Berlin Blockade / Airlift (awesome description by BT)

Living with the bomb: http://www.learnnc.org/lp/editions/nchist-postwar/6076

Space Race: http://www.learnnc.org/lp/editions/nchist-postwar/6102

Wed: finish (?) bringing the ‘Origins of the Cold War’ document down to about 500 words.

Thurs [BT at Aths]
Definitely finish Origins task.
Find a picture or cartoon which helps explain most, if not all, of the 11 sections.
What was the Berlin Blockade?
Any questions so far?

Fri
Answer questions generated yday…
Check progress of individual investigations ….

Party like it’s holidays

Unsurprisingly, it is pretty complex. Can you put this into about 500 words?

The Origins of the Cold War

John Keegan, The Second World War, Hutchinson Aust, Sydney, 1989, pp. 588-595.
Epilogue: The Legacy of the Second World War

HOMEWORK:
Read & do ’40 word summaries’ for each paragraph (or multiple paragraphs together)
No need to finish; stop at 30 minutes.

Topic Outline

Background                                                                  (See also Cold War page)
– world order at the end of World War II
– colonialism in the Eastern communist bloc and Western capitalist bloc
– emerging role of the United Nations

Cold War to 1948
– origins and early development
– ideological, cultural and political differences between USA and the Soviet Union
– Truman Doctrine
– Berlin Blockade

1948 – 1989
The evolving nature and character of the Cold War in Europe and the Asia-Pacific from 1948 through to détente, including
– the arms race and threat of nuclear war
– and the new Cold War of the 1980s

Case Study: GDR (DDR)
Life in the German Democratic Republic (Deutsche Demokratische Republik)

1989 – 
Significant developments that followed the end of the Cold War in 1989, including
– the breakup of the Soviet Union,
– the development of European governance and extension of the ‘European Union’, and
– the emergence of China and India as significant Asian powers

The role of significant individuals during the period, for example Josef Stalin, Harry Truman, Mao Zedong, John Kennedy, Nikita Khrushchev, Jawaharlal Nehru, Richard Nixon, Deng Xiaoping, Ronald Reagan, Margaret Thatcher and Mikhail Gorbachev

Today and tomorrow, a chance for you to ask questions, do further reading, and wrap up the civil rights unit.

Over to you 🙂

Tuesday 8/9/15: review of Black Panthers source work

Wednesday 9/9/15: Source analysis assessment task; work on Individual Investigation when finished

Refer to the separate sheet of sources when answering this question.
Examine the sources carefully.
Answer all parts of the question.

1. Examine Source 1 (FBI Files). Identify the aim of the Black Panthers, according to the FBI. (1 mark)
2. What two conclusions can be drawn from the first few paragraphs of Source 2 (HLS) about the founding of the Black Panthers.
   Give evidence from the source to support your conclusions. (2 marks)
3. Examine Source 3 (10 Point Plan). How credible is this source?
   Give reasons for your opinion. (3 marks)
4. To what extent is the information given in Source 3 (10 Point Plan) supported by Source 4 (Executive Mandate No 1)?
   Give evidence from each source to support your argument. (4 marks)
5. Examine Sources 4 and 5 (photo). With reference to the content and nature of both sources, assess their usefulness and limitations for a historian studying the Black Panther Party within the Civil Rights Movement of the 1960s. (5 marks)
6. ‘The Black Panthers and their methods were an obvious next step to fulfilling the equality aims of the CRM’
   Evaluate this statement with reference to all the sources. (5 marks)

The SACE Year 12 exams follow a framework for source analysis:

Refer to the separate sheet of sources when answering this question.
Examine the sources carefully.
Answer all parts of the question.

1. Examine Source 1. Identify …   (1 mark)
2. What two conclusions can be drawn from Source 2 about …
   Give evidence from the source to support your conclusions. (2 marks)
3. Examine Source 3. How credible is this source?
   Give reasons for your opinion. (3 marks)
4. To what extent is the information given in Source 3 supported by Source 4?
   Give evidence from each source to support your argument. (4 marks)
5. Examine Sources 4 and 5. With reference to the content and nature of both sources, assess their usefulness and limitations for a historian studying World War I. (5 marks)
6. ‘INSERT QUOTE HERE’
   Evaluate this statement with reference to all the sources. (5 marks)

In small groups, find two sources (a ‘good’ one and a ‘poor’ one) about one aspect of the civil rights movement.

Using the OPVL schema, show how we need to refer to the ORIGIN and PURPOSE of a source in order to be able to judge its VALUE and LIMITATIONS.

OPVL info sheet – Year 11-12   ***** BROOKE LOOK HERE ****

Homework:

Find ONE source, and judge it according to OPVL. At start of tomorrow’s lesson, you will share with one or two others your source and your analysis, then we will look at some as a class.