Contents
Introduction
Theme B: Conflicts and Cooperation in the Twentieth-Century World
Major conflicts and the quest for peace
B. Superpower rivalries and détente
1. Meaning and characteristics of the Cold War
4
2. Causes of the Cold War
10
3. Development of the Cold War
18
4. Détente
26
5. End of the Cold War
30
6. The roles played by various major countries
34
in the Cold War period (1946-1991)
1
Introduction
This booklet "Superpower rivalries and détente" is the second of the four booklets published by
Personal, Social and Humanities Education Section. It supports teachers to implement Theme B of
the History Curriculum and Assessment Guide (S 4-6) (2007). The sample tasks included in this
booklet demonstrate different ways of conducting assessment for learning. It will help students
consolidate their historical knowledge and concepts as well as enhance their historical skills.
The sample tasks in this booklet are designed by a number of veteran teacher members of the Hong
Kong Association of History Educators. We suggest teachers to make adaptation to these exemplars
in their own school contexts to cater for the diverse needs of their students. The content of this
booklet has been uploaded to the following website of the Education Bureau for teachers’ reference
and adaptation: http://www.edb.gov.hk/index.aspx?nodeID=7149&langno=1
We are grateful to publishers/organizations for permission to include in the booklet materials from
their publications. Every effort has been made to trace copyright but in the event of any
accidental infringement, copyright owners are invited to contact us so that we can come to a
suitable arrangement.
If you have any comments and suggestions on this booklet, please send to :
Chief Curriculum Development Officer (PSHE)
Curriculum Development Institute
Education Bureau
Room 1319, 13/F, Wu Chung House
213 Queen's Road East
Wanchai, Hong Kong
OR
Fax: 2573 5299 / 2575 4318
E-mail: ccdopshe@edb.gov.hk
2
Major conflicts and
the quest for peace
B. Superpower rivalries
and détente
3
Superpower rivalries and détente
Meaning and characteristics of the Cold War
Major conflicts and the quest for peace
B. Superpower rivalries and détente
B1 Meaning and characteristics of the Cold War
Enquiry question:
"Up to 1990, the influence of the capitalist bloc led by the USA on the development of world
history is bigger that that of the communist led by the USSR." To what extent do you agree with
this statement?
No. of periods required:
4 (Each period lasts for 35 minutes)
1. Teaching and Learning Background
a. This is an estate secondary school of mainly Band-2 students. Chinese is the major medium
of instruction.
b. There are 35 students in the class. Students' motivation and ability were on the average and
some of them lacked power of concentration.
c. However, some students are interested in studying History and are willing to ask questions
and give responses. Yet in general they have not yet mastered historical skills such as
analyzing information, handling relationship between standpoints and arguments,
summarizing, and concluding.
d. The topic will be conducted in the second term of S4. By then students will have mastered
the developments of international political conditions from the beginning of the 20th century
to the Second World War, especially those related to Europe and the USA.
2. Teaching Objectives
a. To enable students to have a preliminary understanding of the meaning and characteristics
of the Cold War.
b. To develop students' various learning skills, including reading and analyzing cartoon and
textual resources, summarizing information, making conclusions, communication and
collaboration, elaborating on resources and expressing viewpoints.
c. To enhance students' interest in studying History.
d. To strengthen teacher-student interaction in class.
4
Superpower rivalries and détente
Meaning and characteristics of the Cold War
e. To enable students to read books related to the topic so as to consolidate their knowledge.
3. Teaching Strategies
a. The teacher first asks the students how much they know about the Cold War. He/She may
ask them to explain the term "Cold War" literally.
b. Group discussion: Divide the class into 7 groups, each comprising 5 students. Hand out to
each group 2 cartoons for them to have a preliminary understanding of the Cold War.
(Through analyzing these sources, students will know what countries were involved in the
Cold War, which of them played relatively important roles in it, and in what forms they
were in conflict with each other during the Cold War).
(Way of grouping: The teacher should put students of different abilities in the same group as
far as possible, and ask the more capable students to lead the discussion, so that all students
can construct their own knowledge through discussion, thus enhancing their interest and
confidence in studying History.)
c. Play the clip showing Churchill making his Iron Curtain speech
(http://www.youtube.com/watch?v=jvax5VUvjWQ (Accessed on 5 September 2012)), so as
to consolidate students' understanding of the situation of the Cold War.
d. After part b and c, students will have a preliminary understanding of the characteristics of
the Cold War. Therefore, the teacher may move on to ask them to complete Q.1 to Q.4 on
the Worksheet, so as to help them understand the characteristics of the Cold War in a more
systematic way.
e. The resources given to each group are different, so different groups would come up with
different characteristics. Therefore, reports by various groups to the class will be essential
for students to achieve a more comprehensive understanding of the meaning and
characteristics of the Cold War.
f. The teacher gives a summary on the characteristics of the Cold War.
g. To consolidate what the students have learnt in class, they will be asked to write an essay of
250 to 300 words afterwards to outline the characteristics of the Cold War. Students should
be encouraged to read more reference books to enrich themselves so as to make the content
of the essay more substantial.
h. If there is inadequate teaching time, teacher may leave the questions set for the cartoons to
be answered by the students after class as consolidation.
4. Expected Outcomes/Difficulties
a. Since current developments of the international situation are related to the Cold War,
students should have some ideas about the topic. Moreover, the way of grouping encourages
students to participate in class discussions and to pool their wisdom in forming their views
5
Superpower rivalries and détente
Meaning and characteristics of the Cold War
about certain historical event. This enhances their interest and confidence in studying
b.
c.
d.
e.
History. Nevertheless, since their learning abilities are only average, teachers may have
some difficulties in developing or enhancing their historical skills.
Students will have a preliminary understanding of the Cold War.
Students are better in understanding texts than in comprehending cartoons. Therefore, the
teacher needs to spend more time in developing students' skills in comprehending cartoons.
The clip about Churchill's Iron Curtain speech is in English only, and students may have
difficulties in understanding the speech. Therefore, the teacher will need to spend some time
to explain it, and this may affect the teaching schedule.
Students are not yet familiar with learning in groups, and so there may be confusion in
grouping.
f. Some students’ learning motivation may be just average. They may not read other history
books before writing their essay, and that may affect their learning outcome.
6
Superpower rivalries and détente
Meaning and characteristics of the Cold War
Worksheet
Meaning and Characteristics of the Cold War
After reading the cartoons and text in reference books, students of various groups may give a
summary on the information or characteristics of the Cold war in response to the questions below.
1. What is the meaning of Cold War?
Cold War refers to the tense situation between the capitalist and communist blocs in the period
after the Second World War.
