An Introduction to the Planning Framework for ...ccea.org.uk/sites/default/files/docs/qualifications/the_revi… · Web viewThe new age of conflict, the ‘war on terror’ and

CCEA Planning Framework for GCSE History

An Introduction to the Planning Framework for International Relations, 1945–2003

This planning framework is offered as a starting point for teachers who want to teach International Relations, 1945–2003 in a rigorous, yet engaging way. The framework provides examples of how the content of this unit may be approached, alongside some suggested learning and teaching activities. It is hoped that the information and ideas contained in this planning framework will help teachers to design their own scheme of work for this unit which is tailored to meet the timetabling needs of your school, reflects the staffing requirements of your department and, most importantly, meets the needs of your students. As part of the planning process, teachers may wish to consider whether a few ‘lead in’ lessons may be necessary to provide some background context depending on the department’s Key Stage 3 History programme. Finally, as this document has been designed as a planning tool, it does not replace the specification or specimen assessment materials. In addition, it is neither prescriptive nor exhaustive.

Unit Overview

International Relations, 1945–2003, is an outline study which provides the opportunity for students to learn about the significant events and developments associated with the Cold War and the new ‘war on terror’. In the teaching of this unit, a key focus of enquiry should be on exploring how and why conflict occurred, attempts at resolving tensions and how international relations have been affected.

Assessment Overview

The assessment of this unit enables students to demonstrate their knowledge and understanding, create structured analytical accounts of key events, use contemporary source material and analyse and evaluate later interpretations.

The Assessment Objectives below set out the skills students should have the opportunity to develop through their study of this unit and which will be assessed in the examination paper. Students should be able to:

demonstrate knowledge and understanding of the key features and characteristics of the period studied (AO1);

explain and analyse historical events and periods studied using second-order historical concepts including continuity, change, cause, consequence, significance, similarity and difference (AO2);

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analyse, evaluate and use sources (contemporary to the period) to make substantiated judgements, in the context of historical events studied (AO3); and

analyse, evaluate and make substantiated judgements about interpretations (including how and why interpretations may differ) in the context of historical events studied (AO4).

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GCSE History and the Northern Ireland Curriculum at Key Stage 4

The CCEA GCSE History specification aims to build on students’ learning experiences, historical skills and understanding from Key Stage 3. In addition, through the teaching of CCEA GCSE History, opportunities exist to develop the statutory skills requirements of the Northern Ireland Curriculum at Key Stage 4. These are:

Key Stage 4 Statutory Skills Requirements

Cross-Curricular Skills Signposting in Planning Framework Communication COMM Using Mathematics UM Using ICT UICT

Thinking Skills and Personal Capabilities Signposting in Planning Framework Problem Solving PS Working with Others WO Self-Management SM

The suggested teaching and learning activities included in this planning framework provide examples as to how, through the context of history, these statutory skills can be promoted.

Suggested Learning and Teaching Activities

Many, though not all, of the active learning and teaching methodologies suggested in this Planning Framework draw upon those described in the CCEA publication ‘Active Learning and Teaching Methods for Key Stage Three’. This document can be accessed at http://ccea.org.uk/sites/default/files/docs/curriculum/area_of_learning/ks3_active_learning_teaching_methods.pdf

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Getting Started – The Basics

Teachers may wish to provide students with some of the key words/terms/issues/people relevant to this unit. In Appendix 1, some ‘starter’ words have been provided. In addition, as an introduction to this unit, it may also be helpful to provide students with a timeline of the ‘big picture’. A timeline for International Relations, 1945–2003 can be found in Appendix 2. To assist with the resourcing of this new unit, we have included some possible resources which may be of use to teachers and students. Appendix 3 contains a resource list for this unit.

While this outline study can be taught chronologically, it is not advisable to teach every event in detail as this would be too content heavy and not in the spirit of this outline study. A recommended approach is to teach the unit in themes or chunks of time, with students moving backwards and forwards between ‘small stories’ to the ‘big picture’ as they work their way through this unit. Such an approach allows students to ‘connect up’ the narrative of international relations across the years 1945–2003 while also being able to position key events and personalities in the unfolding narrative.

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Thinking points in the unfolding narrative of International Relations, 1945–2003 What were the main causes and consequences of the changes in

international relations in the period 1945–2003? What were the high and the low points in international relations in this

period? What led to changes in international relations in the period 1945–

2003? Why was Berlin the focus of tension between the superpowers in the

period 1945–1961? Which events and individuals stand out as having had a significant role

in affecting international relations in the years 1945–2003? What was the real source of tension in international relations in the

period 1945–2003? Was it ideological differences? Was it a search for security?

What were the key turning points during the period 1945–2003? How and why did the Cold War end? Was the collapse of communism likely by 1991? Was a new threat to international relations likely after 1991? What was different about the new threats to international relations

1991–2003?

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Planning Framework for GCSE History Unit 2 Outline Study: International Relations, 1945–2003

Unit Content Elaboration of Content

Suggestions for Teaching and Learning Activities Supporting Cross-Curricular Skills, Thinking Skills and Personal Capabilities

Course overview and introduction

Introduction and planning for the unit of study

Exemplification of content:

Provide students with an overview of the main content and themes of this outline study.

Suggestions for teaching and learning:

Provide students with an overview of the unit (Co-operation ends and the Cold War begins; Emerging superpower rivalry and its consequences, 1945–49; Flashpoints in Europe and the impact on international relations; Flashpoints outside Europe and the impact on international relations; The end of the Cold War, 1985–91; New tensions emerge, 1991–2003). Students could plot the key dates and events of this study on a timeline for the period 1945–2003

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As part of a map exercise, students could mark the key dates and areas of conflict in this unit on a blank map or template of the world. They should mark the continents on this map also

Students should note the key themes they will examine throughout the study of this unit: cause and consequence; change in relations; significance of events and individuals as factors influencing

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change; continuity and change; actions and reactions of the countries and impact of events for international relations. Students could refer back to their notes, timeline and map during the course of their study

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Co-operation ends and the Cold War begins

Breakdown of the wartime alliance between the USA and USSR in 1945: Yalta Potsdam Hiroshima, Nagasaki

and the start of the Cold War

The ideological differences between the USA and the USSR: the ‘superpowers’


At the end of this section, students should be able to analyse and explain some of the major causes of the Cold War. They should have an understanding of the key events leading to the escalation of hostilities between the USA and USSR at the end of the Second World War, including ideological differences, key people and developments.Suggestions for teaching and learning:

In small groups, students could complete a Constructing Walls activity to prioritise the main reasons why a Cold War began in 1945, (e.g. ideological differences between the USA and USSR, the dropping of the atomic bombs, Communist security fears after 1945, Eastern versus Western Blocs)

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Create a Mind Map to summarise the key changes that took place in the relations between the USA and the USSR at Yalta and Potsdam (e.g. WWII had ended, the Soviet Union moves into Eastern Europe and Germany, new US President and British PM)

Each student creates a factfile for the ‘Big Three’ at Yalta. Using this knowledge, students should vote on the likelihood of reaching agreement between the

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‘Big Three’ at Yalta using a line of continuum. Students position themselves along the line at one of three points: agreement was a) very likely, b) quite likely, c) not likely. Each student should give reasons to justify their positioning along the line

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Co-operation ends and the Cold War begins (cont.)

