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Edexcel GCSE History A – revised for 2013(The Making of the Modern World)Unit 1 The era of the Cold War 1943–1991

Practical support to help you deliver this Edexcel specificationScheme of workThis scheme of work has been produced to help you implement this unit of the Edexcel specification. It is offered as an example of one possible model that you should feel free to adapt to meet your needs and is not intended to be in any way prescriptive. It is in editable Word format to make adaptation as easy as possible. Teaching resource suggestionsThe scheme of work contains suggestions for resources that you can use to support your teaching. These are suggestions only of material you may find useful and you are encouraged to use a wide range of resources that suit the needs of your students.Page references for Pearson Edexcel Unit 1 Student Book are given for both the 2012 edition and the forthcoming 2013 edition. Page references for the Hodder International Relations 1943-1991 refer to the 2009 edition.

Edexcel Subject AdvisorsEdexcel has a team of specialist subject advisors available to help you with implementation of this specification. You can contact them by email or phone. Email: TeachingHistory@pearson.com.

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Edexcel GCSE History A (The Making of the Modern World)Scheme of work: Unit 1 The era of the Cold War 1943–1991Week

Content coverage/key questions

Learning outcomes Exemplar activities Exemplar resources

1 Overview of the meaning of ‘Cold War’, and the main tensions in the Grand Alliance.The importance of wartime conferences (Teheran, the ‘Percentages Agreement’, Yalta), and their contribution to increased tensions.

To identify the main points of tension before 1941 and the formation of the Grand Alliance.

To identify the main early tensions at the wartime conferences 1943–45 (Teheran, the ‘Percentages Agreement’, Yalta), and the role of individuals.

Students produce a summary of the long-term tensions (pre-1941) existing between the Grand Alliance allies.

Students summarise the main aspects of these conferences/meetings, and how these contributed to the emerging Cold War. Students could then write a paragraph about which one of these three meetings they think was most important.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book has information about the Grand Alliance allies and the conferences. 2012 edition Section 4 (pp.82-84); 2013 edition Key topic 1 (pp.6–7).

Chapter 1 of the Hodder International Relations 1943-1991 book is on the origins of the Cold War, including the conferences.

Additional information on the conferences is available from BBC History at: www.bbc.co.uk/gcsebitesize/history

2 The main issues at the Potsdam Conference, and the relations between Truman and Stalin. The first steps in the emerging Cold War, 1946.

To identify the main issues in contention between the Allies at the Potsdam Conference, and to identify the main reasons for the deterioration in relations between Truman and Stalin.

To be able to identify the main steps in 1946 leading to the emergence of the Cold War (Churchill’s ‘Iron Curtain’ speech, the Long and the Novikov Telegrams).

Students research and then summarise the issues that caused tension at Potsdam. They then write a paragraph about which one was most important.

Students read extracts from Churchill’s ‘Iron Curtain’ speech and note down key phrases that show division in Europe.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book provides information on Potsdam. 2012 edition pages 86-87; 2013 edition page 8.

The Potsdam conference is covered on pages 16-17 of the Hodder International Relations 1943-1991 book.

Additional information on Potsdam and the Truman/Stalin relationship is available from BBC History at: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/

Churchill’s ‘Iron Curtain’ speech can be found here: www.fordham.edu/halsall/mod/churchill-iron.asp and on p. 88 (2012 ed) or p.10 (2013 ed) of the Pearson Edexcel GCSE Modern World History Unit 1 Student Book.

Edexcel GCSE in History A Unit 1: The Era of the Cold War 1943–91 Scheme of work © Pearson 20131

Week

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Learning outcomes Exemplar activities Exemplar resources

3 The growing divisions in 1947: the growing involvement of the USA in Europe, especially the Truman Doctrine and the Marshall Plan.The concept of ‘satellite states’ and the USSR’s establishment of such states in Eastern Europe in 1947–49.

To identify the main features and impact of the Truman Doctrine and the Marshall Plan, 1947.

To identify the main features of, and reasons for, the USSR’s establishment of satellite states in Eastern Europe, and the setting-up of Cominform and Comecon.

