History P1 PDF Past Paper (Self-Study Guide)

 TABLE OF CONTENTS 1. INTRODUCTION 3 2. HOW TO USE THIS SELF-STUDY GUIDE 4 2.1 STRUCTURE OF THE STUDY-GUIDE 4 3. EXAMINATION GUIDELINES 5 4. EXAMINATION REQUIREME...

 TABLE OF CONTENTS 1. INTRODUCTION 3 2. HOW TO USE THIS SELF-STUDY GUIDE 4 2.1 STRUCTURE OF THE STUDY-GUIDE 4 3. EXAMINATION GUIDELINES 5 4. EXAMINATION REQUIREMENTS 8 5. COGNITIVE LEVELS OF QUESTIONS: 9 6. HOW TO PREPARE FOR SOURCE-BASED QUESTIONS 10 6.1 HOW TO ANSWER SOURCE-BASED QUESTIONS 11 6.2 MARK ALLOCATION 12 6.3 SKILLS IN ANSWERING SOURCE-BASED QUESTIONS 12 7. HOW TO PREPARE FOR ESSAY QUESTIONS 16 7.1 HINTS IN ESSAY WRITING 16 7.2 HISTORY ESSAY WRITING FRAME 17 7.3 DIFFERENT TYPES OF ESSAY QUESTIONS 18 7.4 DON’TS IN ESSAY WRITING 18 8. QUESTION FOCUS: THE ORIGINS OF THE COLD WAR 19 8.1 MIND MAP 19 8.2 TIMELINE 20 8.3 KEY CONCEPTS 20 8.4 CONTENT 21 8.5 ACTIVITY 1 28 9. QUESTION FOCUS: THE VIETNAM WAR 35 9.1 MIND MAP 35 9.2 TIMELINE 36 9.3 KEY CONCEPTS 36 9.4 CONTENT 37 9.5 ACTIVITY 2: QUESTIONS AND RESPONSES 41 10. QUESTION FOCUS: THE CIVIL RIGHTS MOVEMENT 47 1  10.1 MIND MAP 47 10.2 TIMELINE 48 10.3 KEY CONCEPTS 48 10.4 CONTENT 49 10.5 ACTIVITY 3 58 10.6 RESPONSES TO ACTIVITY 3 62 11. QUESTION FOCUS: THE BLACK POWER MOVEMENT 65 11.1 MIND MAP 65 11.2 TIME LINE 65 11.3 KEY CONCEPTS 66 11.4. CONTENT 66 11.5 ACTIVITY 4 69 12. HOW WAS THE INDEPENDENCE REALISED IN AFRICA IN THE 1960’S AND 73 1970’S: 12.1 THE LEGACIES OF COLONIALISM 73 12.2 POLITICAL SUCCESSES AND CHALLENGES 74 12.3 ECONOMIC SUCCESSES AND CHALLENGES 74 12.4 SOCIAL AND CULTURAL SUCCESSES AND CHALLENGES 75 12.5 EDUCATION 76 13. ACKNOWLEDGEMENT 77 14. REFERENCES 78 2 1. INTRODUCTION The declaration of COVID-19 as a global pandemic by the World Health Organisation led to the disruption of effective teaching and learning in many schools in South Africa. The majority of learners in various grades spent less time in class due to the phased-in approach and rotational/ alternate attendance system that was implemented by various provinces. Consequently, the majority of schools were not able to complete all the relevant content designed for specific grades in accordance with the Curriculum and Assessment Policy Statements in most subjects. As part of mitigating against the impact of COVID-19 on the current Grade 12, the Department of Basic Education (DBE) worked in collaboration with subject specialists from various Provincial Education Departments (PEDs) developed this Self-Study Guide. The Study Guide covers those topics, skills and concepts that are located in Grade 12, that are critical to lay the foundation for Grade 12. The main aim is to close the pre-existing content gaps in order to strengthen the mastery of subject knowledge in Grade 12. More importantly, the Study Guide will engender the attitudes in the learners to learning independently while mastering the core cross-cutting concepts. 3 2. HOW TO USE THIS SELF-STUDY GUIDE This Self-Study Guide is designed to assist YOU in revising the critical content and skills covered during the year. The purpose is to prepare you to understand the key concepts and to provide you with an opportunity to establish the required standard and the application of the knowledge necessary to succeed in the NCS examination. The Study-guide covers the following topics: Topic 1: The Cold War o Origins of the Cold War (Source-Based) o Extension of the Cold War : Case Study: Vietnam (Essay) Topic 2: Civil Society Protests from the 1950s to the 1970s o The US Civil Rights Movement (Source-Based) o The Black Power Movement (Essay) Topic 2: Independent Africa o Case study: The Congo 2.1 STRUCTURE OF THE STUDY-GUIDE This self-study should be used in conjunction with textbooks and other resources. o Cognitive Levels of questions o How to prepare for source-based questions o Skills in answering source-based questions o Essay writing skills o Examination Guidelines (2021 – 2023) o A mind map to give you the summary of the topic o A timeline and a list of concepts you must know o Content o Sources with different levels of questions and answers o Essays questions and how you should approach it 4 3. EXAMINATION GUIDELINES The prescribed topics for 2021 to 2023 will be assessed as follows: SECTION A: SOURCE-BASED QUESTIONS SECTION B: ESSAY QUESTIONS PAPER 1 PAPER 1 (ONE question per topic will be set) (ONE question per topic will be set) 1. The Cold War 1. The Extension of the Cold War – Case Question focus: The origins of the Cold Study: Vietnam War Question focus: The Stages in the war: o End of Second World War o 1957–1965 Struggle in Vietnam between (introduction); why did a Cold War the South Vietnamese army and develop? communist-trained rebels (also known as o USSR and USA and the creation of the Viet Cong) spheres of interest (Installation of o 1965 –1969 North Vietnamese - USA Soviet friendly governments in struggle (include the nature of the satellite states; USA’s policy of Vietnamese war against the USA) containment; Truman Doctrine; o The War from a Vietnamese and USA Marshall Plan; The Berlin Crises perspective 1949-1961; Opposing Military alliances: NATO and Warsaw Pact o The War as a global issue o Who was to blame for the Cold war? o 1969 –1975 USA withdrawal from Vietnam (impact on USA politics’ student movements) 2. Independent Africa 2. Independent Africa Question focus: Africa in the Cold War: Question focus: How was independence Case study: Angola realised in Africa in the 1960s and 1970s? o Angola: colonialism and Case study: The Congo independence o What were the ideas that influenced the o Outbreak of civil war in 1974 (MPLA, Congo? FNLA and UNITA) o Political (type of leader, legacies of o Reasons for and nature of colonialism, type of government, political involvement in Angola (USSR, USA, stability and instability) Cuba, China, South Africa); impact on o Economic (type of economy) regional stability o Social and cultural successes/ challenges o Significance of the Battle of Cuito that the Congo faced (benefits of o Cuanavale 1987 and 1988 independence, education, o Africanisation) 5 3. Civil society protests from the 1950s to 3. Civil society protests from the 1950s to the the 1970s 1970s Question focus: The US Civil Rights Question focus: The Black Power Movement Movement o Reasons and origins of Civil Rights o Reasons for the Black Power Movement Movement in the USA o Formation of the Black Panther Party o Role, impact and influence of Martin o Roles of Malcolm X, Stokely Carmichael, Luther King Jr; The influence of Huey Newton and other African American passive resistance (Gandhi) on activists Martin Luther King Jr o Short-term and long-term gains o Forms of protest through civil disobedience: Montgomery Bus Boycott; Sit-ins; Freedom Rides; campaigns and marches including Birmingham Campaign, the march to Lincoln Memorial, Freedom Summer and the Selma-Montgomery marches o School desegregation: case study Little Rock Arkansas (As part of forms of protests OR as a case study) o Short-term and long-term gains PAPER 2 PAPER 2 (ONE question per topic will be set) (ONE question per topic will be set) 1. Civil Resistance, 1970s to 1980s: 1. Civil Resistance, 1970s to 1980s: South South Africa Africa Question focus: The crisis of apartheid in Question focus: The challenge of Black the 1980s Consciousness to the apartheid state o Government attempts to reform o The nature and aims of Black apartheid (the 1982 Urban Bantu Consciousness Authorities Act; the tricameral o The role of Bantu Stephen Biko system) o Black Consciousness Movement (BCM) o Internal resistance to reforms o The challenge posed by the ideas of o Growing power of the Trade Union o Black Consciousness to the state Movement from 1973 o The 1976 Soweto uprising–briefly, relating o Response to Botha’s ‘reforms’ – new to the influence of BCM on the students methods of mobilisation (labour’s ‘rolling mass action’, roles of civics, o The legacy of Black Consciousness on UDF, Mass Democratic Movement South African politics and End Conscription Campaign and Black Sash) 6 2. The coming of democracy to South 2. The coming of democracy to South Africa and Africa and coming to terms with the past coming to terms with the past Question focus: The Truth and Question focus: Negotiated settlement and the Reconciliation Commission (TRC) Government of National Unity o Reasons for the TRC: (Establishment o Beginning of negotiations 1989 -1991 and formations of sub-committees) o Breakdown of negotiations o Various forms of justice (retributive o Multi-party negotiation process resumes and restorative) o Ongoing violence: attempts to derail o The debates concerning the TRC negotiations Þ Positive aspects of the TRC o Final road to democracy in 1994 (27 April Þ Amnesty provisions and problems 1994 election; the Government of National with amnesty Unity (GNU)) Þ Focus on gross human rights violations of the 1980s Þ Reparations o Responses of political parties to the TRC and the final report of the TRC o Focus on various case studies, victims and perpetrators 3. The end of the Cold War and a new 3. The end of the Cold War and a new world order 1989 to the present order Question focus: A new world order Question focus: The impact of Gorbachev’s o What is globalisation? reforms on the Soviet Union and South Africa o Balance of power and impact on o Gorbachev’s reforms in the Soviet Union Africa o Eastern Europe (overview or in broad o Dominance of global capitalism outline): (events in Poland; significance of these events on the Soviet Union’s o Emerging economies and different forms of capitalism: BRICS influence in the Eastern Europe; Germany; The fall of the Berlin Wall) o Responses to