3.1 END OF EMPIRES Student Textbook, pages 76–77 Student Workbook, pages 78–79 Focus • The influence of the Second World War on decolonisation • The outline chronology of decolonisation • The distinction between a change and a development • Identification of turning points Teaching thoughts • We have been slightly lax in our use of language in the Student Workbook because to be precise would have been far too wordy. Clearly the USA was not ruled by Europeans in the years before the Second World War, but it was ruled by a people of largely European stock and might be seen as part of the European culture. • In Question 2, students should not spend too much time working on the very small colonies – most of them are too small to even show on the map. You could tell them to use a rough and ready test like ‘have you ever heard of it before?’ or you could just tell them the colonies you think they should mark. They will need either access to atlases or the Internet to help with this question. • The idea of a turning point may need some discussion before students attempt Question 5. It may be helpful to give examples from your own life and to ask for examples from their day-to-day lives, e.g. o When I decided to become a teacher, it was a turning point in my life. o Has there been a turning point in this lesson? o Was there a turning point in the football game/play/film you watched recently? o Has there been a turning point in your life? Workbook exercises • Question 4: o Level One: Assertions 1 mark o Level Two: Change – generalised support 3–4 marks e.g. This is something completely new, so it is a change. o Level Three: Development – generalised support 5–6 marks o Level Four: Change or development – detailed support 7–9 marks e.g. It was a development because it built on things that had happened – there was a move to end colonies earlier, with things like Max Havelaar, and it was helped by people seeing that the Europeans were not all powerful in the Second World War. o Level Five: Sees there are elements of both change and development involved 8–10 marks
Transcript
3.1 END OF EMPIRES Student Textbook, pages 76–77 Student Workbook, pages 78–79
Focus
• The influence of the Second World War on decolonisation
• The outline chronology of decolonisation
• The distinction between a change and a development
• Identification of turning points
Teaching thoughts
• We have been slightly lax in our use of language in the Student Workbook because to be precise would have been far too wordy. Clearly the USA was not ruled by Europeans in the years before the Second World War, but it was ruled by a people of largely European stock and might be seen as part of the European culture.
• In Question 2, students should not spend too much time working on the very small colonies – most of them are too small to even show on the map. You could tell them to use a rough and ready test like ‘have you ever heard of it before?’ or you could just tell them the colonies you think they should mark. They will need either access to atlases or the Internet to help with this question.
• The idea of a turning point may need some discussion before students attempt Question 5. It may be helpful to give examples from your own life and to ask for examples from their day-to-day lives, e.g.
o When I decided to become a teacher, it was a turning point in my life.
o Has there been a turning point in this lesson?
o Was there a turning point in the football game/play/film you watched recently?
o Has there been a turning point in your life?
Workbook exercises
• Question 4:
o Level One: Assertions 1 mark
o Level Two: Change – generalised support 3–4 marks e.g. This is something completely new, so it is a change.
o Level Three: Development – generalised support 5–6 marks
o Level Four: Change or development – detailed support 7–9 marks e.g. It was a development because it built on things that had happened – there was a move to end colonies earlier, with things like Max Havelaar, and it was helped by people seeing that the Europeans were not all powerful in the Second World War.
o Level Five: Sees there are elements of both change and development involved 8–10 marks
• Question 5 b):
o Level One: Picks an event because of its importance – general explanation 1–3 marks e.g. The British leaving India and Pakistan, because it was a huge area of the world.
o Level Two: Picks an event because of its symbolism 4–6 marks e.g. Liberia in 1947, because it was the first colony in Africa to go and the whole continent was colonies.
o Level Three: Picks an event because of its consequences 6–8 marks e.g. The Japanese defeat of the Europeans in east Asia in the Second World War was the turning point because it showed people that the Europeans were not always going to win and that Asian people were just as powerful as the Europeans, so they could run their own countries.
o Level Four: Balanced answers that consider more than one event OR answers that explicitly discuss criteria for choice 8–10 marks
Possible plenary questions
• Is there anything significant in where Harold Macmillan gave his ‘Winds of Change’ speech?
• How was the Second World War an important factor in ending colonialism?
• Attitudes to Indonesian independence by the Dutch governments of the first half of the twentieth century
• Steps to gaining independence for Indonesia
• The very different experience of Surinam
• The latest developments for the Netherlands Antilles
Teaching thoughts
• This unit has been written to use with the Socratic technique (see Unit 1.3 of this Teacher’s Guide). If you choose to use it in this way, ask students to prepare the text on Indonesia and you could use the ground covered by Questions 1–8 as the basis for your questions.
• We have taken the unusual step of putting two web links directly into the Student Workbook for Question 11. These are part of the BBC News reference section, and should remain valid. However, we suggest you check them before use each year. They are repeated below.
Workbook exercises
• Question 1:
a) Poor living conditions
b) Lack of say in government
c) Educated young people found they could not get jobs
• Question 2:
a) Imprisonment and exile of communist leaders
b) imprisonment of moderate nationalist politicians for nationalist speeches
• Question 3: Delaying the answer for two years suggests both that the government was against the idea of independence and that it did not treat the movement seriously – a calculated affront.
• Question 4:
a) Singing their own National Anthem
b) Flying their own flag
• Question 5:
a) The suspicion of Sukarno and Hatta, which made them keep their links with the underground resistance movement
b) the fact that the Japanese only set a date for independence when they were desperate at the end of the war
c) Seeing Indonesia in the context of the Japanese determination to acquire territory, which gave them the necessary raw materials and markets to become a major world power
• Question 6:
a) It was two days after the Japanese defeat and before the date set by the Japanese (so it was not a Japanese act).
b) Because they regarded Sukarno and Hatta as collaborators and believed the situation should revert to the 1940 position
• Question 7:
o War
o The United Nations brokered truce
o Further fighting, including Dutch capture of Jakarta and imprisonment of Sukarno
o Widespread condemnation of Dutch actions
o Independence accepted on 27 December 1949
• Question 8: He apologised and, by attending, accepted that Indonesian independence should be counted from 1945 not 1949.
Other resources
• The Student Workbook suggests two web links for Question 11: http://news.bbc.co.uk/1/hi/world/asia-pacific/country_profiles/1260544.stm and the Timeline Indonesia link on the right of the page
http://news.bbc.co.uk/1/hi/world/americas/country_profiles/1211306.stm and the Timeline Surinam link on the right of the page.
Possible plenary questions
• In his speech during the independence celebrations in 2005, Bernard Bot said:
In retrospect, it is clear that its large-scale deployment of military forces in 1947 put the Netherlands on the wrong side of history.
