Scheme of work
Cambridge IGCSE®
American History (US)
0409
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Scheme of work – Cambridge IGCSE® American History (US) 0409
Contents
Overview ...................................................................................................................................................................................................................................................... 3
Unit 1: Theme 1 – Government and the People 1754–2000 ....................................................................................................................................................................... 5
Unit 2: Theme 2 – Who are Americans? ................................................................................................................................................................................................... 13
Unit 3: Theme 3 – Economic and Social Change 1754–2000 .................................................................................................................................................................. 26
Unit 4: Theme 4 – America and the World 1754–2010 ............................................................................................................................................................................. 36
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Scheme of work – Cambridge IGCSE® American History (US) 0409
Overview
This scheme of work provides ideas about how to construct and deliver a course. The 2013 syllabus has been broken down into teaching units with suggested
teaching activities and learning resources to use in the classroom.
Recommended prior knowledge
Learners do not need to have any prior knowledge to study this course. However, they are likely to have a good range of general ideas about how the American
political system works, some general ideas about what an ‘American’ is and a reasonable idea of what constitutes economic and social change. They are also likely
to have a broad notion of what constituted foreign policy during the period in question. Learners should be encouraged to share their ideas with each other. Prior
knowledge about these concepts should be explored from the start of the course.
Outline
The units within this scheme of work are as follows:
Unit 1: Theme 1 – Government and the People 1754–2000
Unit 2: Theme 2 – Who are Americans?
Unit 3: Theme 3 – Economic and Social Change 1754–2000
Unit 4: Theme 4 – America and the World 1754–2010
Teaching order
The units in this scheme of work do not necessarily have to be taught in this order. Each of the units in the scheme of work corresponds to the four themes of the
syllabus, but the teaching order and the order in the syllabus could be quite different. For example, the teaching order might be strongly influenced by whether the
learners had any prior knowledge of American History or by whether they had studied other particular subjects. The teaching order might also be influenced by
certain events or issues that were receiving a lot of publicity and which could help learners to understand the relevance of particular parts of the course. There might
also be various cross-curricular initiatives in certain schools at particular times and in such cases it would be appropriate to adjust the teaching order to take account
of such initiatives.
The time allocation is an approximate guide only, but will help to give some indication of the time that will be needed to be allocated to each of the units.
Teacher support
For access to secure online support go to Teacher Support at http://teachers.cie.org.uk for specimen papers, mark schemes and other support materials. We offer
online and face-to-face training; details of forthcoming training opportunities are posted on the website.
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An editable version of this scheme of work is available on Teacher Support. Go to http://teachers.cie.org.uk. The scheme of work is in Word doc format and will open
in most word processors in most operating systems. If your word processor or operating system cannot open it, you can download Open Office for free at
www.openoffice.org
Resources
A resource list for teachers and learners for the IGCSE American History syllabus can be found at www.cie.org.uk The list of resources covers IGCSE textbooks
using activities and resources, printed and online collections of primary sources (texts) and website resources for a variety of primary sources (URLs).
Textbooks:
America: Pathways to the Present by Andrew Cayton, Elisabeth Israels Perry, Linda Reed and Allan Winkler, Pearson 2003 ISBN: 9780130629166
The American People: Creating a Nation and a Society Volume One by Gary B.Nash, Julie Roy Jeffrey, John R.Howe, Peter J. Frederick, Allen F.Davies and Allan
Winkler, Pearson 2004 ISBN: 9780205642823
The American People: Creating a Nation and a Society Volume Two by Gary B.Nash, Julie Roy Jeffrey, John R.Howe, Peter J. Frederick, Allen F.Davies and Allan
Winkler, Pearson 2004 ISBN: 9780205642830
Please refer to units for useful website addresses.
® IGCSE is the registered trademark of Cambridge International Examinations.
© Cambridge International Examinations 2013
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Scheme of work – Cambridge IGCSE® American History (US) 0409
Unit 1: Theme 1 – Government and the People 1754–2000
Recommended prior knowledge
Learners do not need to have any prior knowledge to study this theme. However, they are likely to have a good range of general ideas about how the American
political system works and they should be encouraged to share these ideas, through group discussions, from the outset.
Context
This theme is fundamental to understanding the complex nature of the relationship between governments and the American people during a period of significant
change. The theme introduces learners to a range of challenging concepts and ideas, most notably democracy, liberalism and authoritarianism. It also encourages
learners to think about patterns of change and continuity over time and the extent to which some events constituted turning points. Once the unit has been
completed learners should be in a position to reflect on the extent to which liberal democracy was fully introduced in America by 2000. They might want to question
the effectiveness of the political system in America in the light of the topics they have studied as well as their personal experiences.
Outline
The theme covers developments in American politics starting with the formation of the Constitution and ending with post-World War II developments up to 2000. The
role of presidents and Congress are a main focus; in particular learners will need to consider how effective presidents and Congress were in dealing with internal
and external challenges such as war. The development of democracy is a key theme that runs throughout and involves studying changes to the political system and
how the people responded to such changes.
It is suggested that about 12% of the Cambridge IGCSE American History course should be allocated to this unit.
Key questions
Learning objectives
Suggested teaching activities
Learning resources
1 How did Americans
develop the U.S. political
system during the period
from 1754 to 1865?
Learners should be able
to:
Learners should be introduced to the idea of what a constitution
is. They could be given some contextual material on how the
Constitution came about. They should then be asked to share
their ideas about what they think should have been included in
the American Constitution before comparing those ideas with what
was actually included. In pairs they could then go through each
part of the Constitution justifying why each part was included.
Online:
Constitution of the United States of
America (1787):
http://billofrightsinstitute.org/foundingdocuments/constitution/
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a) Describe how the
American Constitution
was created and the
impact this had on the
American political
system
b) Explain how and why
political parties
Learners could be given brief biographies of Adams, Jefferson
and Paine. They could then be instructed to produce a poster for
one of the characters designed to promote their political ideas.
Cambridge IGCSE American History (US) 0409
Links to the formation of the US
Constitution:
www.google.co.uk/Formation+of+the+U
S+Constitution&es
5
Key questions
Learning objectives
Suggested teaching activities
emerged in America
and how this was
linked with the coming
of Civil War
c) Discuss the origins,
course and
consequence of the
American Civil War
Learners could then be asked to present the ideas on their
posters to the rest of the group.
Learners should be introduced to the main ideas of the political
parties that existed before 1850. They could then produce election
manifestos for the parties that focused on policies and how the
parties intended to implement those policies.
After being given some contextual material on the issue of slavery
a debate could be set up. Half the group could role play those who
valued the institution of slavery and the other half should role play
abolitionists. The teacher should keep a record of key points
made in the debate on a board so that after the debate ended
learners could make their own record of what had been
discussed. This obviously requires careful classroom
management to ensure full and appropriate participation from
each class member.
Learning resources
Textbooks:
America: Pathways to the Present
pages 1–197
The American People: Creating a
Nation and a Society Volume One
chapters 1–15
Learners could be given a short biography of Lincoln and a
selection of extracts from speeches made by Lincoln on the
issues of slavery and secession. The teacher could then role play
Lincoln as he explained his views on slavery and secession at a
‘mock’ press conference. Members of the class could then act as
reporters and question Lincoln about his motives for wanting to
abolish slavery. This could be followed up by asking learners to
write two newspaper articles about Lincoln’s views on slavery: one
from a newspaper that supported Lincoln’s views and another that
opposed them.
Learners could be asked, in groups of three/four to produce a
short film on the origins, course and consequences of the
American Civil War (1861–65). They could then post the film on
You Tube and invite feedback from other learners following the
Cambridge IGCSE American History course. Group members
could be assigned particular roles, e.g. designer, researcher,
editor and they should be encouraged to be creative in the way
that they produce their piece of work, e.g. by adding a music
soundtrack, mixing original photographic shots with maps,
diagrams etc. There are many software design packages that
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
could help learners with this task, e.g. Microsoft Movie Maker.
2 To what extent did
political turbulence mark
the years from 1865 to
1933?
