GCSE-Modern-World-History-Second-Ed.pdf - Hodder ...

TEACHER’S RESOURCE BOOK

G C S E

modernworldhistory

B e n W a l s h

h i s t o r y i n f o c u s

s e c o n de d i t i o n

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Other titles in the seriesGCSE British Social and Economic History by Ben WalshStudent’s Book 0 7195 7271Teacher’s Resource Book 0 7195 7272

By the same authorRevision for OCR GCSE Modern World History by Ben Walsh and Wayne Birks 0 7195 7740 Revision for Edexcel GCSE Modern European and World History by Steve Waugh,Ben Walsh and Wayne Birks 0 7195 7737

3Revision for AQA GCSE Modern World History by David Ferriby, Steve Waugh,Ben Walsh and Wayne Birks 0 7195 7738

© Ben Walsh 1996, 2002

First published in 1996

This second edition first published 2002

Reprinted 2005

All rights reserved. The material in this publication is copyright and cannot be photocopied or otherwise producedin its entirety or copied onto acetate without permission. Electronic copying is not permitted. Permission is given toteachers to make limited copies of worksheets for classroom distribution only, to students within their own schoolor educational institution. The material may not be copied in full, in unlimited quantities, kept on behalf ofothers, distributed outside the purchasing institution, copied onwards, sold to third parties, or stored for future usein a retrieval system. This permission is subject to the payment of the purchase price of the book. If you wish to usethe material in any way other than as specified you must apply in writing to the Publisher at the above address.

’s policy is to use papers that are natural, renewable and recyclable products and made from woodgrown in sustainable forests. The logging and manufacturing processes are expected to conform to theenvironmental regulations of the country of origin.

Layouts by Fiona WebbIllustrations by Oxford Designers & IllustratorsCover design by John Townson/CreationTypeset by Wearset Ltd, Boldon, Tyne & WearPrinted and bound in Great Britain by Hobbs The Printers, Totton, Hants

A CIP catalogue record for this book is available from the British Library.

Teacher’s Resource BookISBN 978 0 719 57714 7Student’s BookISBN 978 0719 57713 0

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, 2006 ( twice ),

978

, 2007, 2008

by Hodder Education, an Hachette UK

978

978

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, 2009

Company.

( twice ), 20 01 , 2011

Hachette UK

, 2012 , 2013, 5201

Carmelite House, 50 Victoria EmbankmentLondon EC4Y 0DZ

Contents

INTRODUCTIONAbout the Student’s Book, second edition ivHow this course supports teaching and learning

in GCSE History viThe structure of the Student’s Book xRevision xiHistory and technology xiiThe relationship between History in Year 9 and

GCSE Modern World History xii

TEACHER’S NOTES AND WORKSHEETS

SECTION 1: THE FIRST WORLD WAR1 The causes of the First World War 12 Britain and the First World War: 1914–1918 113 British depth study 1906–1918 314 The peace treaties after the First World War 46

SECTION 2: THE USSR, GERMANY ANDTHE USA BETWEEN THEWARS

5 Russia and the USSR 1905–1941 586 Germany 1918–1945 807 The USA 1919–1941 105

SECTION 3: CO-OPERATION AND CONFLICT1919–1945

8 The League of Nations 1269 Causes of the Second World War 14010 The world at war 1939–1945 150

SECTION 4: INTERNATIONAL RELATIONS1945–1990

11 The beginnings of the Cold War: 1945–1949 16512 The Cold War 1950–1975 17313 The USA 1941–1980 18714 Eastern Europe and the Cold War 1948–1989 202

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IntroductionAbout the Student’s Book, second editionIn its first five years GCSE Modern World History equipped hundreds of thousands of students with theskills and understanding they needed to achieve exam success and to surpass even their ownexpectations. This second edition aims to do the same for the next generation.

The philosophy remains the same. To be successful, a textbook needs to be much more than anexam crammer. It needs to provide a carefully structured coursebook with tasks that scaffold students’learning and deepen students’ thinking about the complex issues at the heart of modern world history.A textbook needs to make the experience of studying history intriguing, engaging and rewarding.

Over recent years we have seen an increasing emphasis on measuring a school’s effectiveness by itsGCSE pass rates. The resulting temptation, perhaps danger, is that GCSE History becomes a two-yearrevision programme based on endless exam practice. I believe this to be counter-productive. Disaffectedstudents will not be switched on to history by practising past papers. Able students will not be stretched bythe reductionist line of questioning that is characteristic of examination papers. Past questions do notdevelop skills of analysis, judgement and deployment of knowledge; they simply test whether thoseabilities have been developed. Exam success lies in understanding. Understanding grows from effectiveteaching. Effective teaching springs from clear thinking.

This book tries to strike a balance between exam preparation and stimulating teaching and learning.It values, and enables, both. It gives room for both, but it aims to provide a teaching course, not just arevision programme. The aim has been to support both the developmental work and the assessment.

The structure and philosophy of the new GCSE courses have changed relatively little, and the same istrue for the structure and philosophy of this book. However, the content of GCSE History has changedsignificantly – most obviously, the addition of a British history element to all modern world historyspecifications. This edition brings content coverage up to date. At the same time, other elements of thebook have been revised in the light of five years’ classroom trialling with students.

The following are the main features of the second edition.

AimsThis second edition, just like the first, is designed to give students and teachers an inspiring resource anda stimulating route through some of the most fascinating stories that history has to offer. We aim to:

• engage students’ interest in the subject matter• provide the information they need to satisfy their curiosity• support their learning with appropriate and engaging tasks• help them to achieve the best exam grade they can.

ContentThe main changes in this second edition are to extend content coverage for the new specifications fromeach exam group.

• There is a new chapter on Britain 1906–1918 – the compulsory British history element in OCRModern World History.

• The British history element has also been increased in Chapters 2 and 10. Taken together Chapters2, 3 and 10 will meet the relevant British history requirements for each specification.

• There is a new chapter on the USA 1941–1980 – one of the most popular outline studies inEdexcel’s Modern World History specification.

• Within Chapter 12 there is a greatly extended coverage of the Vietnam War, and the chapter on theSecond World War has been extended considerably in line with the requirements of AQA centresand S Grade centres.

• The chapters on Russia and the USSR 1905–1941, Germany 1918–1945 and the USA1919–1941 have also been extended, particularly in the light of experience of teaching from thefirst edition.

Why a secondedition?

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• The extended chapters:– provide more information to help with day-to-day teaching and revision– provide an even stronger resource for students tackling coursework assignments on these areas– take account of the most up-to-date academic work taking place in the History world. Russia and

Germany are particularly dynamic areas of historical interpretation and the revisions to thesechapters reflect the impact of new evidence becoming available (especially from Russian sources)and new scholarship.

With regard to content coverage, the aim has been to strike a balance between the needs for depth ofinformation and the needs of teachers who are hard pressed to cover a course over five terms.

ICTOne aspect of teaching which has changed considerably since 1996 is the increasing prominence ofICT. So in this second edition:

• many of the Activities and Focus Tasks have been constructed or adapted to take into account thelearning approaches made possible by ICT. They do not usually depend on ICT but they can beenhanced by it

• many of the revisions and new sources in this edition have been derived from electronic sources, orlocated as a result of electronic contacts between the author and his students and teachers andacademics in the USA and Eastern Europe. In the Teacher’s Resource Book links have been listed tofacilitate the students’ own web-based enquiry using similar networks.

These have changed very little and they also remain almost identical across the GCSE specifications.

Assessment objective 1Candidates must demonstrate the ability to recall, select, organise and deploy knowledge of thespecification content and to communicate it through description, analysis and explanation of:

• the events, people, changes and issues studied• the key features and characteristics of the periods, societies or situations studied.

Assessment objective 2Candidates must demonstrate the ability to use historical sources critically in their context, bycomprehending, analysing, evaluating and interpreting them.

Assessment objective 3Candidates must demonstrate the ability to comprehend, analyse and evaluate, in relation to thehistorical context, how and why historical events, people, situations and changes have been interpretedand represented in different ways.

Although the assessment objectives are expressed separately, they are not wholly discrete.Students could do worse than spend their first GCSE History lesson looking at syllabus objectives and

re-writing them in their own words. By doing so, they take hold of the terms and concepts. In their ownminds, students can turn these objectives from words into actions.

The key to examination success, but also to a good understanding of history, is for teaching to befocused on students’ progression in these assessment objectives. Above all, students must be able to dotwo things:

1 They must be able to write at length, their writing must be informed and substantiated, and itmust meet the requirements of the task to which it is being addressed.

2 Students must make reasoned judgements about the use and value of source material, primaryand secondary, by using the content and the context of that material.

These are formidable skills and few students will emerge from Key Stage 3 fully equipped in these areas.With this in mind, the majority of the Focus Tasks in the book broadly target one of these two abilities.In particular the worksheets which accompany the Focus Tasks are designed to act as a ‘scaffolding’ forall students’ extended writing. As they grow in capability and confidence, more students will be able towork without the scaffolding.

Assessmentobjectives

GCSE MODERN WORLD HISTORY SECOND EDITION TEACHER’S RESOURCE BOOK

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How this course supports teaching andlearning in GCSE HistoryResearch into how the brain works and how learners learn has confirmed what most teachers knowfrom experience:

• Different pupils learn in different ways and need to be catered for accordingly.• Learning is more effective when it is active, and when students are asked to do things with the

information they find or are given.

The Student’s Book and Teacher’s Resource Book address this issue in a number of ways:

1 Through a variety of approaches to presenting information.2 Through questions and activities which allow a flexibility of response, oral or written.3 With tasks which demand that students process information rather than simply transfer it from one

place to another (e.g. textbook to exercise book).4 Perhaps most importantly, through stepped questions and activities which equip students to deal with

the Focus Tasks which ‘pull together’ the key concepts and information in a particular section.

Pages 353–365 of Chapter 12 deal with the Vietnam War in the context of the USA’s policy ofcontainment.

The aim of Focus Task A on page 364 is to summarise why the USA lost the Vietnam War. How mightyou use this material to prepare students for this challenge?

Example 1


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1 Teacher directs students to Focus Task on page 364 as ‘advance notice’ of where they are heading.

2 Teacher talks the students through Focus Task B on page 355, making sure every studentknows what to do and how much time is available. Worksheet 12.6 will help with the task.

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12.6Why was the US army unable to defeat theCommunists in Vietnam?

Use this sheet to help you with Focus Task B on page 355.

Qualities of a successful army The US army or The Viet Cong

Good soldiers

The right technology

Good supplies and equipment

Effective tactics

Support from the Vietnamese population

Motivated and committed soldiers

Other

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(i) Students use Worksheets 12.6 and 12.8 to organise their ideas into a structure –translating a difficult idea and lots of content into a visual image.

(ii) Students then process this information into another diagram. Visual base helps them to link andcategorise causes, physically making them larger or smaller and/or pointing out links with lines.

All students can achieve something through the comparatively non-threatening visual medium.


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3 Class discussion of questions 1–3, page 356, on support for the Viet Cong. Students completerelevant sections of Worksheet 12.6.

4 More class reading of pages 358–359, small-group discussion and feedback on weaknesses of UStactics. Students complete relevant sections of Worksheet 12.6.

5 Further reading together of ‘the story’ (pages 360–361) – class discussion of questions 1–3 (page361) on My Lai massacre.

6 Focus Task (page 361) which requires students to think through internal US opposition to war.They use Worksheet 12.7. They then complete Worksheet 12.6 (stages 2 and 3 of the Focus Task).

8 Focus Task A on page 364. Students reinforce their learning by summarising their own workfrom Worksheet 12.6 into Worksheet 12.8.

7 Whole-class reading of text about US withdrawal and completion of the Activity on page 363.

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Use this sheet to design a poster or leaflet for the Focus Task on page 361.

WORKSHEET

12.7Vietnam: USA out!

In this box, note all of the reasons why you feel the war in

Vietnam is wrong.1

In this box, note what you are trying to achieve with this

poster (e.g. to convince people to write to their Congressmen to get

the troops out).

2

In this box, list possible images on your poster.

Think about:

• background (e.g. destroyed villages)

• the central image (e.g. picture of a young soldier)

• whether you will need words to explain your image.

3

In this box, experiment with different slogans.4

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Use this sheet to help you with Focus Task A on page 364. Use the mark out of 10 box to show how

important you think the factor was.

WORKSHEET

12.8Why did the USA losethe Vietnam War?

US military tactics in Vietnam Mark:/10

Opposition to war in the USA Mark:/10

Chinese and Soviet support for Viet Cong Mark:/10

Experience of Viet Cong and inexperience of American soldiersMark:

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Unpopularity of the South Vietnamese regimeMark:

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But did they really lose?

WHY DIDTHE USA LOSE THE VIETNAM

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However, more able students could easily be stretched by being given some extended written work. Theboxes form handy paragraph headings and a final paragraph could be devoted to explaining causallinks or ‘families’ of causes. Students needing extra support could be given a ‘frame’ for their writing.The value of writing frames is that they build confidence. Teachers can add more clues and prompts,depending on the abilities of students. They discourage copying and they force students to think in termsof headings, categories and paragraphs. Piece by piece, writing frame support can be removed. By theend of the GCSE course, the aim should be for students to devise their own structure.

The Focus Task, on page 12 of Chapter 1 (supported by Worksheet 1.5) uses similar strategies butfocuses more specifically on using sources. In this instance, the topic is the origins of the Great War.

The issue in question is whether Germany should be held responsible for the war. The knowledge andunderstanding base is gained from the preceding Focus Tasks, but this integrative task is based onextracts from primary and secondary sources.

In many source-based tasks, students are given sources, asked to formulate a judgement on an issueand instructed to use the sources to support that judgement. This raises some problems:

1 Frequently, the information overload is more than their short-term memory can absorb.2 Students find the generating of opinions extremely difficult.3 Students find working with sources in an abstract task very difficult.

This Focus Task exemplifies the strategies used throughout the book to overcome these problems:

1 Frameworks for recording interim ideas are provided to translate complex ideas into a more accessibleformat.

2 Opinions are provided, either to support, challenge or choose between. Weaker students therefore havesomething from which to work. Able students can generate their own opinions or synthesise thoseprovided.

3 Wherever possible, a context (e.g. the court case) is provided, so that students can anchor conceptualwork in a real-world situation.

Like the ‘non-source’-based exercises, these tasks require balanced and substantiated writing and awriting frame is, again, provided for students needing support.

Example 2


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WORKSHEET

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Was Germany to blame for the war?

This sheet will help you with questions 1–6 of the Focus Task on page 12. Fill in the table as you hear the evidence.

Witness Which verdict What evidence does the Can I trust the witness? How is this evidence corroborated (backed up) by …does the witness give to supportwitness the viewpoint? Date and Involved? Valuable? Reliable? Other sources? Your knowledge?support? origin?

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The Learning The traditional model for meeting the different needs of students can be visualised as follows:Routes Model

There are several difficulties with this model. The workload involved in administering differentmaterials, particularly within a mixed-ability class, is extremely daunting. Also, there is the danger thatstudents relegated to the lower echelons perform to the expectations set. Finally, such a model hasimplications for progression. If each route is a discrete route, what of the student who is over-stretchedor under-challenged?

This book attempts to make practical a slightly different model. Students tackle the same tasks – theFocus Tasks – but take different routes between them. Differentiation is based not on different tasks buton the support mechanisms provided to tackle the task. The Focus Tasks are shared destinations, but theroutes are differentiated.


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A B High-ability route

A B Medium-ability route

A B Low-ability route

represents an important point in the Scheme of Work, such as a major task or piece of homework.

A B

‘Standard’ route, forstudents of averageability, as set out in book

Common point,e.g. test, homework,feedback

Common point(intro, video ...)

Focus Tasks

Higher-ability route – included on some worksheets. This routegives less support; extension work; deeper research; harderresources; higher word limits; re-shapes the Focus Task; multipleassessment objectives.

Lower-ability route – students do same task but use extra orsimpler resources. They are given recording and writing frames;simpler presentation formats; lower word limits; narrowerresearch.

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The structure of the Student’s Book


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WORKSHEET

5.13Why did Stalin win?

Use this sheet to help you with the Focus Task on page 127. Use it as a storyboard to plan your broadcast.

Profile of Stalin

Background to the story:Lenin’s death and funeral

Stalin’s aims

Slogan:

Key events in their struggle Conclusion: reasons forStalin’s success

Profile of Trotsky Trotsky’s aims

Slogan:

Questionstake students into sources or draw out thekey points of the narrative. It is intendedthat these are used mostly as a stimulus toclassroom discussion, but some also lendthemselves well to written work.

Factfilesummarises important data which donot always fit into the narrative flow.

Clearheadings

Narrative –a clear explanation of key eventsand developments.

Activityusually takes a more creativeapproach to the content thanother tasks.

Profilegives a brief biographyof a key individual.

Focus Tasksare analytical tasks that form the building blocks of the chapters. Their aimis to pull together information, evidence and ideas so that students candemonstrate an overall understanding of the events, issues and ideas in aparticular section of the chapter. They can be used as reference pointsaround which to plan schemes of work for a GCSE specification. Most aresupported by worksheets in this Teacher’s Resource Book.

An example of how the worksheets support the student’s book tasks:

Clear indication of how sheetlinks to Student’s Book.

Option to use ICT – many ofthese frames work well as wordprocessor files. Others work wellin presentation or DTP software.

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RevisionWith revision in mind, the teacher must be doubly aware of the significance of the Focus Tasks. As statedalready, they act as rallying points at which students can bring together their own knowledge andunderstanding and assess the progress they have made. However, they also have a greater significance inpreparing students for examinations. The Focus Tasks target the organising Key Questions, which makeup the specifications of the new GCSE courses. These are the areas which students are likely to have towrite about in the examination. They focus students’ minds on key ideas in the course and develop theirunderstanding of the content. They are also designed to generate substantial pieces of written work inthe process. The Focus Tasks will, therefore, promote understanding when students first encounter a newarea of content, but also provide students with a solid piece of work that will serve them well as arevision aid in the future.

To further complement this process, GCSE Modern World History Revision Books targeted at thespecifications of each of the three major examining bodies are available (see page ii), which encouragestudents to take control of their own revision. They provide revision sessions, in which past examinationquestions are taken apart and the aims of the examiner are discussed.


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Focus statementsummarising the chaptercontent and key questions

Timeline – most chapters startwith an overview timeline

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History and technologyThe Student’s Book aims to provide a comprehensive resource, adequate to cover an entire ModernWorld History syllabus, but it can be complemented by other resources and opportunities offered by ICT,video and audio technology. Internet and e-mail allow access to the world’s archives. CD-ROMs offervast amounts of information, again with very simple access.

Each chapter of this Teacher’s Resource Book contains a list of relevant websites and addresses, pluscomments from the author about the value of each site and its potential uses. Many of the activities inthe book may be enhanced with further information from websites. Also, students can download text,pictures, sound and movies from websites and use them to enhance presentation work. Specificsuggestions are given in each chapter.

ICT can also help with the more routine tasks. For example, many teachers (including myself), haveexperimented with putting the writing frames and recording formats, much used in this Teacher’sResource Book, on to templates on a word processor or DTP package. On a word processor, students candraft and redraft their answer as many times as they wish. They can even save each attempt to answer aquestion, ask for feedback from the teacher and then look back at their own progress. In some of thecausal link diagrams, the computer makes it a simple job to enlarge, reduce and link cause boxes.

The relationship between History in Year 9and GCSE Modern World HistoryAll teachers are now faced with the challenge that, whatever GCSE course they follow, there is almostcertain to be a degree of overlap between what students cover at Key Stage 3 and in their GCSE courses.This is a particularly relevant issue to teachers of Modern World History, since the majority of studentswill enter Year 10 having studied The Twentieth-Century World at the end of Year 9. The challenge forteachers and History departments is how to tackle this issue of overlap through their planning processes.

It is impossible to avoid overlap, but it can be minimised. For example, it would not appear logical toconduct a depth study on Nazi Germany, and then to offer it as an optional GCSE topic.

However, avoiding overlap may not be the most profitable policy in planning students’ progression.Careful planning of courses allows the overlap to be constructive rather than simply repetitive.

• The overviews required by Key Stage 3 study units are potentially of great value in a GCSE course. Forinstance, students might complete their study of History in Year 9 with display work which results in achronology of the twentieth century. Such a chronology could be organised purely by date or might befurther structured thematically – by geography, warfare, technology, human rights, etc. Studentsstarting in Year 10 might find their display work from the end of Year 9 both stimulating and useful.

• In Year 9, students look in overview at a new kind of warfare – trench warfare. In Year 10 or 11 theyhave the opportunity to revisit this, and look at a wider range of source material to build on their Year9 work. This could involve coursework based on a field trip to the First World War battlefields. Moreable students can move on more swiftly, and progress to such issues as how trenches were represented,responsibility for the conditions faced, how they were endured, etc.

• One overview aspect of the Year 9 unit which causes problems is the post-war period. This can be morecreatively handled if it is seen as the framing device for later work in Year 10 and Year 11 on theorigins of the Cold War, and of superpower rivalry.

• Planned content overlap might help still more in the case of lower-ability students. One of the greatestproblems for such students is the culture of ‘one pass’ learning which examination demands create.Students, regardless of ability, aptitude or maturity, are given only one chance to understand complexcontent and concepts before the relentless tide of the course sweeps them on. Teachers mightdeliberately plan to cover the same material twice with a view to reinforcing really important issues.

• Constructive use of overlap might help weaker students to understand, say, the significance of theTreaty of Versailles, or the idea of Appeasement. Revisiting these Year 9 topics could aid them and, forthe more able, be the basis for exploring interpretations and historiography.

• Overlap can also help weaker students with History methods and skills. As one of their depth studies inYear 9, students can be introduced to a type of investigation, for example the study of the role of anindividual, which will stand them in better stead for such studies in Years 10 or 11. Some studentscould even benefit from studying the same individual again, but in greater depth.


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GCSE MODERN WORLD HISTORY SECOND EDITION TEACHER’S RESOURCE BOOK 1

SECTION 1 The First World WarThe causes of the FirstWorld WarWho should bear the blame?

Key features of the chapterTopic Focus Task/ Page Issue covered Assessment Format(s) for Worksheet

Activity reference elements students’ work support

The Focus Task p7 Concerns of Historical Research; 1.1, 1.2Alliances major states, knowledge; key recording template;

causes of features of an written worktension historical situation (including

extended)

The spark Activity p11 Causal factors Deploying Discussion; 1.4that lit the knowledge annotated diagram;bonfire extended writing

Responsibility Focus Task p12 Was Germany Use of sources; Recording 1.5for the war to blame for interpretations template;

the war? extended writing;class debate

ICT resources for this topicThe causes of the First World War are not well-resourced in terms of ICT support. There are somegeneral First World War sites that include worthwhile material on the pre-war period and the causes ofthe war.

Trenches on the Webwww.worldwar1.com/This is a wonderful site, with extensive information on almost every aspect of war. It contains a number of narratives detailing different aspects of the war, including the origins (currently at www.worldwar1.com/tlindex.htm), but the site is periodically restructured.

The World War I Document Archivewww.lib.byu.edu/~rdh/wwi/Although this collection of original sources is fairly heavyweight, this site is still worth visiting fororiginal versions of the Schlieffen Plan and views, pre-1914, on how the next war would be fought.

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Murder in SarajevoIn this instance, there can be few better ways to get to the heart of the topic than to consider the humantragedy that sets the wheels in motion. Using the Focus statement, teachers can quickly establish thatEurope was a tense continent in 1914. The scene then switches to Sarajevo, where the fate of these greatempires and states lies in the hands of a group of young men.

Make sure students are aware of who Franz Ferdinand was – the Archduke of Austria, whose empirecovered much of central and eastern Europe. A modern parallel to the Archduke’s visit might be a visitby a US president to Northern Ireland or the Middle East. Imagine the security that would surround sucha visit. Using the first paragraph of Source 1 on page 2 (probably best read aloud by the teacher or aconfident reader), students could first of all try to empathise with Princip and his fellow gang members.

1 Why are these teenagers waiting to commit murder?2 How do you think they feel, armed with guns and bombs, and planning to poison themselves if they

are caught?3 Are these young men the same sort of people who have been responsible for acts of terrorism in

Northern Ireland or Palestine?

Then they could turn to the victims using the rest of Source 1 and Source 2:

1 Does Source 2 help you to form any impression of what the Archduke and his wife were like?2 After reading Source 1, do you have any sympathy for the victims?3 Does your view change when you think about why the young Serbs attacked them in the first place?

Finally, using Questions 1 and 2 on page 3 it might be interesting to speculate on how events couldhave turned out differently. These questions could be revisited at different stages in the topic as acomplete picture builds up of the international scene by 1914.

The AlliancesThis is a long and fairly detailed section, but it is necessary if students are to understand the situation inEurope in 1914. It is also extremely useful as a background study to help to explain the thinking ofpolitical leaders in the 1920s and 1930s. There is also scope for mentioning the modern descendants ofthe armed camps (most notably NATO), making the point that politicians still believe today that themost effective way of preserving peace is to maintain a strong armed force. This could turn the focus ofthe study away from ‘How could they do it?’ to ‘How did it happen?’.

Worksheet 1.1 provides a recording sheet to guide students’ reading of pages 4–7. It is a useful firststep for students who need more support with the Focus Task on page 7 and Worksheet 1.2.Worksheet 1.2 contains an enlarged version of the table in the Focus Task on page 7. Studentsshould look at the Focus Task before they read the text in order to give them a clear purpose for theirreading. Question 3 of the task is clearly a subjective question, but the rating scale suggested on theworksheet helps students to gain a sense of priority and perspective. Question 4 essentially asks studentsto apply the knowledge they have just gleaned from the worksheet exercise. Some prompts are includedon the worksheet to help them to recognise the types of problems and the countries where they occur.

Question 1 on page 5 and question 1 on page 6 work well as discussion questions or aswritten exercises. In the latter case, it would be useful to provide students with a checklist of otherpossible priorities. For example:

• protecting an empire• gaining a new territory• national prestige.

Questions 2 and 3 on page 7 provide valuable practice in translating sometimes opaquecollections of figures into hard political and military considerations. After carrying out the exercise, it isworthwhile for students to put themselves in the position of the wavering Italians. Now that they havehad a good look at the figures, do they still want to be part of the Triple Alliance?


Questions 4 and 5 on page 7 bring together the main points and issues of this section throughthe medium of Source 9, an American cartoon. Question 4 simply asks students to turn the messageof the cartoon into words. Students’ findings from the Focus Task should then enable them to tackleQuestion 5, which asks them to state whether or not they agree with the rather pessimistic view of thecartoon. This question could be used as the basis for a piece of extended writing.

The tension builds, 1900–1914This part of the chapter plays an important role in developing understanding of the causes of theoutbreak of the war. However, armament and disarmament are key themes in the history of the whole ofthe twentieth century, so they serve a wider purpose in the book as a whole.

Questions 1–3 on page 8 help students to understand why naval rivalry caused Anglo-Germantension. These questions also provide preparation for the optional source-based investigation onWorksheet 1.3, which addresses the arms race as a whole. The aim of the investigation is for studentsto practise examination skills of evaluation and cross-referencing. Equally important, the investigationoffers the opportunity to use sources and contextual knowledge together to construct a balancedjudgement (question 5). This is still the area most often highlighted as troublesome in the examiners’ reports.

The Activity on page 11 can be tackled as a small-group or whole-class discussion exercise, or asindividual written work. A student copy of the bonfire diagram is provided on Worksheet 1.4, withplenty of space around the graphic for students to jot notes or add labels if the logs are too small fortheir handwriting! We have provided them with a number of causes to put on the fire, so all they have todo is decide which deserves a big stick and which deserves a little stick. Teachers could add to thesecauses (or delete them entirely) for greater differentiation. Question 4 of the Activity addresses a key issuein historical causation. The task provides prompts but it must be stressed that there is no ‘right’ answerto this question.

Did Germany cause the war?Source 21 on page 12 comes from the Treaty of Versailles. It is worth pointing out the context of theextract by reminding students of previous Year 9 work on this topic.

The Focus Task on page 12 is in the form of a trial. The preparatory phases (questions 1–5)are probably best run in small groups. ‘Witness’ sources can be read, or they can be presented bymembers of the group in role. Indeed, the entire task could be run in this way, with the groups thenreporting their separate verdicts back to the class. The whole class could then debate the issue.

Worksheet 1.5 provides a framework for this exercise. In particular, it teases out the variables thatdetermine whether the witness can be trusted. The second page of Worksheet 1.5 is a support sheetfor question 7 of the Focus Task.

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GCSE MODERN WORLD HISTORY SECOND EDITION TEACHER’S RESOURCE BOOK © John Murray

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Read

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The alliances (2)

Use this sheet to help you with the Focus Task on page 7.

1 Look at the chart below and then read pages 4–7.2 Using the descriptions of each country, fill out the chart to show causes of tension between them.

You may not be able to fill out all the boxes. Use one or two words to show the cause of any tension.

TENSIONS Germany Austria–Hungary Italy

Britain

France

Russia


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WORKSHEET 1.2cont.

3 Decide which relationship is the greatest source of tension. For each box, use a scale of 1 to 5 – arating of 1 means that there are no major sources of tension between the states, but a rating of 5means things are very serious.

4 Now write three paragraphs to explain how the following contributed to tensions between theEuropean powers (use the table as well as the page references below to provide examples):a) colonies (see section on Germany, page 5)

b) people wanting independence (see section on Austria–Hungary, page 5)

c) arms build-up (see section on Russia, page 6)


The arms race before 1914– source investigation

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1.3Look carefully at Sources 14–18 on pages 9 and 10.

1 Read Source 15.a) What is meant by the term ‘arms race’?b) Give one example of this type of rivalry in Europe before 1914.

2 Look at Source 14.How useful is this sort of information to a historian studying the arms race?

3 Read Source 17.How reliable is this source as evidence for German attitudes towards the arms race before the FirstWorld War?

4 Look at Sources 15 and 18.Which of these two sources would you regard as being of greater value to a historian studying thearms race?

5 Look at Sources 14–18.‘Germany was responsible for the arms race.’ Do the sources support this view? Use the table below tohelp you to organise your thoughts before you write your answer to this question.

Source 14 Source 15 Source 16 Source 17 Source 18

Does this source contain relevant information?

Does this source support the view?

Is this a reliable source?(Give reasons)

Is this source supported by your own knowledge?(Give examples)

Is this source supported by other sourcesin the selection?(Explain)


Long- and short-term causesof the First World War

WORKSHEET

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Use this sheet to help you with the Activity on page 11. Write the answer to question 4 on the back of this sheet.

Some possible causes to put on the diagram:Colonial rivalries between Britain, France and GermanyNaval rivalry between Britain and Germany1905 Moroccan crisis

France tries to take control of Morocco. Germanyprotests but loses argument as France, Britain andRussia stick together

1908 Bosnian crisisAustria–Hungary takes full control ofBosnia–Herzegovina. (There are many Serbs in thisregion.) Russia and Serbia protest but Austriasucceeds

1911 Second Moroccan crisisAnother dispute between Germany and France overMorocco, with similar results to the first

1912–13 Balkan warsA series of wars involving the Balkan states andTurkey. The most important result was that Serbiaemerged as the leading Balkan state and was apotential enemy on Austria’s border


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WORKSHEET 1.5cont.

This sheet will help you with question 7 of the Focus Task on page 12.

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The findings of the court are that verdict __ is the correct verdict.

The evidence to support verdict 1 is:

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The evidence, on balance, supports verdict __ because:

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Chapter 1 18/2/05 3:54 pm Page 10


Britain and the FirstWorld War: 1914–1918Key features of the chapter

2Topic Focus Task/ Page Issue covered Assessment Format(s) for Worksheet


Reactions to Activity p15 Comparison of Key features Newspaperwar different of an historical report on

responses to situation reactionswar in 1914 across Europe

Christmas Focus Task p19 Why was the Selecting and Two reports – 2.11914 war not over deploying public and

by Christmas information politicians’ view1914?

The Western Focus Task p25 How did the Use of sources; Structured, 2.4A andFront fighting on the selecting and extended writing 2.4B

Western Front deployingchange? information

Conditions Focus Task p27 What was life Use of sources; Reconstructed 2.5for soldiers like on the key features of an diaries or

Western historical situation commentariesFront? on diaries

Control of Focus Task p29 How was the Use of sources; Supported 2.6information war portrayed? representation of research;

past events commentaryon sources

Turning Activity p32 What were the Describing Research; 2.7points turning points and analysing presentation of

on the Western events and case forFront? changes turning points

Stalemate Focus Task p32 How was the Selecting and Research; 2.8stalemate deploying structured writingbroken? information

The Somme Focus Task p36 How should we Use of sources; Structuredcase study remember the interpretation of research; ICT

Somme? past events or other formsof presentation

The other Focus Task p37 Comparison of Describing Structuredfronts events on other and analysing research;

fronts events and extended writingchanges

Gallipoli Focus Task p39 Why did the Use of sources; Research; 2.9A, 2.9BGallipoli describing and structured report and 2.9Ccampaign fail? analysing events

The Eastern Focus Task p42 How important Selecting and ChoosingFront was Russia’s role deploying between options

in the war? information;describing andanalysing events

War at sea Focus Task p45 Was war at sea Selecting and Group discussionmore important deploying with optionalthan the Western information; structured writingFront? interpretation

of past events

New warfare Focus Task p49 Links between Key features Structuredwar in the air, on of an historical researchland and at sea situation

Chapter 2 18/2/05 3:55 pm Page 11

ICT resources for this topicThe First World War is comparatively well-resourced in terms of ICT support. There are a number ofCD-ROM products such as the Granada Learning World War I Archive. There are also many goodwebsites that will stimulate and interest students. Here are some recommended sites, but bear in mindthat most of these sites will have links to other sites.

Trenches on the Webwww.worldwar1.com/This is a wonderful site, with extensive information on almost every aspect of the war. It is accessible andinteresting, with a balance of ‘human’ and ‘technical’ content.

The World War 1 Document Archivewww.lib.byu.edu/~rdh/wwi/This site contains a large range of documents, ranging from official government papers and treaties tothe letters and diaries of individual soldiers.

Art of the First World Warwww.art-ww1.com/An impressive site sponsored by the United Nations and set up in 1998 to commemorate the 80thanniversary of the end of the war.

The Great War in the Airwww.nasm.edu/galleries/gal206/gal206.htmlEssentially a ‘profile’ of the major fighter planes of the First World War, this site also offers interestingdetail about famous pilots.

Encyclopaedia of the First World Warwww.spartacus.schoolnet.co.uk/FWW.htmlContents of this encyclopaedia range from famous battles and the war at sea to the contribution of EastGrinstead to the First World War.

2.1 Breaking the stalemate on the WesternFront

The mood in 1914This focus on the transformation wrought by the war begins with an examination of the young menwho were called up (or volunteered) and went off to war enthusiastically in 1914. Students could beasked to look at Sources 2–10 on pages 14–15 and then describe the mood of 1914.

Important points for them to consider would be:

1 Do you have brothers of the right age for military service?2 How would you have felt about seeing them go off to war?3 Why does there seem to have been such enthusiasm?4 Would a war today be greeted with this enthusiasm?5 Was there really such enthusiasm? Is it possible that there were protests or doubts, and if so why do we

know so little about them?

These questions form ideal preparation for the Activity on page 15. As well as, or perhaps as analternative to, writing an article, students could run a short report for an imaginary TV or radio newsprogramme of 1914. Roving reporters could interview the soldiers, their officers, and civilians in thecrowd as the soldiers embark for France.


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The war on the Western Front reachesstalemateThe aim of this section is to highlight the extent to which the soldiers, politicians and militarycommanders were unprepared for the type of war which was to develop. It enables students to grasp whythe war developed into a stalemate which was not expected, and for which in the early stages theparticipants were not prepared and not appropriately equipped.

Question 1 on page 16 is a straightforward source comprehension exercise. It could be takenfurther as the basis for a fruitful discussion and the teasing out of the context of Source 12. Thecartoon shows the obvious David and Goliath scenario but it also speaks volumes about the Britishperspective. The Kaiser is aged, but nonetheless formidable. The cartoon contains an unspoken appeal tothe British government to help Belgium. Discuss this with students and point out Britain’sresponsibilities in the Treaty of London. Students could work out that the cartoon is urging the Britishgovernment to honour its commitment to Belgium.