Students examine contemporary sources and later interpretations to find evidence for/against the claim that ‘The agreements at Yalta and Potsdam showed that the USSR and the USA could get along well with one another in 1945’

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Emerging superpower rivalry and its consequences, 1945–49

The Soviet takeover of Eastern Europe: actions of the USSR

in Eastern Europe, 1945–49

the response of the USA and its allies


At the end of this section, students should be able to understand and explain the key actions of the USSR in Eastern Europe between 1945 and 1949. They should be able to explain the motivation for these actions, as well as the motivation and response of the USA and its allies. Students should also know how and why international relations changed in the period 1945–49.

Suggestions for teaching and learning: Complete a Diamond Ranking exercise to summarise

and prioritise the key reasons for the spread of Communism in Europe between 1945 and 1949 (e.g. USSR suspicions of the USA, desire to be the greatest ‘superpower’, differences over Germany, the USSR wanted to spread its sphere of influence, how and where the USSR extended its influence in Europe by 1949)

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Using the map produced in the introductory lessons, students mark how Soviet control of Eastern Europe grew at this time

Analyse and evaluate the motivation and attitudes of Stalin and Truman towards Eastern Europe after 1945. Students use the evidence gathered to analyse how and why the USSR and the USA

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disagreed on this issue and record evidence in a Mind Map. Students could write imaginary ‘thought bubbles’ for each leader

Emerging superpower rivalry and its consequences, 1945–49 (cont.)

Individually, students could produce a propaganda press release from the perspective of the USSR, to justify their actions in Eastern Europe at this time. An appropriate ICT format e.g. MS Word/Publisher could be used

Conduct a class survey (e.g. Dartboard Evaluation) to gauge opinions on who students think was most responsible for the escalation of conflict at this time and why. Students must base their decisions on contemporary and later evidence. Ask students to categorise their responses under one of the following headings: USA to blame, USSR to blame, blame was equally shared. In groups, students gather and analyse evidence from sources and text to conduct a class debate on the motion: ‘The USSR was completely to blame for the outbreak of the Cold War 1945–49’

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The emergence of the Cold War and the impact on relations, 1946–47: Iron Curtain speech Truman Doctrine

and Marshall Plan

Exemplification of content

At the end of this section, students should be able to explain the impact of Churchill’s ‘Iron Curtain’ speech on international relations 1946–47. They should understand and be able to explain how and why the Truman Doctrine and Marshall Plan were viewed differently by the USA and the USSR, and the impact of this on international relations at the time.


In groups, students analyse a range of contemporary material on Marshall Aid, the Truman Doctrine and the American policy of ‘Containment’ to understand how and why contemporary opinion differed. Summarise and cluster findings on a Graffiti Wall or by creating a Post-It Collection

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In groups, create an American propaganda poster summarising the Truman Doctrine or write imaginary ‘speech bubbles’ for Truman and Stalin, explaining their perspectives on these events

In small groups, make a short radio bulletin (using e.g. Audacity/iMovie). The year is 1947 and purpose of the bulletin is to provide an overview of the escalation of tensions between the USA and the

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USSR from 1945


As a follow up activity, students use the information they have gathered to write a response to the following interpretation on the origins of the Cold War: ‘The Truman Doctrine and Marshall Aid marked a significant negative turning point in the emergence of the Cold War’. Students could be provided with a writing frame to help structure their response

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Flashpoints in Europe and the impact on international relations

The actions of the USSR in Eastern Europe and the impact on international relations: the Berlin Blockade

and Airlift, 1948–49: causes, events, and the consequences and impact on relations


At the end of this section, students should be able to explain the major causes, events and consequences of the Berlin Blockade and Airlift, 1948–49. They should understand and be able to explain the impact of these events on international relations in the Cold War era.


Create a timeline of events in Berlin 1948–49 Conduct a Clustering or card sorting activity to help

students categorise and then explain: a) the motivations of the USSR in Berlin 1948–49, b) the key actions of the USSR and the USA in Berlin and c) the consequences of these events for international relations. Students summarise their findings in a table and use their notes to write a response to the question: What was the impact of the Berlin Blockade on the development of the Cold War? or How did the USA and the USSR respond to events in Berlin, 1948–49? Students could examine contemporary material related to this topic. Summarise the key differences between the perspectives of the USA and the USSR on the Berlin Blockade and Airlift (how and why their views differed)

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The actions of the USSR in Eastern Europe and the impact on international relations: Hungary, 1956:

causes of the uprising, crushing of dissent by the USSR, the response of the West and the consequences, and impact on relations


At the end of this section, students should be able to explain the major causes, events and consequences of the Hungarian Revolution, 1956. They should understand and be able to explain the impact of this event on international relations in the Cold War era.


Stalin has just died in 1953. Students write an obituary for him, describing his legacy in Europe

In groups, students complete a Mind Map on Hungary, 1956 to summarise one of the following: a) causes of the uprising, b) key events, including the actions of the USSR and response of others; c) consequences, including the response of the West to events; and d) the impact on international relations of the 1956 Hungarian Revolution. In groups, students present their summary on one of the key themes. Collate group mind maps into a whole class mind map incorporating all of the key themes

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Students analyse contemporary sources and later interpretations to explain the reasons why the USSR, under Khrushchev, sent troops to Hungary in 1956. Students summarise Khrushchev’s motivation

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and actions under five main headings: the actions of the Hungarian governments before 1956; the actions of Imre Nagy; the beliefs and actions of anti-communists in Hungary; the actions of the USA in Europe 1945–55; Soviet fears in Europe; and the Warsaw Pact

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Flashpoints in Europe and the impact on international relations (cont.)

The actions of the USSR in Eastern Europe and the impact on international relations: Berlin 1959–61:

reasons for growing tension over Berlin, the response of the West, the building of the Berlin Wall, and the consequences and impact on relations


At the end of this section, students should be able to explain the major causes and consequences of events in Berlin, 1959–61. They should understand and be able to explain the impact of these events on international relations in the Cold War era.


