The National Archives Learning Curve Exhibition: The Cold War
Teacher Notes
Gallery 1: Did the Cold War really start in 1919-39?
The aim of the Gallery
As a teacher and examiner, I understand that relations between the West and the Bolshevik
government, pre 1945, never form part of any examination course. That said, I have never felt it
satisfactory to simply start the Cold War in 1945, because it begs the obvious question as to what had
gone before. It begs a lot of other questions as well, such as:
Who were the Bolsheviks?
What did they stand for?
Did the people of Russia / the USSR support them?
Why was the West so suspicious and fearful of them?
The main aim of this gallery is therefore to provide a context for the study of the Cold War in Galleries
2-6. The most obvious uses involve teachers ‘mining’ the Case Studies for examples and stories; they
could use these in a whole class introduction to the Cold War, perhaps in-depth research, or able and
interested students looking to study the issue beyond the normal subject courses. This might also be a
platform for post-16 students looking for ideas on a personal or coursework study.
There is no reason, other than time, why all students might not look at the material. If time is the most
pressing issue, teachers might direct students to a number of key sources:
In Case Study 1, Source 3 gives a strong sense of Churchill’s attitude to Bolshevism and could be
used to help students understand Stalin’s later suspicions of Churchill. Source 6 might achieve the
same end.
In Case Study 2, the Zinoviev Letter itself provides an ideal indication of Western suspicions of the
Soviet Union and its motives. The exercise relating to the letter would be time well spent.
In Case Study 3, Source 3 is the obvious source, indicating the USSR’s sense of outrage over the
Munich Agreement.
Contents of the Gallery
Gallery 1: Did the Cold War really start in 1919-39?
Source Case Study 1 Case Study 2 Case Study 3
1 Extract from the minutes of a Extracts from a letter by A sketch map attached to The
meeting of the British War Comintern President Munich Agreement of
Cabinet in March 1919. This Zinoviev to the British September 29th 1938. The
extract contains comments Communist Party, shaded areas show the areas
from Winston Churchill about September 1924, generally taken from Czechoslovakia
the situation in Russia at that known as the Zinoviev Letter and given to Germany
time
2 Extract from the minutes of a Part of a private note from a A private letter from Trade
meeting of the British War senior Foreign Office Minister Oliver Stanley to
Cabinet in March 1919. This minister to Prime Minister Prime Minister Neville
extract contains comments Ramsay MacDonald, giving Chamberlain, October 3rd
from Austen Chamberlain, advice on what to do about 1938
Andrew Bonar Law and the Zinoviev letter, October
Winston Churchill about the 15th 1924
situation in Russia
3 Extract from the minutes of the The public response of A report from the British
British Cabinet in August 1919. Prime Minister Ramsay Ambassador in Moscow to
This extract contains a report MacDonald to the Zinoviev the Foreign Office, October
by Churchill on events in the letter, October 24th 1924 1938. It is commenting on
Russian Civil War at the time how the Soviet newspapers
reacted to the Munich
Agreement
4 Extract from the minutes of the A cartoon from Punch A British cartoon commenting
British Cabinet in August 1919. Magazine, October 29th on the Nazi-Soviet Pact. The
This extract contains 1924, commenting on the cartoon appeared in the
discussions about British policy Zinoviev letter Evening Standard newspaper
towards Russia at the time on October 26th 1939
5 A Bolshevik cartoon published
in 1919. The dogs are labelled
(from left to right) Yudenich,
Kolchak, Denikin. These were
the commanders of the three
main White armies (David King
Collection)
Methodology and technology
The obvious methodology for this Gallery to be used in the classroom is for pairs or small groups to
work on sources allocated to them. If access to computers is a problem, the sources can be printed
out as a single file. In terms of technology, the activity which accompanies the Zinoviev Letter source
was conceived with a word processor in mind. That said, all of the sources in this Case Study can be
tackled with nothing more advanced than a teacher with a black/white board and chalk/marker.
Gallery 2: How strong was the wartime alliance, 1941-45?
The aim of the Gallery
In some ways the aim of this Gallery is the same as the previous one, in that it provides context for a
study of the Cold War which developed after WW2. That said, this Gallery contains Case Studies on
the Yalta and Potsdam Conferences which are part of most examination course specifications on the
Cold War. More to the point, I feel that the conferences are a bridge between the wartime cooperation
and the postwar tensions which developed.