Questions 2 and 3 on page 17 further reinforce the idea of the strangeness and shock of thisnew war. They are well suited to written work. Encourage students to think of Walter Bloem as one of theyoung men whose experiences they considered in the opening section and in the activity on the moodof 1914.

The sections on the Marne and the first Battle of Ypres also raise the issue of the experiences of thecommanders as well as those of the soldiers. Students need to appreciate also that as the war showed fewsigns of ending, politicians and people began to demand news, preferably news of victories. This is thebasis of the Focus Task on page 19. This has two main aims:

• For students to show their understanding of the text and sources in this section by explaining in fulland frank terms why the war reached a stalemate.

• For students to use their findings to show their understanding of the political realities of the situationthat military leaders found themselves in. The creation of a selective picture for the public back homerequires quite sophisticated thinking. Worksheet 2.1 will help students to organise their ideas.

What was the fighting like on the WesternFront?The two sections which make up pages 20–29 need to be seen as separate items which fall under thebroad umbrella heading of trench warfare. Although interested in the topic, many students find theamount of information available bewildering, not least because they can access almost endlessquantities of material through television and ICT resources as well as textbooks.

Pages 20–25 use the concept of changes in warfare to help students to organise their thoughts. Thereare two aims of the questions and tasks on these pages. The first is to immerse students in working withsources. The second is, through the final Focus Task on page 25, to draw back from the minutiaeand use the collected information from the text and sources.

Questions 1–4 on page 20 are designed to guide students towards considered inference andinterpretation of Sources 20–22. Much like examination papers, basic comprehension will yieldresults. However, to produce a comprehensive list of equipment (question 1) students need to look andthink deeply about the sources. For example, a digging tool is a logical inference, even though it is notshown in the sources. The remaining questions work along the same lines, pushing students to inferfrom and interpret sources, and communicate their understanding effectively. Worksheet 2.2provides a structure to help to develop this skill. Further practice in this process comes from the Activityon page 20, which is supported by Worksheet 2.3.

It is worth noting that the paintings in this section, and the next, can be accessed on the internet atthe site, ‘Art of the First World War’ (see page 12). As well as the paintings, the site contains detailedbiographical notes about the artists and commentaries on their works.

Pages 21–23 set out more of the detail of trench warfare, with emphasis on how these details fit thebroad enquiry route of change in warfare. They also place a heavy emphasis on the comprehension,analysis and interpretation of sources. Questions 1–5 on page 23 provide a mini source

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The Focus Task on page 25 is designed to pull together students’ learning from this section ina way that will make it interesting, appealing and therefore memorable. Worksheets 2.4A and 2.4Bsupport the different sections of this Focus Task.

What was life like in the trenches?Life in the trenches is the aspect of the topic that many students enjoy the most. They may have lookedat the issue already in their earlier studies of History. If this is the case, it may be appropriate to directtheir studies in this section to consolidate that earlier work or use it as a platform to analyse particularissues further. The information and sources on pages 25–27 are geared to equipping students with thenecessary information and insights to tackle the Focus Task on page 27. Teachers could use a rangeof devices to help students to get into the minds of the men in the war. Question 1 on page 27 isdesigned to help students who find visual information easier than text. The aim is for them to articulatewhat Source 36 on page 27 means to them and then study the sources to see which text sourcesarticulate the same feelings. The question is well suited to an ICT presentation format, accessing thepainting from the ‘Art of the First World War’ website (see page 12) and juxtaposing image and text byusing desktop publishing or presentation software.

ICT could provide an alternative format for the Focus Task itself. Students could be given the text of asource, such as Source 39 on page 27, and asked to amend and extend the source so that it gives amore complete picture of the trench experience. There is no suggestion that the soldier’s memories areincorrect here, but his comments are about one event. Worksheet 2.5 provides a format to helpstudents with the task. Students should be able to draw on their work in the National Literacy Strategy tohelp them to construct this text. It is always worth remembering that History contributes to Literacy, aswell as the other way around.

The final part of this section focuses on ways in which the war was portrayed. Questions 1–3 onpages 28–29 are designed to evoke analytical answers from students. They should look at theinherent strengths and weaknesses of the sources, but should also consider how far the sources do or donot fit with their wider knowledge. The questions are well suited to a discussion format, as preparationfor the Activity on page 29 and the Focus Task on the same page. Word-processing software isideally suited to the editing process in the Activity, especially if the diary was constructed in that form inthe first place. The Focus Task is supported by Worksheet 2.6. It, too, could be word-processed. Aswell as the initial completion of the table, the software could be used to highlight reliable and unreliablesources by using different fonts or styles. The extension activity on Worksheet 2.6 is designed toprovide practice in writing to an examination format, although the word-processor could support this byallowing students to copy extracts from their table to support the points made in their piece of writing.

Breaking the stalemateThe breaking of the stalemate is a key theme of this chapter. However, it is easy to get bogged down instudying individual battles and actions without seeing the wider picture of developments that led to theconclusion of the war in 1918.

The Activity on page 32 is designed to help students to see that the war was a complex process ofinterconnected events. It is well suited to small-group discussion followed by a teacher-led debriefing.Worksheet 2.7 provides a structure to help students organise their research and thinking on the yearthey are researching. It is worth stressing the greater emphasis in this edition on the events of 1918, theHundred Days. This is in the light of recent work by military historians, which may contrast withstudents’ perceptions of the war – often coloured by popular television programmes or by studyingwar poetry.

The Activity acts as ideal preparation for the Focus Task on page 32. This task pulls together thegreater part of the material studied so far. Worksheet 2.8 provides the framework for questions 1–3 ofthe task. Question 4 of the task is extension work. Students should use their findings from questions 1–3on why stalemate occurred.

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Case study: General Haig and the Battle ofthe SommeThe Somme is such an important event in British history, and the history of the Great War, that thereare innumerable ways to approach it. For this reason, the Focus Task on page 36 is relatively open ended.

All of the questions and activities on pages 33–36 are geared towards this Focus Task. Question 1on page 33 is a scene-setting question, encouraging students to develop a general view based on thesources. The word lists the students create are likely to focus on the scale of casualties, the apparentfutility and so on. Questions 1–3 on pages 34–35 focus on the balance between the plans andtactics, and the results of the first day of the Somme. In terms of interpreting the Somme, questions 1and 3 are critical. Question 1 addresses the issue of how far post hoc criticisms carry the benefits ofhindsight – clearly an important point in terms of interpreting events. Question 3 encouragesstudents to think about the impact of the casualties on contemporaries, given the attitudes of the timeand the information available to civilians.

Questions 1–4 on page 36 are not specifically about creating revisionist views of Haig or theSomme, or about debunking popular perceptions. They are primarily about encouraging students to seethat the Battle of the Somme was an event that had much more to it than its first day. It has to beconsidered in terms of its eventual outcomes, and also in terms of its objectives, the role played bypoliticians, and the way in which subsequent generations interpreted it.

In this way, the questions develop the thinking needed for the Focus Task on page 36. The taskpresents students with a number of interpretations of the Somme. They range widely in terms of theirattitude towards the battle, and the aspects of the battle on which they focus. They are all justifiable tosome extent, and the challenge for students is to decide which they see as best supported by the evidence,and which they see as most relevant to the issue they are studying. The final outcomes could bepresented in any number of ways, such as:

• a website about the Battle of the Somme• a study of the experiences of one individual or unit, and how far these experiences reflected the whole

picture• a poster, or a design for a monument• an application to the Lottery Fund for money to erect a memorial, setting out the nature of the

monument and the thinking behind it• a short guidebook commentary on the Thiepval memorial for the unknown soldiers lost at the Somme.

2.2 The war on other frontsThis section opens with an ‘umbrella’ Focus Task on page 37. There are several aims behind thistask. The most obvious is the evaluation of the similarities and differences between the campaignsfought in different parts of the world. However, at least equally important is that, by carrying out thiscomparison, students are constantly reviewing both their current work and their recent work on theWestern Front.

This is a powerful methodology for reinforcing knowledge by actively revising it as students go along.It also pushes students to put their knowledge of one area into context by comparing it with another.

GallipoliQuestions 1 and 2 on page 39 are based on Source 4 on page 39. They are best handledas written exercises, given that there is a clear emphasis on evaluation and comprehension of sourcematerial. Useful follow-up discussion could involve students reviewing what they have read aboutGallipoli so far and comparing it with the Western Front. A review of the poetry of Wilfred Owen andSiegfried Sassoon (Sources 29 and 44 in part 2.1) would pay dividends here. Students would then bein a good position to tackle the Focus Task on page 37, either before or after working on the FocusTask on Gallipoli (page 39). Questions 3–5 on page 39 are best used as a discussion stimulus inpreparation for the main Focus Task on page 39. Question 5 will be particularly useful when studentsstart to tackle the Focus Task.


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The Focus Task on page 39 has the potential to be customised to the ability and needs ofdifferent students. Worksheets 2.9A–C provide a framework for this. Teachers can differentiate theactivity in a wide variety of ways:

• by asking students to focus on one or more issues (e.g. the quality of the leadership, the quality of theevidence)

• by advising on, restricting or extending the range of material that students are required to examine• by allowing different formats for presenting conclusions (e.g. report, annotated diagram)• by asking students to tackle both questions in the Focus Task, rather than just one.

The Balkans and the Middle EastThe aim of this section is, above all, to provide students with a narrative so that they gain a completepicture of the campaigns. There are no tasks dealing with the material in this section alone andtherefore the Focus Task on page 37 becomes particularly important.

The Eastern FrontAs in the preceding section, it is assumed that the Focus Task on page 37 will be to the fore ofstudents’ minds as they work through the text. The Focus Task on page 42 is relatively straightforwardbut is worth tackling as a written exercise because of the importance of the question posed.

The war at seaThere are two main themes in this section. One is the relative importance of the war at sea indetermining the outcome of the First World War. The other is the conduct of the war by Britishpoliticians, naval commanders, sailors and civilians. The first of these issues is tackled through theFocus Task on page 45. This task is well suited to a discussion format, or even a debate. Source 21allows students to see the effect of the blockade on Germany. This source facilitates a comparativeassessment of its importance in relation to the Western Front.

The Activity on page 45 is aimed at helping students to turn the narrative of pages 43–45 into astructured analysis of the reasons why Britain was able to survive the U-boat threat. Worksheet 2.10provides students with their own copy of the diagram to use. Students sometimes need a gentle reminderto look at the source material as well as the text in exercises such as this. Sources 20 and 21 on pages44–45 provide information about weapons and tactics. If students wish to investigate the politics issuefurther they could look at Lloyd George and the introduction of the convoy system. Worksheet 2.10actually provides suggested entries for the empty boxes in the diagram, although teachers may wish toblank these out before copying in order to challenge students.

The war in the airAlthough in some ways the least important aspect of the war, from a military point of view, the war inthe air is highly significant. This feature of the fighting was a classic example of how the horrors of thereality of war allowed people to turn towards and exaggerate the importance of a method of combat thatcould, to some degree, still be seen as daring and noble.

This contrast could readily be explored with students by asking them to look at questions 1–3 onpage 49 and then to read the sections on the war at sea and the war in the air, one after the other. Mostwill grasp that sea power, while much more important, was much less exciting. The questions couldform the basis of lively discussion in small groups, pairs or as a whole class.

Students should then be well prepared to tackle the Focus Task on page 49.

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18Why was the war notover by Christmas?


WORKSHEET

2.1Use this sheet to help you and your partner to plan your reports for the Focus Task on page 19. The textand sources on pages 16–19 will provide the information you need.

Information which would go in report to Information which would go in report toBritish Prime Minister British public

The successes and failuresof the various plans

The important battlesthat have taken place

The new lessons beinglearnt about warfare

The casualties

The morale of the troops

Conclusion:• why war was not over

by Christmas

• how the war will befought through 1915

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WORKSHEET 2.1cont.

You can now write your reports.When you write to the Prime Minister you can give it to him straight. The report might take the

following form.

Now think about how you can organise the other points from your table in the same way.

For the general public, you need to be much more careful. It is important to keep up morale. Forexample you might want to emphasise particularly the role of British troops in the German failure.


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Military Report – ConfidentialSubject: State of war effortTo: Prime Minister AsquithDate: December 1914

The battle plansNeither the German nor the Allied battle plans have gone as expected.The aim of the German plan was to:

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It failed because:

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The Allied plan met the following problems:

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Use this sheet to help you with question 2 on page 20.

Source 20 21 22

Useful informationin this source

Reliable source?

Fits with other sources?

Fits with ownknowledge?

Conclusion about usefulness

Source 20 is useful because:

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My own wider knowledge of this topic tells me that the view of the trenches shown by Sources 20–22 is incomplete because:

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However, these sources are still useful because:

_________________________________________________________________________________________

_________________________________________________________________________________________

Chapter 2 18/2/05 3:55 pm Page 19

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Going to war? This is the essential guide for every British soldier in the year 19__. You’ll findeverything you need to know about the following topics.

WORKSHEET

2.4A

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18How did the fighting on theWestern Front change?


Use this sheet to help you with question 1 of the Focus Task on page 25.

Infantry

Trenches Artillery

How we fight

Weapons and equipment

Chapter 2 18/2/05 3:55 pm Page 21

WORKSHEET

2.4B

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IntroductionThe fighting on the Western Front did not stay exactly the same between 1914 and 1918. Someaspects of warfare changed little, but some aspects changed a great deal . . .

Paragraph 1People did not expect the war to develop in the way it did. In 1914 people expected . . .

In reality, what happened was . . .

Paragraph 2New techniques and equipment were developed after 1914 to tackle these new challenges.There were . . .

Paragraph 3Of course, some things changed less than others. For example, infantry tactics like ‘going overthe top’ were used throughout the war. This involved . . .

Other areas which saw little change were . . .

You need an introduction togive the reader an overallview of what you are going tosay.

Think about the mood in1914 (pages 14–15) and whytrench warfare developed(pages 16–19). Use examplesfrom the text and evidence,such as Sources 12 and 16.

Focus on artillery (pages20–21) and new weapons(pages 24–25) here. Don’tforget to use examples.

Describe how infantry tacticsdid not change much althoughthe importance of theinfantry’s role grew.

Chapter 2 18/2/05 3:55 pm Page 22

WORKSHEET

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18What was life like on theWestern Front?



Ideas boxYou might want to use some of the following points in your diary entries. Begin by deciding which entry they help with.Label them C (for calm), B (for bombardment) and A (for assault).

• repairing trenches • sentry duty – mud • sheltering in dugout• facing machine guns • hearing enemy guns • rats• injuries caused by artillery • gas • going over the top• tanks • burying bodies • attitudes to officers• barbed wire • relationships with fellow soldiers • singing songs together• rations

Diary entry for _____________________It’s been calm in our sector for a while now. We’re all getting a bit bored, to behonest, but we still have jobs to do. We . . .________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Diary entry for _____________________Fritz attacked us today with a bombardment. It was awful. We were . . .________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Diary entry for _____________________Yesterday it was our turn to attack. It was all a bit of a blur really. It started . . .________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Chapter 2 18/2/05 3:55 pm Page 23

WORKSHEET

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Kind of source Example How does it portray the war?

Poem

Advertisement

Painting

Newspaper article

Cartoon

Diary

Novel

Others

EXTENSION WORK

‘On the whole, people in Britain were given an accurate picture of what the war was like.’Explain whether you agree with this statement. Refer to the sources above in your answer.

Chapter 2 18/2/05 3:55 pm Page 24

WORKSHEET

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18Turning points on theWestern Front


Use this sheet to help you with the Activity on page 32.

Use this table to put your ideas together for the year you are studying.

Year 19__ key events Impact of event on Was this event aWestern Front turning point?

(Give reasons)

ConclusionsI believe that 19__ was the crucial year on the Western Front because:

• _______________________________________________________________________________________

_______________________________________________________________________________________

• _______________________________________________________________________________________

_______________________________________________________________________________________

• _______________________________________________________________________________________

_______________________________________________________________________________________

I would like to draw attention to these pieces of evidence to support the points made above:

• _______________________________________________________________________________________

_______________________________________________________________________________________

• _______________________________________________________________________________________

_______________________________________________________________________________________

• _______________________________________________________________________________________

_______________________________________________________________________________________

Chapter 2 18/2/05 3:55 pm Page 25

Plan your account of the war for question 4 of the Focus Task by using the diagrams below.

Part 1: Stalemate

Part 2: Stalemate broken

Two of the boxes have been filled in (and extended) to show part of the process of how the stalematedeveloped. Fill in the other boxes. You will probably need to add more boxes of your own.

Why the war reached a stalemate How and why the stalemate was broken

WORKSHEET

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Use this sheet to help you with questions 1–3 of the Focus Task on page 32.

Plan 17 fails

Battle of MarneGerman successes

BEF

Chapter 2 18/2/05 3:55 pm Page 26

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Chapter 2 18/2/05 3:55 pm Page 27

WORKSHEET

2.9B

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Use these reasons as a starting point for the table on sheet 2.9A.

Naval attack failed almost immediately Lack of detailed planning/organisation

Congested trenches

Communication lines cut by shrapnel

Exhausted troops

Attacks too spread out – no concentration of force

Amateur leadership

No combined planning between army and navy

No experience of this type of war in these conditions

Lack of accurate and up-to-date intelligence

Allied leaders did not know how strong the Turkishforces were

Turks were well prepared for the invasion and held strongpositions

Rampant spread of disease due to terrible livingconditions

Allied troops were unprepared for the Turkish winter –frostbite killed many

Lack of resources and equipment

Landing place difficult

Pre-war report was not given to the Allied commanders

Navy support was of little actual help

Any planning was based on an assumption that thingswould go well for the Allies

Lack of physical and emotional support for troops

Chapter 2 18/2/05 3:55 pm Page 28

WORKSHEET

2.9C

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18Your Gallipoli question


You are now going to write an answer to your Gallipoli question. You can’t write about all the reasonsthat you pinpointed during your research, so to help you identify the most serious problems, sort theminto the boxes in the grid below.

Bad planning Bad leadership

Difficult terrain Strong Turkish defences

Failures of the navy Other

Refer to the two most serious problems in the answer to your overall question.

Chapter 2 18/2/05 3:55 pm Page 29

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Chapter 2 18/2/05 3:55 pm Page 30


British depth study1906–1918Key features of the chapter


Activity reference elements students’ work supportLiberal reforms Focus Task p51 Why did the Selecting and Research; diagram 3.1A and 3.1B

Liberals introduce deployingwelfare reforms? knowledge to

explain changesReasons for Activity p53 How the idea Analysing key Politician’s speechreform of reforms was characteristics

justified to of period; useopponents of sources

Impact of Focus Task p54 How effective Interpretation Structured 3.2Liberal were Liberal of events; use researchreforms reforms? of sources;

explainingchange

Reactions to Source p56 Reactions to Use of sources; Answering source-the reforms Investigation Liberal reforms analysing based questions

interpretations in examinationformat

Women’s Focus Task p58 What were the Analysing and Leaflet puttingsuffrage arguments for explaining key case for or

and against features of against women’swomen’s historical suffragesuffrage? situations

The death of Source p65 Reactions to Use of sources; Answering source-Emily Davison Investigation death of Emily analysing based questions

Davison interpretations in examinationformat

Comparison Focus Task p65 How effective Analysing and Answers to 3.3A and 3.3Bof suffragists were the explaining key structuredand suffragists and features of questions leadingsuffragettes the suffragettes? historical to extended written

situations conclusion

Civilians in Focus Task p66 How were Analysing and Structured 3.4Britain in First civilians affected explaining research leadingWorld War by the war? changes; use to presentation

of sources;interpretations

Effects of the Activity p72 Impact of war on Use of sources; Analysis of key 3.5war, year by one family analysing and sourceyear explaining

changesPropaganda in Focus Task p75 How effective Use of sources; Structured 3.6First World War was government analysing and research and

propaganda explaining writingduring the war? changes

Women at war Focus Task p77 How did women Use of sources; Structuredcontribute to the analysing research andwar effort? interpretations report

Women and Focus Task p79 Why were Analysing and Structured 3.7the vote some women explaining research based

given the vote changes; use on text andin 1918? of sources sources

Chapter 3 18/2/05 3:55 pm Page 31

ICT resources for this topicSome aspects of Britain 1906–1918 are well-resourced in terms of ICT support, but for other aspects thematerial is limited or non-existent. The Liberal reforms are conspicuous by their absence in terms of aweb presence. However, there is some material on the background to the reforms.

In contrast, the issue of women’s suffrage is well covered. The First World War Home Front is alsowell supported, mostly in sites which have the Home Front as a section of a wider First World War focus.Chapter 2 gives a range of First World War website references (see page 12).

In addition, it may be of interest to know that there are two relevant programmes in the Channel 4series What The Papers Said. The programmes look at how the newspapers covered contemporary issues,in this case conscription and women’s suffrage. Each programme is extensively supported by a website.Channel 4 Learning can be found at www.4learning.co.uk/secondary/

Booth Project at the LSEhttp://booth.lse.ac.uk/An ongoing project to digitise Booth’s surveys, maps and notebooks which formed the basis of his studiesof London poverty around 1900.

Emancipation of Women 1860–1920www.spartacus.schoolnet.co.uk/resource.htmPart of the Spartacus Encyclopaedia of History, this site contains biographies of all of the leadingsuffragettes and also a wealth of original sources on the question of votes for women.

Timeline of Events in (Modern) Women’s Historywww.smokylake.com/Christy/womentime.htmA really useful timeline of important developments relating to women’s history, which gives thewomen’s rights issue a global perspective.

Interview with Diane Atkinson, historian of suffragetteswww.pbs.org/greatwar/interviews/atkinson1.htmlThis interview focuses on the role of women during the First World War. The material is fairly high level,but motivated GCSE students will be able to use it with a little care and attention.

3.1 How and why did the Liberals help the poor?

Why did the Liberals introduce their welfarereforms?This opening section aims to get students to see that there is a difference between a problem existing,and a government being determined to do something about it. Source 1 on page 50 shows thatpoverty was not a priority in the election of 1906. The rest of this section examines why it becamea priority.

The Focus Task on page 51 provides a reading frame for pages 51–53. At a basic level, studentscould simply lift most of the sub-headings to create a list of factors. However, they must still show theirunderstanding of the text by coming up with a succinct explanation of the importance of that factor.This need for explanation is so often the downfall of hard-working students in examinations who canrecall relevant detail but fail to make it relevant to the examination question or task in hand.Worksheet 3.1A provides a structure for this initial stage. Worksheet 3.1B provides a Venndiagram structure for the next stage of the task. The Focus Task question is highly significant, and islikely to be the basis of any examination question in this area. Students who have a strong sense of theirviews on this question will be in a strong position to evaluate sources in the context of their knowledge,and to do so in a clear and coherent way. Teachers may want to go one stage further and ask students towrite up their thoughts on the question. A framework is provided on Worksheet 3.1C.


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Chapter 3 18/2/05 3:55 pm Page 32

How effective were the Liberal reforms?This section uses a similar approach to the previous one. The Focus Task on page 54 provides areading frame to help students read through the extensive information on pages 54–55. The essence ofthis framework is that it promotes active reading, with students analysing and extracting key points ofinformation and sorting and categorising that information. It should help the students’ memory of thematerial in the process. Worksheet 3.2 provides a ready-to-use student copy of the table.

Pages 56–57 provide students with a source investigation. The aim of the investigation is both topractise examination-type skills and to continue researching the issue of the effectiveness, or otherwise,of the reforms. Thus, questions 1–5 of the source investigation provide examples of typicalexamination questions while the Focus Task on page 57 is an extended version of the typicalfinal question on examination papers in which students have to address a question using sources and knowledge.

The Activity on page 57 is designed as an oral exercise to generate ideas for the Focus Task onthe same page. By developing awkward questions, students are, by implication, thinking about thestrengths and weaknesses of the reforms.

3.2 How and why did women try to win theright to vote?The section opens with two contrasting episodes from 1913 that demonstrate the differences between themethods of the suffragists and the suffragettes. This is an appropriate point at which to bring in widerissues relating to citizenship and democratic protest.

What were the arguments for and againstfemale suffrage?This section is straightforwardly organised around the Focus Task at the foot of page 58 andSources 2 and 3 on page 59. The aim of the task is simply for students to gain an understanding ofthe bases for the campaigns for and against women’s suffrage. The format of the activity (a leaflet) issuitable for paired work, with each student preparing a leaflet for one side of the argument. The formatis ideal for using desktop publishing software, particularly since students can access images and textsources from the recommended websites (see page 32).

How effective were the suffragist andsuffragette campaigns?The information and sources on pages 60–65 are geared towards the final Focus Task on page 65.There is quite a lot of information in these pages and students would benefit from being forewarnedabout the Focus Task before launching into the text. Worksheet 3.3A provides a reading frame forthese pages. As they come across important points and issues, students can note them on the sheet. Thiswill provide them with an easy-to-read summary of the two groups. Such a summary will be usefulmaterial for making the qualitative judgement required in the Focus Task.

The questions on pages 61–63 can be used as pause points as students work through the text.Questions 1 and 2 on page 61 are well suited to a whole class approach. They address the centralissue of the differences between the two groups. Question 1 also brings in a common examination-type question, requiring students to analyse the detail of the cartoon in order to explain the view ofthe cartoonist.


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33

Chapter 3 18/2/05 3:55 pm Page 33

Questions 1–4 on pages 62–63 are equally well suited to small group, paired or classdiscussion. They will help students to articulate a judgement on the balance between publicity andpositive or negative impact. The case study on Emily Davison (pages 64–65) serves more than onepurpose. It is ideal as an example of the difficulty in deciding whether or not the impact of thesuffragettes was wholly negative. The questions in the source investigation replicate examination-typesource questions.

As students reach the Focus Task on page 65, they can use their notes on Worksheet 3.3A topick out the most significant events for the suffragists and suffragettes, as the task requires. Teachersmay want students to write up their final thoughts on this issue, and Worksheet 3.3B provides awriting frame to help them do so.

3.3 The British Home Front during the FirstWorld WarThe first page of this section (page 66) is dominated by Source 1 and the Focus Task. The source ispowerful and attractive. It would be ideal reproduced on an OHT or through an LCD projector. Theessence of the first part of the Focus Task is to use the source to generate a hypothesis, and then test it.In other words, this poster is what the government said the war effort looked like – does such astatement stand up to scrutiny?

Both the planning of the presentation, and the presentation itself, are ideally suited to the use ofpresentation software such as Microsoft PowerPoint. Worksheet 3.4 provides a planning sheet for thepresentation. The process of examining sections of text and sources and condensing them into bulletpoints is a powerful memory aid. PowerPoint can incorporate text, visual sources and even video clips,from websites or similar sources. The presentation could be managed in many different ways. Teachersmay want some students to present on only one aspect of the Home Front, thereby coming up with acommon class presentation. Again, a collection of shared PowerPoint files would aid this process.

Teachers may want students to put aside the idea of a presentation as they work through the section,and then return to it as a way of reinforcing learning after the various issues on pages 66–79 havebeen tackled.

Recruitment and conscriptionThe first of these issues is recruitment. This section tries to balance source analysis and reasonedargument with the contrasting style of questions 1 and 2. Pages 68–69 would link well with videoresources, such as the programme on conscription in Channel 4’s What The Papers Said series (see page32 for details).

DORAThe main feature of the section on munitions is the Activity on page 70. It requires the students toanalyse the message of Source 11 on page 70 as well as researching the areas specified. Further oralwork could encourage students to question the extent to which Source 11 truly represents the story,specifically in terms of:

• how far the munitions crisis was overcome• how far Lloyd George deserves all the credit (as Source 11 seems to suggest).

The Activity on page 72 pulls together a number of elements of the Home Front. Students couldrespond to this activity with a presentation as well as, or instead of, the main presentation activity onpage 66. Worksheet 3.5 provides a structure to help students with question 3 of this activity.


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Propaganda and censorshipThis section covers the question of propaganda in some depth, particularly the issue of how farpropaganda actually worked. It would be helpful for students to start with the Activity at the top ofpage 75 (the propaganda guide) to get into the swing of identifying propaganda, its nature andpurposes. From this point, they could turn to questions 1–3 on page 73. Questions 1 and 2 willhelp students to see the sheer volume of propaganda material that was produced. Question 3 isdesigned to help students to assess the impact of propaganda. Questions 1–3 on pages 74–75 aredesigned to encourage further discussion of the propaganda sources in this section.

Worksheet 3.6 is designed to help students with the Focus Task on page 75. It will help them togather their thoughts and marshal them into a coherent written form.

How far did women contribute to the wareffort?This section address the issue of the work women did during the First World War – the main feature ofthe Focus Task on page 77. Teachers may direct students to either question 1 or the Focus Task,rather than both. Equally, the Focus Task could be a presentation in its own right, with each of thebullet points forming the basis of one theme within the presentation. Whatever the format, studentsshould not have major problems in describing the scale and importance of women’s work, using thebullet point structure provided in the task to guide their research and thinking.

Why were some women given the votein 1918?The final section of this chapter examines women getting the vote in 1918. It also draws together someof the major themes of the chapter. Worksheet 3.7 provides a structure to help with the Focus Taskon page 79. It gives students the ‘cards’ on which they can write their explanations and which they canlay out in front of them, helping to visualise the issue. The sheet also provides a number of key pointswith which students can experiment. Encourage them to position each point close to a particular card inorder to clarify the role of a particular factor. It should be stressed that this is not an exhaustive list ofrelevant points.

The final Activity at the top of page 79, which reviews the whole chapter, is well suited to adiscussion format, or perhaps a more formal debate structure.

Chapter 3 18/2/05 3:55 pm Page 35


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36


Put the factors that influenced the Liberals into the inner ring of boxes. Explain the role of each factorin the outer ring of boxes.

WORKSHEET

3.1AWhy did the Liberals introducetheir welfare reforms?

Attitudes changedtowards poverty.

People realised that the poor were notalways to blame for their poverty, so theyaccepted the idea of reforms that helpedthe poor.

WHY DID THELIBERALS

INTRODUCEWELFARE

REFORMS?

Chapter 3 18/2/05 3:55 pm Page 36

WORKSHEET

3.1B

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8Why did the Liberals introducetheir welfare reforms?



Put your factors from Worksheet 3.1A into the categories in the diagram below.

TAKE IN ARTWORK 3.02 The Liberals introduced welfare reforms for …

Political motives Moral motives

Nationalistic motives

Political motives: the desire to get the Liberal government re-elected.Moral motives: the desire to help and do good.Nationalistic motives: the desire to make Britain a stronger country.

Chapter 3 18/2/05 3:55 pm Page 37

WORKSHEET

3.1C

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EXTENSION WORK

‘The Liberals introduced welfare reforms in the early 1900s only for political reasons.’ Do the sources and evidence on pages51–53 support this view?

There definitely were political factors that caused the Liberals to introduce welfare reforms. One political factor was . . .

It pushed the Liberals to bring in reforms because . . .

We can see that this factor was important because . . .

Another political factor was . . .

There were also moral factors that made the Liberals bring in welfare reforms. One moral factor was . . .


Evidence that this factor was important is . . .

Finally, there were also nationalistic factors that made the Liberals bring in welfare reforms. One nationalistic factor was . . .


Evidence that this factor was important is . . .

Some factors were moral, nationalistic and political. One example of this kind of factor was . . .

So, overall, the evidence does/does not support this view because . . .

Chapter 3 18/2/05 3:55 pm Page 38

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8


How

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Chapter 3 18/2/05 3:55 pm Page 39

WORKSHEET

3.3A

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Use this sheet to note down important points about these two groups as you read through pages 60–65.The completed sheet will help you to reach your conclusions in the Focus Task on page 65.

Group Suffragists Leader

Main aim Votes for women

Methods used Peaceful democratic methods – for example . . .

Important events/actions involving Ways this group helped the cause of Ways in which this group failed tothis group women’s suffrage help or even held back

women’s suffrage

Group Suffragettes Leader

Main aim Votes for women

Methods used Direct action – for example . . .

Important events/actions involving Ways this group helped the cause of Ways in which this group failed tothis group women’s suffrage help or even held back

women’s suffrage

Chapter 3 18/2/05 3:55 pm Page 40

WORKSHEET

3.3B

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8How effective were thesuffragists and suffragettes?


Use this sheet to help you to write up your conclusions after you have finished the Focus Task onpage 65.

Overall, the suffragists and suffragettes can be seen as partly successful and partlyunsuccessful.

The suffragists had a number of important achievements. They . . .

On the other hand, although they worked hard for their cause they did not achieve their aims.They set out to . . .

but . . .

The suffragettes were successful in gaining publicity. For example . . .

However, it seems that some of their actions damaged their cause. One piece of evidence ofthis is . . .

Some evidence suggests that people did admire the dedication of the suffragettes.This evidence includes . . .

In conclusion I believe that the __________________ were more successful than the __________________ .My main reason for saying this is . . .

Chapter 3 18/2/05 3:55 pm Page 41

WORKSHEET

3.4

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Use this sheet to help you to prepare your presentation for the Focus Task on page 66. It will work best ifyou use Powerpoint or other presentation software.

m

Source 1 shows the government’s view of Britain during thewar. It shows some people helping the war effort but oneperson not helping. The people helping are doing the following:

• •

• •

• •

In this presentation I will ––––––––––––––––––––––––––————––––––––––––––––––––––————–––––––––––––––––––––

Introduction: the government’s view

SLIDE 1Munitions: did people get behind the effort to produce more weapons?

SLIDE 5

• For • Against

p.70p.66

Did propaganda work to keep peoplesupporting the war?

SLIDE 6

• For • Against

p.73

Women at war: did the war have a big impact on women?

SLIDE 7

• For • Against

p.77

Conscription: did people support thegovernment’s policy?

SLIDE 4

• For • Against

p.69

Overview of the Home Front

Much evidence supports the But some does not quite fit:government’s view that everyonegot behind the war effort.

SLIDE 3

• •

p.67

Civilian life

SLIDE 2 p.67

Conclusion: does the poster on page 66 present anaccurate impression?

SLIDE 8

• Yes • No

The war affected civilian life in six main ways (write a sentenceto sum up how each one affected civilians):

• DORA • Conscription

• Bombing • Casualties

• Recruitment • Shortages

Chapter 3 18/2/05 3:55 pm Page 42

WORKSHEET

3.5

BR

ITIS

HD

EPTH

STU

DY

1906

–191

8The Brown Family’s FourWar Christmases


Use this sheet to help you with question 3 of the Activity on page 72. Write your answers to questions 1, 2,4 and 5 on a separate sheet.

1914:

1917:

1915:

1916:

Chapter 3 18/2/05 3:55 pm Page 43

WO

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Chapter 3 18/2/05 3:55 pm Page 44

Arou

nd 2

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Chapter 3 18/2/05 3:55 pm Page 45


The peace treaties afterthe First World WarWere they fair?

Key features of the chapter



Opinions Activity p81 British public Key features Analysis and1918 opinion on the of an historical criticism of a key

treaties situation source

Paris Peace Focus Task p82 What were the Selecting and Structured 4.1Conference aims of the Big deploying research and

Three at the information; recordingParis Peace key features ofConference? an historical

situation

The Fourteen Activity p85 Views of the Use of sources; Comparison 4.3A and 4.3BPoints other leaders on selecting and of view;

Wilson’s ideas deploying reconstructedinformation letter

Allied Focus Task p86 Why did the Selecting and Structured 4.4leaders at Allied leaders deploying research;Versailles not get the information; extended writing

treaty they describing andwanted? analysing

issues

Versailles Focus Task p90 What was the Selecting and Letter fromTreaty and impact of the deploying BerlinGermany Treaty of information;

Versailles on describing andGermany? analysing

events

Terms of the Focus Task p91 Could the Treaty Use of sources; Views ofTreaty of Versailles be selecting and contemporaries

justified at the deploying on the terms of time? information the Treaty

Other treaties Focus Task p93 How fair were Describing Rating treaties; 4.5after the war the peace and analysing extended writing

treaties? events

Czechoslovakia’s Focus p94 What were the Use of sources Substantiated list 4.6strengths Task A strengths and of strengths and and weaknesses of weaknessesweaknesses the new

Czechoslovakia?

Previewing Focus p95 Why was Selecting and Discussionthe crisis of Task B Czechoslovakia deploying1938 important? information

Chapter 4 18/2/05 3:56 pm Page 46

ICT resources for this topicThe peace settlement and the treaties of 1919–1923 do not feature prominently on the internet. Manysites contain sections on the Treaty of Versailles, most often the text of the Treaty. One such site isreferenced here, along with a site that places the Treaty of Versailles in a wider context and one thatoffers resources and online discussion.