Class thought shower on Khrushchev’s motives for building the Berlin Wall. Collate ideas under two main themes: he wanted to stop East Germans from leaving East Germany; he wanted to stop capitalists interfering in the affairs of East Germany

In groups, students use a card sorting exercise to identify evidence for each theme and place this correctly into a sorting grid. Evidence cards could include some of the following: West Germany joined NATO in 1955 and began to rearm, 1948–61, 2.8 million people fled from East to West Germany, Khrushchev wanted to strengthen his hold on West Germany and he did not like American forces there, June 1961 Khrushchev told Kennedy to pull US troops out of Berlin or risk war

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Students conduct an internet research task on events in Berlin 1959–61. Use the information

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gathered to write a newspaper article, from either the perspective of the USA or the USSR, describing a) the background to growing tensions in Berlin leading to the building of the Berlin Wall, b) the construction of the Berlin Wall and reaction of the USA/USSR to this, and c) the long-term impact of the Berlin Wall on international relations. Students should include contemporary sources and photographs in their article. MS Publisher could be used to produce the article. Alternatively, in pairs, students could create a pamphlet to be pinned on the Berlin Wall in 1961. The pamphlet should explain the purpose of the wall from either a) the East German perspective or b) the West German perspective. The pamphlet should explain why the wall was built and make a prediction as to what will be the likely result of it, from the particular perspective chosen

Conduct a class debate on the motion: ‘The USSR was justified in building the Berlin Wall’

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The actions of the USSR in Eastern Europe and the impact on international relations: Czechoslovakia,

1968: the causes of the Prague Spring, the Soviet response, the response of the West and the consequences and impact on relations


At the end of this section, students should be able to explain the major causes and consequences of events in Czechoslovakia, 1968. They should understand and be able to explain the impact of this event on international relations in the Cold War era.


Create a Flow Diagram to explain the key causes, events and consequences of events in Czechoslovakia in 1968

Use a Graffiti Board or Post-It Collection activity to pool students’ ideas on the question, What similarities and differences were there between events in Hungary in 1956 and Czechoslovakia in 1968? Students record their ideas under possible headings, e.g. reasons, events and results

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Students examine later interpretations of the Prague Spring and the Brezhnev Doctrine. Ask students to explain how and why these interpretations differ

In groups, students use a Fact or Opinion card exercise to establish the key events and chronology of this period. Cards could relate to factual details about the USSR’s actions in Berlin, Hungary and Czechoslovakia between 1948 and 68 and

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contemporary perspectives and later interpretations of the events. Students must link the events and interpretations to the correct country


Students consider which USSR leader from this period was most significant for international relations and why (Stalin, Khrushchev or Brezhnev). Students write a short paragraph justifying their choice and include contemporary source material and the views of historians as part of their evidence. Students note the leadership span of each Soviet leader on the timeline they produced as an introduction to this unit and also note this on relevant areas of the map they produced

As a conclusion to this study (Flashpoints in Europe and the impact on international relations), students draw together their knowledge to consider the following question: How did the USSR respond to challenges to its power in Eastern Europe in the 1950s and 60s?

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Flashpoints outside Europe and the impact on international relations

The actions of the USA and USSR outside Europe and the impact on international relations: Korean War, 1950–

53: the reasons for USA involvement in the Korean War, the role of China and the USSR, the key events and consequences of the war and its impact on relations


At the end of this section, students should be able to explain the major causes, events and consequences of the Korean War, 1950–53. They should understand and be able to explain the impact of this event on international relations in the Cold War era.


Use map work to locate Korea and its closest neighbouring countries. Students could refer to the maps created in the introductory lessons to this unit - label the relevant countries and continent

Complete a diagram entitled, “The Steps to Korea”, using a five-footprint template. Students explain five of the key themes related to the causes of the Korean War, e.g. China becomes communist in 1949 and the implications of this for East/West relations; the USSR leaves the United Nations (UN) and the implications for East/West relations; Communist North Korea invades anti-communist South Korea in 1950 and the implications of this; the USA’s policy of containment in Asia and its implications for international relations; and the UN takes sides with the USA in Korea and the implication of this for East/West relations

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Create a storyboard, using map work and text, to describe significant events and stages of the Korean War: June–September 1950; September-October 1950; November 1950-January 1951; the UN counter-attack 1951

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Flashpoints outside Europe and the impact on international relations (cont.)

In groups, students create a Consequence Wheel to illustrate the consequences of the Korean War (‘the century’s nastiest little war’) for relations between the USA and the USSR: – ‘Containment’ – had it been it a complete success– China – how both the USA and USSR now feared

its might– the UN – USSR’s wariness of the UN post-Korea– NATO – becomes a military alliance, and the

implications of this for international relations– nuclear weapons – the growing threat posed by

these increased determination by USA to be tough on communism; treaties with Japan, the Philippines, Australia and New Zealand

– implications for the ‘domino theory’

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Provide the class with a Soviet interpretation of the outcome of the Korean War e.g. ‘Communism was the winner in the Korean War’. Students debate this interpretation in groups/whole class

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The actions of the USA and USSR outside Europe and the impact on international relations: the conflict in

Vietnam, 1950–73: the reasons for USA involvement, 1950–64, the actions of the USA, 1965–73, the role of China and the USSR, and the key events and consequences of the war and its impact on relations


At the end of this section, students should be able to explain the major causes, events and consequences of the Vietnam War. They should understand and be able to explain the impact of this event on international relations in the Cold War era.


Use map work to locate Vietnam and its closest neighbouring countries. Students could refer to the maps created in the introductory lessons to this unit - label their own maps and identify which continent Vietnam is part of

Create a timeline for events in Vietnam up to 1954. Students annotate their timelines to show how and why Vietnam became divided into communist north and non-communist south (colour coding could be used)

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Create a Mind Map to explain why the USA became increasingly involved in Vietnam from 1954: containment; domino theory; American internal politics; and ‘talking tough’ on communism

Students use contemporary source material and later interpretations to explain how and why the Tonkin Resolution was a turning point for US

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involvement in the Vietnam War Students analyse contemporary and later views of

the Vietnam War and explain how and why these differ

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Create a Mind Map to summarise some of the key consequences of the Vietnam War for US foreign policy e.g. moves towards détente in the 1970s; US exploiting Sino-Soviet relations; US improved links with China; the USSR’s reaction to this

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The actions of the USA and USSR outside Europe and the impact on international relations: Cuban Missile Crisis,

1959–62: the causes of the Cuban Missile Crisis, the actions of the USA and USSR, the key events and consequences of the crisis and its impact on relations


At the end of this section, students should be able to explain the major causes, events and consequences of the 1962 Cuban Missile Crisis. They should understand and be able to explain the impact of this event on international relations in the Cold War era.


Use map work to locate Cuba and its closest neighbouring countries. Students could refer to the maps created in the introductory lessons to this unit - label the relevant countries and continent

Complete a Consider All Factors template to compare the roles of Castro, Khrushchev and Kennedy in the run-up to the Cuban Missile Crisis in 1962. Students consider factors such as each leader’s motivation, actions and suspicions/fears about their opponents. Students respond to the following question: ‘The Cuban Missile Crisis was all the USSR’s making’. How far would you agree with this interpretation?