Learners should be able
to:
a) Describe the main
political developments
in America in the
period from 1865 to
1933
a) Explain the limited
gains made by African
Americans in the
period from 1865 to
1933
c) Discuss the successes
and failures of
American presidents
and administrations in
the period from 1865 to
1933
After being introduced to the concepts of Reconstruction and the
Jim Crow Laws learners could be directed towards some detailed
text from which they are asked to construct ‘Power Notes’ (using
the following template):
Online:
Links to reconstruction in America:
www.google.co.uk/Reconstruction+in+a
merica&es
Title: African American Political Rights 1865–1918 (or 1933)
Trigger words
Notes
Memory prompt
Some excellent links on African
American history can be found at
www.google.co.uk/american+history&re
vid
Choose 1 or 2 key
words for each
paragraph.
New paragraph per
key point.
Use this section
when revising to note
key points often
missed out.
Textbooks:
America: Pathways to the Present
pages 198–222; 237–56; 288–318;
332–46
Note in same colour
as paragraph.
Use a different colour
per paragraph.
Add a simple
picture/image to act
as a reminder.
Keep notes succinct
and use numbering,
lettering,
abbreviations,
shortened word
version etc.
e.g.
The American People: Creating a
Nation and a Society Volume One
pages 542–72
The American People: Creating a
Nation and a Society Volume Two
pages 576–852
The Black Codes
Curfews, vagrancy
laws, labour
contracts, land
restrictions
1 Laws that restricted
the rights of
freedmen
2 The 1866 Civil
rights Act banned the
black Codes.
The Black Codes
were an attempt by
white dominated
state govts.to counter
the terms of
Reconstruction.
After completing the notes learners should consolidate their
understanding of the topic by answering the following examination
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
type (c) question. ‘There was very little improvement in the
political status of African Americans in the period from 1865 to
1918 (or 1933).’ How far do you agree with this view? Explain
your answer.
After being introduced to the concept of Populism learners could
proceed to research the Populists in more depth and evaluate the
success of the movement by completing the following table. This
exercise could be repeated for the Progressive Movement,
replacing the heading in the first column with ‘Progressive
Movement Aims/Policies.
Populist aims/
policies
Success? (Provide
explanation and
supporting evidence)
Failure?
(Provide explanation
and supporting
evidence)
To increase the
circulation of money
To remove
restrictions from the
minting of silver
To introduce a
progressive income
tax
To improve the
transport and
communications
system in America
To improve working
conditions for
industrial workers
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
A balloon debate (http://en.wikipedia.org/wiki/Balloon_debate)
could be organised that focused on the contributions of presidents
to the development of democracy in the American political system
before 1918. Learners could research the contributions of various
presidents and then make a case as to why particular presidents
should be allowed to stay in a balloon that is rapidly descending to
the ground. Once a case is presented for each president a class
vote could then be carried out which resulted in the two/three least
effective presidents being ditched from the balloon so that the rest
could fly to safety.
Provide learners with some narrative text about political
developments in America in the 1920s and early 1930s. The
teacher should explain what is meant by ‘normalcy’ before asking
learners to read the text and to proceed to answer true or false to
a series of statements about politics in the 1920s and early 30s.
The true or false judgements need to be explained/justified with
reference to evidence using the following table:
Statement
True (Explain/justify
and support)
False
(Explain/justify and
support)
E.g. ‘President
Harding’s policy on
immigration
created greater
social stability and,
hence, a return to
normalcy.’
Provide learners with two completed answers to the following
examination type (c) question. One should be of a D/C standard
and the other of an A/A* standard.
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
‘Administrations were totally complacent when dealing with the
problems they faced in the period from 1921 to1933.’ How far do
you agree with this view? Explain your answer.
Ask the learners to mark each answer using the appropriate
generic mark scheme. They should be able to justify their
assessments by making reference to specific parts of each
answer.
3 How effectively did
governments from 1933 to
2000 respond to the
challenges they faced?
Learners should be able
to:
a) Describe the main
changes in
government policies
from 1933 to 2000
b) Explain why some
governments in the
period from 1933 to
2000 were more
successful than others
in dealing with the
challenges they faced
c) Discuss the extent to
which administrations
became more or less
liberal or authoritarian
from 1933 to 2000
Ask learners to brainstorm on the concept of ‘authoritarianism’
and ‘liberalism’. They should feedback their ideas to the rest of the
class and the teacher. The teacher can make a ‘tidy’ record of the
feedback on a board. Give the learners some text that outlines the
actions of American presidents and administrations in the period
from 1933 to 1953.The text should be reasonably detailed and
cover the following: The New Deal 1933–1939, government in
wartime 1941–1945 and McCarthyism 1950–1954. They should
then underline in the text in one colour what they think indicates
evidence of authoritarianism and in another colour what they think
shows evidence of liberalism. Ideas could be shared with the rest
of the group and a class discussion might then ensue based on
whether authoritarian government is necessarily detrimental to the
welfare of the people.
Online:
McCarthyism:
www.google.co.uk/marcarthyism&oq
Watergate:
www.google.co.uk/Watergate&es
Textbooks:
America: Pathways to the Present,
pages 680–692; 734–62; 824–918
The American People: Creating a
Nation and a Society Volume Two,
pages 1002–1098
Write two paragraphs of text for learners, one that describes
Kennedy’s ‘New Frontier’ and the other that does the same for
Johnson’s ‘Great Society’. Each paragraph should contain some
‘planted’ inaccuracies. Get learners to research both policy areas
before going through the paragraphs of text to identify the
inaccuracies. They can do the latter by highlighting/underlining the
‘offending’ text.
Get learners to research the Watergate Scandal (1972–74) and
produce a story board, using pictures and diagrams, that shows
how the Scandal unfolded. They can then be asked to consolidate
their understanding of this by answering the following examination
type (b) questions.
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Key questions
Learning objectives
Suggested teaching activities


Learning resources
Explain why the Watergate Scandal (1972–74) occurred.
Explain the impact of the Watergate Scandal (1972–74)
on American politics.
Divide the class into groups and allocate each group a president
to research (one who was in office some time from 1969 to 2000).
Each group should then be asked to produce a podcast, as if
spoken by their president, which explains:
a) the context within which they worked
b) whether they feel they succeeded in achieving their aims
This could be followed up by asking all class members to listen to
all of the podcasts before answering the following examination
type (c) question.
‘American presidents from 1969 to 2000 were mostly
unsuccessful in achieving their aims due to an erosion of their
power.’ How far do you agree with this view? Explain your answer.
The podcasts could obviously be supplemented with some printed
notes to help learners answer the question effectively.
The terms ‘conservative’ and ‘liberal’ should be discussed with
learners before asking them to complete the following table on the
policies and actions of governments from 1969 to 2000. Learners
will need to be given some text on the policies and actions of
Republican and Democrat administrations from 1969 to 2000
before completing the table below:
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Key questions
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Learning objectives
Suggested teaching activities
Learning resources
Administration
Policy and/or action
Conservative or Liberal?
Explanation
E.g. Reagan 1980
Tax cuts
Conservative
All taxpayers benefited but the
wealthy gained by far the most.
Cambridge IGCSE American History (US) 0409
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Scheme of work – Cambridge IGCSE® American History (US) 0409
Unit 2: Theme 2 – Who are Americans?
Recommended prior knowledge
Learners do not need to have any prior knowledge to study this unit. However, they are likely to have a good range of general ideas about what an ‘American’ is and
they should be encouraged to share these ideas, through group discussions, from the outset.
Context
This theme is fundamental to understanding the complex nature of American society. The theme introduces learners to a range of challenging concepts and ideas,
most notably race, culture, gender and social stratification (or class). It also encourages learners to think about patterns of change and continuity over time and the
extent to which some events constituted turning points. Once the unit has been completed learners should be in a position to reflect on the idea of America having
developed as a ‘melting pot’. They might want to question the validity of this theory in the light of the topics they have studied as well as their personal experiences.