globalisation o The disintegration of the Soviet Union o Turning point in South Africa (the collapse of the Soviet Union and its impact on South Africa) 7 4. Examination Requirements REMEMBER You are required to answer THREE questions which could be: TWO Source-based Questions from Section A and ONE Essay Question from Section B = 150 Marks OR TWO Essay Questions from Section B and ONE Source-based Question from Section A – 150 Marks 8 5. COGNITIVE LEVELS OF QUESTIONS: COGNITIVE HISTORICAL SKILLS WEIGHTING TYPICAL QUESTIONS LEVELS OF QUESTIONS o Extract evidence from o What information in the sources 30% source tells you LEVEL 1 o Selection and organisation (15) about...? of relevant information from o Quote TWO reasons sources from the source... o Define historical o What do you understand concepts/terms by the term...? LEVEL 2 o Explanation of historical 40% o What message does the o concepts/terms (in the (20) cartoonist convey context of...) regarding...? o Interpretation of evidence o Explain in your own from sources words... o Explain information o Why do you think...? gathered from sources o Analyse evidence from sources LEVEL 3 o Interpret and evaluate 30% o Explain to what extent evidence from sources (15) the evidence in Source o Engage with sources to 1A... determine its usefulness, o Compare the evidence reliability, bias and in Sources 2A and 2B limitations and explain how you o Compare and contrast would account for the interpretations and differences... perspectives presented in o Comment on the sources and draw usefulness/ independent conclusions o limitations/ reliability of the information in Sources 3C and 3D... 9 6. How to prepare for source-based questions When preparing for source-based questions remember the following: 1. Know the content and background 2. 8. Read key Read through question and your responses identify the focus area 7. To prepare 3. Provide for source- Know the responses according to based concepts and timelines mark allocation questions 4. 6. Use a pencil to Analyse the highlight the questions key ideas in the sourcers 5. Understand the phrasing of questions 10 6.1 HOW TO ANSWER SOURCE-BASED QUESTIONS Remember!! ü The key question provides the focus of the content in the sources. ü It will also be asked as the paragraph question. ü Make brief notes about each source you could include in the paragraph. 1. The source will be labelled e.g. Source 1C 2. The source will be contextualised – it will indicate what the source is about, why it was written, who wrote (owner of) the source, when it was written and where the event took place. 3. Read the source with understanding. 4. Highlight concepts / terms. In this source e.g., communism/amnesty 11 6.2 Mark Allocation o The mark allocation will indicate how much information you are required to provide in your response. o Your responses should be clear, concise and be guided by the mark allocation. Write 2 short responses from the Response 1…√ (2 x 1) (2) source (extraction of information) Response 2…√ Write 1 complex response e.g., (1 x 2) (2) Response 1…√√ definitions or explanations Response 1…√√ (2 x 2) (4) Write 2 complex responses Response 2…√√ Interpretation / explanation 6.3 Skills in Answering Source-Based Questions RELIABLE The following questions will help you USEFUL to answer a question on reliability … The following questions will help you to answer a question on usefulness… o What typeoof source is it? (Is it a primary or secondary source?) o What does the source tell you? o Who created the source? (Author) o (Validity) o When was it created? (Date) o Who created the source? o Why was it produced? (Purpose) o When was it created? (Date) o Where was it produced? o Look at the purpose – is it informative (fact) or opinionated is the source positive or negative? WHAT MAKES A SOURCE (Bias) UNRELIABLE? o Do you agree with what the source o A biased source only gives that is showing? o person’s perspective on the o Would it be ‘typical’ at the time? o event in question. (Relevance) o If a source contains a lot of o What does the source not show us emotional language that we need to know? (Limitations) o If there is a hint that it might be o Can you relate this source to exaggerated. another? (Corroboration) 12 GUIDELINES ON ASCERTAINING THE RELIABILITY OF A SOURCE o Remember: No source is 100% reliable o A source is likely to be more reliable if it was created at the time of an event in question (primary source that gives first-hand information). o Sources created by people who were directly involved in an event can be more reliable o These sources will usually be biased but they show us how a key role-player experienced the event in question. o Sources written by historians are also considered more reliable, however, be aware of the context in which they were written (e.g., is the historian biased?) WHAT ARE THE LIMITATIONS OF A SOURCE o One sided view o Bias o Facts are deliberately omitted/exaggerated o Propaganda BIAS Bias is when the creator’s perspective is so strongly for or against something that the information in the source is clearly unbalanced or prejudiced. All sources contain some degree of bias, but it is not always possible to detect it. Bias can either be extremely positive or extremely negative. o If extremely positive, it is described as “pro-”, or “in favour of”, etc. o If extremely negative, it is described as “anti-”, or “strongly against”, etc. o If you cannot detect a bias, it is described as a “balanced” source. How do I detect bias in a source? o Look for times in a source where any of the following happen: o When describing people or events, the language is too positive and does not admit anything negative o When describing people or events, the language is too negative and does not admit anything positive o The source fails to mention very important information of which you are aware o The source provides clearly incorrect information 13 POLITICAL CARTOONS Caricature (Exaggeration) o All political cartoons rely o Cartoonists intentionally draw heavily upon a very simple people or characters with visual ‘code’ rather than physical features that are larger relying solely on words to than they naturally are. convey their message. o They do this in order to make a o Once we learn how this visual point. code works, we can use it to o Usually, the point is to highlight ‘decode’ the specific message something about the character of of a cartoon. a person. Symbolism Labelling o Cartoonists use simple objects, o To help their audience or symbols, that the general understand what each person public would be familiar with. represents in their drawings, o These symbols are used to cartoonists often write a name on represent important concepts or the major figures. ideas. o So, when you’re interpreting a o While you’re interpreting a cartoon, look for the labels. cartoon identify any symbols and try to work out what concept the image is meant to represent. MESSAGES What message…: o To answer these questions, you are required to explain and/or clarify information in a source, i.e. interpret the message that the creator is trying to expose. o In some instances, you could be asked to expose the creator’s message by using evidence to substantiate your response. o In the case of a visual source (cartoon, poster or photograph), you will have to explain what you see in the picture – literal meaning, as well as the symbolic meaning of what you see – the figurative meaning. 14  COMPARING OF SOURCES Comparing information from different sources: When you are asked to compare information from sources, whether it be similarities or differences, you are expected to gather information from both sources which correspond or differ to each other. o For example, you will say “Source A says…” and “Source B confirms this by saying…”. The mark allocation will be as follows: Source A says… Source B confirms this by saying… √√ Remember, it is important that you find a link in both sources to compare. If the mark allocation is (2x2) (4) then you compare by providing Two comparing responses. o Remember to write only ONE paragraph. o A paragraph question will always instruct you to use the information in the relevant sources, as well as your own knowledge to write a paragraph. o This means that you read and analyse the sources and see what information/evidence they give you regarding the key question. o Use the information in the sources to guide you into answering the question. o The ‘own knowledge’ should only be used to help you elaborate on the information that the source gives. 15 7. HOW TO PREPARE FOR ESSAY QUESTIONS 7.1 Hints in Essay Writing 1. Read the essay question carefully to understand the focus. 2. Underline the instruction verb, question focus, direction given to the content focus (context of the content) and timeframes. 3. Use the key words in the question to draw a mind-map which will assist in the planning of the essay. 4. You need to take note of the format of an essay namely: Introduction, Body (in paragraphs) and conclusion. 5. The essay should be written in chronological order (the order in which events unfolded) 6. The introduction should be a direct response to the question. You are expected to take a stance, explain it and outline the main content /evidence that will be used to support your stance. 7. In the body of the essay, structure the content/ evidence to link and support the stance taken in the introduction. 8. The conclusion must restate the main point taken in the introduction. No new information must be presented. Present one or two general sentences which accurately tie up the argument taken in the introduction. 