3.3 THE COLD WAR Student Textbook, pages 80–81 Student Workbook, pages 82–83 Time of TVs and Computers Photocopy Master: PM7 Churchill’s Speech at Fulton, Missouri
Focus
• Overview of the Cold War
• Buffer zones and domino theory
• Listening to a key speech
Teaching thoughts
• It can be useful to emphasise the notion of a ‘cold’ war by discussion in class, which could be developed out of questions such as:
o Was Churchill’s view of the Soviet Union what you would expect, considering both sides had just fought a war together and won?
o Was the Berlin Blockade a war?
o Was the Berlin Blockade a time of peace?
• We strongly recommend listening to extracts from Churchill’s ‘Iron Curtain’ speech. Churchill was a great, if singular, orator. We have recommended two links below where students can listen to the speech and they can do Question 3 while listening. The Library of Congress site has better sound quality, but the extract there is too short to be ideal. The American Rhetoric site has a five-minute extract that covers the key points. However, it is an independent site and may not always exist, so we suggest checking it first, then either using it in class, if you have the facilities, or setting it as a homework task.
• Question 3 b) asks students to plot Churchill’s ‘iron curtain’ on a map of Europe at the time. The map below both plots that line and shows the countries generally accepted to be ‘behind’ the iron curtain. We suggest you list these countries and get students to shade them in on the map in the Student Workbook before they answer 3 c).
Workbook exercises
• Question 2:
Event Brief description of the problem Domino theory Buffer zone
Germany, 1948–9
Berlin was divided between the Soviet Union and the West but isolated inside the Soviet zone. The Soviet Union stopped transport links to force West Berlin to unite; Britain and USA were supplied by air lift.
Yes, the West did not want East Germany to be communist.
Yes, the Soviet Union wanted East Germany as a buffer.
Korean War, 1950–3
Korea split between communist (North) and capitalist (South) at the end of World War Two. The North invaded the South to reunite the country. UN troops fought for the South and China
Yes, the West did not want a communist Korea to start a chain of states falling in the Far East.
for the North.
Hungarian rising, 1956
Opposition to communist rule crushed by Soviet troops.
Yes, the Soviet Union wanted Hungary as a buffer.
Vietnam, 1959–75
Split between Communist (North) and capitalist (South). War, with US aid and then troops on the side of the South.
Yes, the West did not want the communists to win in Vietnam.
Berlin Wall, 1961
East Germany built a wall to stop the loss of population to the West through Berlin.
Yes, the wall was a physical buffer. The Soviet Union did not want people emigrating to the West.
Cuban Missile Crisis, 1962
Cuba became communist and the Soviet Union wanted to base missiles, which could target USA, there. The USA blockaded Cuba.
Czech rising, 1968
Opposition to communist rule crushed by Soviet troops.
Yes, the Soviet Union wanted Czechoslovakia as a buffer.
Afghanistan, 1979-89
The Soviet Union invaded to replace the government and crush growing Islamic groups.
Polish rising, 1981
Growing anti-communist movement crushed by martial law.
Yes, the Soviet Union wanted Poland as a buffer.
• Question 3 c):
Other resources
• Time of TVs and Computers Photocopy Master: PM7 Churchill’s Speech at Fulton Missouri
• The Library of Congress sound extract from Churchill’s speech is http://www.loc.gov/exhibits/churchill/interactive/_html/wc1006.html.
• The American Rhetoric extract is http://www.americanrhetoric.com/speeches/winstonchurchillsinewsofpeace.htm.
• There is an interesting CNN website that includes contemporary reaction to many of the events dealt with in this unit: http://www.cnn.com/SPECIALS/cold.war/.
3.4 KOREA AND BERLIN Student Textbook, pages 82–83 Student Workbook, pages 84–85
Focus
• Causes of the Korean War
• Why the United Nations became involved
• Oral work – Socratic questioning
• Evidence – bias and utility
Teaching thoughts
• The Korea section of this unit has been written with the Socratic dialogue technique in mind (see Unit 1.3 of this Teacher’s Guide). Questions 1–5 could be used as the basis for this exercise.
• The Korea material presents a straightforward narrative. Students may need to be reminded of, or to refer back to, the veto powers of the permanent members of the Security Council.
• In Berlin, we move the focus to evidence skills and in particular, to the detection of bias and the implication of this on the use that can be made of sources. This part of the exercise might make a good oral session in class.
Workbook exercises
• Question 1: a) With the country divided into the US-occupied south and Soviet-occupied north b) Communist government in the north, capitalist government in the south c) Belief that the country should be united under one government
• Question 2: a) Because either the USA or the Soviet Union would veto action in the Security Council b) The south had been invaded, the United Nations acting against the aggressor; the Soviet Union was boycotting the Security Council, so it could not veto the action.
• Question 3: a) Two from: fellow communist regime; did not want to see North Korea beaten, United Nations forces close to the Chinese border b) They pushed UN forces back into South Korea; the United Nations counter-attacked, then pushed Chinese and North Koreans back to around the 38th parallel.
• Question 4: Armistice in 1953, divided along the 38th parallel.
• Question 5: a) The country was still divided and there was significant war damage. b) It was perceived as US-dominated and the Secretary General resigned. c) US forces had been fighting Chinese forces supported with Soviet aircraft and there was an increased danger of this becoming an open conflict, particularly if China was bombed.
• Question 6 c): This presents students with an unusual challenge – considering the bias of the teaching materials they are using. They do not, of course, have much other useful material to base their judgement on, but it is an important idea to raise in their minds.
o Level One: Asserts either, or both, are biased 1–2 marks
o Level Two: C is biased – provenance and/or language 3–5 marks e.g. Source C is the biased one, because it comes from the Soviets and they were behind building the wall.
o Level Three: C is biased – selection 6–8 marks e.g. Source C is biased because it only gives us one side of the story – the spies which it says were disrupting life in the east – there is no mention of all the people they were trying to stop going to the West.
o Level Four: Sensible tests of both for bias 8–10 marks e.g. Source C is biased because it comes from the Soviets and it does not mention all the people who were going into West Berlin and not coming back. But then the textbook does not tell us about the spies, so that could be biased too – but probably not as it has the source that mentions the spies.
• Question 7 a): We have been unable to find out in which newspaper this was originally used, and indeed it may well have gone out as a wire service photo with this caption. However, the mention of criticism of the USA suggests it was aimed at the US market.
o Level One: Germany – where it happened 1 mark Here students may not distinguish between West and East.
o Level Two: East Germany – supported 2–3 marks This will usually be on the grounds that the photograph shows him on the east side of the wall or that it happened in the East.
o Level Three: the West – generalised support or position of photographer 4 marks The photographer argument is that he is looking over the wall into East German territory, therefore he must be in the West. Students may reasonably choose any western country or just say that it was in the West.
o Level Four: the West – language 6–8 marks Students support their answer by the use of emotive language, e.g. wall of shame.
o Level Five: the West – selection of material 8–10 marks e.g. This is a story that is much more likely to work in the West, telling of the killing of a youth and the crowds watching. There is nothing about him being told to stop or ignoring signs. Students who agree with us and pick out the mention of the USA might be given 10 marks!