Versailles Treaty Contentshttp://history.acusd.edu/gen/text/versaillestreaty/vercontents.htmlThis is one of several sites from which you can look at the full contents of the Treaty. This site isstructured in a more helpful way than most.

The Paris Peace Conferencewww.nv.cc.va.us/home/cevans/Versailles/index.htmlThis American site has a lot of interesting background information on the Paris Peace Conference.There is also material on how the talks were run, along with some useful documents showing the USperspective on the Conference.

Treaty of Versailles Experiencewww.learn.co.uk/versailles/index.htmThis is an extensive collection of articles, source material and explanatory notes on the Treaty ofVersailles. While the pages are useful, they are designed to support schools taking part in an onlinedebate about the Treaty. However, users who are not registered to join in the debate can still follow thearguments of the participants.

The Paris Peace ConferenceSource 1 on page 80 shows the eagerness with which Allied officers and officials strained to seethe signing of the Treaty. This is an ideal opportunity to introduce a whole-class question and answersession.

1 Does Source 1 show the sort of behaviour you normally expect from officers and officials?2 Why are they so eager to see the ceremony?

– Is it that they simply find it hard to believe that the war is over?– Do they have doubts that the Germans will sign the Treaty?– Do they simply want to see the Germans get what is coming to them?

This section has two purposes. The first is to draw a link with the first two chapters of the book, whichdeal respectively with the blame for starting the war and the subsequent horrors of the war once it began.Questions 1–3 on page 81 are suitable for whole-class discussion or as written exercises. Thesecond purpose is to introduce students to a range of issues that dominated world history for the nexttwenty years.

Some students may need guidance with the Activity (page 81) based around Source 4. Theywill find it helpful to look at the context of the source and to be reminded of the intense anti-Germanfeeling during the election campaign of 1918. They will find the following hints useful for writing theirparagraph on why Germany ought to be treated harshly:

1 Responsibility for the war2 The human cost3 The cost in terms of money4 The damage done to Belgium and France5 The Treaty of Brest-Litovsk.

The second part of the Activity will work best as an oral follow-up after one or two students havesummarised their paragraphs. Students could work in small groups to put together questions andcriticisms and the teacher could be in the ‘hot seat’ as Sir Eric Geddes.

The mood in1919


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Chapter 4 18/2/05 3:56 pm Page 47

The aims of the leaders at the ParisConferenceThis section builds up to the first of the Focus Tasks. Worksheet 4.1 provides a template for recordinganswers, although it may be more useful if students draw their own to fit the dimensions of their file orexercise book. (Don’t forget the extra column.) Students will find it helpful to draw up the diagram or look at the template before they read the chapter. In this way they will bear the task in mind as they read.

The three cartoons on page 84 form the basis of an extension activity for which a template is alsoprovided (Worksheet 4.2). This exercise offers the opportunity for students to look at cartoons intheir historical context and to link these sources with the feelings and opinions which must have beenprevalent at the time. The aim is also to introduce students to a structured way of looking at this difficulttype of source.

The Activity on page 85 is designed to get students to discuss and work with the Fourteen Pointsand, in doing so, become familiar with them. Again, a template is provided for the activity (Worksheet4.3A), along with some prompts to help students to write their letters to President Wilson.

Question 3 of the Activity is supported by Worksheet 4.3B. The aim of this question is to use adifferent form of presentation to ensure that students understand the differences between the leaders. Itcan also be used as an informal test – the students could be asked to complete it without the use of thebook or even notes.

The Treaty of VersaillesThis is a vitally important section of the chapter, and indeed of the book as a whole. The aim of themajor Focus Task on page 86 is for students to become familiar with the key terms, issues andpoints of the Treaty by processing and using the information in this section. They could first readthrough pages 86–87 on their own, in preparation for the Focus Task. Teachers could set up aninformal simulation, in which the students put themselves in the position of people from the timelistening to the terms being read out on a radio broadcast. Both teacher and students could take on therole of reporters/broadcasters.

The first question of the Focus Task challenges students to identify the compromises that must havetaken place at the Conference. Although each student is asked to look at one leader, they will receivefeedback on the other leaders from fellow students. Writing up these sections would make a very suitablepiece of homework.

Question 2 is a revision/reinforcement device. The column is already provided on the table onWorksheet 4.1. Insist that the students stick to the one-sentence limit as this will reinforce events in their memories.

Question 3 of the Focus Task demands a piece of extended writing. It is entirely flexible in thatstudents could be asked to repeat the process for all the statements, which would in the end amount to abalanced essay. For those who have difficulty in writing at length, the structure given on Worksheet4.4 may prove helpful.

German reactions to the Treaty ofVersaillesThis section opens up opportunities for work with sources in which students can deepen theirunderstanding of the issue and lay the foundation for understanding the rise of the Nazis in Germany inlater years. Sources 12, 13, 14 and 15 on pages 88–89 provide a snapshot of Germany in 1919.The value of this evidence can be addressed in a question such as ‘Do Sources 12–15 provide reliableevidence for historians about the reaction of the majority of Germans to the Treaty of Versailles?’


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Chapter 4 18/2/05 3:56 pm Page 48

Guidance points:

1 Do all the sources seem to suggest the same reaction to the Treaty?2 Would you agree that they represent the views of the majority of Germans or is it not possible to say?3 Does this picture fit with your own knowledge of the reaction to the Treaty in Germany?4 What evidence could you bring to support your answer to this question?

For the Focus Task at the bottom of page 90 students should be encouraged to think a little aboutthe type of German they might be when they write their letter. So many shades of opinion wererepresented in Germany immediately after the war that it is worth spending some time building up theviewpoint of the writer, using some of the prompts below.

1 The age of the writer (a young person might see things differently from an older German who couldhave lost sons and grandsons in the war)

2 Whether the writer supported the government or one of the groups that tried to overthrow it3 Whether he or she belonged to the middle classes4 Why is the French and Belgian occupation of the Ruhr unjustified?5 If you were writing to a relative in the USA, you might well be a German Jew – how are you being

treated?6 What sort of problems would inflation cause for simple tasks such as going shopping?

Verdicts on the Treaty of VersaillesThe Focus Task on page 91 raises important historical points but also presents a fairly typicalexamination-type question. There is a series of contrasting views and students must reach a synthesis ofthese views. The Focus Task format is discussion, but a useful follow-up homework would be for studentsto write up their debate. An appropriate structure would be two paragraphs: one setting out thejustifications, another setting out the criticisms.

The other peace settlementsThese lesser settlements are not treated in as much depth as the Treaty of Versailles. The emphasis in thissection is on introducing students to the terms of the treaties in outline, and on familiarising them withthe geography of eastern Europe in particular. As well as enhancing their understanding of this issue, itprovides invaluable grounding for the problems of the League of Nations and Hitler’s aggressive policiesin the 1930s.

The Focus Task on page 93 gives the chance to reinforce understanding of the Treaty ofVersailles as well as look at the other agreements. An effective strategy would be for small groups or pairsto discuss how to grade the treaties and then report back in a teacher-led whole-class session. Arecording template has been provided on Worksheet 4.5. The sheet allows space for students to revisetheir views in the light of feedback from the teacher and the rest of the group.

The impact of the treaties on eastern andcentral EuropeThe final Focus Task in this section comes in two parts. Focus Task A on page 94 is aresearch/recording stage and is supported by Worksheet 4.6. Students need to have a purpose for thisresearch, so they should be aware of Focus Task B (on page 95) as they use the sheet. This taskcould be written up but is best suited to discussion, or even an optimist/pessimist-type role-play exercise.

The impact of theTreaty onGermany


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Chapter 4 18/2/05 3:56 pm Page 49

Lead

erC

ount

ryAt

titud

e to

war

ds G

erm

any

Mai

n ai

m

Clem

ence

au

Lloy

d G

eorg

e

Wils

onWO

RKSH

EET

4.1

THE

FIR

ST W

OR

LD W

AR


The

aim

s of

the

lead

ers

at th

e Pa

risPe

ace

Conf

eren

ceUs

e thi

s she

et to

hel

p yo

u wi

th th

e Foc

us T

ask

on p

age 8

2.

Chapter 4 18/2/05 3:56 pm Page 50

WORKSHEET

4.2

THE

PEAC

E TR

EATI

ES A

FTER

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E FI

RST

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RLD

WARCartoon analysis:

general advice


Cartoons are still used in newspapers today, but they are much less important now than they were in1920. Cartoons originated in the 1700s. The aim of the first cartoons was to make fun of politicians at atime when the great majority of the population was not able to read. In the 1920s there was no televisionand so cartoons were still an important way of making political points in a visual way which was easyfor people to understand.

Because we are looking at cartoons many years after they were drawn, it can sometimes be difficult tospot all of the points that the cartoonist was trying to make. Use the following guidelines to help you:

Origins• The date it was drawn – what else was going on at the same time?• The country and the type of publication in which the cartoon was published (e.g. a British

newspaper).

The cartoon itself• Look at the caption (if the cartoon has one) – it is usually very important.• Many cartoons use labels on the characters or include particularly significant objects. Look very

carefully for these as they give strong clues as to what the cartoon is about.• Look at the background if there is one – what impression is it trying to give?• Look at any people or animals and think about how the cartoonist has drawn them in terms of

size, posture and their position in relation to each other.• Facial expressions are usually very important – they tell you whether the cartoonist thinks that a

character is brave, cowardly, sincere, treacherous, etc.

On the next sheet we have analysed Source 7 from page 84 of the Student’s Book to show you how thiscan be done.

EXTENSION WORK

1 Use the formula above to analyse Sources 8 and 9 on page 84. Write a short commentaryon each one.

2 Do you feel that Sources 7–9 accurately reflect the mood in 1919? Explain your answer byreferring to the events of 1919 and the views of people and politicians of the time.

3 The year is 1919. Decide whether you support a harsh or moderate treaty and then doeither a or b:a) draw your own cartoon supporting your viewb) design a cartoon and write accurate instructions to an artist.Your cartoon should include:• a background• a caption – preferably using sarcasm or humour• figures who can be clearly recognised• labels on the cartoon itself to help people to understand the point you are making.

Chapter 4 18/2/05 3:56 pm Page 51

WORKSHEET 4.2cont.

Cartoon analysis: The Paris Peace Conference

This cartoon is by a famous cartoonist, Bernard Partridge. Look back at Chapter 3 and see if you canfind other cartoons of his.


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52

Background shows destruction ofwar

Bodily posture showsdetermination

French and British policemen:• They are civilians. War is over.• Large and capable – will

accept no nonsense fromGermany

Although beaten, Germany isshown as solid and potentiallydangerous – not as weak

The aim of the terms (in thecartoonist’s view) is clear fromthe rope binding Germany, whichreads ‘Armistice terms’

A pun. ‘Giving rope’ usually meansgiving someone room. This timeit means tying them up

Caption: makes it plain what thecartoonist thinks

Facial expression (along with thewords of the caption) suggestshe is sly and cunning

Chapter 4 18/2/05 3:56 pm Page 52

WORKSHEET

4.3A

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The Fourteen Points

Use this sheet to help you with questions 1 and 2 of the Activity on page 85.

Points Clemenceau Lloyd George

2 Free seas

4 Disarmament

5 Colonies

8 Alsace–Lorraine

10 Eastern Europe

14 League of Nations

Dear President Wilson

I have now had the chance to look carefully at your Fourteen Points and I would like to express my views on a number of the points.

Point 2 I believe that this point is:

________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________


________________________________________________________________________________________

________________________________________________________________________________________

Yours sincerely

Clemenceau/Lloyd George

Chapter 4 18/2/05 3:56 pm Page 53

WORKSHEET

4.3B

THE

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Use this sheet to help you with question 3 of the Activity on page 85.

Agreed onDisagreed on

Agreed on

Disagreed on

Agre

ed o

n

Disa

gree

d on

Wilson

Clemenceau Lloyd George

Chapter 4 18/2/05 3:56 pm Page 54


Option 1 Clemenceau bullied Wilson and Lloyd George into agreeing to a harsh treaty.Option 2 The leaders’ aims were too different – they could not all have got what they wanted and

someone was bound to be disappointed.Option 3 Public opinion in their home countries affected the leaders’ decisions.

I believe that the reason why the Big Three did not all get the treaty they wanted was that (choose one of options 1–3 above):

I chose this option because:

The evidence to support my choice is that:

There is also evidence to support the other options. For example:

Option ______ ________________________________________________________________________________________________

Option ______ ________________________________________________________________________________________________

However, on balance I believe that option ______ is the best answer because:

WORKSHEET

4.4

THE

PEAC

E TR

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get the treaty they wanted?


Chapter 4 18/2/05 3:56 pm Page 55

WO

RKSH

EET

4.5

THE

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Wer

e th

e pe

ace

trea

ties

fair?

Use t

his s

heet

to h

elp

you

with

the F

ocus

Tas

k on

pag

e 93.

Use

the fi

nish

ed ta

ble t

o lo

ok b

ack

brie

fly a

t all

of th

e tre

atie

s bef

ore y

ou ch

oose

the t

wo tr

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s tha

t you

are

goi

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writ

e abo

ut.

Trea

tyD

ate

Rat

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Expl

ain

your

sco

re

Vers

aille

s1

2 3

4 5

St G

erm

ain

1 2

3 4

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© John Murray GCSE MODERN WORLD HISTORY SECOND EDITION TEACHER’S RESOURCE BOOK

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Look at Sources 28–33 on pages 94–95 and Focus Task A on page 94. Fill out this table to help you toanalyse the strengths and weaknesses of the new country of Czechoslovakia.

WORKSHEET

4.6What were the strengthsand weaknesses of thenew Czechoslovakia?

Source What does it tell you about Suggests weakness or strength? Comments (e.g. on reliability of Czechoslovakia’s: (Give reasons for your decision.) source)• borders• industry• population?

28

29

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32

33

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SECTION 2 The USSR, Germanyand the USA betweenthe wars5 Russia and the USSR1905–1941Key features of the chapter



Russian Activity p103 Structure of Use of sources Evaluating a 5.2society Russian society representation

Russia 1903 Focus Task p103 Status of Selecting and Report from 5.3Russia in 1903 deploying Tsar’s ministers

information

The 1905 Focus Task p105 How did the Key features of an Annotated diagram 5.4revolution Tsar survive historical situation:

the 1905 selecting andrevolution? deploying

information

Russia’s Focus Task p107 How well was Describing List of 5.5government Russia and analysing substantiated

governed in events judgements on1914? Russia’s

government

The impact Focus Task p108 How did the Selecting and Research and 5.6of the First First World War deploying presentation;World War weaken the information; possible structured

Tsar’s use of sources writing asgovernment? follow-up

Impact of Focus Task A p110 How important Selecting and Research andwar on was the war in deploying discussionRussia the collapse of information;

the Tsarist analysingregime? interpretations

Why the Focus Task B p110 Why was the Selecting and Structured 5.71917 March 1917 deploying research;revolution revolution information; annotatedsucceeded successful? use of sources diagram

The Focus Task p113 How effective Describe and Structured 5.8Provisional was the explain events questionsGovernment Provisional and changes

Government?

The Focus Task p116 Why were the Use of sources; Extended writing 5.10Bolshevik Bolsheviks selecting andrevolution successful? deploying

information

The Civil Focus Task p122 Why did the Describe and Create poster 5.11War Bolsheviks win explain key events showing key

the Civil War? and changes factors

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ICT resources for this topicRussia, the revolution and the Soviet period is surprisingly under-resourced in terms of relevant websitespitched at the right levels of difficulty and interest. The majority of sites are resources produced byAmerican universities to support undergraduate students. Some of these are useful, if rather text heavy.However, there are some other sites of interest.

Russia on the Webwww.valley.net/~transnat/This is a huge collection of links to other sites with a Russian connection. Using it properly takes time!

Illustrated History of Russiawww.cs.toronto.edu/~mes/russia/history.htmlThis is a large collection of text entries, images and maps relating to various periods of Russian history.It is accessible, but may frustrate in some areas due to lack of detail.

Imperial Romanov web pagewww.imperial-russia.co.uk/Another Romanov site – as the title and address suggest, it is not without its attachment to the Romanovfamily and, as such, is an interesting perspective on events.

Leon Trotskywww.fbuch.com/leon.htmA biography site of Trotsky from an unashamed admirer. There are many such sites on the web and thissite has a gallery of links to most of them.

The Russian Revolutionwww.barnsdle.demon.co.uk/russ/rusrev.htmlThis slightly misleading title disguises a large collection of content and links to material on post-revolution Russia more than on the revolution itself. The content is generally pitched at a high level butis worth persevering with.

Topic Focus Task/ Page Issue covered Assessment Format(s) for WorksheetActivity reference elements students’ work support

Bolshevik Focus Task p125 How did the Describe and Annotated 5.12rule Bolsheviks explain key events timeline;

consolidate their and issues extended writingrule?

Stalin’s rise Focus Task p127 Why did Stalin Use of sources; Radio feature 5.13win? selecting and

deployinginformation

Five-Year Focus Task p128 Why did Stalin Key features List of objectivesPlans introduce the of an historical

Five-Year Plans? situation

Impact of Activity p132 Glory to Stalin Use of sources; Discussion; letterFive-Year Plans and misery to selecting and

the people? deployinginformation

Stalin’s policies Focus Task p133 Stalin’s economic Describing, Structured 5.14policies: success analysing and research;or failure? explaining events extended writing

Stalin Focus Task A p136 Stalin: success Use of sources; Class debateor failure? selecting and

deployinginformation;describing,analysing andexplaining events

Stalin’s Focus Task B p136 How did Stalin Selecting and Recording 5.15USSR control the USSR? deploying template;

information; extended writingdescribing,analysing andexplaining events


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5.1 How did the Bolsheviks take control?To establish the extent of devotion to the Tsar, students could take the opening paragraph of this sectionand the photograph (Source 1, page 98) and consider the following questions:

1 How popular did the Russian monarchy appear to be?2 Do the British royal family generate these sorts of scenes today?3 Who would draw the sort of crowds described?

They could then see how the relationship between the Tsar and his people took a turn for the worse inthe incidents of Bloody Sunday. Students could look at the three visual sources (Sources 12–14 onpage 104) and compare these scenes with that in Source 1.

The new TsarIn order to appreciate the forthcoming transformation and to make contrasts, students need to get a feelfor how uniquely backward Russia was amongst all of the great powers of the day. This section aims tolook at the real and apparent strength of the Tsarist system. By looking in some depth at the nature ofRussia at the turn of the century, students can begin to understand what Russia and Russians were like.By examining the Tsarist system and its opponents they can begin to make their own ‘interim’judgements on the efficacy of the system and whether they feel at this stage that it was doomed.

Questions 1 and 2 on pages 100–101 are designed to help students see the contrasts inRussia. Questions 1–6 on pages 102–103 are about assessing Nicholas as a ruler. Teachers coulduse the questions as a discussion vehicle and use Worksheet 5.1 as a recording device. The sheet is setout to be returned to in later sections and should help as a revision tool.

The Activity on page 103 is essentially an exercise in interpretation and/or representation.Worksheet 5.2 contains a copy of the image and a structure to help students organise their thoughts.Worksheet 5.3 provides a framework for the Focus Task on page 103.

The 1905 revolutionIn the questions and tasks in this section, the emphasis is very much on looking at sources analytically,using them to test ideas about the 1905 revolution, and coming up with ideas of their own.

Questions 1–4 on page 104 ask students to show their understanding of the sources and thecontext in which they are set. They are best suited to written responses. In question 1 the process ofmaking a list is important as it involves either searching for key words in the document or findingsuitable words to summarise grievances. Either process involves close study of the text of the source.Questions 2 and 3 ask students to show their understanding of the context by drawing out the styleand tone of the petition. Question 4 reinforces this but also asks students to look at differentperspectives on the events of Bloody Sunday. In order to explain the differences between the depictions,students might find the following hints helpful:

• the size of the crowd and the way it is shown (peaceful, rowdy)• the distance between the troops and the crowd• the angle from which the events are shown• the date of each source and the type of source in each case.

As an extension or follow-up exercise, students could look back at their answers, as well as the text, andanswer the following question in a piece of extended writing:

‘Bloody Sunday was the result of:

• the Tsar’s troops putting down a violent uprising• ruthless and insensitive overreaction by the Tsar• frightened soldiers overreacting to the size of the crowd.’

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Which of these three explanations seems to fit best with the evidence? Explain your answer by referringto the evidence for and against each one in turn and then writing a conclusion.

Question 5 on page 105 follows the theme of the Tsar’s apparent isolation from reality.Question 6 is a direct preparation for the Focus Task on page 105. This is supported byWorksheet 5.4. The aim of this task is to identify the factors that enabled the Tsar to stay in powerand crush the revolution. By putting these factors into a diagram, students are extracting key pointsfrom the body of text and equipping themselves with a visual reminder, which should be a helpfulrevision aid.

Remind students that, while reading the section following the Focus Task, they should note down themeasures taken by the Tsar’s ministers to stay in control (rather than simply to regain control). It wouldbe a useful exercise for pairs or small groups to read through this section together as it contains a greatdeal of important information. Teachers may want to be sure that relevant details have been gleaned byholding a whole-class feedback session in which students compare the final content of their diagrams.

The Focus Task on page 107 is supported by Worksheet 5.5. It provides a framework foranalysing the performance of the Tsarist government. This work will be important in completing thelater Focus Tasks on page 110.

War and revolutionThe aim of this section is to look at the relationship between the Tsar and several key sectors of hispeople during the course of Russia’s involvement in the war. There is a good deal of overlap between thethree Focus Tasks. Teachers may want to allocate particular tasks or parts of tasks to pairs or individualswithin groups to make the most of the available time and student resource.

The Focus Task on page 108 is essentially a structured reading task. Worksheet 5.6provides a presentation-type format for planning slides. Focus Task A on page 110 is aninterpretations exercise. It builds on the previous two Focus Tasks by using what students learned fromthose tasks to assess the extent of the importance of war as opposed to other factors in causing thecollapse of the Tsar’s regime. It is best tackled as a discussion, perhaps even in a simplified version suchas ‘Would there have been a revolution without the war?’

Focus Task B on page 110 addresses the question of why the 1917 revolution was successfulwhen the 1905 revolution was not. Teachers may feel that they do not want students to assess thecomparative element of 1905 and 1917, in which case they should simply ignore stage 2 of the task.Worksheet 5.7 reproduces the diagram and provides space for students to annotate it.

The Provisional GovernmentQuestion 1 on page 111 goes straight to the heart of the actions of the Provisional Governmentin 1917. The question could be usefully tackled as written work, but it does offer the opportunity forstudents to speculate, even before they read the relevant section of the book, on such questions as:

• For whose benefit is the Provisional Government ruling?• How long do you think it will last with policies like these? (A swift look at Source 39 on page 113 will

sharpen students’ thinking on this.)

The overall emphasis of this section is on a government struggling against enormous odds, determinedto pursue policies it believed to be for the good of the country, but which were unpopular with themajority of the people. The Focus Task on page 113 directs students to these issues andWorksheet 5.8 provides guidance and structure for this. Again, the thrust of the task is to synthesisethe narrative drive of the text with a range of related sources. The extension activities demand thatstudents extend their view back to the previous section. This will encourage them to think further aboutthe characteristics of good government. It will also encourage them to look at the extent to which theProvisional Government was representative of the people. This should provide a helpful perspective whenstudents study Bolshevik rule later in the chapter.


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Lenin, Trotsky and the Bolshevik RevolutionThere are two themes running through this section. The first, which is worth stressing, is that theBolsheviks claimed that the legitimacy for their rule came from the ‘fact’ that they had led a popularrevolution in 1917. This section asks students to recognise that this was not really the case.

Second, there is the question of how the Bolsheviks were able to seize power when they were aminority group. This issue is addressed by concentrating on the roles and qualities of Lenin and Trotskyin the Activity on page 115. Worksheet 5.9 provides a framework which students can use toextend the profiles of Lenin and Trotsky and can keep in their exercise books.

The Focus Task on page 116 is supported by Worksheet 5.10. The task asks students towrite at some length and to use a range of sources to answer a simple but extremely important question.For weaker students in particular, the task is broken down into stages.

1 The diagram on Worksheet 5.10 helps students to pull together the ‘other mighty factors’ into oneplace and think about how they will manage them. Some students may find it helpful to have starterhints about these mighty factors:• the dreadful effects of the war (casualties; food prices; mismanagement; mutiny in the army)• social changes that had been taking place in Russia since 1900 (rapid growth of the Russian

urban working classes; poor living and working conditions)• disillusionment with the Tsar• failures of the Provisional Government (land reform; the war).

2 Having ‘brainstormed’ the possible elements to be inserted into their answer, students can then usethe planning grid to decide how their answers will be ordered, how they will contribute to the answerto the question and the supporting evidence or examples they will use. Encourage the students to drawlines to show the connections between the factors they have identified. They should be able to explainwhy they have drawn each line. Teachers may wish to alter the parameters (e.g. primary sources only)to suit the students’ needs.

5.2 Lenin’s Russia

Lenin in powerThis section centres on the changes brought about by Lenin and the Bolsheviks as they transformed thecountry from Russia into the USSR. The key themes of Russia in transition and Bolshevik rule runthrough all of the subsections and the Focus Tasks.

Question 1 on page 117 goes straight to the heart of the matter. A written or oral response wouldbe appropriate here, but the question sets up the possibility for a short discussion before the students goon to look at Bolshevik rule.

1 On the basis of the Factfile (on page 117) only, what impression do you get of the Bolsheviks (e.g.their attitudes to ordinary working people, protecting the new state and redistributing wealth)?

2 Does this view tally with what you have already read about Lenin and the Bolsheviks?

Questions 2 and 3 on page 119 ask students to work with the sources on the Civil War. Toanswer these questions, some students will find it helpful to organise their answers under headings. Forquestion 2, they could group their findings under food; law and order; business and the economy;work; killings. For question 3, it may be helpful to approach the source by dividing it into itscomponent parts: background scene; size and position of figures; actions shown in the picture. Fromthese points, students will be able to reach a conclusion that they can support.


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Why did the Bolsheviks win the Civil War?This section deals with a question that demands answers beyond the simple military explanations.

Questions 1 and 2 on page 121 address the issue of propaganda. These questions providestudents with a few insights and ideas for the Focus Task relating to this section (page 122). Thereare several objectives in this task:

• researching and identifying reasons for Bolshevik success• assessing the aims, motives, style and methods of Bolshevik propaganda• giving students the opportunities to show understanding in a medium other than writing.

It is important to stress to students that drawing up a poster is not a soft option. In the first instance,students who are really uncomfortable with drawing could be given the option of writing detailedguidance for the artist who will draw the poster. To create a good poster, students must set out the aimsof their poster and how they see these aims being achieved. This implies quite sophisticated levels ofunderstanding and interpretation of primary source material. Worksheet 5.11 provides guidance forthis task. If teachers prefer, they could use question 1 on page 122 as the main task of this section.It is well suited to an analytical, balanced piece of writing.

The New Economic PolicyWar Communism needs careful explanation. Although students can readily grasp the necessity forwartime requisitioning, the role of War Communism in creating a Communist society is often less clear.Questions 2–4 on page 123 are source-based questions that address the impact of WarCommunism on ordinary Russians. They could be tackled as written exercises as they foreshadow thereasons for the introduction of the NEP.

There are two points to note about the diagrams on page 124. It is important to stress that the figures inSource 21 are examples only, to show how War Communism and the NEP worked in principle. Second,teachers will probably need to explain that an ‘index’ (Source 23) is a scale by means of which variableitems such as the cost of living can be measured against each other or a base figure. Question 1 on page125 asks students to draw conclusions from source material. Sources 21–25 provide a useful bank ofsource material for further work on the NEP. A suggested set of extension questions is provided below.

1 Read Source 22 on page 124. According to Lenin, why is the NEP necessary?2 In what ways do Lenin’s views on the NEP differ from those of Bukharin in Source 24 on page 125?3 Which of Sources 24 and 25 on page 125 would you regard as more useful to an historian studying

the NEP? Explain your answer.4 ‘The NEP was an economic failure.’ Do Sources 23–26 and your own knowledge of the period support

this view? Explain your answer.

This short final section aims to bring together the revolutionary and Bolshevik periods along with a briefassessment of Lenin. Question 2 on page 125 could be a discussion or formal written task.Worksheet 5.12 supports the Focus Task on page 125. As well as containing a frame for thetimeline, a number of suggested events are set out. You could white out some or all before copying, oradd more. The challenge is greater because the events are jumbled out of date order.

5.3 Stalin – success or failure?Stalin or Trotsky?The figure of Stalin towers over this section of the chapter. The text attempts to interleave the complexitiesof the period with the character of Stalin himself. His personality therefore features heavily in this openingsection, which should be referred back to when students analyse Stalin’s motives in later tasks.

This should be made easier if students tackle questions 1 and 3 on pages 126 and 127 in awritten form, perhaps enhanced by visual images. Do stress that these are not second-rate activities. Agood flier requires a subtle grasp of the issues involved in becoming leader of the Bolsheviks after Lenin.Question 2 is intended to balance the one-sided picture generated by the flier.

The death ofLenin and the

creation of theUSSR

The NewEconomic Policy

War Communism

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A similar principle is applied in the combination of question 3 and the Activity on page 127.The campaign leaflet exercise for Stalin will help students to extract Stalin’s better qualities as well asTrotsky’s foibles.

Worksheet 5.13 supports the Focus Task on page 127. It provides a storyboard to help studentsplan and produce their radio broadcast. The emphasis of the activity is very much on bringing disparatepieces of evidence together to create a coherent and structured narrative.

Modernising the USSRThis section returns to the theme of transformation. Teachers will probably find it worthwhile to readthrough Source 4 on page 128 with students as it contains so many points that are central to anunderstanding of Stalin’s attempts to modernise the USSR. The key point to stress is clearly therelationship between security and industrial development.

The Focus Task on page 128 provides an alternative method of tackling the information andsources so that students reach their own conclusions about the true purpose of the Five-Year Plans, andhow this differs from the stated or official purpose.

Questions 1–4 on page 130 target the issue of how far the Five-Year Plans succeeded. They alsoask students to focus on statistics as source material.

The rest of the section deals with the human cost of Stalin’s programme of modernisation. The textand sources are all geared towards the Activity at the end of the section on page 132. There is awealth of information in this section and teachers may wish to read through the section with studentsbefore they commence the Activity. The aim of the letter to Dr Hewlett Johnson is for students to makeuse of the information they have collected in a focused and structured way. Alternatively, they couldproduce a written response to the key question of the Activity, drawing on their findings from previousActivities and Focus Tasks.

This is another major theme of Stalin’s time in charge of the USSR. The theme of transformation againlooms large as does the plight of the Soviet people. Questions 1–5 on page 133 could be usefullytackled as written exercises, which will give students a focus for their reading of the narrative section onStalin’s agrarian policies. Question 5 raises possibilities for discussion as well.

The Focus Task on page 133 asks students to assess different aspects of collectivisation andindustrialisation. Worksheet 5.14 provides the framework for this.

How powerful was Stalin?This final section of the chapter looks at the nature of life in Stalin’s USSR. Questions 1–2 on pages134–135 focus on the source materials and ask students to draw conclusions from them by using thecontext of the narrative text in the section. Students should read the questions, then the text, then thesources.

The final Focus Tasks on page 136 attempt to bring all of the students’ work on Stalintogether. The general question as to whether Stalin was a success or failure is designed to be executed asa class debate. Students could use the framework they used for the Tsar on Worksheet 5.1 as a templatefor assessing Stalin. Worksheet 5.15 provides a frame for Focus Task B. The completed recordingsheet will also be a useful revision tool.

Modernisingagriculture:

collectivisation

Industry and theFive-Year Plans

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WORKSHEET

5.3Russia 1903 – a report

EXTENSION WORK

Look back at Sources 7 and 8 (page 102) and other work you have done on Tsar Nicholas sofar. Now use examples to explain fully whether you think one of the Tsar’s ministers reallywould write a report like the one you have just written.

To: His Majesty Tsar Nicholas II, Emperor of All The RussiasFrom: Your loyal but worried minister

Your MajestyI feel that I must submit this report in order to warn you about the state of your country. I am first of all concerned about your government because:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

You should also be concerned about the peasants in Russia. Although they are loyal to youthey suffer badly:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Russia is not a fair society. There are great differences between rich and poor. For example:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

The workers in the towns are often no better off than the peasants. For example:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

You should also be aware that there are various groups within Russia which oppose you:

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

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HOW THE TSAR CRUSHED THE REVOLUTION IN 1905 HOW THE TSAR KEPT CONTROL IN THE LONGER TERM

WORKSHEET

5.4How did the Tsar survivethe 1905 revolution?

Government action

Effect

Government action

Effect

Government action

Effect

Government action

Effect

Government action

Effect

Government action

Effect

EXTENSION WORK

Once you have completed the boxes, use them to plan answers to the following questions. You should aim to answer eachquestion in about 100–150 words.

1 ‘The Tsar survived the 1905 revolution more because his opponents were ineffective than because he acted effectivelyhimself.’ Do the sources and your own knowledge of the 1905 revolution support this view?

Divide your answer into sections:a) The Tsar’s opponents: how they opposed the Tsar; whether they were well organised and effective; whether they

worked well together.b) The Tsar’s actions: how he dealt with the revolutionaries in the early stages of the revolution; how he bought time;

how he defeated the rebels.2 ‘Only the work of Stolypin, his minister, enabled the Tsar to avoid another revolution after 1905.’ Do the sources and your

own knowledge of the period 1906–1914 support this view? (You will need to look at pages 106–107.)Divide your answer into sections again:

a) Stolypin’s land reforms and their effects on the peasantsb) Stolypin’s attitude to protestersc) whether Stolypin removed discontent with the Tsar’s ruled) events after Stolypin’s death.

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5.5How well was Russiagoverned in 1914?

Evidence of effective Evidence of ineffective Extent of success oraction by Tsar’s government action (if no action at all, failure on a scale of 1–5

write ‘no action’) (1 total failure,5 complete success)

Trying to 1 2 3 4 5improve the lives because . . .of all its people

Building up its 1 2 3 4 5agriculture because . . .and industry

Listening to and 1 2 3 4 5responding to because . . .its population

Running the 1 2 3 4 5country because . . .efficiently

Defending the 1 2 3 4 5country from because . . .enemies

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Use this sheet to help you to prepare your presentation for the Focus Task on page 108.

WORKSHEET

5.6How did the First WorldWar weaken the Tsar’sgovernment?

Introduction: The war affected many keygroups in Russia, 1914–17

• The army

• The peasants, workers and ethnic minorities

• The middle classes

• The aristocracy

Slide 2: The peasants, workers and ethnic minorities

• Effect 1

• Effect 2

• Important text or visualevidence

Slide 4: The aristocracy

• Effect 1

• Effect 2


Slide 3: The middle classes

• Effect 1

• Effect 2


Slide 1: The army

• Effect 1

• Effect 2


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was

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Chapter 5 18/2/05 3:56 pm Page 71

REPORT ON PROVISIONAL GOVERNMENT

Area of How the Result of the Mark 1–10 for How it was hindered by performance government dealt government’s effectiveness opponents

with it action Score Revised?

The war

The land question

Food supplies

Overall score and assessment of the Provisional Government’s performance


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WORKSHEET

5.8How effective was theProvisional Government?

EXTENSION WORK

Explain which of these two statements you agree with most.

Statement 1: ‘The Provisional Government was faced with insurmountable problems. It never really had a chance of surviving.’Statement 2: ‘The Provisional Government deserved to fail because it never tried to run Russia in the interests of the Russian

people.’

Remember to say why you chose either statement 1 or 2, and why you did not choose the other.

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5.9

Leni

n an

d Tr

otsk

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Use t

his s

heet

to h

elp

you

with

the A

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ge 1

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in a

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Chapter 5 18/2/05 3:56 pm Page 73


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Use this sheet to help you with the Focus Task on page 116. Decide what the ‘other mighty factors’ were andwrite a short explanation of each factor in the boxes. Draw lines to show the connections between factors.

WORKSHEET

5.10Why were the Bolshevikssuccessful?

EXTENSION WORK

Write about 200–250 words to explain why the Bolsheviks were successful in 1917. Use thefactors that you have already identified as headings for each paragraph in your answer andremember to explain the connections between events.