16 7.2 History Essay Writing Frame This writing frame will assist you to structure your responses to the Essay Questions Question: (Write the Essay Question in the space below) o Underline the Key ‘instruction’ words? o Any terms/names/dates need explaining. Introduction: (Write your introduction below) Your introduction should respond directly to the question posed. PARAGRAPH 1: (A) First sentence of first paragraph (Point) Check: Have you made your key point?) (B) Development/explanation of point? (Explanation) (C) Evidence to support your argument? (Evidence/Elaboration) 1. 2. 3. (D) Check: Have you referred back to the question/linked the point explicitly to the question? YES? NO (E) Link to the Line of argument (Link) CONCLUSION: This essay writing frame can be used for structuring any History essay. Use it with the paragraph structuring frame (Point > Explain >Example >Link) and guidelines for writing introductions and conclusions. Learners can adapt this frame to include as many paragraphs as they need. 17 7.3 Different types of Essay questions HINT: Essay questions will be phrased in the following ways: Do you agree with the statement? A statement will be given. Candidates will be asked to take a stance. Critically discuss … Provide evidence with both positive and negative arguments, supports or contradicts an argument. Explain to what extent … To state the degree to which something is or is believed to be the case: this type of question calls for a thorough assessment of the evidence. 7.4 DON’TS IN ESSAY WRITING o Do not use the personal pronoun “I”. Instead of saying ‘I think that….’ Say ‘It can be argued that…...’ o Do not call historical figures by their first names. For example, don’t refer to Martin Luther King as Martin; Nelson Mandela as Nelson; Cyril Ramaphosa as Cyril. o Do not write personal notes for the person marking your paper, you will just irritate him or her. o Do not colour in, highlight or draw little “smileys” in your work. o Do not make comments or value judgements that are not directly asked for in the question. o Do not use ‘etc’. ‘Etc’ usually indicates that you can’t think of anymore examples. If you said ‘Peas, carrots and potatoes, etc…’ the reader knows that you know many other examples of vegetables. But, in a History essay, if you say Martin Luther King Junior, Phillip Randoplh, Rosa Parks, Malcom X leaders of the Civil Rights Movement etc. It usually means that you do not know any more names. o Do not use sub- headings and bullets in answering essays. 18  TOPIC 1: COLD WAR 8. Question focus: The origins of the Cold War 8.1 MIND MAP 1. YALTA & POTSDAM CONFERENCE 2. 6. TRUMAN BERLIN WALL DOCTRINE THE ORIGINS OF THE COLD WAR 5. GROUPING OF 3. POWERS MARSHALL (NATO & PLAN WARSAW PACT) 4. BERLIN BLOCKADE 19 8.2 TIMELINE DATE EVENT 1945 Yalta Conference - Big Three (Russia, USA and Britain) 1945 Potsdam Conference 1947 Truman Doctrine 1947 Marshall Plan 1948 - 1949 Berlin Crisis: Berlin Blockade 1949 Formation of NATO 1955 Formation of Warsaw Pact 1961 Berlin Wall 8.3 KEY CONCEPTS is a doctrine that advocates a classless society in which COMMUNISM private ownership has been abolished and the means of production belong to the community is an economic system based on the private ownership of CAPITALISM the means of production and distribution of goods, characterised by a free competitive market and motivated by profit DEMOCRACY a system of government in which leaders are chosen by the People through a system of elections. Ideological battle between capitalism and communism without getting involved in an actual war OR COLD WAR A period of conflict and competition between the capitalist United States and the communist Soviet Union without getting involved in an actual battle A symbolic border between the communist bloc and IRON CURTAIN western European countries during the Cold War CONTAINMENT The policy of the USA to stop the spread of communism 20 8.4 CONTENT 8.4.1 What was the Cold War? o The Cold War was a series of mounting tensions between the two super- o Powers (USA and Russia) each representing differing ideologies. o On the one hand the USA symbolised a capitalist, democratic system and the USSR or Russia, stood for the principles of communism and a one-party system of government o The struggles between the two sides, the East vs. the West, was an indirect conflict and came at considerable risk to global peace. o At times, the Cold War became 'warm' and threatened to develop into full scale, 'hot' war - but one of the two powers always backed down at the last minute and thus the Cold War continued for a lengthy period. 8.4.2 Origins of the Cold War o After World War II, the Allied Powers (USA, Britain and France) had several conferences to discuss the future of Germany and the reconstruction of Europe. Stalin o In February 1945, the Yalta Conference was held in the Soviet Roosevelt Union and the following were decided upon by the Big Three (USSR, Churchill USA and Britain) Þ That Germany be divided into four Zones of occupation - Russian, American, British and French. Þ Berlin, the capital of Germany, which was situated in the Russian Zone, be divided into four sections, one for each of the 4 major powers. Þ Countries that were free from Nazi occupation be allowed to hold free elections to decide what type of government they wanted. Þ Russia agreed to assist in defeating Japan once the war was over. o After Germany surrendered in May 1945, a second conference of the Allied Powers was held in Potsdam near Berlin. o Although the relations between the West and the Soviet Union had become strained, the following agreements were reached at Potsdam (July - August 1945): Þ The Four Zones of occupation in Germany would each have an army and be ruled by a military governor. This would be done under a joint Allied Control Council (ACC). Þ The ACC would ensure the co-ordination of economic issues. Þ Germany was to be demilitarized and disarmed and the ideology of National Socialism be removed. Þ Although Germany was divided into Four Zones, it was agreed that it would remain united. 21 8.4.3 EXPANSION OF COMMUNIST CONTROL IN EASTERN EUROPE During World War II, the USSR extended its influence and occupied the Baltic republics of Latvia, Lithuania and Estonia. After the end of the war, while Europe concerned itself with rehabilitation of the war-ravaged countries, the USSR made important territorial advances in Eastern Europe. Communist governments were established in Poland, Hungary, Czechoslovakia, Yugoslavia, Albania, Bulgaria, and East Germany. Elections which were promised in these countries often did not occur and when elections did take place, results that were unfavourable to the communists, were ignored. It was under these circumstances that British Prime Minister, Winston Churchill made his infamous "Iron Curtain" speech at Fulton - Missouri, USA. Churchill's speech widened the gap between USSR and the West, but did little to deter the USSR’s expansion in Europe. The Western Allies (Britain, France and the USA) decided to unite their respective sections of Germany to form the German Federal Republic (August 1949). Konrad Adenauer became West Germany's first Chancellor, USSR responded by establishing the German Democratic Republic in October 1949. Hence, the chances of Germany re-unifying were dashed because of the increased East-West tensions. 8.4.4 INVOLVEMENT OF THE USA, BRITAIN AND FRANCE IN EUROPE o During both World War I and II, America's foreign policy was one of neutrality. o However, when her interests were threatened in the Pacific at Pearl Harbour, she had to change her foreign policy to one of active participation. o At Yalta and Potsdam, Britain and France, looked to the USA for leadership. Furthermore, the Western Allies looked to the USA for financial as well as military assistance. 8.4.5 TRUMAN DOCTRINE o Harry Truman who succeeded Roosevelt as President in 1945, introduced his first strategic plan, known as the Truman Doctrine, to combat Communism and assist devastated European countries. o Truman announced his policy of containment: The Truman Doctrine. o ‘The USA would support (by economic or military aid) free peoples (meaning anti- communists) who were resisting armed minorities or outside pressures (meaning the USSR). o USA sent $400 million economic and military aid to Greece and Turkey. o With the Truman Doctrine in place, the USA provided massive arms supplies and economic aid to Greece. With these resources, Greece was able to defeat the communists. o The communists were defeated, and capitalist rule restored. 22  o Turkey, with a similar plight, was also given 60 million dollars to curb communist infiltration. o In June 1947, the American Secretary of State, George Marshall, announced the 'Marshall Plan' What were the results of the Truman Doctrine? o The communists in Greece and Turkey were defeated and Soviet troops withdrew from Iran. o Hostility between the USA and the USSR increased. o The USA had committed herself to a policy of containment. o Cominform (Communist Information Bureau) was set up in September 1947 to link communist parties around the world in common action, in strict obedience to the Soviet Union, and to ensure that they received no aid from the West. 8.4.6 MARSHALL PLAN o The Marshall Plan was an economic aid package, which aimed to rebuild the economies of war-ravaged countries. o Marshall stated that ‘Our policy is not directed against any doctrine or country, but against hunger, poverty, desperation and chaos.’ o By September 1947, 16 European countries had applied for Marshall Aid, including Britain and France. o Over the next four years, millions of dollars were pumped into Western Europe in an effort to assist with economic recovery. o The economies of the countries began to gradually flourish. USSR became concerned about the negative impact this would have on the Eastern European countries under her control, who were struggling to sustain their economies. o USSR accused America of embarking on a policy of `dollar imperialism' (America was assisting countries to become financially dependent on her) o In response, Stalin launched the Cominform in September 1947, to assist Russian Satellite States. 23 What were the consequences of the Marshall Plan? o By September 1947, sixteen European countries had applied for Marshall Aid which included the following countries: Britain, France, Belgium, Luxembourg, Italy, Netherlands, Denmark, Sweden, West Germany, Portugal, Austria, Switzerland, Greece, Turkey, Iceland and Norway. o These 16 countries set up the Organisation for European Economic Co-operation (OEEC) to put the Marshall Plan into action. o Under the Marshall Plan, US Congress approved spending $12 billion dollars to help rebuild Europe. By 1953 the USA had provided 17 billion dollars to help these countries rebuild their economies. o The plan was a success both economically and politically. Malnutrition disappeared in countries involved, industrial output increased and by 1953 Western Europe was flourishing and Communist parties had weakened. o Tension increased between East and West thus intensifying the Cold War. o In 1949, the Molotov Plan was introduced (named after USSR's Foreign Minister) to offer financial assistance to ailing East European Countries 8.4.7 THE BERLIN CRISIS, 1948 o After the Second World War, the Allies collectively agreed to divide Germany into 4 sectors. o This division led to the creation of the Federal Republic of Germany (West Germany) and East Germany. o Berlin, the capital of Germany was also divided into the East and West sectors. West Berlin was situated in the Russian sector and was controlled collectively by the Western Allies. East Berlin was controlled by USSR. o In an attempt to improve economic growth in the Western zones of Germany, in June 1948, the Western powers introduced a new currency, the ' Deutschmark' which replaced the worthless Reichmark. o The improvement of the economy in West Germany and West Berlin alarmed the Communists in the Eastern sector. o USSR responded to the currency reform in West Berlin by imposing a blockade of all roads and canal links between West Germany and West Berlin. The intention was to cut essential supplies and eventually force West Germany to give in to 24  Communist control. More than 2,5 million people were affected by this blockade. o This was the turning point of the Cold War and was a test to gauge/determine whether the Allies would protect West Berlin. How did the Western powers react to the Berlin Blockade? o The Western Allies decided to resist and embark on a massive airlift of essential supplies (such as food, fuel, building materials, clothing and medical supplies) o West Berlin's approximately 2.1 million inhabitants had only enough food for 36 days and coal for 45 days. The Western powers had three options available to them. Each of these options had advantages and disadvantages. These three options can be summed up as follows: Þ Ignore the airlift and drive through the blockade Þ Pull out of Berlin Þ Airlift supplies to West Berlin o The Americans and British gambled on an airlift of supplies to overcome the blockade. o The real test was whether the USSR would shoot down their planes. The West assumed that USSR would not risk this as the Cold War would then become a ’hot' war. o This proved to be true because from April 1948 to May 1949, millions of tons of resources were airlifted to West Berliners. o By May 1949, USSR admitted failure and called off the blockade. What were the results of the Berlin Blockade for the Cold War? o The Soviets suffered a major defeat in this crisis. o The division of Berlin became a permanent feature of the Cold War. o It showed the determination of the West to keep the doors of democracy open in a 'sea of communism'. o East-West relations were strained further, and the Cold War got worse. o Germany split up. In May 1949, America, Britain and France united their zones into the Federal Republic of Germany (West Germany) with Bonn as its capital. In response, in October 1949, Stalin set up the German Democratic Republic (East Germany), with East Berlin as its capital. o It led to the militarisation of West Berlin and paved the way for the first Western regional defence system. o After the Berlin Blockade, both the USA and the USSR began to build up their armies and weapons, resulting in an arms race. 25 8.4.8 The Crises of 1958 o In 1958, Berlin once again became the focus of the Cold War. The new Soviet leader, Nikita Khrushchev, demanded the West hand over Berlin, which lay in the heart of the Soviet zone, to East Germany. o The Western powers refused to give in to these demands and Khrushchev did nothing to enforce them. o Although, not a major crisis, this incident indicates that Berlin because of its positioning and the differences in the way it was controlled, would continue to be a bone of contention (source of conflict) between East and West. 8.4.9 The Berlin Wall – 1961 o Berlin continued to be a source of conflict between the Soviet Union and the West. o In 1961 John F Kennedy became the new American president; his inexperience seemed to give the Soviets an opportunity for a foreign policy success. o Khrushchev immediately set out to test Kennedy. o In 1961, it was clear that West Berlin, controlled by the Western powers, was much wealthier than East Berlin, which was under Soviet control. East Berliners, because of the poor conditions in their part of the city, had begun escaping to the West via West Berlin. By June of that year, they were escaping at a rate of 500 a day and 30 000 defected to the West during July. This was an embarrassment to Khrushchev who saw West Berlin as a capitalist infection in the heart of East Germany. o He was determined to stop East Berliners from escaping and so on Sunday 13 August 1961, East German troops sealed off West Berlin with road blocks and barbed wire. They then began to construct a concrete wall around the Western zones of the city. This was a high, fortified wall that was manned 24 hours a day by machine-gun posts and searchlights. o As a result of these actions, Berlin was divided into two and overnight its citizens were cut off from family, friends and jobs. o The Berlin Wall stood as a symbol of the divide between West and East, between democracy and communism and led to further tension between the Soviet Union and the Western Powers. o The Western Powers were afraid that the Soviets were planning to seize West Berlin by force and President Kennedy made it very clear that they would fight to protect 26  West Berlin. The building of the wall solved Khrushchev's problem of East Berliners defecting to the West, but his policy of peaceful co-existence with the West was destroyed. What were the results of the building of the Berlin Wall? o Berlin was physically divided and free access from East to West came to an end. It stopped the flow of East Berliners to the West. Many of those that tried to cross the wall were killed. Tension between East and West increased, but Kennedy did not want American troops to pull the wall down as he did not want to risk war. o In 1963, Kennedy visited West Berlin showing the USA’s commitment to West Berlin. There he made a historic speech in which he praised the character of the people of Berlin in their pursuit of freedom and uttered the now famous words, lch bin ein Berliner!' (I am a Berliner). o This speech was considered by some as a turning point in the Cold War as: Þ It was a major morale booster for the West Germans who were alarmed by the recently built Berlin Wall. Þ It gave a strong message to the Soviet Union and dashed Moscow's hopes of driving the Allies out of West Berlin. o Two months later, President Kennedy negotiated the first nuclear Test Ban Treaty with the Soviet Union, in what was seen as the first step towards improving relations between East and West. 8.4.10 THE GROUPING OF DEMOCRATIC POWERS: NATO 1949 o After the Berlin Blockade, there was a need for the development of a Western Defence system. o As early as March 1948, a military initiative had been undertaken in the form of the Brussels Defence Treaty. This was signed by Britain, France, Belgium, Holland and Luxembourg. o The Treaty was extended to include the USA, Canada, Portugal, Ireland, Italy, Denmark and Norway. This led to the formation of the North Atlantic Treaty Organisation (NATO) in 1949. By 1952, Greece and Turkey were admitted as members of NATO and in 1955 West Germany joined. So, what were the main principles of NATO? They agreed to the following: o An attack on one member state would be considered an attack on all. o Force would be used to defend the interests and security of member states in the North Atlantic region. o All member states would jointly contribute to the NATO armed forces. o The organisation would be headed by a commander-in-chief - the first was General Eisenhower of the USA. 8.4.11 THE WARSAW PACT OF 1955: THE COMMUNIST BLOC o In response to the admittance of West Germany to NATO, the USSR convened a meeting of communist Eastern European countries in Poland. o Russia, together with Poland, Hungary, Albania. Romania, Czechoslovakia and East Germany entered into a defence treaty called the Warsaw Pact or Warsaw Treaty Organisation. o The Warsaw Pact consisted of 6 million troops from member states. o The first Commander-in-Chief was General Konev. o Although the Warsaw Pact was designed to combat the West in the event of any conflict in Europe, it proved to be ineffective in suppressing revolts in Eastern Europe. 