1. Edexcel GCSE History – Making of the Modern World
Year10
Modern World Depth Study
Germany
The Weimar Republic
Hitler and the growth of the Nazi Party
The Nazi Dictatorship
Nazi domestic policies
Controlled Assessment - Representations of History
America

2. Edexcel GCSE History – Making of the Modern World
Modern World Source Enquiry
War and the transformation of British society
The impact of the Depression
Britain at War
Labour in power

3. Edexcel GCSE History – Making of the Modern World
Year 11
Peace and War: International Relations
How did the Cold War develop ?
Three Cold War crises: Berlin, Cuba, Czechoslovakia
Why did the Cold War end?

4. Unit 3B – Britain 1931-51 Key Topics
The impact of the Depression on Britain in the 1930s
Britain at war
The Home Front
The Labour Party in power
Examination
You will be given a collection of sources to study and then you will be asked 5 Q’s which will test your understanding of interpreting sources.
Inference
Purpose
Causation
Evaluating reliability
Evaluating a hypothesis.

5. Plan for Term 1
Lessons
H/W
Week 2
Unemployment in Britain in the 1930s
Making Inferences from sources
Government Reactions
Considering the purpose of sources
Collect Germany H/W
Week 3
Effects of unemployment
Making inferences from sources
Case Study – The Jarrow Crusade
Week 4
Explaining causation using source and own knowledge
Create a summary sheet for Revision of Key Topic 1.
Week 5
Britain goes to war
Blitzkrieg
Week 6
Dunkirk
Battle of Britain
Week 7
D-Day
Why did D-Day succeed?
Week 8
Source paper D-Day
Source Paper
Week 9
The defeat of Germany

6. Key Topic 1 – The impact of the Depression Unemployment in Britain in the 1930s
Success Criteria:
Content:
To understand the levels and distribution of unemployment in Britain in the 1930s
Sources:
To make inferences from sources.

7. Key Topic 1 – The impact of the Depression Unemployment in Britain in the 1930s
Content
Which Industries and areas of Britain were badly affected by unemployment in the 1930s?
How badly was London and the South-East affected during the Depression?
What different methods of protest were carried out by the unemployed?
What was National Insurance Benefit? What was the Dole?
Jarrow March
Sources
Question 1 – Inference. Make a judgement about what the source says or shows. (6 marks) 10 mins
What can we learn about the Depression in the 1930s by studying Source C?
What can we learn about unemployment in Britain in the 1930s by examining Source D?
Inference is where you work something out based on the information in them – so what can you work out from the source based on the information in it

8. What to include in a 6 mark question
Inference question (10 minutes)
Skills assessed: Comprehension and inference
To infer is to explain what something (in this case the source provided) implies or suggests and to reason from the evidence
Make sure you refer directly to the source, for example, from source A I can infer that….

9. Structure
The first thing I can lnfer is ….. This is shown in the source where it says/shows …. Another thing I can infer is This is shown in the source where it says/shows…….

10. Key Topic 1 – The impact of the Depression Government reactions
Success Criteria:
Content:
To identify how the government tried to deal with the problems of unemployment
Sources:
To consider the purpose of a source
Possible responses: large-scale unemployment, especially in the regions of Wales, the North East and North West; criticisms that the benefit payments from the government were insufficient; increasing numbers of demonstrations and protests; criticisms from people who believed that giving more in benefits would make people lazy or would lead to large increases in taxes.

11. Government reactions Problem Action taken by the National Government
1. Certain regions of the country were particularly badly affected by unemployment.
1934 Special Areas Act –
1937 Special Areas Amendment Act -
2. Only people in certain trades were eligible for unemployment benefit.
1930 Unemployment Insurance Act –
3. The government did not have enough money to pay benefit to everyone who wanted it.
1931 Means Test –
1934 Unemployment Act -
Use the information from the para ‘the National Government’ on page 12 to fill in the chart above showing the action taken by the National Government.