As such, the conferences make much more sense when looked at from a WW2 position as well as a
postwar position. There is the added bonus that the wartime source material is absolutely fascinating
and much of it is very powerful visually. A final point is that the Big Question involves students
evaluating and possibly planning out their own documentary film on the wartime relationship. Almost
everyone finds the process of film-making inherently fascinating.
Contents of the Gallery
Gallery 2: How strong was the wartime alliance 1941-45?
Source Case Study 1 Case Study 2 Case Study 3 Case Study 4
1 A poster produced by Extracts from a War Stalin, Roosevelt A British cartoon
the British Cabinet meeting and Churchill at the published in the
government’s Ministry concerning convoys Yalta Conference, Daily Mail, July
of Information in the of supplies to the 1945 16th 1945
second half of 1941 USSR, December
1942
2 Another poster from A telegram from the Extract from the Big Three at
1941, produced by the British Foreign Yalta Protocol - the Potsdam
Ministry of Information Secretary Anthony agreements signed
Eden to the British by Britain, the USA
Embassy in Moscow, and the USSR at the
February 17th 1943 Yalta Conference,
February 1945
3 Handwritten notes on Part of a Foreign Extracts from US Extract from a
the cover of a report Office report on President speech by
written by British attitudes in the USA Roosevelt's speech President Truman
officials in Moscow in towards the USSR, to the US Congress on the Potsdam
December 1943. The April 6th 1943 on the Yalta Conference,
report describes the Conference, March August 1945. This
reactions of the Soviet 1st 1945 extract covers the
media to the Teheran issue of
Conference between reparations from
Stalin, Roosevelt and Germany
Churchill in November
1943
4 The reaction of the Extracts from the Extracts from US Extract from a
Soviet newspaper minutes of meetings President speech by
Izvestiya to the of the British Cabinet Roosevelt's speech President Truman
Teheran Conference on the question of the to the US Congress on the Potsdam
in November 1943. future of Poland. The on the Yalta Conference,
The translation was by minutes refer to Conference, March August 1945. This
British officials and meetings in January 1st 1945, referring to extract concerns
was put into a report 1944 the question of the use of the
sent back to the Poland atomic bomb
Foreign Office in
London.
5 A poster produced by Telegram from Prime A British cartoon
the Ministry of Minister Winston commenting on
Information in May Churchill to US the Potsdam
1944, commenting on President Truman, Conference
RAF and American May 12th 1945. It published in the
bombing raids comments on Daily Mail, July
relations between 19th 1945
the Allies in the
months after the
Yalta Conference
6 A poster produced by Part of a report from Extract from an
the Ministry of British military article in the
Information in May leaders to the Prime British journal The
1944, commenting on Minister, Winston Economist,
British and American Churchill, regarding August 11th 1945
supply convoys a plan called
'Operation
Unthinkable' - a
surprise attack on
the USSR, 1945
Methodology and technology
Thus, the purist teacher or the teacher pushed for time could simply use the Case Studies on the Yalta
and Potsdam Conferences. Pupils can, of course, work their way through all the sources and the
questions which accompany them. However, the questions were primarily designed to get students
talking about the sources and, above all, thinking about the sources. This means looking at the
sources and considering what they mean as much as what they say. ‘What they mean’ implies looking
into the sources to seek out errors, intemperate language, selectiveness etc. It also means looking at
the sources as a package of sources, and involves looking at that package within the wider context of
their knowledge of the events of the period.
This is where the Case Study worksheet comes in. Its main aim is to get students to reach an overall
judgement which synthesises the sources, or to come up with an answer which explains why and how
it is difficult or even impossible to reach a judgement. Most students are capable of this kind of
thinking if they are given sufficient time, structure and encouragement to do this. The Case Study
worksheet tries to provide a structure. It can be printed off, but it is best suited to being used as a word
processor file. Students can copy extracts into this worksheet and add their own linking text around
the extracts to create supported statements which make up their judgements.
It is a similar position with regard to the template for the documentary provided in the Big Question.
Students could copy the framework into a word processor (I have used this structure for planning
documentaries on everything from Plague to Prohibition). Alternatively they could use presentation
software like Microsoft PowerPoint to present their plans. If you want to pursue the film idea, there are
web sites which provide templates for storyboards. One of the best can be found at the British Film
Institute’s education pages (http://www.bfi.org.uk/education/teachers/).
Gallery 3: Who caused the Cold War?