FACTOR FACTOR

FACTORFACTOR

The [November] Revolution has often and widely been heldto have been mainly Lenin’s revolution. But was it?Certainly Lenin had a heavier impact on the course [ofevents] than anyone else. The point is, however, that greathistorical changes are brought about not only byindividuals. There were other mighty factors atwork as well in Russia in 1917 . . . Lenin could simply nothave done or even co-ordinated everything.

Historian Robert Service, writing in 1990

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Use this sheet to help you to design a poster for the Focus Task on page 122.

WORKSHEET

5.11Why did the Bolshevikswin the Civil War?

EXTENSION WORK

‘The Bolshevik victory in the Civil War was a result of the incompetence of the Whites.’ Use the evidence in this section to decidewhether you agree with this statement.

In this box, experiment with different slogans. Make sure theslogans work with the pictures.4

In this box, list possible images for your poster. Think about:

• background (e.g. marching soldiers?)• the central image (e.g. a picture of Lenin?)• whether you will need words to explain your image.

3

In this box, note one main aim of this poster (e.g. to convince people that the Bolsheviks are strong protectorsof the people).

2

In this box, note all of the reasons why the Bolsheviks wonthe Civil War. Then lightly cross out those reasons which youthink are not suitable for the Soviet people to see.

1


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WORKSHEET

5.12How did the Bolsheviksconsolidate their rule?


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Write the events on the right in the correct places on the timeline below.

1917

1924

1923

1922

1921

1920

1919

1918

Assassination attempt on Lenin

Bolshevik decrees

Bolsheviks seize power

Cheka set up

Constituent Assembly elections

Czech Legion takes control ofTrans-Siberian Railway

Death of Lenin

Kolchak’s armies destroyed

Kronstadt Mutiny

Last major White Army defeated

Lenin removes ConstituentAssembly

Lenin sets up Sovnarkom

New Constitution

New Economic Policy

Russia becomes Soviet Union

Russian famine

Treaty of Brest-Litovsk

Trotsky creates Red Army

White forces threaten Bolsheviks

Chapter 5 18/2/05 3:56 pm Page 76


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WO

RKSH

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5.13

Why

did

Sta

lin w

in?

Use t

his s

heet

to h

elp

you

with

the F

ocus

Tas

k on

pag

e 127

. Use

it a

s a st

oryb

oard

to p

lan

your

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st.

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f Sta

lin

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ory:

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n’s

deat

h an

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nera

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in’s

aim

s

Slog

an:

Key

eve

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in th

eir

stru

ggle

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clus

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rea

sons

for

Stal

in’s

suc

cess

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le o

f Tro

tsky

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sky’

s ai

ms

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an:

Chapter 5 18/2/05 3:56 pm Page 77


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WORKSHEET

5.14Stalin’s economic policies:success or failure?

Industrialisation Collectivisation

Reasons the policy was adopted

Measures taken to enforce the policy

Successes of the policy

Failures of the policy

The human cost ofthe policy

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WORKSHEET

5.15How did Stalin controlthe USSR?

Method of control Example

Making people afraid

Improving living conditions

Propaganda

Education

Control of economy

Control of mass media

Cult of the personality

Chapter 5 18/2/05 3:56 pm Page 79




Germany Focus Task p139 How did Key features of an Research 6.11919 Germany historical situation

emerge fromdefeat in theFirst World War?

Hyperinflation Focus Task p144 Was Use of sources; Structured 6.2hyperinflation historical source-basedcaused by the interpretations questionsTreaty ofVersailles?

Review Focus Task p145 What was the Selecting and Structured writing 6.31919–24 Review state of the deploying

Weimar knowledge;Republic in interpretations1924?

Weimar Focus Task p147 How far did Use of sources; Research; 6.4Germany in the Weimar historical extended writingthe 1920s Republic interpretations

recover after1923?

Hitler and Activity p149 Hitler’s views Deploying Research; 6.5the Nazis in and early ideas knowledge; newspaperthe 1920s use of sources article

The Nazis in Focus Task p149 What did the Deploying Research;the 1920s Nazis stand information; synthesising

for in the use of sources sources and1920s? text into response

to judge

Nazism, Focus Task p151 Nazism in 1928 Deploying Comparison1928 compared with knowledge;

1923 study of change; use of sources

Depression Focus Task p155 How did the Deploying Structured 6.8and the Depression knowledge; research andNazis help the Nazis? analysing extended writing

interpretations

1933 Focus Task p157 How did Hitler Deploying Research; 6.9become knowledge; synthesisingChancellor? key features of sources and text;

an historical follow-up extendedsituation; writinginterpretation

Police state Focus Task p161 Elements of Selecting and Deploying key 6.11Nazi police state deploying points into table

knowledge format

Nazis and Focus Task p163 How effectively Deploying Structuredopposition did the Nazis knowledge; using research;

deal with their sources recording templateopponents?

Nazi Germany Focus Task p166 How did the Use of sources; Discussion 6.12Nazis control selecting andGermany? deploying

information

Germany 1918–1945Key features of the chapter

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ICT resources for this topicThere is no shortage of sources on Nazi Germany on the internet. However, care must be taken with suchsites for several reasons:

• many are misleadingly titled and focus almost entirely on the Second World War• some contain unsuitable material or links to unsuitable sites• others are simply end-of-term projects by school students and offer little of value.

The following sites should offer useful material on most topics, although Weimar Germany is much lesswell served than the Nazi period.

Weimar Republicwww.barnsdle.demon.co.uk/hist/weilin.htmlThis is a very wordy and quite detailed site with many links to similar sites.

Collections of the German Historical Museumwww.dhm.de/ENGLISH/Sammlungen/A collection of wonderful material in high-quality reproduction, which includes Weimar and Nazimaterial. The selection of items is, however, somewhat random.

The History Place – The Rise of Hitlerwww.historyplace.com/worldwar2/riseofhitler/index.htmOne of myriad general sites offering helpful timelines and similar narratives, but no great insightbeyond that.

German Propaganda Archivewww.calvin.edu/academic/cas/gpa/index.htmThis really remarkable collection of fascinating and unusual material is accompanied by acommentary, which is usually helpful.

Teacher’s Guide to the Holocausthttp://fcit.coedu.usf.edu/holocaust/This site should help inexperienced web users to make good use of the mass of material available onNazi racial policies and war crimes.


Nazis and Focus Task p169 How did Deploying Structured 6.13young people young people knowledge; using research and

react to the sources in context writingNazi regime?

Nazis and Focus Task p171 How successful Use of sources; Testingwomen were Nazi policies features of an contrasting

for women? historical situation hypotheses with evidence

Wartime Focus Task p177 How did the war Change; key Annotated 6.17Germany change life in features; timeline

Germany? deployingknowledge

Wartime Activity p178 Analysing Study of change; Analysis ofpropaganda propaganda use of sources sources using

context

Germany Focus Task p182 What are the Deploying Substantiatedunder the dangers of knowledge; use answers to keyNazis totalitarianism? of sources; questions

interpretations


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6.1 The Weimar Republic and the rise of theNazis

The impact of the First World WarThe beginning of this chapter presents a short examination of how, by 1918, the mighty had fallen.Students who have studied the First World War will be familiar with the Kaiser and his views andeccentricities, otherwise a little background will be necessary. The essential point for students to grasp isthe might and splendour of Germany in 1914 and the contrast with its condition in 1918. This is furtherreinforced by the summary diagram on page 138.

The birth of the Weimar RepublicThe aim of this section is to chronicle the changeover from predominantly autocratic to democraticgovernment. The key point for teachers to stress is that while British people today will naturally distrustautocracy, Germans in 1918 felt much the same way about democracy. This unease can only have beenheightened by the chaotic state of the country at the end of the war. To most Germans, such a situationwas crying out for firm government.

This section, and the previous one, both feed into the Focus Task on page 139. Worksheet 6.1provides a structure to help with the task. The priority boxes are an ideal way to give students a platformfor discussing the challenges facing the Weimar Republic.

The Republic in danger 1919–1924The first step for students studying this section is to look at the Focus Task on page 145 and see thatall the sub-sections are geared towards this task. It is worth reinforcing this process by returning to thediagram after studying each section. Thus, students might read through the section ‘The Threat fromthe Left’ and then go to page 145 and read the summary there. Ask students whether they feel thesummary is too positive. In this way they should have a clear idea of the process required for the rest ofthe sections.

Questions 1–3 on page 141 are designed to focus students’ reading of the sections on left- andright-wing threats. They are well suited to discussion as opposed to written work.

Questions 1–4 on pages 142–143 could be discussed, but are probably better suited to writtenwork since they replicate typical examination-type questions. For question 1 students could work inpairs, taking one cartoon each. Remind students of the principles for looking at these sources as set outon Worksheet 4.2:

• context of the source• background• figures – size, position, expressions• captions• words spoken by characters and/or labels.

The question of evidence could be reinforced by asking students to produce a formal written answer toquestion 2 on page 142.

Questions 3 and 4 on page 143 feed into the Focus Task on page 144. The questions inthe task replicate examination-type questions, including the typical ‘final analysis’ question whichrequires synthesis of sources and students’ own knowledge. The entire task could be tackled as adiscussion task. Worksheet 6.2 supports the Focus Task.

Questions 1–2 on page 144 are essentially discussion questions. They offer an opportunity topreview the rise of the Nazis. The idea is to anchor the troubles of this period in students’ minds, so thatthey are easily recalled when looking at the section on the rise of the Nazis on pages 152–155.

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All of this work should prepare students for the Focus Task on page 145. Worksheet 6.3provides a framework for tackling the task. In the sections where students are asked to summarise whatthe diagram says, they must do exactly that – one or two points at most. This will get students thinkingand prioritising, making their learning memorable.

The Weimar Republic under StresemannStudents need to be aware of a number of key points that emerge in this section. The relationshipbetween Stresemann’s success and Nazi frustrations in this period is well understood. However, studentsneed to be reminded of Stresemann’s own right-wing credentials, which speak volumes about wherepower lay in Germany. It is worth dwelling on Source 21 (Marlene Dietrich) on page 146 andSource 23 (Grosz’s painting) on page 147. Both represent cultural achievements (to supporters ofWeimar) and a declining, decadent Germany (to opponents). Spend some time analysing how Groszreveals issues about Weimar Germany such as:

• the strength of militarism• violence within Germany• the continuing power of the old elite.

All of these issues feed into the Focus Task on page 147. Worksheet 6.4 will help with note-taking for the task. It will also help with revision of the previous work.

Hitler and the NazisThe sense of fragile stability established in the previous section provides the foundation for this nextsection. The Activity on page 149 asks students to use the text and sources together (in context) tochart Hitler’s rise to prominence within the Nazi Party and within Germany. The bullet point promptsprovide a structure for the article and students should sift the evidence to pull out key points aboutHitler. For greater rigour, teachers may wish to set a word limit to discourage copying, or insist on atleast one quotation. Worksheet 6.5 sets out a plan of action for students to plan and write the article.

The Focus Task on page 149 follows a similar pattern. Students could present Hitler’s answeras a speech and could be given a time limit for the speech to ensure that they process the informationrather than simply move it from the book to their own files. Weaker students might need to be directed tothe sources and sections of text that relate to specific bullet points (e.g. Weimar Constitution referred toin Source 31).

The follow-up Focus Task on page 151 could be supported similarly, and students referredparticularly to Mein Kampf. They could use the same bullet point headings and simply indicate whatchanges, if any, have taken place.

The Depression and the rise of the NazisThis section targets two key areas. First, students must appreciate the impact of the Depression, comingas it did after prosperity, but before memories of the inflation had faded. Second, they must grasp thatalthough the Depression made it possible, the Nazis’ rise to prominence was due to their exploitation ofits effects. The impact of the Depression can be seen by looking at Sources 35 and 36 on page 152.

Teachers may want to point out that Source 37 is not as simple as it seems. It is easy to assumefrom Source 37 that the unemployed voted for the Nazis. However, we know that the unemployed weremore likely to support the Communists. Fear of communism brought many middle-class and rural votesto the Nazis.

All of these points, sources and text information feed the demanding Activity on page 154. Theaim is for students to assess the reasons for the contrast in the Nazis’ fortunes between 1923 and 1933.Again, the task can be customised for different students with devices such as word limits, restrictions toparticular source material, the inclusion of visual sources and guidance on depth of investigation.Worksheet 6.6 provides a framework for the task.


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Teachers may want to ask students to make notes on this section of the book (pages 152–155).Worksheet 6.7 is an optional resource to help with this. The boxes could be recreated in apresentation. The Focus Task on page 155 would follow on well from such an approach. It isessentially an interpretation exercise. Worksheet 6.8 provides a structure for working through the task.

How did Hitler become Chancellor in 1933?From the scene-setting of the first section on the rise of the Nazis, this next section recounts Hitler’sascension to the position of Chancellor. The focus of the section is very much on the failings of theWeimar system, but also points to the lack of will all round to make the system work.

The Focus Task on page 157 attempts to pull together this issue and a number of issues fromprevious sections. Worksheet 6.9 provides support and guidance on this challenging task. Forquestions 1 and 2 of the task, students could annotate the actual sheet or draw up a table for their views.The comparison of marks out of 10 in question 2 is intended to be a stimulus for fruitful discussion, inwhich students must substantiate the points they make. Question 3 is designed to encourage students toproduce a structured, coherent piece of extended writing. Questions 4–6 could be the basis of discussionafter the written work or could be used as points that students should include in their writing. Anoptional extension activity could be to look back at the diagram on page 145 and produce a differentdiagram entitled ‘Why did the Weimar Republic not survive in 1933?’

6.2 Hitler’s Germany

Hitler’s dictatorshipIn this section students will see how Hitler consolidated his position and began to carry out the Nazirevolution in Germany. Although important in itself, the section will also give a vital perspective on laterevents and issues. The information here is indispensable if students are to address successfully questionssuch as:

• Was Germany a totalitarian state?• How far was Hitler alone in control and responsible?• Why was opposition so unsuccessful?

Questions 1–4 on pages 158–159 raise some important issues. Questions 1 and 2 are worthwritten answers, not least because they pull narrative and source material together. Questions 3 and 4are more reflective and are best dealt with orally.

The Factfile on page 159 is effectively a timeline of 1933. It is worth spending time workingthrough this with the students. A useful focus is to look for examples of the Nazis suppressing opponentsand/or doing deals with other groups who could potentially trouble them in 1933–34. Worksheet6.10 provides an activity structure for examining the Factfile in this context.

Nazi control of Germany 1933–1945Students should have no difficulty making the links between this section and the preceding one. TheFocus Task on page 161 concentrates on the Nazis’ instruments of control from 1933 to 1945. Thesuccess of that control is considered later and so the task simply asks students to record the features ofthe police state. Worksheet 6.11 contains a recording format. Headings are suggested for a table andstudents should be aware that this section and the next three (pages 160–166) are all closely related andare brought together in the Focus Task on page 166.


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Why was there so little opposition?/How did the Nazis deal with the Churches?These two sections are very closely linked. In the first section, Sources 11 and 12 (on page 162)speak volumes about Nazi methods and raise the uncomfortable realities about Nazi Germany whichmodern research is bringing to light. Students have to balance a number of factors in explaining Nazicontrol:

• fear and terror of the Nazis• active support for the Nazis• toleration of life in Nazi Germany because the benefits outweighed the risk of opposing the Nazis.

Most students will have an inclination towards the first point, but they need to try to grasp theimportance of the latter two.

The section on the Churches offers the same degree of complexity, albeit slightly different details. Thecontrast between the honourable resistance described in the text and the comments of Charles Wheelerin Source 14 (on page 163) needs to be emphasised.

The Focus Task on page 163 pulls the sections together. Students can draw up their ownversion of the table, and they may wish to add extra columns to explain how and why the variousopposition groups failed to attract widespread support to oppose the Nazis.

Propaganda, culture and mass media inNazi GermanyThis key section builds on the previous sections and culminates in students discussing whetherpersuasion and indoctrination were more important factors than intimidation and repression.Question 1 on page 164 asks students to make judgements from photographic sources on theNuremberg rallies. Many students find photographs difficult to interrogate and the aim of this exercise isto encourage them to make the source useful by identifying its context.

Questions 2–6 on page 165 are pitched at a higher level than most examination questions.Questions 5–6 are particularly suitable for discussion. The same is true of questions 1–3 on page166. Source 22 on page 167 is especially interesting as it reflects the points raised on page 162about keeping your head down and playing by the rules. Propaganda was extensive, but was it effective?

The Focus Task on page 166 is supported by Worksheet 6.12. The aim is for students toselect and deploy evidence which supports each of the statements.

How did the Nazis deal with young people?This is an important, but also particularly fascinating, section for most students since they have a truevantage point of experience from which to make comparisons. The questions on pages 167–168are well suited to individual written answers but students will gain much from answering thesequestions collaboratively. The questions demand that students assess the sources in the context of theaccompanying narrative, and by doing so they practise a valuable skill.

The Activity on page 168 can be used to assess the extent to which students have truly graspedthe issues under study. The creation of posters is in no way a soft option, and this needs to be stressed.First, students who cannot draw can instead put together a detailed brief for an artist, using roughsketches. The posters express some important aspects of history. For the poster aimed at young people,there are a number of criteria to be met.

• What images, words and associations will attract young people? (Look at modern magazines – theNazis were masters of PR and many of their ideas are still used.)

• What messages are to be sent to young people (e.g. on race, militarism, fitness, obedience)?• Do the students want to include negative factors (e.g. Jews, Communists)?

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For the poster aimed at parents, students must consider:

• how the message is sold to parents (e.g. health, education, obedience)• what might be hidden from parents.

Did all young people support the Nazis?This section is important in that it draws students towards questioning the extent to which the Nazi statewas a monolith. The descriptions of the ‘Swing’ movement and the Edelweiss Pirates should maintainthe interest of students without much difficulty. Indeed, the section on the Edelweiss Pirates offers muchopportunity for thoughtful self-reflection and also for students to empathise with those living under theshadow of repressive regimes today (e.g. in Iraq).

The main concern of the Focus Task on page 169 is to establish an overview of Nazi youthpolicy. The questions and activities up to this point should provide the raw material from which astructured written answer to the question can be put together. Worksheet 6.13 provides a frameworkfor the answer.

Women in Nazi GermanyThis section is directed very clearly at the Focus Task at the bottom of page 171. Students can usethe two statements in the Focus Task as headings and draw up ‘for’ and ‘against’ columns as they siftfor evidence and examples for each section. From this research, they could then present a paragraphsummarising their conclusions.

Did Germans gain from Nazi rule?It is all too easy for students to develop a one-dimensional understanding of Nazi Germany in whichthey see obedience to be the result of terror and intimidation. The reality was much more complex, with different groups showing different attitudes at different times. This section addresses the issue interms of:

• the different social and economic groups in Nazi Germany• the methods used by the Nazis to win over and control these groups• the reactions and attitudes of these different groups to Nazi rule.

The Activity on page 172 is designed to help students to read through the large body of text onpages 172–175 without losing track of key information or their overall purpose. Students could look atparticular sections (Economic recovery and rearmament; The Nazis and workers, and so on) in pairs orsmall groups in order to share the workload. Worksheet 6.14 provides a basic framework for thisreading, along with an extension activity that will prepare the ground for the Focus Task on page 175.

Before tackling the Focus Task on page 175 (supported by Worksheet 6.16), you may wishthe students to spend time on question 1 on page 175, which relates to Source 47. Unusually, thisquestion has a supporting worksheet, Worksheet 6.15. The worksheet asks students to make notes onthe features of the source that comment on Nazi policies. You could give students some clues about thesource, such as asking them to label the parts of the cartoon that convey the following messages:

• traditional families are the ideal• a high birth rate is good• women should be wives and mothers• men are workers and providers• racial purity is important• the Nazi state looks after its people• farming communities are healthy and wholesome.

This list could be put on an OHT acetate to guide students’ thinking as they work on the source. Thiswould prove an ideal introduction to the Focus Task. Some of the statements at the beginning of the taskcould be tested on the source on Worksheet 6.15, in addition to the statements listed above.


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The impact of the Second World War onGermanyThis long and detailed section provides a stark contrast to the previous one. The inexorable defeat andthe impact of the bombing will enable students to understand readily why support for the regime beganto waver. Question 1 on page 177 provides for interesting discussion on the bombing, with thepossibility of broadening discussion into the morality of such tactics.

The Focus Task on page 177 is supported by Worksheet 6.17. Students will need to readthe text carefully to decide which events should go on the timeline and in what order. Some may benefitfrom being provided with key points to ‘slot into’ their timeline, such as:

Sept 1939 War begins1939–1941 Spectacular successes1941 Hitler attacks USSR1942–1943 German army begins to suffer against USSR1944 Tide turns against Germany – retreating vs Russians and D-Day invasions in France1945 Defeat

The Activity on page 178 focuses students on Goebbels’ attempts to maintain support andcontrol with propaganda measures. Students can analyse the features of the sources, but the key to aneffective analysis is their understanding of the context.

The persecution of minoritiesThis detailed section sets out the progression of events from Hitler’s anti-Semitic beliefs through to thegrim details of the ‘Final Solution’. Questions 1 and 2 on page 179 address Hitler’s anti-Semitism.It is worth pointing out to students Bullock’s stature as an historian.

Questions 1–3 on page 180 ask students to view a number of sources critically and to evaluatewhether they give a clear picture of Kristallnacht. These questions should be tackled as a writtenexercise. Satisfactory answers must consider these sources in context. Question 3 takes the issue ofcontext a step further in that students must integrate their findings from this section with their work onpropaganda and the Nazi police state.

The Jewish butcher in Source 60 on page 180 is mincing a rat below a sign reading ‘Mince –very cheap today’.

Questions 4 and 5 on page 181 are discussion questions, ideally considered after readingthrough all of pages 180–182. The Focus Task on page 182 is designed to be a vehicle fordiscussion. It could certainly be developed into written work or an exhibition. The internet offers a lot ofmaterial on this issue, but its exploration by students requires careful control and supervision.

Was the ‘FinalSolution’ planned

from the start?

Chapter 6 18/2/05 3:59 pm Page 87


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Use this sheet to help you to list the challenges facing Germany in 1918 for the Focus Task on page 139.

WORKSHEET

6.1What state was Germanyin at the end of the war?

•

•

•

•

•

•

•

•

•

•

•

•

1

2

3

Political challenges Social challenges Economic challenges The impact of the war

Examples of challenges

Top priority in each area

Top threepriorities

Chapter 6 18/2/05 3:59 pm Page 88

WO

RKSH

EET

6.2

Who

m, o

r w

hat,

wou

ld y

ou b

lam

e fo

rhy

perin

flatio

n?Us

e thi

s she

et to

hel

p yo

u wi

th q

uesti

on 4

of t

he F

ocus

Tas

k on

pag

e 144

.

Germ

ans b

lam

ed h

yper

infla

tion

on th

e Tre

aty o

f Ver

saill

es. L

et’s

call

this

Caus

e 1.

Howe

ver,

as w

ell a

s the

trea

ty th

ere a

re o

ther

pos

sible

caus

es:

Caus

e 2

The d

isrup

tion

caus

ed b

y rev

olut

ions

Caus

e 3

The g

over

nmen

t prin

ting

too

muc

h m

oney

Caus

e 4

War

dam

age

Caus

e 5

Fran

ce’s

actio

ns.

Look

bac

k ov

er p

ages

140

–144

and

com

plet

e the

tabl

e bel

ow li

sting

all

of th

e evi

denc

e.M

ake s

ure t

hat y

ou u

se th

e tex

t and

the s

ourc

es.

Onc

e yo

u ha

ve c

ompl

eted

the

evid

ence

tabl

ea)

Choo

se th

e one

caus

e tha

t you

bel

ieve

was

the m

ost i

mpo

rtant

.De

scrib

e you

r cau

se fu

lly a

nd ex

plai

n wh

y you

hav

e cho

sen

it.OR b)

Choo

se th

ree o

f the

caus

es w

hich

you

belie

ve to

be l

inke

d an

dex

plai

n ho

w th

ey a

re li

nked

.

Cau

se 1

Cau

se 2

Cau

se 3

Cau

se 4

Cau

se 5


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Use this sheet to help you plan your answer to the Focus Task on page 145.

WORKSHEET

6.3What was the state of theWeimar Republic in 1924?

Weimar Germany, 1924: problems all solved?

Positive view of situation (select Negative view of situation (select one or two points from the diagram) one or two points from the diagram)

Political opposition to Weimar

Economic problems

Popular support

Germany and the wider world

Chapter 6 18/2/05 3:59 pm Page 90


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91

Use this sheet to help you to examine the state of the Republic in 1928 for the Focus Task on page 147.You’ll need to look back at your work on pages 137–147.

WORKSHEET

6.4How far has the WeimarRepublic recovered?

Failings and weaknesses Achievements Mark out of 10

Political opposition to Weimar

Economic problems

Popular support

Germany and the wider world

Cultural achievements

Chapter 6 18/2/05 3:59 pm Page 91


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Use this sheet to help you to write your newspaper article for the Activity on page 149.

WORKSHEET

6.5A new force on thepolitical scene?

In recent months, a new force seems to be arising in German politics. Adolf Hitler and the Nazis have hit the headlines with their meetings, bannersand radical ideas. What makes this man successful?

HITLER’S BACKGROUND

QUALITIES

BELIEFS

Chapter 6 18/2/05 3:59 pm Page 92

Use this sheet to help you to write your newspaper article for the Activity on page 154.

WORKSHEET

6.6Hitler and the Nazis,1932

Ten years ago it hardly seemed possible that the Nazi Party and Hitler could sodominate German politics. What has made the Nazis so popular?

HOW THE FAILURE OF THE MUNICH PUTSCH

CHANGED NAZI TACTICS

HOW THE DEPRESSION HAS HELPED THE NAZIS

HOW THE NAZIS HAVE SUCCEEDED IN ELECTIONS


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Chapter 6 18/2/05 3:59 pm Page 93


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Use this sheet to help you to make notes on pages 152–155. In each box explain how this factor helpedHitler and the Nazis.

WORKSHEET

6.7The rise of the Nazis

The impact of the Depression The Communist threat

Failures of democracy Other factors

Nazi policies and campaigns

Reasons for the rise of the Nazis

Chapter 6 18/2/05 3:59 pm Page 94


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WO

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EET

6.8

How

did

the

Depr

essi

on h

elp

the

Naz

is?

Use t

his s

heet

to h

elp

you

with

the F

ocus

Tas

k on

pag

e 155

.

Sour

ce o

fSu

ppor

ts th

e vi

ew o

f Goe

bbel

sSu

ppor

ts th

e vi

ew o

f Cra

igC

ould

sup

port

eith

er in

terp

reta

tion

info

rmat

ion

37 38 39 40 41 43 Oth

er in

form

atio

n,pp

152–

155

Stat

emen

tSc

ore

Expl

anat

ion

Very

few

peo

ple

fully

sup

port

ed th

e N

azis

.

The

key

fact

or w

as th

e ec

onom

ic d

epre

ssio

n.

With

out i

t, th

e N

azis

wou

ld h

ave

rem

aine

d a

min

ority

frin

ge p

arty

.

The

polit

icia

ns o

f the

Wei

mar

Rep

ublic

wer

e m

ainl

y re

spon

sibl

e fo

r th

e ris

e of

the

Naz

is.

Chapter 6 18/2/05 3:59 pm Page 95


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Factors that helped Hitler come to power

WORKSHEET

6.9How did Hitler becomeChancellor in 1933?

3 Other factors How factor helped Hitler Mark out of 10

a) Weaknesses of the Weimar Republic

b) Scheming of Hindenberg and von Papen

c) The impact of the Depression

d) The Treaty of Versailles

e) Memories of the problems of 1923

2 Opponents’ weaknesses How factor helped Hitler Mark out of 10

a) Failure to deal with the Depression

b) Failure to co-operate with one another

c) Attitudes of Germans to the democratic parties

1 Nazi strengths How factor helped Hitler Mark out of 10

a) Hitler’s speaking skills

b) Propaganda campaigns

c) Violent treatment of their opponents

d) Their criticisms of the Weimar systemof government

e) Nazi policies

f) Support from big business

Chapter 6 18/2/05 3:59 pm Page 96


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97

WO

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6.10

Hitle

r’s c

onso

lidat

ion

of p

ower

Use t

his s

heet

to h

elp

you

use p

ages

158

–159

.

1Lo

ok a

t the

even

ts in

the F

actfi

le o

n pa

ge 1

59. C

hoos

e two

exam

ples

of t

he N

azis

usin

g fo

rce,

and

two

exam

ples

of t

he N

azis

doin

g de

als.

2Fi

ll in

the t

op p

art o

f the

char

t.

3In

the b

otto

m p

art o

f the

char

t, no

te d

own

even

ts th

at sh

ow th

e Naz

is co

mbi

ning

forc

e and

con

cess

ions

to d

eal w

ith so

me g

roup

s.

Exam

ple

Dat

eH

ow it

hel

ped

the

Naz

is to

con

solid

ate

pow

er

Naz

is u

sing

forc

e 19

33–3

4

Naz

is d

oing

dea

ls

1933

–34

Naz

is c

ombi

ning

fo

rce

and

conc

essi

ons

1933

–34

Chapter 6 18/2/05 3:59 pm Page 97


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6.11

The

Naz

i pol

ice

stat

e

Use t

he in

form

atio

n on

pag

es 1

60–1

61 to

com

plet

e the

dia

gram

bel

ow. T

his s

umm

ary w

ill h

elp

you

with

the F

ocus

Tas

k on

pag

e 161

.

Met

hods

:___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Cont

rolle

d by

:___

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Dutie

s:__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

How

it he

lped

Hitl

er to

secu

re h

is po

sitio

n:

The

SS

Met

hods

:___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Cont

rolle

d by

:___

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Dutie

s:__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

How

it he

lped

Hitl

er to

secu

re h

is po

sitio

n:

The

polic

e an

d th

e co

urts

Met

hods

:___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Cont

rolle

d by

:___

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Dutie

s:__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

How

it he

lped

Hitl

er to

secu

re h

is po

sitio

n:

The

Ges

tapo

Met

hods

:___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Cont

rolle

d by

:___

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Dutie

s:__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

How

it he

lped

Hitl

er to

secu

re h

is po

sitio

n:

Con

cent

ratio

n ca

mps

Chapter 6 18/2/05 3:59 pm Page 98

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6.12

GER

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1945

How

did

the

Naz

isco

ntro

l Ger

man

y?


Use t

his s

heet

to h

elp

you

with

the F

ocus

Tas

k on

pag

e 166

.

How

to w

ork

To h

elp

you

to p

repa

re fo

r the

gro

up d

iscus

sion,

read

bac

k ov

er p

ages

160

–161

and

164

–166

.In

the d

iagr

am b

elow

, not

e dow

n re

leva

nt in

form

atio

n ab

out e

ach

pers

on’s

work

and

dra

war

rows

to sh

ow th

e lin

ks b

etwe

en th

em. M

ake n

otes

on

the a

rrow

s to

expl

ain

the l

inks

. We

have

don

e one

for y

ou.

EXTE

NSI

ON

WO

RK

Writ

e an

ess

ay w

ith th

e tit

le, ‘

How

did

the

Naz

is c

ontr

ol G

erm

any?

’ •

Use

stat

emen

t A, B

or

C fr

om th

e Fo

cus

Task

as

your

mai

n lin

e of

arg

umen

t.•

Rem

embe

r to

say

wha

t evi

denc

e co

nvin

ces

you

that

A, B

or

C is

the

stro

nges

t vie

w.

•Al

so e

xpla

in w

heth

er th

e tw

o vi

ews

you

reje

ct h

ave

any

supp

ortin

g ev

iden

ce, a

nd w

hy y

ou r

ejec

ted

them

.

Goe

bbel

s’ w

ork

•Bo

oks,

new

spap

ers

and

radi

opr

ogra

mm

es w

ere

clos

ely

cont

rolle

d,e.

g. th

e ‘b

ook

burn

ing’

in 1

933.

• • • • •

Him

mle

r’s w

ork

•SA

and

SS

troo

ps r

aide

d sh

ops

and

hous

es c

heck

ing

for

bann

ed m

ater

ial.

• • • • •

Link

s

Goe

bbel

s de

cide

d w

hich

item

s w

ere

bann

ed. T

he S

S en

forc

ed th

e ba

n.

Chapter 6 18/2/05 3:59 pm Page 99


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Young people were among the most fanatical supporters of the Nazi regime and the Nazis hadgreat success in controlling them.

The Nazis wanted to control young people because:

The Nazis used a range of methods to control young people:

However, many young people in Germany were enthusiastic about life under the Nazi regime.They enjoyed:

Not all young people supported the regime, however. Groups which opposed the Nazis were:

They opposed the Nazis because:

Because of their opposition, the Nazis acted against them by:

WORKSHEET

6.13How did young peoplereact to the Nazi regime?

Chapter 6 18/2/05 3:59 pm Page 100

WORKSHEET

6.14Nazi economic policies:revision of key points


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EXTENSION WORK

Look back at your completed chart above. For each word, term or person, decide which of these categories it fits:

G Suggests Germans gained from Nazi ruleGD Suggests Germans gained but there was a down side as wellB Suggests Germans did badlyBP Suggests Germans did very badly but were afraid to protest openly

Key word/term/person Definition/explanation of importance Category (seeto Nazi economic policies Extension activity below)

Chapter 6 18/2/05 3:59 pm Page 101

This sheet will help you with question 1 on page 175.

Use the space around the source to explain what the Nazis were trying to say about the German societythey had created.


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WORKSHEET

6.15What kind of society didthe Nazis want?

Headline says, ‘The NSDAPsecures the nationalcommunity’

1

Healthy Aryan man andboy suggest …

9

Caption says, ‘Comrades need your advice and help so directyourselves to the local party headquarters’

7

Warm gold tint suggests …

3

Eagle is symbol of …2

Woman as mother suggests …

4

Baby at centre suggests …5

Smiling Aryan childsuggests …

6Eagle’s wings surroundingfamily suggest …

8

Chapter 6 18/2/05 3:59 pm Page 102

Use this sheet to help you with questions 1 and 2 of the Focus Task on page 175.


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103

WORKSHEET

6.16Did most people in Germanybenefit from Nazi rule?

Claims Evidence to support or contradict this claim Is the claim(give source or page number) • totally untrue

• a little bit true• mostly true• totally true?

‘Germans now have economic security.’

‘Germans no longer need to feel inferior to other states. They can be proud of their country.’

‘The Nazi state looks after its workersvery well indeed.’

‘The Nazis are on the side of the farmers and have rescued Germany’s farmers from disaster.’

‘The Nazis have ensured that Germany is racially pure.’

‘The Nazis have made Germany safe from communism.’

Chapter 6 18/2/05 3:59 pm Page 103

1939

1945

1944

1943

1942

1941

1940

1939

1945

1944

1943

1942

1941

1940


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ARMY CIVILIANS

WORKSHEET

6.17How did the war changelife in Germany?

Chapter 6 18/2/05 3:59 pm Page 104


7The The USA 1919–1941Key features of the chapter



Economic Focus Task p190 What factors Use of sources; Research; 7.1boom caused the selecting and annotated

economic boom? deploying diagram; extendedknowledge writing

Agriculture Focus Task p191 Why did Selecting and Research; letter 7.2agriculture not deploying to the Presidentshare in the knowledge (extended writing)prosperity?

The boom Focus Task p193 Did all Americans Use of sources; Source-based 7.3share in the selecting and research;boom? deploying extended writing

knowledge

The Roaring Focus Task p195 Features of the Key features of Research; 7.4Twenties Roaring Twenties an historical summary diagram

situation; selecting and deployingknowledge

Women in Focus Task p197 Did the role of Use of sources; Reconstructedthe Roaring women change selecting and conversationTwenties in the 1920s? deploying

knowledge

Immigration Activity p200 Aspects of Key features of Research; poster 7.6immigrant life an historical

situation; selecting and deployingknowledge

Black people Activities pp202–203 Experiences in Selecting and Radio interview;in the USA 1920s USA deploying summary for

knowledge; museum handbookhistoricalpersonalities

Changes in Focus Task A p205 How far was Use of sources; Overview reportthe 1920s American society change

changing in the 1920s?

Attitudes in Focus Task B p205 How widespread Selecting and Research; chart 7.7the 1920s was intolerance deploying format

in the 1920s? knowledge;use of sources

Prohibition Activity p206 Why was Causes; Research; advice prohibition knowledge to examinerintroduced in1920?

