The KING S Medium Term Plan History Y10 Learning Cycle 4 (new Syllabus) Programme Module Subject Challenging Question Conflict and tension between East and West, 1945-1972; Part 3: Transformation of the Cold War How did the crises of the Cold War manage to avoid nuclear Armageddon in the year 1960-1972? This unit is about the key events that occurred during the Cold War in the period 1960-1972 including moments of extreme tension and the softening of the relationship between East and West. Students will study the causes and consequences of events on the relationship between the USSR and USA as well as looking at other possible outcomes these events may have had. Lines of Enquiry Week 1: To what extent did the Berlin Wall personify the divide of the Cold War? Week 2: Could the Cuban Missile Crisis have led to a nuclear holocaust? Week 3: Why did the crisis in Prague occur and what were the consequences? Week 4: How much did the Cold War really defrost during détente? Week 5: Revision, learning homework incorporate the skills developed this LC. Assessment week. Week 6: Assessment and Big Picture summary Week 7: Gap teaching from assessment analysis.
By the end of this learning cycle, students in history will be able to answer questions based around: Part 3: Transformation of the Cold War Key issue: How close was the world to war in the 1960s? The situation in Berlin: the Berlin Wall; Kennedy s response. The Cuban Missile Crisis,1962: the effect of Castro s seizure of power in Cuba; Kennedy and the Bay of Pigs; Khrushchev and the missile crisis of 1962; Kennedy s response; the danger to the world; the results of the crisis; the effect on Kennedy and Khrushchev Czechoslovakia, 1968: Dubcek and the Prague Spring; why it concerned the USSR and the Warsaw Pact and their response to it; the effects on East-West relations; the Brezhnev Doctrine. Key issue: Why did the Cold War ease? Reasons for Détente: the motives of the USSR, USA, China and West Germany The progress of Détente: SALT I, 1972; Brezhnev-Nixon Summits; the Helsinki Agreement, 1975 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 2 (12mark) and 4 (16mark) this Learning Cycle.
Week 1/2 (5 Hours class learning over 2 week period + 2 home learning) To what extent did the Berlin Wall personify the divide of the Cold War? Hypothesis 1: The U2 incident was blown out of proportion by the USA Hypothesis 2+3: The Berlin Wall made nuclear holocaust a possibility Learning intention Students will understand what happened during and as a result of the U2 incident and the Berlin Wall Knowledge The U2 Crisis 1960 - When the summit met on 14 May, the first thing Khrushchev did was to demand that the US president, Eisenhower, apologise. When Eisenhower refused, Khrushchev went home. The Paris meeting collapsed and there was no Test Ban Treaty. There was no discussion about the problem of Berlin - which, ultimately, led to the Berlin Wall. The incident was seen as a defeat for the US - so they elected John F Kennedy as president because he promised to get tougher with the Russians. Wall built because of spies and defectors and economic difficulties, solved a lot of these issues but negative for propaganda, West don t respond, forms a point of contention for the rest of the Cold War and a symbol of the divide, leads to further tension. How the USA used the Wall for propaganda. Success Criteria * Students can evaluate the impact of the Berlin Wall on the Cold War Students will: Level 2 Develops one cause starts with description KGP 4: Students can describe the Berlin Wall and why it was created. Can assess the effect of the Berlin Wall 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 Wall 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 7-8 Students can compare the Berlin Wall to another event in order to explain which event was a larger threat to world peace. This should be done evenly with comparisons made explicit in the answer.
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. This will link the two bullet points for KGP8 Overview of lessons this week: Students will recap the U2 Crisis and Paris Summit and the impact that these had on each other and on the Cold War in general. This is to provide context for the next two lessons. Students will study the reasons behind the creation of the Berlin Wall from the Soviet point of view as well as the events that occurred during its creation including American reaction through propaganda. This should include access to sources and finally a past paper question. REACH time will be completed this week Home learning: Pupils will complete knowledge test 1. Progress Outcomes: AO1 Describe the Paris Summit and U2 Crisis, Berlin Wall and response of the West AO2 Explain why the Berlin Wall was set up, explain the consequences of the Wall AO3 Evaluate a source on the Berlin Wall to assess its usefulness. AO4 Discuss the opposing viewpoints on the reasons for the Wall.