• Question 7 c):
o Level One: Useful – it happened 1–3 marks This is an unsophisticated answer – the implicit argument is anything that happened in the past must be useful, and this did.
o Level Two: Not useful – it is biased 2–4 marks A holistic answer, i.e. the source is treated as a whole.
o Level Three: Distinguishes between photo and caption 5–7 marks At this level students may still be working at a useful if true level.
o Level Four: Give examples of what it can be used for 8–10 marks e.g. I think this will be very useful – it does not matter about the bias, in fact it helps because we can see how the stories were presented to people at the time.
Possible plenary questions
• Which presented the greater threat to world peace – Korea or Berlin?
• Reliability of sources – and how a source can be both reliable and wrong
Teaching thoughts
• Modern history gives us many advantages in terms of the variety of source material available. This course has covered a number of great crises, where it would be fascinating to know what was said when the decision was made. In this case, we do know. The recording of the US president’s meetings means we know exactly which options the president and his top advisors discussed. We know who spoke in favour of which options and what decisions they took – including the one to go ahead and bomb, which is covered in Source C and was reversed the next day.
• We suggest starting this unit by setting the scene without students using their Student Textbooks. Tell them about the spy planes seeing the missile sites and the significance of this. Ask them what they would do if they were advising the president. Also ask them, as historians, what sources they would want to find out what happened.
Workbook exercises
• Question 1:
o 14 October: US spy planes photograph the Soviet missile base in Cuba
o 16 October: first meeting with the US president to discuss the situation
o 18 October: the Soviet Union tells the USA they only have ordinary weapons in Cuba
o 20 October: US photos show preparations for nuclear missiles
o 21 October: the USA announces it will stop and search ships coming to Cuba
o 22 October: the USA announces a blockade
o 24 October: 16 of 19 Russian ships heading for Cuba turn back, three carry on but stop at the blockade
o 26 October: the Soviet Union offers to withdraw missiles in return for a promise not to invade Cuba
o 27 October: this offer is accepted
o 28 October: the offer is confirmed
• Question 2:
a) Destroy the bases; eliminate the whole island; ‘political route’: site inspection and negotiation
b) Destroy the bases; destroy anything to do with the missile site; destroy everything to do with the missile sites and blockade
c) Invasion to ‘stop slaughter (of US supporters in Cuba) and re-introduce order’
d) ‘Take out the missiles’ i.e. bomb them
• Question 3: the blockade
• Question 4: a) turned round most ships, but sent three on to the edge of the zone b) Source B – the Soviet ambassador was not sure whether there would be war
• Question 6 a):
o Level One: Yes, it is a photograph 1 mark e.g. It is a photo so it must be reliable – it just shows us what was there.
o Level Two: Arguments based on provenance 2–3 marks e.g. The Americans took this photograph and it was in their interests to show the Soviet Union was doing something wrong, so I do not believe you can be sure this is reliable.
o Level Three: Arguments based on the US reaction 4–5 marks e.g. The USA produced the photo and they obviously believed it because they nearly went to war about it, and they were in the best place to know, so I think this is reliable.
o Level Four: Arguments based on US and Soviet actions 5–6 marks e.g. I think this is reliable because the Americans believed it and if they had faked it, they would have known, and the Russians also acted as if it was true, they would have been showing the media the bases if it was not true.
• Question 6 b):
o Level One: Assertions – cannot tell 1 mark o Level Two: Simple provenance (2 marks)
Here students argue that, as it was the ex-ambassador that said it, he must have known what he felt at the time.
o Level Three: Chronological answers 3–4 marks At this level students see the time lag between the events and the interview as the key to the answer – they can argue either way. e.g. It was a long time after, over 30 years, so he might not remember exactly what he felt at the time.
o Level Four: Considers Dobrynin’s possible motives 5–6 marks e.g. He was the ambassador, so he would have been involved in taking messages between the two leaders, so I do not think he can really not have known, but it makes a better story, and he tells it like a story.
o Level Five: Developed, cannot tell answers 6–7 marks Here students must give convincing reasons why they cannot be sure. e.g. There is not enough to be sure; he was the ambassador and we know they passed messages through the ambassadors, but they might not have told him the truth – if they wanted to con the Americans, then letting him think that they would sail on through the blockade would make him more convincing. We would need a Source C type thing from the Russians to be sure.
• Question 6 c):
o Level One: Agree 1–2 marks Here students cannot conceive of a reliable source that does not tell us the truth, so they accept the statement.
o Level Two: Disagree – arguments not driven by date 3–4 marks There will be a range of answers here, some driven by suggesting possible new reasons (3 marks), while others go back to the events. e.g. They made this decision at the end of the meeting, but something new must have happened so the next day they changed it.
o Level Three: Disagree – arguments driven by date 5–7 marks Answers can be very general (5 marks) or developed. e.g. This meeting happened on 16 October and it was the first time the president had got involved. There must have been other meetings, because they decided they needed new photographs. So this was reliable for what they decided on the 16th, but not for what they did because they changed their minds (7 marks).
Possible plenary questions
• Did the Cuban crisis make the world a safer place?
• Empathy – stereotype and differentiated empathetic reconstruction
Teaching thoughts
• We have paired these two failed interventions by superpowers to help students think about the limitations of high-tech military power.
• We have approached the two conflicts in different ways, with a conventional narrative for Vietnam, but leaving students to work with the map to see some of the key reasons for Soviet and US involvement in Afghanistan.
Workbook exercises
• Question 2: a) 1963: replaced Diem with a government of anti-communist generals b) 1964: started direct military action
• Question 3:
o Level One: Monocausal answers 1–2 marks
o Level Two: Multicausal answers 3–5 marks
o Level Three: Web of causation answers 6–8 marks Students show how the different factors interacted.
o Plus a bonus of two marks at any level for students who use Source A as well as the text.
• Question 4:
a) 1970: ‘Vietnamisation’
b) 1973: last US troops left; ceasefire
c) 1974: war re-started
d) 1975: communist troops captured the south – this was the year of the ‘fall of Saigon’ photos of the last American helicopters leaving the embassy compound
e) 1976: re-unification
• Question 6: All parts of the question can be marked with the same levels.
o Level One: Everyday empathy 1–2 marks Students suggest a possible reaction that takes no account of the historical context.
o Level Two: Stereotype historical empathy 3–5 marks Here students choose an answer that is appropriate to the context they have been given. e.g. Someone who was against the war would be even more against it when they heard this news, and they would probably be angry and ashamed of their country.
o Level Three: Differentiated historical empathy 6–7 marks As Level Two, but in addition students realise that not all people within a group react in the same way. e.g. Some US soldiers would understand what had happened, they knew how hard it was to be sure who was an enemy and who was an innocent person, so they would have been quite understanding. Others would be completely happy with this, and not care what happened to the Vietnamese people. Some would probably think that it was a bad thing, and that this would make it harder to fight the war because it would make people hate them.