Outline
The theme covers change and continuity with respect to the experiences of different groups in American society. It focuses on Native Americans, Hispanic
Americans, Asian Americans, African Americans, immigrants, white collar and blue collar workers and women. It is taken for granted that these groups will be
studied in the context of what might be viewed to be an America that, historically speaking, has been dominated by ‘white Anglo-Saxon Protestant’ males. Note that
the different groups do not have to be studied in the order that they appear in the theme outline. Where appropriate, learners should be encouraged to explore links
between groups and how these changed and/or continued over time.
It is suggested that about 12% of the Cambridge IGCSE American History course should be allocated to this unit.
Key questions
Learning objectives
Suggested teaching activities
Learning resources
1 How and why did the
economic, social, and
political status of Native
Americans
change from 1754 to 2000?
Learners should be able to:
Start with a brainstorming exercise revolving around the key
question of ‘Who are Americans?’ Learners should work in
pairs and then feedback ideas to the teacher. A group
record can be made on a wipe board in the form of a mind
map.
Online:
www.lib.washington.edu/subject/His
tory/tm/native.html
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a) Describe the main
events that impacted on
the lives of Native
Americans
b) Explain why some
events were more
significant than others in
improving the living and
Provide learners with some basic text that charts, in
narrative form, the history of Native Americans from 1754 to
c1850. Ask the learners to construct a timeline from the
text. Once completed learners can go over the timeline to
Cambridge IGCSE American History (US) 0409
http://edtech.kennesaw.edu/web/na
tam.html
www.danielnpaul.com/CarlisleIndia
nSchool.html
13
Key questions
Learning objectives
working conditions of
Native Americans
c) Discuss the extent to
which Native Americans
had improved their
status in American
society by 2000
Suggested teaching activities
Learning resources
colour code what events they believe to have impacted on
the economic, social and political status of Native
Americans.
www.californiaindianeducation.org/i
ndian_boarding_schools/
Divide the learners into three groups. Each group is given a
brief to research a major conflict of the Indian Wars, e.g.
Sand Creek Massacre 1864. In turn, each group can be
divided up so that members cover the causes, course and
consequences of each conflict. Each group should present
their findings to the rest using PowerPoint and a brief
handout. The teacher should install a quality control
mechanism to ensure that presentations and handouts are
of roughly the same standard.
Textbooks:
America: Pathways to the Present,
pages 262–67; 774–76
The American People: Creating a
Nation and a Society Volume One
The American People: Creating a
Nation and a Society Volume Two
Learners should be introduced to the concept of turning
point. They could then use their timelines and research
material to complete a table that enabled them to assess
the relative importance of events as turning points in the
fortunes of Native Americans:
Event
Reasons for
being a turning
point
Reasons for not
being a turning point
Battle of Little Big
Horn 1876
Learners should be introduced to the concept of
assimilation (including discussion of the pros and cons of
the Dawes Act 1887). This could be reinforced by the use of
photographic evidence showing, for example, the changes
that occurred when children were forced into schools. A
good case study to illustrate this would be the United States
Indian Training and Industrial School in Carlisle,
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
Pennsylvania, opened in 1879.
www.danielnpaul.com/CarlisleIndianSchool.html
Teachers could introduce the American Indian Movement
and Red Power Movement by using a short PowerPoint
presentation with integrated film clips. This could be
followed up by learners producing an illustrated leaflet or
manifesto that spelt out the aims, strategies and tactics of
Red Power. Another activity would be to get learners to
write a front page illustrated newspaper article which
discussed either the Alcatraz occupation of 1969 or the
confrontation at Wounded Knee in 1973.
A useful summary activity would be to get learners to
review their notes on Native Americans and then produce a
simple two column table that listed the main areas of
change and continuity for the whole period.
2 How and why did the
economic, social, and
political status of Hispanic
and Asian
Americans change from
ca.1840 to 2000?
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Learners should be able to:
a) Describe the ways in
which living and working
conditions for Hispanic
and Asian Americans
changed from c1840 to
c2000
b) Explain why there were
fluctuations in the
economic, social and
political status of Hispanic
and Asian Americans
from c1840 to c200
c) Discuss the relative
importance of individuals,
groups and events in
shaping improvements in
the economic, social and
Start with a brainstorming exercise revolving around the key
question of ‘Who are Hispanic and Asian Americans?’
Learners should work in pairs and then feedback ideas to
the teacher. A group record can be made on a wipe board
in the form of a mind map.
Online:
http://usa.usembassy.de/societyhispanics.htm
Learners could be given a map-based exercise which would
involve them indicating the origins of and migration routes
taken by Hispanic and Asian Americans. A world map could
be projected on a screen and individual learners called
upon to indicate where they thought Hispanic Americans
and Asian Americans originated from. This could be
continued by getting other learners to trace migration
routes. All members of the group could then be given an
outline map on which they recorded and colour-coded
places of origin and migration routes.
www.asian-nation.org/first.shtml
Divide the learners in to groups of three or four. Provide
each group with a set of cards with each card containing a
Cambridge IGCSE American History (US) 0409
www.washington.edu/.html
Los Angeles Zoot Suit Riots:
www.laalmanac.com/history/hi07t.h
tm
Textbooks:
America: Pathways to the Present,
pages 297–303; 771–74
The American People: Creating a
Nation and a Society Volume One
15
Key questions
Learning objectives
political status of Hispanic
and Asian Americans
Suggested teaching activities
Learning resources
different explanation of why the migration of Hispanic
Americans increased from the mid-19th century. Instruct
each group to arrange the cards under the headings of
The American People: Creating a
Nation and a Society Volume Two
a) pull and push factors
b) social, economic and political factors.
They should discuss their views before making final
decisions about where to place cards. Group views can
then be relayed back to the teacher and a class record
made on a whiteboard.
Learners could be directed to the following website,
America on the Move:
Opportunity or Exploitation: The Bracero Program:
http://americanhistory.si.edu/onthemove/themes/story_51_5
.html
Learners could then use the material to complete a table on
the Bracero program that showed the extent to which it
exploited Hispanic Americans. The table could be set out as
follows:
Evidence for opportunities
provided by the Bracero
program
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Evidence for exploitation by
the Bracero program
Cambridge IGCSE American History (US) 0409
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
The website material can be supplemented by other
sources found by the teacher. The activity can be followed
up with a group discussion about the strengths and
weaknesses of using photographic evidence such as that
found on the website.
Ask learners to research the Zoot Suit Riots of the 1940s.
Get one half of the group to write a hip-hop style song
which expresses the views of the ’zoot- suiters’ and the
other half to write a hip-hop style song that expresses the
views of their opponents. Learners could then take turns to
read out or sing their songs. This activity could be
extended, time permitting, to include the writing, production
and enactment of a mini play about the Zoot Suit Riots.
Ask learners to write a speech that might have been made
by either Cesar Chavez or Dolores Huerta. It should clearly
express the ideology and aims of each Hispanic American
leader.
Provide learners with quantitative information about the
immigration of Asian Americans from 1865 to 2000. Ask
them to plot a graph using the data (vertical axis=numbers,
horizontal axis=time period) and then to identify trends.
Provide learners with some basic text that charts, in
narrative form, the history of Asian Americans from 1914 to
2000. Ask the learners to complete a table that indicates
the main changes in the economic, social and political
status of Asian Americans across the period. The table
could be set out as follows:
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Key questions
Learning objectives
Suggested teaching activities
1914–41
1942–45
Learning resources
1946–2000
Economic
status
Social
status
Political
status
A useful summary activity would be to get learners to
answer exam-style questions using the key command
statements i.e. ‘describe….’, ‘explain….’ and ‘to what
extent/how far do you agree that….’. Teachers can use the
exemplar examination papers as a guideline to writing their
own questions that link to the focus points and specified
content.
3 How and why did the
economic, social, and
political status of African
Americans
change from 1754 to 2000?
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Learners should be able to:
a) Describe the pivotal
events that influenced
progress towards the
achievement of civil rights
by African Americans
b) Explain the variation in
the pace and extent of
progress towards the
achievement of civil rights
by African Americans
Provide learners with a basic timeline of the development of
slavery in America before 1865. Supplement this with a
source pack on the living and working conditions
experienced by slaves before 1865. Ask the learners to
write an answer, using the source pack, to a part (a) type
exam question e.g. ‘Describe the impact that slavery had on
the lives of African Americans before 1861.’