12. Considering the purpose of a source
Q2 – What was the purpose of Source B? Use details from the poster and your own knowledge to explain your answer.
(8 marks) 12 mins
What is the poster showing?
Why was it produced?
Use your own knowledge to explain the historical context

13. What was it like to be unemployed in the 1930s?
Success Criteria:
Content
To describe the experiences of the unemployed in the 1930s
Sources
To select and use information from the sources
To practise a Q1 – Inference.
Activity Read the text and in pairs make a list/spider diagram of the effects of unemployment.

14. What was it like to be unemployed?
Inference
Q1. Study Source B. What can we learn about the impact of unemployment on family life? (6 marks) 10 mins
2 inferences supported by 2 bits of detail from the source.

15. ‘The town that was murdered’
The Jarrow March
Success Criteria:
Content:
To describe the reasons for the Jarrow Crusade, how it was organised, opposition to it and the effects of the Crusade
Sources
To practise a Q3 – causation using source and own knowledge

16. How did the public respond
Task: Research the Jarrow Crusade, using the questions below and pages as a guide.
Organisation
How was the Crusade
organised?
Causes
What were the reasons
for the Jarrow Crusade?
The Jarrow Crusade
5th – 31st October 1936
(300 miles)
Tip: Use the
information
the sources
to help
Effects
What were the effects
of the Jarrow Crusade?
Government reaction
Gains
Legacy
Opposition
What opposition was
there to the March?
NUWM? Labour Party?
Public opinion
How did the public respond
to the marchers?

17. This song was created in 1974 as a tribute to the Jarrow marchers
The Jarrow Song
What does it tell us about the legacy of the Jarrow March?

18. Explaining causation using a source and own knowledge
Q3 – Use Source D on p.19 and your own knowledge to explain why people supported the Jarrow March.
(10 marks – 12 mins)
Select 2 reasons from the source.
Add your own knowledge to each reason to explain why there was so much support.

19. Key Topic 2 – Britain at War 1939-45
Can you explain why War broke out in 1939?
11th November 1918
Treaty of Versailles
Adolf Hitler
Germany re-arms
Anschluss with Austria
Sudetenland & Czechoslovakia
Invasion of Poland
Policy of Appeasement
Britain and France declare War
Success Criteria:
To understand why War broke out in 1939
To explain the role of Churchill as wartime Prime Minister
To evaluate speeches as historical evidence

21. Key Topic 2 – Britain at War 1939-45
Success Criteria:
To understand why War broke out in 1939
To explain the role of Churchill as wartime Prime Minister
To evaluate speeches as historical evidence
Listen to the clip of Chamberlain addressing the British public
Chamberlain declares war
Now listen to Churchill addressing the British public
We shall fight them on the Beaches
How do the 2 speeches compare?

22. Key Topic 2 – Britain at War 1939-45
Success Criteria:
To understand why War broke out in 1939
To explain the role of Churchill as wartime Prime Minister
To evaluate speeches as historical evidence
Task: It is May Using the information on page 25 write a short radio broadcast to explain to the British public why Britain is fighting against Germany.
It should Last no longer than 1 minute

23. What was the purpose of this poster?
Question 2
What was the purpose of this poster?
Use details of the poster and your own knowledge to explain your answer.
(8 marks – 12 mins)
What is the poster showing?
Why was it produced?
Use your own knowledge to explain the historical context

24. Blitzkrieg Activities Write a definition of Blitzkrieg in your book
2. Why was it so successful?
3. Using sources A-D find evidence for the following inferences about Blitzkrieg
It caused a lot of damage
It scared people
c. It was very successful
Success Criteria:
To describe what is meant by Blitzkrieg
To explain the effects of Blitzkrieg warfare
To select evidence to back up inferences.

