The KING’S Medium Term Plan – History
Y10 Learning Cycle 5 Programme
Module
Hitler’s Foreign Policy and the origins of the Second World War/The Origins of the Cold War 1945-1960
Subject
Challenging
Question
How did tension build in the early stages of the Cold War?
Lines of Enquiry
Lines of Inquiry
This unit is about the origins of the Cold War and the early events that led to a frosty relationship between East and West. Students will
learn about why the Cold War blossomed out of the ashes of World War Two and how, in the subsequent years, it would go on to
dominate global affairs.
Week 1: Did the US declare war with the Truman Doctrine and Marshall Plan?
Week 2: Why did Germany become the Cold War’s battlefield?
Week 3: How did the arms race escalate the war further?
Week 4: To what extent was the Korean War a microcosm of the Cold War?
Week 5: What effect did Khrushchev have on the icy relations with the USA?
Week 6: Revision, learning homework – incorporate the skills developed this semester. Assessment week.
Week 7 and 8: Gap teaching – from assessment analysis.
By the end of this learning cycle, students in history will be able to answer questions based around:
Topic 4: The Origins of the Cold War 1945–1960
Key issue: Why did the USA and USSR become rivals in the years 1945–1949?
• Ideological differences and their effects
• The Yalta and Potsdam Conferences
• The dropping of the atom bomb and its effects: Hiroshima and Nagasaki
• The Iron Curtain: Soviet expansion in the East; Czechoslovakia, 1948
• The Truman Doctrine: the situation in Greece and Turkey; the purpose of the Truman Doctrine
• The Marshall Plan: effect of Marshall Aid and the Soviet response; Cominform and Comecon; Yugoslavia
• The Berlin Blockade and Airlift.
Key issue: How did the Cold War develop in the years 1949-1960?
• The formation of NATO: its membership and purpose
• The nuclear arms race: atom bomb; hydrogen bomb
• The Korean War, 1950–1953: reasons for involvement of UN and USA; the role of MacArthur; the part played by USSR and
China
• The ‘Thaw’: death of Stalin; Austria; Khrushchev’s policy of peaceful co-existence
• The formation of the Warsaw Pact: membership and purpose.
• Hungary, 1956: causes of the rising, why it was a threat to the USSR and how the Soviets dealt with it; the effects on Europe
and the Cold War
• The continuation of the nuclear arms/space race: Sputnik 1; ICBMs; Polaris; Gagarin; Apollo
Students will use a mixture of the following historical techniques to do this;
AO1 Recall, select and communicate their knowledge and
understanding of history
AO2 Demonstrate their understanding of the past through
explanation and analysis of:
•key concepts: causation, consequence, continuity,
change and significance within an historical
context
•key features and characteristics of the periods
studied and the relationship between them
AO3 Understand, analyse and evaluate:
• a range of source material as part of an historical
enquiry
•how aspects of the past have been interpreted and
represented in different ways as part of an historical
enquiry
All success criteria are either weekly or focused around one of the primary topics of the week. Where possible these are tied to
specific exam questions and these are referenced in brackets beside.
Week 1
(3 Hours class
learning + 1
home learning)
Did the US declare war with the Truman Doctrine and Marshall Plan?
Hypothesis 1: – The Truman Doctrine was a declaration of War
Hypothesis 2+3: – The Marshall Plan was the most unselfish act in human history
Learning intention
• Students will understand what the Truman Doctrine and Marshall Plan were
Knowledge
The Truman Doctrine created in response to crises in Turkey and Greece, seen as declaration of war by Stalin, change from policy of isolationism, promise
to protect against communism, America had a duty to protect freedom, Marshall Plan and dollar imperialism, helps all but get rid of communist influence in
the west, restores western economies after the war, billions given to Europe and Britain in particular, Churchill referred to Marshall Plan as “most unselfish
act in human history”, Soviet’s respond with Comecon and Cominform but can’t support it due to lack of financial muscle.
Success Criteria
* Students can evaluate a source on the Truman Doctrine and Marshall Plan (June 2012 6 mark)
Students will:
Level 2 GP4: Uses general knowledge to agree/disagree with the source/gives simple evaluation of the source
Eg shows some understanding of containment, the Truman Doctrine or Marshall Plan. USA gave money to Europe, Domino Theory – explanation started
for top of level. Simple comments on the provenance of the source: it is a cartoon and not meant to be taken seriously.
