The KING’S Medium Term Plan – History

Y10 Learning Cycle 4 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 significant was communism in the mid 1900s?

This unit is about Hitler’s Foreign Policy and will focus on appeasement, Poland and the relationship between Hitler and the Soviet Union

in the build up to World War Two. This module will be finished halfway through the learning cycle and students will move on to studying

the origins of the Cold War by studying the first five years (1945-50) and relationships between the east and west in that time.

Lines of Enquiry Lines of Inquiry

Week 1: Should Chamberlain be vilified by history? Week 2: Does the Nazi-Soviet Pact show a change in Hitler’s Foreign Policy?

Week 3: Does the responsibility for war lies at the feet of the appeasers?

Week 4: How tense was the relationship between east and west in 1945?

Week 5: Did an “Iron Curtain” really descend across Europe?

Week 6: Revision, learning homework – incorporate the skills developed this semester. Assessment week.

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:

Topic 3: Hitler’s Foreign Policy and the Origins of the Second World War

Key issue: Why did Chamberlain’s policy of appeasement fail to prevent the outbreak of war in 1939?

• Reasons for and against appeasement

• The Sudeten Crisis and Munich Agreement, 1938 3 GCSE History B for certification in 2015 onwards (version 1.0) 8

• The collapse of Czechoslovakia, March 1939

• The role of the USSR 1938–1939: the Nazi-Soviet Pact

• Poland and the outbreak of war

•Responsibility for the outbreak of war.

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.

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)

Should Chamberlain be vilified in history?

Hypothesis 1: – Appeasement would inevitably lead to war

Hypothesis 2+3: – The Munich Agreement was a distinct failure Learning intention

• Students will understand what Hitler’s main Foreign Policies were Knowledge Chamberlain considered chief appeaser and hated by history, appeasement supported by British public, French felt safe behind Maginot Line, Czechoslovakia was a target for Lebensraum, Sudetenland had millions of German speakers, Sudeten Nazis riot after Hitler promises his support, France and Britain desperate to avoid war, initial meeting between Chamberlain and Hitler was a failure and Chamberlain returned and began preparing for war, Conference was Mussolini’s idea, Sudetenland given to Germany, Czechs were not invited to the conference and were forced to accept by Britain and France, 1st October – Sudetenland is occupied, Hitler signed a separate agreement promising to never go to war with Britain but to consult each other if problems arose, Chamberlain believed he had kept the peace in Europe, 15 March 1939 Hitler marches into Prague and takes over the rest of Czechoslovakia, appeasement ends.

Success Criteria

* Students can evaluate a source on the Munich Agreement (June 2015 6 mark) Students will:

GP4: Uses general knowledge to agree/disagree with the source/gives simple evaluation of the source Eg shows some understanding of the popularity of the Munich Agreement and the situation in Britain and the world before Chamberlain went to Munich; only kept peace for a year etc. general comment on appeasement- reward causes of appeasement OR makes simple comments on the provenance of the source: generic evaluations of newspapers such as sensationalise issues; only one view; paper could be a pro government paper etc. 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: British newspaper meant to show the popularity of appeasement to the people and to Chamberlain’s opponents; to re-assure people that there would not be a war ‘peace in our time’; to re-assure them that appeasement was working etc. OR Uses specific knowledge of the preparations that GB made for war pre Munich and fears of the public after the First World War and even more since publicity of Guernica; why there was expected to be peace after Munich – Chamberlain’s view of Hitler’s justified reasons for his actions and the fear of communism etc. Include Chamberlain’s meeting with Hitler as part of Munich Agreement. Or other results – GB’s continuing re-armament; collapse of Czechoslovakia in March 1939; effect on Hitler and his future policies leading to war in 1939 effect on Stalin etc.

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 go through an introduction to appeasement and the background to Neville Chamberlain and why the policy was followed. There will

be a map based activity to make sure students understand the areas surrounding Germany that play a role in Hitler’s Foreign Policy.

• Students will study the Sudetenland Crisis and the response of the allies at Munich. This will investigate the reasons behind the Munich

Conference, agreements made there and the subsequent actions of Hitler. There will be source based work to evaluate whether it was a foolish

decision

REACH time will be completed this week

Home learning:

Pupils will complete a revision task due next Monday Progress Outcomes: AO1 – Describe the policy of appeasement, describe the terms of the Munich Agreement AO2 – Explain why a policy of appeasement was followed, explain the causes and consequences of the Munich Conference AO3 – Evaluate a source on the Munich Agreement and investigate its usefulness.

Week 2

(3 Hours class

learning + 1

home learning)

Does the Nazi-Soviet Pact show a change in Hitler’s Foreign Policy?