27 8.5 ACTIVITY 1 QUESTION 1: HOW DID THE UNITED STATES OF AMERICA AND THE SOVIET UNION ATTEMPT TO CREATE SPHERES OF INTEREST IN EUROPE BETWEEN 1946 AND 1951? Study Sources 1A, 1B, 1C and 1D and answer questions that follow SOURCE 1A The source below explains the United States of America's intention to contain the spread of communism in Europe from 1947 onwards. … United States officials in 1947 and 1948 did not have precise (specific) ideas about how to implement containment. Should containment be applied everywhere? Should it be applied militarily? Should the United States focus on economic aid to nations seeking to reconstruct their economies? Should the United States assign priority to occupation policies, especially in Germany and Japan? Initially, in what became known as the Truman Doctrine, the United States president proposed military aid to Greece and Turkey, and declared that the United States would contest totalitarian expansion everywhere. But his subordinates quickly recognised that they had to calculate priorities carefully. They decided that they should focus on economic reconstruction in Western Europe rather than military rearmament; that they should seek to erode (wear down) support for communist parties in France, Italy, and Greece; that they should manage the revitalisation (recovery) of Western Germany and Japan, and co-opt (choose) their future power. Containment meant that Soviet influence and communist ideology should be contained within the areas occupied by the forces of the Soviet Union at the end of World War II. In June 1947, the United States announced the Marshall Plan to help rebuild Europe. The governments of most Western European nations were happy to receive US money and participate in a reconstruction programme. But they possessed deep fears about the revival of German power. In order to get the French to cooperate, the United States promised to retain its occupation forces inside Germany. [From http://press.princeton.edu/chapters/pons/s2-9143.pdf. Accessed on 21 April 2021.] 1.1 Read Source 1A. 1.1.1 Explain the term containment in the context of the Cold War. (1 x 2) (2) 1.1.2 State THREE ways in the source that the United States of America could have used to implement the policy of containment. (3 x 1) (3) 1.1.3 Using the information in the source and your own knowledge, explain how the economic reconstruction of countries in Western Europe could have benefitted the economy of the United States of America in the late 1940s. (1 x 2) (2) 28 1.1.4 Comment on the usefulness of the information in this source to a historian researching the USA’s policy of containment. (2 x 2) (4) SOURCE 1B The source below highlights the role that Dean Acheson, Deputy Secretary of State during George Marshall's administration, played in influencing the United States Congress to adopt Truman's policies in 1947. … Acheson also played a vital role in shaping the political and economic institutions of Truman's Cold War. In early 1947, with Byrnes out and George Marshall in as the secretary of state, the anti-communist governments of Turkey and Greece claimed to be under severe Soviet pressure and could not guarantee their own survival. Convinced that the United States must help the Turkish and Greek governments, the administration nevertheless faced the difficult task of persuading a fiscally (financially) careful Congress to provide the aid needed to shore up (support) these governments. On 27 February Truman called a meeting between administration officials and a handful of leading senators and members of Congress in the hope of winning over the legislators. Acheson described this encounter as 'Armageddon' (a term used to describe the end of the world). Marshall spoke first, emphasising the need for the United States to act because it was the right thing to do and because no one else would help. The legislators seemed unmoved. Was it America's fight? Was the bill (cost) likely to be enormous? Acheson asked to speak. Immediately he changed the terms of the debate. The crisis in South-eastern Europe, he said, was no local dust-up (small fight) but one that involved the two Cold War powers. The Soviets were pressuring Turkey and Greece as they had pressured Iran. At stake was a vast portion of the free world, for if Greece went communist, 'like apples in a barrel infected by one rotten one, the corruption of Greece would infect Iran and all to the east. It would also carry infection to Africa through Asia Minor and Egypt, and Europe through Italy and France', which faced communist threats of their own. Only the United States stood in the way of a communist onslaught that would, if successful, snuff out freedom and destroy all hope of economic recovery in parts of three continents. The congressional leaders were impressed and the pronouncement of the Truman Doctrine followed on 12 March, promising that the United States would fight communism everywhere. [From: http://www.americanforeignrelations.com/A-D/Cold-Warriors-Dean-acheson.html. Accessed on 21 April 2021.] 2.1 Refer to Source 1B. 2.1.1 List TWO institutions from the source that Dean Acheson helped to shape during Truman's Cold War. (2 x 1) (2) 2.1.2 Why, do you think, the US Congress was unwilling to provide aid to the Turkish and Greek governments? (1 x 2) (2) 2.1.3 Explain how Acheson managed to convince the US Congress to support both 29  Turkey and Greece with aid. (2 x 2) (4) SOURCE 1C The extract below was written by David Reynolds, a historian at Cambridge University (England). It focuses on the reaction of the Soviet Union to the implementation of the Truman Doctrine and the Marshall Plan between 1947 and 1951. Equally important was the Soviet reaction. The Russians sent an eighty-strong delegation to Paris, where the European Recovery Programme (Marshall Plan) was outlined and East European countries like Czechoslovakia and Poland expressed keen interest. But Stalin saw the American offer as a challenge to his sphere of influence. He warned the Czechs and others against participating and withdrew the Soviet delegation. That autumn he declared ideological war on Western capitalism, creating Cominform (the Communist Information Bureau) to orchestrate (arrange) foreign communist parties and to replace the coalitionist (working together) strategy in France and Italy with strikes intended to bring down the governments. In the East Soviet influence now became Soviet domination. The coup in Czechoslovakia in February 1948 was followed by the Stalinisation of much of the region. All but communists were proscribed (prohibited), those independent of Moscow were purged (got rid of), agriculture and heavy industry were brought under state control, and civil and political liberties systematically abolished. The Czech coup and the Berlin crisis did much to damage the Soviet image in Europe, even in France where the Communist Party was still picking up about a quarter of the vote in elections. Equally important, well-advertised Marshall aid was winning hearts and minds. Between 1948 and 1951 the United States put into Western Europe about $13 billion; during the same period the Soviet Union took out roughly the same amount from their part of the continent. [From: The Oxford Illustrated History of Modern Europe, edited by TCW Blanning] 3.1 Use Source 1C. 3.1.1 Name the TWO East European countries in the source that expressed keen interest in joining the European Recovery Programme. (2 x 1) (2) 3.1.2 Explain why Stalin thought the European Recovery Programme was a challenge to his sphere of influence. (2 x 2) (4) 3.1.3 Comment on why the Cominform was established. (2 x 2) (4) 4. Consult Sources 1B and 1C. Explain in what ways the evidence in Source 1C supports the fears which Acheson referred to in Source 1B. (2 x 2) (4) 30 SOURCE 1D The cartoon below, by Joe Spier, was published in a booklet that was printed by the government of Netherlands in November 1949. 5. Study Source 1D. 5.1.1 Explain the messages the cartoonist conveys regarding the Marshall Plan. (2 x 2) (4) 5.1.2 Comment on why you think the cartoonist used ‘bread’ to symbol the Marshall Plan. (1 x 2) (2) 6. Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how the United States of America and the Soviet Union attempted to create spheres of interest in Europe between 1946 and 1951. (8) 31 8.6 RESPONSES TO ACTIVITY 1 QUESTION 1: HOW DID THE UNITED STATES OF AMERICA AND THE SOVIET UNION ATTEMPT TO CREATE SPHERES OF INTEREST IN EUROPE BETWEEN 1946 AND 1951? 