Twentieth
History Unit 2
Carlos Santander 3851663
Teaching Humanities VCE Unit Plan 2011
Contents
Twentieth Century History Unit 2 1945-2000
Area of Study One: Ideas and Political Power
After World War II the United States emerged with the Soviet Union as the global
superpowers and remained so for much of the second half of the twentieth century.
Conflict and competition between the opposing ideologies of capitalism and
communism raised world tension and conflict, and continued until the fall of
communism in 1989.Rivalry between the superpowers was played out in the arts,
propaganda, sport, the space race, nuclear weapons production and political
influence over developed and emerging nations.
In this area of study, students examine a conflict(s) of the second half of the
twentieth century such as those based on competing ideologies of capitalism and
communism or ethnic or religious tensions. (History-VCE Study Design, 2010)
Outcome One:
On completion of this unit the student should be able to analyse and discuss how
post-war societies used ideologies to legitimise their worldview and portray
competing systems.
To achieve this outcome the student will draw on knowledge and related skills
outlined in area of study 1.
Key knowledge
This knowledge includes:
• the principal features of a post-war conflict(s);
• the ways in which the competing groups represented themselves and each
other; for example, views on the individual in society, the proper function of the
state, tolerance of dissent and minority groups, view of nationalism;
• the propagation and maintenance of ideological views both domestically and
beyond their borders; for example, the use of the media, symbols, espionage,
competition, physical force and the law;
• the outcome of the competition between ideologies; for example, military
threats, propaganda wars, isolationism.
Key skills
These skills include the ability to:
• use key concepts relevant to the selected historical conflict; such as ideology,
power, racism, communism, capitalism, imperialism, ethnicity and nationalism;
• analyse written and visual evidence;
• synthesise evidence to draw conclusions;
• present historical material using conventions such as quotations, footnotes and a
bibliography.
(History-VCE Study Design, 2010)
Origins to the Cold War
This six week unit of work looks at the origins of the Cold War leading towards the rise
of McCarthyism in the United States of America. It will specifically concentrate on
the conflicting ideologies of Capitalism and Communism, the Berlin Blockade,
Brinkmanship and Proxy Wars.
Students will analyze the impact of the ideologies on post WWII culture through the
means of media, propaganda and documents. They will analyze documents for
their validity as a means of source, context and the bias of each piece. They will also
have an understanding and knowledge of which the competing groups
represented themselves and each other.
Student will also construct an interactive timeline using Web 2.0 applications to
demonstrate the state of events at both a global and domestic level of either side of
the conflicting ideologies. They will establish a clear understanding of key principles
and outcomes of the conflicting ideologies. Students will also establish and present
relevant historiography using quotations, footnotes and references.
Students will debate and present their view on the cause of the Berlin Blockade
using relevant historiography, combining with effective document analysis and
demonstrating a clear understanding of the implications surrounding and outcomes
of the competing groups.
Teaching and Learning Activities
For the purpose of this six week unit of work, teaching and learning activities will be
based at four lessons per week, with three assessment tasks. Below is a table that
outlines the teaching and learning activities for this six week unit of work, including
Student and Teacher resources, Assessment Tasks and the Key Knowledge and Skills
related to each teaching and learning activity.
Teaching and Learning Activities
Week Teaching Activities
1 Lesson 1:
Think Pair Share leading to a KWL
Chart
Discussion based on the KWL Chart
Brainstorm effect of WWII – Including
the impact of political, social and
economic issues
Documentary: “Nuremberg Trails”
Worksheet: Nuremberg
Assessment Strategies
Resources
Key Knowledge & Skills
Formative:
Observation of students participation in
class discussion
Observation of students prior
knowledge of key concepts and events
Youtube Video: “Nuremberg Trails
Documentary Part 1/7”
http://www.youtube.com/watch?v
=KTsTzOhklDk
June 26, 2010
Key Knowledge:
 the principal features of a postwar conflict(s)
Summative:
Worksheet: Nuremberg Trails
Appendix WS1
P. Evans, Twentieth Century History
1945-2000 (Collingwood: HTAV,
2007)p 38
See Teacher Personal Development
Textbook Questions
Put yourself on the line Activity
Discussion of Nuremberg Trails,
Treaties and Occupation post WWII