The aim of the Gallery
This gallery is underpinned by some lofty and extremely ambitious aims. The fundamental aim is to try
to make the bizarre (to many of our students) complexities of the early stages of the Cold War into a
human story. It tries to capitalise on the current trend on TV for confrontational political interviews.
Thus the Big Question puts the student in the position of an interviewer preparing to interview the key
figures in the early stages of the Cold War – Stalin, Truman, Churchill. In practical terms, this may
mean students looking at the role of Stalin, Churchill and Truman separately. It is thus conceivable
that students would thus go over the same ground three times as they look at each leader. My
experience has been that most students are quite keen to go over the ground three times, and many
would like to go over it more times than that!
There is also a clear Citizenship dimension here. The only difference between the grilling of Truman,
Stalin and Churchill here, and the interrogation of a local councillor on local roads or schools, is one of
scale and time!
Contents of the Gallery
Gallery 3: Who caused the Cold War?
Source Case Study 1 Case Study 2 Case Study 3
1 Extract from a document Extracts from Churchill's Iron Extracts from President
published by the Foreign Office Curtain speech given in the Truman's speech of March
in 1983. It analyses Soviet USA in March 1946 12th 1947 - The Truman
policy in Eastern Europe since Doctrine
1945
2 Part of a report summarising Extract from a Foreign Office Extracts from a Foreign Office
the British government's view report on the effects of report on reactions to the
of Soviet policies, 1946-47 Churchill's Iron Curtain Truman Doctrine expressed
speech in the USA in the newspapers in
Belgium, March 1947
3 A report to the British Cabinet Extracts from a Foreign Telegram from US State
in 1947, summarising future Office report on the reaction Department officials in
British policy towards the to Churchill's speech in the Hungary, Greece and
USSR USSR Germany, to Washington on
the need for economic aid,
March 1947
4 Cartoon published in the British A speech by US Secretary of
newspaper the Daily Mail, 1947 State George Marshall at
Harvard University in June
1947, setting out the 'Marshall
Plan'
5 Extract from a report from the A British cartoon commenting
Foreign Secretary to the British on the Marshall Plan, January
Cabinet in March 1948. The 1st 1948
title of the report was 'The
Threat to Western Civilisation'
6 Stalin's comments on his An article in the Soviet
policies in Eastern Europe, newspaper Pravda
printed in the Soviet newspaper commenting on the Marshall
Pravda in March 1946 Plan, June 29th 1947
7 BBC translations and
summaries of broadcasts by
Moscow Radio in 1949
Methodology and technology
One of the most effective ways to introduce the exercise would be to show recorded clips of a
particularly aggressive TV interview to students. In many ways, ‘Newsnight’ or similar programmes
would be less effective as an introduction, than the afternoon talk shows like ‘Ricki Lake’ or ‘Jerry
Springer’.
The Big Question is set in an hypothetical situation. However, there is no reason why it could not be
made more real by role-playing the actual interviews or indeed the programme itself. Students do this
kind of exercise regularly in Drama, English and Media Studies, so the skills should not be difficult to
transfer. The skill of the teacher is central to allocating the best roles to the appropriate students. As a
teacher, you may want to take on the role of a figure such as Stalin yourself. He is not exactly the
easiest figure to identify with.
Clever use of groups could also make use of the possibilities. If the class were, for instance, in 6
groups, you could have 3 groups preparing questions, and 3 groups briefing the leader and preparing
them for all the awkward questions they may face. If you wanted to make the absolute maximum from
the technology, why not link up with another local school. Students could email their questions and
answers back and forth to each other.
At the detailed level, it is worth noting that the Case Studies are not all of equal length. There is a
good deal of material in the Soviet and US Case Studies, less so in the Churchill Case Study. That
said, the final source in that study is long. More to the point, it is worth stressing to students the
inherent interest of this source as evidence for historians. It is a British view of Soviet reactions to
Churchill’s speech. As such, students might be tempted to dismiss its contents, but its purpose and
context perhaps give it greater credence. Teacher intervention will almost certainly be needed with
many students to make the most from this.
Gallery 4: How did the Cold War work?