2. Which countries were involved in the Cold War? Categorize all the countries listed. (Students
may categorize them from different perspectives)
(a) Categorization by Countries in Europe
Category
Western Europe
Name of Country Britain, France and West
Germany
Eastern Europe
Soviet Union, Poland, East
Germany, Czechoslovakia,
Hungary, Romania, Bulgaria and
Albania
(b) Categorization by Ideology
Category
Capitalism
Name of Country USA, Britain, France, West
Germany, South Korea and Japan
(c) Categorization by Military Alliance
North Atlantic Treaty
Category
Organization
Name of Country US, Britain, France, the
Netherlands, Belgium,
Luxembourg, Canada, Portugal,
Italy, Norway, Denmark, Iceland
and West Germany
Communism
Soviet Union, Poland, East
Germany, Czechoslovakia,
Hungary, Romania, Bulgaria,
Albania, Cuba, North Korea,
North Vietnam and China
Warsaw Treaty Organization
Poland, Hungary, Czechoslovakia,
Albania, Bulgaria, Romania, East
Germany and Soviet Union
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Superpower rivalries and détente
Meaning and characteristics of the Cold War
(d) Categorization by Events Occurring during Cold War period
Event
Name of
Country
Event
Name of
Country
Event
Name of
Country
Event
Name of
Country
Event
Name of
Country
Berlin Blockade (June 1948)
France, USA, Britain
VS
Soviet Union
Cuban Missile Crisis (October 1962)
USA
VS
Soviet Union, Cuba
Korean War (1950-1953)
China, North Korea,
USA, South Korea
VS
Soviet Union
Vietnam War (1965-1975)
Soviet Union, China, North
USA, South Vietnam
VS
Vietnam
"Star War Program" (1983)
USA
VS
Soviet Union
3. Of the countries listed above, which two do you think played important roles?
Country 1:
The USA
Suggested argument(s):
• She played a leading and influential role both in economic
reconstruction and military alliance (Marshall Plan / NATO) in
Western Europe.
• She had powerful military power
(Nuclear weapons/ Star War Program)
• She had relative strong economic power when compared with
other big Powers as she only joined WWII in 1941.
Country 2:
The USSR
Suggested argument(s):
• She was the leader of the communist bloc. She made use of
Molotov Plan and Warsaw Pact to keep the communist countries
under her control.
• She was a nuclear power (Cuban Missile Crisis).
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Superpower rivalries and détente
Meaning and characteristics of the Cold War
4. During the Cold War period, what forms did the hostile camps take to confront each other?
Form of Confrontation
Explaining Clues
1.
Economic Confrontation
Marshall Plan Vs Molotov Plan
2.
Military Confrontation
• Formation of military alliances,
e.g. NATO Vs Warsaw Pact
• Direct Confrontation, e.g. Berlin Blockade, Cuba
Missile Crisis
• Indirect confrontation, e.g. Chinese Civil War,
Korean War & Vietnam War
• Armament race, e.g. installation of nuclear weapons
3.
Diplomatic Confrontation
• Formation of alliances
• The US and the USSR set up intelligence organizations
(e.g. CIA and KGB) to carry out spying and
counter-spying activities to collect intelligence.
4.
Propaganda Confrontation
Both used mass media (e.g. radio, television, newspapers,
posters, political cartoon) to promote their ideologies and
to attack the opposing bloc.
5. Write a summary on the meaning and characteristics of the Cold War in 250 to 300 words.
Suggested answer
•
•
•
•
a war of two blocs, not individual country;
a war of ideological, diplomatic, economic and propaganda confrontation;
there was no large-scale war between the two blocs, only some local wars occurred;
opposing plans and organizations were launched and formed to counteract each other's
influence;
• spying activities were frequently organized
• all kinds of communication between the two blocs were stopped
(
words)
9
Superpower rivalries and détente
Causes of the Cold War
Major conflicts and the quest for peace
B. Superpower rivalries and détente
B2 Causes of the Cold War: Analyze the cause-and-effect
relationships between the Second World War and the Cold War
No. of periods required:
4 (Each period lasts for 35 minutes)
1. Teaching and Learning Background
a. After four periods of discussion and teaching, students have a preliminary understanding of
the meaning and characteristics of the Cold War. Since there is a close relationship between
the Cold War and the current international situation, it is easy for students to become
interested in the topic. This is beneficial to learning and teaching.
b. With regard to the mastery of historical skills, most students have already developed the
ability to read sources, and a few students are already able to make inference and construct
their arguments from the sources.
c. Students are in general still weak at higher-order thinking, unable to link up different
historical events, explain the cause-and-result relationships and draw conclusion.
2. Teaching Objectives
a. To enable students to understand how the occurrence of the Cold War was related to the
Second World War.
b. To enhance and train students' ability in organizing and analyzing information.
c. To allow thinking from different perspectives, learn how to comment in an objective way,
accept others' criticism with an open mind, so as to widen their horizon.
d. To guide students to think and assist them in developing systematic and logical thinking
(especially in understanding the cause-and-effect relationships between different historical
events) as a basis for higher-order thinking.
e. To strengthen the element of teacher-student interaction in class and allow students to have
more opportunities to discuss and express their views, so that students are more involved in
classroom activities.
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Superpower rivalries and détente
Causes of the Cold War
3. Teaching Strategies
a. Since students have some preliminary understanding of the conflicts between the two
hostile camps during the Cold War, the teacher may distribute Information Sheet - the
War-time Conference Cards (including the Teheran Conference, the Yalta Conference, and
the Potsdam Conference, with basic information about each Conference on the cards), and,
by means of questioning, guide the students to think about and analyze the cause-and-effect
relationships between the occurrence of the Cold War and the Second World War through
the arrangements and decisions of the Conferences.
b. The teacher hands out Worksheet to the students, and asks them to organize the information
on their own and summarize the results of their analysis. Then the teacher asks the students
to form groups to share the results of their analysis and exchange ideas with each other, so
as to achieve a more comprehensive analysis.
c. Then, the teacher may ask various groups of students to comment on each other's views and
arguments with a fair and objective attitude. This on one hand can strengthen the element of
interaction in class and, on the other hand, through peer exchanges and sharing, make each
other adjust and reflect on their own views and opinions and make the analysis more
comprehensive and complete. (The teacher may video-record the analysis and discussion of
various groups and let various groups review their own performance, and may provide
students with references for their essay writing later.)
d. Lastly, the teacher makes a generalizing evaluation and conclusion on the facts that the
students already know. This enables the students to, on the one hand, further understand the
cause-and-effect relationships between the Second World War and the Cold War, and on the
other hand, understand that there were other factors that led to the occurrence of the Cold
War.
e. In order to consolidate what they have learnt in class, students are required to write an essay.
The topic of the essay is: "Assess the importance of the Second World War in bringing
about the Cold War."
4. Expected Outcomes/Difficulties
a. Although students have tried to construct their own knowledge through group discussion,
the effects are not satisfactory. A few students are not enthusiastic in the discussions.
Therefore, the teacher needs to consider whether his/her grouping arrangements need
adjustment, so as to achieve better effects in the coming discussions.
b. With regard to students' analysis, it will be easier for them to master the relationship
between the Second World War and the emergence of the Cold War, because the War-time
Conference Cards already list the major decisions of the Conferences and also because
students have a preliminary understanding of the Cold War.
c. With regard to the design of peer commenting, some groups may appear relatively passive
11
Superpower rivalries and détente
Causes of the Cold War
due to different factors, and the expected effect of enhancing interaction in class may not be
achieved. To avoid this, in addition to asking students to report the discussion results of
their groups, the teacher may consider asking various groups to make comments, so as to
familiarize students with the learning activity of peer commenting. This facilitates the
development of students' higher-order thinking.
d. Students with lower learning abilities may find it hard to complete the discussion on the
three Conferences within a short period of time. Therefore, the teacher may adjust the
amount of the sources in accordance with students' different learning abilities, so as to make
it easier for the students to understand the sources and to become confident.
12
Superpower rivalries and détente
Causes of the Cold War
Information Sheet
War-time Conference Cards
Teheran Conference (Nov –Dec 1943)
Attended by:
After attending the Cairo Conference, Roosevelt and Churchill, accompanied by the
American and British military and political ministers, met Stalin in the conference held in
Teheran, the capital of Iran. Besides discussing a new international organization, the Big
Three decided to attack Nazi Germany in 1944 from the east, west and south.