Key Skills:
 use key concepts relevant to the
selected historical conflict; such
as ideology, power, racism,
communism, capitalism,
imperialism, ethnicity and
nationalism
 analyse written and visual
evidence
Read Textbook: Twentieth Century
History 1945-2000 page 38
Answer Textbook questions on Iron
Curtin Speech
Class Reflection of KWL Chart
Lesson2:
Word Graffiti Activity
Discussion of meaning of key words:
Communism, Socialism, Capitalism,
Proxy Wars, Brinkmanship, Espionage,
Propaganda, Occupation
Formative:
Observation of students participation in
classroom activities
Observation of students contribution in
classroom discussion
Observation of students knowledge of
key concepts of the Cold War
Map of Germany post WWII:
From Mappery.com
http://mappery.com/mapof/Occupation-Areas-of-Germanyafter-1945-Map
Key Knowledge:
 the principal features of a postwar conflict(s)
 the outcome of the competition
between ideologies
Identify and discuss the key problems
and issues facing different nations at
the end of WWII
Key Skills:
 use key concepts relevant to the
selected historical conflict
 analyse written and visual
evidence
Summative:
Map of Germany post WWII
Put yourself on the line Activity leading
to Fold the line Activity
Discuss the issues of Post WWII
Germany Occupation
Lesson 3: (Dbl)
Worksheet: Post WWII Summary
Questions
Video: “Europe in Ruins & The
Marshall Plan”
Formative:
Observation of students participation in
class discussion
Observation of students prior
knowledge of key concepts and events
Observation of students participation in
group activity
Video: “Truman Doctrine”
Class Discussion of Videos
Class Timeline of key events leading to
Marshall Plan and Truman Doctrine
Brainstorm analysis questions before
reading historiography
Online Resource: Spartacus The
Marshall Plan
Group Document Analysis Activity
Worksheet: Document Analysis
Assessment Task One: Document
Analysis: End of Week 3
(SAC – Class time given week 2-3)
Summative:
Worksheet: Post WWII Summary
Questions
Appendix WS2
Worksheet: Document Analysis
Appendix WS3
Youtube Video: “Europe in Ruins &
The Marshall Plan”
http://www.youtube.com/watch?v
=pUt7Lr3lubc
June 7, 2009
Youtube Video:”Truman Doctrine”
http://www.youtube.com/watch?v
=-azZDCjAKus&feature=related
June 11, 2010
Online Resource: Spartacus – The
Marshall Plan
http://www.spartacus.schoolnet.co
.uk/USAmarshallP.htm
P. Evans, Twentieth Century History
1945-2000 (Collingwood: HTAV,
2007)pp 38-41
Key Knowledge:
 the principal features of a postwar conflict(s)
• the ways in which the competing
groups represented themselves
and each other; for example,
views on the individual in society,
the proper function of the state,
tolerance of dissent and minority
groups, view of nationalism
 the outcome of the competition
between ideologies
Key Skills:
 use key concepts relevant to the
selected historical conflict
 analyse written and visual
evidence
• synthesise evidence to draw
conclusions
2
Set Reading: Twentieth Century
History 1945-2000 pages 38-41
Lesson 4:
Timeline PowerPoint
Events leading to the Berlin Blockade
Video: “Berlin Airlift – Story of Great
Achievement”
Discussion of Propaganda
Formative:
Observation of students participation in
class discussion
Observation of students prior
knowledge of key concepts and events
Timeline taken from:
R, Smith: Reds Under the Bed
American Anti-Communism in the
1950s (Collingwood: HTAV, 2005)p
40-41
Summative:
P. Evans, Twentieth Century History
1945-2000 (Collingwood: HTAV,
2007)pp 46-47, 51
Propaganda Posters:
European Recovery Program
Marshall Plan
Youtube Video: “Berlin Airlift –
Story of Great Achievement”
http://www.youtube.com/watch?v
=_nHdB1vJNsg
April 6, 2010
Think Pair Share Activity
Discussion of Power of Media
Brainstorm Ideas of Promoting both
Communism and Capitalism
Propaganda Posters
See Teacher Professional
Development
Read text: Twentieth Century History
1945-2000 page 51 Origins of the Cold
War Historiography
Key Knowledge:
 the principal features of a postwar conflict(s)
• the ways in which the competing
groups represented themselves
and each other
• the propagation and
maintenance of ideological views
both domestically and beyond
their borders; for example, the
use of the media, symbols,
espionage, competition, physical
force and the law
Key Skills:
 use key concepts relevant to the
selected historical conflict
 analyse written and visual
evidence
 synthesise evidence to draw
conclusions
Class Definition of Communism and
Capitalism
Lesson 5: (Dbl)
Introduction to Web Application:
Wordle
Read the “No Guns, Just Flour” Article
Discuss Wordle of Article
Novel in an Hour Activity
Formative:
Observation of students participation in
class discussion
Observation of students use of key
concepts relevant to the historical
conflict
Observation of understanding of
propaganda and ways in which
Web Application: Wordle
www.wordle.com
See Teacher Professional
Development
“No Guns, Just Flour” Article