25. Dunkirk
Starter Watch the following scene from a modern film about the Second World War. Write down all the words that pop into your head as you watch it.
Atonement

27. Dunkirk Success Criteria: To understand the importance of Dunkirk
Activity - This painting by Charles Cundall was displayed in the National Gallery. Write an account of Dunkirk to explain why it was painted. Include details from the painting, the sources and your own knowledge.
Success Criteria:
To understand the importance of Dunkirk
To explain the reasons for British survival
To evaluate the purpose of paintings as historical evidence
Dunkirk

28. Dunkirk Dunkirk Situation in May 1940? Operation Dynamo?
Activity - This painting by Charles Cundall was displayed in the National Gallery. Write an account of Dunkirk to explain why it was painted. Include details from the painting, the sources and your own knowledge.
Dunkirk
Situation in May 1940?
Operation Dynamo?
Why did some people see this event as a victory?
Why did Churchill call it a military disaster?
What is meant by ‘Dunkirk spirit?’
Why was this painting made?

30. The Battle of Britain Success Criteria:
To describe what the Battle of Britain was.
To explain why Britain won.
To evaluate sources by make inferences.
Churchill – This was their finest hour

31. The Battle of Britain Content What was the Battle of Britain?
Why did Britain win?
Stuka V Spitfire
Battle of Britain - Climax
Sources - Inferences What can you learn from Sources A, B & C about pilots in the Battle of Britain?
Source A B C
It suggests
the pilots were well trained
because
It also infers that
the pilots had good warning of the enemy coming

32. Battle of Britain

33. How did the course of the War change in 1941?

34. D-Day Success Criteria: To understand the events leading up to D-Day
To explain how D-Day was planned
To make inferences from the sources
D-Day in colour

35. Hitler standing at the Trocadero, Paris
By the end of 1941 Germany occupied large parts of Europe. Planning for D Day began when Stalin called for Great Britain and the USA to open a second front in Western Europe. The Russians had been doing the majority of the fighting against Germany and wanted the USA and Great Britain to launch an invasion in the West to ease the pressure on them.

36. The Supreme Command of the Allied Expeditionary Force
These were the men in charge of the invasion of German-occupied France. The man seated in the middle is General Dwight D Eisenhower who was in overall charge. Later on he would become President of the United States of America between 1953 and 1961.

37. Choosing the landing beaches
The first key decision was to choose the location of the invasion beaches. Planners collected postcards from people who had been to Normandy on holiday for photographic evidence as to what the coast looked like, but this photograph was taken from an aircraft. It was used to orientate the troops landing on this section of the coast, codenamed Sword Beach.

38. Diving suit
To make sure the beaches could handle the weight of the tanks, trucks and other vehicles that would take part in the invasion, men were sent ashore from submarines to collect samples of sand. This diving suit was used by Lieutenant Rollo Mangnall to reconnoitre the potential landing beaches.

39. The Atlantic Wall
The Germans had built a large network of fortifications and beach defences along the coast of France. Dealing with these obstacles was one of the biggest problems for the planners of D Day. The defences shown in this photograph were designed to tear the bottom out of landing craft when concealed at high tide.

40. Code-named “Window”
The Allies used various tactics to try and convince the Germans that the landings would be at Pas de Calais. This photo shows a factory worker producing foil, code-named “window”. “Window” was strips of aluminium which were dropped by aircraft in order to confuse German radar.

41. British troops going ashore at Sword Beach
© IWM (B 5102)
British troops going ashore at Sword Beach
Tidal conditions and heavy defences on Sword Beach meant there was not much room to land. This caused the congestion of armoured vehicles that can be seen on the beach.

42. Canadians landing at Juno Beach
© IWM (A 23938)
Canadians landing at Juno Beach
Canadian troops landing in the Juno Beach area shortly before midday, 6 June The men are carrying bicycles to help them move inland quickly, without having to wait for heavier transport.

43. D-day Landing Craft

45. Mulberry Harbour
Some equipment could be brought in across the beaches, but this would not be enough to sustain the huge numbers of men landing in France after D Day. Until such a time as a port could be captured, the Allies needed a method with which to land large quantities of material. A prefabricated harbour named Mulberry was designed and built in Britain and then towed across to Normandy where it provided shelter and moorings for supply ships.