Important decisions as follows:
• Britain, the USA and the USSR agreed to maintain co-operative relationship during and
after WWII;
• The USSR would fight against Nazi Germany with the Allied Powers: the Eastern front to
be headed by the USSR, and the Western front to be headed by Britain and the USA;
• Churchill agreed to the ceding of East Prussia and part of Poland to the USSR after the
War.
Yalta Conference (Feb 1945)
Attended by:
Yalta Conference was the second wartime conference among the Big Three after Teheran
Conference. The Big Three brought their own agenda to Yalta. Roosevelt aimed at
persuading the USSR to support the Allies in the Pacific War by declaring war on Japan.
Churchill aimed at establishing democratic governments freely chosen by the people in
Eastern Europe after the war. Stalin aimed at creating a Soviet-controlled region in Eastern
Europe, which was crucial to the USSR national security. Besides, the Big Three also would
draft charters to administer post-war Germany.
Important Decisions as follows:
• Germany would be divided into four zones after the War, each to be occupied by Britain,
the USA, France and the USSR respectively. During the occupation period, a monitoring
committee with British, American, French and Soviet representatives would co-ordinate
the administrative affairs of various occupation zones;
13
Superpower rivalries and détente
Causes of the Cold War
• Germany would be disarmed and de-militarized;
• The USSR was allowed to keep the territory of Eastern Poland;
• Britain, the USA and France would liberate all countries under German control and assist
them in setting up a democratic government;
• The USSR promised to declare war on Japan within three months after German surrender.
In return, the USSR would get back territories ceded to Japan after the Russo-Japanese
War, which included: North Korea, South Sakhalin, Lushun and Dalian in Liaodong
Peninsula.
Potsdam Conference Jul- Aug 1945
Attended by: The USSR, the USA and Britain
Victorious countries in WWII met in this conference to discuss how to administer Germany
which had agreed to unconditional surrender eight weeks earlier (8th May). The objectives
of the conference were to re-build the post-war international order, conclude peace treaties
and deal with the post-war problems.
Important decisions as follows:
• Confirmed that Germany would be divided into four zones, to be occupied by British, the
USA, France and USSR respectively;
• Germany would pay its war reparations in form of goods and raw materials instead of
money. Britain, the USA, France and the USSR could get compensation directly from the
German occupation zones;
• Administratively, Germany was occupied by the four countries, but economically, it was
still considered a single economic unit;
• The USSR would annex half of East Prussia's territory; Under the USSR insistence, the
remaining territories of East Prussia and a large piece of territory in the east were to be
occupied by Poland.
14
Superpower rivalries and détente
Causes of the Cold War
Worksheet 2
Causes of the Cold War
Students should, with reference to the decisions of the three important conferences held during the
Second World War (the Teheran Conference, the Yalta Conference, and the Potsdam Conference),
analyze their cause-and-effect relationships with the emergence of the Cold War.
(November 1943)
Teheran Conference
Conferences
• Britain, the USA and
the USSR agreed to
maintain
co-operative
relationship during
and after WWII;
• The USSR would
fight against Nazi
Germany with the
Allied Powers: the
Cause-and-effect Relationship with
the emergence of the Cold War
Group's
Individual’s Analysis
Analysis
The USSR would fight against Nazi
Germany with the Allied Powers: the
Eastern front to be headed by the
USSR, and the Western front to be
headed by Britain and the USA.
Cooperation would lead to
Confrontation inevitably between the
USSR and the USA as they had
fundamental difference in their
ideologies.
Eastern front to be
headed by the USSR,
and the Western front
to be headed by
Britain and the USA;
• Churchill agreed to
the ceding of East
Prussia and part of
Poland to the USSR
after WWII.
Political and military influence of the
USSR in Europe would be greater than
before. It would pose as a threat to the
balance of power in Europe. Hostility
between the USA and the USSR would
thus be aroused.
East Prussia and part of Poland were
ceded to the USSR after WWII. The
power of the USSR was further
strengthened and she could expand
Important Decisions
westward easily under such
circumstance. It paved the way for her
to spread her power over the Eastern
Europe and thus led to the emergence
of the Cold War.
15
Superpower rivalries and détente
Causes of the Cold War
(February 1945)
Yalta Conference
Cause-and-effect Relationship with
the emergence of the Cold War
Conferences
Important Decisions
Group's
Individual’s Analysis
Analysis
• Germany would be divided
A monitoring committee with
into four zones after the War, British, American, French and Soviet
each to be occupied by
representatives would co-ordinate the
Britain, the USA, France and administrative affairs of various
the USSR respectively.
occupation zones.
During the occupation period, The USSR was given opportunity to
a monitoring committee with extend her influence in Europe.
British, American, French
and Soviet representatives
would co-ordinate the
administrative affairs of
various occupation zones;
• Germany would be disarmed
and de-militarized;
• The USSR was allowed to
keep the territory of Eastern
Poland;
The direct conflict between the
USSR and the USA, Britain and
France would be easily aroused
especially when the USSR had
ambition to spread communism all
over the world.
Germany would be disarmed and
de-militarized and a weak Germany
was formed which invited the
USSR's expansion.
• Britain, the USA and France
would liberate all countries
under German control and
assist them in setting up
democratic governments;
• The USSR promised to
declare war on Japan within
three months after German
surrender. In return, the
USSR would get back
Confrontation between the USSR
and the USA would be resulted as the
USA would never want the
emergence of a strong USSR.
The USSR would get back territories
ceded to Japan after the
Russo-Japanese War, which
included: Northern Korea, South
Sakhalin, Lushun and Dalian in
Liaodong Peninsula.
territories ceded to Japan
after the Russo-Japanese War,
which included Northern
Korea, South Sakhalin,
Lushun and Dalian in
Liaodong Peninsula.
The USSR's influence was further
spread which facilitated her
expansion and thus threatened the
USA.
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Superpower rivalries and détente
Conferences
Important Decisions
(July 1945)
Potsdam Conference
• Confirmed that Germany
would be divided into four
occupation zones, to be
occupied by Britain, the
USA, France and the USSR
respectively;
• Germany would pay its war
reparations in the form of
goods and raw materials
instead of money. Britain, the
USA, France and the USSR
were allowed to get
compensation directly from
the German occupation
zones;
• Administratively, Germany
was occupied by the four
Causes of the Cold War
Cause-and-effect Relationship with
the emergence of the Cold War
Group's
Individual’s Analysis
Analysis
A monitoring committee with
British, American, French and Soviet
representatives would co-ordinate the
administrative affairs of various
occupation zones.
The USSR was given opportunity to
extend her influence in Europe. The
direct conflict between the USSR
and the USA, Britain and France
would be easily aroused especially
when the USSR had ambition to
spread communism all over the
world.
countries, but economically,
it was still considered a single
economic unit;
• The USSR would annex half
of East Prussia’s territory.
Under the USSR insistence,
the remaining territories of
East Prussia and a large piece
of territory in the east were to
be occupied by Poland.
17
Superpower rivalries and détente
Development of the Cold War
Major conflicts and the quest for peace
B. Superpower rivalries and détente
B3 Development of the Cold War: Analyzing the developments and
changes in the relationship between the USA and the USSR using
Cold War events
No. of periods required:
4 (Each period lasts for 35 minutes)
1. Teaching and Learning Background
a. Through various learning activities and worksheets, students have understood the
characteristics and causes of the Cold War, and have a better understanding of the topic after
essay writing.
b. After eight periods of group discussion, most students already know the teacher's
expectations and their own roles in the group. Yet a small number of students are still
relatively passive in discussions.
c. The culture of peer-assessment is just in the infant stage and students are still unable to
boldly criticize others' views and refute others' arguments. The discussion atmosphere is still
not intense enough.
