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Teacher Resource Bank
GCE History
Scheme of Work
HIS3M: The Making of Modern Britain,
1951–2007
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Dr Michael Cresswell, Director General.
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The growth of the
economy and rising
living standards;
problems of the
balance of payments
and ‘stop-go’ policies;
economic motives
behind the application
for membership of the
EEC in 1961
The ‘Attlee legacy’ and
the so-called post-war
consensus; the
reasons for
Conservative political
dominance from 1951;
the role of key
personalities,
including Eden, Butler
and Macmillan; internal
divisions in the Labour
Party; the reasons for
Conservative defeat in
1964
Topic
Outcomes: Skills and Concepts
•
•
•
•
•
•
Affluence
Relative decline
Keynsianism
‘Stop-go’
Balance of payments
Consumerism
Copyright © 2008 AQA and its licensors. All rights reserved.
Class to audit the British economy into two
columns – Optimistic and Pessimistic
factors.
An analysis of Macmillan’s ‘Never had it so
good’ speech.
Ability to handle statistical data.
Provide statistical data on the performance
of the British economy, 1951–1964, against
the performance of its chief competitors.
Understand the terms:
Appreciate the contentious nature of
historical debate.
Learning Trouble Spot:
Students are apt to use political
terms such as left and right wing
without full understanding.
Debate: Was there a post-war consensus?
– Stretch and Challenge
Divide the class into Bevanites and
Gaitskellites. Each group to research the
beliefs of the faction they represent.
Consider the role of key individuals such as
Eden, Butler and Macmillan in
Conservative policy making.
Understand the significance of
division and disunity in terms of
general election prospects over time.
Ability to differentiate and prioritise
factors of causation.
Contrast ‘Affluence’ against ‘Thirteen
Wasted Years’.
Understand the relative importance
of individuals in History.
Debate: How could Labour lose the
October 1951 election, yet win more of the
popular vote?
Research and analyse the factors for
Conservative dominance, and decline, by
1964.
Brief analysis of the reasons for
Labour success and failure.
Provide a record of the Attlee
governments, 1945–1951.
The Post-War Consensus? 1951–1964 (approx. 15 hours)
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3M / Version 1.0
1
Economic history is covered
well in most general
textbooks, such as D Murphy
(Ed): Britain, 1914–2000.
Particularly thorough is
P Johnson (Ed): 20th Century
Britain.
P Adelman’s book Britain:
Domestic Politics, 1939–1964
is particularly recommended
for its analysis on
Conservative and Labour
strengths and weaknesses
and the notion of consensus.
There are many useful
textbooks, such as the new
Nelson Thornes book by
Chris Rowe, L Petheram:
Britain in the 20th Century,
C Rowe: Britain, 1929–1998;
R Pearce: Contemporary
Britain, 1914–1979. (See
resources list for further
information.) There are also
several good websites and
students should use them to
support their reading.
Relevant Support Material
2
Social tension: 1950s
unrest; race riots,
violence, criminality
and hooliganism;
selection and the
divisive nature of
secondary education;
changes in attitudes
to class
Topic
An appreciation of change and
continuity in attitudes.
Empathy and an appreciation of the
reasons for economic migration.
Understanding the potential power
of the media.
Understanding the link between
education, class, race and
achievement.
Present a series of contrasting statements
focusing on race relations in the late 1950s.
Debate: How great was the linkage between
rising living standards and increasing social
tension?
Examine the political stance of the main
political parties to immigration.
Evaluate the case for and against selection
in schools in the 1960s.
Copyright © 2008 AQA and its licensors. All rights reserved.
Understanding causation and
transition.
Understanding the reasons for
change and the impact of
economics on political decision
making.
Learning Trouble Spot:
Students often do not use
balance in their answers.
An awareness of the difference
between ‘relative’ and ‘absolute’
economic decline in terms of
evaluation.
Outcomes: Skills and Concepts
List and research the different
manifestations of challenge to conventional
society in the late 1950s and 1960s.
Contrast the performance of Britain with her
European neighbours by 1961.
Debate: A Golden Age or continuous
economic decline?
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3M / Version 1.0
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Standard textbooks examine
this issue quite well.
There is a wealth of
information to be gained
directly from ethnic
communities. R Winder’s
Bloody Foreigners is very
accessible and
comprehensive on settlement
and the issues that it raised.
P Clarke’s Hope and Glory:
Britain 1900–2000, is very
helpful on ‘Never had it so
good’.