Learners should be introduced to the concept of
Reconstruction. Using some basic text on Reconstruction
learners could then evaluate its impact by constructing a
table such as the one below.
Cambridge IGCSE American History (US) 0409
Online:
www.lib.washington.edu/subject/His
tory/tm/black.html
www.britannica.com/blackhistory/
Textbooks:
America: Pathways to the Present,
pages 203–05; 323–25; 332–36;
623–25; 696–733
The American People: Creating a
18
Key questions
Learning objectives
Suggested teaching activities
c) Discuss the relative
importance of individuals,
groups and events in
shaping improvements in
the economic, social and
political status of African
Americans
Learning resources
Nation and a Society Volume One
Feature of
reconstruction
Improved the
lives of African
Americans
Did not improve
the lives of
African
Americans?
The Freedman’s
Bureau 1865
Provided
clothing, medical
supplies and
food to African
American war
refugees
The Bureau was
short-lived: it had
been mostly
disbanded by
1869
The American People: Creating a
Nation and a Society Volume Two
Learners could be asked to research the lives of key African
American leaders from 1877 to 1945. The material could
then be used to produce record cards using the following
headings:





name, dates (birth to death), place of birth
childhood and family background
early career
main achievements
summary comment on contribution towards
improving the economic, social and political status
of African Americans
The biography cards could then be used to answer a part
(c) type examination question e.g. ‘William Du Bois made
the most important contribution to the improvement of the
economic, social and political status of African Americans
from 1877 to 1945.’ How far do you agree with this
statement? Support your answer.
Using a key textbook and websites ask learners to produce
V1 3Y02
Cambridge IGCSE American History (US) 0409
19
Key questions
Learning objectives
Suggested teaching activities
Learning resources
a detailed timeline that shows the development of the civil
rights movement from 1945 to 1965. Once completed
learners should then highlight where Martin Luther King
contributed to the achievement of civil rights. This could
then be followed up with a scoring exercise that rates the
contribution of various individuals and groups to the
achievement of civil rights (scores out of five, five being
high) e.g.
Score/
Name
1
2
3
Martin
Luther
King
4
5
x
Rosa
Parks
Jo Ann
Robinson
*SNCC
*Student Nonviolent Coordinating Committee
Further names and groups could be added to the table.
Learners should write a justification for each of the
decisions they have made. These decisions could be
discussed in a whole group situation.
Teachers could introduce Malcolm X, Black Nationalism
and the Black Power Movement to learners using a short
PowerPoint presentation with integrated visual material and
V1 3Y02
Cambridge IGCSE American History (US) 0409
20
Key questions
Learning objectives
Suggested teaching activities
Learning resources
film clips. This could be followed up with a role play
exercise whereby one learner is briefed to play the part of
Malcolm X and the rest of the group act as newspaper
reporters. Malcolm X is instructed to hold a news
conference at which he explains his ideology and
strategies. The reporters then take turns to question him
about his views. This could also easily be turned into a
writing-based exercise; after the role play learners could be
asked to write up what happened in interview-style format.
To maximise learner participation, depending on group size,
Malcolm X could be part of a panel at the conference, the
rest being other members of the Nation of Islam or the
Black Power Movement.
4 How did immigration affect
the USA during the years
1860 to 2000?
Learners should be able to:
a)
b)
c)
V1 3Y02
Describe how the rate
of immigration
fluctuated throughout
the period from 1860 to
2000 and describe how
increases in immigration
impacted upon certain
economic and social
groups
Explain the economic,
social and political
consequences of a rise
in immigration from
1860 to 2000
Discuss the relative
impact of different
immigrant groups on
different aspects of
American society
Provide learners with a graph showing European
immigration to America c1870 to c1920 (there is a useful
graph in America: Pathways to the Present, Section 2). Ask
learners to describe the trends in patterns of immigration
from different regions. This could be integrated with the
note-taking exercise outlined on page 297 of the text
mentioned above.
Online:
www.history.com/topics/unitedstates-immigration-to-1965
Carry out a brainstorming activity that focuses on how
immigration might have impacted on the labour market from
c1860 to 1939. Learners could then be given case studies
of how different migrant workers fared to test their theories
about impact.
Textbooks:
America: Pathways to the Present,
pages 297–303; 911–14
Provide learners with a graph showing immigration to
America c1920 to c2000. Ask learners to describe trends in
patterns of immigration from different regions. Give the
learners a list of explanations as to why the patterns
changed and/or continued. Some of the explanations
should be ‘red herrings’. The learners should then be asked
to match explanations against particular trends (whilst also
eliminating the ‘red herrings’).
Cambridge IGCSE American History (US) 0409
www.ailf.org/exhibit/ex_americashe
ritage_traveling/traveling_exhibit.sh
tml
The American People: Creating a
Nation and a Society Volume One
The American People: Creating a
Nation and a Society Volume Two
21
Key questions
Learning objectives
Suggested teaching activities
Learning resources
Get learners to carry out a research-based exercise that
focuses on the origins of religious groups in America. The
learners can be divided in to sub-groups each of which is
given a particular religion to look at. They should then
present their findings using the following headings:






date and place of origin
leaders
arrival of religion in America
regional location and spread in America c1860 to
c2000
numbers of followers (and how this changed over
time)
summary comment about social and cultural impact
The religions focused on should be those listed in the
Specified Content of the syllabus. Once learners complete
their presentations they should submit their papers for
copying and distribution to the rest of the group.
A useful summary activity would be to get learners to
answer exam-style questions using the key command
statements i.e. ‘describe….’, ‘explain….’ and ‘to what
extent/how far do you agree that….’. Teachers can use the
exemplar examination papers as a guideline to writing their
own questions that link to the focus points and specified
content.
5 To what extent was
economic, social, and
political change dominated
by class-based
issues during the period
1877 to 2000?
Learners should be able to:
a)
b)
V1 3Y02
Describe the main
changes in class-based
issues from 1877 to
2000
Explain why labour
groups struggled to
Learners should be introduced to the concepts of ‘classbased’ and ‘pressure groups’. A matching exercise could be
used whereby learners are given a set of headings (on
cards) and a separate set of definitions (on cards) which
they have to match to the headings
E.g. Heading – lower middle class
Definition – a group consisting of semi-professionals,
skilled crafts people and lower level management.
Cambridge IGCSE American History (US) 0409
Online:
www.history.com/topics/labor
www.socialstudieshelp.com/Eco_U
nionization.htm
www.faculty.rsu.edu/users/f/felwell/
www/Theorists/Mills/
22
Key questions
Learning objectives
c)
achieve their aims from
1877 to 2000 and why a
middle class emerged in
America in the 20th
century
Discuss the extent to
which a class-based
society emerged in
America from 1877 to
2000
Suggested teaching activities
Learning resources
Give learners some narrative-based text on the
development of labour unions. Ask them to break the text
down in to mind map format (one branch on the map per
group/union, e.g. The Knights of Labour). To check their
understanding they could then be asked to use their mind
maps to teach a partner about the development of a
particular organisation (they would obviously take turns to
teach each other).
www.infed.org/thinkers/wright_mills.
htm
The mind map exercise could be built on by asking learners
to complete the following table to show the progress of
labour groups/unions from c1877 to 1948. Learners may
need access to a basic textbook to complete this exercise.
Group/union
Aims
Textbooks:
America: Pathways to the Present,
pages 247–53;671–72
The American People: Creating a
Nation and a Society Volume One
The American People: Creating a
Nation and a Society Volume Two
Success in
achieving aims
National Labor
Union
Provide learners with a simplified version of the theories of
C. Wright Mills. Ask them to answer the following questions:
a) What social class do you think you belong to?
b) What social class do you think your grandparents
belong/belonged to? What about your great
grandparents?
c) How far do your answers to (a) and (b) match up
with the theories of C Wright Mills?
d) How useful are the theories of C Wright Mills in
helping us to make sense of how the structure of
American society changed after the Second World
War (and up to c2000)?