http://www.cnn.com/US/9805/11/
berlin.airlift/index.html
Key Knowledge:
 the principal features of a postwar conflict(s)
• the ways in which the competing
groups represented themselves
and each other
• the propagation and
maintenance of ideological views
both domestically and beyond
Based on Maryland Council on
Economic Education: No Guns, Just
Flour: Berlin Airlift Resource
competing groups represent themselves
Observation of students understanding
and competency of Wordle
Reflect on Lesson
Summative:
Novel in an hour presentation
Lesson 6:
Class time used to work on their
Assessment Task
Formative:
Observation of students use of key
concepts relevant to the historical
conflict
Observation of understanding of
propaganda and ways in which
competing groups represent themselves
Observation of students understanding
and competency of Wordle
3 Lesson 7:
Class time used to work on their
Assessment Task
Summative:
Assessment Task One: Document
Analysis
Appendix A1
Formative:
Observation of students use of key
concepts relevant to the historical
conflict
Observation of understanding of
propaganda and ways in which
competing groups represent themselves
Observation of students understanding
and competency of Wordle
May 11, 1998
No Guns, Just Flour: The Berlin
Airlift – Lesson Plan
Maryland Council on Economic
Education
www.econed.org
their borders
• the outcome of the competition
between ideologies
Key Skills:
 use key concepts relevant to the
selected historical conflict
 analyse written and visual
evidence
 synthesise evidence to draw
conclusions
Key Knowledge:
• the propagation and
maintenance of ideological views
both domestically and beyond
their borders
Key Skills:
 use key concepts relevant to the
selected historical conflict
 analyse written and visual
evidence
Key Knowledge:
• the propagation and
maintenance of ideological views
both domestically and beyond
their borders
Key Skills:
 use key concepts relevant to the
selected historical conflict
Summative:
Assessment Task One: Document
Analysis
Appendix A1
Lesson 8:
Class time used to work on their
Assessment Task Due end of lesson
Formative:
Observation of students use of key
concepts relevant to the historical
conflict
Observation of understanding of
propaganda and ways in which
competing groups represent themselves
Observation of students understanding
and competency of Wordle
Summative:
Assessment Task One: Document
Analysis
Appendix A1
Lesson 9: (Dbl)
Berlin Blockade PowerPoint
Causes and Outcomes
Brainstorm Analysis Questions for
Reading
Read Text: Twentieth Century History
1945-2000 pp 48-53
Worksheet for Berlin Blockade Reading
Video: “We didn’t start the fire”
Discussion of what the Cold War was
and how it was fought between
Formative:
Observation of students use of key
concepts relevant to the historical
conflict
Observation of understanding of
propaganda and ways in which
competing groups represent themselves
Summative:
Worksheet Berlin Blockade
Appendix WS4
 analyse written and visual
evidence
Key Knowledge:
• the propagation and
maintenance of ideological views
both domestically and beyond
their borders
Key Skills:
 use key concepts relevant to the
selected historical conflict
 analyse written and visual
evidence
4
competing ideologies leading into next
topic of Brinkmanship
Lesson 10:
Class time used to work on their
Assessment Task
Formative:
Observation of students use of key
concepts relevant to the historical
conflict
Observation of understanding of
propaganda and ways in which
competing groups represent themselves
Observation of students understanding
of outcomes due to historical conflict
Summative:
Assessment Task Two: Class Debate
Appendix A2
Lesson 11: (Dbl)
Class time used to work on their
Assessment Task Due end of lesson
Class Debate: Are the Soviets to blame
for the Berlin Blockade?
Formative:
Observation of students use of key
concepts relevant to the historical
conflict
Observation of understanding of
propaganda and ways in which
competing groups represent themselves
Observation of students understanding
of outcomes due to historical conflict
Summative:
Assessment Task Two: Class Debate
Appendix A2
Key Knowledge:
 the principal features of a postwar conflict(s)
• the ways in which the competing
groups represented themselves
and each other
• the outcome of the competition
between ideologies
Key Skills:
 use key concepts relevant to the
selected historical conflict
 synthesise evidence to draw
conclusions;
 present historical material using
conventions such as quotations,
footnotes and a bibliography.
Key Knowledge:
 the principal features of a postwar conflict(s)
• the ways in which the competing
groups represented themselves
and each other
• the outcome of the competition
between ideologies
Key Skills:
 use key concepts relevant to the
selected historical conflict
 synthesise evidence to draw
conclusions;
 present historical material using
conventions such as quotations,
footnotes and a bibliography.
