Contents

Twentieth Century History Unit 2 1945-2000

Area of Study One: Ideas and Political Power

After World War II the United States emerged with the Soviet Union as the globalsuperpowers andremained so for much of the second half of the twentieth century. Conflict and competition betweenthe opposing ideologies of capitalism and communism raised world tension and conflict, and continueduntil the fall of communism in 1989.Rivalry between the superpowers was played out in the arts,propaganda, sport, the space race, nuclear weapons production and political influence over developedand emerging nations.

In this area of study, students examine a conflict(s) of the second half of the twentieth century suchas those based on competing ideologies of capitalism and communism or ethnic or religious tensions. (History-VCE Study Design, 2010)

Outcome One:

On completion of this unit the student should be able to analyse and discuss how post-war societiesused ideologies to legitimise their worldview and portray competing systems.

To achieve this outcome the student will draw on knowledge and related skills outlined in area ofstudy 1.

Key knowledge

This knowledge includes:

•the principal features of a post-war conflict(s);

•the ways in which the competing groups represented themselves and each other; for example, views on the individual in society, the proper function of the state, tolerance of dissent and minority groups, view of nationalism;

•the propagation and maintenance of ideological views both domestically and beyond their borders; for example, the use of the media, symbols, espionage, competition, physical force and the law;

•the outcome of the competition between ideologies; for example, military threats, propaganda wars, isolationism.

Key skills

These skills include the ability to:

•use key concepts relevant to the selected historical conflict; such as ideology, power, racism, communism, capitalism, imperialism, ethnicity and nationalism;

•analyse written and visual evidence;

•synthesise evidence to draw conclusions;

•present historical material using conventions such as quotations, footnotes and a bibliography.

(History-VCE Study Design, 2010)

Origins to the Cold War

This six week unit of work looks at the origins of the Cold War leading towards the rise of McCarthyism in the United States of America. It will specifically concentrate on the conflicting ideologies of Capitalism and Communism, the Berlin Blockade, Brinkmanship and Proxy Wars.

Students will analyze the impact of the ideologies on post WWII culture through the means of media, propaganda and documents. They will analyze documents for their validity as a means of source, context and the bias of each piece. They will also have an understanding and knowledge of which the competing groups represented themselves and each other.

Student will also construct an interactive timeline using Web 2.0 applications to demonstrate the state of events at both a global and domestic level of either side of the conflicting ideologies. They will establish a clear understanding of key principles and outcomes of the conflicting ideologies. Students will also establish and present relevant historiography using quotations, footnotes and references.

Students will debate and present their view on the cause of the Berlin Blockade using relevant historiography, combining with effective document analysis and demonstrating a clear understanding of the implications surrounding and outcomes of the competing groups.

Teaching and Learning Activities

For the purpose of this six week unit of work, teaching and learning activities will be based at four lessons per week, with three assessment tasks. Below is a table that outlines the teaching and learning activities for this six week unit of work, including Student and Teacher resources, Assessment Tasks and the Key Knowledge and Skills related to each teaching and learning activity.

Teaching and Learning Activities

Week / Teaching Activities / Assessment Strategies / Resources / Key Knowledge & Skills
1 / Lesson 1:
Think Pair Share leading to a KWL Chart
Discussion based on the KWL Chart
Brainstorm effect of WWII – Including the impact of political, social and economic issues
Documentary: “Nuremberg Trails”
Worksheet: Nuremberg
Put yourself on the line Activity
Discussion of Nuremberg Trails, Treaties and Occupation post WWII
Read Textbook: Twentieth Century History 1945-2000 page 38
Answer Textbook questions on Iron Curtin Speech
Class Reflection of KWL Chart
Lesson2:
Word Graffiti Activity
Discussion of meaning of key words:
Communism, Socialism, Capitalism, Proxy Wars, Brinkmanship, Espionage, Propaganda, Occupation
Identify and discuss the key problems and issues facing different nations at the end of WWII
Map of Germany post WWII
Put yourself on the line Activity leading to Fold the line Activity
Discuss the issues of Post WWII Germany Occupation
Lesson 3: (Dbl)
Worksheet: Post WWII Summary Questions
Video: “Europe in Ruins & The Marshall Plan”
Video: “Truman Doctrine”
Class Discussion of Videos
Class Timeline of key events leading to Marshall Plan and Truman Doctrine
Brainstorm analysis questions before reading historiography
Online Resource: Spartacus The Marshall Plan
Group Document Analysis Activity
Worksheet: Document Analysis
Assessment Task One: Document Analysis: End of Week 3
(SAC – Class time given week 2-3)
Set Reading: Twentieth Century History 1945-2000 pages 38-41 / Formative:
Observation of students participation in class discussion
Observation of students prior knowledge of key concepts and events
Summative:
Worksheet: Nuremberg Trails
Appendix WS1
Textbook Questions
Formative:
Observation of students participation in classroom activities
Observation of students contribution in classroom discussion
Observation of students knowledge of key concepts of the Cold War
Summative:
Formative:
Observation of students participation in class discussion
Observation of students prior knowledge of key concepts and events
Observation of students participation in group activity
Summative:
Worksheet: Post WWII Summary Questions
Appendix WS2
Worksheet: Document Analysis
Appendix WS3 / Youtube Video: “Nuremberg Trails Documentary Part 1/7”