46. D-day Mulberry Harbour

47. PLUTO (Pipe Line Under the Ocean)
To provide enough fuel for the thousands of vehicles in France a plan was devised to lay a pipe under the sea and pump the petrol across from Britain. This photo shows the large drum of pipe called a ‘Conundrum’ ready to be laid on the sea floor.

49. D-Day Activities When and why did the USA enter the War?
Explain why the USA were so keen for a quick invasion of Europe? How did the British respond to this idea?
Use the text and Source A to explain how the Allies planned for D-day.
Use the text, the map and the sources to explain the course of the D-day landings.
* 5th June
* 6th June
* 7th June
* 25th June

50. Why did D-Day succeed? Success Criteria:
To describe the reasons for D-Day’s success
To analyse the sources for evidence of success
To form a judgement about the most important reasons for success.
Activity
Use the text on p.34 to make a list of all the reasons that explain why D-Day was a success.

51. Why did D-Day succeed? A B C D E Source Reasons for Success
Evaluate the source – NOP. How reliable? A
An extract from a book about the Special Operations Executive, written in These were secret at the time so could not be written about until later. B C D E

52. The Defeat of Germany Success Criteria:
To explain the different reasons for Germany’s defeat in WW2
To analyse the sources for evidence of defeat
Activity
Write a conversation between 2 British people about the reasons for the defeat of Germany OR
Write a radio speech for Churchill explaining to the British public how Germany has been defeated.
Downfall
Churchill - End of War

53. The Defeat of Germany Success Criteria:
To explain the different reasons for Germany’s defeat in WW2
To analyse the sources for evidence of defeat
Exam Q 3 – Use Source C and your own knowledge to explain why Germany was defeated. (10 marks – 12 mins) One reason the Germans were defeated was because……………………………. This is shown in the source………………………. Another reason the Germans were defeated was because……………………………. This is shown in the source………………………. 8 marks – 1 explained factor 9-10 marks - 2 or more explained factors

54. Plan for Term 2
Lessons
H/W
Week 1
Britain prepares for War
Evacuation
Practise Q4
Revise Germany – 1 hr
Week 2
The Blitz
Practise Q5
Week 3
New dangers
The Ministry of Information
Revise Britain – 1 hr
Week 4
Mock Exam Week
Rationing
Working women
Working Women after the war
Week 5
Labour comes to power
The Beveridge Report
Week 6
Fighting giants
Week 7
NHS
Using the NHS

55. Preparing for War
Success Criteria
To understand the need for government control during the war.
To describe how the Government prepared for attacks on Britain.
To explain how real was the threat of invasion.
Starter – What on earth is happening in this picture?

56. How did Britain prepare for WAR?
Preparing for War
Activity
Use the text and the sources on P. 32 & 33 to list the different ways that Britain prepared for War
Present your work as:
A mind map?
A spider diagram?
A list of bullet points?
How did Britain prepare for WAR?

57. Air Raid Shelters

58. The Underground - London

59. Anderson Shelter

60. Morrison Shelter

61. Air Raid Wardens

62. Barrage Balloons

63. Blackout

64. The Home Guard

65. Anti-aircraft gun

66. Evacuation Success Criteria:
To understand what evacuation was and why it was necessary
To evaluate the reliability of sources – Q4
Evacuation

67. Q4 – How reliable are Sources A and B as evidence of how organised evacuation was? Explain your answer using Sources A and B and your own knowledge. (10 marks – 12 mins)
What does Source A show?
Is it reliable? Can you trust it? Does it back up what you already know?
What does Source B show?

68. Plenary – Was the evacuation at the start of the war disruptive and unnecessary?

69. The Blitz 1940-41 Success Criteria:
To understand the reasons for the Blitz on British cities.
To explain the effects of the Blitz on cities and citizens.
To practise the hypothesis Question.
The Blitz in colour

70. What was the Blitz? When did it take place?
Which cities were targeted and why?
What were the effects of the Blitz?
Did the Blitz work?