Lesson 12:
Question Die Activity to lead into
Discussions of Brinkmanship and Proxy
Wars
Video: “Make mine freedom”
Top Five Activity to lead into discussion
of what are the ways in which this
conflict of ideologies is being fought
Timeline leading to Korean War taken
from Smith and Twentieth Century
History Text book
Key Players of the Cold War taken from
Smith and Twentieth Century History
textbook
Formative:
Observation of students use of key
concepts relevant to the historical
conflict
Observation of understanding of
propaganda and ways in which
competing groups represent themselves
Observation of students understanding
of outcomes due to historical conflict
Observation of students participation
and contribution in group and class
activities
Summative:
Question Die Answers
Question Die Activity
D. Kruse, Thinking Strategies for the
Inquiry Classroom (Carlton:
Curriculum Corporation, 2009)pp
14-16
Youtube Video: “Make mine
freedom”
http://www.youtube.com/watch?v
=mVh75ylAUXY
June 6, 2006
R. Smith, Reds Under the Bed
American Anti-Communism in the
50s (Collingwood: HTAV, 2005)pp
40-41
Key Knowledge:
 the principal features of a postwar conflict(s)
• the ways in which the competing
groups represented themselves
and each other
• the outcome of the competition
between ideologies
Key Skills:
 use key concepts relevant to the
selected historical conflict
 synthesise evidence to draw
conclusions
Top Five List
P. Evans, Twentieth Century History
1945-2000 (Collingwood: HTAV,
2007)pp 46-47
5 Lesson 13:
KWL Chart of Korean War
Korean War Activity
Twentieth Century History 1945-2000
Google
S.R. Gibbons Text
Korean War Worksheet
Formative:
Observation of students use of key
concepts relevant to the historical
conflict
Observation of understanding of
propaganda and ways in which
competing groups represent themselves
Observation of students understanding
Question Die Activity
D. Kruse, Thinking Strategies for the
Inquiry Classroom (Carlton:
Curriculum Corporation, 2009)pp
58-59
P. Evans, Twentieth Century History
1945-2000 (Collingwood: HTAV,
2007)pp 55-57
Google.com
Key Knowledge:
 the principal features of a postwar conflict(s)
 the outcome of the competition
between ideologies
S. R. Gibbons, The Cold War (NY:
Longman, 1986)pp 57-61
Key Skills:
 use key concepts relevant to the
Reflect on KWL Chart
of outcomes due to historical conflict
Observation of students participation
and contribution in group and class
activities
See Teacher Professional
Development
selected historical conflict
 synthesise evidence to draw
conclusions
Summative:
Korean War Worksheet
Appendix WS5
Lesson 14:
Main Players PowerPoint
From R. Smith
Brainstorm Analysis Questions for
Reading
McCarthyism: S.R. Gibbons &
Twentieth Century History 1945-2000
Video: “See It Now March 9, 1954”
Put Yourself on the line leading to Fold
the Line Activity
“Was McCarthy a product or cause of
the Red fear?”
Lesson 15: (Dbl)
DVD: “Good night and Good luck”
Reflective Questions about Movie
based on their knowledge of the Cold
War
Formative:
Observation of students use of key
concepts relevant to the historical
conflict
Observation of students contribution to
analysis question brainstorming
Observation of students understanding
of outcomes due to historical conflict
Observation of students participation
and contribution in group and class
activities
P. Evans, Twentieth Century History
1945-2000 (Collingwood: HTAV,
2007)p 58
S. R. Gibbons, The Cold War (NY:
Longman, 1986)pp 63-64
Youtube Video: “See It Now March
9, 1954”
http://www.youtube.com/watch?v
=anNEJJYLU8M&feature=related
August 22, 2009
Summative:
Analysis of Reading Documents
Formative:
Observation of students use of key
concepts relevant to the historical
conflict
Observation of students contribution to
reflective question
Observation of students understanding
of outcomes due to historical conflict
Observation of students participation
and contribution in group and class
activities
DVD: “Good night and Good luck”
George Clooney, 2005
Key Knowledge:
 the principal features of a postwar conflict(s)
• the ways in which the competing
groups represented themselves
and each other
 the outcome of the competition
between ideologies
Key Skills:
 use key concepts relevant to the
selected historical conflict
 synthesise evidence to draw
conclusions
Key Knowledge:
 the principal features of a postwar conflict(s)
• the ways in which the competing
groups represented themselves
and each other
Key Skills:
 use key concepts relevant to the
selected historical conflict
Summative:
6 Lesson 16:
Introduction to Dipity
Assessment Task Three: Interactive
Timeline
Class time used to work on their
Assessment Task
Formative:
Observation of students use of key
concepts and features relevant to the
historical conflict
Observation of students understanding
of outcomes due to historical conflict
Observation of students understanding
and competency of Dipity
Key Knowledge:
 the principal features of a postwar conflict(s)
 the outcome of the competition
between ideologies;
Key Skills:
 use key concepts relevant to the
selected historical conflict
 present historical material using
conventions such as quotations,
footnotes and a bibliography.
Summative:
Assessment Task Three: Interactive
Timeline
Appendix A3
Lesson 17: (Dbl)
Class time used to work on their
Assessment Task Due end of lesson
Formative:
Observation of students use of key
concepts and features relevant to the
historical conflict
Observation of students understanding
of outcomes due to historical conflict
Observation of students understanding
and competency of Dipity
Key Knowledge:
 the principal features of a postwar conflict(s)
 the outcome of the competition
between ideologies;
Key Skills:
 use key concepts relevant to the
selected historical conflict
 present historical material using
conventions such as quotations,
footnotes and a bibliography.