June 26, 2010
P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)p 38
See Teacher Personal Development
Map of Germany post WWII:
From Mappery.com

Youtube Video: “Europe in Ruins & The Marshall Plan”

June 7, 2009
Youtube Video:”Truman Doctrine”

June 11, 2010
Online Resource: Spartacus – The Marshall Plan

P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)pp 38-41 / Key Knowledge:
  • the principal features of a post-war conflict(s)
Key Skills:
  • use key concepts relevant to the selected historical conflict; such as ideology, power, racism, communism, capitalism, imperialism, ethnicity and nationalism
  • analyse written and visual evidence
Key Knowledge:
  • the principal features of a post-war conflict(s)
  • the outcome of the competition between ideologies
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • analyse written and visual evidence
Key Knowledge:
  • the principal features of a post-war conflict(s)
•the ways in which the competing groups represented themselves and each other; for example, views on the individual in society, the proper function of the state, tolerance of dissent and minority groups, view of nationalism
  • the outcome of the competition between ideologies
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • analyse written and visual evidence
•synthesise evidence to draw conclusions
2 / Lesson 4:
Timeline PowerPoint
Events leading to the Berlin Blockade
Video: “Berlin Airlift – Story of Great Achievement”
Discussion of Propaganda
Propaganda Posters:
European Recovery Program
Marshall Plan
Think Pair Share Activity
Discussion of Power of Media
Brainstorm Ideas of Promoting both Communism and Capitalism
Read text: Twentieth Century History 1945-2000 page 51 Origins of the Cold War Historiography
Class Definition of Communism and Capitalism
Lesson 5: (Dbl)
Introduction to Web Application: Wordle
Read the “No Guns, Just Flour” Article
Discuss Wordle of Article
Novel in an Hour Activity
Based on Maryland Council on Economic Education: No Guns, Just Flour: Berlin Airlift Resource
Reflect on Lesson
Lesson 6:
Class time used to work on their Assessment Task / Formative:
Observation of students participation in class discussion
Observation of students prior knowledge of key concepts and events
Summative:
Formative:
Observation of students participation in class discussion
Observation of students use of key concepts relevant to the historical conflict
Observation of understanding of propaganda and ways in which competing groups represent themselves
Observation of students understanding and competency of Wordle
Summative:
Novel in an hour presentation
Formative:
Observation of students use of key concepts relevant to the historical conflict
Observation of understanding of propaganda and ways in which competing groups represent themselves
Observation of students understanding and competency of Wordle
Summative:
Assessment Task One: Document Analysis
Appendix A1 / Timeline taken from:
R, Smith: Reds Under the Bed American Anti-Communism in the 1950s (Collingwood: HTAV, 2005)p 40-41
P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)pp 46-47, 51
Youtube Video: “Berlin Airlift – Story of Great Achievement”

April 6, 2010
Propaganda Posters
See Teacher Professional Development
Web Application: Wordle

See Teacher Professional Development
“No Guns, Just Flour” Article

May 11, 1998
No Guns, Just Flour: The Berlin Airlift – Lesson Plan
Maryland Council on Economic Education
/ Key Knowledge:
  • the principal features of a post-war conflict(s)
•the ways in which the competing groups represented themselves and each other
•the propagation and maintenance of ideological views both domestically and beyond their borders; for example, the use of the media, symbols, espionage, competition, physical force and the law
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • analyse written and visual evidence
  • synthesise evidence to draw conclusions
Key Knowledge:
  • the principal features of a post-war conflict(s)
•the ways in which the competing groups represented themselves and each other
•the propagation and maintenance of ideological views both domestically and beyond their borders
•the outcome of the competition between ideologies
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • analyse written and visual evidence
  • synthesise evidence to draw conclusions
Key Knowledge:
•the propagation and maintenance of ideological views both domestically and beyond their borders
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • analyse written and visual evidence

