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Scheme of work – Cambridge International AS & A Level History (9389)
Component 2: Outline study
Unit 2c International Option: International Relations, 1871–1945
Recommended prior knowledge:
We recommend that candidates who are beginning this course should have previously completed a Cambridge O level or Cambridge IGCSE course in History or
the equivalent.
Context: Candidates will be required to answer questions from two of the topics.
International Relations, 1871 – 1914
International Relations, 1919 – 1933
International Relations, 1933 – 1939
China and Japan, 1919 - 1945
DRAFT
Outline: Topics 1 – 3 provide chronological coverage of international relations in the period from 1871 to 1945. While there is no attempt to cover the First World
War, its significance as a watershed in international relations is apparent throughout. Topic 4 focuses on China and Japan which play increasingly significant roles in
international relations in the period between the two World Wars.
Teaching time: It is recommended that this unit should take approximately 60% of the one year AS course or 30% of the two year A Level.
Resources: General coverage particularly tailored to the precise needs of the course is provided in P Wadsworth, International History 1871 – 1945, Cambridge
University Press, 2013
Suitable books include –
Topic 1
M S Anderson, The Ascendancy of Europe 1815-1914, Longman, 2003
H Brogan, The Penguin History of the USA, Penguin 2001
C Culpin, E Evans and R Henig, Modern Europe 1870-1945, Longman, 1997
A Farmer and V Sanders, An Introduction to American History 1860-1990, Hodder, 2002
J L Huffman, Japan in World History, OUP USA, 2010
T Pakenham, The Scramble for Africa, Abacus London, 1992
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Cambridge International AS & A Level History (9389)
1
Topic 2
L E Ambrosius, Wilsonianism: Woodrow Wilson and his Legacy in American Foreign Relations, Palgrave MacMillan, 2002
P M H Bell, The Origins of the Second World War in Europe, Longman, 1997
R Henig, Versailles and After, Routledge, 1991
S Marks, The Illusion of Peace: International Relations in Europe 1918-1933, Palgrave MacMillan, 2003
A Sharp, The Versailles Settlement: Peacemaking in Paris 1919, MacMillan, 1991
Z Steiner, The Lights that Failed: European International History 1919-1933, OUP, 2005
Topic 3
P M H Bell, The Origins of the Second World War in Europe, Longman, 1997
A Bullock, Hitler: A Study in Tyranny, Penguin, 1969
R Carr, The Civil War in Spain 1936-1939, OUP, 1986
J Lee Ready, Avanti: Mussolini and the Wars of Italy 1919-1945, CreateSpace, 2012
R A C Parker, Chamberlain and Appeasement, MacMillan, 2000
A J P Taylor, The Origins of the Second World War, Penguin (New Edition), 1991
H Thomas, The Spanish Civil War, Penguin, 1986
Topic 4
M Barnhart, Japan Prepares for Total War: The Search for Economic Security 1919-1941, Cornell University Press, 1988
W E Beasley, Japanese Imperialism 1894-1945, Clarendon Press, 1987
J Fenby, Generalissimo: Chiang Kai-shek and the China He Lost, Free Press, 2005
J L Huffman, Japan in World History, OUP USA, 2010
M Lynch, China: From Empire to People’s Republic, Hodder Education 1996
E Snow, Red Star Over China, Penguin 1972
DRAFT
There are many suitable websites – for example:
www.historylearningsite.com
www.firstworldwar.com
www.markedbyteachers.com
www.historyonthenet.com
www.schoolhistory.co.uk
www.spartacus.co.uk
www.johndclare.net
www.thinkinghistory.co.uk
www.studyhistory.co.uk
www.internationalschoolhistory.net
www.historyfaculty.org.uk
www.historymad.com
www.activehistory.co.uk
www.bbc.co.uk/history
www.cartoons.ac.uk
www.historylearningcurve.gov.uk
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Cambridge International AS & A Level History (9389)
2
TOPIC 1 – INTERNATIONAL RELATIONS 1871 - 1914
Key questions Key content
Why, and with
what results,
was there a
growth in
imperial
expansion
during the last
quarter of the
nineteenth
century?