Summative:
Assessment Task Three: Interactive
Timeline
Appendix A3
Lesson 18:
Video: “We didn’t start the fire”
Timeline of Dissent in Europe and Arms
Race
Formative:
Observation of students use of key
concepts and features relevant to the
historical conflict
Observation of students understanding
Youtube Video: “We didn’t start the
fire”
http://www.youtube.com/watch?v
=2v2JcpolIQU
November 6, 2007
Key Knowledge:
 the principal features of a postwar conflict(s)
 the outcome of the competition
between ideologies;
Read Text: Twentieth Century History
1945-2000 pp 60-62
Question Die Activity in Groups to
reflect and respond to reading
of outcomes due to historical conflict
Observation of students participation
and contribution in Question Die
Activity
Summative:
Question Die Questions and Answers
R, Smith: Reds Under the Bed
American Anti-Communism in the
1950s (Collingwood: HTAV, 2005)p
40-41
P. Evans, Twentieth Century History
1945-2000 (Collingwood: HTAV,
2007)pp 46-47, 60-62.
Key Skills:
 use key concepts relevant to the
selected historical conflict
 synthesise evidence to draw
conclusions
Teacher Professional Development
Resources Used Specifically in this Unit of Work
P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)
Textbook provided by HTAV great for reading and historiography. The Textbook
chronologically covers the required curriculum as per the Study Design from VCAA
R, Smith: Reds Under the Bed American Anti-Communism in the 1950s (Collingwood:
HTAV, 2005)
Teacher Resource which will assist teachers for an American perspective of Cold
War conflict domestically
Propaganda Posters
Numerous Propaganda Posters can be found via Google images search. However
Designer-Daily, a design blog has an entry on some Cold War Propaganda images
link below:
http://www.designer-daily.com/examples-of-american-cold-war-propaganda-2918
Wordle
Wordle is a web application that allows the user to enter any body of text and the
application will highlight key words by constructing a word collage. Key words will
be in the largest font and the priority of words will descend due to font size, thus the
least common words in the body of text will be the smallest font. Link bellow:
www.wordle.com
“No Guns, Just Flour” Article
An article taken from the CNN website which remembers the Berlin Blockade from a
journal entry of the Candy Bomber, link provided.
http://www.cnn.com/US/9805/11/berlin.airlift/index.html
May 11, 1998
No Guns, Just Flour: The Berlin Airlift – Lesson Plan
Maryland Council on Economic Education provides excellent lesson plans which are
economically orientated; however they have a few lesson plans in PDF format,
which link with Cold War events in this case the Berlin Airlift.
Maryland Council on Economic Education
www.econed.org
D. Kruse, Thinking Strategies for the Inquiry Classroom (Carlton: Curriculum
Corporation, 2009)
Kruse, provides great Thinking strategy activities which can be used for various
lessons. In this unit we use the Question Die activity and the Top Five activity.
S. R. Gibbons, The Cold War (NY: Longman, 1986)
Great Historiography source and resource for teachers who are teaching Twentieth
Century History 1945-200 Unit 2. It is strongly recommended to make photocopies of
sections from the book. It does require a higher level of reading and comprehension
but a great source for students to have extra historiography.
DVD: “Good Night and Good Luck” George Clooney, 2005
Great visual prompt for an understanding of McCarthyism and its consequences in
America, it can be found at most video stores and libraries.
Youtube
Youtube can be a great visual resource; however care needs to be taken with
copyrights issues of how videos are created. It is also important to note that it is a
Web 2.0 technology and therefore the validity of videos can be in question.
www.youtube.com
Mappery.com
Mappery.com is a great resource for founding historical maps
www.mapery.com
Resources used for Professional Development
P. Evans, Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)
R, Smith: Reds Under the Bed American Anti-Communism in the 1950s (Collingwood:
HTAV, 2005)
Maryland Council on Economic Education
www.econed.org
D. Kruse, Thinking Strategies for the Inquiry Classroom (Carlton: Curriculum
Corporation, 2009)
S. R. Gibbons, The Cold War (NY: Longman, 1986)
C. Marsh, Teaching Studies of Society and Environment 4th ed. (NSW: Pearsons, 2004)
J. Gibbs, Engaging All by Creating High School Learning Communities (Nevada:
CenterSource Systems, 2008)
History Teachers Association of Victoria Website
http://htav.asn.au
Victorian Curriculum and Assessment Authority Website
http://www.vcaa.vic.edu.au/
The History Teacher Journal published quarterly by The Society of History Education
http://www.thehistoryteacher.org/
History Teachers Association of Australia
http://www.historyteacher.org.au/
Assessment Tasks
Assessment Task One: Document Analysis Report and Presentation
Student’s will choose one of four documents during the time of Cold War, they will
analyse the documents and write a report highlighting the historical context,
meaning of the images, proposed audience as well as description of the significant
use of words or symbols of the documents and what can be learned from the
documents regarding the ideological conflict at the time.
Students will then present to the class their chosen document and their brief analysis
based on their report of the previously stated elements.
This assessment task will explicitly link with Outcome One: “student should be able to
analyse and discuss how post-war societies used ideologies to legitimise their
worldview and portray competing systems.” (History-VCE Study Design, 2010)
It will also address the following Key Knowledge and Skill elements:
Key Knowledge:
 the propagation and maintenance of ideological views both domestically and
beyond their borders; for example, the use of the media, symbols, espionage,
competition, physical force and the law;
Key Skill:
• use key concepts relevant to the selected historical conflict; such as ideology,
power, racism, communism, capitalism, imperialism, ethnicity and nationalism;
• analyse written and visual evidence;
(History-VCE Study Design, 2010)
Appendix A1 – Is the Assessment task Sheet with attached Rubric.
