Origins of the Cold War Guided Reading Answers
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A. Long-term roots of the Cold State of war earlier 1945
Study Guide with past examination questions / syllabus details
The first half of the 20th century was dominated by the "European Civil War" of 1914-45, which left the continent broken and exhausted.
The second half of the century was characterised past the "Cold War" between the two superpowers who emerged from the wreckage: the USSR and the USA.
Neither side straight alleged war on the other at any bespeak during this menses, but there were trigger-happy "hot spots" in places like Berlin, Korea, Cuba and Vietnam which meant that Globe War Three was seen past many every bit an inevitability.
Paradoxically, the "Cold War" was possibly even more "total" a conflict than the Globe Wars which preceded it; earlier conflicts were intense, but conspicuously defined chronologically and geographically. The Cold War, though, had no clear parameters: information technology was a clash of ideologies as much every bit nations, with no clear kickoff or finish, with a whole generation growing up with the grim expectation that their world would stop in a nuclear holocaust.
Introduction: Common cold War Timeline
Students start the topic with an introduction to what the Cold War was, and then they conduct their own research to produce an illustrated timeline of the chief events.
Source Pack and Questions
A collection of primary and secondary sources, forth with questions, designed to exist used as extension and homework materials. 
Video Worksheet for Episode i of the CNN "Cold State of war" Series (covering the menstruation 1917-44).
Students use this worksheet whilst watching the first 30 minutes of the Episode one of the CNN "Common cold War" series (available on DVD) prior to a factual test. They are encouraged to consider such questions as "Who was responsible?" and "When did the Cold State of war become inevitable?". The shaded cells do not need to be completed as at these points there is no show on this side of the argument.
Determinative cess: Factual Exam based on the video documentary (instructor password required)
This 25-question factual test is structured every bit a 'fill up the gaps' activity then that when completed, students will take a useful revision aid.
Historical Context, 1917-39
Students are presented with a detailed, interactive timeline of events and two key questions for consideration:
one: Was the Nazi-Soviet Pact proof that the Due west were correct to distrust Stalin all along, or was information technology the direct and unfortunate result of that distrust?
ii: Based on Question ane, who was therefore more to blame for the failure to contain Hitler in the 1930s?
The class is then divided into two groups. Grouping i (USSR) should produce a press statement entitled "Why the USSR has been forced to sign the Nazi-Soviet Pact". This should consist of two paragraphs: Paragraph [1] should brainstorm "The USSR has made many attempts to extend the hand of friendship to the West..." and Paragraph [2] should begin "Unfortunately the West has not acted with the same degree of honour...". Group 2 (U.k.) should produce a press statement entitled "Why the USSR treacherously chose to sign the Nazi-Soviet Pact". This should consist of 2 paragraphs: Paragraph [ane] should begin "The West has made many attempts to extend the manus of friendship to the USSR..." and Paragraph [2] should brainstorm "Unfortunately the USSR has not acted with the same degree of honour...".
The Grand Alliance, 1941-44 | Teacher Notes
Students comport independent enquiry on eight central wartime events, focusing specifically on how each one raised tensions, and between whom. There are links to appropriate video clips which tin can exist used by the students equally office of their enquiry, or watched together every bit a grade.
"Living Graph" Do: Steps to the Common cold War before 1945: Relations between Eastward and West
From your completed studies, choose FIVE pre-state of war events, and V wartime events, to consummate this 'living graph'. A suggestion about the Russian Revolution has been added to give students an idea about how to arroyo this.
Essay Planning Do: Analyse the roots of the Cold State of war before 1945 | Comnpleted model essay
To ensure that students are sufficiently prepared for any Cold State of war question that comes upwardly, we spend time writing upwardly a carefully considered answer to the key question. Students will write this answer every bit a timed essay in the following lesson. There is a completed model essay that can be used to help students develop their essay-writing skills.
Pairs of students will be asked to inquiry Two of the events listed in the "Wartime Differences" rows, answering 2 questions: (a) "What was information technology?" (b) "In what means did information technology increase tensions?". Note: each student in the pairing should inquiry both events, independently.
After an appropriate amount of research fourth dimension, the pairs should discuss their findings with each other to ensure that there are no disagreements or omissions. These findings tin can be shared with the grade.
Finally, each student should write up their paragraph on "wartime differences" using the classroom feedback to help them.
There is also a follow-up task with a TOK focus:
"Due to the fact that nosotros are trying to explain why an established upshot happened, at that place is a danger of confirmation bias. In other words, because we are simply gathering bear witness to explicate why it happened, at that place is a danger that we end up thinking that the event was inevitable. Therefore, we will spend some time because what show a historian might use at mitigating evidence to persuade u.s.a. that the Cold State of war was not inevitable (or, even more strongly, that information technology was unlikely) past the start of 1945".
B. The Yalta and Potsdam Conferences, 1944-45
Starter Video: The Terminate of World War Two
A useful starter prune to set the scene.
Individual Enquiry Job: Churchill, Stalin and Roosevelt
The class is divided into three teams, each representing the press officer for one of the Big Three.
a. Using your own knowledge and other research, provide Three key points suggesting your man will work well with the others. Write these into the left hand column.
b. Then provide Iii fundamental signal against each of the other two. Place these in the right hand cavalcade.
c. Debate every bit a class and then take a vote on which grapheme is Nearly probable to create DISCORD at the conference.
An extension task with a Theory of Knowledge focus is provided which requires students to reflect carefully on the values and limitations of photographs as historical source material.
The Yalta Conference: Interactive Figurer Simulation!