V1 3Y02
Cambridge IGCSE American History (US) 0409
23
Key questions
Learning objectives
Suggested teaching activities
Learning resources
Consolidate this by having a whole class discussion
revolving around the question of ‘what might explain the
rapid growth of the middle class during the twentieth
century?’ Learners could be provided with some non-visual
and visual hints to help them with this exercise. A record of
the discussion in spider diagram format could be made
which learners could make a note of.
6 To what extent was gender
equality achieved during the
period 1848 to 2000?
Learners should be able to:
a)
b)
c)
Describe the progress
made by women in
improving their
economic, social and
political status from
1848 to 2000
Explain the main
influences on gender
equality from 1848 to
2000
Discuss the extent to
which gender equality
was fully achieved from
c1960 to 2000
Give learners some narrative-based text on the women’s
suffrage movement before 1920. Ask them to use the text
to complete the following table:
Group/
individual
Aims
Strategies
Impact
Mott and
Stanton
Follow this up by getting learners to answer a part (b)
exam- style question such as ‘Explain why it was difficult for
women’s suffrage groups to achieve their aims before
1920’.
Get learners to write two short articles for Time Magazine.
One should describe women’s roles during World War II the
other women’s roles after the war.
Online:
www.spartacus.schoolnet.co.uk/US
Asuffrage.htm
www.history.com/topics/the-fightfor-womens-suffrage
www.suffragist.com/timeline.htm
www.ushistory.org/us/42c.asp
Textbooks:
America: Pathways to the Present,
pages 403–07; 764–69
The American People: Creating a
Nation and a Society Volume One
The American People: Creating a
Nation and a Society Volume Two
Give learners some narrative-based text on the
development of the women’s movement after World War II.
Ask them to break the text down in to mind map format (one
branch on the map per individual/group/event, e.g. Betty
Friedan and NOW, Helen Reddy and ‘I am Woman’). To
check their understanding they could then be asked to use
V1 3Y02
Cambridge IGCSE American History (US) 0409
24
Key questions
Learning objectives
Suggested teaching activities
Learning resources
their mind maps to teach a partner about a particular
development (they would obviously take turns to teach each
other).
Ask learners to produce two posters; one that presents a
case for the ratification of the Equal Rights Amendment and
another that presents a case against ratification.
V1 3Y02
Cambridge IGCSE American History (US) 0409
Women working during world war II:
www.nps.gov/pwro/collection/websi
te/rosie.htm
25
Scheme of work – Cambridge IGCSE® American History (US) 0409
Unit 3: Theme 3 – Economic and Social Change 1754–2000
Recommended prior knowledge
Learners do not need to have any prior knowledge to study this theme. However, they are likely to have a reasonable idea of what constitutes economic and social
change. Prior knowledge about these concepts should be explored from the start of the program.
Context
This theme is fundamental to understanding the complex workings of the American economy and society. The theme introduces learners to a range of challenging
concepts and ideas, most notably economic and social revolutions, progressivism and markets. It also encourages learners to think about patterns of change and
continuity over time and the extent to which some events constituted turning points. Once the unit has been completed learners should be in a position to reflect on
the idea of America having developed as a leading world economic power. They should also be able to measure how economic growth and industrialisation
impacted on American society.
Outline
The theme covers change and continuity with respect to the economy and society. It focuses on what might be argued to be the most important phases of economic
development including the nineteenth-century market revolution, the Civil War, the Progressive Era, the interwar years and the post-World War II years. Where
appropriate, learners should be encouraged to explore links between phases of development. There should also be an assessment of how economic developments
impacted on particular groups at particular times such as the link between the 1960s and the growth of youth cults.
It is suggested that about 12% of the Cambridge IGCSE American History course should be allocated to this unit.
Key questions
Learning objectives
Suggested teaching activities
Learning resources
1 Why was there a ‘market
revolution’ during the years
1754 to 1900?
Learners should be able to:
Start with a brainstorming exercise revolving around the key
questions of:
Online:
www.loc.gov/teachers/classroomm
aterials/primarysourcesets/industria
l-revolution/
V1 3Y02
a) Describe the
characteristics of the
‘market revolution’ of
1754 to 1900
b) Explain why a ‘market
revolution’ occurred from
1754 to 1900
a) What is a revolution?
b) What is a market?
Learners should work in pairs and then feedback ideas to
the teacher. A group record can be made on a wipe board
in the form of a mind map.
Cambridge IGCSE American History (US) 0409
http://americanhistory.pppst.com/in
dustrialrevolution.html
26
c) Discuss the extent to
which economic changes
from 1754
to 1900 really did
constitute a revolution
http://en.wikipedia.org/wiki/Mind_map
Provide learners with some basic text that charts, in
narrative form, economic change in America from 1754 to
c1900. Ask the learners to construct a timeline from the
text. Once completed, learners can go over the timeline to
colour code what events they believe to have contributed
most to a market revolution.
Textbooks:
America: Pathways to the Present,
pages 116–20; 226–246
The American People: Creating a
Nation and a Society Volume Two,
pages 608–636
Direct learners to work in pairs. Each pair is asked to
discuss the relative importance of the factors that
contributed to a market revolution and record their ideas in
the table below. Learners will need to be given some
explanatory text on each factor. They should then feedback
their ideas to the rest of the group; a group record can be
made on a wipe board in the form of a mind map.
Factor
Relative importance
The rise of manufacturing in
the early 19th Century: the
Francis Lowell textile factory,
the importance of New
England and the Ohio River
Valley
The Banking Revolution: early
banks, circulation of bank
notes, controls
The free enterprise system
Regulations on business and
commerce
V1 3Y02
Cambridge IGCSE American History (US) 0409
27
New technology: Eli Whitney,
‘interchangeable parts’ and
the cotton gin 1793; steam
power
Transport developments:
canals, railroads, roads
2 To what extent did the Civil
War result from economic
and social conflicts and
differences?
Learners should be able to:
a) Describe the main
economic and social
changes that occurred
during the Civil War
b) Explain why economic
factors were important in
enabling the North to win
the War
c) Discuss the extent to
which economic and
social factors were the
most important forces
that determined the start
and outcome of the War
Start with a brainstorming exercise revolving around the key
questions of:
a) What constitutes economic conflict and difference?
b) What constitutes social conflict and difference?
Note: teachers will need to be skilful in explaining what the
words economic and social mean. Learners often use these
words simplistically: economic often becomes synonymous
with ‘money’ and social with ‘people’. It would be useful if
learners could be introduced to the concept of the
‘economic problem’ and also to the notion that societies are
made up of different groups based on social class, gender,
race, religion and age.
Online:
www.historynet.com/causes-of-thecivil-war
http://eh.net/encyclopedia/article/ra
nsom.civil.war.us
Textbooks:
America: Pathways to the Present,
pages 154–97
The American People: Creating a
Nation and a Society Volume One,
pages 332–403
Learners should work in pairs and then feedback ideas to
the teacher. A group record can be made on a wipe board
in the form of a mind map.
Learners could then be given some text on the causes of
the Civil War. From this text they should highlight what they
think are the main economic and social causes and
summarise them on a mind map. They can then use the
mind map to teach each other about the causes of the Civil
War, making an argument for what they believe to be the
most important/least important factors.
3 How did the Progressive
Era emerge, and what did it
accomplish?
V1 3Y02
Learners should be able to:
a) Describe the main
After giving learners a summary of the key features of the
Progressive Era, they could then be asked to write an
article for a newspaper by a muckraker that outlined what
Cambridge IGCSE American History (US) 0409
Online:
www.heritage.org/research/reports/
2007/07/the-progressive-
28
characteristics
of the Progressive Era
b) Explain the origins of the
Progressive Era and the
aims of the Progressives
c) Discuss the impact of the
Progressive Era on the
American economy and
society
they believed were the main reasons for reform in politics
and business. This could be added to by the writing of a
letter in response to the article that claimed muckrakers
exaggerated the levels of corruption.
Reform groups could then be looked at and a record of their
activities and achievements recorded in the form of a table
e.g.
Group
Aims
Methods
Success?