Assessment Task Two: Berlin Blockade Class Debate
Students will be split into two groups and work collaboratively in order to win a class
debate. The debate will be centered on the Berlin Blockade and will allow for
students to develop, problem solving and their interpersonal skills. Students within
their groups will need to research and establish an argument based on the debate
question: “Are the Soviets to blame for the blockade?” They will need to acquire
relevant historiography and have historical evidence to support their arguments. The
debate will be structured with three presentations per team with each presentation
lasting five minutes. Team members who are not presenters are still involved in the
research, speech writing and collaborative work in establishing arguments. They are
also during the debate encouraged to take notes, research and provide rebuttal
contributions to their respective presenters.
Three speeches are required to be submitted for this assessment including
references and a resource list of historical material used by each team as part of
their research. Teams will also be assessed on their presentations but not on the
eventual winner of the debate as it is an exercise to encourage historical research
and argumentative conclusions.
This assessment task will explicitly link with Outcome One: “student should be able to
analyse and discuss how post-war societies used ideologies to legitimise their
worldview…” (History-VCE Study Design, 2010)
It will also address the following Key Knowledge and Skill elements:
Key Knowledge:
 the principal features of a post-war conflict(s);
 the ways in which the competing groups represented themselves and each
other; for example, views on the individual in society, the proper function of the
state, tolerance of dissent and minority groups, view of nationalism;
 the outcome of the competition between ideologies; for example, military
threats, propaganda wars, isolationism.
Key Skill:
• use key concepts relevant to the selected historical conflict; such as ideology,
power, racism, communism, capitalism, imperialism, ethnicity and nationalism;
 synthesise evidence to draw conclusions;
 present historical material using conventions such as quotations, footnotes and a
bibliography.
(History-VCE Study Design, 2010)
Appendix A2 – Is the Assessment task Sheet with attached Rubric.
Assessment Task Three: Interactive Cold War Time Line (Post WWII –
McCarthyism)
Students in pairs will collaboratively construct an interactive time line of events that
are crucial to the origins of the Cold War till the rise of McCarthyism in America. They
are to use the Web 2.0 Technology Dipity and the use of mashups1. Students will
need to decide if they will like to concentrate on a Soviet or American timeline and
provide a relevant timeline for both global and domestic events. They are to include
different uses of media and a brief description of each element of their timeline.
They will provide a bibliography and reference to all their research material and
media used as part of their mashup.
A web application that combines multiple services into a single application for example a web forum
may contain a mashup that uses Google maps to display what parts of the world the users are posting
from. (techterms.com, 2007)
1
This assessment task will explicitly link with Outcome One: “student should be able to
analyse and discuss how post-war societies used ideologies to legitimise their
worldview…” (History-VCE Study Design, 2010)
It will also address the following Key Knowledge and Skill elements:
Key Knowledge:
 the principal features of a post-war conflict(s);
 the outcome of the competition between ideologies; for example, military
threats, propaganda wars, isolationism.
Key Skill:
• use key concepts relevant to the selected historical conflict; such as ideology,
power, racism, communism, capitalism, imperialism, ethnicity and nationalism;
 present historical material using conventions such as quotations, footnotes and a
bibliography.
(History-VCE Study Design, 2010)
Appendix A3 – Is the Assessment task Sheet with attached Rubric.
Appendix A1
Origins of the Cold War - Document Analysis
Analyse critically ONE of the attached documentary extracts in no more than 1000
words. During your document analysis answer the question:
Why is your document significant to our understanding of the origins of the Cold
War?
In your answer consider the following:
 The proposed audience of the document
 The historical context of the document
 Meaning of the use of words and images
 The significance of the use of words and symbols
 What we can learn from this document to shape our understanding of the
ideological conflicts of the time
You will submit your written report and present to the class a 5 minute brief
description of your chosen document.
A satisfactory completion of the assignment requires:
 Demonstration of understanding of the main points of the topic
 A coherent analysis answering the questions set
 Use of historiography to support your answers with accurate citation and
referencing
Assessment One: Document Analysis Rubric
Criteria
Mark
Comments
/20
Does your report answer the
question
Do you demonstrate a sound
knowledge of the propagation
and maintenance of the
ideological views
/25
Use of key concepts relevant to
the historical conflict
/25
A coherent analysis of the
documentation
/20
/5
References Section
Use of a Style Guide particularly for
accurate citation for references
/5
Comments:
Teacher:
Total:
/100
Date:
Pass: S / N
Document One: Truman Doctrine
At the present moment in world history nearly every nation must choose between alternative
ways of life. The choice is too often not a free one.
One way of life is based upon the will of the majority, and is distinguished by free
institutions, representative government, free elections, guarantees of individual liberty,
freedom of speech and religion, and freedom from political oppression.