1.1 1.1.1 [Explanation of a historical concept in Source 1A – L1] o A policy introduced by the United States to prevent the spread of communism in Europe o The Truman Doctrine and the Marshall Plan attempted to contain the spread of totalitarianism o Any other relevant response (any 1 x 2) (2) 1.1.2 [Extraction of evidence from Source 1A – L1] o Could have applied it everywhere o Could have applied it militarily o Could have focused on economic aid given to nations seeking to reconstruct their economies o Could have assigned priority to occupation policies, especially in Germany and Japan (any 3 x 1) (3) 1.1.3 [Interpretation of information from Source 1A – L2] o The USA's economy would grow and be stronger o Any other relevant response (any 1 x 2) (2) 1.14 [Evaluate the usefulness of Source 1A – L3] The source is USEFUL because: o It indicates the USA’s uncertainty in implementing the policy of containment o It indicates the implementation of the Truman Doctrine and the Marshall Plan o The information indicates how the Marshall Plan was implemented o It highlights that Western European nations were happy to receive US money o Any other relevant response (any 2 x 2) (4) 2.1 2.1.1 [Extraction of evidence from Source 1B – L1] o Political institutions o Economic institutions (2 x 1) (2) 2.1.2 [Extraction of evidence from Source 1B – L1] o The United States of America's Congress was exercising financial discipline o and was careful as to how it spent its money o The United States of America's Congress was unwilling to commit the USA to involvement in European affairs (1 x 2) (2) 32 2.1.3 [Interpretation of evidence from Source 1B – L2] o Acheson said the crisis in Turkey and Greece was a result of Cold War conflict and needed USA intervention o He said if Turkey and Greece fell then Iran, African countries and other European countries would also fall under communism o Acheson convinced the United States of America's Congress that only the United States of America could block the communist onslaught o Any other relevant response (any 2 x 2) (4) 3.1 3.1.1 [Extraction of evidence from Source 1C – L1] o Czechoslovakia o Poland (2 x 1) (2) 3.1.2 [Interpretation of evidence from Source 1C – L2] o He realised that countries in Eastern Europe might accept aid from the Marshall Plan o East European countries were generally poor and would therefore welcome financial aid even if it was from the West o He saw it as a strategy by the USA to extend their sphere of influence in o Eastern Europe o Any other relevant response (any 2 x 2) (4) 3.1.3 [Interpretation of evidence from Source 1C – L2] o To counter the Marshall Plan by creating a group of communist governments that would counteract the influence of the west o To co-ordinate and promote trade between countries within the Soviet sphere of influence to discourage contact with non- communist countries. o To commit member parties to a common strategy to counter the growing influence from the west o Any other relevant response (any 2 x 2) (4) 4. [Comparison of information in Sources 1B and 1C – L3] o In Source 1B Acheson expresses his fear that if Turkey and Greece fell to the communists, Iran, Africa and Europe would also fall. The coup (take over) by Moscow on Czechoslovakia and the Berlin Crisis (Source1C) confirms Acheson's fear as expressed in Source 1B o In Source 1B Acheson is concerned about a 'communist onslaught', some people in the West believed that the establishment of the Cominform confirmed this fear, as stated in Source 1C o Any other relevant response (2 x 2) (4) 5.1 5.1.1 [Interpretation of information from Source 1D – L2] o The Marshall Plan was depicted as providing economic and humanitarian aid o That if countries did not accept the Marshall Plan, they would remain poor, for example, with no buttered bread and with tattered clothing of the children o Failure to accept the Marshall Plan could lead to economic under-development in certain countries o Any other relevant response (any 2 x 2) (4) 33 5.1.2 [Interpretation of information from Source 1D – L2] o It shows that the Marshall Plan would provide economic aid in the form of basic necessities o It shows that the Marshall Plan will provide financial assistance to buy the basic needs o Any other relevant response (any 1 x 2) (2) 6. [Interpretation, evaluation and synthesis of evidence from relevant sources - L3] Candidates could include the following aspects in their response: o Policy of Containment – to prevent the spread of communism (Source 1A) o The introduction of Truman Doctrine (Source 1A) o Introduction of Marshall Plan (Source 1A) o The USA pronounced that the Truman Doctrine was a commitment by USA to act against and prevent communism from spreading further into Western Europe (Source 1B) o USA set up the European Recovery Plan (Marshall Plan) to provide aid to countries so that they fall under the sphere of the West (capitalism) (Source 1C) o The Marshall Aid won the hearts and minds of many since USA invested $13 billion in aid between 1948 and 1951 (Source 1C) o The Soviet Union responded to the Marshall Plan through the Cominform which ensured that foreign communist parties could take over (Source 1C) o The Soviet Union spent roughly the same amount as the USA o ($13 billion) to retain its sphere of influence in Eastern Europe (Source 1C) o Advantages of the Marshall Plan (Source 1D) o Formation of NATO and Warsaw Pact (own knowledge) o Any other relevant response Use the following rubric to allocate a mark: o Uses evidence in an elementary manner e.g. shows no or little understanding of how the United States of America and the Soviet Union attempted to create spheres of MARKS LEVEL 1 interest in Europe between 1946 and 1951. o Uses evidence partially to report on topic or cannot report on 0–2 topic. o Evidence is mostly relevant and relates to a great extent to the topic e.g. shows some understanding of how the United States of America and the Soviet Union attempted to MARKS LEVEL 2 create spheres of interest in Europe between 1946 and 3–5 1951. o Uses evidence in a very basic manner. o Uses relevant evidence e.g. demonstrates a thorough understanding of how the United States of America and the Soviet Union attempted to create spheres of interest in Europe between 1946 and 1951. MARKS LEVEL 3 o Uses evidence very effectively in an organised paragraph that 6–8 shows an understanding of the t opic. (8) 34  TOPIC 2: COLD WAR 9. Question focus: The Vietnam War 9.1 MIND MAP Causes: Diem's oppressive rule End of war Refusal of elections US involvement Vietcong guerilla war Containment/domino Vietnamization effect Vietcong victorious Advisors United communist Safe village Vietnam The Vietnam War Public opinion Horrors on TV US involvement My Lai Troops US atrocities Vietcong Rolling Thunder Chemical weapons Response Chemical weapons Tet Offensive Guerilla warfare 35 9.2 Timeline DATE EVENT May 1954 French troops are humiliated in defeat by Viet Minh forces at Dien Bien Phu. July 1954 The Geneva Accords divides Vietnam into communist North and capitalist South at the 17th parallel line. Promise of elections in 1956. May 1959 North Vietnam forces begin to build a supply route through Laos and Cambodia to South Vietnam - the Ho Chi Minh Trail May 1961 President Kennedy sent weapons and advisors to South Vietnam. January 1962 Operation Ranch Hand, U.S. aircraft start spraying Agent Orange to destroy vegetation that would offer cover and food for Vietcong August 1964 USS Maddox is allegedly attacked by North Vietnamese patrol torpedo boats in the Gulf of Tonkin - USA sent troops to Vietnam March 1965 President Johnson launches Operation Rolling Thunder to destroy Ho Chi Minh Trail 1967 500 000 U.S. troops in Vietnam. April 1967 Huge anti-war protests occur in the USA January 1968 Tet Offensive - 100 cities attacked and captured by surprise - turning point in the war 16 March 1968 Mai Lai massacre - more than 300 civilians killed by U.S. forces March 1968 President Johnson announced that he will not run for re-election. 1969-1972 President Nixon announces the gradual withdrawal of U.S. forces in South Vietnam - Vietnamization. 27 January President Nixon signs the Paris Peace Accords, ending direct U.S. 1973 involvement in the Vietnam War. April 1975 Fall of Saigon - South Vietnam seized by communist forces. July 1975 North and South Vietnam unified as the Socialist Republic of Vietnam under communist rule 9.3 Key Concepts o The belief that if Vietnam turned communist all other DOMINO THEORY neighbouring countries will also turn communist CONTAINMENT o To stop the spread of communism o Type of combat that was fought by the Vietcong using surprise GUERRILLA WAR attacks such as ambushes, raids and sabotage to overthrow the Diem government o American policy of withdrawing their troops from Vietnam and VIETNAMISATION leaving South Vietnam to fight their war against the Vietcong by themselves 36 9.4 CONTENT 9.4.1 Reasons why America got involved in Vietnam - THE COLD WAR The Geneva agreement of 1954 divided Vietnam into two; Communist North Vietnam and Capitalist South Vietnam. o The agreement also stipulated that elections should be held in 1956 to unite the country o Diem, the leader of South Vietnam refused to have the elections fearing a communist victory o The USA supported Diem because of the domino theory -if Vietnam was taken over by communism then all the neighbouring countries would also become communist o America was against the election taking place because they wanted to contain communism o This angered the South Vietnamese, and they formed the Vietcong to overthrow Diem. The Vietcong was helped by the Vietminh, which sent supplies down the Ho Chi Minh Trail. o In 1955 the USA started to support South Vietnam by sending advisors and military supplies. o Vietcong started guerrilla war against Diem o They also introduced the safe village policy whereby they forced everyone to live inside the village hoping to isolate the Vietcong outside. o The safe village policy did not work because most of the Vietcong lived inside the villages. They were peasant by day and guerrilla fighters by night. 