Students summarise the main features of the Truman Doctrine and the Marshall Plan, and then write a paragraph to explain how these two policies/initiatives were connected.

Students write a sentence to explain the term ‘satellite state’, and a sentence to identify which states were affected by this.

Students then research and produce a list of reasons why Stalin took control of these states.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book provides information on the Truman Doctrine and Marshall Plan: 2012 edition pp.88-91; 2013 edition pp.12–13, and the establishment of ‘satellite states’ in Eastern Europe (2012 ed. pp.92-95; 2013 ed. pp.14–17).

The Hodder International Relations 1943-1991 book provides information on the Truman Doctrine and Marshall Plan (pp.27-30) and on satellite states (pp.24-26).

Additional information on is available at: www.spartacus.schoolnet.co.uk/ColdWar.htm

Additional information on this is available from BBC History at: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/

4 Why had Germany been temporarily divided into zones in 1945? The reasons why Germany became a problem in the period 1945–47.The main events of the Berlin Blockade and Airlift, and their main outcomes.

To identify the main problems concerning Germany, and the reasons why US/British actions worried Stalin (e.g. Bizonia, Trizonia).

To identify the main features/events of the Berlin Blockade and Airlift.

To identify their main results/consequences (two Germanys, NATO, the nuclear arms race).

Students research developments concerning Germany 1945–48, and produce a chart of these main developments — showing why Stalin objected to these developments.

Students consider the steps leading to the Berlin Blockade, and decide whether the USA/Britain OR the USSR were most to blame.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book provides useful information on the problems facing Germany (2012 ed. on pp.96-99; 2013 ed. on pp.18–23).

Chapter 3 of the Hodder International Relations 1943-1991 book provides information on the Berlin crisis 1948-49 and its aftermath.

Edexcel GCSE in History A Unit 1 The era of the Cold War 1943–1991 Scheme of work © Pearson 20132

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Content coverage/key questions

Learning outcomes Exemplar activities Exemplar resources

5 Overview of what happened to Hungary 1945–53 under Stalin; the nature of the rule and role of Rakosi.The impact of Stalin’s death in 1953 in Eastern Europe — ‘de-Stalinisation’. The immediate impact of de-Stalinisation in Hungary; the fall of Rakosi; and the emergence of Nagy.The response of the USSR/other East European states to Nagy’s reforms; the events and immediate consequences of the Hungarian Revolt; the response of the West.

To identify the main developments in Hungary (economic and political changes), and the main features/nature of Rakosi’s regime.

To identify the main immediate consequences in Eastern Europe of Stalin’s death in 1953 (Khrushchev & ‘de-Stalinisation’.

To identify the main developments in Hungary, 1956. To identify the main features of Nagy’s programme/reforms.

To identify the main features/events of the Soviet response and the Hungarian Revolt; the immediate consequences of the Hungarian Revolt; the response of the West (including Nagy’s execution, and the re-assertion of Soviet control under Kadar).

Students produce a brief summary of developments/rule in Hungary 1945–53, highlighting the main changes.

Students write a paragraph to explain ‘de-Stalinisation’ and its consequences for East European states in general.

Students research and then draw up a chart to show the main policies/reforms proposed by Nagy; and to explain why these alarmed the USSR.

Students research and then write paragraphs about, the events of the Hungarian Revolt, explaining why the US/West reacted as they did.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book provides information on Hungary under Stalin, the main policies/reforms proposed by Nagy, and on the Hungarian Revolt (2012 ed. on pp.100-103; 2013 ed. on pp.24–27).

Chapter 4 of the Hodder International Relations 1943-1991 book provides information on the Hungarian uprising.

Additional information on these policies/reforms and on developments in Hungary is available from BBC History at: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/

6 Overview of the background to the Berlin Crisis, 1958–63; and the emerging refugee and spy problems. The response of Khrushchev to the refugee and spy problems and Berlin.

To identify the main aspects of the background to the Berlin Crisis, and the main reasons why refugees and spies became problems.

To identify the main responses of, and the reasons for, Khrushchev’s reactions in 1958 to the refugee and spy problems surrounding Berlin, and his plans for East Berlin (e.g. his Nov. 1958 Declaration).