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Students, in groups, devise a US National Security Council Risk Assessment Report for President

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Kennedy in October 1962, based on his military options in the face of the Cuba crisis. Grade, from 1–5, how risky each option is (e.g. an invasion of Cuba, a naval blockade, air attacks on missile bases in Cuba, a nuclear attack, or, ignoring the USSR’s actions). Students note down the reasons for their scores for each factor. Use these figures to complete a Risk Assessment Report, explaining clearly their judgements


Examine contemporary source material to explain why so many people were worried that the world would end in October 1962. Students use the points they gather from the sources to create an imaginary Facebook or Twitter feed, showing the different perspectives

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Provide students with the interpretation: ‘The USA was the victorious power in Cuban Missile Crisis in 1962’. Divide the class into two groups - either for or against the interpretation. Each group builds a case and presents their argument to the class. Take a class vote on which group provided the more convincing case

Complete a Consequence Wheel to explain the key consequences of the Cuban Missile Crisis for

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international relations

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The actions of the USA and USSR outside Europe and the impact on international relations: Soviet war in

Afghanistan, 1979–89: the reasons for USSR involvement, the actions of the USSR, the short-term consequences of the war and its impact on relations


At the end of this section, students should be able to explain the major causes, events and consequences of the Soviet war in Afghanistan 1979–89. They should be able to understand and explain the impact of this event on international relations in the Cold War era.

Suggestions for teaching and learning: Use map work to locate Afghanistan and its closest

neighbouring countries. Students could refer to the maps created in the introductory lessons to this unit - label the relevant countries and continent

In groups, students complete a Fishbone Diagram to explain the key causes of the war in Afghanistan in 1979

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In groups, students research the key causes, events and consequences of the Soviet war in Afghanistan, 1979–89. Students compile notes on: – the background to Soviet involvement in

Afghanistan– American fears and reaction– why and how the Soviet invasion failed– the longer-term impact of the war for

international relations

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Create a Mind Map to explain how and why Afghanistan helped to increase tension between the USA and USSR

Students draw together their knowledge on this section of the unit (Flashpoints outside Europe and the impact on international relations) by making notes in a Radial Diagram to explain how the various conflicts in Korea, Vietnam, Cuba and Afghanistan each changed international relations in this period

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The end of the Cold War, 1985–91

The actions of the USSR and USA in Europe and the impact on international relations: the policies of

Gorbachev: Glasnost and


At the end of this section, students should be able to explain the major causes of the events that led to the end of the Cold War, 1985–91. They should be able to explain the impact of these events on international relations.


Students conduct an Internet research project on

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Perestroika Mikhail Gorbachev and write a pocket biography for him up to 1985. Students should include contemporary and later evidence in this task. Students could use an appropriate ICT format (e.g. PowerPoint, Prezi, Padlet) to create the biography

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In pairs, students make promotional posters for Glasnost and Perestroika. Posters should explain the aims of each policy and why Gorbachev felt the need for them. Posters could be produced using, for example, MS Publisher

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Students could predict the likely outcomes of Gorbachev’s policies for Eastern Europe and international relations as part of a class discussion. Note ideas and findings in a Graffiti Wall and compare these ideas later with their work on the collapse of communism in Eastern Europe and the end of the Cold War

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The end of the Cold War, 1985–91(cont.)

The actions of the USSR and USA in Europe and the impact on international relations: the role of President

Reagan


At the end of this section, students should be able to explain the major causes of the events that led to the end of the Cold War 1985–91 and the impact of these events on international relations.Suggestions for teaching and learning:

Create a Mind Map for reasons why the Cold War became colder under Reagan. Students could describe some of the following factors: Reagan’s tough anti-communist stance, his opposition to Soviet control in Eastern Europe; the Soviet invasion of Afghanistan, 1979 and the boycott of the 1980 Moscow Olympics, ‘Star Wars’ and the proliferation of weapons

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In groups, present students with the following interpretation: ‘Reagan’s policies helped end the Cold War’. Students search for evidence which supports this interpretation and evidence which challenges it. Summarise ideas in a Mind Map (e.g. the economic problems caused by both the USA and USSR by the ‘Arms Race’; Gorbachev reacts by saying he wants rid of nuclear weapons in 1986; Gorbachev’s willingness to abandon the Brezhnev

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Doctrine; Arms Limitation talks; and July 1991 Warsaw Pact dissolved)

Students place evidence in a Priority Pyramid and use this to structure and write a paragraph explaining their findings

Students search for evidence to counter the claim that Reagan’s policies alone helped end the Cold War, and summarise these in a Mind Map

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Gorbachev was awarded ‘Man of the Decade’ for the 1980s by Time Magazine. Take a class vote (e.g. using a Dartboard Evaluation) on whether students think Gorbachev or Reagan deserved to be ‘Man of the Decade’ for the 1980s. Students could extract evidence from sources to help them build their case. As a class, discuss ideas

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The actions of the USSR and USA in Europe and the impact on international relations: the collapse of

communism in Eastern Europe


At the end of this section, students should be able to explain the major causes of the events that led to the end of the Cold War 1985–91. They should be able to explain the impact of these events on international relations.


Students could refer to the maps created in the introductory lessons to this unit - label the major countries involved in communism’s collapse and which continent these are part of

Compile a timeline to explain the collapse of communism in Eastern Europe c1980–89

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Ask students to become an ‘expert’ on the dates/events related to one of these Eastern European countries. Complete a Just-a-Minute exercise to share their knowledge with the class

Complete a Fishbone Diagram to explain how Gorbachev’s policies of Glasnost and Perestroika helped cause the collapse of communism in Eastern Europe in the late 1980s

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Complete a Diamond Ranking activity to prioritise PS

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the key reasons for the collapse of communism in Europe in 1989

Students examine source material to write a response to the interpretation: ‘The policies of Glasnost and Perestroika made the collapse of communism in Eastern Europe inevitable’. How far do you agree with this interpretation? Provide students with a writing frame, if required

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The actions of the USSR and USA in Europe and the impact on international relations: the Cold War ends


At the end of this section, students should be able to explain the major causes of the events that led to the end of the Cold War 1985–91. They should be able to explain the impact of these events on international relations.


Create a Mind Map or Fishbone Diagram to explain the reasons for the collapse of the USSR in 1991, including dates, places and key individuals

In groups, students assess how far Gorbachev was responsible for the collapse of the Soviet empire by conducting a Carousel activity on the following topics: Poland and Solidarity, Gorbachev’s policies, actions of people in Eastern Europe, Boris Yeltsin and the leaders of the Soviet Republics, etc. In groups, students could gather ideas and information on each of these key themes and share these together as a class

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Students analyse contemporary sources and later interpretations on this theme, to consider what the sources say about it, and how and why they differ

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New tensions emerge, 1991–2003

The new age of conflict, the ‘war on terror’ and the impact on international relations consequences of the

Soviet War in Afghanistan: the rise of the Taliban and the origins of Al-Qaeda


At the end of this section, students should be able to explain some of the key features of the new age conflict and the ‘war on terror’. They should be able to link the events of the 1979–89 conflict in Afghanistan to the later rise of Al- Qaeda and Islamic terrorism. Students should be able to explain the key aims, motivation and actions of Al-Qaeda and the impact of these on international relations.