The Labor
Movement
To improve
working
conditions
Strikes
Limitedcourts often
issued
injunctions
to prevent
workers
striking
movement-and-the-transformationof-american-politics
www.youtube.com/watch?v=uFlOLy
MwnjU
Textbooks:
America: Pathways to the Present,
pages 380–411
The American People: Creating a
Nation and a Society Volume Two,
pages 706–743
To cover the details of Progressive Era reforms, learners
could be asked to complete a matching exercise. Different
cards could be designed which include the title of a reform,
details about the reform and an assessment of the impact
of the reform. Learners are given packs of the cards (which
should be laminated) and match the title, description and
assessment for each reform e.g.
18th Amendment, 1919
Description
This constitutional amendment prohibited the
manufacture and sale of liquor.
V1 3Y02
Cambridge IGCSE American History (US) 0409
29
Assessment
Not all Progressives supported Prohibition but it was
generally believed it would protect people from poverty
and violent behaviour linked to alcohol consumption.
However, Prohibition was ignored especially in urban
coastal areas and the upper Midwest. Prohibition was
repealed in 1933.
Learners should complete this exercise in pairs. Once the
matching has been completed (and checked by the
teacher) a table can be constructed by each learner which
summarises the reforms and their significance.
Learners could compare and contrast the policies of
presidents by using text and summarising it in Venn
diagram format e.g.
This activity can be varied by adding detailed explanation
and extra circles.
The issue of female suffrage was a main feature of the
Progressive Era. Learners could role play the debates that
occurred in Congress over suffrage. One half of the group
could present arguments for suffrage and the other
arguments against. Learners could then follow this up by
V1 3Y02
Cambridge IGCSE American History (US) 0409
30
being asked to complete a part (c) [discuss] style
examination question on female suffrage.
4 What were the economic
and social changes of the
period 1919–1941?
Learners should be able to:
a) Describe the main
economic and social
changes from 1919 to
1941
b) Explain why economic
and social changes took
place from 1919 to 1941
c) Discuss the impact of
economic and social
change on America from
1919 to 1941
Learners could be given a list of the new consumer
products that emerged between 1919 and 1941 and then
be asked, in pairs, to discuss what a) demand side factors
and b) supply side factors influenced the spread of such
products. A record could be made in the form of a table.
The exercise could be followed up by learners producing
marketing posters/materials for the products which illustrate
how important advertising was to the consumer boom of the
interwar period.
Online:
www.gilderlehrman.org/history-byera/roaringtwenties/resources/americaneconomy-during-1920s
Learners could produce a mind map to show how the boom
of the 1920s changed the lives of the US population. They
could be given a range of primary source material to
stimulate ideas for the mind map.
The American People: Creating a
Nation and a Society Volume Two,
pages 778–850
Textbooks:
America: Pathways to the Present,
pages 478–574
Learners could be given a list of explained reasons as to
why there was a Great Crash in October 1929 and then be
asked to rank them in order of relative importance. This
would require initial teacher input explaining key
terminology, e.g. Great Crash, stock exchange, Wall Street.
Learners could be split into different groups with each group
designated a particular social group, e.g. farm labourers.
Each group should then be asked to write a series of
diary/journal entries that charted how their group was
affected by the Great Depression. Their ideas should then
be read to the rest of the group and/or compiled into one
class record (maybe in booklet form or for a wall display).
Learners could be given a chart that summarises the main
features of the New Deals (including details about the
various Alphabet Agencies). They could then be asked to
study the chart and memorise as much of the detail as
possible. Knowledge of the New Deals could then be tested
via a group competition. Groups could compete against
either to see who can recall the most accurate information
about the New Deals using a test format such as ‘Who
V1 3Y02
Cambridge IGCSE American History (US) 0409
31
Wants to Be a Millionaire?’
(E.g. www.tes.co.uk/teaching-resource/WHO-WANTS-TOBE-A-MILLIONAIRE-TEMPLATE-FOR-POWERPOINT3001376/ for a template-there are various variations on this
available via the internet). The recall competition could then
be followed up by simple exercise that asks the learners to
apply their knowledge to a historical problem. For example,
they could be asked to construct and complete a table that
helps them assess the impact of New Deal Reforms e.g.
New Deal Reform
5 What were the major
changes in the US economy
from 1941 to 2000?
Learners should be able to:
a) Describe the major
economic changes in the
US from 1941 to 2000
b) Explain why economic
changes occurred from
1941 to 2000
c) Discuss the impact of
economic changes on US
society from 1941 to 2000
Success?
(Explain)
Failure?
(Explain)
Learners could be given some basic narrative text about
economic developments from 1941 to 2000. They could
then be asked to construct a timeline that depicts the major
technological developments across the period. Some
contextual information could also be included such as when
wars occurred and when certain presidents were in office.
Learners could then use the timeline to answer a type (a)
[describe] examination question.
Textbooks:
America: Pathways to the Present,
pages 739–50; 826–31; 862–81
The American People: Creating a
Nation and a Society Volume Two,
pages 1002–71
Learners could be given a list of statements about why
economic change occurred over the period in question and
then be asked to rate them in order of relevance/
significance on a scale of 1 (highest) to 5 (lowest). They
should then be asked to justify their decisions.
After studying the key components of the technological
revolution of the 1980s and 90s, learners could be asked to
complete a plan in note form, and based on the following
template, for a type (c) [discuss] examination question, e.g.
V1 3Y02
Cambridge IGCSE American History (US) 0409
32
QUESTION
‘The technological revolution of the 1980s and 90s had
its greatest impact in the area of education.’ How far do
you agree with this view? Explain your answer.
YES, it did because…
1
2
3
4 etc.
However, NO, it did not necessarily have its greatest
impact on education because (other areas of life were
affected)…
1
2
3
4 etc.
CONCLUSION
Make a judgement about whether education was affected
the most.
6 How important was religion
in the development of society
in the USA from 1800 to
1939?
V1 3Y02
Learners should be able to:
a) Describe the role of
religion in American
society from 1800 to 1939
b) Explain why there was a
religious revival during
After being introduced to the concepts of revivalism and
‘Great Awakening’, learners could be divided into four
groups to research the activities of the following religious
movements in the early nineteenth century: Baptists,
Methodists, Joseph Smith and the growth of the Mormons,
African American worship. Each group could then present
their findings in PowerPoint format to the rest of the class
Cambridge IGCSE American History (US) 0409
Online:
http://nationalhumanitiescenter.org/t
serve/divam.htm
Textbooks
America: Pathways to the Present,
pages 114–15; 469–71
33
7 How far did US popular
culture change from 1920 to
ca.1975?
the first half of the
nineteenth century and
why religion fluctuated in
importance from 1800 to
1939
c) Discuss the extent to
which religion determined
social change in the
period from 1800 to 1939
highlighting the following for each group that they
researched: beliefs, role of leaders, level and spread of
support, geographical location, impact on American society.
Learners should be able to:
There is obviously much scope for teachers to be creative
in the way in which they approach this key question. The
use of visual and auditory material is to be recommended
including comparison of sound recordings made by various
music artists.
a) Describe the main
features of popular
culture from 1920 to
c1975
b) Explain why there was a
change in popular culture
from 1920 to c1975
c) Discuss the impact of
changes in popular
culture on American
society, especially youth
The American People: Creating a
Nation and a Society Volume One,
pages 148–52; 406–08; 440–42
After being given some contextual material, learners could
be asked to write a pamphlet as it may have been written in
the period 1910–15 which sets out the beliefs of
‘fundamentalism’. This could be followed up by the writing
of a newspaper article based on the Scopes trial of 1925.
The article should express the case for and against
evolutionism. A class debate could then be organised
where the issues over evolutionary theory were the focus.
Learners could be given a timeline that charts the main
cultural developments during the Jazz Age. They could then
research the contributions made by key individuals
(learners being given one person to research) such as Scott
Fitzgerald and Louis Armstrong. A group booklet of the
leading figures could then be compiled and distributed to
each group member.
In America: Pathways to the Present, page 466 there is a
useful exercise based on the Irving Norton Fisher debate
over ‘talkies’ (1929).