The aim of the Gallery
The main aim of this Gallery is for students to understand the nature of the Cold War as a conflict. It is
an extremely subtle and complex conflict and it is not surprising that many students find it very
challenging. Thus, this gallery provides the opportunity to study the Cold War through themes which
students will find accessible (political, military, media, innocent civilians). The primary method here is
for students to research using the sources, the archive and the extensive links to other web sites
which are provided, and demonstrate their understanding by creating their own exhibition. Through the
exhibition, students are encouraged to select sources and explain how those sources illustrate wider
issues than the simple content of the sources themselves. In other words, the exhibition encourages
students to make inferences from the sources and express those inferences clearly, coherently and to
a word limit.
It is worth adding that there is a potential Citizenship dimension in this Gallery as well. Governments
take decisions on behalf of all citizens and they are often faced with courses of action which are
strategically in the interests of their country, but may be morally suspect. This Gallery offers a number
of dilemmas of this sort which could be given a modern parallel. The intervention of the West in Cuba
and Berlin contrasts noticeably with the lack of action taken over Soviet actions in Hungary (1956) and
Czechoslovakia (1968). More up-to-date parallels might be drawn between action in the Middle East
th
before and after the terrible events of September 11 2001 in the USA.
Contents of the Gallery
Gallery 4: How did the Cold War work?
Source Case Study 1 Case Study 2 Case Study 3 Case Study 4
1 An official Foreign A French news film Extract from briefing Extracts from a
Office map showing from late 1950, which notes on Soviet Foreign Office
the situation in Berlin gives an overview of policies for the document,
in 1948 various aspects of British Foreign analysing Soviet
the war in Korea Secretary, Autumn leader
1955 Khrushchev's
attitude to
Germany and
Berlin, April 1961
2 Extracts from the Extracts from a Extracts from a Part of the report
minutes of meetings of Foreign Office report Foreign Office of a meeting of
the British Cabinet in on the Soviet telegram, reporting the military and
1948, covering government's back to London on civil government
discussions of the management of the situation in of West Berlin,
early stages of the media coverage of Hungary in October discussing
Berlin Blockade the Korean War, July 1956 refugees, July
7th 1950 1961
3 Extracts from the final Comments on the A British news film News film of the
report of the British Air Korean War by US showing the situation building of the
Ministry on the Berlin politician, Dean Rusk, in Hungary in 1956 wall and the
Blockade, published in on a US TV show, reactions of
1950 January 29th 1951 Berliners to the
wall going up,
1961
4 Letter from an Extracts from the Extracts from a Cartoon from the
American citizen to minutes of a meeting Foreign Office report British newspaper
President Truman of the British Cabinet, on the state of the Sunday
discussing the Hungary, 1959 Telegraph, August
possible escalation of 26th 1962
the war in Korea
5 One day's work during Extracts from an A Foreign Office Part of a Foreign
the Berlin Airlift intelligence report on report on the origins Office report
North Korean forces, of Czech discontent describing the
late 1951 to early with Soviet control, strengthening of
1952 1956 the Berlin Wall,
November 1961
6 A cartoon produced by Extract from a report A British news report Extract from the
an American pilot from British officials on the effects of the script of a film
serving in the Berlin in Tokyo, on Prague Spring on called ‘Outpost of
Airlift problems of the media in Freedom - The
achieving a peace Czechoslovakia, Meaning of Berlin
settlement, January 1968 Today’, produced
1952 by the British
Ministry of
Information in
1962
7 Report to the British
Cabinet summing up
the situation in
Czechoslovakia in
August 1968
Methodology and technology
Different courses arrange their coverage of the Cold War under different headings and themes. There
is nothing to stop students working their way through all of the Case Studies, but this was not
envisaged when the gallery was created. My own vision of the exercise was that students would be
given a theme to research (political, military, media, innocent civilians), and search for sources which
demonstrated this to them across the range of Case Studies. However, it makes just as much sense to
allocate particular Case Study areas to students and ask them to tease out the themes from within the
confines of those Case Studies.
It is worth dwelling on the Big Question in terms of its structure, and the technological wizardry which
has been developed specifically to support it. The Big Question sheet is able to stand alone as a
guidance sheet for students who are tackling the work as a paper exercise. The framework in the Big
Question page could be copied into a word processor and completed that way. This has the obvious
advantages of being able to revise and review work. It also provides good practice in copying and
pasting from the web site to a word processor. Students could present their work using presentation
software instead of word processing software. They could still use the structure of the Big Question to
organise their research and their thinking.