2. Teaching Objectives
a. To enable students to understand the major events in the Cold War period, and understand
how such events affect the relationship between the Capitalist bloc and the Communist bloc.
b. To understand that relationship between the USA and the USSR changed in accordance with
specific factors in different periods.
c. To strengthen students' logical thinking, and familiarize them with the skill of handling
cause-and-effect relationships.
d. To let all students participate in discussions.
e. To enable students to present the development and changes of relationships in diagrams, so
as to reinforce their memory.
3. Teaching Strategies
a. Since the students have already mastered the basic information about the Cold War, the
18
Superpower rivalries and détente
Development of the Cold War
teacher may first briefly talk about the major events in the Cold War period, and then
distribute Information Sheet - Chronology of the Cold War for students to discuss, and
ask them to complete Worksheet and to analyze how such events affected the development
of relationships between the two hostile camps (or the USA and the USSR).
b. Through group discussion, students may summarize the characteristics, development and
changes of the relationship between the USA and the USSR in different periods. Before the
discussion, the teacher should fine tune the grouping arrangements, such as allocating the
more passive students to different groups as far as possible. Since there are only a few of
such students, it is hoped that the relatively passive students would participate in
discussions and would even be willing to express their own views under the influence of
peers in their group. This will enhance learning effectiveness.
c. Based on information reported by various groups of students, the teacher may summarize
the changes and characteristics of the relationship between the USA and the USSR during
the Cold War period, and ask the students to design a USA-USSR relationship chart
showing the trend of development after class, so as to consolidate what the students have
learnt in class. The relationship chart should also explain why changes in the relationship
between the two countries occurred in different periods (students may inquire into the topic
through examining the power of the two countries and the changes in international
situation). Thus students will have a deeper understanding of the changes of the relationship
between the USA and the USSR.
d. After integrating the charts of various groups, the teacher may give the integrated chart to
students for their reference.
4. Expected Outcomes/Difficulties
a. After adjustments in grouping arrangements by the teacher, the relatively passive students
become more active under the influence and pressure of their peers, and the effect of
discussion will be enhanced to a certain extent.
b. In general students find it easier to describe "changes". Also, due to the clarity of the
teachers' teaching, students are able to summarize clearly the changes of USA-USSR
relationship during the Cold War period. Yet, as far as "characteristics" is concerned, most
students have not yet mastered how to respond to the word. Therefore, the teacher should
teach students how to answer this kind of question.
c. Before class, students should have mastered the basic concept of cause-and-effect
relationship between events, and this helps them to inquire into the reasons behind the
changes in USA-USSR relationship during the Cold War period. Their confidence in
studying History will also be enhanced.
19
Superpower rivalries and détente
Development of the Cold War
Information Sheet
A Chronology of the Cold War
Stage
1st Stage
Approximate
Duration / Period
1946-49
Related Events
Iran Incident (early 1946)
Greek Civil War (1946-49)
"Truman Doctrine" (March 1947)
Marshall Plan (June 1947)
Soviet reaction: Communist Information Bureau
(Cominform) (1947)
Molotov Plan (1949)
Council for Mutual Economic Assistance (COMECON)
(1949)
Berlin Blockade (1948-49)
North Atlantic Treaty Organization (NATO) (April 1949)
Establishment of East Germany and West Germany
(September - October 1949)
Civil War in China (1946-49)
2nd Stage
1949-56
Establishment of People's Republic of China (1949)
Korean War (1950-53)
Scramble for Yugoslavia (1951)
Hindrance of Middle East Joint Defense
Soviet Expansion towards the Middle East (1954)
Geneva Summit (1955)
Formation of Southeast Asia Treaty Organization (1955)
Formation of Warsaw Treaty Organization (1955)
3rd Stage
1957-62
Re-occurrence of the Berlin Crisis (1958)
U-2 Spy Plane Incident (1960)
Cuban Missile Crisis (October 1962)
20
Superpower rivalries and détente
Stage
4th Stage
Approximate
Duration / Period
1953-75
Development of the Cold War
Related Events
Re-structuring of USA and USSR governments and their
new foreign policies (1953-55)
"Eisenhower Doctrine" (1956-57)
Sino-Soviet Split in mid-1960s
USA adopted the "No-Obligation" policy
Both USA and USSR cautiously controlled their armament
race
Nuclear weapons enough to destroy the world (1963-69)
Improvement in Sino-American relationship (1970s)
Improvement in Russo-American relationship
Changes occurring in NATO and Warsaw Pact (early
1960s)
Different modes of co-operation occurred in eastern and
western countries
5th Stage
1965-75
Vietnam War (1965-75)
6th Stage
1979-91
Armament expansion of Soviet Union ((1979)
Russia's invasion of Afghanistan (1979)
Reagan restored the Cold War policy –implementing the
"Star War Program (1983)
Rise of Gorbachev and ending of Cold War
21
Superpower rivalries and détente
Development of the Cold War
Worksheet 3
Development of the Cold War
Students are required to fill in the table below the name and ideology of the countries relevant to
various events that occurred during the Cold War period (1946-91), and also how such events
affected the development of relationships between the USA and USSR.
1
Name of
Event
Countries
Involved
Truman
USA
Ideology
How the event affected the
(Cp: Capitalism
development of US-Soviet
Cm: Communism)
Relationship
●Cp
○Cm
As Containment Policy was
Doctrine
(1947)
2
3
Marshall Plan
(1947)
Berlin
Blockade
(1948-49)
confirmed as the national policy
of the USA in Truman Doctrine,
open confrontations with the
Soviet started and their relations
would deteriorate.
USA
●Cp
○Cm
Britain
●Cp
○Cm
France
●Cp
○Cm
West Germany
●Cp
○Cm
Italy
●Cp
○Cm
Holland
●Cp
○Cm
Austria
●Cp
○Cm
Belgium
●Cp
○Cm
Greece
●Cp
○Cm
USSR
○Cp
●Cm
USA
●Cp
○Cm
Britain
●Cp
○Cm
France
●Cp
○Cm
The Soviet would never allow her
communist satellites to receive
any financial aids from the
Marshall Plan which aimed at
helping Europe to rebuild its
economy, so that it would not fall
to communism. To resist against
the Marshall Plan, the Soviet
introduced the Molotov Plan,
their relations turned tenser than
before.
Direct military confrontation
between the capitalist bloc and
the communist bloc further
worsened the existing tense
relation between the USA and the
Soviet.
As the USSR was forced to back
down owing to the formation of
the NATO, the US-Soviet relation
became more uncompromising
and hostile.
22
Superpower rivalries and détente
Name of
Event
4
Formation of
NATO
(1949)
Development of the Cold War
Countries Involved
USA, Britain
Ideology
(Cp: Capitalism
Cm:
Communism)
●Cp
○Cm
France, Belgium
●Cp
○Cm
Holland, Luxemborg
●Cp
○Cm
Norway, Denmark
●Cp
○Cm
Iceland, Italy
●Cp
○Cm
Portugal, Canada
●Cp
○Cm
How the event affected the
development of US-Soviet
Relationship
As the formation of NATO under
the leadership of the USA
showed the determination of the
western countries to unite
together to contain communism,
expansion of the USSR would
be checked and her relation with
the USA would be more hostile
to each other.
5
Civil War
in China
(1946-49)
USA
●Cp
○Cm
Even though Kuomintang
received the military support
from the USA which wanted to
stop the communism and the
USSR from spreading in Asia, it
failed at last with the formation
of the PRC. As such, the USA
was threatened especially when
closer relationship between the
PRC and the USSR was
established. The US-Soviet
relationship and even
Sino-Soviet relationship were
strained under this condition.