Online:
www.digitalhistory.uh.edu/era.cfm?
eraID=13&smtID=2
www.cliffsnotes.com/study_guide/T
he-Counterculture-of-the1960s.topicArticleId25238,articleId-25229.html
Textbooks
America: Pathways to the Present,
pages 450–66; 777–80
The American People: Creating a
Nation and a Society Volume Two,
pages 798–99; 993–95
After being introduced to the concepts of counter-culture
and protest, learners could be divided into groups to
research the following popular cultural developments during
the period from the mid-1950s to the early 1970s: beatniks
and hippies, ‘60s style (design, fashion, music), the sexual
revolution, the drug scene, Woodstock and Altamont. Each
group could then present their findings in PowerPoint
format to the rest of the class highlighting the impact that
the development they researched had on American society.
V1 3Y02
Cambridge IGCSE American History (US) 0409
34
It is especially important that learners realise that popular
culture is a serious area of academic study and that they
will be asked examination questions that require detailed
and balanced responses.
V1 3Y02
Cambridge IGCSE American History (US) 0409
35
Scheme of work – Cambridge IGCSE® American History (US) 0409
Unit 4: Theme 4 – America and the World 1754–2010
Recommended prior knowledge
Learners do not need to have any prior knowledge to study this unit. However, they are likely to have a broad notion of what constituted foreign policy during the
period in question. Knowledge of basic world geography would be useful as would access to atlases (or at least a class wall map of the world).
Context
This theme is fundamental to understanding the nature of relations between America and the rest of the world during a long period of great turmoil. The theme
introduces learners to a range of challenging concepts and ideas such as geo-politics, internationalism and superpower. It also encourages learners to think about
patterns of change and continuity over time and the extent to which some events constituted turning points. Once the theme has been completed learners should be
in a position to discuss the changing role of America in international affairs from 1754 to 2000.
Outline
The main focus will be on how the role of America in international affairs changed and the reasons for change. The theme starts with the establishment of America
as a geo-political entity and moves on to chart how this influenced foreign policy aims and policies before 1919. America’s role in the two World Wars should be
considered. The post-1945 period is dominated by America’s involvement in the Cold War and how foreign policy changed after the fall of communism in Europe in
1991.
It is suggested that about 12% of the Cambridge IGCSE American History course should be allocated to this unit.
Key questions
Learning objectives
Suggested teaching activities
Learning resources
1 How were the
borders of the nation
defined by 1853?
Learners should be able to:
Learners should be given a timeline and maps (see, for
example, America: Pathways to the Present, pages 41–2)
relating to the French Indian War of 1754 to 1763. Using
the sources they should then make a list of the main
political and geographical changes that occurred as a result
of the war. A class discussion could ensue on the relative
importance of each change.
Online:
www.pbs.org/ktca/liberty/
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a) Describe how the geographical
and political borders of America
changed from 1774 to 1853
b) Explain why relations with other
nations were challenging from
1774 to 1853
c) Discuss the extent to which the
borders of the US were clearly
defined and understood by the
Learner could be asked, in groups of three/four to produce
a short film on the origins, course and consequences of the
Revolutionary War (1775–81) They could then post the film
Cambridge IGCSE American History (US) 0409
www.pbs.org/kera/usmexicanwar/in
dex_flash.html
Textbooks:
America: Pathways to the Present,
pages 1–64
36
Key questions
Learning objectives
rest of the world by 1853
Suggested teaching activities
Learning resources
on YouTube and invite feedback from other learners
following the IGCSE American History course. Group
members could be assigned particular roles, e.g. designer,
researcher, editor and they should be encouraged to be
creative in the way that they produce their piece of work,
e.g. by adding a music soundtrack, mixing primary source
extracts with maps, diagrams etc. There are many software
design packages that could help learners with this task, e.g.
Microsoft Movie Maker.
The American People: Creating a
Nation and a Society Volume One,
chapters 1–9
Learners could be asked to research America’s relationship
with Spain over Cuba and Florida up to 1819. They could
then be asked to complete a type (a) and type (b)
examination questions as follows:


Describe how relations with Spain influenced
political developments in America from 1754 to
1819
Explain the importance to America of the
acquisition of Florida in 1819
Ask learners to create a story board that charts the origins
and course of the Mexican War (1846–48). Obviously they
will need to be given some text to read before doing this.
They should then produce a table that explains/highlights
why America was able to defeat Mexico.
Factor
American
strengths/
weaknesses
Mexican
strengths/
weaknesses
Military leaders
Resources
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
Strategies
Tactics
Logistics
Finally, learners should construct a spider diagram that
indicates the main consequences of the war, numbering
each consequence in order of importance.
2 What were the
aims of US foreign
policy during the
period 1820 to 1919?
Learners should be able to:
a) Describe the main changes on
American foreign policy from
1820 to 1919
b) Explain why relations with
European powers in particular
were often strained in the period
from 1820 to 1919
c) Discuss the extent to which
American foreign policy had
become imperialist in nature from
1820 to 1919
Provide learners with two completed answers to each of
the following examination type (a) and (b) questions. One
should be of a D/C standard and the other of an A/A*
standard.


Describe the Monroe Doctrine of 1823
Explain the importance of the building of the
Panama Canal for American foreign policy from
1904 to 1919
Ask the learners to mark each answer using the appropriate
generic mark scheme. They should be able to justify their
assessments by making reference to specific parts of each
answer.
Online:
www.eyewitnesstohistory.com/snp
wwi1.htm
Textbooks:
America: Pathways to the Present,
pages 350–79
The American People: Creating a
Nation and a Society Volume Two,
chapter 20
Learners could be given a table of events that highlights the
involvement of European powers in American foreign affairs
from 1820 to 1914, in chronological order. In the right hand
column of the table they could write an explanation as to
why each event was likely to have caused tension between
America and the European powers. This could be followed
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
up by learners being asked to complete a type (b)
examination question as follows:
‘Explain why relations between the European powers and
America were often very difficult in the period from 1820 to
1914.’
Event
Explanation
E.g. Relations with Britain
during the Civil War: the
Trent 1861 and the
Alabama 1862
The British sided with the
South which obviously
annoyed those in the North
Get learners to brainstorm on the concept of ‘imperialism’.
They should feedback their ideas to the rest of the class
and the teacher. The teacher can make a ‘tidy’ record of the
feedback on a board. Give the learners some text that
outlines American foreign policy from 1890 to 1914.The text
should be reasonably detailed and cover the following: the
Spanish-American War 1898 and ‘Dollar Diplomacy’ from
the 1890s. They should then underline in the text in one
colour what they think indicates evidence of imperialism.
Ideas could be shared with the rest of the group and a class
discussion might then ensue based on the extent to which
American foreign policy was imperialist in nature from the
1890s to 1914.
Give learners a resource pack of primary sources (e.g.
newspaper articles), maps and a time line on the
background to and early years of the First World War. Ask
them to then to complete the following table:
V1 3Y02
Cambridge IGCSE American History (US) 0409
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Key questions
Learning objectives
Suggested teaching activities
Explain why America
entered the First World War
Learning resources
Explain the consequences
of American involvement in
the First World War before
1919
Learners should be instructed to list the causes and
consequences of involvement in bullet point format. They
should then go over their table and colour-code factors
according to whether they are of a political, social or
economic nature. This is helpful when getting to think about
how to structure their ideas about cause and consequence.
3 How effectively did
the USA promote its
international interests
during the years
1920–1952?
Learners should be able to:
a) Describe the main developments
in American foreign policy from
1919 to 1952
b) Explain why America went to war
in 1941 (and not in 1939)
c) Discuss the role of America in
shaping post-Second World War
settlements in Europe and Asia
Teachers should explain to learners the concept of isolation
and why the US seemed to adopt this policy in the 1920s.
Learners could then be given a selection of sources relating
to aspects of foreign policy in the 1920s (naval treaties
1921–22, Dawes Plan 1924, Kellogg Pact 1928, Young
Plan 1929, support for the International Labor Organization
in the 1920s) and be asked to make a judgement about
each, recording their views in table form as follows:
Area of foreign
policy
Motive for policy
How far did this
policy go against
the idea of
isolationism?