Divide class into three groups. Give each group one of the following themes: The rise of Al-Qaeda, The Taliban, Osama bin Laden. Students could focus on each of the following topics for their respective theme: links to the Afghan war 1979–89; beliefs and motivation; and key actions/events/tactics, allies, enemies/opponents. Each group research and present their theme to the other groups. A suitable ICT format (PowerPoint, Prezi etc.) could be used to present information

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Students create a Venn Diagram to illustrate the links between Al-Qaeda, the Taliban and Osama bin

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Laden Students analyse a range of contemporary sources

and later interpretations of Al-Qaeda. Group these under two headings: supporters and opponents of Al-Qaeda. Create a summary table

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New tensions emerge, 1991–2003 (cont.)

Conduct a Carousel activity based around the following key questions (and using evidence already gathered from sources and other text): What was the motivation of Al-Qaeda? Who were Al-Qaeda’s enemies and why? Were Al-Qaeda’s aims justified? What were their strengths? What were their actions? Discuss findings in a debrief exercise

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The new age of conflict, the ‘war on terror’ and the impact on international relations: reasons for

September 11 attacks: the response of the USA and its allies, and the ‘war on terror’


At the end of this section, students should be able to explain some of the key features of the new age conflict and the ‘war on terror’. They should be able explain the key reasons behind the terror attacks on the USA on September 11, 2001, the response of the USA and its allies and the impact of this on international relations.


Complete a Fishbone Diagram to explain the reasons for the 9/11 attack. Students could include some of the following themes in their diagram: Al-Qaeda’s aims and beliefs, Al-Qaeda’s strengths and effectiveness as an organisation, the cult of Osama bin Laden, Al-Qaeda’s actions up to 2001

Students research and present some background statistical data for the 9/11 attacks, e.g. number of deaths, casualties, etc. as evidence of, and in order to explain, its impact on the USA. Students present this data in a suitable mathematical format of their choosing

PS

UM

Students work in small groups to analyse contemporary sources and later interpretations

COMM

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explaining the US and its allies’ motivation behind the ‘war on terror’, e.g. Bush, Blair etc. Summarise findings in a Mind Map entitled, Reasons behind the ‘war on terror’

Students should investigate the short-term consequences of 9/11 using a Consequence Wheel

PS

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The new age of conflict, the ‘war on terror’ and the impact on international relations: reasons for the

invasion of Afghanistan, 2001 and its impact on international relations


At the end of this section, students should be able to explain some of the key features of the new age conflict, ‘the war on terror’. They should be able to explain the key reasons for the invasion of Afghanistan in 2001, as well as the impact of this on international relations.


Ask students to refer back to their earlier map showing Afghanistan and its geographical position. Students produce an extended map to show all the major countries in the Middle East, and note which continent these belong to

Students use a Diamond Ranking activity to prioritise and sort the main causes of the 2001 invasion of Afghanistan (e.g. USA and its allies wanted to defeat Al-Qaeda, Al-Qaeda attacks prior to 9/11, the 9/11 attacks, UN Security Council Resolution 1973, desire to defeat the Taliban, desire to defeat Osama bin Laden, change in Afghanistan’s government, set up a stable democracy in Afghanistan, end Muslim extremism in Central Asia, modernise Afghanistan, US had UN and

PS

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international backing for this invasion etc.)

Using a scales diagram, students could illustrate the key impact of the war in Afghanistan on international relations. One side of the scale is for negative effects, and the other, positive effects. In groups, students could select the top three positive and negative effects of the Afghan War and place these into two Priority Pyramids. Students should justify their choices to the remainder of the class

PS


Students could analyse contemporary source material and later interpretations to answer the question: Did the USA and its allies win the ‘war on terror’ 2001–2003? Students could select evidence for and against this claim and produce a factual report for the UN on this issue. Students produce their report using a suitable ICT format, inserting text and images where appropriate

COMM

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The new age of conflict, the ‘war on terror’ and the impact on international relations: reasons for the

invasion of Iraq, 2003, the downfall of Saddam Hussein and the impact of the Iraq War on international relations


At the end of this section, students should be able to explain some of the key features of the new age conflict and the ‘war on terror’. They should be able to explain the key reasons why the USA and its allies, including Britain, invaded Iraq in 2003, and link these to earlier events. Students should be able to explain the outcome of the Iraq War, including the fall of Saddam Hussein and the impact of these events on international relations.


Create a Flow Diagram to explain the key reasons why Iraq was invaded in 2003, and include some of the following: Bush and the January 2002 ‘Axis of Evil’ speech; 9/11 and Afghanistan had strengthened US’s resolve against the Middle East; some in the USA thought that Saddam Hussein had been involved in 9/11

Using evidence gathered from contemporary sources and other text, students write an imaginary ‘speech bubble’ for Bush in March 2003, explaining, in detail, his reasons for invasion

PS

COMM

Create a Consequence Wheel to explain why so PS

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many people, internationally, opposed the Iraq War Students create a scales diagram to make notes

explaining a) how the Iraq war was successful for the invaders March-April 2003; b) how it was unsuccessful by May 2003

PS


In groups, students create a presentation, using an appropriate ICT format (e.g. PowerPoint, Prezi) to explain the key consequences of the Iraq War, from an objective perspective. Key themes such as deaths and injuries; ordinary life for Iraqis after invasion; prospects for Iraqi security and peace after invasion could be used to structure the presentation

COMM

UICT

In small groups, students could research the longer-term significance of the Iraq War for international relations. Analyse source material and later interpretations to write a speech on the motion: ‘The Iraq War was a success for the US and its allies because Saddam Hussein was overthrown’

COMM

WO

Students compile a synoptic table for this theme (New tensions emerge, 1991–2003) under the headings: event (e.g. Afghanistan, 9/11 etc.); key causes; key events and actions; impact on international relations

SM

45




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Appendix 1 Developing Language for Learning: International Relations, 1945–2003

It is widely recognised that History is a highly literate subject where reading and writing as well as historical analysis and interpretation of evidence is required. It is for this reason that some students, in spite of their passion for studying history, become demotivated due difficulties they may have in accessing the subject. It is for this reason, that we have produced suggested key words, individuals and terms associated with International Relations, 1945–2003. The key words produced are not intended to be exhaustive but are simply offered as a starting point for teachers to help their students develop the language for learning associated with this unit.

Using Key Words

The key words provided below can be used in a variety of ways. Below are some suggestions for using key word led activities to develop the language for learning in GCSE History.

Possible Key Word Activities

Play ‘Odd One Out’ - students identify which word is different (or out of sequence from the others) and give a reason for their choice. Alternatively, students could cluster the key words through making connections and give a reason for their cluster.

Students could be asked to provide definitions for key words.