Possible plenary questions
• Both these wars were fought in a world with lots of media coverage. Vietnam was on the TV news most nights in the USA and there was lots of coverage of Afghanistan. What difference do you think this made to the US and Soviet governments?
3.7 THE NETHERLANDS IN THE 1950S Student Textbook, pages 88–89 Student Workbook, pages 90–91
Focus
• Post-war problems of the Netherlands
• The role of Willem Drees
• What pillarisation is and why Drees wanted to break it
• Role of the individual – summarising a career
Teaching thoughts
• Ask students to paraphrase Source A. This can be done in class, giving students a few minutes to work on their answer and then discussing it in a whole class session. This will make them think carefully about what the party thought the problem was and what it hoped to achieve.
• The cause and effect diagrams require students to use the skills of inference and extrapolation – the text does not give them the answer, but if they think back to the work they did around the boom, bust and Depression cycles, they should be able to come up with sensible answers.
Workbook exercises
• Question 3:
o Level One: Assertion 1 mark
o Level Two: Generalised support 2–3 marks e.g. No, because he tried to make things the same for everybody
o Level Three: Detailed support 4–6 marks e.g. No, he believed that everyone should be treated the same, so he set up a system of unemployment benefit where all people got the same amount; it did not depend which union they were in.
• Question 4:
• Question 6: Before the conclusion, the paragraph should read:
Willem Drees was born in Amsterdam on 5 July 1886. He went to a commercial school and went to work as a stenographer, taking notes of meetings in the States General. In 1913, he became a city councillor for The Hague. In 1933, he was elected to the Second Chamber and began to campaign for laws to help the old, sick and unemployed. During the war, he was imprisoned by the Nazis for working with the Resistance. After the war, he became part of the emergency Cabinet in 1945. He was part of the government continuously until 1958, when he resigned. He died on 14 May 1988.
Possible plenary questions
• Does Drees still influence life in the Netherlands today?
3.8 CIVIL RIGHTS IN THE USA Student Textbook, pages 90–91 Workbook pages: 92-93 Time of TVs and Computers Photocopy Master: PM8 Little Rock after the federal troops left
Focus
• Discrimination faced by black people in the USA
• The difference between legislation and implementation
• The case of the Little Rock Nine
• Change.
Teaching thoughts
• This is a vast topic to skim over in one unit and we have tried to make sense of it by looking briefly at non-violent protest, vividly illustrated by the lunch counter photo, and by looking at the Little Rock Central High School in more detail.
• One of the themes of the unit (not explicitly stated, but left for students to draw out) is that changes in legislation do not necessarily lead to changes in attitude. If we wrote history from legislation, we would think that discrimination ended in the 1950s and early 1960s. But with the wide range of sources available to modern historians, we can see that change actually took longer.
• At some point, it may be interesting to compare the racial segregation in the USA with the pillarisation that continued in the Netherlands after the war. In what ways was it the same and in what ways was it different?
• Questions 5 a) and b), and 6 c) have been given levels of response mark schemes because they provide a good short test of evidence skills.
• Photocopy PM8 gives two more sources: a description by one of the Little Rock Nine of what it was like after the troops left and extracts from the papers of the vice principal, who recorded the harassment of Elizabeth Eckford.
• If you want to spend more time on this topic, the Montgomery Bus Boycott is an interesting case study. In the extra resources, there is a link to an unusual source – a comic book on King and the boycott, published by the Fellowship for Reconciliation, an international Christian group. Students can both follow the narrative and be asked to think about the comic book as a source. It may help to have some background about the Fellowship for Reconciliation; the website is: http://www.forusa.org/.
Workbook exercises
• Question 2: Students should notice the blood on the man nearest the camera, drink about to be poured on the woman in the middle and food in the hair of the woman on the right. They should also notice the classic non-violent actions of the three, they do not engage with the mob in any way.
• Question 5 a:)
o Level One: Assertions 1 mark
o Level Two: Cannot tell 2–3 marks Here students note the text does not tell them about the attitudes of the school board, so decide that they have no way of knowing.
o Level Three: Inference 4–5 marks At this level students infer the attitude of the school board, usually from the fact that they picked only 9 of 72 applicants.
o Level One: Assertions 1–2 marks This is given a 2 mark band because, in practice, it will be hard to distinguish between an assertion and following the text in the Student Textbook.
o Level Two: Comprehension 2–4 marks Here students refer to, or quote from, the text.
o Level Three: Detailed support 4–5 marks Students refer to Fabius’s actions to support their answer.
• Question 6: a) The key is to notice that she behaves impeccably and does not react to provocation. b) Students should think both about her bearing (dignified) and her appearance (she has dressed smartly – in fact she made the clothes she is wearing in the photograph). c)
o Level One: Assertions 1 mark
o Level Two: Generalisations 2–3 marks e.g. They were not happy about black people going to the school. (3 marks) OR They did not like it. (2 marks)
o Level Three: Answer supported by detailed reference to the source 4–6 marks e.g. You can tell they were really against the idea; the girl behind is screaming abuse and the women on the right look like they really hare her.
o Level Four: Considers whether the source will bear a generalisation 7–9 marks e.g. The people in this picture certainly do not like the integration, but there must be a lot more white people in the town than are in this picture and we do not know what they felt.
o Level Five: Considers the reliability or purpose of the picture 8–10 marks e.g. The people in the photo do not look like they are happy about integration, but we cannot be sure this was the reaction of all the whites. The photographer probably wanted a good picture for the paper and this one is much more dramatic that a load of people just getting on with stuff because they are ok with it.
• Question 10: Using the definitions they have been working with through the course, students can see the Civil Rights Movement as either a change or a development. However, it fits development best, with a number of small alterations building on what went before.
Other resources
• Time of TVs and Computers Photocopy Master: PM8 Little Rock after the federal troops left
• There is a slide show of photos from Little Rock, including more of Elizabeth Eckford on 4 September on the site of the US magazine Vanity Fair. There are adverts on the page, but it is an interesting collection of photos, including recent shots showing the Little Rock Nine in front of the school in the 1990s. http://www.vanityfair.com/politics/features/2007/09/littlerock_slideshow200709?slide=1
• For the comic book version of Martin Luther King and the Montgomery Bus Boycott: http://www.ep.tc/mlk/index.html. Note this site does carry advertising.
Possible plenary questions
• In 1999, the Little Rock Nine were given the Congressional Gold Medal, the USA’s highest civilian award. Did they deserve it?