Hypothesis 4: – The failings of the League of Nations were the main reason for war

Hypothesis 5+6: – The Nazi-Soviet Pact made war inevitable

Learning intention

• Students will understand how Hitler went about re-arming Germany Knowledge

(World was shocked when the Nazi-Soviet Pact was signed, Hitler openly hated communism, Britain and USSR had been contemplating an alliance,

Poland refused Soviet help against Germany because they feared the USSR wanted to take over Poland as well, Pact is a promise between Germany and the Soviet Union not to attack each other, secret clauses divide Poland up between Germany and USSR, Hitler was sure France and Britain would not defend Poland, Stalin had ran out of patience with Britain after they delayed signing a pact, Stalin was also annoyed he wasn’t invited to Munich and worried Britain and France were encouraging Hitler to look East rather than West )

Success Criteria

* Students will explain the causes and consequences of the Nazi-Soviet Pact (No specific paper but based on 10 mark question criteria) Students will:

Level 2 Develops one cause – starts with description

KGP 4: Students can identify some of the terms of the Nazi-Soviet Pact and hint why it led to war. KGP 5: can explain some of the reasons listed above such as how the Nazi-Soviet Pact may lead to war. This would usually focus on either one aspect of the pact in detail and explain why OR it will describe a lot and mention overall how it will lead to war Level 3 A selective and structured account covering both bullets points (this and another cause)

KGP 6-7 - Students can explain in detail how this particular cause led to war but they will also examine its importance through comparison to another cause. KGP6 students will form an unbalanced argument that will examine one of the causes in more detail but KGP7 students will examine the two causes in a more balanced format for example it may assess the role of the Nazi-Soviet Pact in the outbreak of war and explain how appeasement was also responsible

Progress Outcomes: AO1 – Describe the failures of the League of Nations, describe the terms of the Nazi-Soviet Pact AO2 – Explain the causes and consequences of the Nazi-Soviet Pact, explain how the Nazi-Soviet Pact and failures of the League of Nations could lead to war

Overview of lessons this week:

• Students will study the failings of the League of Nations to stop Mussolini at Abyssinia and how this would encourage Hitler in his foreign policy.

This is a context based lesson.

• Students will study the causes, consequences and terms of the Nazi-Soviet Pact including why it was a probable cause of war. This will look at

Hitler’s anti-communist views and Stalin’s patience with the West. Students will complete a past paper question that will be peer marked.

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)

Does the responsibility for war lies at the feet of the appeasers?

Hypothesis 7: – Germany started it, they invaded Poland

Hypothesis 8+9: – The appeasers are right to be histories damned politicians

Lesson 3 of this week will include the middle cycle test Learning intention • Students will understand how Hitler re-taking the Saar and Rhineland were steps on the road to war

(Knowledge – The German army invaded Poland on 1 September 1939, Hitler ignored Chamberlains pleas for immediate withdrawal and a peace

conference and Britain declared war on Germany on September 3rd, the Soviet Union invaded eastern Poland on 17th September, Poland was defeated

quickly before Britain could do anything to defend it)

Success Criteria From June 2011 test paper - * Students will evaluate what the consequences of Hitler’s policies towards Poland were (teacher invented 6 mark) From the examiners report - students will:

Students will:

Level 2 Uses general knowledge to agree/disagree with the interpretation/ gives explanation of how the interpretation came about

KGP 4-5: students can show awareness, in general terms, of the policies towards Poland, beginning with the Nazi-Soviet Pact and reaching as far as Hitler’s Foreign Policy itself. Level 3 A selective and structured account covering both bullets points (this and another cause)

KGP 6 - Develops ideas of how Hitler invaded Poland because of the misinterpretation that Britain and France wouldn’t intervene as well as looking at other potential causes KGP7 – will complete the above but will also investigate a source to look at what the source is trying to do such as the provenance. Source is trying to excuse GBs failure to support Versailles, League of Nations etc.

Progress Outcomes: AO1 – Describe the build up to Germany invading Poland, describe the various causes of World War Two AO2 – Explain the consequences of the invasion of Poland, explain which of the causes studied in this module was the most important, AO3 - Evaluate a source on Hitler’s comments on how he didn’t expect Britain to attack

Overview of lessons this week:

• Students will study the events leading up to Hitler’s invasion of Poland, including the impact of the Nazi-Soviet Pact on Britain and the change of

policy and Hitler’s impression that Britain would not act.

• Students will study the various causes of World War Two in order to determine what was the most important cause. This follows the format of the

10 mark questions on all exams.

• 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)

How tense was the relationship between east and west in 1945?