Level 3: GP5-6: Agrees or disagrees either using source or own knowledge
EITHER
Evaluation of provenance of source, eg explaining the motive/purpose/audience such as a western source showing then defence of W Europe against
communism to get rid of fears etc.
Uses specific knowledge of the Truman Doctrine, its aims, the help given to Greece and Turkey ($400 million grant from Congress) – or knowledge of the
Marshall Plan, its aims and what it did ($17 billion) and which countries itwent to. Could oppose view by explaining Stalin’s reaction to Truman
Doctrine/Marshall Plan; improve US trade explained; offered to Communists with the reaction e.g. Yugoslavia
Level 4: GP7+: Uses source and knowledge to reach conclusion
Both parts of GP5-6.
Highly developed/complex understanding of the rules of spelling, punctuation and grammar. It is well structured with an appropriate form and style of
writing. Specialist vocabulary is used effectively.
Overview of lessons this week:
•
Students will study the purpose and details of the Truman Doctrine over the course of this lesson to be able to use this information to analyse a
cartoon by the end of a lesson, much like they would in a 6 mark question
•
Students will study the details of the Marshall Plan and its immediate effects. This will include the response of the Soviet Union. Students will
move on to answering a 6 mark question towards the end of this.
REACH time will be completed this week
Home learning:
Pupils will complete a revision task due next Monday
Progress Outcomes:
AO1 – Describe the Truman Doctrine, Marshall Plan and Cominform
AO2 – Explain why the Truman Doctrine was followed, explain the causes and consequences of the Marshall Plan
AO3 – Evaluate a source on the Marshall Plan and Truman Doctrine to assess its usefulness.
Week 2
(3 Hours class
learning + 1
home learning)
Why did Germany become the Cold War’s battlefield?
Hypothesis 4: – Berlin was unstable after World War Two
Hypothesis 5+6: – The Berlin Crisis could have caused World War Three
Learning intention
• Students will understand what was agreed about Berlin after World War Two and what the Berlin Crisis was
Knowledge
(Berlin split into French, British, American and Soviet zones after World War Two, Germany to be made strong by the west but kept weak by the East,
Stalin feared future invasions and the west feared communism and more war, Stalin stripped the Soviet zone of all useful equipment and machinery,
by1948 the western zones were recovering well thanks to Marshall Aid, western allies stopped demanding reparations, western powers unite their zone,
Stalin was annoyed as he was not consulted about any of this as agreed at Yalta, new currency introduced in the west massively weakened the east as
people rushed to get the new currency, Stalin closes all access to West Berlin through the East of Germany, west claim east was trying to force them to
give up Berlin, West Berlin only had enough food and oil for 6 weeks, the west responded by flying in supplies, flights started in June 1948 and by
September aircraft were landing every 3 minutes, Soviets cut off electricity and offered residents extra rations for moving to the east but only 2% do,
blockade was called off May 1949, )
Success Criteria
* Students will explain the importance of causes in the development of the Cold War (June 2014 – 10 mark)
Students will:
Level 2 Develops one cause – starts with description
KGP 4: Students can describe the Berlin Airlift and why it happened. Can assess the effect of the Berlin Blockade and division of Germany on the Cold
War for top of this.
Level 3 A selective and structured account covering both bullets points (this and another cause)
KGP 5 -6: Assess the part the Berlin Crisis played in the development of the Cold War with well described features as in KGP4 but with explicit ties to the
question.
Level 4 A balanced and well-argued answer, linking both parts, focused on the question
KGP 7 – Students can compare the Berlin Crisis to another event in order to explain which event played the larger role in the development of the Cold
War. This should be done evenly with comparisons made explicit in the answer.
Progress Outcomes:
AO1 – Describe the state of Germany after World War Two, describe the events of the Belin Crisis
AO2 – Explain the causes and consequences of the Berlin Airlift, explain how the Munich Crisis worsened relations between east and west
Overview of lessons this week:
•
Students will study the creation of a new Germany after World War Two and will investigate why this was and possible consequences
•
Students will investigate the potential causes and consequences of the Berlin Crisis including the events that occurred and the reasons behind
them. This will lead to students answering a ten mark question.
Home learning:
Pupils will learn a selection of key words in order to complete a spelling test due next week
Week 3
(3 Hours class
learning + 1
home learning)
How did the arms race escalate the war further?