Relevant Support Material
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Britain’s declining
imperial role; the Suez
Crisis of 1956 and the
‘wind of change’ in
Africa; the reasons
why Britain did not
join the EEC between
1955 and 1963
Topic
An understanding of the political
and economic impact of Suez on
Britain.
The comparison between British
Foreign Policy then and now. –
Stretch and Challenge
An appreciation of Britain’s declining
world position.
Learning Trouble Spot:
Students need to appreciate there
were pro and anti European
supporters within the same party.
Debate: Suez meant that Britain was no
longer a Great Power.
Present reasons why Macmillan decided to
make the ‘wind of change’ speech.
Present an audit for and against British
involvement in the EEC before 1963.
Look at a range of cartoons from the time
and discuss the political stance taken by the
press.
Debate the issues confronting both
Conservative and Labour politicians.
Copyright © 2008 AQA and its licensors. All rights reserved.
End of section examination-style question.
An awareness of the debate over
Eden’s actions.
Research the views of the Conservative and
Labour positions over the Suez Crisis.
An understanding of the power of
the media.
Understanding the power of
individuals.
An appreciation of Britain’s
international status and problems.
An appreciation of the connection
between class, inequality and social
mobility.
An awareness of the divisive nature
of personal choice. – Stretch and
Challenge
Outcomes: Skills and Concepts
Make a brief list of Britain’s imperial
commitments, 1951–1964.
Identify and list the key social pressures in
the 1960s.
Research the reasons why Crosland
demanded secondary reorganisation.
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3M / Version 1.0
A Farmer: Britain: Foreign
and Imperial Affairs, 1939–
1964 is a very full account
and both C Rowe and
D Murphy have useful
chapters.
Cross-curricular links to
Sociology and Politics,
particularly in examining the
issue of class.
3
Relevant Support Material
4
The impact on the
economy of
government
interventions, 1964–
1973; the oil-price
crisis of 1973 and the
end of the ‘long postwar boom’
The role of key
personalities: Wilson,
Heath and their
cabinets; the reasons
for Labour’s defeat in
1970 and Conservative
defeat in 1974; the
emergence of
Thatcher as
Conservative leader
Topic
Outcomes: Skills and Concepts
Constructing critical appraisals of
key figures and issues.
Understanding the impact of
devaluation.
Analytical writing.
An appreciation of trade unionism
and its influence on events.
Write an assessment of Labour’s reforms,
1964–1970, and the key individuals involved
in them.
Prepare an audit of Wilson’s economic and
industrial problems.
Analyse the reasons for Conservative
election success in 1970 and defeat in
1974?
Debate: Can the period 1970–1974 be seen
as ‘the politics of confrontation’?
Understanding the debate
surrounding the issue – ‘Who
governs Britain?’
An appreciation of the impact of a
single factor on a society.
Prepare a list of strategic government
interventions under Wilson and Heath.
Research reasons for the oil-price crisis of
1973.
Copyright © 2008 AQA and its licensors. All rights reserved.
Assessing the influence of
economic factors on political events.
Debate: Why did the economy and industrial
relations dominate the agenda of British
governments between 1964 and 1975? –
Stretch and Challenge
Account for the rise of Margaret Thatcher to
leadership of the Conservative Party in
1975.
Understanding the significance of
Harold Wilson and the ‘Sixties’
phenomenon.
Analyse the reasons for Labour’s electoral
success in 1964 and 1966.
The End of Consensus, 1964–1975 (approx 15 hours)
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3M / Version 1.0
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M Pugh: State and Society,
1870–1997 covers this in
good detail.
Standard textbooks include
helpful chapters on the
impact of the 1973 crisis.
P Hennessy: The Prime
Minister offers clear and
revealing portraits of Wilson
and Heath.
All major textbooks cover this
period but P Clarke: Hope
and Glory and K Jefferys:
Finest and Darkest Hours
have key chapters.
B Pimlott: Harold Wilson is an
excellent, sympathetic
biography.
Relevant Support Material
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Withdrawal from
commitments and
bases ‘east of Suez’,
1967–1971; the
problem of Rhodesia;
Britain’s entry into the
EEC in 1973
The impact on
communities of
industrial disputes;
the significance of the
Miners’ strike, 1973;
the birth of
environmentalism
Topic
Appreciate the significance of
Heath’s decision to enter the EEC.