Suggested teaching activities
Reasons for imperial expansion in the late 19
century
The ‘scramble’ for Africa; Treaty of Berlin
(1885)
th
Learning resources
Research + note-making – ask students to research The
P Wadsworth, Chapter 1, pp8-19
Causes of the Scramble for Africa. To help them structure their T Pakenham, The Scramble for Africa
notes effectively, provide a template containing headings and
sub-headings. Check accuracy and suitability of notes
http://africanhistory.about.com/od/erac
produced. (I)
olonialism/a/ScrambleWhy.htm
Developing understanding – Students (working in pairs where http://www.sparknotes.com/history/eur
opean/1871-1914/section5.rhtml
possible) prepare a brief presentation entitled European
nations became involved in the scramble for Africa because...
http://www.saburchill.com/history/chapt
followed by one of (P)
ers/empires/0048.html
• they desired commercial gain
DRAFT
•
•
•
•
•
•
•
•
of advancements in medicine
of advancements in transport
of the reports of explorers
of strategic reasons
of political reasons
of their desire to bring civilisation to Africa
they wanted to enhance their international prestige
the desire to compete with each other
http://blogs.utexas.edu/15minutehistory
/2012/10/24/episode-3-the-scramblefor-africa/
Seminar – students make presentations, followed by teacherled discussion of what has emerged. Group attempt to put the
causes in an order of priority/significance. Introduce question ‘The industrial revolution in Europe was the main reason for
the scramble for Africa in the period from 1871 – 1900.’ How
far do you agree? – Group discussion to make two lists, one
agreeing and one disagreeing with the statement in the
question. Homework – each student to prepare a draft outline
essay plan, indicating the argument being pursued and how
this argument will be explained, justified and supported. (G)
Provide students with formative feedback on presentations,
contributions to group discussion and outline essay plan.
Students prepare for a debate (I) – How far did Africa benefit
V0.1 2Y05
Cambridge International AS & A Level History (9389)
3
Key questions Key content
Suggested teaching activities
Learning resources
th
from European imperialism in the last quarter of the 19
century? Divide class into two groups – one group to argue the
good effects, the other to focus on the bad. Group discussion
– how might this question be answered to ensure a clear
argument while maintaining balance? (G)
Disputes over the Chinese Empire; wars in
South Africa
Provide students with two cartoons (one British and one
American) and ask them to compare and contrast the views
expressed in the two cartoons about British imperialism in
th
Africa in the late 19 century. Mark using the generic mark
scheme for Paper 1 (a) and provide formative feedback. (I)
British Cartoon http://en.wikipedia.org/wiki/File:Punch_
Rhodes_Colossus.png
American cartoon http://www.saburchill.com/history/chapt
ers/empires/0048.html
Group work – read the text of Kaiser Wilhelm’s telegram to
Kruger. Discussion – why would this telegram have caused so
much resentment in Britain? What were the long-term
Telegram consequences of this? Students to prepare a diplomatic British http://germanyandthegreatwar.wordpre
response to the Kaiser. (G)
ss.com/2011/10/25/kruger-telegram/
How and why
did the USA
emerge as a
world power?
DRAFT
Economic growth and the need for trade
The Spanish-American War (1898), the
Panama Canal and the development of an
‘American Empire’
Reasons for and implications of the USA’s
entry into World War I
Debate – divide class into two groups; each group to assume
that it represents Americans in 1900. One group to make a
presentation arguing that the USA should maintain its
isolationist policy. The other group to make a presentation
arguing that the USA should expand outwards. Open up for
general discussion. Provide feedback to students on their
contributions to both the presentation and the discussion. (G)
P Wadsworth, Chapter 1, pp20-23
A Farmer + V Sanders, An Introduction
to American History 1860-1990
(H Brogan, The Penguin History of the
USA, challenging)
Research task to demonstrate how to use evidence to support
an argument – students to find evidence which supports the
view that - In the period from 1871 to 1914, public opinion in
the USA largely supported American expansionism.(I)
Issue cartoon published in an American magazine in 1906.
Cartoon Group discussion – what point is the cartoonist trying to make? http://en.wikipedia.org/wiki/File:Roosev
(G)
elt_monroe_Doctrine_cartoon.jpg
Group discussion – To what extent had the USA become a
V0.1 2Y05
Cambridge International AS & A Level History (9389)
4
Key questions Key content
Suggested teaching activities
Learning resources
world power by 1914? As a group, devise two lists, one
showing evidence that the USA was a world power by 1914,
one suggesting that it was not. (W)
Provide students with an essay-writing template and ask them
to write a response to the question. Mark using the generic
mark scheme for Paper 2 (b) and provide feedback.(I)
Individual research – Why did the USA enter WWI in 1916 and
not before? (I)
How and why
did Japan
emerge as a
world power?
