18 Why did Britain become involved in conflict in the twentieth century? Use this table to help you with Activity 2 on page 53. Conflict Code 1914 1918 The First World War 1939 1945 The Second World War 1945 1989 The Cold War 1950 1953 The Korean War 1948 1966 Malaya 1952 1959 Cyprus 1952 1960 Kenya 1956 The Suez War 1963 1967 Aden 1982 The Falklands War 1991 The Gulf War 1990s Yugoslavia 2001 The invasion of Afghanistan 2003 The invasion of Iraq 118 SHP History Year 9 Teacher s Resource Book Hodder Education, 2009
19 Was patriotism the main reason why men continued to fight after they had signed up? Use these cards to help you with the Activity on page 61. Use the space in the right-hand column to make notes about your decisions. EXPLANATION 1 British soldiers were well cared for. The army did as much as they could to keep morale high. A rotation system made sure that soldiers did not spend too long at the front line. The army tried to ensure that soldiers were well fed and that they received good medical care. EXPLANATION 2 Trench conditions were not as bad as they have been presented in poems, films and novels. Trenches were carefully designed and kept as hygienic as possible. EXPLANATION 3 Army discipline men continued to fight because they were afraid of being punished if they did not follow orders. EXPLANATION 4 Comradeship men continued to fight because they did not want to let their friends down. EXPLANATION 5 British soldiers were not let down by their commanding officers. The tactics and decisions taken by generals and commanding officers were not as bad as some accounts of the war make out. The British commanders remained popular with the soldiers. EXPLANATION 6 The joy of war soldiers carried on fighting because they enjoyed it. EXPLANATION 7 Different times/different attitudes soldiers were brought up in a different Britain from the one that exists today. Their attitudes were very different to those that exist among people in Britain today. People at the time were used to hardship. Hodder Education, 2009 SHP History Year 9 Teacher s Resource Book 119
20 Major events of the Second World War: map Use this map to make notes to summarise the main events of the Second World War from pages 68 72 in the Pupil s Book. An example has been done to start you off. German occupation, April 1940 120 SHP History Year 9 Teacher s Resource Book Hodder Education, 2009
21 Major events of the Second World War: table Use this table to help you summarise the main events of the Second World War from pages 68 72 in the Pupil s Book. Date Event Notes April 1940 May 1940 Occupation of Norway and Denmark Blitzkrieg May June 1940 July Sept 1940 February 1941 May 1941 June 1942 June 1941 Dunkirk The Battle of Britain Lend lease Invasion of Greece, Yugoslavia and North Africa Operation Barbarossa December 1941 October 1942 Pearl Harbor El Alamein 1941 1943 The Battle of the Atlantic Sept 1942 Feb 1943 July 1943 Stalingrad The Battle of Kursk 1943 1945 The Burma Campaign 6 June 1944 D-Day Dec 1944 Jan 1945 Dec 1944 May 1945 6 and 9 August 1945 The Battle of the Bulge The Battle for Berlin Hiroshima and Nagasaki Hodder Education, 2009 SHP History Year 9 Teacher s Resource Book 121
22 Planning a D-Day programme Use the table to record your evidence for the Activity on page 75, about the German and Allied armies fighting during the Allied invasion of Normandy. German army Allied army Code Source/evidence Code Source/evidence 122 SHP History Year 9 Teacher s Resource Book Hodder Education, 2009
23 How well protected were the poor in British cities? Read the information on pages 82 83 to find out about different kinds of shelters. In a group of five, act out a short role play to help you decide about the merits of each one. Those offering to share their shelter must describe what it s like and why it would be a good place to go. The person choosing the shelter should ask questions about each one before making up his/her mind. You can use the suggestions below to start and to develop your conversation. Remember you may have to stay in the shelter for some time, you would not have a mobile phone or any other electronic entertainment and you may need to go to the toilet. The shelters may be cold, damp, dark and smelly. a) That s the siren. We must get into a shelter quickly. My neighbour was nearly killed in the street last night and he was badly injured by a piece of flying glass. b) It ll take me ages to get home from here. Can I come with one of you? c) I live nearby and we have a... which... d) Our house doesn t have a shelter but we go to... which... e) You could come with me. My family... Hodder Education, 2009 SHP History Year 9 Teacher s Resource Book 123
24 Can the bombing of Dresden be justified? Use this sheet to help you prepare for the debate on whether the bombing of Dresden was, or was not, a war crime, for the Activity on page 86. Sort the evidence cards into two categories those that suggest it was right to bomb Dresden and those that suggest it was not. 1 Dresden s rail yards were well away from the centre of the city. 9 German troops were still fighting bitterly in defence of their country. 17 The number of casualties was a direct result of the Nazi failure to provide air-raid shelters. 2 Dresden was a very important rail centre for moving troops, concentration camp prisoners and materials of war. 10 The Russians were advancing swiftly into Germany. 18 The British deliberately tried to start a firestorm. 3 Most factories were in the outskirts of the city, well away from the historic centre actually bombed. 11 In 1934, Germany withdrew from the Geneva Disarmament Conference, refusing to support a British proposal that aerial bombing be banned. 19 So many bodies were left in Dresden that over 7000 had to be cremated on the market square. 4 Many industrial workers lived in the very centre of the city. 12 The Russians were asking for support from Britain and the USA. 20 So many people died in the basements of collapsed houses that the Germans called recovery workers corpse miners. 5 Dresden contained factories that produced shells, lenses for submarine periscopes, aircraft radios, fuses for anti-aircraft shells and engines for fighter aircraft. 13 Day bombing of precise targets had been tried and had resulted in huge casualties among air crews. 21 The gap between the British raids lured many German rescue services back out into the open. 6 Dresden was a city of great beauty. 14 The war factories of Dresden employed around 10,000 people. 22 Britain had never sought war. 7 Dresden held many priceless art treasures. 15 Dresden was very close to the Russian front line. 23 German bombers had devastated many cities in Europe such as Rotterdam and Warsaw. 8 By February 1945, Germany had no realistic prospect of winning the war. 16 The Nazis had designated Dresden as a defence zone meaning it would be defended street by street if necessary. 24 In November and December 1940 the centre of Coventry and the city of London had very nearly been engulfed by firestorms as the Luftwaffe dropped incendiaries. Only the small bomb loads prevented this. 124 SHP History Year 9 Teacher s Resource Book Hodder Education, 2009
25 A divided world Use this copy of the temperature graph from the Activity on page 93 to plot the six crises from the Cold War. 100 75 50 25 (degrees Celsius) 0 1945 1955 1965 1975 1950 1960 1970 1980 1985 1990 Hodder Education, 2009 SHP History Year 9 Teacher s Resource Book 125
26 Why are wars won and lost? Use the information from pages 98 101 to complete this table. Factor US score /5 Explanation Vietcong score/5 Explanation Weapons, supplies and resources Tactics Popular support Confidence and motivation 126 SHP History Year 9 Teacher s Resource Book Hodder Education, 2009
27 Linking causes Use this copy of the picture from page 102 to show links between the factors which forced the US to withdraw from Vietnam. Fill in the speech bubbles to explain how the factors are connected. Hodder Education, 2009 SHP History Year 9 Teacher s Resource Book 127