3 / Lesson 7:
Class time used to work on their Assessment Task
Lesson 8:
Class time used to work on their Assessment Task Due end of lesson
Lesson 9: (Dbl)
Berlin Blockade PowerPoint
Causes and Outcomes
Brainstorm Analysis Questions for Reading
Read Text: Twentieth Century History 1945-2000 pp 48-53
Worksheet for Berlin Blockade Reading
Video: “We didn’t start the fire”
Discussion of what the Cold War was and how it was fought between competing ideologies leading into next topic of Brinkmanship / Formative:
Observation of students use of key concepts relevant to the historical conflict
Observation of understanding of propaganda and ways in which competing groups represent themselves
Observation of students understanding and competency of Wordle
Summative:
Assessment Task One: Document Analysis
Appendix A1
Formative:
Observation of students use of key concepts relevant to the historical conflict
Observation of understanding of propaganda and ways in which competing groups represent themselves
Observation of students understanding and competency of Wordle
Summative:
Assessment Task One: Document Analysis
Appendix A1
Formative:
Observation of students use of key concepts relevant to the historical conflict
Observation of understanding of propaganda and ways in which competing groups represent themselves
Summative:
Worksheet Berlin Blockade
Appendix WS4 / Key Knowledge:
•the propagation and maintenance of ideological views both domestically and beyond their borders
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • analyse written and visual evidence
Key Knowledge:
•the propagation and maintenance of ideological views both domestically and beyond their borders
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • analyse written and visual evidence

4 / Lesson 10:
Class time used to work on their Assessment Task
Lesson 11: (Dbl)
Class time used to work on their Assessment Task Due end of lesson
Class Debate: Are the Soviets to blame for the Berlin Blockade?
Lesson 12:
Question Die Activity to lead into Discussions of Brinkmanship and Proxy Wars
Video: “Make mine freedom”
Top Five Activity to lead into discussion of what are the ways in which this conflict of ideologies is being fought
Timeline leading to Korean War taken from Smith and Twentieth Century History Text book
Key Players of the Cold War taken from Smith and Twentieth Century History textbook / Formative:
Observation of students use of key concepts relevant to the historical conflict
Observation of understanding of propaganda and ways in which competing groups represent themselves
Observation of students understanding of outcomes due to historical conflict
Summative:
Assessment Task Two: Class Debate
Appendix A2
Formative:
Observation of students use of key concepts relevant to the historical conflict
Observation of understanding of propaganda and ways in which competing groups represent themselves
Observation of students understanding of outcomes due to historical conflict
Summative:
Assessment Task Two: Class Debate
Appendix A2
Formative:
Observation of students use of key concepts relevant to the historical conflict
Observation of understanding of propaganda and ways in which competing groups represent themselves
Observation of students understanding of outcomes due to historical conflict
Observation of students participation and contribution in group and class activities
Summative:
Question Die Answers
Top Five List / Question Die Activity
D. Kruse, Thinking Strategies for the Inquiry Classroom (Carlton: Curriculum Corporation, 2009)pp 14-16
Youtube Video: “Make mine freedom”

June 6, 2006
R. Smith, Reds Under the Bed American Anti-Communism in the 50s (Collingwood: HTAV, 2005)pp 40-41
P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)pp 46-47
Question Die Activity
D. Kruse, Thinking Strategies for the Inquiry Classroom (Carlton: Curriculum Corporation, 2009)pp 58-59 / Key Knowledge:
  • the principal features of a post-war conflict(s)
•the ways in which the competing groups represented themselves and each other
•the outcome of the competition between ideologies
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • synthesise evidence to draw conclusions;
  • present historical material using conventions such as quotations, footnotes and a bibliography.
Key Knowledge:
  • the principal features of a post-war conflict(s)
•the ways in which the competing groups represented themselves and each other
•the outcome of the competition between ideologies
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • synthesise evidence to draw conclusions;
  • present historical material using conventions such as quotations, footnotes and a bibliography.
Key Knowledge:
  • the principal features of a post-war conflict(s)
•the ways in which the competing groups represented themselves and each other
•the outcome of the competition between ideologies
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • synthesise evidence to draw conclusions