Failure of Activity p210 Why did Selecting and Structured 7.8prohibition prohibition fail? deploying research;

knowledge; diagram summaryuse of sources

Prohibition Focus Task A p210 Why was Analysing Letters to 7.9prohibition representations Congressmanintroduced in1920 and thenabolished in 1933?

Chapter 7 18/2/05 4:23 pm Page 105


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USA, 1920s Focus Task B p210 Review of the Selecting and Development1920s deploying of focus group

knowledge

Wall Street Focus Task p212 How far was Causes; use of Structured 7.10Crash speculation sources; questions

responsible for selecting andthe Wall Street deployingCrash? knowledge

Effects of the Focus Task p213 What impact Causes; use of CausalCrash did the Crash sources; diagram;

have on the selecting and research taskAmerican deployingeconomy? knowledge

The Crash Focus Task p215 What were the Causes; use of Selecting 7.11human sources photos;consequences commentaryof the Crash?

1932 Focus Task p217 Why did Causes; Research;election Roosevelt win selecting and extended writing

the 1932 deployingelection? knowledge;

historicalperspectives

New Deal Focus Task p220 What was the Describing and Research; 7.12New Deal explaining issues recordingof 1933? template

New Deal Focus Task p221 Changes in the Changes; Structured 7.13after 1933 New Deal selecting and research

deployingknowledge

Opposition Focus Task p223 What were the Personalities; Structuredto the New motives of the key features of researchDeal opponents of an historical

the New Deal? situation

New Deal Activity p224 Impact of the Selecting and Structuredsummary New Deal deploying research;

knowledge; discussionusing sources

Success of Focus Task p226 How successful Key features; Research;the New was the New change; planning;Deal Deal? selecting and extended writing

deployingknowledge

ICT resources for this topicGiven the enormous amount of American history on the internet, there is a surprisingly small amounton US history in this period (this is partly because US schools do not study it in great depth).Nevertheless, there are some quality sites with interesting source material and a language level whichshould be accessible to the majority of students.

Illinois Trailswww.usgennet.org/~alhnilus/alhn1920.htmlThis site is a very extensive and well organised collection of links.

Twenties Reconstruction Societyhttp://home.earthlink.net/~timsamuel/An enthusiasts’ site containing basic entries on most issues, which are useful as introductions.

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The Politics of Prosperityhttp://us.history.wisc.edu/hist102/lectures/lecture15.htmlThis US college site provides outline lectures and a summary of the main issues. It could be helpful withrevision and/or planning of coursework.

Prosperity and Thrift: the Coolidge Era and the Consumer Economy 1921–29http://memory.loc.gov/ammem/coolhtml/ccpres00.htmlThis useful collection of narrative outlines and source material is part of an online exhibition from theLibrary of Congress.

Main Causes of the Great Depressionwww.escape.com/~paulg53/politics/great_depression.shtmlThis site is an essay/project by a US high school student. It isn’t a reference tool but it is interesting tosee how this student has organised his ideas.

American Temperance and Prohibitionhttp://prohibition.history.ohio-state.eduA detailed study of the supporters of prohibition and the effects of the Volstead Act, this site contains somewonderful source material.

The Anti Saloon Leaguewww.spartacus.schoolnet.co.uk/USAsaloon.htmThis site offers a detailed analysis of the development of the Temperance Movement.

Fiorella LaGuardia on Prohibitionhttp://druglibrary.org/schaffer/alcohol/laguardi.htmThe testimony of a 1920s New York politician to an enquiry on prohibition.

Teachers’ stuffwww.sos.state.mi.us/history/museum/techstuf/techstuf.htmlAmerican history materials from Michigan USA covering a wide range of topics, including the New Deal.

FDR Cartoon Archivewww.nisk.k12.ny.us/fdr/A wonderful site which is well indexed and contains good provenance information about the sources.

KKK in Texashttp://riceinfo.rice.edu/armadillo/Texas/Sharedpast/kkk.htmlA US teacher resource site which contains information and lesson plans.

The White Housewww.whitehouse.gov/history/This site presents helpful chronologies of the lives of all of the US presidents.


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7.1 What was the USA like in the 1920s?

What was the ‘boom’?Students are directed straight to the heart of the issue through the array of sources on pages 184–185.These visual sources are accompanied by explanatory text to put them into context – which is essentialif students are to use visual material effectively. Questions 1 and 2 on page 185 could be addressedas written tasks or in small-group discussion. Whatever the methodology, students should enjoy andbenefit from breaking down the visual sources into the components of information they contain. In thiscontext question 3, the definition of the term ‘economic boom’, is a crucial exercise.

Why was there an economic boom in the1920s?This long and fairly detailed section sets out why the USA experienced such dramatic growth in the1920s. The emphasis is on narrative text and on statistical data, encouraging students to integrate theirfindings from the two. Question 1 on page 187 is suited to a written answer. It could be repeated forthe section on Republican policies – students could share the workload in pairs. Questions 1 and 2on page 188 are best tackled orally. They introduce students to the ways in which the same statisticaldata can be interpreted differently.

The Focus Task on page 190 encourages students to form an overview of the section. Thevisual metaphor of the skyscraper will not be lost on them, but the information that they add isimportant. It is also important that parameters such as space/word limit are set, to discourage copying.Students could be encouraged to use bullet points of, for example, ten words only. This process shouldequip them well for question 2 of the task, which lends itself to extended writing. Worksheet 7.1provides a framework for the whole task, including a structure for a written answer for question 2.

Problems in the farming industryHaving examined the spectacular heights of the American economy, we now turn to ask ‘Was it all sogood?’. In this section students examine American agriculture. The section consists of a long and fairlydetailed narrative which should provide more than adequate raw material for the Focus Task onpage 191. Students should not ignore the statistics in Source 18. If necessary, teachers should spendtime talking through the meaning of these figures. For weaker students, Worksheet 7.2 provides aframework into which they can ‘slot’ the necessary raw material. As an extension exercise, perhaps formore able students, they could be asked to formulate Coolidge’s reply to the letter.

Did all Americans benefit from the boom?In studying farming, students will have encountered the issue of the USA’s poor whites and rural blacks.Using the text and the array of sources, students should get a clear impression of the contrasts inAmerican society. The Focus Task on page 193 pulls this together very clearly. For the task, teachersmay wish to set parameters such as word limits or demand the inclusion of, for example, at least onevisual or statistical source. The essence of the exercise is that the report to Hoover presents twocontrasting pictures, and that students balance the evidence in reaching a conclusion. Although avaluable skill in its own right, this is also a skill students have to apply in examinations. Worksheet7.3 provides a framework for the report.

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The USA in the Roaring TwentiesThis section introduces students to the spirit of the 1920s, something which is easy to identify but rathermore difficult to define. The section is broken up into the key features that must have most readily struckobservers both within and from outside the USA. At the same time, the section also raises the point thatmany Americans were disturbed by the changes they saw in the 1920s.

Question 1 on page 194 concentrates, however, on the optimistic and carefree spirit of the1920s. The creation of an advertising slogan is a way into this spirit, since a slogan can be a powerfultool for expressing a mood. Question 2 on page 195 is well suited to an oral approach.

The Focus Task on page 195, although short, is extremely demanding. Students needing a push-start could be directed towards a simple cloud-diagram format, using the subheadings in the text asguidelines for the individual clouds. Alternatively, students could focus on the source materials, selectingrepresentative sources and explaining their choice. Worksheet 7.4 supports this task. The task is alsoideally suited to ICT applications such as desktop publishing or presentation software. Students shouldfind it easy to locate sources and images from the websites listed on pages 106–107, which they couldthen paste into their work.

Women in 1920s USAThis section looks at another important aspect of the USA. Questions 1 and 2 on page 196 exercisestudents’ ability to interpret visual sources but also to go a step further from this analysis. Thedifferences between the two sources should not prove difficult to spot, but identifying the contextualfactors responsible for the change requires a sophisticated level of understanding.

Question 3 on page 197 directs students toward the contrasting view of the position of women inthe 1920s. These three questions, when taken together, provide a framework for writing at length on thisissue. Worksheet 7.5 suggests a framework for this, since many students may wish to go into thetopic in some depth. The question should raise three key issues:

• how women gained greater freedom• ways in which life remained much the same• the extent of freedom gained.

The Focus Task on page 197 would ideally be tackled before the frame on Worksheet 7.5.It is well-suited to a role play as opposed to a written or storyboard format.

Prejudice and intoleranceThis section alerts students to a new twist in the tale of 1920s USA. The previous sections will havealerted them to some of the underlying tensions in the USA. In this section students should appreciatethe many and varied backgrounds of Americans, but also come to terms with the problems that thisissue was beginning to cause by the 1920s.

Question 1 on page 199 is a discussion question designed to stimulate thinking for the Activityon page 199. Students should not find it difficult to come up with contrasting evidence. Question 3of the Activity is suitable for written work with the work from questions 2 and 3 forming the basis ofa balanced definition. On page 200, students could tackle question 1 by ‘pairing’ the concernsraised in each of the two sources. Question 2 is more of a general discussion question and shouldprovide avenues of discussion that help students to formulate their ideas on question 3.

The Activity on page 200 builds from these questions, and Worksheet 7.6 provides atemplate for designing the poster. The main aim is for students to grasp both the positive and negativesides of the experiences of immigrants in the USA.


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The experience of black AmericansWhile the previous section hinted at a more sinister side of the USA, this section will leave students inlittle doubt. It is perhaps worth taking the time for the whole class to read page 201 out loud andabsorb the power of James Cameron’s words (Source 46). The remainder of the section sets out themixed, but generally downward, fortunes of blacks, whether they remained in the South or migrated tonorthern towns and cities. The Activity on Paul Robeson on page 202 is best suited to a small-groupdiscussion followed by a ‘plenary’ session. It is worth pointing out the high profile of Robeson, which isperhaps on a par with that of OJ Simpson in 1996.

The other Activity on page 203 clearly requires a written response. Students could use the threesub-headings in this section (The Ku Klux Klan; Improvements; Problems) as titles for paragraphs.

‘The vanishing Americans’This short section deals with an issue widely ignored by the exam specifications, but fundamentallyimportant to US society. Question 1 on page 204 is suited to a written format. Interested studentsmay like to investigate the websites of such North American nations as the Choctaws (seewww.choctawnation.com).

The Monkey TrialThis section is useful for rounding off the issue of intolerance and the darker aspects of American societyin the period. Questions 2 and 3 on page 205 help students to draw their conclusions on the wholeissue, as well as focusing on religious fundamentalism.

Focus Task A on page 205 is an overview of the chapter so far, aimed at reinforcing students’learning. The idea is for students to review their own notes from the chapter (rather than the textbook)and to see how far each of the areas listed in the bullet points brought US society together or divided it. It is ideal for discussion, and as preparation for the review Focus Task B on page 210.

Focus Task B on page 205 provides a framework for students to pull together their work onintolerance. Worksheet 7.7 provides further support for students and also offers extension work.Some excellent resource material to extend the students’ work can be found in the BBC’s AmericanVoices television series.

Prohibition – did the Americans make amistake?This is probably the most popular aspect of the entire topic, and the extensive material devoted to it isorganised in sections that should be easy for students to manage. The first section focuses on how andwhy prohibition was introduced. There are parallels with pressure-group political campaigns – forexample, animal rights – which may help students to see how prohibition was passed.

Questions 1–5 on page 206 direct students towards exam-type source analysis. The Activity onpage 206 encourages them to see sources from an examiner’s viewpoint. This task could be fruitfullyapplied to a website such as ‘American Temperance and Prohibition’ which contains a large selection ofprohibition cartoons and propaganda – see http://prohibition.history.ohio-state.edu

The remaining sections concentrate on the attempts to enforce prohibition and its ultimate failure.Questions 6 and 7 on page 207 continue the run of source-based questions, but students are likelyto find the story of Isadore Einstein more engaging! Pages 208–209 focus on criminality and corruption.The Activity on page 209 about Al Capone pulls together a wide range of factual points aboutcorruption, using Capone as a prime example of the issue. The Activity also raises the issue ofcontemporary views of events compared to views based on hindsight. It may be wise to give students word and picture limits for their profiles. In the unlikely event that they need more information about Capone, a good web source is ‘The Crime Library’ materials on Capone at:www.crimelibrary.com/capone/caponemain.htm


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The final page of this section (page 210) contains a flurry of activities on prohibition andreviewing the chapter so far. The Activity is supported by Worksheet 7.8, although it is very wellsuited to an ICT-based presentation. Each group’s contribution to prohibition’s failure could bepresented on a slide. It is worth remembering that images, text sources and even sounds and movies canbe incorporated into such presentations. Focus Task A on page 210 could be used as an alternativeto the Activity or as a supplement to it. Alternatively, both could be covered by asking groups of studentsto share the work between them. The task is supported by Worksheet 7.9.

Finally, Focus Task B on page 210 is a review task designed to encourage students to look backover their own work (rather than the textbook) and to discuss key themes and issues to reinforce their learning.

7.2 The Wall Street Crash

What caused the Wall Street Crash?The 1920s close with this most spectacular and far-reaching event. Teachers may wish to direct studentsfirst to the Factfile on page 211 and ask them to look carefully at the Focus Task on page 212.This should give them an overview of events and familiarity with their ‘brief’ before they read thechapter. Worksheet 7.10 provides an alternative format to the Focus Task, with more structure andan extension task.

The consequences of the Wall Street CrashThe impact of the Crash on the American economy is fundamental to the remaining sections of thechapter. Students could use the principles employed in Worksheet 7.10 to structure their work in theFocus Task on page 213. The respective importance of the various factors is less relevant, and it maybe that a flow-chart format is more appropriate than a cloud diagram. The key issue is that ofinterconnected events. As with the previous Focus Task, the lines that connect events need to beexplained and substantiated. Every student should be able to ‘justify the lines’. The follow-up researchtask is an opportunity for students to use a wider range of resources. For specific research such as this,the internet is a particularly valuable tool and the suggested websites on pages 106–107 of this book will help.

The human cost of the DepressionIn this section, the emphasis is on examining a range of evidence and drawing conclusions from it. As always, sources must be placed in context to make sense. Thus the Focus Task on page 215concentrates on visual evidence and asks students to show an understanding of how a visual source,given its context, can be illustrative of a period, movement or event. Worksheet 7.11 supports thetask, but this is another example of where ICT can be employed – for research (the internet) and/or forpresentation (desktop publishing software).

The 1932 presidential electionThis section provides a powerful narrative that will give students a feel for Roosevelt’s charisma and thestrength of momentum he had built up, even before he officially took office as President. Questions1–4 on pages 216–217 are important in this respect and should be tackled as written exercises.Students’ answers will provide the raw material for the Focus Task on page 217. The Focus Task isstraightforward in that it demands a written, mainly narrative account. Abler students will be morechallenged if the emphasis of the question is changed to, for example, ‘Did Roosevelt win the 1932election or did Hoover lose it?’ You may wish to emphasise that it is too simplistic to take aRoosevelt good, Hoover bad, approach.


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7.3 Franklin D Roosevelt and the New Deal

The Hundred DaysThe aim of this section is to capture the determination and energy of the Hundred Days and the first NewDeal. Questions 1 and 2 on pages 218–219 provide an ideal base for a discussion that will helpstudents to get their teeth into the issues. Similarly, the range of visual sources will help students of allabilities to appreciate the aims of the New Deal and the TVA. The Focus Task on page 220 draws onall this material and asks students to make the sources really work in a context. Worksheet 7.12provides a structure for this task.

The Second New DealThe Focus Task on page 220 will have raised in students’ minds some of the problemsassociated with carrying out a programme as ambitious as the New Deal. Questions 2 and 3 onpage 221 are ideally suited to discussion, but do target important skills of source evaluation. Theyelicit useful information and ideas for the Focus Task on page 221, but also provide some food forthought for the next section. Worksheet 7.13 provides a structure to help students to organise theirthoughts. Having recorded some examples, students could compare the types of measure in each New Deal.

Opposition to the New DealIn contrast to some of the earlier sections, this topic is dealt with mainly through an extended narrative.However, questions 2 and 3 on page 222 should help students to get a feel for the key issues. The focus is on the motives of Roosevelt’s opponents and is brought together by the Focus Task onpage 223. This could be a written or oral exercise.

Was the New Deal a success?Students often have difficulty in differentiating between actions and effectiveness. This section focuses onthe latter, initially through the Activity on page 224. This should equip students with a range of ideasand evidence for the Focus Task on page 226. For the writing-up section, students could use thebullet points as a writing frame structure.

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Use this sheet to help you with the Focus Task on page 190. The diagram below will help with question 1of the Focus Task.

WORKSHEET

7.1What factors caused theeconomic boom?

A state of mind

New industries

Republican policies

The First World War

The USA’s industrial strength

The framework below will help with question 2 of the Focus Task.

Paragraph 1: Introduction – what the question is about.Paragraph 2: Why the automobile industry was so important (use lots of examples).Paragraph 3: Other industries that were important.Paragraph 4: Other factors (e.g. politics; events outside USA) which were important.Paragraph 5: Your conclusion (yes, no, hard to say).

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WORKSHEET

7.2Why did agriculture notshare in the prosperity?

Dear Mr President

Allow me to introduce myself. I am ____________________________ from ___________________________Until about 1919 I owned a fairly prosperous small farm, but now I am facing ruin.

We are facing many problems, Mr President. For example:

• _____________________________________________________________________________________

_______________________________________________________________________________________

• _____________________________________________________________________________________

_______________________________________________________________________________________

• _____________________________________________________________________________________

_______________________________________________________________________________________

I admit, we have caused some of the problems ourselves by:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

But other problems are beyond our control. They were caused by:

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Mr President, we farmers are a large part of American society and the situation is serious. You must dosomething about it because if it continues . . .

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Please help us.

Yours

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WORKSHEET

7.3Did all Americans sharein the boom?

You may wish to use the following structure for question 2 of the Focus Task.

Paragraph 1: Why Hoover’s statement has an element of truth.Paragraph 2: The main evidence to support him.Paragraph 3: What economic problems are ignored by his statement.Paragraph 4: The main evidence he should be aware of that challenges his confidence.

Source (authorship, origin How it supports or opposes Hoover’s Quality of this evidence (your view)or section of text) claim

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Growing cities: Entertainment:

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

Morals: The car:

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

• _________________________________________ • _________________________________________

WORKSHEET

7.4The Roaring Twenties

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Use this sheet to write up your ideas from pages 196–197.

‘The 1920s brought a revolution in freedom and opportunity for women.’ Explain whether you agreewith this statement.

The main issue in this question is:

The 1920s certainly did bring new freedom and opportunities to women:

On the other hand, for many women, life remained the same:

On balance, the evidence seems to suggest that for most women:

WORKSHEET

7.5Women in 1920s’ USA

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This sheet will help you plan for the Activity on page 200.

Before you begin your sketch or plan, you must research the issues and decide what messages you wishyour posters to send. If you include more than four or five key points, your poster will look overcrowded.Use the points below as a checklist:

• What four or five points will I use?• How will I put my message across – by image, words or both?• How will I grab people’s attention (e.g. Sacco and Vanzetti case)?• What background images could I use?

Make your notes in the boxes below.

WORKSHEET

7.6Immigrants at Ellis Island

WELCOME TO THEUSA: LAND OFOPPORTUNITY

WHAT TO BEWARE OF IN THE USA

Poster a)

Poster b)

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Look back at your work on immigrants, black people and other aspects of the 1920s then complete thechart below.

WORKSHEET

7.7How widespread wasintolerance in the 1920s?

EXTENSION WORK

Use your findings to write about 200 words in response to this statement: ‘The USA in the 1920s was fine, but only if you werewhite’. Do you feel that this is an accurate summary of the period or is it over-simplified?

You will need to organise your answer into paragraphs.

Paragraph 1: Your views on the questionParagraph 2: Whether all white people were happyParagraph 3: The fate of black peopleParagraph 4: How the statement could be improved (e.g. by referring to other minorities).

Group How did prejudice or intolerance affect How did they react?them (give examples)?

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1 Under each picture summarise evidence to support this claim.2 Cut out the four pictures. Paste the pictures onto an A3 sheet of paper, then draw arrows with labels

to show the connections between them.

WORKSHEET

7.8Why did prohibition fail?

a) Because of … the American people who carried on going toillegal speakeasies

Evidence:

c) Because of … the bootleggers who continued supplying andselling alcohol

Evidence:

b) Because of … the law enforcers who were corrupt andignored the law breakers

Evidence:

d) Because of … the gangsters who controlled the tradethrough violence

Evidence:

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WO

RKSH

EET

7.9

Why

was

pro

hibi

tion

intr

oduc

ed in

1920

and

then

abo

lishe

d in

193

3?

1919

Dear

Con

gres

sman

I writ

e to

enc

oura

ge y

ou t

o vo

te fo

r pro

hibi

tion

and

to

expl

ain

my

reas

ons.

Firs

t, m

any

resp

ecta

ble

peop

le s

uppo

rt p

rohi

biti

on

( give

ple

nty

of e

xam

ples

).

Sec

ond,

Am

eric

an w

orke

rs w

ould

ben

efit

(exp

lain

how

thi

swo

uld

happ

en).

Als

o, fa

milie

s wo

uld

be h

appi

er if

alc

ohol

wer

e ba

nned

(exp

lain

thi

s).

Ther

e is

als

o th

e fa

ct t

hat

both

her

e an

d ab

road

alc

ohol

caus

es u

nple

asan

t be

havio

ur (g

ive e

xam

ples

).

Your

s

1933

Dear

Con

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sman

I las

t wr

ote

to y

ou a

bout

pro

hibi

tion

in 19

19. A

t th

at t

ime

Isu

ppor

ted

it, b

ut n

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nger

.

To b

egin

wit

h, e

nfor

cem

ent

seem

s im

poss

ible

(g

ive e

xam

ples

).

Proh

ibit

ion

has

also

had

a c

orru

ptin

g in

fluen

ce

(give

exa

mpl

es).

Mor

eove

r, ga

ngst

ers

seem

to

have

pro

fited

from

it

(give

exa

mpl

es).

I fee

l tha

t th

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perim

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has

faile

d. P

leas

e vo

te t

o ab

olis

h it

.

Your

s

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Use t

his s

heet

to h

elp

you

with

the F

ocus

Tas

k A

on p

age 2

10.

Your

lette

rs m

ight

look

like

this:

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Use this sheet as an alternative to the Focus Task on page 212.

Look at the diagram below which shows some of the factors that led to the Wall Street Crash.

1 Add a brief note alongside each factor to explain how it helped to cause the Crash.2 Add other factors to the diagram if you think they are important.3 In one of the smaller boxes under each factor, put a letter to show what kind of cause it was:

S short-term (arose in the weeks or months before the crash); L long-term (had been brewing up foryears or even decades).

4 In the other box, give the factor a mark out of 10 for its importance. Discuss this mark with a partner.5 Draw lines between factors to show which ones are connected. Use a key or write on each line to

explain the connection.

WORKSHEET

7.10How far was speculationresponsible for the WallStreet Crash?

EXTENSION WORK

Choose the three most important causes of the Wall Street Crash. These will be the ones towhich you gave the highest scores.

Write an essay to explain whether one of these is more important than the other two.Organise your answer in paragraphs:

Paragraph 1: What the question is aboutParagraph 2: How and why 1 was a factorParagraph 3: How and why 2 was a factor and whether it was linked to 1Paragraph 4: How and why 3 was a factor and whether it was linked to 1 and 2Paragraph 5: Your conclusion (e.g. 1, 2 or 3 is more important; they are all equal in

importance; impossible to say because they were all linked).

OVERPRODUCTION

SPECULATION

LOSS OF EXPORT MARKET

DISTRIBUTION OF INCOME

ACTION OF BANKS

WALL STREET CRASH

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1920s

WORKSHEET

7.11What were the humanconsequences of theCrash?

Photo 1Description of picture:




These pictures suggest that the 1920s were __________________________________________________________

1930s

These pictures suggest that the 1930s were __________________________________________________________

The greatest contrast between the 1920s and 1930s is __________________________________________________

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WO

RKSH

EET

7.12

Wha

t was

the

New

Dea

l of 1

933?

Use t

his s

heet

to h

elp

you

with

the F

ocus

Tas

k on

pag

e 220

.

New

Dea

lIs

sue/

prob

lem

it a

imed

to ta

ckle

Actio

ns ta

ken/

pow

ers

of a

genc

yEv

iden

ce it

was

/was

not

eff

ectiv

em

easu

re/a

genc

y

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Use this worksheet to help you with the Focus Task on page 221.

The two New Deals had some similarities and some differences.

1 Complete this diagram by adding at least two examples of measures taken to achieve each objective.

Objectives Examples

To reform the banks

To meet the urgentneeds of the poor

To help farmers

To create jobs

To improve working conditions

To help the Tennessee valley

To create jobs

To improve workers’ rights

To provide long-term security for the poor

To help farmers

WORKSHEET

7.13The First and SecondNew Deals

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

____________________________________________

2 List below two similarities and two differences between the two New Deals.

Similarities: __________________________________ Differences: _____________________________________

__________________________________________ _____________________________________________

THE FIRST NEW DEAL

THE SECONDNEW DEAL

Chapter 7 18/2/05 4:23 pm Page 125


8 The League of NationsKey features of the chapter

SECTION 3 Co-operation andconflict 1919–1945


Views of the Activity p231 Contemporary Use of sources Analysis of 8.1League views of the cartoons

League of Nations

USA and the Focus Task p231 Why did the USA Causes; selecting Newspaper report 8.2League not join the and deploying

League of knowledgeNations?

League Activity p235 League bodies Historical Guidebook entryorganisation and agencies knowledge

League Focus Task p235 Were there Selecting and Hypothetical 8.3structure weaknesses in deploying discussion

the League’s knowledge;organisation? interpretations

League in Focus Task p237 Was the League Selecting and Rating League’s 8.4action successful in deploying performance in

solving disputes knowledge; key the 1920sin the 1920s? features of an

historicalsituation

League in Focus Task p238 Was the League Selecting and Testing action unable to act? deploying hypotheses

knowledge; against evidenceinterpretations

League in Focus Task p243 How successful Interpretations; Examining record 8.6the 1920s was the League use of sources; of League against

in the 1920s? describing and objectivesexplaining events

Abyssinian Activity p251 The escalation Interpretations; Annotated timelinecrisis of the crisis use of sources;

describing andexplaining events

Failure of the Focus Task p254 Why did the Causes; historical Analysing causes 8.8League League of knowledge of failure

Nations fail in the 1930s?

Chapter 8 18/2/05 4:25 pm Page 126

ICT resources for this topicThe League of Nations and the inter-war period are not popular topics on the web. The GranadaLearning CD-ROM entitled Troubled Century provides a good electronic resource on this issue, but fewother resources address the topic. Some websites do refer to the main issues, mainly at the USundergraduate level, or as raw primary sources.

League of Nationswww.library.miami.edu/gov/League.htmlThis site features a basic summary of the main elements and functions of the League. It is useful as itmakes judgements that students might test against their own views.

Avalon Project, The Covenant of the League of Nationswww.yale.edu/lawweb/avalon/leagcov.htmThe text of the Covenant, helpfully broken up using hyperlinks.

Geneva Council Roomwww.unog.ch/art/panoram/disarm.htmFascinating opportunity to take a virtual tour of the League’s council building, which is now part of theUnited Nations Organisation.

8.1 How successful was the League in the1920s?

The birth of the LeagueIt would be worth starting work on this topic with a quick look back at Chapters 1, 2 and 4. Chapter 1highlights the secrecy and jealous rivalry which made possible the outbreak of the First World War.Chapter 2 contains a wealth of evidence as to why the motivation of the founders of the League,particularly Wilson, was ‘Never again!’. Chapter 4 describes and explains the peace treaties after the FirstWorld War. One of the jobs of the League was to safeguard and uphold these treaties, thus the problemsarising from the treaties are directly relevant to the performance and eventual fate of the League. TheBBC and Channel 4 both produce programmes on the First World War, which would give students asense of the war period, particularly if they have not studied it previously.

Question 1 on page 229 raises the question of which type of League the Allies wanted. Themyriad possibilities and complications of this question make it best suited to a teacher-led discussion.Teachers may wish to throw in these extra questions:

• What might go wrong with each of the three types of suggested League?• How could these problems be prepared for?

A body blow to the LeagueThere are a number of issues that students must address in this section. That the absence of the USA wasa blow can be taken as read. The crucial points from the section are:

• Why did the USA refuse to join?• What were the implications of this for the League?

Questions 1 and 2 on page 230 bring students immediately into the issue of the USA’sattitude to the League. They will need to look carefully at the points raised in Source 4 beforesummarising them in the slogan. The Activity on page 231 asks students to put two sources into acontext and analyse the message of each accordingly. Worksheet 8.1 will help students to approachthis activity in a structured manner. You may need to remind them of their previous work on cartoonson Worksheet 4.2.


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The Focus Task on page 231 could be used as an opportunity to respond to the criticismimplicit in the cartoons. Some students may need a few hints and prompts in order to put together theirreport. Worksheet 8.2 provides a basis for this.

How did the League of Nations work?This section is short but pivotal, in that it sets out the responsibilities which fell on to the shoulders ofBritain and France. The section also sets out the extent to which these two powers were neither preparedfor the responsibility nor entirely willing to take it on. Questions 2–4 on page 233 could be tackledas discussion or as written exercises. Whatever the format, students will need to carry them out aspreparation for the Focus Task on page 235.

The central focus of this section is Source 12 (pages 234–235) which is packed with information.Both the Activity and Focus Task on page 235 are aimed at helping students to decode and makemanageable the information load.

The Activity on page 235 uses Source 11 as an intermediary device. Students can show theirunderstanding at a range of levels. In the first instance, they must clearly link the activities in themurals with the relevant bodies, as shown in Source 12. Second, the guidebook entry task could bemade more or less challenging by adapting the parameters of the task:

• the length of entries• depth of detail about the work• examples of the bodies’ work (later in the chapter)• the use of, or location of, seminal sources.

Students might also leave a space, in order to add a post-1939 postscript to each of the entries later on.

The Focus Task on page 235 is rather broader in its aim and scope. The key aim is thatstudents recognise the mixed views about the League in 1920. There was great optimism, but there werealso reservations. The medium chosen, that of the two hypothetical diplomats, is designed to make thesesomewhat arcane concepts more human. Some students will find the support provided in Worksheet 8.3 helpful.

The League and border disputes in the1920sThis section is quite long and requires students to hold a good deal of information and ideas in theirheads for a period of time. For this reason, the Focus Task on page 237 comes early in the section. It will help students to focus on the task and give purpose to their reading. By using the table format onWorksheet 8.4 they can make the events and issues of the period visible at a glance.

Questions 1–3 on page 237 are designed to get students analysing the different interpretationsin Sources 15 and 16. Source 14 on page 236, and the narrative that follows, provide a contextfor the sources and will help students in responding to the questions. Questions 1 and 2 requirestudents to comprehend the sources, but also to think laterally by referencing their answers from theaccompanying text. Question 3 is suitable for discussion or written answers and it carries the potentialto be greatly extended. However, as it stands, it is aimed at preparing students for the Focus Task at theend of the section. This also applies to questions 1–3 on page 238, which return to the process ofputting sources into a context. Having worked through the questions, students should be in a strongposition to pull together their work in the table format in the Focus Task on page 238. Studentsanswering examination questions on this topic often refer to the criticisms of the League which arementioned in the task, but struggle to provide examples. The Focus Task is designed to remedy this.

The structure ofthe League of

Nations

The aims of theLeague/

Membership ofthe League

Chapter 8 18/2/05 4:25 pm Page 128

How did the League of Nations work for abetter world?The focus of this section tends to be overlooked because the history of the period is dominated by greatevents on the political scene. However, the work of the League’s agencies probably reached more peoplethan its attempts to bestride the world’s political problems. Questions 4–6 on page 239 allow foreither an oral or a written approach, and the topic is well suited to further investigation in project andenquiry work.

How did international agreements help thework of the League?The relatively upbeat narrative on the work of the League now begins to change, as the emphasis shiftsto the issues on which the League struggled to make progress. Questions 1–2 on page 241indirectly stress the importance of viewing sources and evidence in context. The questions hinge onSource 21, which warns of making excessively harsh judgements with the benefit of hindsight.Students need to be aware of the real euphoria and relief that accompanied the announcement of theLocarno treaties.

The remainder of the section deals with the other international agreements that were drawn up inthe 1920s. Students need to be familiar with the aims and terms of the agreements. They also need toconsider the impact of these treaties on the credibility of the League. Questions 2–5 on page 243help students examine these issues and could be dealt with through discussion or as a written exercise.An alternative approach to this area is presented on Worksheet 8.5.

The final Focus Task of this section (on page 243) is a structured review of the record of theLeague in the 1920s. Students need to look back over their work and reach substantiated judgements onthe successes and failures of the League. Worksheet 8.6 provides extra support for this process.

8.2 Why did the League fail in the 1930s?

How did the economic depression harm thework of the League?This is the first of several sections whose main purpose is to recount the declining fortunes of the League.Students should be informed of this, and teachers may find it profitable to introduce students to the finalFocus Task on page 254. Having looked at the task, students can then read and answer thequestions with the task in mind.

Worksheet 8.7, which could be enlarged to A3, may be useful as a guide for keeping track of eventsas students work through the next sections. For this section, students must emphasise the secondaryimportance or ‘knock-on’ effect of the Depression.

Why did the Japanese invade Manchuria?Along with the invasion of Abyssinia this event is, of course, a crucial test case for the League. TheJapanese situation is clearly set out and students will have to think hard in order to reduce the necessarypoints to a form which will fit on Worksheet 8.7. The section includes three important questions onpage 247, which probably merit written answers, although students could profitably spend much time discussing them.


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Why did disarmament fail in the 1930s?This section provides an opportunity to raise modern parallels about disarmament, perhaps in acitizenship context. Questions 1–3 on page 249 all focus on contemporary sources but require agood contextual knowledge. When looking at Source 13, students may need reminding that aFrench–Soviet alliance would raise once again the fears Germany had felt in 1914 about a two-frontconflict. The other characters fall into place, but it is worth dwelling on the Polish reaction. Key pointscan be noted on Worksheet 8.7.

How did Mussolini’s invasion of Abyssiniadamage the League?This section charts the crisis that effectively destroyed the League. Students can use the timeline formatsuggested in the Activity on page 251 to keep track of a sometimes bewildering sequence of events.Questions 1–3 on page 252 are rather more reflective and ask students again to consider thecontext of a number of sources. They should then complete the timeline and Worksheet 8.7.

The original captions for the Punch cartoons in Source 24 on page 253 were as follows: A ‘I’m afraid her constitution isn’t all it should be, but we mustn’t give up hope yet.’ B ‘I had hoped for a better job than this.’

The purpose of this section is to reflect on the disastrous consequences for the League of theAbyssinian crisis and to set students up for the concluding Focus Task (page 254). This task issupported by Worksheet 8.8. You may simply copy the complete sheet for students, or you couldwhite out some or all of the entries at your discretion.

A disaster for theLeague and for

the world


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Use t

his s

heet

to h

elp

you

with

the A

ctiv

ity o

n pa

ge 2

31.

1Ad

d la

bels

to ex

plai

n ea

ch el

emen

t of t

he ca

rtoon

you

are w

orki

ng o

n. S

tart

by la

belli

ng th

e fea

ture

s tha

twe

hav

e ind

icat

ed. Y

ou ca

n ge

t a sh

eet a

bout

ana

lysin

g ca

rtoon

sour

ces f

rom

your

teac

her.

2 Us

e the

se la

bels

to m

ake y

our d

ecisi

ons a

bout

que

stion

s 1 a

nd 2

of t

he A

ctiv

ity.

3Di

scus

s you

r wor

k wi

th yo

ur p

artn

er a

nd u

se th

e ann

otat

ed ca

rtoon

s to

supp

ort y

our a

nswe

r to

ques

tion

3.

WO

RKSH

EET

8.1

THE

LEAG

UE

OF

NAT

ION

S

View

s of

the

Leag

ue


SOU

RC

E A

SOU

RC

E B

Two

Briti

sh c

arto

ons

from

191

9/19

20. T

he fi

gure

in th

e w

hite

top

hat r

epre

sent

s th

e US

A.

