The KING’S Medium Term Plan – History
Y10 Learning Cycle 3 (new Syllabus) Programme
Module
Conflict and tension between East and West, 1945-1972; Part 2: The Development of the Cold War
Subject
Challenging
Question
Which events were most significant to the development of Cold War?
Lines of Enquiry
Lines of Enquiry
This part of the unit is about the development of the Cold War and the events that had a significant effect on superpower relations.
Students will investigate the Korean War, Arms Race, Space Race, NATO, events in Hungary and the U2 crisis in order to analyse their
impact on relations between the USA and USSR.
Week 1 and 2: To what extent was the East a microcosm of the Cold War?
Week 3 and 4: How did indirect competition escalate the war further?
Week 5: Was ‘peaceful co-existence’ ever successful?
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 Development of the Cold War
Key issue: How did the Cold War develop in the years 1949-1960?
• The Korean War, China and Vietnam: reasons for involvement of UN and USA, the spread of Communism.
• The Arms Race and Space Race; Sputnik, ICBMs, Polaris, Gagarin, Apollo.
• The formation of NATO and the Warsaw Pact: their membership and purpose.
• The ‘Thaw’: Khrushchev’s policy of peaceful co-existence, its limits through focus on 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 U2 Crisis and its effects on the Peace Summit.
Students will use a mixture of the following historical techniques to do this;
AO1 Demonstrate knowledge of the key features and characteristics of the period studied.
AO2 Explain and analyse historical events and periods studied using second order concepts including; continuity, change, cause,
consequence, significance, similarity and difference.
AO3 Use, analyse and evaluate sources (contemporary to the period) to make substantiated judgements , in the context of historical
events studied.
AO4 analyse, evaluate and make substantiated judgements about interpretations (including how and why they may differ) in the context
of historical events studied.
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. Focus will be on Question 3 (12mark) and 3 (8mark)
this Learning Cycle
Week 1/2
To what extent was the East a microcosm of the Cold War?
(5 Hours class
learning over 2
week period + 2
home learning)
Hypothesis 1: – The Communist revolution in China began a domino effect.
Hypothesis 2: – It was America’s duty to interfere in Korea.
Hypothesis 3: – Truman had to support the French in Vietnam in 1945.
Learning intention
• Students will determine how the Communist spread in the East affected the superpowers.
Knowledge
China; The Communist Revolution in 1949, the need for containment.
Korean issues; 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.
Vietnam and France in 1954; US aid, French defeat and the Geneva Peace conference.
Success Criteria
* Students will analyse the causes of further tension - the events in China, Korea and Vietnam (Write an account of the spread of
communism in China, Korea and Vietnam - 8 mark question)
Level 2 Develops one cause – starts with description
KGP2: Students can list features one of the key causes; China, Korea or Vietnam
KGP 4: Students can explain why the UN and USA felt the need to get involved in Korea or Vietnam. Assesses danger to world peace and
can explain involvement of China/USSR. May also look at impact of China
Level 3 A selective and structured account that covers two key causes
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
additional discussion of China or Vietnam.
Level 4 A balanced and well-argued answer, linking the spread of Communism in all three countries and their impact on relations
KGP 7 – Students can compare the Korean War to the spread of Communism in China and the issues in Vitenam in the early 1950s.
Progress Outcomes:
AO1 – Describe the events in the Korean War, Chuna and early Vietnam
AO2 – Explain importance of the East on the development of the Cold War.
Overview of lessons this week:
•
Students will study in groups to become ‘Experts’ in one of the three countries. They will coach others in their areas.
•
Students will contrast the involvement of the US in the three Eastern countries.
•
Finally students will complete an 8mark question and improve them through REACH.
REACH time will be completed this week
Home learning:
Week 1 Students will complete a research task on Communist countries.
Week 2 Students will revise for a spelling and meaning test.
Week 3/4
(5 Hours class
learning over 2
week period + 2
home learning)
How did indirect competition escalate the war further?