Words could be used as lesson starters or as plenary prompts.

Individual words could be placed on ‘flashcards’ and used as prompts in completing an extended writing exercise.

Teacher could design a ‘concept map’ or display a visual image - ask students to link the key words with lines, annotating these with an explanation of how they are linked.

Show on separate cards some key words (or events). Students arrange the cards in what they think are a suitable order of rank importance (i.e. in terms of answering a particular question). Alternatively, a number of students could be given a card and asked to stand at the front of the class - the remainder of the class decide on

47


the ordering (students with cards will be told where to position themselves in order of importance or maybe asked to sit down).

Lists could be used for spell checks.

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Co-operation ends and the Cold War begins

Allies Joseph Stalin

Atomic Bomb Nagasaki

Berlin Occupied

‘Big Three’ Potsdam

British Empire Red Army

Capitalism Reparations

Clement Attlee Security

Communism Soviet Union/USSR

Democracy Suspicion

Eastern Bloc Tension

Europe United Nations/UNFranklin D. Roosevelt

United States of America/USA

Harry S. Truman Winston Churchill

Hiroshima Western Bloc

Ideology Yalta

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Emerging superpower rivalry and its consequences, 1945–49

Buffer zone Greece

‘Cold War’ Hostility

Comecon Influence

Cominform Interpretation

Containment Investment

Czechoslovakia Iron Curtain

Defensive Marshall AidEast-West relations Marshall Plan

Economy Motivation

Elections Reconstruction

Europe Security

Fulton Speech SuperpowersGeneral George

Marshall Truman Doctrine

George Kennan Yugoslavia

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Alexander Dubček Leonid Brezhnev

Nikita Khrushchev Living standards

Berlin Wall Mátyás Rákosi

Brezhnev Doctrine NATO

Destalinisation Passive resistance

Deutchmark Prague Spring

East Berlin Satellite states

East Germany Secret Speech

Economic miracle Sphere of influence

Economic recovery Socialism

Imre Nagy Warsaw Pact

János Kádár West Berlin

John F. Kennedy West Germany

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Flashpoints outside Europe and the impact on international relations

Agent Orange MujahideenAl-Qaeda My Lai MassacreArms race Naval blockadeBay of Pigs North Korea

Tet Offensive Operation Rolling Thunder

Containment Paris Peace Accords 1973

Détente Partial Test Ban Treaty 1963

Domino theory Richard NixonDwight G.

Eisenhower SALT I & II

Fidel Castro Search and destroy

Gorbachev Syngman RheeGuerrilla TalibanHelsinki

Agreement 1975 Tonkin Resolution

Ho Chi Minh Harry TrumanHot line Vietcong

Kim II Sung Vietminh

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Lyndon B. Johnson VietnamisationMao Zedong 38th Parallel

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The end of the Cold War, 1985–91

Arms Limitation Talks

Nuclear disarmament

Baltic States Peace dividend

Boris Yeltsin Perestroika

Nicolae Ceauşescu Reunified

Cruise missiles Romania

Czech Republic Slovakia

Defence spending Solidarity

‘Empire of Evil’ START

George H. Bush Tiananmen Square

GlasnostStrategic Defence Initiative – SDI or

‘Star Wars’Intermediate-

Range Nuclear Forces (INF) Treaty 1987

Velvet Revolution

Lech Walesa ‘Year of Miracles’ – 1989

Malta 1989 Yugoslavia

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Pakistan Osama bin Laden‘Axis of Evil’ speech, 2002 President Putin

Bali bombings, 2002 Saddam Hussein

Bush Doctrine, 2002 Shia and Sunni

Coalition allies Suicide bombersGeorge W. Bush Taliban

Gulf War 1990–91 TerrorismUSS Cole Tony Blair

Islamic militants Tora Bora cave complex

Jacques Chirac Twin TowersJihad UN Resolutions

Kuwait UN Security Council

Mujahideen USA Patriot Act, Oct. 2001

Muslim Westernisation

Northern AllianceWeapons of Mass

Destruction (WMDs)

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Operation Enduring Freedom

World Islamic Front, 1998

Operation Iraqi Freedom

World Trade Centre

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Generic terms

Anti-war Invasion

Civil war Militant

Confrontation Moderate

Counterbalance Negotiations

Coup Opposition

Crisis Pawn

Demonstrations Propaganda

Dictator Recession

Diplomacy Reforms

Foreign policy Revolt

Hardline Strikes

Independence Supremacy

Indiscriminate Threatened

Intelligence Treaty

Intervention Violation

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Appendix 2Timeline: International Relations, 1945–2003

The timeline below could be given to students to provide them with an overview of this unit. Students could be encouraged to add to the timeline as they move through the study of this unit. This timeline is not exhaustive or prescriptive. For definitive guidance in your teaching of this option, reference should be made to the specification and specimen assessment materials.

Year Month Event1945 February

July/AugustAugust

Yalta ConferencePotsdam ConferenceAtomic bombs dropped on Hiroshima and Nagasaki

1946 March ‘Iron Curtain’ speech by Churchill

1947 MarchJune

Truman DoctrineMarshall Plan is introduced

1948 June Beginning of Berlin Blockade

1949 May

October

Berlin Blockade ends/West Germany set upPeople’s Republic of China established

1950 June Beginning of Korean War

1953 July Korean War ends

1955 May Warsaw Pact set up

1956 FebruaryOctober-November

Khrushchev’s ‘Secret Speech’Hungarian uprising

1959 January Castro takes over

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Cuba

1961 April August

Bay of Pigs invasion in CubaBuilding of the Berlin Wall

1962 October Cuban Missile Crisis

1964 August Gulf of Tonkin incident Vietnam

1965 March Johnson sends troops to Vietnam

1968 JanuaryAugust

November

Tet Offensive in VietnamSoviet invasion of Czechoslovakia

Brezhnev Doctrine

1973 January Ceasefire in Vietnam between USA and North Korea

1979 December Soviet invasion of Afghanistan

1980 AugustSeptember

Solidarity formed in PolandIraq invades Iran

1983 March Reagan’s ‘Evil Empire’ speech

1985 March Gorbachev comes to power

1988 August Iran/Iraq War ends

1989 February

June onwards

Soviets withdraw from AfghanistanAl-Qaeda begins under Osama bin LadenCommunism collapses in Eastern Europe,

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beginning with Solidarity’s victory in Poland election in June

1990 August Iraq invades Kuwait

1991 July

December

Warsaw Pact dissolved

Gorbachev resigns and USSR collapses

1993 February First Al-Qaeda attack on New York’s World Trade Centre

1998 February

August

Al-Qaeda declaration of war on USA and its alliesAfrican Embassy attacks

2000 October USS Cole attack by Al-Qaeda off coast of Yemen

2001 September

October

9/11 attacks in USA. President Bush declares ‘war on terror’Afghanistan invaded by US and British forces – Operation Enduring Freedom

2002 January

June

October

President Bush’s ‘Axis of Evil’ speech

‘Bush Doctrine’ announced

Bali bombing

2003 March Invasion of Iraq by USA and UK troops

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December Capture of Saddam Hussein

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Appendix 3Resources: International Relations, 19452003

The resources below can be used by teachers and students for this unit. This resource list is not definitive nor does inclusion of resources on this list represent an endorsement of the resource by CCEA. The resources identified are suggestions and they vary in depth, pitch, accessibility and purpose. While these resources may be used to support the learning and teaching of this unit, reference should be made to the specification and the accompanying specimen assessment materials for definitive guidance on your teaching of this unit.