71. Q1 - What was the Blitz and when did it take place?

72. Q2 – Which cities were targeted and why?
Bristol and the Blitz Bristol WW2

73. Q3 – What were the effects of the Blitz?

74. Q4 – Did the Blitz work?

75. The Blitz on Coventry

76. Q5 – Source C suggests that British morale was not destroyed by the Blitz. How far do you agree with this interpretation? Use your own knowledge, Sources C, D and F and any other sources you find helpful to explain your answer. (16 marks –SPAG – 3 marks – 20 mins)
What does Source C suggest?
Use points from the source, evaluate it and add your own knowledge.
Do any of the other sources back up this interpretation?
Which source(s) provide the counter-argument?
Make a judgement and take into account the strength of the sources.

77. New Dangers How did German bombing change after the Blitz?
Baedeker Raids
New bombs – V1s & V2s

78. The Baedeker raids

79. V1s & V2s

80. Britain at war Success Criteria
To understand how everyday life was affected by the war.
To explain the role of the government, the use of censorship and propaganda, the purpose of rationing and the role of women

81. Britain at war Government Control The Ministry of Information
Use the text and the sources to explain the need for tighter control in wartime.
The Ministry of Information
Use the text and the sources to explain the use of censorship and propaganda
Britain at war
Rationing
What was the impact of the war on the food supply and how did the government deal with it?
Working Women
Use the text and the sources to explain the war work women did.

83. Q5 – The Hypothesis Question (16 marks) 20 mins Source C suggests that after the war women were expected to just be housewives again. How far do you agree with this interpretation? Use Sources B, C and D, your own knowledge and any other sources you may find useful to explain your answer.
Plan
What does Source C suggest?
Use points from the source, evaluate it and add your own knowledge.
Do any of the other sources back up this interpretation?
Which source(s) provide the counter-argument?
Make a judgement and take into account the strength of the sources.

84. Revise Key Topic 3 – Britain at War
Write your own questions to match the following answers:
Rationing
Blackout
Ministry of Information
Conscription
Allies
Operation Overlord
6th June 1944
April 1945
Q4 – Evaluation of utility or reliability
How reliable are Sources A and D on p46 & 47 as evidence of the restrictions imposed by the government in the Second World War? Explain your answer (10 marks) 12 mins
Are Sources A & D accurate? Do they back up what you already know?
Has anything been missed out?
Use the provenance – NOP. Can you fully trust who produced it?

85. Key Topic 4 – Labour in power 1945-51
Success Criteria:
To describe the differences between the Conservative Party and the Labour Party in post war Britain
To explain the 1945 election campaigns of both parties.
Post-War Britain
What are the different meanings behind the V sign?

86. Churchill V Attlee 1945

88. General Election July 1945 Winston Churchill Clement Attlee Party
Beliefs
Election Campaign
Results

89. General Election July 1945 Winston Churchill Clement Attlee Party
Beliefs
Election Campaign
Results
Activity – Conservative or Labour?
Preserving tradition.
Party of change.
Supported by the wealthy and landed classes.
Supported by the working class & trade unions.
Left-Wing – Socialist views
Right-Wing.
The importance of the Individual.
The importance of the State.
Higher Taxes.
Lower Taxes.
Private Industry
State control of Industry
More equal distribution of wealth.

90. General Election July 1945 Winston Churchill Clement Attlee Party
Beliefs
Election Campaign
Results
Activity – Election Campaign
What did the Conservative campaign focus on?
2. What did the Labour campaign focus on?