Hypothesis 1: – The Arms Race was a necessary part of the Cold War
Hypothesis 1: – The Space Race was just showmanship
Hypothesis 3: – NATO only existed to protect world peace
Lesson 3 of this week will include the middle cycle test
Learning intention
• Students will understand how the Arms Race, Space Race and NATO/Warsaw Pact symbolised the Cold War
(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 days 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. The development of Space exploration; Sputnik and Apollo)
Success Criteria
* Students will evaluate how the Arms/Space Race affected relations and led to NATO/Warsaw Pact using sources (Question 2 - 12 mark
question.)
Using a sample mark scheme, students will:
Level 1/2 GP2/3 Uses simple knowledge to agree/disagree with the source
Level 2 GP4: Uses general knowledge to agree/disagree with the source/gives simple evaluation of the source
For example; Students can describe composition of NATO/Warsaw Pact using the source. Explanation could cover need for alliances and
may assess the threat to peace indicated in the source. May identify the provenance of the source.
Level 3 A selective and structured account using both sources.
KGP 5 -6: For example; 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 sources. Consider the utility and provenance of the sources.
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 ; making a sustained judgement on the usefulness of both
sources by comparison.
Progress Outcomes:
AO1 – Describe the arms supplies created in the Arms Race, the Space Race and describe formation of NATO and the Warsaw Pact
AO2 – Explain the consequences of the arms race and NATO for example.
AO3 – Evaluate 2 sources on the 4 topics to assess its usefulness.
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. They will then compare this to the Space Race.
•
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.
•
Finally the students will complete a source analysis workshop and draft then write a Qu 2 answer.
Home learning:
Week 1 Students will complete a reflection activity from the Medicine module as recap
Week 2 Students will complete a knowledge quiz.
Week 5/6
Was ‘peaceful co-existence’ ever successful?
(5 Hours class
learning + 2
home learning)
Hypothesis 1 - Peaceful co-existence was a lie
Hypothesis 2 - The Hungarian uprising showed the Soviet Union were weakening
Hypothesis 3 - The U2 Crisis was the end of the ‘thaw’.
Learning intention
• Students will understand how peaceful coexistence began and its limitations.
(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, the
example of Hungary and Nagy. The U2 Crisis and the effects on the Paris Peace Summit.)
Success Criteria
* Students will describe peaceful coexistence and the threats to its survival; Hungary and U2.
Students will:
Level 1/2 Develops one event – starts with description
KGP 2 For example students can describe Hungary and why it happened. Can list the effects of the U2 incident.
KGP3/4: For example students can explain the events in Hungary and why it was important to peaceful coexistence. Can describe the
effects of the U2 incident.
Level 3 A selective and structured account covering all knowledge
KGP 5 -6: Assess the part the ‘thaw’, Hungary and U2 played in the development of the Cold War with well described features as in KGP4
but with explicit ties to the development of the Cold War.
Level 4 A balanced and well-argued answer, linking both parts, focused on the question
KGP 7 – Students can compare the ‘thaw’, Hungary and U2 in order to explain which event played the larger role in the development of
the Cold War. This should be done evenly with comparisons of contemporary opinions.
Progress Outcomes:
AO1 – Describe peaceful coexistence, Hungary and U2 Crisis.
AO2 – Explain the causes and consequences of peaceful coexistence, Hungary and U2 Crisis.
AO4 – Examine contemporary opinions of peaceful coexistence.
Overview of lessons this week:
•
Students will study the three key areas; peaceful coexistence, Hungary and the U2 Crisis.
•
Students will investigate comtemporary sources to identify opinions of the ‘thaw’ and the impact of events such as U2.
•
To conclude, students will focus on revising the knowledge of this LC.
Home learning:
Students will revise for assessment week
ASSESSMENT WEEK – multiple choice questions for AO1 and a 12mark/ 8mark question for AO2-4
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