Online:
http://history.state.gov/milestones/1
921-1936/GoodNeighbor
www.history.co.uk/explorehistory/ww2/us-entry-andalliance.html
Textbooks:
America: Pathways to the Present,
chapters 17–19
The American People: Creating a
Nation and a Society Volume Two,
chapters 25–27
This could be followed up by learners being asked to use
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
the table to answer the following exam type (c) question:
‘US. foreign policy in the 1920s was dominated entirely by
the idea of isolationism.’ How far do you agree with this
view? Explain your answer.
Learners could be asked to work in pairs to brainstorm what
constitutes a ‘good neighbor’ as far as foreign policy is
concerned. They could then be given a list of examples of
foreign policy actions for the period 1933 to 1941 and be
asked to score each one on a scale of 1 to 10 (1 low, 10
high) as to how far they represent examples of the USA
being a ‘good neighbor’. Material should link with relations
with Latin America 1920–39, reaction to Japanese
aggression during the 1930s and ‘Cash-and-Carry’ and
‘Lease-Lend’ policies of 1939–41.
Give learners a list of reasons (explained) why America
decided to go to war in 1941. The lists should contain a
number of ‘red herrings.’ The learners should be asked to
identify the latter and explain their decisions.
Ask learners to complete the following table on the Yalta
and Potsdam conferences. They will need to be given some
text to use to complete the table:
Conference
Who was
present?
What was
discussed?
What was
the
contribution
of the USA?
Yalta
Potsdam
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
This table can then be used as a plan to answer the
following type (b) examination question:
Explain the importance of the conferences at Yalta and
Potsdam in helping the US shape post-Second World War
settlements in Europe.
Learners could be asked to write a speech as if by Truman,
explaining the Truman Doctrine (1947) and why it was
necessary for it to be supported by the Marshall Plan
(1948). They could then write a reply to the speech that was
critical of the Doctrine and Plan. This balanced approach to
analysing post-World War II American foreign policy would
be useful for learners to grasp as it is the way of thinking
required to answer type (c) examination questions
successfully.
Ask learners to research the Berlin Blockade and Airlift
(1948–49). They could then be asked to write a series of
imaginary diary entries made by an American diplomat
based in West Berlin that describe how the crisis unfolded.
Ask learners to research the US occupation of Japan
(1945–52) using the following website:
www.google.co.uk/american+occupation+of+japan+1945.
They could then complete the following diagram to help
them analyse the impact of the occupation.
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
4 How did the USA
achieve and sustain
its status as a
superpower from
1945 to 2010?
Learners should be able to:
Give learners a narrative of the Korean War (1950–53) and
ask them to break the narrative down into a timeline of key
events. The timeline should give indication, using different
colours, of the origins, course and consequences of the war
(and may therefore cover the period from c1945 to c1960).
Using the narrative and timeline ask learners to assess the
significance of the war by answering the following type (c)
examination question.
Online:
www.archives.gov/education/lesson
s/korean-conflict/
a) Describe the main developments
in American foreign policy from
1945 to 2010
b) Explain why there were
fluctuations in relations between
the USA and Russia from 1949 to
1991
c) Discuss how well the USA
adapted to changing international
circumstances form 1945 to 2010
www.pbs.org/battlefieldvietnam/
‘The Korean War showed that the policy of containment
was unsuccessful.’ How far do you agree with this view?
Explain your answer.
Ask learners to work in pairs to discuss the causes of the
Vietnam War. Provide each pair with a set of laminated
cards each of which has a different causal explanation of
the war. Instruct the learners to order the cards in as many
ways as they can, e.g. chronological order, economic
factors. They should also discuss how causes were linked.
When they have exhausted the different ways in which the
cards can be ordered they can then choose what they think
V1 3Y02
http://news.bbc.co.uk/1/shared/spl/
hi/asia_pac/05/vietnam_war/html/int
roduction.stm
Cambridge IGCSE American History (US) 0409
http://library.thinkquest.org/11046/d
ays/index.html
http://middleeast.about.com/od/usm
ideastpolicy/a/me070909b.htm
Textbooks:
America: Pathways to the Present,
chapters 657–87; 790–817; 903–
910
43
Key questions
Learning objectives
Suggested teaching activities
Learning resources
is the most suitable framework for making their own record
of the causes of the war.
The American People: Creating a
Nation and a Society Volume Two,
chapter 31
Learners can then be given a detailed timeline of the main
events of the war. Flashpoints of the war can then be
highlighted and discussed with the group: discussion can
be interspersed by the showing of short film clips. Once the
events of the war have been covered learners could be
given a series of cartoons that give indication of how the
war progressed. The learners could be asked to:
a) interpret the cartoons
b) put them in order of chronology (the provenance of
each cartoon should be covered or erased)
c) construct a table that lists all of the strengths and
limitations of using the cartoons as evidence about
the course of the Vietnam War
The following websites provide a good selection of cartoons
that could be used:
www.google.co.uk/cartoons+on+the+vietnam+war&oq
www.google.co.uk/cartoons+on+the+vietnam+war
Teachers obviously need to cover the consequences of the
war with learners. This could be done using a predictive
approach, i.e. getting learners to offer their own ideas about
what the likely consequences were before getting them to
check these ideas against textbook accounts.
Learners should be given a chronological outline of the
Cold War ‘arms race’. This would assume that the learners
had already been introduced to the concept of the Cold
War. The outline should summarise the transitions from
different phases of policy: deterrence, brinkmanship and
détente. It should also include details of how the USSR
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
responded to US policies. Learners could then go over the
outline and underline developments that indicated the USA
losing the arms race (one colour) or winning the arms race
(another colour). They could then use their piece of analysis
to answer the following type (c) examination question:
‘By the 1980s it was quite clear that the USA. had lost the
Cold War arms race with the USSR’ How far do agree with
this view? Explain your answer.
The Cuban Missile Crisis (1962) should be studied as a
flashpoint in the Cold War arms race. The teacher could
give a PowerPoint presentation that set the context for the
Crisis (long-term, short-term and trigger causes). This could
be followed by asking learners to engage in a decisionmaking exercise. They could be provided with a list of
options that Kennedy was presented with and, in pairs,
discuss the merits of each one before being presented with
the actual outcome of the crisis. This could be reinforced by
getting learners to assess the role of the major players in
the crisis using the following matrix/grid:
Kennedy
Khrushchev
Castro
Strengths of
decisionmaking
during the
crisis
Limitations of
decisionmaking
during the
crisis
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
The consequences of the crisis could also be outlined in
table form as follows:
Consequence
USA
USSR
Cuba
Political
Economic
Social
Military
Learners could be given a list of events (explained) that
revealed how the USSR acted in Central and Eastern
Europe from the mid-1950s to the early 1990s. The list
should include events in Hungary (1956), the construction
of the Berlin Wall (1961) and events in Czechoslovakia
(1968) as well anything else the teacher deems
appropriate, especially from the post-1970 period. At the
side of each event learners should write a comment about
how they think American governments should have reacted
to the actions of the USSR. Once they have done this the
teacher can then reveal what the US response actually was
in each case. Learners can then make corrections to their
predictions as necessary.
Learners should be given a timeline that includes the
following along with other key events that relate to US
involvement in the Middle East from 1946: the Suez Crisis
1956, the Camp David Agreement 1979 and President
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Key questions
Learning objectives
Suggested teaching activities
Learning resources
Clinton’s peace initiatives for the Middle East. They should
then be asked to research each event in more depth before
completing the following table:
US policy in the
Middle East
Aim
Success or
failure?
(Explain)
E.g. Suez Crisis
Learners could be asked to write two blog articles about the
threat of terrorism to America after 2001. One could be
written by a ‘Hawk’ that details the threat of terrorism and
suggests what should be done to combat it. A second could
be written by a ‘Dove’ that suggests the threat of terrorism
was exaggerated and that less aggressive measures
should be taken against those that pose a threat to world
peace. Learners should be told to support their views with a
range of evidence including that linked to the Twin Towers
attack, Iraq and Afghanistan.
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