At the end of this resource list, teachers can also access a variety of handouts and teaching tools to help with the delivery of this unit. They can be modified to suit a variety of different teaching and learning activities.

The Cold War

BooksFor students

Finbar Madden and John D. Clare, CCEA GCSE History Third Edition (Hodder Education, 2017)Finbar Madden, My Revision Notes: CCEA GCSE History (Hodder Education, 2017)Josh Brooman, The Cold War: Superpower Relations, 1945–1989 (Longman, 1997)

Other reading

David Williamson, Access to History: Europe and the Cold War 1945–1991, Second Edition (Hodder, 2006). A Level text. Very good as teacher reference resource and for higher ability students.Steve Phillips, Heinemann Advanced History: Cold War in Europe and Asia (Heinemann, 2001)Martin Walker, The Cold War and the Making of the Modern World (Vintage, 1994)

Websites

www.bbc.co.uk/education/topics/z6t6fg8/resources/1 BBC Bitesize: The Cold War. Excellent overview of most topics

www.historyonthenet.com/Chronology/timelinecoldwar.htm Useful timeline of main events

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http://www.historyonthenet.com/Chronology/timelinecoldwar.htm

http://www.bbc.co.uk/education/topics/z6t6fg8/resources/1


www.slideshare.net/Amyyyydavidson/the-cold-war-flash-cards Very good presentations on main content

www.johndclare.net/cold_warA1.htm Very good content and also gives links to other related sites

www.andallthat.co.uk/modern-world-history-b/free-revision-podcasts-for-gcse Good podcasts - great for revision

www.mrallsophistory.com/revision/ More podcasts on numerous Cold War topics

https://gcsehistory.wordpress.com/revision-notes/ Some good revision notes for students

www.tes.co.uk/teaching-resource/gcse-and-igcse-cold-war-revision-booklet-6203351 Good revision booklet available, as well as other related material

www.nationalarchives.gov.uk/education/coldwar The National Archives’ comprehensive Cold War site

www.britishpathe.com/video/ Some excellent clips available here for International Relations

www.activehistory.co.uk Excellent subscription website with resources and activities for International Relations

www.schoolhistory.co.uk/revision/superpower.shtml More links and activities on the superpowers

www.historylearningsite.co.uk/ Has excellent links for Cold War topics

Other Online Resources

GCSE History: The Cold War, The Stephen Perse Foundation – iTunesU Course. Excellent Worksheets, Podcasts and Links (documentaries etc.) on Cold War topics. Enquiry questions include: ‘Why did the USA-USSR alliance break down in 1945?How did the USA react to Soviet expansionism?Why did Khrushchev put missiles into Cuba?Why did the USA withdraw from Vietnam? etc.

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http://www.historylearningsite.co.uk/

http://www.schoolhistory.co.uk/revision/superpower.shtml

http://www.activehistory.co.uk/

http://www.britishpathe.com/video/

http://www.nationalarchives.gov.uk/education/coldwar

http://www.tes.co.uk/teaching-resource/gcse-and-igcse-cold-war-revision-booklet-6203351

http://www.tes.co.uk/teaching-resource/gcse-and-igcse-cold-war-revision-booklet-6203351

http://www.mrallsophistory.com/revision/

http://www.andallthat.co.uk/modern-world-history-b/free-revision-podcasts-for-gcse

http://www.andallthat.co.uk/modern-world-history-b/free-revision-podcasts-for-gcse

http://www.johndclare.net/cold_warA1.htm

http://www.slideshare.net/Amyyyydavidson/the-cold-war-flash-cards



9/11

Websites

www.history.com/topics/9-11-attacks General information on the terror attacks

https://m.youtube.com/watch?v=nh28XcnpzX4 Live CNN coverage of attacks on YouTube

The invasion of Afghanistan 2001

Other Reading

Nicola Barber, Changing World, Afghanistan (Arcturus Publishing, 2008)Lisa Firth, The Terrorism Problem (Independence Educational Publishers, 2008)Nikki Van der Gaag, World in Focus: Afghanistan (Wayland, 2007)Alison Behnke, Afghanistan in Pictures (Lerner Publishing Group, 2003)David Loyn, Butcher and Bolt (Windmill Books, 2009)Lloyd Pettiford and David Harding, Terrorism (Arcturus, 2003)

Websites

www.cfr.org/afghanistan/us-war-afghanistan/p20018 Council on Foreign Relations, very

useful timeline of the war

www.bbc.co.uk/history/the_war_in_afghanistan BBC information on the Twin Tower

attacks and outbreak of war

www.bbc.co.uk/news/world-south-asia-11451718 BBC on the Taliban

www.infoplease.com/spot/taliban.html Information on the Taliban and

Afghanistan war

https://m.youtube.com/watch?v=hbGuEpuDgSA 5 minute film on origins of the Taliban

www.history.com/topics/osama-bin-laden Information and clips on Osama bin

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http://www.history.com/topics/osama-bin-laden

http://www.infoplease.com/spot/taliban.html

http://www.bbc.co.uk/news/world-south-asia-11451718

http://www.bbc.co.uk/history/the_war_in_afghanistan

http://www.cfr.org/afghanistan/us-war-afghanistan/p20018

http://www.history.com/topics/9-11-attacks


Laden background

www.history.co.uk/biographies/osama-bin-laden More useful and accessible information

for GCSE students on Osama bin Laden

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http://www.history.co.uk/biographies/osama-bin-laden


‘War on terror’

Other Reading

Alex Woolf, Terrorism (Global Issues) (Wayland, 2014)Jonathan Barker, No-nonsense Guide to Terrorism (Verso, 2003)Jason Burke, Al-Qaeda (Penguin, 2007)Charles Townshend, Terrorism: A Very Short Introduction (OUP Oxford, 2011)

Websites

www.bbc.co.uk/news/world-14844727 ‘War on terror’ effects post 9/11

www.gcsehistory.org.uk/modernworld/terrorism/causesofterrorism.htm Looks at the reasons behind terrorism and includes information 9/11 and its consequences

Invasion of Iraq, 2003

BooksFor students:

Geoff Barker, Changing World: Iraq (Franklin Watts, 2008)David Downing, Witness to History: The War in Iraq (Heinemann, 2005)John King, Iraq: Then and Now (Raintree, 2005)Sonali Malhotra, Welcome to Iraq (Gareth Stevens, 2004)Philip Steele, The Middle East (Kingfisher, 2006)