3. 9 THE EEC Student Textbook, pages 92–93 Student Workbook, pages 94–95 Time of TVs and Computers PowerPoint, slides 2–3
Focus
• Why a united Europe was seen as a good thing after the war
• Why economic unity came before political unity
• The basic stages of development before 1970
• Membership of the Common Market up to 1970
• The distinction between change and development
Teaching thoughts
• This unit has two goals: to cover the story of the foundation of the European Union and to revisit the historical use of the terms ‘change’ and ‘development’. We suggest starting with the PowerPoint slides, because they set early moves towards greater European unity in the context of the first half of the twentieth century.
• The PowerPoint, slide 3 shows a First World War cemetery, bomb damage in Mannheim in 1945 and the signing of the Treaty of Rome in March 1957 (students may need to be told this was the treaty that first set up the European Union – the EEC as it was then). The pictures make the point that relations between the European powers had caused two world wars and the consequent death and destruction in 30 years and there was a view in Europe (and in other parts of the world) that this should not happen again.
Workbook exercises
• Question 1: a) The Marshall Plan c) (i) Yes, students should refer back to the problems caused by falls in demand after the First World War (see Unit 2.4). c) (ii) Yes, students should link this to the work they have done on the start of the Cold War and the ‘Iron Curtain’ (see Units 3.3 and 3.4). c) (iii) No, there is no reason to believe the Americans wanted a third superpower. c) (iv) Yes, there as a strong feeling in America that ‘our boys’ had had to fight in Europe twice to sort out the continent’s problems – the PowerPoint will have given a clue here.
• Question 2: a) six c) they are adjacent d)
o Level One: Assertions 1 mark o Level Two: Accepts proposition – numbers 2–4 marks
e.g. Yes, because only 6 of the 16 joined in.
o Level Three: Considers the aims of the Marshall Plan 5–7 marks Here students see that the Marshall Plan may have had more than one aim (they may refer back to their answer to Question 1 c)) and consider whether other aims might have been met.
• Question 3: a–e) Economic development; expansion; stability; higher standard of living; closer relations f) This depends on the lens students choose to view this through; certainly the first four would be common aims for any single country, but to be the joint aims of a group of countries was a change.
• Question 4:
A development is defined as something that builds on what went before and these can all be seen as developments because they build on the aims of the Treaty of Rome.
Other resources
• Time of TVs and Computers PowerPoint, slides 2–3
Possible plenary questions
• Was the First World War a cause of the EEC?
3.10 THE EU SINCE 1970 Student Textbook, pages 94–95 Student Workbook, pages 96–97
Focus
• The growth of the EU
• Problems associated with growth, especially the number of members and their possible feelings of disenfranchisement
• The 2005 constitution and the Netherlands
Teaching thoughts
• The BBC website listed below has an animated map of the expansion of the EU that could be used for display in the classroom or by students when working on Question 1.
• The attitudes of Dutch people to the EU and the role of the EU in government are picked up in Unit 4.5. If you are choosing not to teach all the politics units in a block, this would be a good time to teach Unit 4.5.
Workbook exercises
• Question 2: a) All three were southern, two with significant Mediterranean coastlines. b) All come from the old Soviet Eastern Block and shift the centre of gravity eastwards. c) Obviously it has got much larger and has also moved from being a Western European institution, to a pan-European one.
• Question 3: Students could choose the single currency, the parliament and the passport.
• Question 5: Students could look at the voting figures in the Council. In the 1970s, with 14 out of 198 votes, the Netherlands had 7%. In 2008, with 13 out of 345 votes, the Netherlands has 4%.
• Question 7: Students should see that the expansion has picked up speed as international tension has decreased and, in particular, that the expansion eastwards could not happen until after the end of the Soviet Block in the east.
Other resources
• If you have the ability to project from a website, there is an animated map of EU explansion at http://news.bbc.co.uk/1/shared/spl/hi/europe/04/enlarging_europe/html/eu_expansion.stm.
Possible plenary questions
• Is the EU today like the empires of Charlemagne, Charles V or Napoleon?
3. 11 THE FALL OF COMMUNISM Student Textbook, pages 96–97 Student Workbook, pages 98–99 Time of TVs and Computers Master: PM9 and PM10 Causation diagrams
Focus
• The problems of the Soviet Union
• Glasnost and perestroika
• The fall of communism
• Oral work – Socratic questioning
• Intentional and non-intentional outcomes of change
Teaching thoughts
• This is one of the units written with the Socratic dialogue technique in mind (see Unit 1.3 of this Teacher’s Guide). Questions 1–5 could be used as the basis for this exercise.
• Causation diagram b) (PM10) gives an exercise on the material in this unit. In an ideal world, students would work on this exercise in small groups, each with a computer, and to make the diagram they could just drag the boxes where they want them. The spine of the diagram is in place, but there are many boxes at the top and bottom of the sheet that need to be positioned in the diagram. Alternatively, the file can be printed and copied and the boxes round the edge cut out. PM9 provides an answer.
Workbook exercises
• Question 1: a) State of the economy b) Government spending c) Huge, slow and corrupt bureaucracy
• Question 2 b): i) drunkenness and absenteeism ii) just production targets, no quality control
• Question 4:
a) Popularity was a problem because it raised expectations, which could not be met.
b) The other major problem was the obstructive bureaucracy.
• Question 5: a) Wage cuts b) Price rises c) Increasing unemployment d) Shortages
• Question 6:
a) Perestroika and glasnost are shown as Christians being thrown to the lions in a Roman arena; Gorbachev is shown as the Emperor.
b) It looks like an impromptu meeting outside; Yeltsin (and many others) are standing on a tank – you can see the main gun barrel to the left.
c) The question asks students to speculate and the best answers will show they are aware this is speculation. They may decide the scene has been created by the photographer or (and this is more likely) by Yeltsin and his team. They could support the answer with reference to:
o displaying the flag in the background
o framing the event in front of the ‘Russian White House’ – the centre of government at the time
o choosing to give the speech on a tank.
• Question 7:
o Level One: Generalised answers and assertions 1–2 marks
o Level Two: Sees glasnost as one of a group of causes 3–5 marks Here students accept that glasnost was a cause, and discuss others, but do not make clear the links that show how glasnost was a cause.
o Level Three: Answers that discuss the links between glasnost and the coup 6–8 marks e.g. Glasnost meant that things were a lot more open, so people knew about shortages and unrest, and even riots and strikes, and this made them more likely to riot and strike, and this meant Gorbachev’s enemies decided that it was all a mess and they had to move against him.
• Question 8:
o Level One: Agree with the proposition 1–2 marks
o Level Two: Theory without history 3–4 marks Here students recognise that this proposition is foolish, but they explain their answer in general terms without referring to the events of this unit.
o Level Three: Answer supported with reference to events 5–7 marks e.g. The last thing that Gorbachev wanted was the end of the Soviet Union, but he did play a part in its end. He wanted glasnost and perestroika to make the country stronger, but they just showed how weak it was, and because things were not kept a secret any more, the people in the Soviet Union and in the other countries began to see the government as weak and that they could change it.