Hypothesis 7: – The arms race was a necessary part of the Cold War
Hypothesis 8+9: – NATO only existed to protect world peace
Lesson 3 of this week will include the middle cycle test
Learning intention
• Students will understand the details of the arms race, NATO and the Warsaw Pact
(Knowledge – 18% US GNP and 10% French and British GNP were spent on military, 1950 Soviet’s announce they have an atom bomb, hydrogen bomb
created by US in 1952 which was 2500 times more powerful, by 1953 USSR also created one, by 1955 USA have 2000 nuclear weapons and 50 B-52
bombers, USSR had only 50 in 1953 and didn’t catch the USA until 1978, USSR had massive army of soldiers, tanks, artillery and so on, arms race
created more tension as both sides feared a surprise pre-emptive strike, in 1949 British foreign minister Ernest Bevin initiated talks with America having
been scared by the Berlin Crisis that led to the formation of the North Atlantic Treaty Organisation, original members were USA, Canada, Britain,
France, Belgium, Netherlands, Iceland, Luxembourg, Italy, Norway, Denmark and Portugal, all members agreed to go to war if one was attacked, they
were never equipped to stop the Soviet Union but ensured a constant US military presence in Europe, members saw US presence as a deterrent against
Soviet attack, Stalin saw it as an act of war and sped up research for a Soviet nuclear weapon, 1955 West Germany admitted to NATO and ten das later
the USSR joins Poland, Czechoslovakia, Hungary, Romania, Bulgaria and Albania in a military alliance called the Warsaw Pact, USSR cancelled
wartime alliances with the west and takes East Berlin into the pact)
Success Criteria
From June 2011 test paper * Students will evaluate the importance of causes in the development of the Cold War (June 2014, 10 mark)
From the examiners report - students will:
Students will:
Level 2 Develops one cause – starts with description
KGP 4: Students can describe composition of NATO/Warsaw Pact. Explanation could cover need for alliances and may assess the threat to peace.
Level 3 A selective and structured account covering both bullets points (this and another cause)
KGP 5 -6: Assess the part the development of NATO/Warsaw Pact played in the development of the Cold War with well described features as in KGP4 but
with explicit ties to the question.
Level 4 A balanced and well-argued answer, linking both parts, focused on the question
KGP 7 – Students can compare the development of NATO/Warsaw Pact to the Berlin Crisis in order to explain which event played the larger role in the
development of the Cold War. This should be done evenly with comparisons made explicit in the answer.
Progress Outcomes:
AO1 – Describe the arms supplies created in the arms race, describe formation of NATO and the Warsaw Pact
AO2 – Explain the consequences of the arms race and NATO,
Overview of lessons this week:
•
Students will study the reasons behind the arms race as well as studying key statistics and figures that will help them understand the scale and
acceleration of arms building in this era.
•
Students will research NATO and why it was set up. This will include the impact this had on Europe and on Stalin and the response in the Warsaw
Pact
REACH Marking week
Home learning:
Students will complete a reflection activity from the Roaring Twenties module as recap
Week 4
(3 Hours class
learning + 1
home learning)
To what extent was the Korean War a microcosm of the Cold War ?
Hypothesis 10: – It was America’s duty to interfere in Korea
Hypothesis 11+12: – The Korean War showed capitalism was winning the Cold War
Learning intention
• Students will understand the causes, events and consequences of the Korean War
(Knowledge – Country was divided by the 38th parallel with Soviet forces in the north and American in the south, in the north a communist state was
established under Kim Il Sung, in the south after elections a military anti-communist government was established under Syngman Rhee, China become
communist in 1949 and the USSR develop the atom bomb, NSC-68 – changing from containment to rolling back communism, domino theory – if one
country went communist neighbouring states would follow one by one, Stalin offered military equipment to the North when they asked for permission to
invade the south, war starts June 1950, the USSR were never “officially” involved, North Korea massively successful at first and South Korea asked the
UN for help, normally the USSR would veto aid being given but they were boycotting the UN and China were not permitted in the UN at that time so the
Security Council dubbed the North as the aggressors, sixteen nations helped the south and drove them back far north, in charge of the push was General
Douglas MacArthur a World War Two hero, UN troops crushed NK resistance and pushed them back towards China, MacArthur ignores Chinese
warning to stay away from Yalu River and China invades and pushes countries back to the old borders, ceasefire was announced in 1953)
Success Criteria
* Students will evaluate the importance of causes in the development of the Cold War (June 2012 10 mark question)
Level 2 Develops one cause – starts with description
KGP 4: Students can explain why the UN and USA felt the need to get involved in Korea. Assesses danger to world peace and can explain involvement of
China/USSR. May also look at impact of MacArthur
Level 3 A selective and structured account covering both bullets points (this and another cause)
KGP 5 -6: Assess the part the Korean War played in the development of the Cold War with well described features as in KGP4 but with explicit ties to the
question.