6
Korean War
(1950-53)
USA
●Cp
○Cm
USSR
○Cp
●Cm
China
○Cp
●Cm
Truce signed between North
Korea and South Korea showed
that communism was further
spread in Asia, which also
represented Soviet influence
over Asia was strengthened.
Thus the USA was more
determined to stop the spread of
communism as well as Soviet
influence. Their relation was
worsened.
23
Superpower rivalries and détente
7
Name of
Event
Countries
Involved
Formation of
Warsaw
Treaty
Organization
(1955)
USSR, Poland
Hungary,
Czechoslovakia
Albania
Bulgaria
Rumania
East Germany
8
9
10
11
Development of the Cold War
Ideology
How the event affected the
(Cp: Capitalism
development of US-Soviet
Cm: Communism)
Relationship
●Cp
○Cm
Two opposing military camps
○Cp
●Cm
were formally formed. As the
leaders of the two camps, the
USA and the Soviet would make
○Cp
●Cm
no concession to each other.
○Cp
●Cm
Their relationships would be
○Cp
●Cm
more antagonistic.
○Cp
●Cm
Cuban
Missile Crisis
(1962)
USSR
○Cp
●Cm
Cuba
○Cp
●Cm
USA
●Cp
○Cm
Vietnamese
War
(1965-75)
USA
●Cp
○Cm
China
○Cp
●Cm
USSR
○Cp
●Cm
The USA would not tolerate any
missile bases in Cuba. The
USSR removed all armament in
humiliation. It caused further
hostility between them. On the
other hand, both the US and the
Soviet were afraid of the
outbreak of nuclear war, they
were willing to re-establish
relation with each other.
US-Soviet relation eased up as
US began to give up her
containment policy after the
Vietnamese War.
Nixon's Visit
to China
(1972)
USA
●Cp
○Cm
China
○Cp
●Cm
Signing of
Helsinki
USA and other
NATO members
●Cp
○Cm
Mutual understanding and
recognition was reached between
Agreement
(1975)
USSR and other
Warsaw Pact
members
○Cp
●Cm
the members of NATO and
Warsaw Pact which effectively
promote cooperation between
the two blocs. US-Soviet
relationship was improved.
More suspicion created between
US and Soviet as Sino-American
was improved as a result of
Nixon's visit to China.
24
Superpower rivalries and détente
12
Name of
Event
Countries
Involved
Soviet
Invasion of
Afghanistan
(1979)
USSR
Development of the Cold War
Ideology
How the event affected the
(Cp: Capitalism
development of US-Soviet
Cm: Communism)
Relationship
○Cp
●Cm
Soviet influence over Persian
Gulf would be enlarged and the
US was seriously threatened as
Persian Gulf was an important
area for oil supply exporting to
the US and other European
countries. If Soviet could get
control of Persian Gulf, the
military and economic
development of the US would be
severely retarded. The once
improved US-Soviet relation
deteriorated again.
13
14
Star Wars
Program
(1983)
Gorbachev's
rule began
(1985)
USA
●Cp
○Cm
USSR
○Cp
●Cm
USSR
○Cp
●Cm
New phase of armament race
started, the US-Soviet
relationship became tenser than
before.
Gorbachev focused on
strengthening state's economy
via a series of reforms. He also
put much effort in improving the
relations with the West. The
US would no longer treat Soviet
as her die-hard enemy, thus
improving their relationship.
25
Superpower rivalries and détente
Détente
Major conflicts and the quest for peace
B. Superpower rivalries and détente
B4 Détente: Discuss the relative importance of the roles played by
China, the USA and the USSR in Détente
No. of periods required:
6 (Each period lasts for 35 minutes)
1. Teaching and Learning Background
a. After several classroom discussions and homework, the students to a certain extent
understand the topic of Cold War and have mastered the skill of analyzing historical
information.
b. Students are already familiar with the mode of group discussion, as well as the teacher's
demand and tempo.
c. Students have gradually become enthusiastic about discussion, but there is still room for
improvement in their essay-writing skills.
2. Teaching Objectives
a. To let students learn the different forms of the détente and various causes that brought about
it.
b. To let students learn how to judge the influences of different historical events under specific
historical circumstances.
c. To enable students master the concept of "relative importance" and the skill to answer such
type of questions.
d. To enhance students' skills in writing essays, and enable them to understand the importance
of selecting and organizing historical resources appropriately so as to put forward logical
and consistent arguments.
3. Teaching Strategies
a. Students already understand the development of USA-USSR relationship during the Cold
War period and have analyzed changes of USA-USSR relationship in different times.
Therefore, students will find it easy to master the topic of détente. The teacher may directly
make use of the events relating to the relations among China, the US and the Soviet Union,
26
Superpower rivalries and détente
Détente
such as the Ping-pong Diplomacy, Nixon’s visit of China, signing of the Treaty on the
Non-Proliferation of Nuclear Weapons by the USA and the USSR, and USA-USSR Joint
space mission. Through these students may infer the causes of the détente, understand that
the détente took different form, and then make summary (Worksheet).
b. When students have a preliminary mastery, the teacher may hand out to them historical
sources about China, the USA and the USSR in the 1950s (including the internal and
external conditions of the three countries), and guide them to discuss comprehensively the
various factors for the détente with reference to their internal conditions and the
international situation.
c. The teacher summarizes students' arguments, and outlines the forms of the détente and the
various causes that brought about the détente.
d. Through group discussion and report, students inquire into the efforts made by China, the
USA and the USSR during the détente period, and comment on the effectiveness of such
efforts, so as to enable the students to have a more comprehensive understanding of the
roles played by the three countries in bringing about the détente.
e. To consolidate what has been learnt in class, the teacher asks students to write an essay after
class. The topic of the essay is: "Discuss the relative importance of the roles played by
China, the USA and the USSR in bringing about the détente of the Cold War."
4. Expected Outcomes/Difficulties
a. Since students will have comprehensive understanding of the formation and characteristics
of the Cold War and the development of the USA-USSR relationship, they will not have
difficulties in examining the various causes of the détente. Instead, students in general will
find it difficult to address the issue of "roles", in that they are unable to identify the roles
played by the USA and the USSR in the détente with appropriate phrases and vocabulary.
b. Since students have not yet studied the topic of China's developments in the 20th century,
they do not have a good understanding of the development and characteristics of China's
political development. Therefore, it will be relatively difficult for them to examine China's
role in the détente, or they may only be able to do an incomplete analysis. Therefore, the
teacher should provide adequate elaboration in this area, or else the students will find it hard
to complete the task.
c. Students in general are still unable to answer questions on "relative importance". They
cannot use the relevant vocabulary appropriately, and therefore the performance in essay is
in general unsatisfactory.
27
Superpower rivalries and détente
Détente
Worksheet
Causes and its Forms
Events of
Détente
Countries
Involved
Brief Content
Nuclear
Test-Ban
Treaty
USA,
Soviet
Union
Not to conduct nuclear
tests in outer space, in
the atmosphere or
(1963)
Inferring the
relationship between
such events and reasons
for the détente
(Causes of the détente)
Agreement reached and
Sino-Soviet relations
were improved.
Form of
Détente
Treaty
under water.
Nuclear
Non-Prolifera
tion Treaty
(1968)
USA,
Soviet
Union
To prevent the spread
of nuclear weapons.
Agreement reached and
Sino-Soviet relations
were improved.
Treaty
Ping Pong
Diplomacy
(1971)
USA,
China
The US Ping Pong
Team were invited to
visit China.