Other resources
• Time of TVs and Computers Master: PM9 and PM10 Causation diagrams.
Possible plenary questions
• The French historian de Tocqueville wrote, in the nineteenth century, that the most dangerous time for repressive governments is when they start to reform. Does the collapse of the Soviet Union suggest that he was right?
3. 12 CHANGES IN SCIENCE AND TECHNOLOGY Student Textbook, pages 98–99 Student Workbook, pages 100–101 Time of TVs and Computers PowerPoint, slides 4–6
Focus
• Rate of change of science and technology in the twentieth century
• Some of the factors that affect development
• Change and progress
Teaching thoughts
• This is a vast topic to cover in a course like this and we have done little more than scratch the surface, concentrating on the complexities of causation:
o why the technically best solution is not always the one adopted
o some of the reasons why the rate of development for electricity is far from constant
o the combination of medical, scientific, social and political factors that have brought the death rate down.
• This material could be developed into a consideration of some of the problems facing the world in the twenty-first century, in particular energy use and global warming, but these issues may get picked up in other places in the curriculum. History cannot tell us what happens next, but it does show things that help in thinking about these issues – like the way the pace of change is not constant.
• The fruits of science and technology are not equally shared around the globe, and we have drawn attention to that. If you want to pursue this, the PowerPoint presentation has a graph that shows what the total world electricity usage would be if all the world used electricity at either the rate of the G7 countries or the OECD countries. This graph comes from the US government site http://www.eia.doe.gov.
• We have created the death rate graph ourselves from two sources: statistics in Michael Wintle, An Economic and Social History of the Netherlands 1800–1920: Demographic, Economic and Social Transition and the CIA World Factbook (www.cia.gov/library/publications/the-world-factbook). This has meant mixing five-year averages for all but the 2000 figures, with a single year figure, but we believe this does not distort the shape of the line.
Workbook exercises
• Question 1: a) Live longer b) Healthier c) More possessions d) Use more resources
• Question 3a: Students could bring out a range of factors here: they might include marketing, fashion, fitness for purpose, customer-focused product development (Betamax had more than the customer needed) and content (films). Answers could be marked using the following levels:
o Level One: Monocausal answers 1–3 marks
o Level Two: Multicausal answers 4–6 marks
o Level Three: Web of causation answers 8–10 marks Where the student sees the connections between different factors in a multicausal answer.
• Question 4 c): Students should see both that the usage of electricity is increasing and that the rate of increase is accelerating. They need to look carefully at the horizontal axis of the graph and see that the time axes are not constant.
• Question 6:
o Level One: Assertions 1 mark
o Level Two: Yes – generalised support 2–3 marks
o Level Three: No – refers to the uptick in death rate from 1960s 4–5 marks
o Level Four: Yes – specific support 5–7 marks Here students do not discuss the uptick in the death rate, but they do give details of things that are progress – they may well range across all the areas discussed in the unit and not just refer to medicine.
o Level Five: Balanced answers 8–10 marks Students refer both to improvements and to change that may not be progress – they can draw on their own examples for this and need not be restricted to the uptick in the death rate.
Other resources
• Time of TVs and Computers PowerPoint, slides 4–6 provide a version of the death rate graph that you can project for class discussion (slide 5) and a graph produced by a US government department about the implications of the rest of the world using electricity at the rate currently used by the developed world (slide 6), which may be useful if you want to broaden the discussion. If you don’t, avoid using this slide.
Possible plenary questions
• Does the rate of change always get faster?
• Does change always equal progress?
3.13 TELEVISION Student Textbook, pages 100–101 Student Workbook, pages 102–103 Time of TVs and Computers Photocopy Maser: PM11 Annie M.G. Schmidt Time of TVs and Computers PowerPoint, slides 7–10
Focus
• The development of television in the twentieth century
• Aspects of development:
o new media does not always drive out the old
o the influence of other factors
• The distinction between development and change
• The life of Annie M.G. Schmidt and the changes she lived through
Teaching thoughts
• In some ways, this unit is two related topics presented together. You could choose to tackle Annie M.G. Schmidt, the development of television, or both.
• In the development of television we have provided two photographs to spark thought and discussion, the first is Source A in the Student Textbook; the others are Source C in the Student Workbook. Source C is better viewed in colour, so we have provided these photographs both as individual slides and on one slide as a comparison in the PowerPoint presentation. We have attempted to use photographs of families of a similar social class each time. The best use of these photographs goes beyond television to look at the variety of differences, clothing, attitude, décor, etc. We suggest, if it is possible to do, starting the lesson with the PowerPoint and covering the ground of Question 1 and 2 in discussion.
• The official Annie M.G. Schmidt website has a very good story of her life in English: http://www.annie-mg.com/huiskamer/over_annie/album_english/index.html. We don’t have enough space in the Student Textbook to develop the story of her life, but PM11 sets tasks that can be used by students who have access to this web site. These tasks build on the theme of change that runs through the unit and finish with an evidence question, which should provoke thought and discussion. The first task on this sheet will need to be done in a computer lab or for homework (with access to the Internet). The second two questions could be discussed in class first or completed individually. If you want to have the students answer these questions by themselves you should make sure they are clear on the distinction between a source being useful and being reliable.
Workbook exercises
• Question 1: The main example of continuity is in what the families are doing – watching television together. There are many examples of change from the remote control to the shape of the television, to the ‘formality’ of the family in Source A compared to Source C.
o Level One: Change because change = progress 1–3 marks Students will not be explicit in the way the level title is, but they will see the answer as simple – the change is more important because it shows things getting better.
o Level Two: Historiographical answers 3–5 marks Students interpret the question to mean which tells us more about the history of the times, the things that change or the things that stay the same.
o Level Three: Either or both – descriptive 5–6 marks Students explain what the change (or continuity) is and do not develop (much) why it is important. They may reject the terms of the question and say both are important.
o Level Four: Either or both – developed 7–8 marks Here the answers do explain or assert why their chosen answer is important.
o Level Five: Explicit criteria for ‘important’ 8–10 marks At this level answers see that the term ‘important’ needs some definition and provide it. Use 8 marks for those that do this and do not provide much history.
• Question 3 a): Students should see that all these factors can be used in an explanation. The changed context of this question, compared with Question 2 in Unit 3.12, suggests a very different allocation of marks to levels.
o Level One: Monocausal answers 1 mark
o Level Two: Multicausal answers 3–5 marks Give 3 marks for links between two factors, 4 marks for three, etc.
o Level Three: Web of causation answers 6–10 marks Give 3 marks for describing how two factors were involved, 4 marks for three etc.