Re-visit the dilemma facing Britain’s political
parties over the decision of whether to join
the EEC.
Copyright © 2008 AQA and its licensors. All rights reserved.
End of section examination-style question.
The importance of Rhodesia in
Britain’s attempt to re-adjust to a
changing world order – Empire,
Commonwealth or Europe.
Understanding the concept of
‘withdrawal’ in light of Britain’s
desire for continued Great Power
status.
‘Then and Now’ comparison.
Appreciating the potential power of
a single issue on the political
landscape.
Re-visit the reasons, and arguments, for and
against Decolonisation and link to the
emerging issue of Rhodesia.
Class to discuss the nature of ‘white
nationalism’.
Debate: Was Britain’s international role
sustainable morally and/or financially?
Compile a list of Britain’s overseas territories
in the late 1960s and analyse her military
capabilities in keeping her role East of Suez.
Look at the reasons for the emergence of
the ‘environmental agenda’ in the 1960s and
1970s.
Understanding the politicisation of
events and people.
D Childs: Britain since 1945
is concise and helpful.
D Murphy: Britain, 1914–
2000 is very helpful in
covering the dilemma facing
Britain. N White:
Decolonisation: The British
Experience since 1945 is
specific but very good.
There is a very thorough
chapter in K Jefferys: Finest
and Darkest Hours on this
topic.
Awareness of issues impacting on
social life.
Find personal histories in key demographic
areas, especially those focussing on the
Miners’ Strike, 1973, and the impact of the 3
Day Week, 1974.
5
Relevant Support Material
The television series
Andrew Marr: History of
Modern Britain is a very
useful addition.
Outcomes: Skills and Concepts
Debate: ‘1973 confirmed the failure of
consensus’. Stretch and Challenge
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3M / Version 1.0
6
The Labour
governments under
Wilson and Callaghan
and the reasons for
the Conservative
election victory of
1979; the role of key
personalities:
Thatcher and her
ministers; internal
divisions in the
Labour Party and the
formation of the SDP;
the reasons for the fall
of Thatcher in 1990
Topic
Outcomes: Skills and Concepts
Individual research including an
appreciation of contemporary/oral
accounts and interviews.
Understanding why opinions differ.
An appreciation of image, the
importance of the individual and the
influence of the popular press.
Now and Then comparison.
Appreciate the difficulties of a party
in long-term opposition.
Understanding the reasons for, and
the impact of, change in political
fortunes.
Learning Trouble Spot:
Students often take phrases such
as the Winter of Discontent as a
literal truth.
An appreciation of historical
interpretation.
Understanding of causation and
political timing.
Copyright © 2008 AQA and its licensors. All rights reserved.
List and analyse the factors why the
Conservatives got rid of a three-times
election winner.
Debate: ‘The formation of the SDP
condemned the Labour Party to over 15
years in opposition.’
Make a comparison between Labour infighting in the 1950s with the late 1970s and
1980s.
Debate Margaret Thatcher’s style of
leadership in her 3 electoral phases – did it
change?
Research Thatcher’s background and
ideological and economic beliefs. How far
did they contribute to her rise to power in the
Conservative Party and as Prime Minister?
Was Labour’s drift to the left, or Callaghan’s
poor timing, the reason why it lost the 1979
election? – Stretch and Challenge
Analyse the issues, internal and external,
confronting Wilson and Callaghan up to the
Winter Of Discontent.
The ‘Thatcher Revolution’, 1975–1990 (approx. 15 hours)
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3M / Version 1.0
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There are several cabinet
colleagues who have written
of Thatcher’s fall, including
Kenneth Clarke.
Cross-curricular links with
Politics.
Many non-written resources,
including cartoons and
Spitting Image.
A Clark: Diaries give a
humorous and frank personal
view of the 1980s.
All key textbooks offer full
accounts of why Labour lost
in 1979. K Jefferys and
P Clarke offer very full
chapters. M Pugh
examines the breakdown of
the post-war consensus
between 1970 and 1979.
Relevant Support Material
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The social impact of
Thatcherism,
including
privatisations and the
sale of council
houses; the
significance of the
Miners’ Strike, 1984–
1985, on industrial
relations; the
emergence of extraparliamentary
opposition
Monetarist policies
and their impact on
the economy; the
extent to which the
economy had been
transformed by 1990
Topic
monetarism
money supply
public spending
interest rates
Understanding the concept of
popularism.