Sino-American relations
were improved.
Sports
PRC's seat in
UN restored
China
It was decided that all
rights enjoyed by the
China's long period of
diplomatic isolation came
Diplomacy
PRC in the United
Nations would be
restored
to an end and it helped to
improve her international
relations.
(1971)
Strategic
Arms
Limitation
Treaty I
(SALT I)
(1972)
USA,
USSR
To limit the number of
their missile systems
and nuclear weapons.
Agreement on limitation
of arms reached.
Treaty
Nixon's Visit
USA,
Announced that
Sino-American diplomacy Diplomacy
to China
(1972)
China
Sino-American
relationship would
gradually return to
normal
restored.
28
Superpower rivalries and détente
Détente
Events of
Détente
Countries
Involved
Joint Space
Mission
(1975)
USA,
USSR
Astronauts of the two
countries met in space
Inferring the
relationship between
Form of
such events and reasons
Détente
for the détente
(Causes of the détente)
Marked a new era of
Space
American-Soviet relations mission
Strategic
Arms
Limitation
USA,
USSR
To further limit the
number of their nuclear
weapons, including
Because of the Soviet
Treaty
invasion of Afghanistan in
1979, the US refused to
other sorts of nuclear
weapons as well as
long-range missiles
accept the treaty. The
Treaty ended without
making any achievement.
Treaty II
(SALT II)
(1979)
Brief Content
29
Superpower rivalries and détente
End of Cold War
Major conflicts and the quest for peace
B. Superpower rivalries and détente
B5 End of Cold War
No. of periods required:
10 (Each period lasts for 35 minutes)
1. Teaching and Learning Background
a. In terms of historical knowledge, students already know the development and changes of
the Cold War. Also, through several various activities, they have already mastered certain
historical skills.
b. Students in general have heard of the name Gorbachev, but only know about him vaguely,
probably just that he was once the leader of the USSR, without knowing anything about his
relationship with the ending of the Cold War.
c. Students have basic understanding of the concept of the term "democratization". In general
they are able to relate "democratization" to parliamentary system, voting, freedom of speech,
and capitalism.
2. Teaching Objectives
a. To enable students to understand various factors leading to the ending of the Cold War and
various causes leading to the democratization of Eastern Europe, and to master the skill of
identifying the most important factor.
b. To enable students to answer questions on "relative importance", and consolidate their skills
in answering such type of questions.
c. To enable students to answer questions of "To what extent …".
d. To enable students to understand better the requirements of assessment.
e. To enhance the interactive elements in class and enable students to be more involved in
learning.
f. To assist students to think systematically through making mind maps.
3. Teaching Strategies
(1) To what extent did Gorbachev's policies bring about the end of the Cold War?
a. First, the teacher outlines the world situation in the 1980s from the political, economic,
30
Superpower rivalries and détente
End of Cold War
military and technological perspectives, and then leads the students to discuss the
relationship between such a situation and the ending of the Cold War, to be followed
by a preliminary summary.
b. Then the teacher gives out Worksheet and asks the students to assess the achievements
and failures of Gorbachev's policies, and to analyze how they were related to the
ending of the Cold War.
c. Group discussion will be conducted. The teacher collects the outcome of each group's
discussion, and then integrates the analysis outcome with world situation in the 1980s,
so as to examine the causes of the ending of the Cold War from a broader perspective.
d. The teacher summarizes the analyses of various groups, and teaches them how to
categorize the various causes.
e. In order to develop students' higher-order thinking, the teacher asks students to select,
from among various factors leading to the ending of the Cold War, one that they
consider the most important and one the most unimportant, and to provide at least three
arguments to support their choices.
f. The teacher asks students to indicate their choices of the most important factors, and
re-group the students according to their choices. This allows students to exchange with
their group members to formulate more convincing arguments.
g. A debate will be conducted. The motion is: "Gorbachev's policies were the most
important factors leading to the end of the Cold War in 1990." The debate will take
place in class, and other History teachers should be invited to be its adjudicator. On the
one hand, students will take it seriously and put greater effort in its preparation. This
will further consolidate what the students have learnt. On the other hand, this will
increase fairness.
h. After the debate, students will be asked to make use of the information obtained from
the debate to write an essay. The essay topic is: "To what extent did Gorbachev's
policies bring about the end of the Cold War?" However, the teacher must first teach
students the basic skills of answering questions beginning with "To what extent" to
prevent students from making mistakes.
i. The teacher divides students' essays into three groups: excellent, average, and
unsatisfactory. The teacher then selects from each group the typical ones for students to
comment, so that they can learn how to answer such questions effectively in the
process.
j. For consolidation of what has been learnt, the teacher may ask students to compile the
marking criteria with reference to an excellent essay, so that students can master the
skills of essay-writing.
(2) Discuss the relationship between the collapse of the USSR and the democratization of the
Eastern European countries.
31
Superpower rivalries and détente
End of Cold War
a. The teacher explains in class the political and economic conditions of various Eastern
European countries in the 1990s, so as to enable students to have a basic understanding
of the situation in Eastern Europe. The teacher then asks students to draw mind maps at
home to show the various factors for the democratization of Eastern Europe.
b. Using the mind maps made by students, the teacher conducts group discussions to
gather students' views. Then the teacher makes a summary on the factors leading to the
democratization of Eastern Europe.
c. When students have understood various factors, the teacher asks them to evaluate the
relative importance of various factors through group discussion. At the end, the teacher
makes a summary on the role played by the USSR in bringing about the
democratization of Eastern Europe.
4. Expected Outcomes / Difficulties
a. Students will be able to master various factors that brought about the end of the Cold War,
and various causes of the democratization of Eastern Europe. They will also learn the skills
in judging which factor was the most important.
b. Students basically know how to respond to questions with phrases like "the relative
importance" and "To what extent …". Some students, under the guidance of the teacher,
may even be able to compile a quality marking criteria that is of reference value.
c. Classroom discussions become lively, and students are interested in the learning activities
(especially the debate). This can effectively arouse their learning motivation, and students
will consequently read more reference books for the sake of formulating more arguments to
make their stance more convincing.
32
Superpower rivalries and détente
End of Cold War
Worksheet
Achievements and failures of Gorbachev's policies
Gorbachev’s policies
political
• Reformed the election
system
• Put an end to
one-party dictatorship
• Granted freedom of
Relations to
the end of the
Failures
Cold War
• Led to power
Collapse of
struggle within USSR, fall of
the Communist communism
Party
in Eastern
Europe and
Evaluation
Achievements
• Led to
democratic
movements in
Eastern Europe
speech and freedom of
the press
economic
diplomatic
collapse of
Warsaw Pact
led to the end
of the Cold
War
• Private enterprises and • Had clear
free buying and selling
objectives to
of goods were
rebuild the state
allowed.
economy
• Insufficient
market supply
• Decline in
agricultural
• Removal of
government control
over production
decisions in the
consumer goods
sector.
and industrial
production
• Economic
recession
• In 1985 he met with
President Reagan and
Margaret Thatcher,
British Prime Minister
• Relaxed the Soviet
control over Eastern
Europe
• Helped to
improve the
relationship
between the US
and USSR and
bring a quicker
end to the Cold
War.
33
Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
Major conflicts and the quest for peace
B. Superpower rivalries and détente
B6 The roles played by various major countries in the Cold War
period (1946-1991) (Discussion on the responsibilities of China,
the USA and the USSR.)