37 9.4.2 President Johnson changes US policy - THE COLD WAR o Johnson believed that the war could be won easily with a massive increase in American involvement. o In 1964 American ships in the Gulf of Tonkin was attacked by North Vietnam – this gave o America the reason to send troops into Vietnam. o By 1967 there were 500 000 U.S. soldiers in Vietnam. o Johnson launched Operation Rolling Thunder to destroy the Ho Chi Minh Trail. o U.S dropped more bombs on North Vietnam than all the bombs dropped by both sides during WW11. This included chemical weapons such as the napalm bomb and Agent Orange o USA also deployed ground troops who conducted search and destroy missions against the Vietcong o Many US soldiers were killed because they were easy targets for the Vietcong who used the cover of the jungle to their advantage 9.4.3 The Tet Offensive - THE COLD WAR o In 1968 the Vietcong launched a major attack known as the Tet Offensive o They attacked and gained over 100 towns and villages in South Vietnam simultaneously. o The attacks took the Americans by surprise, but they soon recovered and recaptured most of the lost territories. o This was a major embarrassment for America and they suffered large casualties. o 14 000 American troops were killed and many were injured 38 9.4.4 The USopublic opinion turns against the war - THE COLD WAR o o o This was the first television war- night after night Americans were confronted with the horrors of war. o As the number of casualties grew, many people began to doubt the wisdom of the war. This badly affected American military morale. o Many Americans became convinced that USA was losing the war and there was increased pressure on the USA government to withdraw. o This led to anti-war protests: students and hippies denounced the war. o The shooting of four demonstrators at Kent state University made matters worse. o In March 1968 US troops massacred 300 civilians, mainly women and children in what became known as the My Lai massacre. They were accused of sheltering members of the Vietcong. o The use of chemical weapons together with the US atrocities against the Vietnamese people turned the public opinion against the war. 9.4.5 Nixon and the end of the war of the war - THE COLD WAR o Nixon implemented Vietnamisation which meant training the South Vietnamese forces to fight the north and the Vietcong instead of US troops. o American troops were gradually withdrawn from Vietnam. o In January 1973, a ceasefire was agreed upon but the war between North and South Vietnam continued. o In 1975 the Vietcong captured Saigon. o Vietnam became a single country again with a communist government. o America was effectively defeated and was unable to stop the spread of communism. 9.4.6 Why America lost the war - THE COLD WAR o The Vietcong used guerrilla tactics in which they moved undetected, sprang ambushes and laid booby traps. o They rarely fought large battles. o They would appear from nowhere, kill and disappear. o The booby traps inspired fear in the US soldiers which in turn led to a low morale. o The US: fought a conventional war depended on bombers, gunships and heavily armoured troops. o Fought in a foreign country they did not know or understand. o Bombing raids, search and destroy missions and chemicals (Chemical Warfare) lost them the support of the local villagers. o It was impossible to fight an enemy you could never find. 39 9.4.7 Conclusion - THE COLD WAR o The Vietnam War highlighted the failure of the US policy of containment. o The USA was defeated by the communist forces in Vietnam. o America failed to stop the spread of communism in South East Asia as Vietnam, Cambodia and Laos became communist countries. 40 9.5 ACTIVITY 2: QUESTIONS AND RESPONSES Practice Question 1 All the military might of the United States of America's army could not defeat a small nation of Vietnamese peasants. Critically discuss this statement in the context of the military strategies that both the United States of America and the Vietcong used in Vietnam between 1963 and 1973. How to write an introduction for a question requesting you to critically discuss Step 1: Read the statement carefully and underline the important words or phrases. All the military might of the United States of America's army could not defeat a small nation of Vietnamese peasants. Critically discuss this statement in the context of the military strategies that both the United States of America and the Vietcong used in Vietnam between 1963 and 1973. Use of the PEEL method Step 2: Give your response as to whether the statement is true, valid or accurate. This is your Point Step 3: Substantiate your response with a good relevant explanation or reason - preferably in one or two sentences. This is your Explanation Step 4: Support your point with relevant historical facts/content. This is your Evidence Step 5: Structure your paragraph so that it: (1) Links with the stance taken in the introduction (line of argument). (2) Links with the next paragraph to build effective connections between them Point Introduction The statement is true/accurate because although the USA used all their superior military might they were unsuccessful in defeating the Vietcong and Vietnam became a communist state in 1975. Explanation 41 Elaboration USA strategies o Reasons for USA involvement: containment and domino theory o USA initially supplied weapons and advisors o USA implemented safe village programme – the Vietcong started a guerrilla war o Safe village programme failed because most of Vietcong operated inside the villages o Gulf of Tonkin - reason for deployment of US troops to Vietnam o US launched Operation Rolling Thunder to destroy Ho Chi Minh Trail o US used chemical weapons to destroy forests (Agent Orange) and crops (Agent Blue) o US deployed ground troops and conducted search and destroy missions – US soldiers easy targets for Vietcong who used the cover of the jungle to their advantage o Vietcong responded with the Tet Offensive - surprised attacks on 100 cities o Tet Offensive led to 14000 US casualties o Impact of media - many people started to question America’s involvement in the war o Use of chemical weapons made USA unpopular and many countries condemned the USA o US atrocities and My Lai massacre turned public opinion against the war o Led to anti-war protests in the USA o Many were convinced that the USA could not win the war and put pressure on the USA to withdraw. o President Nixon’s Vietnamisation policy - withdrawal of US troops while leaving South Vietnam to continue their battle against the Vietcong o USA withdrew all troops by 1973 and North Vietnam took control of Saigon in 1975 o Vietnam was united under communist control Vietcong strategies: o Received military support from the USSR, China and the Vietminh via the Ho Chi Minh Trail o The Vietcong used guerrilla tactics in which they moved undetected, sprang ambushes and laid booby traps. o They rarely fought large battles. o They would appear from nowhere, kill and disappear. o The booby traps inspired fear in the US soldiers which in turn led to a low morale. o The US: fought a conventional war depended on bombers, gunships and heavily armoured troops. o The US fought in a foreign country they did not know or understand. o US bombing raids, search and destroy missions and chemicals lost them the support of o the local villagers. o It was impossible to fight an enemy you could never find o The local Vietnamese population supported the Vietcong to liberate their country o Any other relevant response Conclusion This essay has presented overwhelming evidence that proved that the American military superiority was successfully defeated by the Vietcong in Vietnam. The American policy of containment failed and Vietnam became a united country under communist rule in 1975. Restate the main point taken in your introduction by using other words Do not present new information Present one or two general sentences which accurately summarise your argument which support the main point. 42 Practice Question 2 Explain to what extent the tactics and strategies that the Viet Cong used against the United States of America's army were successful in containing the spread of capitalism in Vietnam between 1965 and 1975. Use relevant evidence to support your line of argument. How to write an introduction for a question requesting you to explain to what extent Step 1: Read the statement carefully and underline the important words or phrases. Explain to what extent the tactics and strategies that the Viet Cong used against the United States of America's army were successful in containing the spread of capitalism in Vietnam between 1965 and 1975. Use of the PEEL method Step 2: This question is asking you to explain how much you support the idea/argument being posed. You can support the statement to a great extent, or a lesser extent. This is your Point Step 3: Substantiate your response with a good relevant explanation or reason - preferably in one or two sentences. This is your Explanation Step 4: Support your point with historical facts. This is your Evidence Step 5: Structure your paragraphs and build effective connections between them - that will allow you to develop and sustain a line of argument. This is your Link Point Introduction The tactics and strategies that the Vietcong implemented against the USA were to a large extent successful in containing the spread of capitalism in Vietnam because they were dedicated to fight for their independence and for communism. They knew their terrain and fought a guerrilla war which the Americans could not counter. Explanation Elaboration o Reasons for USA’s involvement in Vietnam: Containment and domino theory o USA sent weapons and advisors - Vietcong supported by China Russia and the Vietminh o USA implement safe village policy – Vietcong started a guerrilla war against South Vietnam o Safe village policy failed because the Vietcong operated inside the villages o Viet Cong used successful guerrilla tactics (booby traps, underground tunnels, surprise attacks, hit and run etc.) 43 o Vietcong were farmers by day and freedom fighters/guerrilla fighters by night o Viet Cong were highly