Other resources
• Time of TVs and Computers PowerPoint has Source A (slide 8), and Source C (from the Student Workbook in colour, slide 9) to use for a discussion of the changes that can be seen. Slide 10 has both, smaller, so they can be projected side by side to help with the comparison.
• PM11 has tasks on Annie M.G. Schmidt, together with the web address of the site with her English biography.
Possible plenary questions
• Has the development of television changed society?
3. 14 THE INTERNET AGE Student Textbook, pages 102–103 Student Workbook, pages 104–105 Time of TVs and Computers: PM12 Internet usage (3 pages)
Focus
• Original reasons for investment in and the growth of the Internet.
• The Internet as an example of the way change affects the world, and the rate of change.
Teaching thoughts
• The text offers a jumping off point for the main activity in the Student Workbook, which eases students into thinking about how change has happened in the past by getting them to think about the ways in which the Internet could be used now, and the ways in which it is being used.
• PM12 provides another way of looking at change. This makes a virtue out of the problem that, in the old technology of books, it is impossible to keep up-to-date statistics on a quickly changing thing like Internet usage. The photocopy sends students to the Internet to get current statistics, then gets them to compare these with the December 2007 statistics in the Student Textbook. The address of the site we suggest using is given below, but there is no reason why these statistics could not be taken from other sites.
• If you want to develop the language work, you could ask students to define some or all of the Internet terms given and find other examples.
Workbook exercises
• Question 3 b): Good answers will include conservatism and the cost of change.
• Question 5:
a) To share information
b) To keep communication open in the case of a natural disaster or attack
c) Because the system is self-routing, the destruction of any part of the system does not stop the rest of it working
d) A by-product is a side-effect, something made possible because something else was done.
Other resources
• The site we have used for internet statistics is: http://www.internetworldstats.com/.
• PM12 (3 pages) takes students through updating the Internet usage statistics and considering the factors that may influence change.
Possible plenary questions
• Was war the most important factor in the development of the Internet?
• What difference would it make to our lives if the Internet did not exist?
• In history, has the rise of the Internet been a fast change or a slow change?
• Why is English the main language of the Internet and will it always be the main language?
3.15 ROTTERDAM AND WORLD TRADE Student Textbook, pages 104–105 Student Workbook, pages 106–107
Focus
• Continuity and change
• The development of Rotterdam as a port over several centuries
• The factors that affect change
Teaching thoughts
• Continuity and change are almost capricious concepts in history and this unit illustrates why. Viewed through one lens, Rotterdam has been going through a series of radical changes as the port develops to meet the changed demands of bigger and bigger ships. The latest proposal, Maasvlakte 2 is, in effect, building a port in the North Sea. Yet viewed through a different lens, Rotterdam has always been a port where geography has had a helping hand from builders and engineers, and that has continued consistently through the last 400 years. There is not a ‘right’ answer and the unit is intended to help students see that the development of Rotterdam is a mixture of both change and continuity.
• You could ask students to look at the development of trade and its importance to the Netherlands by comparing what they learn about trade in this unit with:
o trade in the Roman World in Digging Deeper 1, pages 78–79
o medieval Dutch trade in Digging Deeper 1, pages 142–143
o Dutch trade in the Golden Age in Digging Deeper 2, pages 80–81.
Workbook exercises
• Question 1 b): The best answers will use the evidence of Source B, where the author discusses canals, as well as Source A.
• Question 2:
a) 1800–1900
b) War
c) 1960–70 (just a decade).
• Question 3:
a) Nieuwe Waterweg, a deepwater channel, railways, bridges, and a the steam crane (new technology)
b) Bridges, and canalising – though seventh-century technology would have struggled to produce a deepwater channel.
• Question 4 b ii): Good answers will be multicausal and may include changes in the balance of economic power, changes in technology, changes in demand and supply.
• Question 7:
o Level One: Assertions 1–2 marks One mark for asserting it is either, two for assertions that it is both.
o Level Two: Explains why change 3–5 marks e.g. Change is much more important. The port used to just be at the edge of the town, but it has got further and further out because the ships got bigger and bigger. It is now in a different place to where it was before and a completely different size.
o Level Three: Explains continuity 5–7 marks e.g. I think it has stayed the same really, so that is the most important. It has just moved further towards the sea as the ships got bigger; it is always where it needs to be to get the top ships.
o Level Four: Discusses importance of both change and continuity 8–10 marks
Other resources
• There is useful information about Maasvlakte 2 and the current development of the port at: http://www.cps.tbm.tudelft.nl/data/files/SIM%20MV2/PMV2broch2_en.pdf.
Possible plenary questions
• ‘The port of Rotterdam, like most things in history, is a mixture of change and continuity.’ Do you agree?
• The distinction between renewable and non-renewable energy
• Reasons for changes in energy sources in the past
• Progress can look different at different times
Teaching thoughts
• At first glance, this would seem to be a debate that belongs more to the Geography class than this History one. However, history does have a contribution to make. We have followed change and development along a number of lines through this course, including the series of units on the history of medicine in Digging Deeper 1 and 2.
• Studying the history of change and development does not provide a blueprint for what to do, but it does illustrate some of the factors that are important, and some of the confusion and misunderstanding through which development emerges.
Workbook exercises
• Question 2:
a) This is an open-ended question, but two obvious examples would be sailing ships and windmills.
b) Sailing ships were replaced by steam ships and the steam ships replaced by diesel-driven ships. Windmills were often replaced by steam pumps, then electric of internal-combustion engines were used.
• Question 3:
Lighting – candles and oil lamps
Not very good light
Danger of fires from open flame and from oil spills Cooking – coal or wood burning ovens or open fires
Not responsive – took a long time to heat up or cool down
Caused pollution from smoke in parts of towns where people lived
Dirty
Coal or wood had to be bought and stored Heating – coal or wood fires
Caused pollution from smoke in parts of towns where people lived
Dirty
Coal or wood had to be bought and stored
• Question 4:
o Level One: Assertions 1 mark
o Level Two: No – generalised support 2 marks
o Level Three: Yes – generalised support 3 marks e.g. Yes, they would because it was so much better than what they had before.
o Level Four: Yes – specific support 4–5 marks e.g. It would be real progress. They could get heat and light just by turning on a gas tap, but before they would have had to make a smoky fire that would take a very long time and make the whole place dirty.
• Question 5: Candles are renewable, as is wood.
• Questions 6: a) The pollution of the gas works, including the poisonous by-products, was ended. Gas works were so toxic that very expensive and careful works has to be done on the site before it can be re-used. b) The same levels as those used in Question 4 work here.
o Level One: Assertions 1 mark
o Level Two: No – generalised support 2 marks
o Level Three: Yes – generalised support 3 marks
o Level Four: Yes – specific support 4–5 marks
Possible plenary questions
• Looking at the history of energy use, does change always mean progress?