Rapid modernisation and military development Research - Students, individually or in pairs, prepare a
presentation on one of the following (I) –
Wars with China (1894–95) and Russia
• Reasons for Japan’s rapid modernisation after 1871
(1905); treaty with Britain (1902)
• Effects of Japan’s rapid modernisation after 1871
• Reasons for Japan’s interest in China
• Effects of Japan’s interests in China
• Reasons why Japan agreed to the Anglo-Japanese
Alliance in 1902
• Cause of the Russo-Japanese War 1904-5
• Reasons why Japan defeated Russia in 1904-5.
P Wadsworth, Chapter 1, pp24-27
J L Huffman, Japan in World History
DRAFT
Each presentation should contain 3 or 4 key points, together
with appropriate supportive material (including maps, cartoons,
diagrams etc.).
Group discussion – How far had Japan achieved world power
status by 1914? Compile two lists; one containing evidence
that it had, one that it had not. (G)
Japan’s strong position in 1918
Students research the ways in which Japan benefited from
WWI. (I)
Group discussion – brain storm the advantages which Japan
gained during the 1914-period. Debate – Japan was not a
world power in 1914, but had achieved this status by 1918.
(W)
Why, and with The aims and objectives of each of the
what results,
European powers
did a system of
V0.1 2Y05
Group discussion leading to two lists (W)–
• What were Bismarck’s main aims?
• What methods did he use to achieve these aims?
Cambridge International AS & A Level History (9389)
P Wadsworth, Chapter 1, pp28-39
M S Anderson, The Ascendancy of
5
Key questions Key content
Suggested teaching activities
rigid alliances
develop
between
European
nations?
Students to produce a written response to the question – In
Europe, 1815-1914
what ways, and with what effects, did Kaiser Wilhelm II change
German foreign policy after 1890? Provide formative feedback. C Culpin, E Evans + R Henig, Modern
(I)
Europe, 1870-1945
The Development of the Triple Alliance and
the Triple Entente
Learning resources
Research – students to provide written evidence to show why
each of the following countries felt the need to form alliances
(I) –
• Britain
• France
• Russia
http://www.firstworldwar.com/origins/ca
uses.htm
Group discussion – To what extent did the existence of two
rival sets of alliances make WWI inevitable? – produce two
lists showing both sides of the argument. (W)
http://www.historylearningsite.co.uk/ca
uses_world_war_one.htm
http://www.historyonthenet.com/WW1/c
auses.htm
DRAFT
Implications of the alliances for international
peace and stability.
Students prepare presentations outlining how one of the
following was responsible for the outbreak of WWI (I or P)–
• Imperial rivalry such as in Africa
• The emergence of the USA as a world power
• The emergence of Japan as a world power
• French resentment over the Franco-Prussian War
• Germany’s sense of insecurity
• Rivalry between Russia and Austria-Hungary
• Nationalism within the Habsburg Empire
• Naval rivalry and the arms race
• The existence of two rival sets of alliances
http://www.johndclare.net/causes_WWI
2.htm
http://www.johndclare.net/causesWWI_
Answer1.htm
Following presentations, group discussion to place these
points in an order to significance. (W)
Students answer the question To what extent was the
existence of two rival alliance systems responsible for the
outbreak of WWI? Mark using generic mark scheme for Paper
2 (b) and provide formative feedback (I).
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6
TOPIC 2 – INTERNATIONAL RELATIONS 1919 - 1933
Key questions Key content
Suggested teaching activities
Why did the
peace
settlements of
1919-1920 fail
to secure
lasting peace?
Research – students to identify factors which meant that it was P Wadsworth, Chapter 2 pp40-67.
essential for the peace settlement to reach decisions
R Henig, Versailles and After
quickly.(I)
Seminar – discussion, leading to group compilation of a list of
S Marks, The Illusion of Peace;
key factors. (W)
International Relations in Europe 1918Role play – where possible, divide students into groups of four. 33
Each member of group to adopt a role: Wilson; Lloyd-George;
A Sharp, The Versailles Settlement
Clemenceau; Orlando. Each group to discuss/debate as if it
was at the Paris Peace Conference. (G)
Z Steiner, The Lights that failed:
Whole class discussion – why did these disagreements make European International History 191933
it difficult for the peacemakers to make an effective peace?