Students produce a spider diagram showing the problems concerning Germany and Berlin, and the main points of the refugee and spy problems.

Students examine the five courses of action for Eisenhower in response to Khrushchev’s declaration, and choose the most AND the least effective. They then write a paragraph about each one, explaining the reasons for their choices.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book has information about the emerging problems about Berlin on issues between Eisenhower and Khrushchev (2012 ed. pp.106-108; 2013 ed. on pp.28–30).

Chapter 5 of the Hodder International Relations 1943-1991 book covers the Berlin crisis of 1961.

Edexcel GCSE in History A Unit 1: The Era of the Cold War 1943–91 Scheme of work © Pearson 20133

Week

Content coverage/key questions

Learning outcomes Exemplar activities Exemplar resources

7 The main features of the growing crisis over Berlin, 1958–61, the four summits and the U2 spy plane incident The main details of events leading to the building of the Berlin Wall in 1961, and its consequences.

To identify the main features of the growing crisis over Berlin, 1958–61, (e.g. the four summits: Geneva (1959) and Camp David (1960) with Eisenhower; the U2 spy plane incident; the Paris (1960) and Geneva (1961) summits with Kennedy; US preparations for war).

To identify the main reasons for, and details of events leading to, the building of the Berlin Wall in 1961 (US nuclear superiority in numbers and reach, the impact of refugees on the economy of East Germany, JFK’s 1963 trip to Berlin), and its consequences.

Students draw up a table to show the details of the four summits (1959–61) and their main outcomes.

Students sort cards on the building of the Berlin Wall into two groups (causes and consequences). They then select the most important cause AND the most important consequence, writing a sentence for each to explain the reasons for their choice.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book has information about the summits over Berlin, the U2 spy plane incident, and the Berlin Wall (2012 ed. on pp.108-111; 2013 ed. on pp.30–33).

Chapter 6 of the Hodder International Relations 1943-1991 book covers the arms race and the Cuban Missiles Crisis.

Additional information on the U2 spy plane incident is available at: www.spartacus.schoolnet.co.uk/COLDU2crisis.htm

Additional information about the Berlin Wall is available at: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/berlinwallrev1.shtml

A useful activity on the Berlin Wall can be found at: www.schoolhistory.co.uk/lessons/coldwar/coldwar_berlinwall.html

8 Overview of the background to the Cuban Missile Crisis – the nuclear arms race, US control of Cuba. The Cuban Revolution, the Bay of Pigs, and Khrushchev’s decisions on missile bases in Cuba.

To identify the main features of the nuclear arms race (1945–61) and Soviet advances in space; and the USA’s relationship to Cuba (e.g. the Americas as the USA’s ‘backyard’, Cuba under Batista’s dictatorship).

To identify the main events following the Cuban Revolution in 1959 (e.g. US trade boycott, Soviet aid); the significance of Eisenhower’s orders for the CIA to assassinate Castro, and of Kennedy’s ‘Bay of Pigs’ plan; and Khrushchev’s reasons for placing missiles in Cuba (defence of Cuba, Soviet missiles able to reach the USA).

Students copy the table relating to the arms race from the Pearson Edexcel student book (page 113/page 35), and then complete the table by adding details (in the right-hand column) of how the US was in a stronger position in each of the three aspects shown.

Students draw a timeline of the key events 1957–61, showing the build-up to the Cuban Missile Crisis.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book has information about the arms race, the Cuban revolution and the Bay of Pigs incident (2012 ed. pp.112-115; 2013 ed. pp.34–37).

Chapter 6 of the Hodder International Relations 1943-1991 book covers the arms race and the Cuban Missiles Crisis.

A useful additional activity on Cuba is available at: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/cubanact.shtml

Edexcel GCSE in History A Unit 1 The era of the Cold War 1943–1991 Scheme of work © Pearson 20134

Week

Content coverage/key questions

Learning outcomes Exemplar activities Exemplar resources

9 Overview of the Cuban Missile Crisis of 1962: the 13-day Crisis, and the roles of Kennedy and Khrushchev. The short- and long-term consequences of the Cuban Missile Crisis.