3.17 CONFLICT AND GENOCIDE Student Textbook, pages 108–109 Student Workbook, pages 110–111 Photocopy Master: PM13 Extended extract from the NIOD Enquiry
Focus
• What happened in Rwanda and at Srebrenica
• What the UN did
• Photographs as sources created for a purpose
• The wider application of the historian’s skills
Teaching thoughts
• As the canon points out, this is a sensitive issue with distressing overtones. Teaching about Srebrenica will require your judgement as to just what it is appropriate to cover with your students.
• The BBC News website provides a summary of what happened at Srebrenica, which may be useful as a longer narrative from a non-Dutch perspective. We recommend making this available to the students if you choose to spend any time on Srebrenica. Using it may prompt a discussion of perspective and how it would be different if produced by a Dutch news service.
• We have provided a longer extract from the NIOD report as a photocopy master (PM13), so you can decide whether you want to go into this level of detail or not. The full report can be found at: http://193.173.80.81/srebrenica/.
• We have introduced the comparison with the Holocaust in the final question in the Student Workbook. You may feel this could be a topic to pick up and expand in class discussion.
• The American PBS broadcaster has made a programme about Srebrenica with a website that has some thought-provoking short interview extracts. This would need using with some care, because some parts of it have very upsetting material, but it extends the use of eyewitness memories, which we also used in the Holocaust units.
Workbook exercises
• Question 3: Students might be expected to see that the enquiry was finding out about what happened in the past, albeit the recent past, and that it would have to analyse and evaluate a lot of different evidence to come to its conclusions. We would hope that among the skills they come up with are the obvious evidence skills, but also the complexity of causation, and empathy.
• Question 4: a) and b) can both be marked with the same levels.
o Level One: Simple view of photographer’s actions 1–2 marks Answers are likely to be very straightforward, along the lines of showing what was there or what happened.
o Level Two: Generalised explanation of photographer’s message 3 marks e.g. Just wanted to show how awful it was because of all these dead bodies.
o Level Three: Considered reconstruction of message 4–5 marks The key is that the student realises, and tries to explain, that the photographer has made choices for reasons. e.g. He wants us to feel sympathy for these people, but not to look down on them, so he shows them in quite a good way – they are well-dressed and are looking after their children.
3.18 ISRAEL AND PALESTINE Student Textbook, pages 110–111 Student Workbook, pages 112–113
Focus
• The development of problems in Palestine from the start of the twentieth century
• The influence of the past on the present
Teaching thoughts
• This is another fiercely complex problem to cover in a short amount of teaching time. We have provided a helicopter view of the development, stressing some of the earlier steps, because they remain stumbling blocks to this day.
• This is a fruitful area to look at the influence of the past on the present. Many of the options that face the current generation of leaders are created, or circumscribed, by what happened in the past. We pick up this theme in the last section in the Student Workbook, but it can be developed in other ways in discussion. For example, we have not asked students to consider the impact of the crusades on relations between different communities in the area. Another interesting example is to look at the security fence in its historical context. Ask students what its historical antecedents were. They might come up with:
o the Berlin Wall
o the Roman Limes and Hadrian’s Wall
o the Great Wall of China.
This in turn invites discussion of which ways these were similar to, and different from, the security fence. The discussion could develop to look at the extent to which any of these antecedents was successful.
Workbook exercises
• Question 2: promised the Palestinians an independent state and the Jews help in setting up a homeland
• Question 4: a) The British withdrew and the UN set up two separate states in the region. b) The Arab attempt to destroy Israel failed and Israel captured much of the land the UN had intended for the Palestinian state.
• Question 6: The agreement was to set up a Palestinian State and that both sides would recognise the other’s right to exist as a state. The PLO withdrew from terrorism.
• Question 8: All parts of the question can be marked with the same levels, although the question gets harder as students move back in time.
o Level One: Assertions – yes or no 1 mark
o Level Two: Identifies effect in general terms OR reasonable case made for rejecting link in parts d) and e) 2–3 marks e.g. Yes, because the Holocaust was such a terrible thing they were determined to be safe in the future.
o Level Three: Clear identification of a link 4–5 marks Here students clearly show how the event in the past still has an effect, albeit a distant one, on the problems today. e.g. Because of the way Israel was created there was a community of XX of a million refugees who had lost their homes and who would always want to get them back. They joined the PLO and other groups and kept the pressure on the Arab countries.
Other resources
• The BBC has a useful explanation of the security fence, with photographs, on its children’s news site: http://news.bbc.co.uk/cbbcnews/hi/world/newsid_3472000/3472977.stm. Since this site was written, the fence has been ruled to be illegal.
Possible plenary questions
• What does the phase, used by a historian about the Middle East, ‘in history there is never a clean piece of paper’ mean?
• Historical examples of monocultural and multicultural societies
Teaching thoughts
• This is another sensitive issue and the situation in each individual school will determine the appropriate approach. We have presented materials that can be used in different ways and spark some thought about how reflecting on the past may help to deal with the situations of the present.
• Students may feel they are being asked for a lot of information about things they may have studied up to two and a half years before, but the information needed isn’t great. If you do have a few spare copies of Digging Deeper 1 and 2 they can have access to during a lesson, that may help, but most of the time we would suggest they do nothing more than glance at the maps.
• These historical comparisons get more interesting with more detail and it might be a good idea to develop one or two of them in class, supplying some extra detail yourself. We have found the different attitudes of the Roman and Arab Empires to religion to be a topic that can provoke good discussion.
Workbook exercises
• Question 3:
a) Although there were times when other lands were controlled by the Pharaohs, Egypt was not a very multicultural society, though it did include the lighter-skinned people of the Delta and the darker-skinned Nubians. The references lead students to pages where people are described as having a single, shared culture.
b) Alexander’s empire contained many cultures.
c) The Roman Empire was decidedly multicultural, encompassing many races and religions.
d) Charlemagne’s empire contained people from the different tribal groups who had settled in western Europe after the fall of the Roman Empire.
e) While the European lands were all Christian, they did include very distinct national groups and by the end of Charles’s reign, the Protestant/Catholic divide was becoming more entrenched. Charles’ empire also included his possessions in the Americas.
f) The cities of the Republic were cosmopolitan, but, as a state, it was not really multicultural.
g) The empire contained different races and cultures, but was clearly dominated by the ethnic Dutch and their culture, in a way that the Roman Empire was not.
h) The Third Reich was aggressively monocultural.
i) 1960s USA was certainly multiracial, probably multicultural within the sense the term is being used.
• Question 4: Students may just take the obvious implications from Question 3 and say no, ideally with examples. Some better answers may go on to develop the similarities and differences between the present and the past a bit more.
Possible plenary questions
• You are writing an article about the government’s attitude to discrimination and integration. Which two sources would you use and why?
• You are writing an article about Dutch citizens’ attitude to integration. Which two sources would you use and why?
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