5 / Lesson 13:
KWL Chart of Korean War
Korean War Activity
Twentieth Century History 1945-2000
Google
S.R. Gibbons Text
Korean War Worksheet
Reflect on KWL Chart
Lesson 14:
Main Players PowerPoint
From R. Smith
Brainstorm Analysis Questions for Reading
McCarthyism: S.R. Gibbons & Twentieth Century History 1945-2000
Video: “See It Now March 9, 1954”
Put Yourself on the line leading to Fold the Line Activity
“Was McCarthy a product or cause of the Red fear?”
Lesson 15: (Dbl)
DVD: “Good night and Good luck”
Reflective Questions about Movie based on their knowledge of the Cold War / Formative:
Observation of students use of key concepts relevant to the historical conflict
Observation of understanding of propaganda and ways in which competing groups represent themselves
Observation of students understanding of outcomes due to historical conflict
Observation of students participation and contribution in group and class activities
Summative:
Korean War Worksheet
Appendix WS5
Formative:
Observation of students use of key concepts relevant to the historical conflict
Observation of students contribution to analysis question brainstorming
Observation of students understanding of outcomes due to historical conflict
Observation of students participation and contribution in group and class activities
Summative:
Analysis of Reading Documents
Formative:
Observation of students use of key concepts relevant to the historical conflict
Observation of students contribution to reflective question
Observation of students understanding of outcomes due to historical conflict
Observation of students participation and contribution in group and class activities
Summative: / P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)pp 55-57
Google.com
S. R. Gibbons, The Cold War (NY: Longman, 1986)pp 57-61
See Teacher Professional Development
P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)p 58
S. R. Gibbons, The Cold War (NY: Longman, 1986)pp 63-64
Youtube Video: “See It Now March 9, 1954”

August 22, 2009
DVD: “Good night and Good luck”
George Clooney, 2005 / Key Knowledge:
  • the principal features of a post-war conflict(s)
  • the outcome of the competition between ideologies
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • synthesise evidence to draw conclusions
Key Knowledge:
  • the principal features of a post-war conflict(s)
•the ways in which the competing groups represented themselves and each other
  • the outcome of the competition between ideologies
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • synthesise evidence to draw conclusions
Key Knowledge:
  • the principal features of a post-war conflict(s)
•the ways in which the competing groups represented themselves and each other
Key Skills:
  • use key concepts relevant to the selected historical conflict

6 / Lesson 16:
Introduction to Dipity
Assessment Task Three: Interactive Timeline
Class time used to work on their Assessment Task
Lesson 17: (Dbl)
Class time used to work on their Assessment Task Due end of lesson
Lesson 18:
Video: “We didn’t start the fire”
Timeline of Dissent in Europe and Arms Race
Read Text: Twentieth Century History 1945-2000 pp 60-62
Question Die Activity in Groups to reflect and respond to reading / Formative:
Observation of students use of key concepts and features relevant to the historical conflict
Observation of students understanding of outcomes due to historical conflict
Observation of students understanding and competency of Dipity
Summative:
Assessment Task Three: Interactive Timeline
Appendix A3
Formative:
Observation of students use of key concepts and features relevant to the historical conflict
Observation of students understanding of outcomes due to historical conflict
Observation of students understanding and competency of Dipity
Summative:
Assessment Task Three: Interactive Timeline
Appendix A3
Formative:
Observation of students use of key concepts and features relevant to the historical conflict
Observation of students understanding of outcomes due to historical conflict
Observation of students participation and contribution in Question Die Activity
Summative:
Question Die Questions and Answers / Youtube Video: “We didn’t start the fire”

November 6, 2007
R, Smith: Reds Under the Bed American Anti-Communism in the 1950s (Collingwood: HTAV, 2005)p 40-41
P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)pp 46-47, 60-62. / Key Knowledge:
  • the principal features of a post-war conflict(s)
  • the outcome of the competition between ideologies;
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • present historical material using conventions such as quotations, footnotes and a bibliography.
Key Knowledge:
  • the principal features of a post-war conflict(s)
  • the outcome of the competition between ideologies;
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • present historical material using conventions such as quotations, footnotes and a bibliography.
Key Knowledge:
  • the principal features of a post-war conflict(s)
  • the outcome of the competition between ideologies;
Key Skills:
  • use key concepts relevant to the selected historical conflict
  • synthesise evidence to draw conclusions

Teacher Professional Development

Resources Used Specifically in this Unit of Work

P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)