To understand the main features of the crisis in 1962, and the actions of the main individuals during the crisis events of the USA (inc. Kennedy and Khrushchev, ‘hawks vs doves’, the secret deal over US missiles in Turkey).

To understand the meaning of détente, and to identify the main short-term consequences. (‘hotline’, 1963; Test Ban Treaty, 1963; détente), and the main long-term consequences (including the fall of Khrushchev, MAD, France leaving NATO).

Students consider an image taken by a US spy plane and released in 1962, showing nuclear missile bases being built in Cuba. Students decide how useful it is as evidence of the reasons for the blockade of Cuba.

Students complete a table indicating how the crisis was a success for the USA/USSR/both, and how it was a failure for the USA/USSR/both.

Students produce a spider diagram to show the main short- and long-term consequences of the crisis; and then write a paragraph to show who gained most from the crisis, with arguments supported by detailed evidence.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book has information about the Cuban Missile Crisis of 1962 (2012 ed. pp116-117; 2013 ed. pp.38–39). Page 117/38 includes the image of nuclear missile bases being built in Cuba.

Additional information on these events is available at www.spartacus.schoolnet.co.uk/COLDcubanmissile.htm

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book provides information and guidance about the outcomes of the Cuban Missile Crisis (2012 ed. pp.118-119; 2013 ed. pp.40–41).

Additional information is available at www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/whowonthecubanmissilecrisisrev1.shtml

A useful interactive activity can be found at: www.schoolhistory.co.uk/lessons/coldwar/coldwar_cuba.html

10 Overview of the background to the Prague Spring: Soviet control, communist rule in Czechoslovakia, the role of Dubček.The main events and features of the Prague Spring, 1968.

To identify the main aspects of Soviet influence/control in Czechoslovakia; life and the economy under Novotny; the emergence of Dubček as leader in 1968, and his main beliefs and aims for communism (e.g. ‘Socialism with a human face’).

To identify and understand the main features and events of the Prague Spring in Czechoslovakia (the ending of censorship, allowing opposition groups and criticism of the government, ‘market socialism’).

Students research and then write a couple of paragraphs about Dubček’s views and what he wanted to change in Czechoslovakia.

Students produce a spider diagram of the main aspects of Dubček’s reforms, and the events of the Prague Spring.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book has information about the background to the Prague Spring (2012 ed. pp.120-121; 2013 ed. pp.42–43).

Pages 66-68 of the Hodder International Relations book explain why there was opposition to Soviet control, and cover the Prague Spring reforms.

Additional information about Dubček and the Prague Spring is available at: www.spartacus.schoolnet.co.uk/COLDprague.htm

Edexcel GCSE in History A Unit 1: The Era of the Cold War 1943–91 Scheme of work © Pearson 20135

Week

Content coverage/key questions

Learning outcomes Exemplar activities Exemplar resources

11 Overview of the Brezhnev Doctrine, and the reassertion of Soviet control in Czechoslovakia. US and Western reactions to events in Czechoslovakia, and the impact of these on communist states and parties.

To identify the main points of the Soviet and East European leaders’ reactions to the Prague Spring (e.g. the Brezhnev Doctrine, Warsaw Pact invasion); and the main events surrounding the Warsaw Pact invasion (e.g. non-violent civil disobedience, Jan Palach, the Moscow Protocol).

To understand the main aspects of US and Western European reactions to the Warsaw Pact invasion; and the impact of the Prague Spring and the invasion on communist parties in East and West (including ‘Eurocommunism’ in the West, splits in the communist movement, the growing independence of Romania, Yugoslavia and China).

Students prepare a telegram to a London newspaper, explaining what the Brezhnev Doctrine is, and why it was introduced.

Students write a paragraph to explain what they consider to be the MOST important consequence of the Warsaw Pact invasion of Czechoslovakia.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book has information and guidance about the Soviet responses to the Prague Spring in Czechoslovakia, and on the consequences of the Prague Spring and the Warsaw Pact invasion (2012 ed. on pp.122-125; 2013 ed. on pp.44–47).