No. of periods required:
6 (Each period lasts for 35 minutes)
1. Teaching and Learning Background
a. Students already have a comprehensive understanding of various topics of the Cold War,
and are able to examine the roles played by various major countries in the entire Cold War
period from a macro-perspective.
b. Students have a basic understanding of the term "role", since they have had discussions on
the roles played by China, the USA and the USSR in causing the détente of the Cold War.
c. Students have basic skills in analyzing historical sources and reading historical cartoons.
2. Teaching Objectives
a. To consolidate students' skills in reading cartoons.
b. To enhance students' sensitivity to history learning through designing historical cartoons,
and to enhance their cartoon-analyzing and critical thinking abilities.
c. To assist students in organizing historical sources systematically for the entire teaching unit
on the Cold War.
3. Teaching Strategies
a. The teacher distributes relevant cartoons published in China, the USA and the USSR during
the Cold War period, and asks students to discuss the content and meaning of the cartoons.
This on the one hand tests students' ability in reading cartoons, and on the other hand
teaches students to read the messages behind the cartoons and to judge whether there is bias.
b. The teacher asks the class to form six groups. With every two groups as a unit, the teacher
distributes worksheets on the roles played by China, the USA and the USSR in (i) causing
the Cold War, (ii) the development of the Cold War, and (iii) ending the Cold War
(Worksheet). The teacher asks students to discuss and analyze the roles played by these
34
Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
three countries at various stages.
c. In order to create an atmosphere of discussion and to intensify classroom interaction, in
addition to working on the information about the country assigned to their group, each
group could be asked to collect information on the countries assigned to the other two
groups, and be prepared to raise at least two questions to the other groups during their
reporting.
d. The teacher summarizes the reports of various groups, and guides students to analyze the
roles played by China, the USA and the USSR in the Cold War and their responsibilities, so
as to enable the students to understand that under different circumstances and in different
eras, the roles played by the same country and the influences will be different.
e. Lastly, the teacher uses the issue "Up to 1990, the influence of capitalism on the
development of world history is bigger than that of communism" to assist students in
organizing their historical knowledge on the entire topic of the Cold War and to consolidate
what they have learnt.
f. Since interpreting cartoon is an integral part of history learning, the teacher may ask
students to design some historical cartoons on the Cold War, and to explain the ideas behind
their design in 200 words (they may consider working with the subject of Visual Arts). The
teacher may ask students with higher ability to design 3 to 5 data-based questions on the
cartoons they design, along with a marking guideline, so as to enhance their skills in
interpreting cartoons and answering data-based questions.
4. Expected Outcomes / Difficulties
a. After deeper and more extensive inquiry on the topic through the exercises and the
reflection, students can express their own views by drawing cartoons.
b. The assignments can encourage students to display their creativity and imagination. At the
same time, through creative works, the students can understand how cartoonists express
their personal views on historical events, and thus their abilities to observe, understand,
analyze and criticize historical cartoons will be enhanced.
c. The atmosphere of discussion of various groups is good, and the culture of peer assessment
in class is developed. Being given the chance to comment on the others' viewpoints,
students can improve their own analysis as well as learn to accept criticisms with an open
attitude. The spirit of collaborative learning is thus established.
d. Through various types of learning activities, students' interest in history learning will be
enhanced, and their ability of independent thinking and critical thinking will be developed.
Students will be able to analyze things and construct their own viewpoints with an objective,
impartial and tolerant attitude.
35
Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
Summary
a. Due to slightly inadequate concentration power on the side of students, an inquiry approach is
crucial to stimulate students' thoughts, construct their knowledge and enhance their confidence,
interest and ability in learning History. As some students have only average learning motivation,
the teacher should allocate two to three students who are more motivated to each group so that
they can lead other group members in discussions. Such an arrangement makes students more
eager to participate in class discussion and reporting.
b. The classroom activities and after-class exercises mentioned above should be able to strengthen
students' skills in reading and analyzing historical resources, handling and formulating
arguments, comparing various historical materials and historical events, evaluating and
criticizing, etc.
c. Since this package is designed for S4 students with only limited historical skills, there may be
some difficulties in its implementation, especially in terms of time management. The teacher
may need to spend much time on assisting students to gradually develop their logical thinking
and to master historical skills. Therefore, it is anticipated that the teaching schedule may be
affected.
d. The main feature of this teaching package is that it is student oriented, and its effectiveness
highly depends on whether students take initiatives in learning and participate actively.
Therefore, the teacher must be patient in guiding and encouraging students, so that they can
develop their confidence and are eager to voice their opinion, and are enthusiastic about
discussion and reporting.
36
Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
Worksheet
The roles played by China, the USA and the USSR
during the Cold War
Causes of
the Cold
War
The role played by
China
Role-model among the
Asian countries:
communism was further
consolidated as its
The role played by the
US
Leader of the capitalist
bloc: took the lead
among the West to resist
against the threat from
influence was not only in
Communism (Truman
Europe, but also in Asia.
Doctrine)
Those countries who
inclined to be communist
state would model on the
PRC, like North Korea and
North Vietnam.
Development Promoter of Communism
in Asia: actively
of the Cold
involved in Korean War
War
and Vietnam War on
behalf of North Korea and
Vietcong respectively.
With the support of PRC,
communism was
successfully spread over
Asia
Ending of
the Cold
War
The role played by the
USSR
Leader of the
communist bloc:
exerted the greatest
influence among the
communist states,
forbade the communist
states to have contact
with the West (Iron
Curtain)
Supporter / Protector of
those capitalist
countries under the
Instructor/ Controller of
the communist states:
most of the communist
threat of communism:
financial and military
support given to those
who were in need
(Marshall Plan, NATO)
states became Soviet
satellites during the
Cold War (Molotov
Plan, Warsaw Pact)
Joined the international
society again:
Sino-American relations
Relative passive role as
peace-maker: welcomed
the change brought by
Active role as
peace-maker: Soviet
ambition to launch a
restored.
Gorbachev and was
willing to re-establish
the relation with Soviet
which helped bring the
Cold War to an end.
world revolution was
abandoned when
Gorbachev rose to
power.
37
Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
Cartoons published by the two hostile camps of Capitalism and
Communism during the Cold War period (1946-90)
Cartoon 1
Source: Ben Walsh, "Modern World History", John Murray (Publishers) Ltd., London, 1996. ( p.328)
Explanatory notes
• It was a cartoon published in the USA during the Cold War period.
• The USSR was represented by a bear.
• The ambition of the USSR to control the whole world was shown by the slavering bear who was
eager to swallow the globe.
Questions for Discussion:
1. Comment on the relationship between the USA and the USSR as reflected in the cartoon.
Explain your answer with relevant clues from the cartoon.
Suggested answer:
The relationship between the USA and the USSR was very bad and distrustful.
The USA made use of propaganda (cartoon) to exhibit the USSR’s ambition (the USSR
intended to swallow up the globe).
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Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
2. Why were the USA and the USSR in such a relationship? Explain your answer with reference to
the history of Europe in the 1940s.
Suggested answer:
The USSR:
The USSR's influence started to expand westward when the Allied Powers reached an
agreement that the USSR could lead the Eastern front to fight against the Nazi Germany during
the Teheran Conference in 1943. Communist threat began to spread which annoyed the USA.
• The USSR's influence in both Asia and Europe was further enhanced in Yalta Conference
(Feb 1945) when she got certain territories in North Korea, South Sakhalin, Lushun and
Dalian in Liaodong Peninsula and East Prussia. A quarter of Germany was even under the
USSR's supervision after the Potsdam Conference (Jul-Aug 1945).
• Berlin Blockade 1948-49
• Molotov Plan 1949
• The USSR's ambition was confirmed and it aroused the suspicion and jealousy of the USA.