(W)
Terms and implications of the various treaties
Learning resources
DRAFT
Disenchantment of France, Italy, Bolshevik
Russia and the defeated powers
Peer assessment - Why did Germany resent the terms of the
Treaty of Versailles? In pairs, students mark each other’s
answers using generic mark scheme for Paper 2 (a) and
discuss outcomes. Students re-draft their answers and submit
to teacher who provides formative feedback. (I, P)
http://history.state.gov/milestones/1914
-1920/ParisPeace
http://www.johndclare.net/ToV1_IGCS
Enotes.htm
Group discussion – How justified were the German criticisms
http://www.bbc.co.uk/history/worldwars
of the Treaty of Versailles? Following discussion, students
/wwone/versailles_01.shtml
answer the question and the same assessment routine is
followed, this time using generic mark scheme for Paper 2 (b).
(W, P, I)
Implications of the USA’s failure to ratify the
Settlement
Debate – divide class into two groups. One group is to argue
that the Paris peace settlement was a ‘bad’ peace, the other to
argue that it was not a ‘bad’ peace. (W)
Issue British cartoon of 1919– discussion – what is the
cartoonist trying to say? (W)
Cartoon http://www.schoolhistory.co.uk/year9lin
ks/versailles.shtml
Each student to research the problems facing one of the
‘successor states’. (I)
V0.1 2Y05
Cambridge International AS & A Level History (9389)
7
Key questions Key content
Suggested teaching activities
Problems in ‘successor states’ created by the
post-war settlements
Learning resources
Group discussion – What problems did the successor states
have in common? Which countries faced the biggest possible
problems (prioritise a list). (W)
What attempts
were made
to improve
international
relations
between 1919
and
1933 and how
successful
were they?
Disturbed relations (1919–23) in the aftermath Provide students with a list of the various attempts to improve
of peace settlements
international relations. In preparation for group discussion,
students should research these attempts and make two lists –
effective and not effective. (I)
Improvement in international relations:
Washington Conferences (1921–22); Genoa
Group discussion – compile two agreed lists. Group discussion
Conference (1922); Dawes Plan (1924);
Locarno Treaties (1925); Kellogg-Briand Pact to arrange the ‘effective’ list into an order of significance.(W)
(1928); Young Plan (1929); World
Disarmament Conference (1932–33)
Issue cartoon - students to write an answer to the question What does this cartoon suggest about the Locarno Treaties?
Provide formative feedback. (I)
The impact of world economic problems after
Group discussion – in what ways did the world economic crisis
1929
after 1929 affect international relations? (W)
How did
relations
between
the USSR,
Britain, France
and Germany
develop
between 1919
and 1933?
France’s attempts to deal with the problem of
Germany from 1919 to 1933
Cartoon http://www.cartoons.ac.uk/browse/carto
on_item/anytext=locarno%20treaties?p
age=1
DRAFT
The USSR’s realisation of the need for
peaceful co-existence and co-operation with
the capitalist world
Relations between the USSR and Britain,
France and Germany
Students to research and prepare four lists, one for each of
Britain, the USSR, France and Germany. (I) Each list should
contain the following –
• Foreign policy aims
• How those aims were put into practice
• Any changes in attitudes detected and the reasons for
them
Group discussion – individual students to begin discussion on
each country by making a brief presentation. Compile a group
list outlining the main issues which caused problems in
relations between European nations 1919-33. Put this list into
an order of significance. (W)
Students to answer the question – To what extent was French
fear of Germany the most important cause of tension in
Europe between 1919 and 1933. Mark using generic mark
scheme for Paper 2 (b) and provide formative feedback. (I)
V0.1 2Y05
Cambridge International AS & A Level History (9389)
8
Key questions Key content
Suggested teaching activities
What were the
main aims
and
implications of
US
foreign policy,
1919–1933?
Issue students with Sources A, B and C from the specimen
As above
examination Paper 1. Students to identify the key reasons why
L E Ambrosius, Wilsonianism:
Wilson believed that the USA should ratify the peace
settlement and why Cabot Lodge and Borah disagreed. (I)
Woodrow Wilson and his legacy in
American Foreign Relations.