Pages 66-72 of the Hodder International Relations book cover the re-establishment of Soviet control, the Soviet invasion and its consequences.

Additional information about this is available at: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/czechoslovakia1968rev1.shtml

12 Outline of the main features of détente, and the treaties of 1967 and 1968. The main developments in détente during the 1970s. Outline of the main events in Afghanistan in 1978, and the reasons for the Soviet invasion in December 1979. US reactions to the Soviet invasion — Carter and the end of détente.

To understand the meaning of, and to identify correctly the main features of détente, and the main developments in the period 1967–8 (Outer Space Treaty, Nuclear Non-Proliferation Treaty).

To be able to identify the main developments in détente during the 1970s (e.g. SALT 1 (1972); the Helsinki Conference (1975); the Apollo-Soyuz mission (1975)).

To correctly identify the main features of events and developments in Afghanistan in 1978, and the main reasons for Soviet intervention in Dec. 1979 (e.g. fears of a fundamentalist Islamic state bordering their Asiatic republics).

To be able to identify the main reactions to the Soviet invasion, and the main features of the end of détente (the Carter Doctrine, failure of SALT II, US boycott of the Moscow

Students summarise the meaning of détente, and the main points of developments and agreements in 1967 and 1968.

Students research and then write a report about ONE of the main 1970s developments in détente, to show what happened/the points decided, and why this was important.

Students complete a ‘Beginners’ Guide to the Soviet Invasion of Afghanistan’ table, explaining who was involved, what happened and why.

Students produce a spider diagram to show the main US actions following the Soviet invasion.

The early aspects of détente and détente in the 1970s is covered in the Pearson Edexcel GCSE Modern World History Unit 1 Student Book (2012 ed. pp.128-131; 2013 ed. pp.48–51).

Pages 75-83 of the Hodder International Relations book cover détente.

Additional information can be found at: www.spartacus.schoolnet.co.uk/COLDdetente.htm

And at: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/detenterev1.shtml

A useful activity can be found at: www.schoolhistory.co.uk/lessons/coldwar/coldwar_detente.html

Information and guidance on the invasion of Afghanistan and on the US reaction to Soviet invasion is given in the Pearson Edexcel GCSE Modern World History Unit 1 Student Book (2012 ed. pp. 132-135; 2013 ed. pp.52–55).

Edexcel GCSE in History A Unit 1 The era of the Cold War 1943–1991 Scheme of work © Pearson 20136

Olympics, US alliances with China and Israel, US funding/training of fundamentalist Islamic guerrilla groups).

Pages 84-86 of the Hodder International Relations book cover the Soviet invasion of Afghanistan and its immediate effects.

Edexcel GCSE in History A Unit 1: The Era of the Cold War 1943–91 Scheme of work © Pearson 20137

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Content coverage/key questions

Learning outcomes Exemplar activities Exemplar resources

13 Outline of the emergence of the Second Cold War, and Reagan’s early views and attitudes to the Cold War.The main decisions/actions taken by Reagan, and Soviet responses to them. The main features of Gorbachev’s initial ideas and plans, and his views about the Cold War and East/West relations.

To understand the meaning of the ‘Second Cold War’ 1979–85, and to identify the main features of Reagan’s views and actions (fundamentalist Christianity, limited nuclear war in Europe, ‘Evil Empire’ speech in March 1983).

To be able to identify the main decisions/actions taken by Reagan (esp. ‘Star Wars’/SDI, and details of the increased nuclear arms race, breach of the 1967 Outer Space Treaty; and to understand the Soviet responses to these (inc. awareness of their weaker economy & technology).

To correctly identify the main events in Gorbachev’s rise to power, and the main features of his initial ideas and plans, and his views about the Cold War and East/West relations (e.g. his early reactions to Reagan).

Students write two newspaper reports of Reagan’s ‘Evil Empire’ speech — one to be balanced, giving details of the speech, and reasons why it was important; and one EITHER agreeing OR disagreeing with the speech.

Students analyse a cartoon from the Sun newspaper on 21 October 1981 of Reagan and Brezhnev both trying to destroy Europe.

Students copy and complete a spider diagram showing how SDI affected the relationship between the USA and the USSR.