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http://www.gcsehistory.org.uk/modernworld/terrorism/causesofterrorism.htm

http://www.bbc.co.uk/news/world-14844727


Other Reading

Ali A Allawi, The Occupation of Iraq: Winning the War, Losing the Peace (Yale University Press, 2008)Rodney P. Carlisle, America at War: Iraq War (Chelsea House Publications, 2010)Deborah Ellis, Children of War: Voices of Iraqi Refugees (Groundwood Books, 2010)

Websites

www.keystagehistory.co.uk/keystage-4/teaching-gcse-history-terrorism-and-the-iraq-war/

General background on this issue

(subscription needed)

www.history.co.uk/biographies/saddam-hussein Useful information on Saddam

Hussein

www.bbc.co.uk/news/world-middle-east-16047709 Differences between Sunni and

Shia Muslims

www.cfr.org/iraq/iraq-iraqi-ties-terrorism/p7702 Iraq and its ties to terrorism

http://www.infoplease.com/ipa/a0872964.html Oil reserves by country

www.theguardian.com/world/2004/jul/28/iraq.usa Argument that oil was main reason

for war

http://news.bbc.co.uk/1/hi/world/americas/4849744.stm Bush and Blair agree to go to war

http://news.bbc.co.uk/1/hi/uk/2765041.stm Antiwar protest Feb 2003

http://news.bbc.co.uk/1/hi/world/middle_east/4750320.stm Religion in Iraqi society

http://news.bbc.co.uk/1/hi/world/americas/5206908.stm Abu ghraib scandal

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http://www.theguardian.com/world/2004/jul/28/iraq.usa

http://www.cfr.org/iraq/iraq-iraqi-ties-terrorism/p7702

http://www.bbc.co.uk/news/world-middle-east-16047709

http://www.history.co.uk/biographies/saddam-hussein

http://www.keystagehistory.co.uk/keystage-4/teaching-gcse-history-terrorism-and-the-iraq-war/

http://www.keystagehistory.co.uk/keystage-4/teaching-gcse-history-terrorism-and-the-iraq-war/


www.globalpolicy.org/challenges-to-the-us-empire/opposition-to-the-war-and-occupation-in-iraq-8-37.html

International opposition to Iraq war

http://news.bbc.co.uk/1/hi/in_depth/uk/2005/london_explosions/default.stm

London terrorist attack

http://news.bbc.co.uk/1/hi/in_depth/europe/2004/madrid_train_attacks/default.stm

Madrid train attacks

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http://www.globalpolicy.org/challenges-to-the-us-empire/opposition-to-the-war-and-occupation-in-iraq-8-37.html

http://www.globalpolicy.org/challenges-to-the-us-empire/opposition-to-the-war-and-occupation-in-iraq-8-37.html


Other online resources

Podcast App – some excellent Cold War and ‘war on terror’ related resources, search by topic

www.teacherspayteachers.com – excellent site providing reasonably priced Cold War and ‘war on terror’ resources like timelines, presentations, work sheets etc. (topic examples include: Ideological Origins of the Cold War; Cold War Leaders; Soviet Invasion of Afghanistan; September 11th Attacks and War on Terror; America’s Involvement in the World and the War on Terrorism etc.)

www.printableworldmap.net and www.eduplace.net both provide excellent, free printable map templates of the world, individual countries, regions etc.

DVDs

The following DVDs are available from the Southern Education and Library Board’s Audio Visual Service (www.selb.org/avrecording/index.htm )

‘History File’ series The World Since 1945 – The Cold War Begins The Cold War – Berlin 1945–48 The World Since 1945 – Vietnam The Cuban Missile Crisis Hungary 1956 Evil Empire 1980s

‘Cold War’ series Iron Curtain 1945–47 Marshall Plan 1947–48 Prague Spring 1968 Détente 1969–72 The Wall Comes Down 1989 Conclusions 1990 and After

‘History in Action’ series One False Step – Germany Divided War in Vietnam 1966–96 What the Papers Said – The Vietnam War Back from the Brink – Cuba 1962 What the Papers Said – The End of the Cold War

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Teaching template: Gauging the temperature in international relations – an overview of the years 1945–2003

Date Hot/Cold

Event

1945–1949 Hot Tensions emerge and the temperature rises as the war time alliance breaks down and the Cold War begins. The Soviet takeover of Eastern Europe leads to ‘blocs’ of power and the USA responds with the Truman Doctrine and Marshal Plan. The Berlin Airlift and the formation of NATO suggest that relations are at an all-time low.

1949 Hot China falls to communism and so the fear emerges that communism is on the move and Asia will fall. The temperature rises again

1950 ? The outbreak of the Korean War…..

1953 ? The death of Stalin. Khrushchev becomes leader and he speaks of ‘Peaceful Co-Existence’ which means that there is some hope of a thaw in cold war relations

1959 ? Cuba taken over by Castro……..

1979 Hot The Soviet invasion of Afghanistan means a ‘New Cold War’ and tensions increase once more.

1985 ? Gorbachev becomes leader of the USSR…..

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1989 ? The USSR withdraws s from Afghanistan which leads to better relations between the USA and USSR. However, little did anyone realise that new tensions would emerge as Al-Qaeda begins under Osama bin Laden.

1990 ? Iraq invades Kuwait which would have serious consequences for the next 13 years for international relations.

1991 The collapse of communism which saw the end of the Cold War and improved relations between the USA and the USSR.

1993–98

2000

2001 9/11 attacks in USA. President Bush declares ‘war on terror’ and Afghanistan is invaded by US and British forces in Operation Enduring Freedom. This impacted on International relations in a number of ways….

2002

2003

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The fall of China

Korea1950–1953

The Domino Theory

Cuban Missile Crisis

DétenteThe death of Stalin

NATO Vietnam 1954–1965

Change in Relations1949–1965


Student Activity: Why did international relations change in the period 1949 to 1965?

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Student Activity: What were the short-term and longer-term consequences of the invasion of Afghanistan in the period 1979 to 2003?

74

The invasion of Afghanistan

A New Cold War

Short-term impact of the Soviet

invasion

New Age of Conflict

Rise of the Taliban and the origins of

Al-Qaeda

Al-Qaeda activity 1990s-2003

September 11 Attacks

Response of the USA and its allies

Invasion of Iraq, 2003

Invasion of Afghanistan, 2001


Student Activity: How did the death of Stalin in 1953 affect superpower relations in the period 1953–1968?

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The death of Stalin

Brezhnev

Czechoslovakia

Khrushchev

Poland Hungary

Response of the USA

Korea Vietnam

Documents

An Introduction to the Planning Framework for ...ccea.org.uk/sites/default/files/docs/qualifications/the_revi… · Web viewThe new age of conflict, the ‘war on terror’ and