Group discussion (W) –
• Why didn’t the USA ratify the peace settlement?
• What were the implications of this?
Reasons for and the impact of the USA’s
return to isolationism
Learning resources
Importance of overseas trade, investment and Group discussion – agree two lists, one showing that the USA
war debt to foreign policy
did follow an isolationist foreign policy, the other suggesting
that it did not. What conclusions can be reached? (W)
The impact of US foreign policy on the world
Group discussion – What impact did the USA have on
economic crisis after 1929
international relations in the period from 1919-33? (W)
DRAFT
V0.1 2Y05
Cambridge International AS & A Level History (9389)
9
TOPIC 3 – INTERNATIONAL RELATIONS 1933 - 1939
Key questions Key content
Suggested teaching activities
Learning resources
What were the
aims and
implications of
Mussolini’s
foreign policy?
Group discussion to identify and list the main aims of
Mussolini’s foreign policy. (W)
P Wadsworth, Chapter 3, pp68-101
Desire to make Italy great and feared – Corfu
Incident and Fiume
P M H Bell, The Origins of the Second
World War in Europe
Diplomacy from 1923 to 1934
J Lee Ready, Avanti: Mussolini and the
wars of Italy, 1919-45
Aggression after 1934: Abyssinia; Spanish
Civil War; Rome–Berlin Axis; Albania; Pact of
Steel
Students to identify evidence which suggests that Mussolini
adopted a diplomatic approach to foreign policy in the period
from 1919 to 1934. (I)
Group discussion – why did Mussolini adopt this approach?
(W)
http://www.thestudentroom.co.uk/wiki/
Revision:Mussolini_-_Foreign_Policy
http://www.historylearningsite.co.uk/ital
y_foreign_policy.htm
DRAFT
Students to identify evidence which suggests that Mussolini
adopted a more aggressive approach to foreign policy after
1934. (I)
Group discussion – why was this? (W)
https://rudbeck-ib-historyrevision.wikispaces.com/3.21+Mussoli
ni's+foreign+policy
http://prezi.com/nj7x4ncikkji/mussolinis
-foreign-policy/
Hold a ‘mock trial’. Divide the class into two groups. One group
assigned to defend Mussolini’s foreign policy 1919-45,
showing how it was in Italy’s best interests. The other group to
‘prosecute’, arguing that his foreign policy was not in Italy’s
best interests. Group discussion of what emerges. (G, W)
Issue students with two images of Mussolini, one from the
cover of a French magazine in 1933 and the other by an Italian
artist at around the same time. Students should explain how
and why these illustrations give different impressions of
Mussolini. Mark using generic mark scheme for Paper 1 (a)
and provide formative feedback. (I)
Why did civil
war break out
in Spain in
V0.1 2Y05
Reasons for King Alfonso XIII’s abdication in
1931
Images –
http://www.maryevans.com/search.php
http://www.corbisimages.com/Search#
p=1&q=42-24332115
Individually or in pairs, students to prepare brief presentations H Thomas, The Spanish Civil War
on one of the following (I, P) –
• Why was Spain politically unstable in the early 1930s? http://www.spartacus.schoolnet.co.uk/
Cambridge International AS & A Level History (9389)
10
Key questions Key content
1936?
Suggested teaching activities
•
•
•
•
•
Problems facing the new republic
Why did the king abdicate in 1931?
What problems faced the Republic after 1931?
What actions by the Republic led to the civil war?
What actions by the Right led to the civil war?
Why did civil war break out in 1936 and not before?
Following presentations, group discussion on the causes of
the Spanish civil war. (W)
Reasons for and implications of Franco’s
victory
Group discussion to list and prioritise the key factors. (W)
Students to answer the question – ‘The disunity of the
republican forces was the main reason why the nationalists
were able to win the Spanish Civil War.’ How far do you
agree? Mark using generic mark scheme for Paper 2 (b) and
provide formative feedback. (I)
WARspain.htm
http://www.historylearningsite.co.uk/sp
anish_civil_war.htm
http://www.bbc.co.uk/bitesize/higher/hi
story/roadwar/spancivil/revision/1/
http://www.historyextra.com/feature/sp
ain%E2%80%99s-very-internationalcivil-war
Poster http://www.corbisimages.com/Search#
p=1&q=42-25807158
DRAFT
Provide students with copy of poster issued during the
Spanish civil war. Discussion – which side issued the poster
and what was its purpose? (G or W)
What were the
aims and
implications of
Hitler’s
foreign policy?