Week 2/3 (5 Hours class learning over 2 week period + 2 home learning) Could the Cuban Missile Crisis have led to a nuclear holocaust? Hypothesis 4+5: - The world stood on the brink of annihilation during the Thirteen Day Crisis Hypothesis 6: The Cuban Missile Crisis made the world a safer place Learning intention Students will understand the causes, events and consequences of the Cuban Missile Crisis Knowledge (Berlin Wall creates further tension between East and West, Kennedy elected to get tough with the Communists, America place missiles in Turkey, Fidel Castro takes over Cuba 1959, America had many business interests in Cuba, Castro nationalizes American companies in Cuba, America stop all aid to Cuba and stop importing Cuban sugar, 1960 the USSR agree to buy Cuban sugar and Castro becomes a communist, CIA train Cuban exiles to eliminate Castro at the Bay of Pigs but fail, Castro publically asks for weapons to defend Cuba against America, America discover missiles in Cuba and crisis begins, Kennedy can t invade Cuba as it would start a war, US blockade Cuba to prevent missiles from being imported, Khrushchev declares blockade will be seen as an act of war, US troops prepare to invade Cuba and planes carry nuclear weapons, US secretly agree to trade missile sides Cuba for Turkey, Khrushchev backs down first, u2 plane shot down but Kennedy ignores this and agrees.) Success Criteria * Students can evaluate the impact of the Cuban Missile Crisis and the key individuals involved. Students will: Level 2 Develops one cause starts with description KGP 4: Students can describe the Cuban Missile Crisis and why it happened. Can briefly assess the effect of the Cuban Missile Crisis and the impact individuals had on avoiding war
Level 3 A selective and structured account covering both bullets points (this and another cause) KGP 5-6: Assess the part that individuals had to play in avoiding war in detail/in why the Cuban Missile Crisis happened and how much of a threat it posed to world peace 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 7-8 Students can compare the Cuban Missile Crisis to another event in order to explain which event was a bigger threat to world peace OR which individual had the more significant impact on the outcome. This should be done evenly with comparisons made explicit in the answer. This will link the two bullet points for KGP8 Progress Outcomes: AO1 Describe the thirteen days of crisis, describe the events that preceded the Crisis AO2 Explain the causes and consequences of the Cuban Missile Crisis, explain how the Munich Crisis worsened relations between east and west Overview of lessons this week: Students will study the causes of the Cuban Missile Crisis, looking at changes in Cuba and their relationship with the USSR before looking at the events of the 13 days of crisis Students will investigate the consequences and historical thinking surrounding the Cuban Missile Crisis based on past paper questions. 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 4 (5 Hours class learning + 2 home learning) Why did the crisis in Prague occur and what were the consequences? Hypothesis 7: The Prague Spring showed the USSR was fragile Hypothesis 8: The Iron Curtain was indestructible Lesson 1 of this week will include the middle cycle test Learning intention Students will be able to explain the causes, events and consequences of the Prague Spring (Knowledge complaints made about lack of freedom and poor economy in Czechoslovakia, Novotny the Czech President asks Brezhnev for help but doesn t receive any, Novotny is replaced by a reformer Dubcek, new model of socialism is introduced for four months with freedom of speech introduced and industry controls relaxed, Dubcek said they would stay in the Warsaw Pact but allowed Tito to visit, Brezhnev announces no country will be allowed to leave communism or the Warsaw Pact, 500,000 Warsaw Pact troops march on Prague and arrest Dubcek, Czechoslovakians don t fight the Soviets but stand in front of tanks and put flowers in the soldiers hair, Jan Palach burns himself alive in protest, a supporter of Russia Gustav Husak is placed in charge) Success Criteria - * Students will evaluate the importance of causes in the development of the Cold War thinking about applying this to a Write an account style question. From the examiner s report - students will: Students will:
Level 2 Develops one cause starts with description KGP 4: Students can describe the events of the Prague Spring and reforms of Dubcek and explain Brezhnev s response and the fear of the Domino effect on Europe Level 3 A selective and structured account covering both bullets points (this and another cause) KGP 5-6: Assess the part the Berlin Wall played in the development of the Cold War and explains why the West did not react to the Prague Spring 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 7-8 Students can compare the Prague Spring to the Berlin Wall in order to explain which event was a greater threat to world peace. This should be done evenly with comparisons made explicit in the answer. This will link the two bullet points for KGP8 Progress Outcomes: AO1 Describe the Prague Spring, describe the reforms of Dubcek AO2 Explain the consequences of the Prague Spring, Overview of lessons this week: Students will study the causes of the Prague Spring and the subsequent events looking at a variety of sources. Students will look at the impact of the Prague Spring on the relationship between the East and West and the impact of Brezhnev Doctrine REACH Marking week Home learning: Students will complete knowledge test 3 and test 4 one each week.
Week 4 (5 Hours class learning + 2 home learning) How much did the Cold War really defrost during détente? Hypothesis 10: Détente was a sign of people power Hypothesis 11: SALT thawed the icy relations of the Cold War forever Learning intention Students will understand the events that occurred during détente (Knowledge America was shocked by the Vietnam War and wanted to stay out of world affairs. There was also a vociferous Campaign for Nuclear Disarmament movement in the West, The arms race was very expensive for both superpowers. The price of oil rocketed in the 1970s, and both superpowers experienced economic problems. Nuclear Non-Proliferation Treaty: powers with nuclear weapons agreed not to give any other countries nuclear technology, 1971 US table tennis team played China, 1971 US drops it s veto to let China in the UN, 1972 Nixon visits China, SALT1 Treaty both countries agree to limit their antiballistic missiles and bombers, The Helsinki Agreement recognised Soviet control over Eastern Europe and concluded a trade agreement) Success Criteria * Students will evaluate a source to suggest the impact of détente on international relations. Students will use this topic to practise a 16 mark question. Level 2 GP4: Uses general knowledge to agree/disagree with the source/gives simple evaluation of the source Eg shows some understanding of the successes of détente such as SALT and the arms race OR Simple comments on the provenance of the source: 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, placed in the context of the Cold War. OR Uses specific knowledge of détente and why it existed could make reference to SALT, China getting into the UN, The Helsinki Agreement, impact of economic problems, Vietnam, the impact of CND groups 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. Progress Outcomes: AO1 Describe the features of detente, describe different events that are part of detente AO2 Explain the causes and consequences of détente on the Cold War AO4 Discuss the opposing viewpoints on the impact of Détente. Overview of lessons this week: Students will study the background to détente and the first events that took place during this period of peace Students will study the arms treaties and the Space Race to determine the impact détente had on the Cold War Home learning: Students will revise for assessment week ASSESSMENT WEEK multiple choice questions for AO1 and a 12 mark/ 16mark 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 Utilize ipads use John D Clare.net for example.