An bogus intelligence simulation, consummate with a worksheet: students cull whether to play equally Churchill, Roosevelt or Stalin, then pit their wits confronting their opponents to achieve their objectives. This estimator lesson runs itself and is a peachy style of learning near the personalities, problems and results of the Yalta Briefing.
The Yalta Briefing: What was actually decided?
Students are provided with detailed factual information about what was actually decided at Yalta, and so they apply this to class a judgement about how far each of the Large Iii would accept been happy with these outcomes based on what they now know about their initial objectives.
From Yalta to Potsdam
Through a focus on chief source assay, students investigate how far Truman'south bellicosity towards the Soviet Marriage was apparent from the outset, or was just a position he adopted in one case he was in possession of the atomic flop.
The Potsdam Briefing: When and why did the US policy motility from i of co-performance to confrontation?
Students consider the extent to which the Potsdam conference was characterised more by conflict that past co-performance.
| Interactive quizzes on this topic [tips] | |||
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| Manic Miner | Wordshoot | Missive Fun | Keyword Challenge |
C. The Role of Churchill, Stalin and Truman, 1946-48
Churchill's Iron Pall Speech: Did it create, accelerate or just acknowledge the onset of the Cold War?
In March 1946, Churchill gave a famous speech earlier President Truman at Fulton, Missouri. By this time at that place were communist governments in Poland, Albania, Bulgaria, Republic of hungary and Romania. He used the phrase "Iron Curtain" to describe the European border between the Democracies of the Westward and the Communist-controlled countries of the East. He accused the USSR of existence an ambitious dictatorship and called for an brotherhood between Britain and the Usa to proceed information technology under control.
As an extension action, students consider the role played by the Kennan Telegram in the onset of the Cold War, and analyse cartoons most the Iron Curtain speech from both a Soviet and a Western perspective.
Stalin'due south Salami Tactics: How and why did Stalin take control of the countries of Eastern Europe?
Past 1948, the Soviet Matrimony had established communist regimes in all of the territories that they had "liberated" during World War 2.
The Hungarian Communist Rakosi described this process as "Salami Tactics" because Stalin sliced away opposition scrap by chip.
In this activeness y'all will each research how this process took place in a detail land. You lot will and then compare and dissimilarity what you learn to produce an overall answer to the question "What methods did Stalin use to accept control of states in Eastern Europe?"
Visual Essay-Writing Task: What was the fundamental aim of the Marshall Plan?
The reaction of the USA to Stalin's policy in Eastern Europe was the Truman Doctrine and the Marshall Plan. In this activity students volition work collaboratively to make deductions from a series of cartoons, video clips and textbook sources. For more on this method, consult my blogpost at Tarr'southward Toolbox.
Summative Assessment: Factual Exam based on what we have learned so far
A 25-question factual test to consolidate cognition of the topic so far.
D. The Cold War Moves to Western Europe: The Berlin Occludent (1948-49)
ane. The Berlin Blockade - Interactive Newsfeed Exercise [Interactive]
Students are presented with a series of "newsfeeds" almost the Berlin Blockade, which they use to complete this worksheet, and and so reply a serial of questions.
2. The Berlin Blockade: Timeline Challenge [Interactive]
This can be used as a follow-up from the previous exercise or (if pushed for time) an alternative. Students are presented with a serial of data feeds, each one of which contains an mistake. Students get points for their teams if they identify the error correctly.
3a. The Berlin Blockade - 10m video documentary
3b. The Berlin Blockade - 5m video documentary
iv. Historiography of the Berlin Occludent
Students are presented with a detailed article about the causes and consequences of the Berlin Occludent and a series of structured questions to help familiarise them with some of the cardinal debates and interpretations.
5. Model Essays by RJ Tarr:
Analyse the roots of the Cold State of war earlier 1945 (note: teacher password required).
To what extent were conflicting views about Deutschland the main cause of the Common cold War up to 1949? (note: instructor password required).
In what ways, and with what results, was Germany a source of Common cold War tensions between 1945 and 1962? (note: teacher countersign required).
East. The Formation of the United nations
i. What are the functions and membership of the United nations?
This worksheet encouarges students to compare the functions and membership, strengths and weaknesses of the United nations with the League of Nations.
F. Department Review
1. Origins of the Cold War: Interactive Cartoon analysis [Interactive]
Analyse a series of cartoons past hovering over details and answering examination-style questions. When you take finished, the computer will provide you with a printout comparing your answer to a model answer. A great manner to revise and develop sourcework skills. At that place is also The Cold State of war to 1949: Interactive Seminar: go through the "slides" at your ain pace. Complete with activities, links and questions.
ii. Origins of the Common cold War: Collapsible Revision Listing [Interactive]
A useful "Telescopic Topic" from www.classtools.net
3. Origins of the Common cold War: "Who Am I?" Claiming
Each team will be presented with a clue well-nigh a key historical figure. They get 50 points if they approximate it correctly. If they wish to 'pass', they get farther (easier) clues but the points bachelor steadily decline. An incorrect guess at any betoken means they get zilch points for that circular. You tin play as many rounds as you wish. Information technology'south a great way to revise!
Fence and Essay Writing Phase
Students debate 3 central issues about the Cold War (Where did it start? When? and Who bears about responsibleness?"). The notes from these debates are and so used every bit the basis of an essay on ane of three possible questions taken from past test papers.
Common cold War Historiography
"How would each schoolhouse of historians assess the respective role of military, economic and political factors in causing the Cold War? How would yous complete the final columns?"
Model Essay: To what extent were conflicting views nearly Federal republic of germany the main cause of the Cold War upwardly to 1949? (Teacher password required)
A model essay written by RJ Tarr (author of www.activehistory.co.britain)
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