Students summarise information about Gorbachev’s early beliefs and actions, his previous foreign policy experience, his views about Reagan, and how he dealt with Chernobyl.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book provides information and guidance on Reagan’s ‘Evil Empire’ speech, and on SDI and its impact on East/West Cold War relations (2012 ed. pp.136-139; 2013 ed. pp.56–59). Page 137/57 includes the cartoon from the Sun. It also covers Gorbachev’s beliefs and actions, and Russian terms in politics (2012 ed. pp. 140-141; 2013 ed. pp.60–61).

Chapter 9 of the Hodder International Relations book covers President Reagan and the US reaction.

Edexcel GCSE in History A Unit 1 The era of the Cold War 1943–1991 Scheme of work © Pearson 20138

Week

Content coverage/key questions

Learning outcomes Exemplar activities Exemplar resources

14 The main features of Gorbachev’s ‘New Thinking’, and its impact on the Soviet Union and the rest of the world. The main features of Gorbachev’s attitude to Eastern Europe, and the collapse of communism in the Eastern Bloc.

To be able to identify the main features of Gorbachev’s ‘New Thinking’ (perestroika, glasnost, demokratskaiya), and its impact on the USSR and the rest of the world.

To correctly identify the relative military and technological strengths of the two superpowers in 1985; and to be aware of the details and significance of the main summits between Reagan and Gorbachev (Geneva, 1985; Reykjavik, 1986; Washington & the INF Treaty, 1987).

To be able to identify the main features of Gorbachev’s attitude to Eastern Europe (e.g. his 1988 speech), and the main events 1990–1 leading to the collapse of communist rule and the break-up of the Eastern Bloc (inc. developments in Poland, Hungary, Czechoslovakia and East Germany; the fall of the Berlin Wall; and the end of the Warsaw Pact).

Students use the information in their textbooks to complete a table on the ‘Aims and Successes of Gorbachev and Reagan’. They then write a paragraph about ONE of the three summits, describing what was achieved, and explaining why this was the most important one.

Students produce a spider diagram to show the main events of the end of Eastern European Communist rule, and the end of the Warsaw Pact.

Reagan and Gorbachev’s changing relationship and the summit conferences are covered in the Pearson Edexcel GCSE Modern World History Unit 1 Student Book (2012 ed. on pp142-145; 2013 ed. on pp.62–67).

Pages 98-101 of the Hodder International Relations 1943-1991 book cover Gorbachev and the end of the Cold War.

Additional information on these summits can be found at: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/endofthecoldwarrev1.shtml

A useful additional interactive activity on these developments can be found at: www.schoolhistory.co.uk/lessons/coldwar/coldwar_end.html

15 Overview of the main features of Soviet reactions to the fall of the Berlin Wall, and the coup against Gorbachev. The main features and significance of the final fall of Gorbachev and the collapse of the Soviet Union, and the end of the Cold War.Final Unit 1 assessment.

To correctly identify the main features of Soviet reactions to the fall of the Berlin Wall, and the coup against Gorbachev (the ‘Gang of Eight’ and the August 1991 coup, the role of Yeltsin).

To be able to identify the main steps in, and significance of, Gorbachev’s eventual fall from power and the collapse of the Soviet Union, December 1991 (the new constitution, the C.I.S.), and the end of the Cold War.

Students draw up a timeline of the main events/developments from the fall of the Berlin wall to the end of the coup against Gorbachev.

Students produce a spider diagram showing the main steps in the fall of Gorbachev, the collapse of the USSR, and the end of the Cold war.

The Pearson Edexcel GCSE Modern World History Unit 1 Student Book provides information about the end of the Cold War (2012 ed. pp146-151; 2013 ed. pp.66–71).

A useful additional activity on the end of the USSR and the Cold War can be found at: www.bbc.co.uk/schools/gcsebitesize/history/mwh/ir2/endact.shtml

Edexcel GCSE in History A Unit 1: The Era of the Cold War 1943–91 Scheme of work © Pearson 20139

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Edexcel GCSE in History A Unit 1 The era of the Cold War 1943–1991 Scheme of work © Pearson 201310

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