Learning resources
Hitler’s general aims – destroying Versailles
Treaty, building up army, recovering lost
territory, bringing all German-speaking
people into the Reich
Group discussion – what were the main aims of Hitler’s foreign P M H Bell, The Origins of the Second
policy? (W)
World War in Europe
Students answer the question To what extent was Hitler’s
main foreign policy aim to overturn the Treaty of Versailles?
Mark using the generic mark scheme for Paper 2 (b) and
provide formative feedback. (I)
K Bracher, The German Dictatorship
E Jackel, Hitler’s World View
R A C Parker, Chamberlain and
Appeasement
Successes, 1933–38
Research – students to list Hitler’s foreign policy actions and
achievements 1933-8. (I)
A J P Taylor, The Origins of the
Second World War
Group discussion – how far could Hitler’s actions in the period
1933-8 be justified? (W)
Appeasement
V0.1 2Y05
Divide the class into two groups. One group to argue that
appeasement was foolish and dangerous. The other to provide
justification for the policy of appeasement. Key point – ensure
Cambridge International AS & A Level History (9389)
11
Key questions Key content
Czechoslovakia and Poland, 1938–39
Suggested teaching activities
Learning resources
that the students understand the value of hindsight.(G)
http://www.johndclare.net/RoadtoWWII
1_IGCSEnotes.htm
Students to answer the question – Hitler’s decision to invade
Czechoslovakia was a mistake.’ How far do you agree? Mark
using generic mark scheme for Paper 2 (b) and provide
formative feedback. (I)
http://www.bbc.co.uk/schools/gcsebites
ize/history/mwh/ir1/hitlersaimsandactio
nsrev1.shtml
Issue two cartoons –
Group discussion – what points are the cartoonists trying to
make? (W)
http://www.cartoons.ac.uk/record/LSE4
323
http://www.johndclare.net/RoadtoWWII
Students to prepare two lists, showing the advantages of the
Pact for (I) • Germany
• The USSR
Group discussion – why, then, did the Pact come as a shock
to the rest of the world? (W)
http://www.ushmm.org/wlc/en/article.ph
p?ModuleId=10005203
DRAFT
Students to address the question – Compare and contrast the
views expressed in the two cartoons about the Nazi-Soviet
Pact. Mark using generic mark scheme for Paper 1 (a) and
provide feedback. (I)
Why did war
break out in
1939?
8.htm
Long-term issues such as dissatisfaction with
the Treaty of Versailles and the failure of
collective security
Historical debate regarding Hitler’s intentions
Appeasement and the role of the USSR
http://www.historyhome.co.uk/europe/h
itfor.htm
http://hsc.csu.edu.au/modern_history/n
ational_studies/germany/4024/nazi.htm
Students prepare two lists (I) –
• Evidence suggesting that Hitler neither expected nor
wanted a major war
• Evidence suggesting that Hitler did want a major war
and actively planned for it.
Debate – divide class into two groups, one arguing the first
point, the other the second. Compile two agreed lists. (G)
Issue students with this statement by the British PM
Chamberlain at the outbreak of WWII –
Responsibility for this terrible catastrophe lies on the shoulders
of one man, the German Chancellor, who has not hesitated to
plunge the world into misery in order to serve his own
V0.1 2Y05
Cambridge International AS & A Level History (9389)
12
Key questions Key content
Suggested teaching activities
Learning resources
senseless ambitions.
Students to answer the following questions –
• Why might Chamberlain make such a statement?
• How far do you agree with the statement?
In pairs, students to review each other’s answers, commenting
on style, balance and quality of argument. (I)
DRAFT
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13
TOPIC 4 – CHINA AND JAPAN 1919 - 1945
Key questions Key content
Suggested teaching activities
Learning resources
What were the
implications
of the ‘warlord
era’ which
affected China
from 1916
to 1928?