The second way of life is based upon the will of a minority forcibly imposed upon the
majority. It relies upon terror and oppression, a controlled press and radio; fixed elections,
and the suppression of personal freedoms.
I believe that it must be the policy of the United States to support free peoples who are
resisting attempted subjugation by armed minorities or by outside pressures.
I believe that we must assist free peoples to work out their own destinies in their own way.
I believe that our help should be primarily through economic and financial aid which is
essential to economic stability and orderly political processes.
The world is not static, and the status quo is not sacred. But we cannot allow changes in the
status quo in violation of the Charter of the United Nations by such methods as coercion, or
by such subterfuges as political infiltration. In helping free and independent nations to
maintain their freedom, the United States will be giving effect to the principles of the Charter
of the United Nations.
It is necessary only to glance at a map to realize that the survival and integrity of the Greek
nation are of grave importance in a much wider situation. If Greece should fall under the
control of an armed minority, the effect upon its neighbor, Turkey, would be immediate and
serious. Confusion and disorder might well spread throughout the entire Middle East.
Moreover, the disappearance of Greece as an independent state would have a profound effect
upon those countries in Europe whose peoples are struggling against great difficulties to
maintain their freedoms and their independence while they repair the damages of war.
It would be an unspeakable tragedy if these countries, which have struggled so long against
overwhelming odds, should lose that victory for which they sacrificed so much. Collapse of
free institutions and loss of independence would be disastrous not only for them but for the
world. Discouragement and possibly failure would quickly be the lot of neighboring peoples
striving to maintain their freedom and independence.
Should we fail to aid Greece and Turkey in this fateful hour, the effect will be far reaching to
the West as well as to the East.
We must take immediate and resolute action.
(Yale Law School, 2008)
Document Two: General Clay Memo to Pres. Truman
Picture taken from: The Harry S. Truman Library and Museum
Document Three: Stalin “Can He Block It?” Cartoon
Picture from: HistoryWiz.com
Document Four: Is This Tomorrow “America under Communism” Comic
(Catechetical Guild Education Society, 1947)
Picture from: Designer Daily.com
Appendix A2
Origins of the Cold War – Classroom Debate
We will hold a classroom debate surrounding the events leading to and the
outcome of the Berlin Blockade. The question for the debate is:
“Are the Soviets to blame for the Berlin Blockade?”
In your group you are required to use relevant historical evidence to establish your
conclusion to this question.
Each group will be required to have three representatives and each will present their
argument to the debate for 5 minutes.
All other participants need to provide relevant research and rebuttal comments or
questions during the debate.
Each group is required to submit 3 written speeches which are the speech presented
on the day of the debate with correct use of a style guide to accurately provide
citation and a Reference page.
Assessment Two: Classroom Debate Rubric
Criteria
Mark
Comments
/10
Do your speeches answer the
question
Demonstrate a sound knowledge
of the outcomes of the Berlin
Blockade
/35
Use of key concepts relevant to
the historical conflict
/15
Use historical evidence to support
your argument
/30
/5
References Section
Use of a Style Guide particularly for
accurate citation for references
/5
Comments:
Teacher:
Total:
/100
Date:
Pass: S / N
Appendix A3
Origins of the Cold War – Interactive Timeline
You are to construct an Interactive Timeline using Dipity.com outlining the events
post WWII that are significant to the Origins of the Cold War till the Korean War and
the rise and fall of McCarthyism in America.
Your timeline needs to be constructed from the either a Soviet or American
perspective, clearly outlining events in a global and domestic setting.
Your timeline should include all key events that highlight the conflict between the
ideologies and how they opposed one another during the Cold War.
The use of mashups is encouraged but you will need to correctly reference all media
used in your timeline.
Assessment Three: Integrated Timeline Dipity
Criteria
Mark
Comments
Demonstrate a sound knowledge
of the events leading towards the
Cold War
/25
Demonstrate events from a global
and domestic perspective
/25
Use of key concepts relevant to
the historical conflict
/20
/15
/15
References Section
Use of Mashups
Comments:
Teacher:
Total:
/100
Date:
Pass: S / N
Appendix WS1
Nuremberg Trails
After watching the video answer the following questions:
1. From the images of Europe after the WWII, describe what you SAW, what it
made you THINK, and what you WONDER.
2. What is the importance of the ‘WHY’ question the narrator suggest the people
wanted to know?
3. What was the name of the Tribunal that was sitting in to judge the Nazi war
criminals?
4. Can you remember any of the names of the Nazi war criminals? If so list them
5. What was the significance of the inquest according to the American
prosecutor?
6. Why is it important that the war criminals were allowed to defend themselves?
What does this imply about Western values?
7. From your prior knowledge how important is Adolf Hitler and Mein Kampf to
the Nuremberg Trails?
Appendix WS2
Post WWII Summary Questions
1. Summarise the impact of the war under the following headings:
 Social consequences

Economic consequences

Political consequences
2. Summarise changes in leadership during the period 1943-46:

Britain

USA

USSR

Germany
3. What ‘demographic catastrophe’ resulted from WWII?
4. Conclusion/opinion: what do you see as the key problems or issues facing the
world at the end of WWII? Give reasons for your answer.