Chapter 8 18/2/05 4:25 pm Page 131


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Use this sheet to help to plan your article for the Focus Task on page 231 – or just keep it for revision. Write each reason on a cloud. Add more clouds if you need them.

WORKSHEET

8.2Why did the USA not jointhe League of Nations?

Chapter 8 18/2/05 4:25 pm Page 132

WORKSHEET

8.3Were there weaknessesin the League’sorganisation?

Peace at last! The Leagueof Nations will keep large andsmall nations secure I’m not sure. It might lookimpressive but I think there areweaknesses in the League


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Choose either the optimist or the pessimist and explain, under the headings provided, why yourdiplomat feels the way he does. For example, the optimist feels confident about the League helpingsecurity. Why does the League’s membership make him feel that way?

Membership of the League What the main bodies within the League can do

How each body will make decisions How the League will enforce its decisions

THE PESSIMIST

THE OPTIMIST

Chapter 8 18/2/05 4:25 pm Page 133

WO

RKSH

EET

8.4

The

Leag

ue in

act

ion

–di

sput

es in

the

1920

sUs

e thi

s she

et to

hel

p yo

u wi

th th

e Foc

us T

ask

on p

age 2

37.

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Dis

pute

/inc

iden

tSc

ore

for

Leag

ueR

easo

n fo

r sc

ore

(5

to

5)

Chapter 8 18/2/05 4:25 pm Page 134


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135

WO

RKSH

EET

8.5

The

inte

rnat

iona

l agr

eem

ents

of

the

1920

sUs

e thi

s she

et to

hel

p yo

u to

mak

e not

es o

n pa

ges 2

40–2

43. Y

ou m

ay n

ot b

e abl

e to

fill i

n al

l the

box

es.

Was

hing

ton

Rap

allo

Tre

aty

Daw

es P

lan

Loca

rno

trea

ties

Kel

logg

–Bri

and

You

ng P

lan

Con

fere

nce

Pact

Dat

e

Aim

Cou

ntri

es in

volv

ed

Term

s (h

ow it

was

m

eant

to w

ork)

Whe

ther

the

Leag

ue

was

invo

lved

How

it h

elpe

d/hi

nder

ed/d

id n

ot

affe

ct th

e Le

ague

’s

wor

k

Chapter 8 18/2/05 4:25 pm Page 135


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Use this sheet to help you to answer question 3 of the Focus Task on page 243.

Which of the following statements do you most agree with?

WORKSHEET

8.6How successful was theLeague in the 1920s?

1 The League of Nations was a great force for peace in the 1920s.2 Events of the 1920s showed just how weak the League really was.3 The League’s successes in the 1920s were small-scale, its failures had a higher profile.

To explain which of these statements you most agree with, you need to answer the question inparagraphs.

Paragraph 1: My view of statement 1 is … __________________________________________________________

I accept/reject this statement because … ___________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________



________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________



________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Paragraph 4: Overall, I am most in agreement with statement –––– because …

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

Chapter 8 18/2/05 4:25 pm Page 136

WO

RKSH

EET

8.7

The

failu

re o

f the

Leag

ue in

the

1930

s

THE

LEAG

UE

OF

NAT

ION

S


Use t

his s

heet

to h

elp

you

to m

ake r

evisi

on n

otes

on

page

s 244

–254

. Rem

embe

r tha

t you

are

aim

ing

for a

sum

mar

y, so

be b

rief.

DEP

RESS

ION

Dat

e:__

____

____

Sum

mar

y ___

____

____

____

____

____

____

____

____

____

____

____

_

Mai

n ca

use(

s) _

____

____

____

____

____

____

____

____

____

____

____

Actio

n by

Lea

gue

___

____

____

____

____

____

____

____

____

____

____

Effe

cts o

n Le

ague

___

____

____

____

____

____

____

____

____

____

____

FAIL

URE

OF

DIS

ARM

AMEN

TD

ate:

____

____

__

Sum

mar

y ___

____

____

____

____

____

____

____

____

____

____

____

_

Mai

n ca

use(

s) _

____

____

____

____

____

____

____

____

____

____

____

Actio

n by

Lea

gue

___

____

____

____

____

____

____

____

____

____

____

Effe

cts o

n Le

ague

___

____

____

____

____

____

____

____

____

____

____

MAN

CHUR

IAN

CRIS

ISD

ate:

____

____

__

Sum

mar

y ___

____

____

____

____

____

____

____

____

____

____

____

_

Mai

n ca

use(

s) _

____

____

____

____

____

____

____

____

____

____

____

Actio

n by

Lea

gue

___

____

____

____

____

____

____

____

____

____

____

Effe

cts o

n Le

ague

___

____

____

____

____

____

____

____

____

____

____

ABYS

SINI

AN C

RISI

SD

ate:

____

____

__

Sum

mar

y ___

____

____

____

____

____

____

____

____

____

____

____

_

Mai

n ca

use(

s) _

____

____

____

____

____

____

____

____

____

____

____

Actio

n by

Lea

gue

___

____

____

____

____

____

____

____

____

____

____

Effe

cts o

n Le

ague

___

____

____

____

____

____

____

____

____

____

____

FAIL

URE

OF

THE

LEAG

UE I

N TH

E 19

30s

Chapter 8 18/2/05 4:25 pm Page 137

Use t

his s

heet

to h

elp

you

with

the F

ocus

Tas

k on

pag

e 254

. Add

exam

ples

from

pag

es25

3–25

4 th

at h

ighl

ight

ed ea

ch w

eakn

ess.

Now

answ

er q

uesti

on 1

.

Why

did

the

Leag

ue o

f Nat

ions

fail?

Exam

ple

Exam

ple

Exam

ple

Exam

ple

Exam

ple

Exam

ple

WO

RKSH

EET

8.8

Why

did

the

Leag

ue o

f Nat

ions

fail

in

the

1930

s?


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The

self-

inte

rest

of l

eadi

ng m

embe

rs

The L

eagu

e dep

ende

d on

Brit

ain

and

Fran

ce to

pro

vide

firm

supp

ort i

n tim

es o

f cris

is. W

hen

confl

icts

occu

rred

, how

ever

,ne

ither

the B

ritish

nor

the F

renc

h go

vern

men

t was

pre

pare

d to

aban

don

its o

wn se

lf-in

tere

st to

supp

ort t

he L

eagu

e.

The

USA

and

othe

r im

port

ant c

ount

ries

wer

e ab

sent

At a

ny o

ne ti

me i

mpo

rtant

coun

tries

wer

e not

mem

bers

.Ge

rman

y was

not

a m

embe

r unt

il 19

26 a

nd le

ft in

193

3. T

heUS

SR d

id n

ot jo

in u

ntil

1934

, whi

lst Ja

pan

left

in 1

933

and

Italy

left

in 1

937.

Mos

t im

porta

nt, t

he U

SA w

as n

ever

a m

embe

r.W

ithou

t suc

h m

ajor

pow

ers t

he L

eagu

e lac

ked

auth

ority

and

sanc

tions

wer

e not

effe

ctiv

e.

Lack

of t

roop

s

If ec

onom

ic sa

nctio

ns fa

iled,

mili

tary

forc

e was

the n

ext o

ptio

n.Ye

t the

Lea

gue h

ad n

o ar

med

forc

es o

f its

own

and

relie

d up

onth

e co-

oper

atio

n of

its m

embe

rs. B

ritai

n an

d Fr

ance

, how

ever

,we

re n

ot w

illin

g to

com

mit

troop

s. At

no

time d

id tr

oops

ever

fight

on

beha

lf of

the L

eagu

e.

Dec

isio

ns w

ere

slow

Whe

n a

crisi

s occ

urre

d, th

e Lea

gue w

as su

ppos

ed to

act

qui

ckly

and

with

det

erm

inat

ion.

In m

any c

ases

, how

ever

, the

Lea

gue m

etto

o in

frequ

ently

and

took

too

long

to m

ake d

ecisi

ons.

The n

eed

for a

ll m

embe

rs to

agr

ee o

n a

cour

se o

f act

ion

unde

rmin

ed th

estr

engt

h of

the L

eagu

e.

Econ

omic

san

ctio

ns d

id n

ot w

ork

Econ

omic

sanc

tions

wer

e sup

pose

d to

be t

he L

eagu

e’s m

ain

weap

on, b

ut m

embe

rs o

f the

Lea

gue d

id n

ot w

illin

gly i

mpo

seth

em b

ecau

se th

ey w

orrie

d th

at w

ithou

t the

USA

they

wou

ld n

otwo

rk. W

hen

they

did

impo

se th

em th

ey w

ere e

asily

bro

ken.

The

Leag

ue th

eref

ore l

acke

d th

e mus

cle t

o en

forc

e the

dec

ision

s of i

tsAs

sem

bly a

nd C

ounc

il.

The

trea

ties

it ha

d to

uph

old

wer

e se

en a

s un

fair

The L

eagu

e was

bou

nd to

uph

old

the p

eace

trea

ties w

hich

had

crea

ted

it. In

tim

e, ho

weve

r, it

beca

me a

ppar

ent t

hat s

ome o

f the

term

s of t

hose

pea

ce tr

eatie

s wer

e har

sh a

nd u

njus

t and

nee

ded

amen

ding

. Thi

s fur

ther

und

erm

ined

the L

eagu

e.

Chapter 8 18/2/05 4:25 pm Page 138

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OF

NAT

ION

SWORKSHEET 8.8cont.

Use this framework to answer question 2 of the Focus Task on page 254.

In paragraph 1, explain whether you agree that the challenges of the 1930s were greater than those ofthe 1920s. Give your reasons for agreeing or disagreeing.

In paragraph 2, choose one League success from the 1920s and explain why the League succeeded.Was it an easy task?

In paragraph 3, choose one League failure in the 1930s and explain why the League failed. Was it a bigger challenge than any it had faced in the 1920s?

In paragraph 4, explain whether you think the League could have succeeded in the 1930s. Give your reasons.

Finally, write your conclusion explaining whether you agree or disagree with the statement and why.

The League failed in the 1930s simply because it faced greater challenges than it had faced in the 1920s.


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Causes of the SecondWorld WarKey features of the chapter

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ICT resources for this topicMaterial on the web contains an understandable focus on the actual events of the Second World Warrather than on its origins. The Granada Learning CD-ROM Troubled Century referred to in the previouschapter (see page 127) is a good resource for this topic. There are also some websites that are worthrecommending to students, and some on which lessons could be based.

Faults of Versailleshttp://209.235.102.9/~aer23655/Versailles.htmA long and detailed critique of the Treaty by a US student. It is a wordy and very critical appraisal, butmore able students will gain from looking at it, and even questioning some points.

Origins of the Second World Warwww.ihr.org/jhr/v07/v07p-95_Franz-Willing.htmlA very high-powered site from the Institute for Historical Research, suitable only for more able students.


Hitler’s plans Activity p256 Analysing Hitler’s Analysing Briefing paper 9.1ambitions sources and key for British

features of an governmenthistoricalsituation

Treaty of Focus Task p257 Hitler’s response Analysing events Recording table 9.2Versailles to the Treaty of

Versailles

The 1930s Focus Task p262 What were the Use of sources; Listing key points; 9.3consequences selecting and extended writingof the failure of deployingthe League in the knowledge1930s?

Munich Activity p269 Different Selecting and Writing 9.4agreement perspectives on deploying contrasting

Munich knowledge; newspaperusing sources; headlinesanalysing events

War, 1939 Activity p272 Was the war all Selecting and Evidence in trial 9.5Hitler’s fault? deploying format

knowledge

Appeasement Activity p273 Views on Selecting and StructuredAppeasement deploying research;

knowledge; extended writingusing sources;analysing events

Outbreak of Focus Task p274 Why did war Analysing events Extended writingwar break out in

Europe in 1939?

Extension of Focus Task p278 Why did the USA Use of sources; Speech forwar enter the war? analysing Roosevelt

events

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German Propaganda Archivewww.calvin.edu/academic/cas/gpa/index.htmThis archive contains much Nazi propaganda material showing how Hitler ‘sold’ his foreign policy tothe German people.

Icebreakerwww.ihr.org/jhr/v16/v16n6p22_Bishop.htmlAn academic review of a book which effectively lays primary blame for the Second World War on Stalin– wonderful as an exercise in interpretations.

Public Record Office (PRO)http://learningcurve.pro.gov.uk/snapshots/default.htmTwo of the PRO snapshots contain projects directly relating to this issue:

• the German occupation of the Rhineland – what should Britain do about it?• Chamberlain and Hitler, 1938 – what was Chamberlain trying to do?

Amazon Bookswww.amazon.co.ukThis may not be the most obvious port of call, but a search on AJP Taylor’s Origins of the Second WorldWar yields huge dividends. Students can call up at least five reviews of the book by readers with all thecontrasts in response that you would expect. This is enough to make practice for the source-based exampapers addictive!

9.1 Why did peace collapse in Europe in 1939?It is worth starting this topic by simply reading through page 255 with the students and raising keyquestions in their minds. Was it Hitler’s war? Keen students may wish to visit some of the websites tolearn more about the debate.

Hitler’s plansThe opening section (page 255) introduces the seminal question, upon which students must develop areasoned and substantiated opinion – that of Hitler’s motives. As the first step towards tackling this, theyshould assess the international ramifications of the Treaty of Versailles.

Question 1 on page 256 is suited to discussion. The Activity on page 256 will help studentsto collate their thoughts on Hitler’s plans and, at the same time, appreciate the difficult position inwhich the British government found itself. Worksheet 9.1 provides a framework to help studentsstructure their report. With a little adaptation, the report could become a ‘third person’ activity, based ona question such as ‘Why was Britain unsure about Hitler in 1933?’.

Hitler’s actions/Rearmament/The Saar plebisciteHitler’s actions are presented in the form of a narrative, linked closely to a number of key sources. Thetimeline will help students to establish an overview of forthcoming events. At the same time, the questionof Hitler the gambler versus Hitler the schemer should be raised in students’ minds. This is the primarypurpose of the Focus Task on page 257. Worksheet 9.2 provides a framework, essentially areading frame, to keep students focused and to help them summarise and conceptualise the material inthis section.

Questions 1–3 on page 258 are predominantly intermediary questions, keeping students intune with events and their implications. Question 3 focuses on the justifications that Hitler used forrearmament. It is important to recognise that, even after the First World War, large-scale armamentprogrammes were, to some extent, regarded as ‘right’. They were not necessarily indicators of aggressiveintentions, at least up to 1936. In addition, the view of rearmament as a weapon against unemploymentwas hard to refute.


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Remilitarisation of the RhinelandMuch is made of the Rhineland in this section because it raises the question of what might have been, ifHitler had been resisted. Question 1 on page 260 helps students to see that Germany felt it had astrong case for its actions, and that some other states sympathised with the Germans, even if they did notentirely approve of their actions. Question 2 on page 261 is a reminder that there were calls at thetime to resist Hitler. Question 4 asks students to synthesise sources to support a view. Students mightbenefit from a template for this question. For each source, they should state:

• whether it indicates a French/British failure, a German success or a combination of both• why they reached this conclusion• the reliability of the source when checked against other sources and their own knowledge.

Questions 5 and 6 help students to evaluate the sources, but also to see the growing recognition, inat least some quarters, of Hitler’s aggressive intentions.

The Spanish Civil WarThis is another short section, but it contains a number of crucial points which students need to absorb:

• Mussolini and Hitler ignored the League’s policy of non-intervention and tried out their new forces• the advent of modern air warfare• the helplessness of the League• the Anti-Comintern Pact, bringing together the Fascist powers and presumably alarming the USSR.

This and previous sections are pulled together in the Focus Task on page 262. The failures of theLeague of Nations are well documented, and students will be familiar with them by now. They may not,however, have thought about the impact of these failures. The question is well suited to a piece ofextended writing, but students might benefit from being provided with a structure (Worksheet 9.3).

Anschluss with Austria, 1938As students reach this section, they will probably feel the momentum towards war building up. To helpstudents to see the true significance of the Anschluss in terms of the security of central Europe, teacherscould direct them to Source 25 on page 266 and to the spectre hovering over Czechoslovakia. Thisshould complement question 1 on page 263, which asks students to consider the Anschluss throughthe medium of cartoons. It might be useful to remind students (see Worksheet 4.2) of some criteria touse for testing cartoons:

Background• The date it was drawn – what event triggered the cartoon? What is it commenting on?• The country and the type of publication in which the cartoon was published.

The cartoon itself• Start with the overview not the details. What sort of impression is this cartoon trying to give?• Look at any people. Think about how the cartoonist has drawn them in terms of size, bulk and their

position in relation to each other.• Facial expressions are usually very important – they tell you whether the cartoonist thinks that a

character is brave, cowardly, sincere, treacherous, etc.

Words• Look at the caption (if the cartoon has one) – it is usually very important.• Many cartoons use labels on the characters or include particularly significant objects. Look very

carefully for these as they give strong clues as to what the cartoon is about.

Students should also be prompted as to how they should make their judgements. The most usefulcartoon will be relevant, informative and able to be placed in context. It may be that a cartoon for whichall three factors can be identified will be of the greatest value.

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Why did Britain and France follow a policyof Appeasement in the 1930s?Students who have studied the horrors of the First World War might find it easier to grasp the reasons forAppeasement. However, these reasons are neatly summarised in Source 20 on page 264.Questions 1 and 2 on page 265 provide students with the opportunity to show their understanding.Question 1 requires a straightforward summary of the source. However, a more in-depth look at thecartoon could provide useful ammunition for question 2. It would do no harm to remind students oftheir objectives for this question:

• to demonstrate their understanding of the policy and its origins• to show recognition of the contemporary criticisms of the policy• to acknowledge the widespread support for the policy at the time.

The point of the Activity on page 265 is for students to show that they understand Appeasement bypresenting their knowledge in a different form from the diagram. This could be in the form of formalwritten notes or an ICT-based presentation on Appeasement.

The Sudetenland, 1938/The end ofAppeasementThese key sections cover the critical issues of the late 1930s:

• Was Appeasement the same policy in 1936 as it was in 1938?• Was Hitler pursuing a master plan or was he gambling?• Should we condemn or condone Appeasement?

Before introducing students to the controversy, it is important to stress the general support enjoyed byAppeasement until early 1938. The Activity on page 268 will help students to find their way throughthe intricate manoeuvrings. They might find it useful to represent these differing views on a timelineformat, such as that laid out below.

The controversy over Appeasement is raised in the Activity on page 269. Worksheet 9.4 provides aformat for this activity.

The Nazi–Soviet Pact/WarIt is sometimes difficult for students to grasp the horror and disappointment with which the WesternPowers reacted to the announcement of the Nazi–Soviet Pact in 1939. This section therefore makesextensive use of primary source material to reinforce the story of the text. The aim is to take studentsinto the machinations and double dealing that constituted the Pact.

Questions 2 and 3 on page 271 make use of a fairly clear message (Source 40) to helpstudents to appreciate the Soviet position. In providing Stalin with a justification of Munich (question 3)they will appreciate Stalin’s position further – he must have found any explanation unconvincing.

Questions 1 and 2 on page 272 ask students to cross-reference sources and text as theyanalyse the British viewpoint. This skill is exercised further in questions 3 and 4, as students areasked to analyse, compare and contrast the views presented.

These contrasting views equip students for the Activity on page 272. The Activity is very much areview task, but with the emphasis on interpreting events and their consequences. It will work best whenused for class discussion. The prosecution will have lots to go on. The defence might need more help.

Date Event(s) Chamberlain’s Hitler’s view Benes ’s view Ordinary view citizen’s view

May 1938


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They are not trying to prove Hitler innocent, more trying to show how other factors were important too.For example, the responses of the British and French may have encouraged him to think they approvedof his actions.

Was Appeasement the right policy?The Activity on page 273 on Appeasement is similarly targeted and requires students to siftthrough material with a key issue in mind. The task demands some sophisticated thought processes, buta thorough discussion of issues and events should build the confidence to tackle it.

Some students might benefit from being given the relevant arguments and criticisms as a basis fromwhich to work. For example:

Arguments in favour• Memories of the First World War• Unfairness of some terms of the Treaty of Versailles• Widespread public support• Buying time, 1938–1939, for rearmament.

Arguments against• Undermined the League of Nations• Actually encouraged the dictators• Violated the Treaty of Versailles• Betrayed Czechoslovakia• Forced Stalin to ally with Hitler.

The Focus Task on page 274 requires students to work in groups in preparation for a piece ofextended writing. The process of sorting, categorising and linking sources is a powerful tool forunderstanding and using information rather than simply regurgitating it. The Focus Task is alreadyhighly structured, but there is a good deal of room for flexibility in such areas as group size andallocation of topics. Worksheet 9.5 provides a copy of the structure suggested on page 274.

9.2 How did the war become a world war?This section is, in effect, a self-contained mini chapter, dealing with the origins of the war in the Pacificand the entry of the USA into the war against Germany. The narrative and the sources chart Roosevelt’schange of mind over involvement in the war and the processes of preparing the American people for thateventuality.

The Focus Task on page 278 is designed to pull together these issues. Students might find ithelpful to be given a set of prompts for writing the Roosevelt speech, such as:

• the threat posed by Japan to the USA• the potential consequences of German victory in Europe• what Hitler said about the USA.

The response from Britain or Germany could be targeted at these points, supporting or contradictingthem as appropriate.

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Use this sheet to help you to write your briefing paper for the Activity on page 256.

WORKSHEET

9.1Hitler’s plans


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Section 1We have now looked at events in Germany and examined what the new leader, Hitler, may have in mind.The evidence available for this has been . . .

Section 2Taken at face value, some of Hitler’s statements are worrying. In eastern Europe he plans . . .

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

As far as western Europe is concerned . . .

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

He also says a lot about the Treaty of Versailles . . .

______________________________________________________________________________________

______________________________________________________________________________________

______________________________________________________________________________________

Section 3There are doubts about how serious Hitler is, and whether our evidence is totally reliable . . .

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Section 4The British must consider their policies carefully. On the one hand, as a member of the League, Britainmust . . .

which means . . .

______________________________________________________________________________________

______________________________________________________________________________________

On the other hand, a strong Communist government in the USSR means . . .

______________________________________________________________________________________

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______________________________________________________________________________________

______________________________________________________________________________________

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WORKSHEET

9.3


Consequences of thefailure of the League inthe 1930s

EXTENSION WORK

‘By failing to resist aggression in the 1930s, the League of Nations made Hitler’s work easy.’ How fair is this judgement on theactions of the League in the 1930s?

Organise your answer into paragraphs.

Paragraph 1: Your view (e.g. it is fair; it is not fair; it is partially fair)Paragraph 2: Manchuria – how this event supports the judgementParagraph 3: Disarmament – how this event supports the judgementParagraph 4: Abyssinia – how this event supports the judgementParagraph 5: Balancing the argument – the League’s problemsParagraph 6: Your conclusion (e.g. more the League’s fault than not).

Failure of Did it help Hitler directly? Did it damage Hitler’s Did it create a situationthe League opponents? which Hitler could exploit?

Manchuria

Disarmament

Abyssinia


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Use this sheet to help you with the Activity on page 269. Next to each headline you write, note down whattype of newspaper it could have come from.

WORKSHEET

9.4Headline news,30 September 1938

EXTENSION WORK

Choose one of the headlines and write a short article to go with it.Make sure that the article supports your headline.Find quotations, cartoons and maps that support your view from pages 264–269.

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WORKSHEET

9.5Why did war break out inEurope in 1939?


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Paragraph 1:(Explain how and why Hitlerwas pledged to reverse theTreaty of Versailles and toincrease German territory.)

Paragraph 2:(Explain how the failure ofthe League of Nations inManchuria and in Abyssiniamade it easier for Hitler toachieve his objectives.)

Paragraph 3:(Explain how the policy ofAppeasement allowed Hitlerto get away with this. Explainalso why Britain and Francefollowed this policy ofAppeasement.)

Paragraph 4:(Explain how the Nazi–SovietPact helped Hitler and Stalin.)

Paragraph 5:(Explain how the invasion ofPoland led to war in Europe.)

Paragraph 6:(Reach your own conclusionabout the importance of thevarious causes.)

When Hitler came to power in Germany in 1933 . . .

In the 1930s there were two incidents that really tested the League of Nations . . .

In 1936 Hitler began his policy of reclaiming lost German territory . . .

In 1939 Hitler made an agreement with Stalin . . .

When Hitler invaded Poland in 1939, Britain and France . . .

Although it was Hitler’s actions which led to war, many other factors wereimportant in making the war happen . . .

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The world at war1939–1945Key features of this chapter

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Britain, 1940 Focus Task p281 Britain’s situation Selecting and Structured 10.1in 1940 and deploying analysis anddecision to knowledge assessmentcontinue resistingHitler

Battle of Focus Task p282 Why did Britain Deploying Structured 10.2Britain win the Battle of knowledge to research;

Britain? explain a key recordingevent template

Battle of the Focus Task p285 How important Interpretations of Structured 10.3Atlantic was the Battle of events; use of research;

the Atlantic and sources; assessment ofwhy did the Allies explaining change exam questionwin?

Eastern Front Focus Task p289 Why was Hitler Selecting and Extended writing 10.4in the Second unable to defeat deploying or poster World War the USSR? information;

analysingsources andinterpretations

Bombing Focus Task p291 Was the bombing Deploying Preparatory notes 10.5campaign justified? knowledge; for debate;

analysing debateinterpretations

D-Day Activity p294 How should we Use of sources; Structured 10.6remember D-Day? analysing analysis

interpretations

Allied victory Focus Task p294 Why did the Allies Deploying Structured 10.7win the war? knowledge to research

explain events

Technology Focus Task p297 How important Analysing and Structuredin the Second was technology explaining key research;World War in the Second events and follow-up written

World War? changes work

Government Focus Task p302 Did the Use of sources; Notes and 10.8action in the government do analysing and presentation ofSecond World enough? explaining key pointsWar changes

Women in the Activity p304 How important Use of sources; StructuredSecond World was the role of analysing and research andWar women in the explaining writing

Second World changesWar?

Recruitment Focus Task p305 Military and Deploying Notes for 10.8civilian knowledge overviewconscription presentation in

Focus Task, p302

Government Focus Task p307 Propaganda and Deploying Notes for 10.8and media censorship knowledge; use overview

of sources presentation inFocus Task, p302

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ICT resources for this topicTimeline of World War II in Europewww.historyplace.com/worldwar2/timeline/ww2time.htmThis very comprehensive timeline is an excellent device for providing a chronological perspective of thewar. There are also many links to photographs, documents and archives.

The Imperial War Museumwww.iwm.org.uk/This is another site with useful links and some interesting content of its own. There are virtual tourelements which allow users to look at the Cabinet Rooms of Winston Churchill during the SecondWorld War.

Battle of Britain Exhibitionwww.iwm.org.uk/duxford/batt ex_.htmThese pages belong to the Imperial War Museum’s Duxford branch, which specialises in aviationhistory. The Battle of Britain is a permanent exhibition and the web pages summarise both theexhibition and the main events of the battle.

The Russian Campaignwww.geipelnet.com/war-albums/otto/This is an honest, sometimes harrowing, account of the war between the Germans and the Red Army.It is told through the eyes of a German soldier who fought in the campaign, but this is not an apologistapproach. It is sometimes graphic in its descriptions.

Stalingradwww.stalingrad.com.ru/index.htmThis internet museum includes a virtual tour of the Battle of Stalingrad. It is a Russian site, so some ofthe translations may appear a little strange.

Normandy 1944http://normandy.eb.com/This site is hosted by the Encyclopaedia Britannica. It is presented in connection with the Spielberg filmSaving Private Ryan. However, its value extends beyond any Hollywood movie. There are entries bydistinguished military historians such as John Keegan, and there is a huge range of excellent visualmaterial. If your students are making a special study of the Normandy landings, then this is a site theymust visit.

The Truth about the 1945 Bombing of Dresdenwww.hartford-hwp.com/archives/61/001.htmlWhile rather heavy-going, this is a valuable example of a highly opinionated piece on an emotivesubject. The author is John Black, and the article is from Workers World, published 23 February 1995.


Food Focus Task p309 Food and Deploying Notes for 10.8production rationing knowledge; use of overview

sources presentation inFocus Task, p302

Air raid Focus Task p311 How did the Deploying Notes for 10.8precautions government try knowledge; use overview

to defend people of sources presentation infrom air raids? Focus Task, p302

Britain’s Focus Task p316 Did everyone Selecting and Analysis of seminal 10.9wartime spirit share the Blitz deploying source; annotated

Spirit? information; textanalysingsources andinterpretations


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Hiroshima: Was it Necessary?www.doug-long.comThis is a rather mixed site – much of the material is highly academic, but a good deal of it is moreaccessible. There is a collection of source material and the opportunity to e-mail the site’s author.

World War II – the Home Frontwww.holnet.org.ukThis is a large and well-structured collection of sources and activities relating to the Home Front.

Public Record Office (PRO)www.pro.gov.ukThe PRO’s Learning Curve educational resources have an extensive gallery devoted to the Home Front inthe Second World War, including many unique sources and a range of activities.

BBC Newswww.bbc.co.uk/newsBBC news regularly covers Second World War anniversaries on its television and radio news. Manyreports are supplemented by in-depth web articles. One of the best examples is its coverage of theDunkirk Anniversary in 2000.

Channel 4www.channel4.co.ukChannel 4 has a number of dedicated television and web resources. The recent The 1940s House serieshas its own website. The educational area, Channel 4 Learning, has web materials to support theChannel 4 Learning series The Home Front Through Home Movies and Weapons of War.

10.1 Why did the Allies win the Second WorldWar?

The war in Europe, 1939–1941The central focus of this section is on Britain’s role in resisting Hitler in the period 1939–1940.Pages 279–281 are geared towards the Focus Task on page 281. In order to make a reasoneddecision about what Churchill should do in June 1940, students need to appreciate the power of theGerman armed forces and the scale of the defeat of the BEF and its French allies in 1940. Question 1on page 279 is designed to familiarise students with terms they will subsequently use a good deal. Thematerial on Dunkirk and the work in questions 1–3 on page 281 could be effectively supplementedby reference to the BBC news analysis of the event (see above).

Questions 1 and 2 of the Focus Task on page 281 are of greatest relevance to students’GCSE courses. However, the final question of the task is perhaps the most challenging, requiringstudents to think hard about the decision that Churchill made. Worksheet 10.1 provides aframework to help students to organise their thoughts.

Why did Britain win the Battle of Britain?This is both an exciting and a daunting topic for a history teacher to tackle. It is undoubtedly a greatstory. At the same time, it is laden with popular mythology which sometimes needs gently unravelling.Many of the websites listed above can be used to present students with the popular view of the Battle ofBritain. It is important not to debunk this view, but to place it in a wider context of hindsight andmodern research. It sometimes comes as a shock that the wartime myth of British cavalier airmenagainst the highly efficient Nazi machine is almost a complete reversal of where the recent researchseems to point! Worksheet 10.2 provides a structure to help students to record their findings andcomplete the Focus Task on page 282.


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The Battle of the AtlanticPages 284–285 convey a lot of information about this critical campaign. Many of the issues are similarto those raised by the Battle of Britain in that there is a delicate balance between analytical history andthe question of remembrance. The Focus Task on page 285 tries to address both of these issues, andbring in an examination dimension as well! Activities such as this can be just as beneficial to studentspreparing for exams as traditional exam practice, because they help students to see the principles behindexamination questions. Worksheet 10.3 provides a structure for this task.

Hitler’s war against the USSRThis section consists of four content-rich pages on this critical campaign of the war. Some specificationscover this campaign in greater detail than others. A truly minimalist view of the campaign could begained using Source 14 on page 286 and simply talking through with students the immense scaleand savagery of the Eastern Front.

This whole section is geared to the Focus Task on page 289. The main focus is the Soviet wareffort. As a result, it is worth dwelling on question 1 on page 288, which directs students to the aidsupplied by the USSR’s allies. It would be worth looking forward to the Cold War, when both sidespractised selective amnesia about their respective contributions to Hitler’s defeat.

The Focus Task on page 289 effectively poses the question of whether Source 20 on page289 provides a complete explanation of the Red Army’s defeat of Hitler. This could be tackled as aformal written exercise using questions 1 and 2 of the Focus Task. Other alternatives, such as a radioprogramme, present themselves. Worksheet 10.4 provides a further alternative, giving students astructure to design a poster that shows a fuller range of reasons for the Soviet victory. If this option ischosen, it may be helpful to carry out an internet search on propaganda posters from all nations duringthe war to provide ideas for showing the themes set out in the bullet points. One such site is ‘Nazi andSoviet Art’ at www.primenet.com/~byoder/artofnz.htm

The Allied bombing campaign againstGermanyThis difficult and controversial issue raises important citizenship themes as well as major historicalones. The section is geared towards the Focus Task on page 291. It is important to explain tostudents that the point of the debate is not to ‘win’ but to raise all the issues and make points that aresupported by evidence. Purely from an examination point of view, it is more important to show theexaminer a balanced perspective than to argue one case convincingly. Worksheet 10.5 offers asimple format for preparing for the debate.

D-Day and the end of the war in EuropeThis section has several purposes. One is to deliver a narrative of the latter stages of the war to completestudents’ understanding of the conflict and to prepare them for the Focus Task on page 294. It isworth pointing out that Source 26 on page 292 contains a lot of narrative information as well asbeing a map of the conflict.

The Activity on page 293 focuses on the operational details of D-Day. It is especially suited to amind map presentation format. Students could use presentation software, or specific mind-mappingsoftware such as Inspiration from TAG Learning.

The Activity on page 294 is an interpretations exercise. It is primarily a discussion exercise, andan analysis of the video cover should elicit some useful points about style, tone and coverage. The videocover is reproduced on Worksheet 10.6 with room for students to label or annotate its features.

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The final Focus Task on page 294 is suited to a similar format to the Activity on page 293.Worksheet 10.7 provides a diagram to structure thinking. Software such as PowerPoint can be usedto create the presentation. It provides great flexibility and allows the incorporation of text sources,images, sound and video clips.

The war in the Pacific and the Far EastThe main focus of this section is the use of the atomic bomb in 1945. However, the map (Source 30on page 295) and the text on pages 295–297 do provide a narrative of the main campaigns andstudents should be directed to the section on pages 275–278 which looks at the Japanese attack on PearlHarbor. The Focus Task on page 297 is geared towards written work but would also suit a discussionformat. Teachers may wish to remove the comparative element with the First World War and simply askstudents to address the issue of technology in the Second World War.

How did the war affect civilians?This section is an overview designed to give some context to the second part of the chapter on the BritishHome Front, which is to follow. Many of the websites referred to on pages 151–152 will provide ideas fordesigning posters for the Activity on page 299.

10.2 The Home Front 1939–1945: how did thewar affect life in Britain?This section is based on the overarching question above, but is subdivided into key sections. Studentsneed to see how these sections are part of a whole. There are numerous good resources which set out theentirety of the war experience, the most obvious being video. Wartime films create an effectiveatmosphere. Alternatively, Channel 4’s The 1940s House and its accompanying website provide arounded view of the entire experience.

The Focus Task, which begins on page 302 and ends on page 311, is the vehicle for developingthis understanding. Teachers could differentiate in various ways – by allocating some students todifferent sections, or to either actions or criticisms. Worksheet 10.8 provides an organising structurewhich can also be used as a revision aid. The actual interview (page 311) is optional – some studentsmight want to role play an interview while others could give a presentation.

EvacuationThe main vehicle for this section is question 1 on page 302. The aim of the question is for studentsto consider whether the poster in Source 4 is evidence that the government had the evacuationsituation under control, or whether it suggests that the government had a problem.

ConscriptionIt is worth dwelling on the different forms of conscription to reinforce them in students’ minds. This willhelp students to answer questions 2 and 3 on page 303 effectively. The Activity on page 304 isthe main feature of this section. Questions 1 and 2 on page 304 are ideal discussion questions,aimed at encouraging students to think about the style and tone of the sources and to make intelligentinferences from that tone. The Activity itself could be carried out by conducting a comparative study ofthe relative impact of the First and Second World Wars on women, but is suited to other approaches.