91. Which of these candidates would be your choice?
Starter - It is time to elect a new world leader, and only your vote counts..
Here are the facts about the three candidates.
Candidate A:
Associates with crooked politicians, and consults with astrologists.
He's had two mistresses.
He also chain smokes
And drinks 8 to 10 martinis a day.
Candidate B:
He was kicked out of office twice,
Sleeps until noon,
Used opium in college
And drinks a quart of whiskey every evening.
Candidate C:
He is a decorated war hero,
He's a vegetarian,
Doesn't smoke,
Drinks an occasional beer
And never committed adultery.
Which of these candidates would be your choice?
Candidate A is Franklin D. Roosevelt.
Candidate B is Winston Churchill.
Candidate C is Adolph Hitler.

92. Candidate A is Franklin D. Roosevelt.
Candidate B is Winston Churchill.
Candidate C is Adolf Hitler.

93. The Beveridge Report Success Criteria:
To describe the main aims of the Beveridge Report.
To examine the sources for message and purpose.
To evaluate the Beveridge Report.
Activities:
What was the Beveridge Report and what did it aim to tackle?
Inference Q – What can you learn from Source D about reactions to the Beveridge Report?
Design your own creative diagram to show how legislation dealt with the 5 giants.
What is your opinion of the Beveridge Report?

94. A National Health Service
Success Criteria:
To describe the planning of the NHS.
To explain why there was some opposition from the medical profession.
To evaluate the impact of the NHS up to 1951.
Activity – Read through P. 7O – 73 and design a colourful mind- map /spider diagram on the NHS.

95. A National Health Service
Activities
What was Beveridge’s intention for the NHS?
What is the BMA and why did it oppose the NHS – use evidence from the sources?
Exam Question
How useful are Sources C and E as evidence of doctor’s opposition to the NHS? (10 marks) 12 mins.
What can we learn from C & E about opposition?
Evaluate the sources for strengths and weaknesses. - Consider NOP

96. Practise Exam Question – Using the NHS
Q5 – The hypothesis Question
‘The reason NHS costs were so high was because people misused it.’
How far do the sources on pages support this statement? Use details from the sources and your own knowledge to explain your answer. (16 marks) 20 mins
Which sources support the view?
Which sources do not?
Consider the value of the sources
Form a judgement

97. The Impact of the Depression
Government Reactions
Changes to the law
Unemployment in the 30’s
Figures of unemployed?
Which industries / areas most affected?
Experiences of the Unemployed
The Impact of the Depression
Jarrow Crusade
Causes?
Organisation?
Opposition?
Jarrow Crusade
Government reaction?
Gains from the march?
The Jarrow legacy?
Jarrow Crusade
The effects of public opinion

98. Labour in power 1945-51 The Beveridge Report and its importance
Why Labour won the 1945 election
The attack on the 5 giants. Especially ‘want’
Labour in power
Planning the NHS and opposition from the medical profession
The impact of the NHS up to 1951

99. The Beveridge Report The Beveridge Report Success Criteria:
To examine the social problems in post-war Britain.
To evaluate the Beveridge Report.
Activity –What does this clip tell us about poverty in Britain?
The Beveridge Report
Students need to have written in their books the reasons why these two things in particular created a desire for equality (see p.140 for details)

100. Desire for a more equal society
The World Wars did create a demand and desire for a society with greater equality between rich and poor?
What reasons can you think of for this?
How might the following things have contributed to this?:
Rationing
Evacuation
Students need to have written in their books the reasons why these two things in particular created a desire for equality (see p.140 for details)

101. Q - What was the Beveridge Report and what did it aim to tackle?
Set up in 1941
Led by Sir William Beveridge
Published report in 1942
Said that the government needed to attack Five Giant “Evils”:
Squalor
Ignorance
Want
Idleness
Disease
Q - What was the Beveridge Report and what did it aim to tackle?

102. Task 1 Stick your copy of the cartoon into your book.
Use the information on P to annotate each of the Five Giant Evils with what was done to attack them

103. Task 2 Examination Question – Inference
What can you learn from Source D about reactions to the Beveridge report? (6 marks)

104. Plenary
To what extent do you think these Five Giant Evils have been defeated in society? Do they exist today or not?