching activities Learning resources

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0470 past/specimen question papers can be

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Focus points Suggested teaching activities Learning resources

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Focus points Suggested teaching activities Learning resources

Walsh, B. OCR GCSE Modern World History,

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Learners consider the Anglo-German arms race and the Franco-German

Learners to consider the Anglo-German arms race. Write paragraphs on

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Option B: The 20th century: International Relations since 1919

Recommended prior knowledge

Focus points Suggested teaching activities Learning resources

Walsh, B. GCSE Modern World History (Third

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Learners take part in a debate as a class or in groups to discuss the

Learners study and annotate a German political cartoon such as www.historylearningsite.co.uk/hyperinflation_w

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Option B: The 20th century: International Relations since 1919

Focus points Suggested teaching activities Learning resources

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A collection of political cartoons which might

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Wall Street Crash and Great Depression

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Option B: The 20th century: International Relations since 1919

Recommended prior knowledge

Focus points Suggested teaching activities Learning resources

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the 1930s? (ii) the aggressors

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