Hypothesis 10: – Capitalism and communism were natural enemies

Hypothesis 11+12: – Peace Conferences only lead to war

Learning intention • Students will understand Hitler’s policies and actions on Austria

(Knowledge – USSR was a one party state with no free elections and the state owned industry and agriculture, USA had free elections and industry and

agriculture are owned privately for profit, East believes that the West wants to destroy them and the West believes the East wants to convert the world to

communism, Yalta Conference was a meeting between Churchill, Roosevelt and Stalin in Feb 1945, agreement reached to divide Germany into four

zones between the allies and Berlin as well, Stalin to have influence over Eastern Europe but countries to have free elections, disagreements over Poland

as Stalin wanted it to be communist but the allies demanded free elections but these never took place, Potsdam Conference happens in July 1945 after the

defeat of Germany, Roosevelt has died and is replaced by Truman and Churchill has been defeated in election and replaced by Attlee, Truman and Stalin

do not get on well which increases tension and superstition, suggestions made at Yalta are agreed at Potsdam.)

Success Criteria * Students will explain why Potsdam was responsible for the Cold War (June 2015 10 mark question) Level 2 Develops one cause – starts with description

KGP 4: Students can identify the key events during the Potsdam and Yalta conferences including ideological differences and splitting Germany KGP 5: can explain some of the factors listed above such as the personality clash between Truman and Stalin and US demands for free elections in Easter Europe. This would usually focus on either one aspect of policy in detail and explain why or it will describe a lot and mention overall how it led to the Cold War Level 3 A selective and structured account covering both bullets points (this and another cause)

KGP 6-7 - Students can explain in detail how this particular cause led to the Cold War but they will also examine its importance through comparison to another cause. KGP6 students will form an unbalanced argument that will examine one of the causes in more detail but KGP7 students will examine the two causes in a more balanced format for example it may assess the role of Yalta in the outbreak of war and explain ideologies impact on the Cold War

Progress Outcomes: AO1 – Describe the differences between capitalism and communism, describe the events of Yalta and Potsdam AO2 – Explain the consequences the Yalta and Potsdam Conferences,

Overview of lessons this week:

• Students will study the ideologies of the Cold War, looking at what communism and capitalism actually mean, as well as why the differences

caused tension across the world

• Students will study the Yalta and Potsdam Conferences and what was agreed. They will look at how the agreements made there were broken

and how the events led to worsening relations between the Soviet Union and the United States of America

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)

Did an “Iron Curtain” really descend across Europe? Hypothesis 12: - Nuclear weapons increased tension between east and west

Hypothesis 13+14: – The “Iron Curtain” showed democracy had failed

Learning intention • Students will understand how to complete 6 mark source questions

(Knowledge – nuclear bombs dropped on Japan annoy and anger Stalin who felt he should have been consulted, USSR did know about the experiments

in America through spies, USSRs actions in Easter Europe were the biggest concern for America, communist governments loyal to the Soviet Union set

up in Poland, Hungary, Romania, Bulgaria and Albania, some of these were only successful because of Soviet military force not free elections as

promised at Yalta, Churchill referred to this division between East and West as an “Iron Curtain”, Churchill’s purpose was to convince Americans they

needed a military presence in Europe to prevent the spread of communism, )

Success Criteria * Students will evaluate the impact of events on the start of the Cold War (10 mark questions on some papers) Students will focus on:

Level 2 Develops one cause – starts with description

KGP 4: Students can identify the tension caused by the atomic bomb and some areas taken over by the Soviet Union. KGP 5: can explain how the dropping of the atomic bomb and the lack of free elections in Easter Europe caused tension between East and West. This would usually focus on either one aspect of each cause in detail and explain why or it will describe a lot and mention overall how it will lead to war Level 3 A selective and structured account covering both bullets points (this and another cause)

KGP 6-7 - Students can explain in detail how this particular cause led to war but they will also examine its importance through comparison to another cause. KGP6 students will form an unbalanced argument that will examine one of the causes in more detail but KGP7 students will examine the two causes in a more balanced format for example it may assess the role of Potsdam and compare it, in detail, to the dropping of the atom bomb (June 2015 paper) Overview of lessons this week:

• Students will study the dropping of the first nuclear bomb, including the tests leading up to it, the decision to drop the bomb and the feeling of

mistrust that existed as a result

• Students will study the events in Eastern Europe that allowed Stalin to take control of most of the area to form a “buffer zone” or “satellite states”

and how this impacted the relationship with the West

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 how the policies of Britain helped Hitler in this time.

• Investigate what different historians suggest about the appeasement and why Chamberlain is so heavily critisized

• Why did America and the Soviet Union go from allies to enemies within months?

• Compare Stalin to Truman. What key similarities and differences existed?

Also, recommendation to purchase the “GCSE History: AQA B, Modern World History” textbook to aid with revision