Level 4 A balanced and well-argued answer, linking both parts, focused on the question
KGP 7 – Students can compare the Korean War to the development of nuclear weapons order to explain which event played the larger role in the
development of the Cold War. This should be done evenly with comparisons made explicit in the answer.
Cold War
Progress Outcomes:
AO1 – Describe the events in the Korean War, describe the situation before the Korean War
AO2 – Explain the causes and consequences the Korean War,
Overview of lessons this week:
•
Students will study the causes of the Korean War and how the role of Stalin encouraged North Korea to launch an initially very successful attack
•
Students will study the ongoing Korean War and the mistakes of General MacArthur before also investigating the end of the war and what it
represented, completing an essay style question at the end
Home learning:
Pupils complete a reflection by completing spider diagrams on an aspect of the Race Relations module.
Week 5
(3 Hours class
learning + 1
home learning)
What effect did Khrushchev have on the icy relations with the USA?
Hypothesis 12: - Peaceful co-existence was a lie
Hypothesis 13+14: – The Hungarian uprising showed the Soviet Union were weakening
Learning intention
• Students will understand how Khrushchev changed the Soviet Union
(Knowledge – Stalin ruled the USSR from the 1920s to 1953 with an iron fist, the people were relieved when he died, Khrushchev relaxed the USSR’s
grip on its people, The Austrian State Treaty made Austria a reunited country and he pulled the Red Army out of Austria, he denounced Stalin as a cruel
tyrant in a secret speech, Stalin’s statues were removed and cities renamed, more consumer goods were produced, destalinisation, USSR recognised the
western states right to exist – co-existence, buffer zone countries demand the same changes but Khrushchev is unwilling to risk the fall of the buffer
zone, when revolts happened they were ruthlessly put down, )
Success Criteria
* Students will evaluate a source on the reasons behind the invasion of Hungary (June 2015, 6 mark)
Students will focus on:
Level 2 GP4: Uses general knowledge to agree/disagree with the source/gives simple evaluation of the source
Eg shows some understanding of containment, the Hungarian Rising such as Soviet intervention to prevent move away from communism. OR Simple
comments on the provenance of the source: British cartoon showing dissatisfaction with the Soviet Union
Level 3: GP5-6: Agrees or disagrees either using source or own knowledge
EITHER
Evaluation of provenance of source, eg explaining the motive/purpose/audience such as a British cartoon meant to ridicule and discredit Khrushchev,
placed in the context of the Cold War.
OR
Uses specific knowledge of the Hungarian Rising and why the Soviets intervened – could make reference to the riots in Hungary against Rakosi, pulling
down of Stalin’s statue etc leading to his resignation and replacement by Nagy to support idea of restoring order. Could consider the rule of Nagy and how
his reforms stopped the disorder but his attempt to leave the Warsaw Pact led to Soviet intervention; preservation of the Soviet buffer zone etc.
Level 4: GP7+: Uses source and knowledge to reach conclusion
Both parts of GP5-6.
Highly developed/complex understanding of the rules of spelling, punctuation and grammar. It is well structured with an appropriate form and style of
writing. Specialist vocabulary is used effectively.
Overview of lessons this week:
•
Students will study the change in leadership following the death of Stalin and how that was perceived positively at first both in Russia and by the
west
•
Students will study the Hungarian Rising and how Khrushchev brutally put down the rebels. Students will study different interpretations of the
event from both perspectives before answering a 6 mark question
Home learning:
Pupils will revise for assessment week next week.
Gap Analysis Reinforcement
Gap
Reinforcement
This end of module time will be allocated to re-teaching any gaps discovered in each individuals knowledge as a result of the assessment
process
Extended Learning
• Investigate the reactions of the people in Eastern Bloc countries from 1945-1960
• Investigate what different historians suggest the different events studied
• Why did the USSR turn their backs on Stalin after his death?
• Compare Stalin to Khrushchev. What key similarities and differences existed?
Also, recommendation to purchase the “GCSE History: AQA B, Modern World History” textbook to aid with revision