Yuan Shih-kai and disintegration of China
As a group, brainstorm the factors which made China weak in
1919. Then, still as a group, use this information to focus on
the question How far was Japan responsible for the weak
condition of China in 1919? (W)
P Wadsworth, Chapter 4, pp102-129
How effective
was the
Kuomintang in
achieving its
aims?
The Three Principles
May the Fourth Movement
Growth of Kuomintang (Nationalist) Party
under Dr Sun Yat-sen
Then, still as a group, reflect on the question Why was there
an upsurge in Chinese nationalism in 1919? (W)
Students to imagine that they are newspaper reporters given
the opportunity to interview Sun Yat-sen in 1924 and Chiang
Kai-shek in early 1926. They should devise a series of
questions which they would ask. (I)
M Lynch, China: From Empire to
People’s Republic, Chapter 2
W E Beasley, Japanese Imperialism
1894-1945
J Fenby, Generalissimo: Chiang Kaishek and the China he lost
DRAFT
E Snow, Red Star over China
Divide class into groups, ideally of three. In turn, each asks
his/her questions to the other two who answer as Sun and
Chiang respectively. (G)
http://www.spartacus.schoolnet.co.uk/
CHINAkuomintang.htm
Group plenary – compare and contrast the political views of
Sun and Chiang. (W)
Progress under Chiang Kai-shek
Kuomintang’s successes and failures
Students to prepare two lists, one showing the successes
which Chiang had achieved by 1929, one showing his failures.
(I)
Group discussion – How far did Chiang Kai-shek provide
effective leadership for the KMT? (W)
Why did
communism
gain
support in
China?
Mao Zedong and the Long March
Reasons for dissatisfaction with Kuomintang
Impact of Japanese occupation of Manchuria
in 1931
Ensure that students are familiar with the style of questions in
Paper 2. Each student to write four Paper 2 style questions,
two for Part (a) and two for Part (b). (I)
Ensure the students are familiar with the mark scheme for
Paper 2. Students to prepare mark schemes for each of their
four questions. (I)
Group plenary – list the questions which students have
V0.1 2Y05
Cambridge International AS & A Level History (9389)
14
Key questions Key content
Suggested teaching activities
Learning resources
prepared. Discuss their suitability, level of difficulty etc. (W)
As a group, select one Part (a) and one Part (b) question
which all students should then attempt as a written exercise.
W, I)
Students mark each other’s responses using the mark scheme
prepared by the original writer of the question. (I, P)
Why, and with Japan’s strong position in 1918
what
effects, did
Political and economic factors; Manchuria
Japan become (1931) and China (1937)
a military
dictatorship in
the
1930s?
Individually or in pairs, students produce a timeline of events
which led to Japan becoming a military dictatorship. From this,
they should then identify what they consider to be the five
most important reasons why Japan became a military
dictatorship. (I or P)
Group plenary – each pair presents its list of five factors and
explains why it considers them to be the most significant. (I or
P, W)
(Once all presentations have been completed, group
discussion to prioritise the causal factors. (W)
M Barnhart, Japan Prepares for Total
War
W E Beasley, Japanese Imperialism
1894-1945
J L Huffman, Japan in World History
DRAFT
Implications of military rule in Japan;
involvement in World War II
Students to prepare a list of reasons why Japan adopted an
aggressive foreign policy in the 1930s and 1940s. (I)
Group plenary to agree and prioritise the causal factors. (W)
Students to write a written response to one of the following
questions (I) –
• Why did Japan invade Manchuria in 1931?
• Why did Japan attack Pearl Harbour in 1941?
Pair students who answered different questions – they mark
each other’s answers (using generic mark scheme for Paper 2
(a)) and provide verbal feedback. Each student then writes an
answer to the question which they did not attempt originally –
this is then marked by the teacher and formative feedback
given. (P, I)
V0.1 2Y05
Cambridge International AS & A Level History (9389)
http://www.johndclare.net/EL5.htm
https://www.mtholyoke.edu/acad/intrel/
WorldWar2/manchuria.htm
http://www.historylearningsite.co.uk/ma
nchuria_1931.htm
http://www.bbc.co.uk/learningzone/clip
s/japanese-invasion-of-manchuria-andthe-league-of-nationsresponse/2448.html
http://www.bbc.co.uk/history/worldwars
/wwtwo/pearl_harbour_01.shtml
http://www.history.co.uk/explorehistory/ww2/pearl-harbor.html
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