An awareness of differentiation of
impact.
An appreciation of historical
interpretation.
An awareness of defining events in
history.
Re-visit ‘Who governs Britain?’
Understanding the reasons for, and
impact of, individuals on society.
Make a list of the key privatisations. Again,
highlight the successes and failures of each
aspect of Thatcherism.
Assess the social impact of Thatcher’s
policies for businessmen, the middle class
and the working class.
Debate: Was there a ‘Thatcher Revolution
between 1979 and 1990?
Consider the circumstances leading to the
Miners’ Strike, 1984/5 and how significant
was its result for future industrial relations in
Britain and the development of a more equal
society. – Stretch and Challenge
Copyright © 2008 AQA and its licensors. All rights reserved.
Understanding cause and
consequences of policies.
Learning Trouble Spot:
Students assume that
monetarism lasted throughout
the Thatcher period.
•
•
•
•
Understanding the meaning of:
Outcomes: Skills and Concepts
Assess the implications of an anti-Keynesian
approach to economics.
Debate: Why did Thatcher pursue
monetarism?
Do an audit of the impact of monetarism,
using a theory and practice model to
evaluate for success.
Research the theories of Milton Friedman.
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3M / Version 1.0
7
There are many oral
accounts from the leading
protagonists and the rank
and file members and their
families.
The TV series The Downing
Street Years is a useful
addition to an understanding
of Thatcher.
A Marr; A History of Modern
Britain and K O Morgan: The
People’s Peace are very
accessible texts.
L Petheram: Britain in the
20th Century has some useful
exercises.
There is a wealth of
information on this topic and
Thatcher in general. Specific
books of use are E Evans:
Thatcher and Thatcherism;
P Pugh and C Flint: Thatcher
for Beginners: A Sked and
C Cook: Post-War Britain;
and a valuable biography,
H Young: One of Us
Relevant Support Material
8
Understanding the meaning of:
Examine the reasons behind the decision to
hold a referendum in 1975.
Analytical thinking in assessing
responsibility in world events and
understanding why opinions differ.
Historical interpretation.
Copyright © 2008 AQA and its licensors. All rights reserved.
End of section examination-style question.
Look at and discuss Thatcher’s role in the
ending of the Cold War.
Assess how far Thatcher’s relationship with
Ronald Reagan enhanced or diminished
Britain’s status in the world.
Debate: Was Thatcher anti-European?
Did her attitude help or hinder Britain? –
Stretch and Challenge
Understanding change over time.
Compare and contrast Labour and
Conservative policy towards Europe, 1975–
1990.
Referendum
Eurosceptic
Federalism
Analytical thinking.
Debate: How far was 1979 a turning point in
British foreign policy?
•
•
•
Understanding the importance of
individuals and events in History.
Compile a list of the key areas of conflict in
foreign affairs between 1979 and 1990.
The Falklands War:
Britain’s relations with
Europe; the European
Referendum of 1975
and its significance
for the main political
parties;
Mrs Thatcher’s
‘special relationship’
with the United States;
Britain’s role in ending
the Cold War
Outcomes: Skills and Concepts
Assess the motives behind Thatcher’s
foreign policy decisions.
Teaching Suggestions
Topic
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3M / Version 1.0
klm
Encourage students to read a
variety of texts to gain a
greater insight and balance.
M Pugh and D Murphy (Ed)
have useful sections on
foreign policy.
Relevant Support Material
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The leadership of
Major and growing
internal divisions in
the Conservative Party
after 1992; the revival
of Labour under
Kinnock, Smith and
Blair; the reasons for
Labour’s victory in
1997; and the
subsequent victories,
2001 and 2005
Topic
Outcomes: Skills and Concepts
Relevant Support Material
Do an audit of the 1997, 2001 and 2005
elections, identifying key factors for
Labour’s success and Conservative defeat.
Copyright © 2008 AQA and its licensors. All rights reserved.
Many cross-curricular links for
students of Politics in this section.
Ability to identify and prioritise factors
of importance.
Assess the contribution of Kinnock, Smith
and Blair to Labour’s revival.
Debate: Was it the Blair Effect that
produced 3 consecutive Labour victories?
Understanding the relative
importance of individuals in History.
sleaze
spin or news management
Understanding the meaning of:
Compile a list of issues creating internal
divisions within the Conservative Party after
1990.
•
•
An appreciation of the context of
change.