Appendix WS3
Document Analysis
Go to the following website address:
http://www.spartacus.schoolnet.co.uk/USAmarshallP.htm
Select ONE (1) of the historiography on the site and answer the following questions:
1. Who is the author or speaker?
2. Who is their intended audience?
3. What is the message that they are trying to imply with their words?
4. What are the key words, symbols or common theme in the piece?
5. How is this significant to our understanding of the Cold War?
Appendix WS4
Berlin Blockade
Read pages 48-53 of your Text Book: Twentieth Century History 1945-2000
Answer the following questions:
1. Complete ‘source box’ activity p.48.
2. What justification would Stalin give for Soviet expansion in Eastern Europe?
3. What were Truman’s key reasons for US actions in Europe?
4. Explain the US motivation behind the Marshall Plan and the Soviet response.
5. What was the COMINFORM and the motivation behind it?
6. Explain the three alternate views in the ‘Historiography’ of the Cold War.
7. Complete ‘source box’ activity p.52.
8. How would you describe the reasons or motivation of the Soviets and the
Western allies?
9. Do you think either side was more to blame then the other? Explain.
Appendix WS5
Korean War
You will in groups you are to use the source allocated by your teacher to do the
following:
1. Write a fact sheet of the Korean War:
2. Establish a conclusion of who is to blame for the Korean War and give your
reasons?
The sources you can use are either: (As well as Google)
Twentieth Century History 1945-200
S. R. Gibbons, The Cold War
References
‘Can He block it?’, HistoryWiz.com [Image],
http://www.historywiz.com/marshallplan.html
Accessed 3 Oct 2011
Clooney, G. “Good night and Good luck” Movie(Warner Independent ,2005)
“Europe in Ruins & The Marshall Plan”
http://www.youtube.com/watch?v=pUt7Lr3lubc
June 7, 2009
Accessed 2 Oct 2011
Evans, P. Twentieth Century History 1945-2000 (Collingwood: HTAV, 2007)
Gibbons, S. R. The Cold War (NY: Longman, 1986)
History Study Design (VCAA, 2004) PDF,
http://www.vcaa.vic.edu.au/vce/studies/history/history-sd.pdf
Accessed 3 Oct 2011
‘Is This Tomorrow America Under Communism’, Desinger-Daily.com [Image]
http://www.designer-daily.com/examples-of-american-cold-war-propaganda-2918
Accessed 3 Oct 2011
Kruse, D. Thinking Strategies for the Inquiry Classroom (Carlton: Curriculum
Corporation, 2009)
“Make mine freedom”
http://www.youtube.com/watch?v=mVh75ylAUXY
June 6, 2006
Accessed 4 Oct 2011
Map of Germany post WWII:
http://mappery.com/map-of/Occupation-Areas-of-Germany-after-1945-Map
Accessed 1 Oct 2011
‘Mashup’, Techterms, October 25, 2007
http://www.techterms.com/definition/mashup
Accessed 3 Oct 2001
‘No Guns, Just Flour’, CNN Interactive, May 11, 1998
http://www.cnn.com/US/9805/11/berlin.airlift/index.html
Accessed 5 Oct 2011
‘No Guns, Just Flour: The Berlin Airlift – Lesson Plan’, Maryland Council on Economic
Education, www.econed.org
Accessed 5 Oct 2011
“Nuremberg Trails Documentary Part 1/7”
http://www.youtube.com/watch?v=KTsTzOhklDk
June 26, 2010.
Accessed 3 Oct 2011
“See It Now March 9, 1954”
http://www.youtube.com/watch?v=anNEJJYLU8M&feature=related
August 22, 2009
Accessed 3 Oct 2011
Smith, R, Reds Under the Bed American Anti-Communism in the 1950s (Collingwood:
HTAV, 2005)
Spartacus – The Marshall Plan
http://www.spartacus.schoolnet.co.uk/USAmarshallP.htm
Accessed 3 Oct 2011
“Truman Doctrine”
http://www.youtube.com/watch?v=-azZDCjAKus&feature=related
June 11, 2010
Accessed 3 Oct 2011
Truman, H. ‘Address before a joint session of congress – March 12, 1947’, The Avalon
Project, (Yale Law School, 2008)
http://avalon.law.yale.edu/20th_century/trudoc.asp
Accessed Oct 5 2011
‘Truman Memo from Gen. Clay, 1948’, Harry S. Truman Library and Museum [Image]
http://www.trumanlibrary.org/whistlestop/study_collections/berlin_airlift/large/docu
ments/index.php?documentdate=1948-00-00&documentid=52&studycollectionid=Berlin&pagenumber=1
Accessed 3 Oct 2001
“We didn’t start the fire”
http://www.youtube.com/watch?v=2v2JcpolIQU
November 6, 2007
Accessed 3 Oct 2011