Chapter 10 18/2/05 3:57 pm Page 154

Controlling informationQuestions 1–3 on pages 306–307 are examination-type questions for practice. Question 1makes the point that propaganda affected virtually all walks of life, and virtually every official documentcould be turned to support the war effort. Question 3 focuses on Source 15. This source comes fromthe British Library and was published by the Germans in 1940. It seems unlikely that it reached manyhomes as there is no evidence of warnings in the real Evening Standard of the same date. There werenumerous articles in the fake edition, including a report on the royal family fleeing to Canada. There isalso a memorable picture of the War Secretary on a night out with some dancing girls! As it happens, theaim was misjudged as the minister, Hore-Belisha, had resigned the previous month. Question 3reminds students that the existence of propaganda is not evidence of its effectiveness.

How did Britain feed itself during the war?The main purpose of this section is for students to gather information for the ongoing Focus Task.However, an internet search for wartime posters on this theme is always rewarding. Another valuableactivity is for the students to record their own weekly intake of food and compare it to the rations set outin Source 23 on page 309. Again, the Channel 4 series The 1940s House brings home the humandimension of this academic exercise.

Air Raid PrecautionIt is worth making students aware that the next section after this one looks at air raids themselves, inorder to create a sense of context. The central feature of the section is the reconstruction drawing inSource 27 and the accompanying Activity on page 310. Most towns have some 1940s housing so itmay be possible for students to gather some first-hand evidence. A digital camera could be used tosuperimpose sandbags and the like on to pictures of period housing. The Imperial War Museum has areal and online exhibition on wartime houses.

The Blitz in Britain/The Spirit of the BlitzThe Blitz is another topic that lends itself to local studies and research. The Focus Task on page 316is an interpretations exercise, but is also designed so that additional local research can be brought in.The questions on pages 312–314 are all geared to different elements raised within Source 48 –some factual, some opinion or interpretation. Teachers may want students to work through the sourceunaided, but students needing structure and support will find Worksheet 10.9 helpful. The keypoints of the source have been highlighted on this sheet for students to comment accordingly.


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10.1Should Britain do a dealwith Hitler?

Option Pros Cons

Surrender

Fight on

Do a deal

My recommendation is:

My reasons are:

Chapter 10 18/2/05 3:57 pm Page 156

Use this sheet to help you with the Focus Task on page 282. Use the final two rows of the table to recordany other factors that you think contributed to Britain’s victory.

WORKSHEET

10.2Why did Britain win theBattle of Britain?

Factor How it led to the British victory(Use examples from the text, sources and other resources such as websites.)

Technology

Weapons

Tactics

Leadership


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WORKSHEET

10.3The Battle of the Atlantic

Question 1: How important was the Battle Question 2: Why did the Allies win theof the Atlantic to Britain? Battle of the Atlantic?

This is a worthwhilequestion because . . .

This is the harder/easierquestion because . . .

This is the moreimportant questionbecause . . .

Key points that should be included in answers to the questions

Question 1: How important was the Battle of the Question 2: Why did the Allies win the Battle of theAtlantic to Britain? Atlantic?

The strengths of question 1 are __________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

The strengths of question 2 are __________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

On balance I recommend question —— because _____________________________________________________

________________________________________________________________________________________

Chapter 10 18/2/05 3:57 pm Page 158

It is the end of the war and you have been asked to make a victory poster for the USSR celebrating thevictory over Hitler and showing the main reasons for success. Before you design your poster, you willneed to do some background research.

WORKSHEET

10.4The Soviet victory overHitler

In this box, note all of the reasons why the USSR eventuallydefeated Hitler. Then lightly cross out those reasons which youthink are not suitable for the Soviet people to see.

1

In this box, note what you are trying to achieve with thisposter (e.g. to convince people that the Red Army was the mainreason for Soviet success).

2


• background (e.g. marching soldiers)• the central image (e.g. a picture of Stalin)• whether you will need words to explain your picture.

3



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Use this sheet to help you to prepare for the debate in the Focus Task on page 291.

WORKSHEET

10.5Was the bombingjustified?

The case I am arguing in this debate is . . .

Points I will make to support my case Points I will make to challenge the other side’s(include references to sources that back up argumentsyour arguments)

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RKSH

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Use this sheet to help you with the Focus Task on pages 302–311.

Your record cards should prepare the minister for his interview. What points should he make?What criticisms should he be prepared for?

WORKSHEET

10.8Did the government doenough?

The government is keeping people informed but ensuring nosecrets are leaked by:

•

Possible criticisms:

•

USE OF THE MEDIA

p.307

The government is acting to protect children by:

•


•

EVACUATION

p.302

The government is making sure people are fed by:

•


•

FOOD PRODUCTION

p.309

The government is protecting people from air raids by:

•


•

AIR RAIDS

p.311

The government is acting to keep industry working by:

•


•

CONSCRIPTION

p.305

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Use this sheet to help you with questions 1 and 2 of the Focus Task on page 316.

WORKSHEET

10.9The Blitz Spirit

Accept or challenge this point?






During the winter and spring of 1940–41German bombers raided the industrialareas, towns and ports of Britain, day andnight, and the awe-struck world wonderedfor how long the British people could take it.But the nation had something more than itsstiff-upper-lip courage to keep it going.Britain had the most inspired war leader thiscountry has ever produced, WinstonChurchill. His commanding, bull-dog spirit,his brilliant gift of fiery eloquence and hissuperb skill in the strategy of war, time andagain rallied the people and brought themthrough the terrifying experiences of this war.

From History of the World for YoungReaders, published in 1965.



Chapter 10 18/2/05 3:57 pm Page 164


11SECTION 4 International

relations 1945–1990The beginnings of theCold War: 1945–1949Who was to blame?



Yalta Focus Task pp320–21 What was going Use of sources Assessing 11.1on behind the evidence; follow-upscenes at Yalta? written work

Relations Focus Task p323 Why did the Allies Selecting and Note-taking 11.2post-1945 begin to fall out organising

in 1945? knowledge

Eastern Europe Focus Task p327 How did the USSR Selecting and Briefing paper for gain control of organising Trumaneastern Europe? knowledge;

sources

USA–USSR Focus Task p330 How did the USA Changes; key Briefing paper for react to Soviet features of Stalinexpansion? an historical

situation; sources

Cold War Focus Task p334 When did the Selecting and Discussion; 11.4Cold War start? organising structured writing

knowledge

Cold War Focus Task p335 Who was to Use of sources; Discussion; 11.5responsibility blame for the analysing and presentation;

Cold War? explaining events extended writing

ICT resources for this topicThere is a good deal of web-based material on the Cold War and much of it is high quality. Inevitably,the material that students find accessible is likely to be written from a Western perspective. Despite this,the presence of bias should not make a source redundant – it is merely an interpretation!

The Beginnings of the Cold Warhttp://history.acusd.edu/gen/20th/coldwar1.htmlA rather wordy site which describes the Yalta and Potsdam conferences in some detail. It is aimed at UScollege students, but should be accessible to the majority of British students.

The Cold War Museumwww.coldwar.org/index.htmlThis enormous site contains timelines, interactive games, an extensive collection of links and largevirtual exhibits relating to the Cold War. It is both an excellent site and a gateway to many others.

The National Security Archiveswww.gwu.edu/~nsarchiv/This US site has some interesting material and it is constantly updated.

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0 The Yalta Conference, February 1945The Yalta Conference is an ideal starting point for the topic. The contrasts between the outward smilesand handshakes and the behind-the-scenes doubts will help students to appreciate that the history ofthis period is a ‘two-track’ history with a discrepancy between the public and the private.

Question 1 on page 319 directs students straight to the first of these two tracks. It merits a writtenresponse, perhaps after a short class discussion. The aim is to establish that, in principle, the powers werelooking at mechanisms for peace and security in Europe. Teachers will find it worthwhile to stress theagreement over eastern Europe becoming a Soviet sphere of influence, as this issue will be raised later.

The Focus Task on pages 320–321 immediately presents students with a contrasting view(the other track) to that presented on page 319. Worksheet 11.1 provides a framework withinwhich students can interpret and marshal the evidence. The worksheet also includes suggestions for extension work.

The Activity on page 321 could be usefully employed as a checking device. Press releases shouldbe brief – 100 words at most. Through this device, students can show succinctly whether or not theyhave grasped the issue of the twin-track history of the period.

The Potsdam Conference, July–August1945In this section, the second track at Yalta becomes more apparent. The photograph of the handshake(Source 12 on page 322) is a powerful image and is worth some consideration. Questions 2–4 atthe foot of page 322 raise extremely important issues. They could be addressed as either written ordiscussion exercises. The key point is for students to recognise that they are witnessing the beginnings ofa clash between two entirely different philosophies.

This is considered in greater depth in the Focus Task on page 323. Worksheet 11.2 providesa format for students to organise their thoughts. The most effective procedure would be for students touse the worksheet to make initial notes. After a teacher-led feedback session, they could write up a finalversion in their files or exercise books.

The emphasis of the section now begins to shift towards eastern Europe and the ‘internal’Communist takeovers. Source 18 on page 324 shows the extent of territory and population gainedby Communists immediately after the war. Questions 5–6 on page 323 require written responsesand ask students to comprehend sources in context. The comparison of the disparate views of Sources16 and 17 should impress upon students the irreconcilable positions emerging in 1946. The key pointfor them to grasp is that both sides felt that they had entirely justifiable positions.

The Cold WarThis section builds on students’ recognition of these entrenched positions. Question 3 on page 325introduces students to the concept of the Cold War. Source 21 on page 325 and the Factfiles onpage 326 look backwards to explore the possibility that such a conflict was highly likely and thatHitler simply delayed it.

Question 1 on page 326 explores the contrast between the two systems. Students should find theprocess of annotating the diagrams with details from the Factfiles a useful exercise, and it will providethem with a useful revision tool. Questions 2 and 3 on page 327 encourage students to both targetthe overt differences between the two systems and begin to appreciate that there are differentinterpretations of ideas such as the good of the people.

The Focus Task on page 327 focuses attention on the thorny question of eastern Europe andwhat the American response to Stalin’s takeover should be. The task is divided into four parts. Somestudents may benefit from being directed to particular resources or sections of text to locate the necessaryinformation. However, by attempting the preceding questions, students should be in a position tointerpret and apply what they have already learned, rather than searching extensively for new material.


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The reaction of the WestThis section takes students behind the obvious fact that the Americans began to oppose Soviet expansionin Europe. Question 1 on page 328 requires an analysis of both the message and the context of thetwo sources. Applying the usual criteria for looking at cartoons (see pages 52 and 131 of this Teacher’sResource Book) will enable students to tackle this without excessive difficulty.

Questions 2–3 on page 329 exercise similar skills but require a good deal more in the way oflateral thinking. Students must understand the link, in American eyes, between poverty andCommunism. This understanding, along with Source 25 and the section on the Truman Doctrine,will give students the necessary raw material for the poster Activity on page 329. An effectiveextension exercise is to ask students to explain the elements of their posters and how the posters havebeen designed to achieve their ends.

In questions 1–3 on page 330 students are set thinking about the relationship betweenMarshall Aid and the Truman Doctrine. For question 1 they should try to be as concise as possible inidentifying political and economic aims. The key process is that of drawing the connecting arrows and,above all, justifying those arrows. Worksheet 11.3 provides a format for this.

Sources 27–29 on page 330 broaden the issue by presenting contemporary views of MarshallAid. By applying the criteria mentioned earlier, students will be able to work out the (sometimes) subtlemessages contained within them.

All of this work should prepare students for the Focus Task on page 330 – the briefing paper forStalin. As in the corresponding briefing paper for Truman (on page 327), the task is clearly structured.Some students may benefit from being given precise page and source references to help them to locaterelevant information. However, the overall aim is to process information and show understanding.

Why did the Soviet Union blockade Berlin?After much scene setting, this section covers the first overt superpower confrontation. As well as dealingwith the events in their own right, the section tries to establish the blockade as part of the context of thedeveloping Cold War.

Questions 1 and 2 on page 332 introduce students to the culture of accusation and counter-accusation. This is developed in questions 3–5, which stress the importance of differinginterpretations. Students should be encouraged in the final two questions to ‘fudge’ their answers. Thus,rather than opting for one source, they might explain why some combination, when used in a certainway, would be of greatest value.

Why was NATO set up?/A divided GermanyThese two short sections set out some of the short-term consequences of the Berlin Blockade. The pivotalposition of Berlin in the coming Cold War is established and questions 6 and 7 on page 333 allowstudents to see the lines drawn for this war.

The key elements of this section are the two Focus Tasks on pages 334 and 335. The first task,which looks at the starting date of the Cold War, could be tackled in various ways. Clearly there is noright answer and it is the process of discussion which is beneficial. The main processes are:

• to define ‘Cold War’ with a set of criteria such as conflicting ideologies; use of propaganda; workingthrough other parties

• to evaluate the ‘claims’ of key events to be the starting point of the Cold War• to reach a substantiated conclusion.

Worksheet 11.4 provides a framework which guides students through the information and concepts,but which is clearly focused on these objectives.

The Focus Task on page 335 focuses on the blame attributable to the USA and theUSSR. Some historians would argue that this is simplistic and that Britain itself should bear as muchblame as the USA and the USSR. We have not included this option as it is not a specification focus point.Support for this task is provided on Worksheet 11.5.

A powerfulsymbol

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11.1

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Step 1A Cold War has the following characteristics:

1 Conflicting ideologies (political ideas)2 Arguments between leaders3 Use of propaganda and the media to criticise your opponent4 Arms race5 Supporting your allies in other countries to fight your opponents, or helping to prop up

regimes that are friendly to you.

Are you happy with this definition? If not, add other characteristics to the list.

Step 2The table below shows possible ‘starting points’ for the Cold War. Mark in the table to show ifany of the above characteristics were present at this time or in this action.

WORKSHEET

11.4When did the Cold Warstart?

Step 3Now write a series of sentences explaining why it is difficult to say when the Cold War began.

1 The Yalta and Potsdam Conferences show some characteristics of a Cold War, such as …

However, some features are missing at this stage. For example …

2 Other characteristics only emerged over the next four years. For example …

3 The first time that all of these elements seem to be in place is …

4 The Cold War was definitely under way by —————————— However, it is hard to say exactly when it began because …

Event Characteristic 1 2 3 4 5 6Ideologies Arguments Propaganda Arms race Allies Others

Yalta Conference 1945

Potsdam Conference 1945

Communist takeover ineastern Europe 1947

USA supports royalists inGreek civil war 1947

Truman Doctrine 1947

Marshall Aid 1947

Communist takeover inCzechoslovakia 1948

Berlin Blockade 1948

Setting up of NATO 1949

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Step 1Use this table to rate verdicts A–D. You will come back to this later.

WORKSHEET

11.5Who was to blame forthe Cold War?

Verdict Rating in Rating inStep 1 Step 3

A The USA was most to blame.

B The USSR was most to blame.

C Both sides were equally to blame.

D No one was to blame. The Cold War was inevitable.

Step 2Use this table to report back to your group what you have found out about your factor.

Step 3If you change your mind about the rating, note this change in the table in Step 1.

Step 4Use the verdicts to help you to organise your balanced essay.

Paragraph 1: Your introductionParagraph 2: The evidence for and against verdict AParagraph 3: The evidence for and against verdict BParagraph 4: The evidence for and against verdict CParagraph 5: The evidence for and against verdict DParagraph 6: Your conclusion.

Factor:

Examples of this Supports Reasonfactor causing Cold verdict …War problems

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12 The Cold War1950–1975Did the USA manage to contain the spreadof Communism?



Korea Activity p340 MacArthur’s view Key features of an Letter from 12.1of his dismissal historical situation MacArthur to

Truman

Korean War Focus Task p341 Was the Korean Selecting and Report to 12.2War a success deploying President;for containment? knowledge; recording

describing and templateexplaining events

Cuban missile Activity p349 Options open Describing and Report to 12.3crisis, 1962 to Kennedy explaining events President

Cuba, 1962 Focus Task p352 Was the Cuban Use of sources; Structured writing 12.4missile crisis a analysing events and recordingsuccess forcontainment?

Vietnam Focus Task A p355 Why did the USA Use of sources; Annotated 12.5get involved in analysing events timeline;Vietnam? structured writing

Vietnam Focus Task B p355 Why was the US Selecting and Structured writing 12.6army unable to deployingdefeat the knowledgeCommunists in Vietnam?

Communist Focus Task p357 Why did the Use of sources; Structuredtactics Communists use selecting and research;

guerrilla tactics deploying annotated in the Vietnam knowledge diagramWar?

US opposition Focus Task p361 Why Americans Use of Poster or leaflet 12.7to Vietnam War turned against sources;

involvement in deploying Vietnam knowledge

America and Focus Task A p364 Why did the USA Use of sources; Structured 12.8the Vietnam lose the Vietnam deploying research;War War? knowledge; annotated

analysing diagraminterpretations

Containment Focus Task B p364 How Selecting and Case-studysuccessful was deploying comparisonthe USA’s knowledgepolicy ofcontainment?

Consequences Focus Task p365 Effects of war on Deploying Structuredof the Vietnam US forces and knowledge research; diagramWar the people of

Vietnam

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ICT resources for this topicThe Cold War is well supported by web resources. Inevitably, many sites are created to support aparticular perspective, so they must be used with the same care one applies to a source. An increasingnumber of sites, especially American ones, are publishing documents that give an inside view of ColdWar events. It may be that it is these sites that provide the greatest value.

The Soviet Union and the United Stateshttp://sunsite.unc.edu/expo/soviet.exhibit/intro2.htmlThis American site has a wealth of useful material on the relations between the superpowers. It is idealfor GCSE students, but perhaps too high a level for Key Stage 3. It also contains a host of useful links toother sites that offer a range of perspectives on Cold War issues.

The Cold War Museumwww.coldwar.org/index.htmlThis enormous site contains timelines, interactive games, an extensive collection of links and largevirtual exhibits relating to the Cold War. It is both an excellent site and a gateway to many others.

Project Whistle Stop – the Korean Warwww.trumanlibrary.orgThis is an extensive collection of links, original sources and first-hand accounts of experiences in theKorean War. It is part of the Truman Archives Foundation, an American organisation committed tomaking the archives relating to President Truman available online.

ABC News Cuban Missile Crisis 35 Years Onhttp://archive.abcnews.com/sections/us/cuba/cuba_index.htmlThis is an absolute must-see site for any students studying the Cuban missile crisis. It gives an Americanperspective, but primarily in the sense of telling the story as Americans saw it, rather than trying tojustify the US position or criticise the Soviet position. Some of the most interesting items include reportsfeaturing aerial photographs of the alleged missile sites and extracts from intelligence reports. There isalso a fascinating insight into Bobby Kennedy’s (President John F Kennedy’s brother) memories of theevents.

Thirteen Days Study Packwww.filmeducation.org/This study pack features activities on and clips from the Hollywood film Thirteen Days, based on theCuban missile crisis. It is provided by the educational charity Film Education.

Investigating the Vietnam Warwww.spartacus.schoolnet.co.uk/vietnam.htmlPart of the Spartacus site, these pages contain a large number of links, useful articles and excellentprimary source material on the Vietnam War, including the opportunity to communicate with Vietnam veterans.

Women in Vietnamhttp://userpages.aug.com/captbarb/femvetsnam.htmlThis site covers the experiences of both military and civilian women. It has a useful collection of links toother relevant sites.

Vietnam War Mythswww.rjsmith.com/war_myth.htmlAn excellent source of interpretations of the Vietnam War, this site’s one-sidedness makes it an asset, ifhandled properly.

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Anti-Communism in the USAMcCarthyism is an excellent starting point for this topic. It allows students to appreciate the true depth ofanti-Communist paranoia there was in some circles of American society. McCarthyism is tackled insome depth in Chapter 13, but the key questions emerging at this point are:

• Was this the mood of all of the USA?• How far did this mood affect US policy?

Case study 1: the Korean WarThe chapter presents three case studies of containment in action, the first of which is Korea. Studentsneed to be reminded that there are a number of issues to bear in mind as they tackle the study:

• the ‘umbrella’ issue of containment• comparisons between this and other Cold War confrontations• the position of the UNO.

Questions 1–2 on page 338 deal with the background but also encourage students to analyseUS pressure for UN intervention. The Russian boycott over China is an essential point in the context ofKorea and in terms of setting the scene for future clashes in the UNO. By examining MacArthur closely,students will gain a perspective on the ongoing issues outlined above. The position of the UNO isaddressed further in question 3 on page 339. The question demands a straightforwardcomprehension of the sources, but an evaluation of the sources would be entirely appropriate, even if itdid not have a great effect on students’ views.

The dismissal of MacArthur is a dramatic incident and the Activity on page 340 offers muchopportunity for students to explore it. Some students might benefit from a few prompts for their letterfrom MacArthur to Truman such as:

• what he believed his mission to be• why he felt containment was right• why North Korea should be conquered• why he did not believe the Chinese were such a great threat.

A framework for the letter is set out in Worksheet 12.1.Students’ understanding of the Korean War in the context of containment is then tested in the

Focus Task on page 341. Students must employ a range of skills. Worksheet 12.2 (which it maybe helpful to enlarge to A3-size) supports this.

The section continues to deal with the theme of containment and how it was pursued into the 1950s.Questions 1 and 2 on page 342 merit written answers and will sharpen students’ understanding ofthis more aggressive form of containment.

The arms raceAs well as being a topic of major importance, this focus on the arms race does, of course, set the scenefor the Cuban missile crisis. Question 3 on page 343 is best addressed in a discussion format wherethe full range of possibilities can be explored. Teachers could add an extra activity, asking students todecide on the most serious points in the arms race (using the timeline summary of events on page 343).

Questions 1 and 2 on pages 344–345 are source analysis questions, ideal for exam practice.Questions 3–5 on page 345 should encourage some interesting discussion. In Question 6, theposition of US missiles in Europe should be stressed particularly strongly, as they form an obviouscounterpoint to missiles in Cuba.

There are a number of different cartoons in this chapter. The emphasis is very much on analysis,provenance and context. The formula used for analysing cartoons should be readily usable in thiscontext (see page 142).

Question 1 on page 346 is an important task in pulling together several issues in a definition ofthe key term ‘nuclear deterrent’. Students could extend the definition (using the next section) toexplain how deterrence affected ordinary people.

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Case study 2: the Cuban missile crisis,1962This dramatic and gripping episode is perhaps the most tense of Cold War confrontations. Questions2–4 on page 347 require written responses, as they give students some important backgroundinformation. The proximity of Cuba to the USA is, of course, the key point for students to grasp.

Question 5 on page 347 asks students to comprehend sources, but also reminds them of theumbrella theme of containment. Question 1 on page 348 will reinforce students’ overview by askingthem to look back across several pages and to compare the situation of the USA’s missiles in Europe withthose of the USSR in Cuba.

Students can probably sympathise with the young President Kennedy, and the Activity on page349 gives them a structure for evaluating the options open to him. The Activity could readily be carriedout as a small-group discussion exercise. Worksheet 12.3 provides a structure to be used either as aplanning tool for a discussion or debate, or as a framework for a written piece.

Questions 1 and 2 on page 350 bring students back to the story and are suitable for dealingwith in discussion. This leads on to questions 4 and 5 on page 351, centred on the seminalSource 27 which indicates possible explanations for Khrushchev’s actions. Students could address these questions in discussion, although a written presentation of their ideas would be a desirable outcome.

Questions 1–3 on page 352 also require high-level thinking. Question 1 addresses the issue ofdifferent interpretations of the same event. Clearly provenance is a crucial factor in the difference, aswell as the actual tone and content of the sources. Question 2 requires a substantiated option, and likequestions 1 and 3, could be tackled in a discussion format. Question 3 is particularly suited todiscussion. For extra support, students could break the question into stages:

1 Look at Source 28.a) What relevant information does it contain?b) Which points of information can you check to be true? How?c) Do these checks make you sure?

2 Look at Source 29.a) What relevant information does it contain?b) Which points of information can you check to be true? How?c) Do these checks make you sure?d) Does it help to put the information from Sources 28 and 29 together? Explain.

3 Look at Source 30.a) What relevant information does it contain?b) Which points of information can you check to be true? How?c) Do these checks make you sure?d) Does it help to put the information from Sources 28, 29 and 30 together? Explain.

These questions ensure students are well prepared for the Focus Task on page 352. The task requiresthe synthesis of a range of skills and the application of knowledge. For question 1, students should bedirected back to Worksheet 12.2. Question 2 could be answered in discussion or in writing.Worksheet 12.4 gives a structure for the final written work.

Case study 3: the Vietnam WarThe background of French rule in Indochina is an important part of the story of Vietnam. The Activityon page 353 is effectively a reading frame for the text on the page, encouraging organised note taking.

Focus Task A on page 355 is a similar task, involving careful reading and the analysis ofsignificant events. For students struggling with the task, Worksheet 12.5 provides help and could beenlarged to A3. The events listed on the sheet are not in correct date order. Students also need to note thereasons for each US action, and how each event brought the USA into deeper involvement in Vietnam.

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Focus Task B on page 355 is a comprehensive structure for analysing pages 356–361.Worksheet 12.6 provides a supporting structure for the Focus Task. Teachers could ask students toconcentrate solely on this and ignore the other questions or tasks. However, they might benefit morefrom a thorough briefing on the task, a combination of discussion and written questions, a few reviewsessions and then being set the task. Teachers could also divide various sub-sections and their respectivequestions and allocate them to pairs or groups of pupils. Many students would gain confidence fromsuch an approach, with the teacher leading the completion of Stage 1 via a board or OHT copy of theframework. The obvious sections are:

• Viet Cong and guerrilla tactics (use the Focus Task on page 357 as the main outcome for thissection)

• US tactics in Vietnam (use questions 1 and 2 on page 359 as the main outcome)• Tet Offensive (use question 3 on page 359 as the main outcome)• Peace Movement in USA (use the Focus Task on page 361 as the main outcome – it is supported

by Worksheet 12.7)• My Lai massacre (use questions 1–3 on page 361 as the main outcome).

The end of the Vietnam War is tackled through sources and text. The sombre nature of Sources 55and 56 on page 363 are worth dwelling on with students, particularly comparing them with scenes atthe end of the First and Second World Wars. The Channel 4 series What The Papers Said has oneprogramme covering this issue which would help with the Activity on page 363. The point about theaudience being British is particularly significant in the Activity instructions.

Focus Task A on page 364 is primarily designed to pull students’ thoughts together,particularly from the Focus Task on page 355. Worksheet 12.8 provides a ready-made structureand provides the option for students to rate the importance of each factor by giving it a mark out of ten.Focus Task B on page 364 is ideally suited to discussion or written formats. It need not cover allthree case studies, although to cover all three students could work in groups, specialise in one case studyand then report back to the rest of the class.

The final Focus Task of the chapter on page 365 looks at the human consequences of the war.An ideal source to extend research on this is cinematic interpretations of the Vietnam War. As well as the large number of films relating to Vietnam, most film studios promote their films on websites. TheFilm Education website (see page 174 of this book) may also have ideas. The combination of films and websites provides a powerful bank of interpretative material for students to add their extra layer of interpretation.


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Use this sheet to help you to write a letter from MacArthur to Truman for the Activity on page 340.

WORKSHEET

12.1MacArthur is sacked!

Dear Mr President

I was deeply saddened when I heard that you have removed me from command of forces in Korea. I would like to try toexplain my actions.

I believe in the policy of containment because____________________________________________________________

I also felt that I was fighting for the USA, not the UNO, because_____________________________________________

I believed that the aim of the mission was more than simply to rescue South Korea. It was________________________

Invading North Korea was right because ________________________________________________________________

Furthermore, I did not believe the Chinese were such a great threat because __________________________________

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This sheet will help you with the Focus Task on page 341.

Use this table to help you with question 1 of the Focus Task.

WORKSHEET

12.2The Korean War

Use this section to help you with question 2 of the Focus Task.

The issue What methods did the What problems did they What was the outcome?Americans use? face?

Invasion of South Korea

Control of UN forces

Initial success

Chinese entry into the war

Stalemate

The USA’s aims in Korea•

••

•

How the support of the UN helped•

••

•

Why MacArthur was removed•

••

•

The military and civilian cost of the war•

••

•

Aims achieved•

••

•

Aims not achieved•

••

•

How far the USA achieved its aims Whether MacArthur should have beenallowed to invade North Korea

••

••

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WORKSHEET

12.3Cuba: What should thePresident do?

Option Rating Explanation for rating

Do nothing

Surgical air attack

Invasion

Diplomatic pressures

Blockade

Use the chart below to rate each option in order; 1 means the best option, 5 the worst.

Now write a short report for the President, divided into sections:

Paragraph 1: The two options you believe he should decide betweenParagraph 2: Why you feel these are the right optionsParagraph 3: Why you rejected the other options.

4 Diplomatic pressures?To get the United Nations or other body to intervene and negotiate.

For: It would avoid conflict.

Against: If the USA was forced to back down, it would be a sign of weakness.

1 Do nothing?For: The Americans still had a vastly greater nuclear

power than the Soviet Union. The USA could stilldestroy the Soviet Union, so – the argument went –the USSR would never use these missiles. Thebiggest danger to world peace would be to overreactto this discovery.

Against: The USSR had lied about Cuban missiles. Kennedyhad already issued his solemn warning to the USSR.To do nothing would be another sign of weakness.

2 Surgical air attack?An immediate selected air attack to destroy the nuclear basesthemselves.

For: It would destroy the missiles before they were ready to use.

Against: 1 Destruction of all sites could not be guaranteed.Even one left undamaged could launch acounter-attack against the USA.

2 The attack would inevitably kill Soviet soldiers. The Soviet Union might retaliate at once.

3 To attack without advance warning was seen asimmoral.

5 Blockade?A ban on the Soviet Union bringing in any further military suppliesto Cuba, enforced by the US navy who would stop and searchSoviet ships. And a call for the Soviet Union to withdraw whatwas already there.

For: It would show that the USA was serious, but it wouldnot be a direct act of war. It would put the burden onKhrushchev to decide what to do next. The USA hada strong navy and could still take the other options ifthis one did not work.

Against: It would not solve the main problem – the missileswere already on Cuba. They could be used withinone week. The Soviet Union might retaliate byblockading Berlin as it had done in 1948.

3 Invasion?All-out invasion of Cuba by air and sea.

For: An invasion would not only get rid of themissiles but Castro as well. The Americanforces were already trained and available to do it.

Against: It would almost certainly guarantee an equivalentSoviet response, either to protect Cuba, orwithin the Soviet sphere of influence – forexample, a take-over of Berlin.

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WORKSHEET

12.4The Cuban missile crisis

Paragraph 1:The Cuban missile crisis was certainly more of a success for theUSA than the Bay of Pigs. (Explain why.)

Paragraph 4:Kennedy gained a lot from the crisis.

Paragraph 3:Kennedy had a number of options. These were . . .

He chose . . . (explain why) ________________________

Paragraph 5:However, overall, the Cuban missile crisis was not a success forcontainment because . . .

Paragraph 2:The Cuban missiles posed a serious challenge for the USA because . . .

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Use this sheet to help you with Focus Task A on page 355.

Put the events listed below in the correct places on the timeline. For each event, note the reasons for itand explain how it got the USA more deeply involved in Vietnam.

• Assassination of Kennedy – Johnson becomes President• Formation of South Vietnam• Gulf of Tonkin incident• Number of ‘advisers’ reaches over 11,500• President Kennedy sends military advisers• US Marines land at Da Nang• USA stops elections in Vietnam• USA supports South Vietnam government after army overthrow Diem• Viet Cong attacks on US and South Vietnam bases• Viet Cong formed

WORKSHEET

12.5Why did the USA getinvolved in Vietnam?

1945

1965

1960

1955

1950

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WORKSHEET 12.6cont.

Stage 3: Explaining your conclusions

The failure of the US army to beat the Communists in Vietnam was the result of its ownweaknesses and Viet Cong strengths.

The US weaknesses were …

At the same time, the Communist strengths were …

The US forces did have some successes. For example …

However, there were some major failures as well. Examples of these were …

The Viet Cong had some major successes, such as …

However, they also suffered defeats, for example …

If I had to identify one major American weakness, it would be ——————————————————————— because …

The key Viet Cong strength was ——————————————————————————————————— because …


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Use this sheet to design a poster or leaflet for the Focus Task on page 361.

WORKSHEET

12.7Vietnam: USA out!

In this box, note all of the reasons why you feel the war inVietnam is wrong.1

In this box, note what you are trying to achieve with thisposter (e.g. to convince people to write to their Congressmen to getthe troops out).

2


• background (e.g. destroyed villages)• the central image (e.g. picture of a young soldier)• whether you will need words to explain your image.

3


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Use this sheet to help you with Focus Task A on page 364. Use the mark out of 10 box to show howimportant you think the factor was.

WORKSHEET

12.8Why did the USA losethe Vietnam War?

US military tactics in Vietnam Mark:/10

Opposition to war in the USA Mark:/10

Chinese and Soviet support for Viet Cong

Mark:/10

Experience of Viet Cong and inexperience of American soldiers

Mark:/10

Unpopularity of the South Vietnamese regime

Mark:/10

But did they really lose?

WHY DIDTHE USA LOSE THE VIETNAM

WAR?

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13 The USA 1941–1980A divided union?



USA at war Activity p366 How the USA saw Use of sources; Structured writing 13.1itself in wartime interpretations or annotated

image

USA in Focus Task p370 Was wartime Use of sources; Structured writing 13.2wartime USA united or interpretations;

divided? selecting anddeployingknowledge

Black Source p371 Experience of Use of sources StructuredAmericans Investigation black Americans source-basedin the Second in armed forces questionsWorld War

The Red Scare Focus Task p375 What was the Selecting and Research; 13.3Red Scare? deploying annotated

knowledge diagram

Civil rights Focus Task p376 Importance of Selecting and Structured 13.4key events deploying research and

knowledge recording frame

Civil rights Activity p379 What were the Selecting and Discussion orrecord achievements deploying structured writing

of the civil rights knowledgemovements?

Martin Luther Activity p383 Criticisms and Selecting and Speech for MLKKing responses to deploying answering

criticisms knowledge; criticismsinterpretations

Views of civil Focus Task p383 Why some Selecting and Arguing optimist rights historians see deploying or pessimist case

civil rights knowledgeoptimisticallyor pessimistically

Women’s Focus Task p386 Progress made Selecting and Research; 13.6rights by feminist deploying presentation

movement in knowledge;1960s/70s use of sources

Student Focus Task p388 Motives of Selecting and Summary of 13.7protest students deploying motivesmovement knowledge;

interpretations

Presidents Focus Task p389 Comparison of Selecting and Profile writing 13.8A andKennedy and deploying 13.8BJohnson knowledge;

interpretations

Reputations of Focus Task p393 Comparison of Selecting and Analysis of 13.9Kennedy factors affecting deploying reputations;and Johnson the reputations knowledge; extended writing

use of sources;interpretations

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ICT resources for this topicUS World War II posterswww.nara.gov/exhall/powers/powers.htmlThis site focuses on the USA’s Home Front. The posters are well reproduced and provenanced.

MLK Web: A Teachers’ Guidehttp://martinlutherking.8m.com/This site proclaims itself to be a time-saving site for teachers looking at the issue of civil rights andMartin Luther King. It is very helpfully organised into themes and issues.

The Truth about Martin Luther King Jnrwww.murple.net/propaganda/racist/mlking.htmlThis is a highly dubious site in which almost every aspect of King’s life is denigrated and ‘exposed’ asbeing false or corrupt. It can be a valuable resource, but needs careful handling.

National Civil Rights Museum Virtual Tourwww.mecca.org/~crights/cyber.htmlThe tour provides photographs and commentaries at a selection of key points in civil rights history.

Phototour of the Civil Rights Movementhttp://seattletimes.nwsource.com/mlk/man.photogalleryThis collection of photos belongs to the Seattle Times. It is a photo documentary of key events in thecareer of King and the civil rights movement. It is a resource with huge potential.

Early Life of Malcolm Xhttp://members.aol.com/Afzal/xearly.htmThis is a text-only site, but the subject matter and the story will definitely interest all students.

Ms Magazinewww.msmagazine.com/The history section of this feminist magazine is an interesting archive and source of interpretations.

Old Hip’s Groovie Hippie Linkshttp://members.aye.net/~hippie/hippie/realhip.htmThis very large collection of links to other hippie sites is mainly about modern hippies and theirlifestyles, but some of the reminiscences are relevant and interesting.

History of US Presidentswww.whitehouse.gov/history/presidents/index.htmlThis site consists of several content-rich pages of official biographies of all the US presidents. The entriesthemselves are comprehensive, but readable and well organised. They also contain useful further links –ideal for comparing Kennedy and Johnson, and for studying Nixon.