Examine the situation facing Major on
succeeding Thatcher. A positive or
negative legacy?
9
Students should have access
to newspapers, key feature
writers and the internet to
keep a record of recent
evaluations of key
contemporary politicians.
The cartoonist Steve Bell of
The Guardian encapsulates
the period really well.
A Seldon has written several
books on Blair and is highly
recommended. For an
insider’s view of New Labour,
A Campbell: The Blair Years
gives an interesting take on
the years 1997–2003.
Likewise A Rawnsley:
Servants of the People, is
highly illuminating.
TV series Blair: The Inside
Story and The Blair Years are
accessible and informative.
Cross-curricular links to
Politics.
A Seldon: Major: A Political
Life is a highly readable
overview of Major and both
A Marr and P Hennessy offer
insights into the difficulties
facing Major.
Conservative Decline and the Rise of ‘New Labour’, 1990–2007 (approx. 15 hours)
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3M / Version 1.0
10
Social issues and
population change;
the extent to which
Britain had become an
integrated and
multicultural society
by 2007
‘Black Wednesday’
and its impact on the
economy and public
opinion; the role of
economic issues in
weakening support for
the Conservatives;
Labour’s economic
policies and their
impact, 1997–2007
Topic
Making comparative assessments.
Compare and contrast Labour’s economic
policies with those of the Conservatives.
Debate: Was Blair an extension of
Thatcher? – Stretch and Challenge
An understanding of issues which
produce change and tension within
society.
assimilation
accommodation
integration
multi-ethnic
multi-cultural
multi-racial
Copyright © 2008 AQA and its licensors. All rights reserved.
Debate: How far could Britain be
considered multi-cultural in 2007? – Stretch
and Challenge
•
•
•
•
•
•
Understanding of the meaning of:
Empathy.
Assessing the influence of the press.
Research the experiences faced by
immigrants to Britain. What was their
motivation for coming to Britain?
List and consider the opportunities and
difficulties which immigration brings to a
country.
Understanding the treasons for
discrimination and recognition of the
fears of the host nation.
Prepare statistics to examine the changing
patterns to the British population between
1990 and 2007.
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There are an increasing
number of textbooks which
are putting more emphasis
on this topic.
R Winder’s Bloody
Foreigners is a very useful
read. Likewise, M Phillips and
T Phillips: Windrush and
O Wambu: Empire Windrush
are excellent on the ‘black
experience.’
More demanding but worth
examining is Y AlibhaiBrown: Who do We Think we
Are?
Most texts deal with this in
some detail. W Hutton’s The
State We’re In is demanding
but to be commended.
An appreciation of what influences
election results.
Understanding the linkage between
economic competence and political
success.
An examination of events leading up to
Black Wednesday, 1992, and its
consequences.
List the key social issues post-Thatcher.
Debate whether Britain had become a more
unequal society since 1990.
Relevant Support Material
Outcomes: Skills and Concepts
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3M / Version 1.0
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Britain’s position in
the European Union
under Major and Blair;
Britain’s role in NATO
and interventions in
the Balkans,1995–
1999; Britain’s ‘special
relationship’ with the
United States and its
impact on Britain’s
position in the world
by 2007
Topic
Appreciating the strategic position of
Britain in the world.
Understanding Britain’s commitment
to a multi-national organisation.
An appreciation of Britain’s
international commitments and its
ramifications.
Opportunities for open-ended
questioning – ‘What if…/what do you
think?’ – Stretch and Challenge
List areas of military conflict involving
Britain since 1990.
Ask the class to justify Britain’s involvement
in the Balkans, 1995–1999.
Debate: How damaging to Britain was her
‘special relationship’ with the USA? –
Stretch and Challenge
End of section examination-style question
before conducting an overview of the unit.
Copyright © 2008 AQA and its licensors. All rights reserved.
The final activities should attempt to
link together the key themes of the
unit, which attempts to compare and
contrast the Britain of 2007 with the
Britain of 1951.
Assessing the sustainability of
Britain’s political stance in Europe. –
Stretch and Challenge
Outcomes: Skills and Concepts
Debate: Why was there still much dissent
within both the Labour and Conservative
parties towards Europe?
Compare Blair’s attitude to Europe with
Major’s.
Re-visit the issues already studied on
Britain’s relationship with Europe.
Teaching Suggestions
Teacher Resource Bank / GCE History / A2 Scheme of Work HIS3M / Version 1.0
11
Relevant Support Material