experienced having fought liberation against colonial rule / the USA (drafted) conscripted young inexperienced soldiers, US army were not trained in guerrilla warfare o Vietcong did not wear uniform - difficult to identify o Vietcong used the cover of the jungle to their advantage o USA was fighting an enemy which they could not see o Operation Rolling Thunder and the use of chemical weapons (Agent Orange and Agent Blue) turned the Vietnamese population against the USA o Vietcong soldiers were dedicated to fight for independence and for communism o Vietcong enjoyed the support of the local citizens o Vietcong responded with the Tet Offensive - surprised attacks on 100 cities o Tet Offensive led to 14000 US casualties o Impact of media - many people started to question America’s involvement in the war o US atrocities and My Lai massacre turned public opinion against the war o Led to anti-war protests in the USA o Many were convinced that the USA could not win the war and put pressure on the USA to withdraw. o Vietcong rarely fought large battles. o They would appear from nowhere, kill and disappear. o The booby traps inspired fear in the US soldiers which in turn led to a low morale. o The US: fought a conventional war depended on bombers, gunships and heavily armoured troops. o The US fought in a foreign country they did not know or understand. o President Nixon’s Vietnamisation policy - withdrawal of US troops while leaving South Vietnam to continue their battle against the Vietcong o USA withdrew all troops by 1973 and North Vietnam took control of Saigon in 1975 o Vietnam was united under communist control o Capitalism was defeated in Vietnam o Any other relevant response Conclusion Based on the evidence presented in this essay it is clear that the guerrilla warfare tactics, the knowledge of the terrain and the dedication of the Vietcong ensured the defeat of the USA and capitalism as a political system in Vietnam in 1975. Restate the main point taken in your introduction by using other words Do not present new information Present one or two general sentences which accurately summarise your argument which support the main point. 44 Practice Question 3 The withdrawal of soldiers from Vietnam signalled the defeat of the United States of America's policy of containment. Do you agree with the statement? Substantiate your answer using relevant evidence from the period 1965 to 1975. How to write an introduction for a question requesting you to agree with the statement Step 1: Read the statement carefully and underline the important words or phrases. The withdrawal of soldiers from Vietnam signalled the defeat of the United States of America's policy of containment. Do you agree with the statement? Substantiate your answer using relevant evidence from the period 1965 to 1975. Use of the PEEL method Step 2: This question is asking whether you agree with the given statement. You can fully agree, partially agree or disagree with the statement. This is your Point Step 3: Substantiate your response with a good relevant explanation or reason - preferably in one or two sentences. This is your Explanation Step 4: Support your point with historical facts. This is your Evidence Step 5: Structure your paragraphs and build effective connections between them - that will allow you to develop and sustain a line of argument. This is your Link Point Introduction This essay fully agrees with the statement that the withdrawal of soldiers from Vietnam signalled the defeat of America’s policy of containment because they were unable to defeat the Vietcong and, in the end, Vietnam became a communist state. This clearly demonstrated that the USA could not stop the spread of communism in Vietnam. Explanation Elaboration o Geneva agreement and division of Vietnam o Diem’s refusal to hold elections and formation of communist Vietcong o Vietcong started a guerrilla war against South Vietnam o Reasons for USA’s involvement in Vietnam: Containment and domino theory o USA sent weapons and advisors - Vietcong supported by China Russia and the Vietminh via the Ho Chi Minh Trail o USA implement safe village policy - failed because the Vietcong operated inside the villages o Viet Cong used successful guerrilla tactics (booby traps, underground tunnels, surprise attacks, hit and run etc.) 45 o Vietcong were farmers by day and freedom fighters/guerrilla fighters by night o USA believed that war could be won easily by sending troops to Vietnam o Gulf of Tonkin and deployment of US troops to Vietnam o Operation Rolling Thunder to destroy Ho Chi Minh Trail - failure o USA use of chemical weapons (Agent Orange and Agent Blue) turned the Vietnamese population against the USA o By 1965 there were over 500 000 troops in Vietnam o US deployed ground troops that conducted search and destroy missions – they were easy targets for the Vietcong who used the cover of the jungle to their advantage o Vietcong responded with the Tet Offensive - surprised attacks and captured 100 cities o Tet Offensive led to 14000 US casualties o TV exposed the horrors of war - many people started to question America’s involvement in the war o US atrocities and My Lai massacre turned public opinion against the war o Led to ant-war protests in the USA o Many were convinced that the USA could not win the war and put pressure on the USA to withdraw. o Vietcong rarely fought large battles. o They would appear from nowhere, kill and disappear. o The booby traps inspired fear in the US soldiers which in turn led to a low morale. o The US: fought a conventional war depended on bombers, gunships and heavily armoured troops. o The US fought in a foreign country they did not know or understand. o President Nixon’s Vietnamisation policy - withdrawal of US troops while leaving South Vietnam to continue their battle against the Vietcong o USA withdrew all troops by 1973 and North Vietnam took control of Saigon in 1975 o Vietnam was united under a communist government o USA was defeated in Vietnam o Any other relevant response Conclusion The evidence presented in this essay clearly validates the statement that the withdrawal of soldiers from Vietnam signalled the defeat of the United States of America's policy of containment. USA’s tactics caused them to lose the support of their own people which led to major anti-war protests and their subsequent withdrawal from Vietnam in 1975. Therefore, the American policy of containment failed as Vietnam became a communist country in 1975. Restate the main point taken in your introduction by using other words Do not present new information Present one or two general sentences which accurately summarise your argument which support the main point. 46  TOPIC 3: CIVIL SOCIETY PROTESTS 1950s TO 1970s 10. QUESTION FOCUS: THE CIVIL RIGHTS MOVEMENT 10.1 MIND MAP School Desegregation Montgomery Sit ins at March Greensboro Forms of Selma - Civil Society Alabama Montogomery protests of Freedom March Rides the 1950s - 1970s Freedom Birmingham Summer Campaign March to Lincoln Memorial 47 10.2 TIMELINE DATE EVENT 1955 Montgomery Bus Boycotts 1957 School Desegregation in Little Rock Central High School 1960 Greensboro Sit-ins 1961 Freedom Rides April 1963 Birmingham Campaign August 1963 March to Lincoln Memorial (Washington) 1964 Freedom Summer 1965 Selma to Montgomery Marches 10.3 KEY CONCEPTS CONCEPTS MEANING Civil Rights The right to equal treatment, to vote and to receive legal justice Integration Closing the racial divide in an attempt to give equal rights Jim Crow Laws Segregation Laws that were enforced in the Southern States Civil Rights Movement A protest campaign in USA aimed at gaining full civil rights for African Americans in the 1950s and 1960s Segregation An act of separating people according to race Desegregation Putting an end to racial segregation/divide Discrimination Violation of human rights according to gender, race and religion Civil Disobedience Peaceful protests of unjust laws Passive Resistance The non-violent protests initiated by Mahatma Gandhi and adopted by Martin Luther King Jr and other Civil rights activists 48 10.4 CONTENT 3.4.1 WHAT WERE THE REASONS 3.4.2 THE MAIN ORGANISATIONS OF FOR THE RISE OF THE CIVIL RIGHTS THE CIVIL RIGHTS MOVEMENT MOVEMENT IN THE USA? o Discrimination against ‘African American persisted in the South National Association for o Jim Crow Laws (Black Codes) the Advancement of institutionalised Segregation and NACCP Coloured People. discrimination in the Southern States Dealt with issues in Court of the USA: What was prohibited or Congress of Racial Equality. segregated? CORE Organissed sit-ins; freedom rides Public Facilities e.g. Schools, Southern Christian Libraries etc Leadership Conference SCLC Established by Martin Luther and other ministers Restaurants and Cinemas Student Non-Violent Co- SNCC ordinating Committee. Interracial Public Marriages Transport 49 10.4.3 VARIOUS FORMS OF PROTEST IN USA MONTGOMERY BUS BOYCOTT o The Montgomery bus boycott began on December 1, 1955, when Mrs. Rosa Parks defied local segregation laws by refusing to give up her seat in the front of the bus to a white man. o Rosa Parks had been secretary for the local NAACP since 1943, and she had been ejected from a bus (by the very same driver) in a similar incident in the early 1940’s. o The bus boycott, started after the arrest of Rosa Park, was a well-planned and organized action. o The Montgomery Improvement Association (MIA) led by Martin Luther King Junior organised the bus boycott which lasted for eleven months. o People had to walk to their places of work or use carpools (sharing lifts) organised by MIA. o It officially ended on 20 December 1956. o The boycott was a succe