JFK Dallas 1963www.dallasnews.com/jfk/This is a remarkable site with a wealth of material on Kennedy’s assassination. There are eyewitnessaccounts, radio and TV broadcasts and material from contemporary newspapers.

Washington Post on Watergatewww.washingtonpost.com/wp-srv/national/longterm/watergate/front.htmA site on Watergate from the newspaper that broke the scandal, with a similar approach to that above.


Watergate Activity p395 What was the Selecting and Analysis ofimpact of deploying contemporaryWatergate on knowledge; use of cartoonsAmericans? sources

Nixon Focus Task p396 Reactions to Selecting and Discussion;resignation of deploying written responseNixon knowledge; and/or role play

interpretations

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The USA at warThe mural in Source 1 on page 366 dominates the opening of the chapter, much as it dominatedNew York’s Grand Central Station. It is a good idea to direct students briefly to the Focus Task onpage 370 to see how the section fits together. From that point, students should dive in to the detail ofSource 1 and the Activity on page 366. They should look for all the messages implied by the imagesin the mural. Worksheet 13.1 provides a copy of the mural and a framework for annotating it. Analternative approach is to have a copy of the image on OHT acetate or in desktop publishing software.This would allow students to annotate the image and present a final ‘visual essay’ as an analysis.

The questions on pages 367–368 will help students to draw out key elements from the text.The Activity on page 369 could be tackled either as a written piece of work, in the form of the articleitself, or as a discussion. In the latter, teachers might more effectively draw out students’ initialreservations about the image presented in Source 1. Their unease should be increased with questions1 and 2 on page 370, followed by the Focus Task on page 370. Worksheet 13.2 providessupport for this. The second question in this task could be tackled as a whole class, with the teacherdirecting the students’ contributions. The Focus Task could also be tackled after the SourceInvestigation on page 371. The investigation could be used for discussion, for practising examtechnique, or for both.

How did the US economy perform,1945–1980?The main aim of this section is to provide background reference material. It will emerge that difficulttimes for the USA coincide, or are closely connected with, economic problems.

McCarthyism and the Red ScarePages 373–375 provide detailed information on this issue. Students usually find this interesting and nodoubt will have experienced ‘smear campaigns’ at the classroom level, thereby presenting plenty ofopportunities to draw helpful parallels. Question 1 on page 373 is a note-taking device and requiresa written response. Questions 1–4 on pages 374–375 could be tackled as discussion or writtenexercises. Worksheet 13.3 provides a ready-made cloud diagram to accompany the Focus Task onpage 375.

How far did black Americans achieveequality in civil rights in the 1950s and1960s?The main feature of this section is the Focus Task on page 376 which acts as a recording structurefor the progress made by the civil rights movement in the period. Worksheet 13.4 provides aframework for this task, although a word-processed version of the format might be more effective. It islikely that students will amass a lot of information and then rationalise it. Using a word processorfacilitates this process considerably. The aim of the task is to examine the progress made in civil rightsbut also to consider the relative effectiveness of different forms of protest.

Other activities and questions feed into the Focus Task. The Activity on page 376 will helpstudents recall the main grievances of black people. The leaflet format makes this activity ideal for theuse of desktop publishing software. The questions on pages 377–378 are best suited to discussionsince they are conceptual rather than about amassing information. Question 3 on page 379 isobviously suited to a written format. This question is supported by Worksheet 13.5.

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The Activity on page 379 draws together the points on peaceful protest. It could be tackled invarious ways, including role play. Questions 1 and 2 on page 381 could be used as a follow-upexercise to the Activity, assessing how far the movement had come by 1963 and 1968. Questions 1and 2 on page 382 are best suited to written answers.

The section closes with the Activity and Focus Task on page 383. The Activity could lead tospeech-writing as suggested. Alternatively, teachers could divide the class and ask pairs or small groupsto answer one of the criticisms. This could lead to some fruitful discussion. Students’ answers toWorksheet 13.5 would make useful contributions to such a discussion.

The students’ completed copies of Worksheet 13.4 will be helpful for the Focus Task. They couldscan the issues and events they have recorded and decide from this work, rather than from the text,which points give rise to pessimism or optimism. This process of selecting and reviewing work is apowerful way to reinforce learning.

The women’s movementThis section centres on the Focus Task on page 386, which assesses the extent of progress made bythe women’s movements in this period. There are obvious parallels with the civil rights movements aswell as differences – the Focus Task tries to exploit these. There is some interesting web-based materialthat many students will enjoy, particularly the archive of Ms magazine (see page 188), which has muchmaterial relevant to the topic but also gives a flavour of the period. Worksheet 13.6 provides supportfor the Focus Task.

The student movementThis section focuses on the crisis that seemed to affect relations between the generations in the USA inthe 1960s. The Focus Task on page 388 attempts to address this. In order to create an effectivesummary, students do need to know what the student movement was all about. Worksheet 13.7provides a structure to help students to record some of the main events and issues.

Two presidentsThere is a strong interpretations thread running through this section, which effectively compares thevisions and records of Presidents Kennedy and Johnson. The Focus Task on page 389 is the guidingpoint for the section and is supported by Worksheets 13.8A and 13.8B. Question 1 on page 390raises the point that evidence does not always lead opinion; sometimes it is the other way around. Forassessing Kennedy’s record, the information in Source 48 on page 391 is the critical source. Incontrast, the information on Johnson is set out in a narrative text. Either way, students should not find itdifficult to add five points to the profiles. Any further information they have collected can be used in theFocus Task on page 393. Students could draw up their own table on paper for this exercise, or useword-processing software. Worksheet 13.9 also provides a framework. As students read along eachrow of their tables, the structure for a paragraph should emerge clearly.

The Watergate ScandalNixon’s overall record is assessed in this section, but the emphasis is on Watergate and its impact.Questions 1–3 on page 394 are aimed at giving students a detailed knowledge of the key peopleand events. The Activity on page 395 involves analysing sources in context. As an extension to thesecond question of the Activity, students could use desktop publishing or word-processing software andactually write their articles. They may be able to use images from the recommended websites on page188 instead of the cartoons.

The final Focus Task on page 396 is suggested as a role-play, but is equally suited to awritten format, perhaps in the form of an obituary after Nixon’s death.

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Use this sheet to help you with the Activity on page 366. Add more label boxes if you need to.

WORKSHEET

13.1The USA at war


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This caption shows theUSA’s military strengthis only for defence – theUSA is not aggressive.

This feature shows the USA is strong at sea. This givesAmericans confidence.

This caption shows thewar unites the USA.

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In column 1 of the table below, add a sentence to explain the message each element of the mural(Source 1) conveys about the USA at war. Look back at Worksheet 13.1 for ideas. For question 3,remember that the government’s main aim was to show the USA as a united country.


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13.2A complete picture?

The mural shows … Aspects of wartime USA that the Should this aspect have been mural does not show included in the mural?

… the USA’s military strength by …

… American agriculture by …

… American naval power by …

… American family values by …

… American workers by …

… American industry by …

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Use this sheet to help you with question 3 on page 379. Add five more bullet points using theinformation on pages 378–383.


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13.5Martin Luther King

PROFILE

Martin Luther King

Many black Americans played an important role in the 1950s and 1960s civil rightsmovement. One leader emerged above all the others, Dr Martin Luther King.

★ He was a Baptist minister and leader of the civil rights movement.★ He was a mesmerising speaker whose speech in Source 30 has become one of the most

famous speeches of the twentieth century.★ He believed passionately in non-violent protest. He favoured actions such as the bus

boycott and the sit-in.★ In December 1964 he was awarded the Nobel Peace Prize.★ He was certainly not afraid to face confrontation and was subject to considerable violence

himself.★ Not all civil rights activists agreed with his methods.★ He was assassinated in 1968 by Earl Ray. There have been many theories that Ray was

simply a hired killer, and that he was employed to murder King by King’s opponents.

★

★

★

★

★

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Use this sheet to help you to prepare your presentation for question 1 of the Focus Task on page 386.


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13.6The women’s movement

Introduction: The women’s movement in the USA – factorsthat led to changing attitudes

•

Slide 2: Women’s Liberation

Positive achievements

•

Less positive factors

•

Slide 1: The women’s movement

Positive achievements

•

Less positive factors

•

Slide 4: Opposition to feminism

The arguments opponentsused

•

The successes they had

•

Slide 3: Abortion

Why this was an issue

•

How the right to abortionwas secured

•

Chapter 13 18/2/05 4:00 pm Page 196


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Look at pages 387–388 and use this diagram to note down the main features of the student movement.

Use your knowledge of the movement to come up with your own phrase to sum it up.

Right-wing politician: ‘Sex, drugs and treason’

Your phrase:


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13.7The student movement

Students wantedmore say in their

courses

The studentmovement

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13.8APresident Kennedy

PROFILE

John F Kennedy, President 1961–1963

★ Nickname JFK.★ Born 29 May 1917 into a wealthy Massachusetts family of Irish descent.★ The Kennedy family was influential. JFK’s father was an adviser to President Roosevelt and

ambassador to Britain at the beginning of the Second World War.★ While still at Harvard University, JFK wrote a best-selling book, examining how (in his view)

Britain had allowed Hitler to start the war.★ During the Second World War, he commanded a torpedo boat in the South Pacific. He was

shipwrecked, badly wounded and decorated for bravery.★ After the war, he became a Democratic congressman in 1947, then in 1952 he was

elected to the US Senate.★ In 1953 he wrote an award-winning book called Profiles in Courage about American

politicians who risked their careers to stand up for things they believed in.★ In 1960 the Democrats chose him to run for president, with Lyndon Johnson as his vice-

president.★ Kennedy narrowly defeated Republican Richard Nixon and was sworn in as president in

January 1961.★ Kennedy’s short time as president was dominated by Cold War tensions with the USSR

(pages 347–352).★ He was assassinated in November 1963, while driving in an open car through Dallas,

Texas. It has never been proved who was responsible for his murder.

★

★

★

★

★

Chapter 13 18/2/05 4:00 pm Page 199



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13.8BPresident Johnson

PROFILE

Lyndon B Johnson, President 1963–1969

★ Nickname LBJ.★ Born 27 August 1908 in Texas.★ He saw poverty around him as he grew up and as a teacher he came into contact with

many poor immigrant children, which gave him a commitment to social reform.★ He was elected to Congress as a Democrat in 1937 and was a strong supporter of

President Roosevelt’s New Deal (pages 218–225).★ He served with the US navy in the Pacific during the Second World War.★ Johnson became a senator in 1948. He led the Democrats in the Senate from 1953.★ In the 1960 election campaign he was chosen to be JFK’s vice-presidential candidate. As a

mature, respected, skilful congressman he was seen as the ideal balance for Kennedy’syouthful idealism. It was thought that he would know how to handle Congress.

★ He became president when Kennedy was assassinated in 1963 and he successfully carriedthrough Kennedy’s planned measures, cutting taxes and introducing a civil rights bill.

★ Johnson was elected president again in his own right in 1964 with the widest margin ofvictory ever achieved in a presidential election.

★ Johnson pushed through a huge range of radical measures on medical care, education,conservation, and help for economically depressed areas.

★ He was a keen supporter of space technology. In December 1968 three US astronautsorbited the moon.

★ His domestic achievements were overshadowed by the USA’s involvement in Vietnam.★ In 1968 Johnson announced he would not seek re-election for the presidency. Instead he

would concentrate on trying to end the war in Vietnam.★ He died of a heart attack in January 1973.

★

★

★

★

★

Chapter 13 18/2/05 4:00 pm Page 200


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14 Eastern Europe and theCold War 1948–1989Key features of the chapter


1953 Focus Task p399 Stalin’s impact on Selecting and Obituary for Stalin 14.2eastern Europe deploying

information

Rise of Activity p400 How Khrushchev Use of sources Analysis of Khrushchev differed from cartoon; designing

Stalin a cartoon

Suppression of Focus Task p403 How strong was Analysing events Discussion or 14.3the uprising in Soviet control? written responseHungary 1956

Rebellions Focus Task p406 Comparison Analyse and Comparison of 14.4of Hungary explain events rebellions1956 andCzechoslovakia1968

Berlin Wall Focus Task p409 Why did the Analyse and Poster or notice 14.5Communists explain events; build the Berlin use of sourcesWall?

Superpower Focus Task p411 Superpower Selecting and Annotated graph 14.6relations relations, deploying

1970–85 knowledge

Solidarity Focus Task p415 How important Selecting and Letter or 14.8Awas Solidarity? deploying presentation and 14.8B

knowledge

How did Activity pp416–17 Role of Use of sources Extended profile 14.9Gorbachev Gorbachev of GorbachevchangeeasternEurope?

Gorbachev’s Activity p418 Why were The key features Posterreforms reforms needed? of an historical

situation

Gorbachev Focus Task p421 How far was Use of sources; Plan for 14.11and eastern Gorbachev selecting and documentary filmEurope responsible for deploying

the collapse of knowledgeSoviet control over easternEurope?

Gorbachev’s Focus Task p423 Mikhail Use of sources; Structuredrole Gorbachev: selecting and research and

hero or villain? deploying writingknowledge

Chapter 14 18/2/05 4:00 pm Page 202

ICT resources for this topicNot surprisingly, much of the material in the general Cold War sites relates to events covered in thischapter. There are also a good number of additional sites that cover specific areas.

The Soviet Union and the United Stateshttp://sunsite.unc.edu/expo/soviet.exhibit/intro2.htmlThis American site has a wealth of useful material on the relations between the superpowers. It is idealfor GCSE students, but perhaps too high a level for Key Stage 3. It also contains a host of useful links toother sites that contain a range of perspectives on Cold War issues.

The Cold War Museumwww.coldwar.org/index.htmlThis enormous site contains timelines, interactive games, an extensive collection of links and largevirtual exhibits relating to the Cold War. This is both an excellent site and a gateway to many others.

Hungarian Revolution of 1956: 40th Anniversary Reportwww.rferl.org/nca/special/hungaryrev/This large and extensive site contains a lot of useful material on the events of 1956, particularly personalstories and experiences. It is run by Radio Free Europe, which is closely connected to the CIA, so studentsneed to be aware of its provenance.

Statement of the Soviet Government on Hungary 1956www.fordham.edu/halsall/mod/1956hungary.htmlPart of the US Fordham University Sourcebook, this page reproduces the Soviet statement on Hungary infull. It is worth looking at this classic Cold War document.

Czechoslovakia: An Invasion Rememberedwww.rferl.org/nca/special/invasion1968/index.htmlAnother Radio Free Europe site, although more regretful in tone than recriminatory. It is helpful inassessing contrasts and similarities between 1956 and 1968.

Czechoslovakia 1968http://members.tripod.com/dkzlin/nyear/r68.htmThis interesting site contains information and images, but its main focus is a discussion forum on theseevents. It presents a useful source of interpretations, but beware that your students do not join thediscussion group (unless you want them to!).

The Berlin Wallhttp://userpage.chemie.fu-berlin.de/BIW/wall.htmlThis site offers a fairly straight ‘factual’ account, rather than a blatantly critical view of the Wall. Itsdetail can be a little overwhelming – such as the exact measurements of the Wall. However, the sectionson the background and fall of the Wall are interesting.

A Personal Account of the Fall of the Berlin Wall: The 11th and 12th of November, 1989www.andreas.com/berlin.htmlThis site is a very personal and intense account of the fall of the Wall which most students will find bothexciting and powerful.

The Berlin Wallwww.dailysoft.com/berlinwall/index.htmlThis site contains a useful chronology of events leading to the collapse of the Wall and the events whichfollowed. It also has an impressive set of links to other sites of value and interest.

The Public Record Office Cold War Exhibitionhttp://learningcurve.pro.gov.uk/coldwarA collection of six electronic ‘galleries’ of original sources organised into key themes of the Cold War.Each gallery takes the form of an investigation that asks students to look at text sources, photographs,maps and video sources to tackle questions like ‘Who Caused the Cold War?’


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The Solidarity Movement in Polandhttp://shrike.depaul.edu/~bkapusta/new2.htmlIn this college student’s project on Solidarity, the section on Assignments is especially interesting as thestudent sets out the reasons why this is a particularly interesting and important topic.

Poland Onlinewww.polandonline.com/history.htmlThis overview of Polish history provides a useful context.

The Polish Revolutionhttp://kuhttp.cc.ukans.edu/kansas/cienciala/342/ch8.htmlThis site presents a very heavyweight academic analysis of the rise of Solidarity – probably best suited toteachers rather than students.

Mikhail Gorbachev’s Home Pagewww.gci.ch/GreenCrossFamily/gorby/gorby.htmlThis site is run by one of the numerous organisations with which Gorbachev is currently connected. It contains some interesting links and a collection of speeches.

Mikhail Gorbachevwww.cs.indiana.edu/hyplan/dmiguse/Russian/mgbio.htmlThis is a biography site with a short chronology of Gorbachev’s career. The information aboutGorbachev is fairly basic, but there are links providing further information.

Creative Quotations from Mikhail Gorbachevwww.bemorecreative.com/one/1298.htmThis is a most unusual resource, but a revealing insight into Gorbachev’s radical thinking. It consistssimply of a small collection of statements on a wide variety of issues.

Gorbachev’s Legacywww.boston.com/globe/search/stories/nobel/1991/1991ai.htmlThis is a short and very accessible article from the US newspaper, the Boston Globe. It sets out a veryWestern view of Gorbachev.

14.1 How secure was Soviet control of easternEurope 1948–1968?

How did Stalin control eastern Europe?Source 1 on page 397 sets the scene for much of the chapter so it is worth spending time withthe students analysing this source. Just as important, Source 2 on page 398 establishes the all-important geography of eastern Europe. Students will find the complex events in eastern Europe fareasier to understand if they have a grasp of the geography of the area. This might even be the basis of alearn and test exercise, extended with some reference work. Worksheet 14.1 provides a template forthis overview exercise, which could be regarded as valuable ‘investment time’.

Pages 397–399 introduce the notion of a Soviet monolith, while at the same time pointing out tostudents the inherent weaknesses in the system. Students might find it helpful to look at Source 1 andcarry out an analysis of it. Following that, they should read the accompanying text. It is a good exampleof how the context of a primary source can help in clarifying its meaning.

Question 1 on page 397 asks students to show their grasp of Stalin’s carrot and stick approachby extracting relevant examples from the text. They might find it helpful to use a simple table such asthis:


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As soon as the notion of the monolith is set up, it is important that students begin to question it. An idealway to raise doubts is through a discussion of questions 2–4 on page 399 about the case of Tito inYugoslavia. Source 4 is deliberately provided with an extensive provenance but the questions aremainly to encourage critical thinking. Students need to apply their knowledge and find reasons tosubstantiate any judgements they make.

Once these are completed, they should be ready to tackle the Focus Task on page 399. This is achallenging task, requiring some deep thinking and some rigorous organisation of the material. Forstudents needing help, Worksheet 14.2 provides a frame for the obituary.

The rise of KhrushchevThis section is highly significant. Students must gain an understanding of people’s perceptions ofKhrushchev in eastern Europe, in order to understand perceptions from 1956 onwards.

The key vehicles for this are the Activities on pages 400 and 401. The Activity on page 400 istypical of the kind of thinking required in examinations. If some students need prompts, they could bedirected to such points as:

• facial expressions – Khrushchev and the snowman• Khrushchev’s appearance• the fact that he is using a modern power tool.

The Activity on page 401 is extremely important in setting the scene for the next sections. A writtenresponse is the most suitable format for this Activity.

How did the USSR deal with opposition ineastern Europe?Students will recognise the relevance of the previous section as they look at the early rumblings in EastGermany and Poland. The issue of opposition in eastern Europe is dealt with through two key casestudies – Hungary in 1956 and Czechoslovakia in 1968.

Case study 1: Hungary, 1956The case study opens with the Activity on page 402. It can be used to guide students’ reading of thechapter. It is quite good fun to get students to guess which flag is which, work through the text, then seeif they are right. For your information:

Flag A state flag after 1989Flag B Rákosi’s governmentFlag C the rebels in 1956 risingFlag D Kádár’s government, 1956–89.

Most students can see that there is a powerful story hidden in these flags. The Activity could easily bedeveloped into a presentation that explains how these flags tell Hungary’s story.

Questions 1 and 2 on page 402 are best addressed in a written form, although they mightalso be used as discussion questions. Sources 8 and 10 carry an enormous amount of informationand detail – question 1 certainly merits feedback on a whole-class basis so that such detail is notmissed. Question 2 requires students to think back to the Focus Task on page 399, the obituary ofStalin. By reviewing the mechanics of Stalin’s control of eastern Europe, they should be able to recognisethe worries caused by Hungarian demands. Above all, of course, they must stress the question ofHungary’s withdrawal from the Warsaw Pact and how it would threaten Soviet security.


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Questions 3–6 on page 403 require a detailed study of the events of the uprising. It would bebest if students collaborated on them, and were then supported by teacher feedback. The cross-referencing of Sources 11–14 is a vitally important skill. Some students might find an alternativeline of enquiry profitable:

1 What two main points arise in Source 11?2 What new information does Source 12 give you?3 Has your view of the situation changed after using these two sources?4 What new information does Source 13 give you?5 Which points above does Source 14 support?6 ‘Four sources provide a better picture of events than just one.’ Explain why this is true.

Questions 7 and 8 on page 403 are more reflective and discursive. Their aim is to lay theground for the demanding Focus Task at the end of this sub-section. Worksheet 14.3 provides aflow chart to help students produce a balanced response to the task. Teachers may need to give guidance.Students should consider the following:

• the underlying reasons for discontent• the demands of the rebels• the fierceness of the fighting• the attitude of the West.

Once they have grasped these areas, students must then decide how the evidence can support one or bothstatements. The task is well suited to a group-work approach, followed up by individual written work.

Case study 2: Czechoslovakia and thePrague Spring, 1968This section deals with the Prague Spring, but it is also a vehicle for the comparative study in the FocusTask on page 406. This is foreshadowed in the questions on pages 404–405. In question 1,students are asked to extract relevant information from written sources, whereas question 2 asks themto recall their work on Hungary. Some students may find this difficult, so it may be helpful to introducethem to the Focus Task as soon as they start the section and use Worksheet 14.4 to help them to keepabreast of events. The table format of the worksheet offers the extra opportunity to turn this visualoverview into extended writing (as in the Extension Task on Worksheet 14.4), or a class discussion.

Why was the Berlin Wall built?As in the previous section, students will find it helpful if the Focus Task on page 409 is ‘flagged up’in advance of their working through the section. The section opens with a Communist cartoon (Source24 on page 407). Questions 1 and 2 on page 407 are discussion questions aimed at bringingstudents to the heart of the issue. There is an obvious discrepancy between the messages of Sources 24and 27 and this is an interesting comparison to highlight when students are considering question 2.

Question 3 on page 407 is a discussion question, although it may be valuable for students towrite up their views on the two photographs once they have discussed them. With the Focus Task inmind, the remainder of the section relies heavily on a series of visual images. This should help studentsto plan and carry out the Focus Task on page 409. The poster form of presentation is used becauseposters were one of the most prominent forms of protest at the time. It is important that students planand produce the poster carefully. Some may prefer to write an artist’s brief. A useful extension exercise isfor students to write a short commentary on their poster. Alternatively, they might explain whatquestions they would set on it, if their poster appeared in a textbook. Worksheet 14.5 providessupport for the task and this task is ideally suited to desktop publishing software. Much good materialcan be found in electronic form from the recommended websites (see page 203).


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14.2 Why did Soviet control of eastern Europecollapse in 1989?

Why did the Cold War thaw in the1970s?/Why did the Cold War freeze againin the 1980s?This issue is dealt with in brief on pages 410–411. The aim of the section is to summarise the‘ingredients’ of détente and the ways in which it affected the USSR. In turn, anything affecting the USSRinevitably affected eastern Europe. At the same time, downturns in superpower relations similarlyaffected eastern Europe.

The Focus Task on page 411 gives a structure to pull this together. Essentially, all thesubheadings on pages 410–411 are potential events or developments to be plotted on Worksheet 14.6.

How significant was Solidarity?There is a world of difference between a simple narrative of Solidarity and the importance of thisparticular question. As a result, a lot of information on Solidarity is necessary to equip students toaddress the Focus Task on page 415. Worksheet 14.7 provides a framework to help students torecord and evaluate the importance of the events described.

Questions 1 and 2 on page 413 pull together the major issues into the key theme –disillusionment with the Communist party rather than with socialist or Communist ideas. If teacherswant students to delve deeper into this issue, they could construct their own cloud diagram relating tothe sub-section on why the Polish government agreed to Solidarity’s demands in 1980.

The rollercoaster history of Solidarity continues with questions 1–4 on page 414. These areideally suited to discussion, feeding into the Focus Task on page 415. This task is supported byWorksheets 14.8A and 14.8B. On Worksheet 14.8A the bullet points are completely jumbled interms of chronology and themes. They are also mixed in that some statements are points of argument,whereas others are supporting evidence. The statements represent a fraction of the points and evidencethat could be used. The idea is that students can assemble the points and write the letter or prepare thepresentation from them. For students needing more support, Worksheet 14.8B is a completed version ofWorksheet 14.8A.

How did Gorbachev change easternEurope?Mikhail Gorbachev is a remarkable example of how a politician can undergo a meteoric rise on theworld stage and fall into decline almost as quickly. The opening source-based Activity on pages416–417 aims to help students grasp the immense impact of Gorbachev’s new attitude to the USSR’sgovernment, as well as its relations with the USA. There is a good deal of information in Sources7–15 and students may well wish to work in groups to divide the workload. They may find therecording template on Worksheet 14.9 useful.


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Why did Gorbachev try to change theSoviet Union?This very full page is tackled through the Activity on page 418. In many ways, the poster is the mostchallenging possible format since students will have to consider their audience, how open they should be, etc. Alternative formats for this Activity could be:

• a plan of action by Gorbachev• presentation notes for Gorbachev• minutes of a meeting where Gorbachev sets out his aims.

Why did Soviet control of eastern Europecollapse?The key aspect of this section is that students see how dependent the eastern European regimes were onthe USSR, and the potential impact of change in the USSR on those regimes. Pages 419–421 set out theevents and Worksheet 14.10 helps students to assess the relative importance of events. (Students willrequire a copy of the map on Worksheet 14.1 for the Activity on page 420.)

The Focus Task on page 421 provides a concrete framework for work on the concept ofsignificance. Software such as PowerPoint is ideal for creating storyboards. Worksheet 14.11provides an outline framework.

The collapse of the USSRThe story is, of course, a long way from over, but it does end the book. The catchy title of the finalFocus Task on page 423 might be better phrased as ‘Why is it hard to say whether Gorbachev is ahero or a villain?’ Spend some time discussing this point, as it raises questions of source analysis,audience, provenance, intent, context and hindsight – all of which make historical interpretation achallenging, but rewarding, task.


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It is easy to become confused between all the different countries and cities in eastern Europe. Use themap below to become familiar with them.

1 Skim read through Chapter 14 (you may wish to use the index at the back of the book) and find outwhere each state is mentioned.

2 In each box, note down three important events concerning that state.3 Also in the box, note down on which pages the country is mentioned.

WORKSHEET

14.1Eastern Europe – anoverview

EAST GERMANYKey events

•

•

•

Mentioned on pages

POLANDKey events

•

•

•

Mentioned on pages

CZECHOSLOVAKIAKey events

•

•

•

Mentioned on pages

HUNGARYKey events

•

•

•

Mentioned on pages

TURKEY

ITALY

FRANCE

U S S R

BlackSea

FINLAND

WESTGERMANY

SWITZ.

AUSTRIA

GREECE

200 km0

Scale

YUGOSLAVIA

ROMANIA

POLAND

BULGARIA

Berlin

HUNGARY

CZECHOSLOVAKIA

Warsaw

Belgrade Bucharest

Budapest

Prague

ALBANIA

EASTGERMANY

Territory taken overby USSR at end ofSecond World War

Key

Soviet-dominatedCommunistgovernments

Other Communistgovernments

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Use this sheet to help you to write Stalin’s obituary for the Focus Task on page 399.

1 Stalin controlled eastern Europe with an iron grip. At the end of the war, several factorshelped him to put Communists into power:

2 Once Communists were in power, Stalin kept close control of them. Through Comecon he:

Through Cominform he:

3 There were challenges to Stalin, and not all of eastern Europe submitted to him. For example:

WORKSHEET

14.2Stalin and easternEurope

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Focus questionDo the events of 1956 in Hungary show the strength or the weakness of Soviet control over Hungary?

1 Look carefully at the flow chart above and read pages 402–403.2 Now complete the table below. For each event, decide whether it supports the view that

Soviet control was weak or strong. There may be some events which could be used to support either view. You may also wish to add extra events.

WORKSHEET

14.3The Hungarian uprising

3 Use your table to write some paragraphs on a separate sheet with the title ‘The evidence presents acontrasting picture about the events in Hungary in 1956’. These are possible paragraph starters:

Paragraph 1: When we look at the events in Hungary in 1956 it seems sensible to think that the USSR was in complete control. This is because …

Paragraph 2: However, when we look at events from a different viewpoint, the picture is not so clear. If Soviet control was so strong, surely these events would have been impossible. For example …

Events which suggest strong Soviet Events which suggest weak Soviet Events which fall in between control (explain) control (explain) (explain)

1 Opposition to Rákosi 2 Rákosi not supported by Moscow 3 Rákosi removed

7 Nagy’s plans 8 Khrushchev sends in troops 9 Two weeks of fierce street fighting

6 Imre Nagy forms new government 5 Soviet tanks move in and thenwithdraw 4 Rebellion

10 Nagy imprisoned and executed

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Issues Hungary Czechoslovakia

The aims of the rebels

Attitude towards Communism

Attitude towards democracy

Attitude to the USSR

Attitude to the West

Why the Soviet Union intervened

How each stateresponded to Soviet intervention

Eventual outcome

WORKSHEET

14.4The challenge toCommunist rule

EXTENSION WORK

It is 1968. You are a Hungarian opponent of the Communists. You were thrown out in 1956 and since then you have beenillegally broadcasting uncensored news to eastern European countries from West Germany. You have now sneaked intoCzechoslovakia to find out about events first-hand.

Write a report, of about 200 words, explaining how events in Czechoslovakia compare with your own experiences in 1956 inHungary.

You will find the table above gives you a structure for your report.

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Use this sheet to help you to design a poster or notice for the Focus Task on page 409.

WORKSHEET

14.5Why was the Berlin Wallbuilt in 1961?

In this box, note all of the reasons why the Wall was built.1

In this box, note what you are trying to achieve with this poster.2


• background (e.g. separated families; people killed trying tocross the Wall)

• the central image (e.g. a picture of a checkpoint)• whether you will need words to explain your image.

3


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You might want to choose from the following developments, adding the relevant numbers to the markson your graph, or you can add others of your own.

1 Arms summit meetings lead to SALT 1 8 Helsinki Conference2 The end of the Vietnam War 9 Handshake in space 19743 Revolution in Iran 10 USSR places SS-20 nuclear missiles in eastern 4 Carter criticises Soviet record on human rights Europe5 Collapse of SALT 2 11 USA places Pershing missiles in Europe6 The Moscow Olympics 12 USSR invades Afghanistan7 The Los Angeles Olympics 13 Ronald Reagan is elected President

WORKSHEET

14.6Superpower relations,1970–1985

At warTime

Allied/close friends10

8

6

4

2

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Supe

rpow

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latio

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Use this sheet to help you to take notes on pages 412–415.

On the bar graph below, draw a bar to show how high each event ranks on the importance scale.

A August 1980: Solidarity is foundedB 30 August 1980: Government agrees to Solidarity demandsC October 1980: Solidarity recognised by governmentD January 1981: Solidarity membership reaches peak of 9.4 millionE February 1981: Jaruzelski becomes Polish leaderF March 1981: Bydgoszcz strike called offG May 1981: Rural Solidarity set upH September 1981: Open letter to workers of eastern EuropeI November 1981: Negotiations between Jaruzelski and Walesa break downJ December 1981: Martial law in PolandK 1982: Solidarity declared illegalL 1986: Solidarity threatens strikeM 1986: Radio SolidarityN June 1989: Solidarity wins free electionsO December 1990: Walesa becomes first non-Communist President of Poland

WORKSHEET

14.7The rise of Solidarity

EXTENSION WORK

Choose the two events with the highest rating on your graph and explain why you have putthem there.

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B C D E F G H I J K L M N

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Half of the points below are statements about the importance of Solidarity; half are evidence to supportthe statements. Put the points into the table.

WORKSHEET

14.8AHow important wasSolidarity?

How Solidarity influenced attitudes to the Communist Party

Statement Evidence

The influence of Solidarity in the West

Statement Evidence

The links between Solidarity and the Catholic Church

Statement Evidence

Even 30 per cent of the Communist Partyjoined Solidarity because they had littlefaith in the Communist leaders.

In a poll in 1981 over 90 per cent ofpeople supported the Church andSolidarity, instead of the Communist Party.

In August 1980, the Communistgovernment agreed to Solidarity’sdemands.

In December 1981, Jaruzelski arrestedWalesa and 10,000 Solidarity activists.

It showed how little people trusted theCommunist Party.

It showed that people could make theparty change its actions if their protestswere well led and organised.

It showed that the Communist Party couldstay in power only by using the army.

It was a democratic movement and theWest supported this.

Jaruzelski attacked the Church in 1983but could not suppress it, especially notthe Polish Pope, John Paul III.

People in the West bought Solidaritylogos to support the union.

People in the West had sympathy for theeconomic conditions in Poland.

Solidarity continued to exist, set up itsown radio station in 1986, and finally wonthe Polish elections in 1990.

Solidarity leader Lech Walesa wasregularly in the Western media.

Together, the Church and Solidarity hadfar more support than the CommunistParty.

The Communist Party saw Solidarity asan enemy, but could not defeat it.

The Communist Party saw the Church asan enemy, but could not defeat it.

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Use this sheet to help you to prepare a letter or a presentation for question 2 of the Focus Task on page 415.

Completed version

WORKSHEET

14.8BHow important wasSolidarity?

How Solidarity influenced attitudes to the Communist Party

Statement Evidence

The influence of Solidarity in the West

Statement Evidence

The links between Solidarity and the Catholic Church

Statement Evidence

It showed how little people trusted theCommunist Party.

Even 30 per cent of the CommunistParty joined Solidarity because they hadlittle faith in the Communist leaders.

It showed that the Communist Partycould stay in power only by using thearmy.

In December 1981, Jaruzelski arrestedWalesa and 10,000 Solidarity activists.

It was a democratic movement and theWest supported this.

Solidarity leader Lech Walesa wasregularly in the Western media.

People in the West had sympathy forthe economic conditions in Poland.

People in the West bought Solidaritylogos to support the union.

It showed that people could make theparty change its actions if their protestswere well led and organised.

In August 1980, the Communistgovernment agreed to Solidarity’sdemands.

Together, the Church and Solidarity had far more support than the CommunistParty.

In a poll in 1981 over 90 per cent ofpeople supported the Church andSolidarity, instead of the Communist Party.

The Communist Party saw the Churchas an enemy, but could not defeat it.

Jaruzelski attacked the Church in 1983but could not suppress it, especially notthe Polish Pope, John Paul III.

The Communist Party saw Solidarity as an enemy, but could not defeat it.

Solidarity continued to exist, set up its own radio station in 1986, and finallywon the Polish elections in 1990.

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WO

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Read through pages 419–421 carefully and look at Source 20. In pairs, decide which ten events or pointsyou will put on the timeline below. Remember, your aim is to identify the sequence of events in 1989.


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14.10The collapse ofCommunism

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Use this sheet to help you to plan your documentary film for the Focus Task on page 421.

WORKSHEET

14.11How far was Gorbachevresponsible for thecollapse of Soviet controlover eastern Europe?

This film will be 90 minutes long and will cover 5 mainthemes:

1 Solidarity in Poland: ______ minutes

2 Gorbachev: ______ minutes

3 Actions of people in eastern Europe: ______ minutes

4 Actions of governments in eastern Europe: ______ minutes

5 Other factors: ______ minutes

The small stories (e.g. experiences or actions of individualsor communities)

•

The big stories (e.g. major political developments)

•

Key non-visual sources (these could be written text such asdiaries, treaties etc. or oral sources, such as interviews)

•

Theme: ________________________________________________

Key points to be made

•

Key visual images that must be included

•

Chapter 14 18/2/05 4:00 pm Page 220

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