The USA:
Response of the USA to the USSR’s ambition and expansion:
• Truman Doctrine 1946
• Marshall Plan 1948
• Anti-Berlin Blockade 1948-49
• NATO 1949
• The response made by the USA showed her distrust towards the USSR.
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Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
Cartoon 2
ALLEMAGNE: GERMANY
BULGARIE: BULGARIA
POLOGNE: POLAND
CHINE: CHINA
PAYS BALTES: BALTIC
ROUMANIE : ROMANIA
HONGRIE : HUNGARY
Source: Paix et Liberté. France, 1950.
Explanatory notes
• It was a political poster published in France during the Cold War period.
• In the picture the men who were playing traditional Russian musical instruments were the leaders
of the French Communist Party at that time. (This showed the threat to France from French
Communist Party.)
• The ambitions of the Soviet leader Stalin towards Eastern Europe are criticized in the cartoon.
Questions for Discussion:
1. Which country does the man in the centre of the cartoon represent? Cite relevant clues to
support your answer.
Suggested answer:
The USSR
Clue: Signs of the USSR's national flag (hammer, sickle and star) can be found on the hat and
clothes that the man wore.
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Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
2. What is the attitude of the cartoonist to the country referred to in the question above? Explain
your answer.
Suggested answer:
The cartoonist's attitude is negative. The man was depicted as ambitious and cruel as he
dropped lots of knives into a series of bloody white ovals which represented nations that had
adopted Communist regimes.
3. What messages did the cartoonist want to express? Why did he want to express such messages?
Explain your answer.
Suggested answer:
The cartoonist was worried about the expansion of Communist bloc under the USSR in Europe.
Therefore, he wanted to express the following messages: The USSR had great ambition over
Eastern European countries, so she wanted to occupy those countries with armed forces.
Besides, the USSR had already spread her influence over several countries. The next target
for the USSR would be France.
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Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
Cartoon 3
Source: Evening Standard, 1949.
Explanatory notes
• It was a cartoon published in the USA in 1949.
• The cartoon describes the USA offering aids to various countries in the world with large amount
of money, even sacrificing its taxpayers' interest.
Questions for Discussion:
1. Which economic plan implemented by the USA during the Cold War period is being expressed
by the cartoon? Explain your answer by citing evidence from the cartoon.
Suggested answer:
Marshall Plan:
• The Marshall Plan was initiated by the USA. The cartoon shows that the USA was offering
financial help to the other parts of the world.
• In the cartoon the road sign marked "To all parts of the world" reflected that. It aimed at
aiding those countries beyond the USA under the communist threat.
• The financial aid provided by the USA was huge as shown in the cartoon
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Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
2. What is the view of the cartoonist about the economic plan you identified in the question above?
Explain your answer by citing evidence from the cartoon.
Suggested answer:
View: According to the view of the cartoonist, the plan was good to help those countries which
were in need, but it sacrificed the interest of the Americans as they need to pay heavy tax to
support the plan.
3. Does the cartoon reflect the role played by the USA during the Cold War period? Explain your
answer with reference to the source and using your own knowledge.
Suggested answer:
Yes, the role of the USA as financial supporter among the countries in the capitalist bloc was
shown.
Source: The man who represented the USA was delivering two big bags of money to all parts of
the world.
Own knowledge: In 1947 the US introduced the Marshall Plan which was an economic
recovery programme for Europe. It aimed at checking the growth of communism in western
Europe.
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Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
Cartoon 4
Source: Izvestia, 1961
Explanatory notes
• It was a cartoon published in the USSR during the Cold War period
• The smoke from the train shows the word "Anti-Communism" and the engine there shows the
words "Armament Race". The Western countries which supported capitalism are the train
passengers.
• The cartoon reflects the cause of armament race was that the USSR thought the North Atlantic
Treaty Organization was an anti-communist organization set up by the Western capitalist
countries, and that they spent a large amount of money on arms.
Questions for Discussion:
1. What is the view of the USSR about the Western countries, as reflected from the cartoon.
Explain your answer by citing evidence from the cartoon.
Suggested answer:
The USSR was suspicious of the formation of NATO. From the source, NATO was portrayed as
an aggressive alliance which aimed at armament race. Powerful weapon like nuclear weapon
and words like anti-communism were shown in the cartoon.
2. What forms of conflict between the USSR and the Western countries occurred during the Cold
War. Explain your answer with reference to the cartoons.
Suggested answer:
Diplomatic conflict as NATO was an example of alliance system formed among the Western
countries against communist Soviet. Words of NATO could be found on the wheels.
Military conflict as NATO was a military alliance aimed at resisting the Soviet expansion all
over Europe.
44
Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
Cartoon 5
Source: Pravda, 1960
Explanatory notes
• It was a cartoon published in the USSR in 1960
• The U.S. Secretary of State was represented by the man on the top-right corner with a notice in
hand
• The man on the bottom-left corner represented Castro who was the Cuban leader at the time. He
was warned by the man on the top-right corner with a notice in hand, not to establish diplomatic
relationship with the USSR
Questions for Discussion:
1. Why did the USA not let the Cuban leader Castro establish diplomatic relationship with the
USSR? Explain your answer.
Suggested answer:
Because when Castro established diplomatic relationship with the USSR, the latter could
expand her power over America which would threaten the security of the USA especially when
the USSR intended to build missile base in Cuba.
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Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
2. What was the cartoonist's view about the USA? Explain your answer with reference to the
cartoon.
Suggested answer:
The cartoonist disagreed with what the USA did. The cartoonist deemed that the USA was
arbitrary that Cuba had no choice but broke the relation with the USSR because the USA
threatened Cuba not to establish relationship with the USSR. The man representing the USA in
the cartoon was holding a gunboat. He was showing the military strength of his country.
3. Do you think what the USA did, as reflected from the cartoon, was reasonable? Explain your
answer with reference to the history of the 1960s.
Suggested answer:
Reasonable:
For national security, the USA should do what the cartoon reflected. If the USSR really built
missile base in Cuba, the USA would be seriously threatened as they were the die-hard enemy
of each other during the Cold War. Therefore, it was reasonable for the USA to threaten Cuba
not to establish relationship with the USSR.
The USSR's ambitions have never stopped as shown by U-2 Spy Plane Incident in 1960 and
Cuba Missile Crisis, it was reasonable for the USA to defend herself by ensuring that Soviet
influence could no longer be extended to America.
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Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
Cartoon 6
Build this sort of "churches" everywhere.
Everybody reads this "bible".
"Pray" like this all the time.
All make this sort of "alms". 殖民利益 "Colonial interest"
No "praising" like this. 美國佬滾回去 "Out the Americans!"
Source: Guoji Shishi Manhua Xuanji (國際時事漫畫選集), Shijie Zhishi Chubanshe (世界知識出版社), 1963.
Explanatory notes
• It was a cartoon published in China in 1960s
• The cartoon was published for the sake of demonizing the USA
• It indicated that although the USA appears to be a missionary preaching justice and peace, she
was actually a selfish money-first country greedy for colonial interests. She disrespected other
countries' ideology and put world peace at risk.
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Superpower rivalries and détente
The roles played by various major countries
in the Cold War period (1946-1991)
Questions for Discussion:
1. What were China's dissatisfactions with the USA, as reflected from the cartoon? Why was
China so dissatisfied with the USA? Explain your answer.
Suggested answer:
Dissatisfaction: US's anti-communism, greedy for colonial interests and squeeze of resources
(money)
2. How would you describe the Sino-American relationship at the time?
Suggested answer
poor/ hostile / distrustful
48