Finally, we at the National Archives would encourage you to encourage the students to use the online
facility for creating a personal exhibition. We are especially keen to have students registering their
work with the site. This means that they can save their work at the end of a class or a homework
session and return to complete it or update it later. There is a fairly obvious motivational buzz to be
gained from creating a product and seeing it published almost immediately on the web.
Gallery 5: The nuclear game – how close was it?
The aim of the Gallery
In case your students are wondering what the title means, the question in this Gallery is about how
close the world came to nuclear war in the 1950s and 1960s. In many respects this Gallery is an
extension of the previous Gallery. It uses a similar approach and is based on a similar philosophy. It is
in a separate Gallery because of the monumental importance of the issue and also to make clear to
students how real the threat of nuclear annihilation seemed at the time.
As with the previous gallery, this one tries to bring an interesting human dimension to the rather
arcane world of nuclear politics by centring the Big Question on the museum based in a nuclear
bunker. Bunkers, like WW2 bomb shelters, have an inherent interest. There is also the grisly
fascination with the planning which lay behind the bunker (planning which covers everything from
maintaining law and order to the sewage arrangements inside the bunker).
The format for student work aims to make students aware of the possibilities in terms of multimedia
technology. It is now very easy to use computer software to record sound files and integrate them into
multimedia authoring software such as Hyperstudio or presentation software like PowerPoint.
Contents of the Gallery
Gallery 5: The nuclear game – how close was it?
Source Case Study 1 Case Study 2 Case Study 3
1 British government report on Official US maps showing Cartoon published in the
the effects of nuclear the alleged nuclear missile Daily Mail, 28 February 1961
explosions, 1954 sites in Cuba, October 1962
2 Secret British government Part of a speech by the A leaflet published by the
report advising on the reporting British Foreign Secretary on Direct Action Committee
of Britain's nuclear testing the reasons for the crisis in Against Nuclear War in
programme, 1957 Cuba, October 23rd 1962 October 1959
3 Extract from discussion in the A report by the British Joint A report from the Metropolitan
British Cabinet about Britain's Intelligence Committee on Police Special Branch on a
nuclear weapons, particularly Soviet missiles in Cuba, meeting of the Direct Action
the Polaris nuclear missile October 26th 1962 Committee Against Nuclear
system War, December 1959
4 Part of a report by the British Extract from President Extracts from an illegal radio
Foreign Secretary on talks Kennedy's TV broadcast, broadcast by anti-nuclear
about nuclear disarmament in announcing the presence of campaigners in 1962
1962 Soviet missiles in Cuba
5 Extracts from a report by Extracts from a speech by Extracts from a discussion of
Foreign Office officials in Soviet leader Khrushchev, in the British Cabinet about a
Moscow, concerning an alleged December 1962, covering CND march in 1968
new kind of nuclear weapon the causes and
developed by the USSR in consequences of the Cuban
1964 Crisis
6 A poster produced by the One person's memories of
Ministry of Information in 1965, the Cuban Crisis, in October
informing people about H 1962
Bombs and Civil Defence
7 Notes from a meeting of the
British Cabinet, looking back
at the Cuban Crisis October
1962
Methodology and technology
There are many different ways to make use of the Case Studies within the Gallery. One way is to use
this Gallery as a further set of Case Studies for the Big Question in Gallery 4. Alternatively, you could
extend the Big Question in this Gallery to cover the sources in Gallery 4. This would allow a very wide
range of tasks to be allocated to a class, so that pairs or small groups of students would all have
plenty to work on.
Another way might be to use all or part of Case Study 1 in Gallery 5, as a background resource before
looking at the Cuban Crisis, which is central to most courses on the Cold War. The posters which
introduce Case Study 1 neatly set the tone of paranoia which characterised the time. If the poor
citizens of Britain were not paranoid before they read the government safety poster (Source 6), they
almost certainly were afterwards! Be aware that the poster is broken up into smaller, enlarged
sections, so that the text and images can be seen clearly.
Case Study 2 contains some truly wonderful resources. Students will enjoy looking at Source 1 most
of all. As well as giving a visual image of the island of Cuba, the annotations on the maps show the
scribbles written onto the map by the military observers and planners, who were advising the
President. How sure do they seem to be?!
Case study 3 may not be a feature for all history courses on the Cold War. Even if that is not the case,
it is easy to see how it could be used as part of a Citizenship course. The freedom to disagree with the
majority is a fundamental right in a democratic society. The treatment of the CND campaigners in the
1950s and 1960s provides a ready platform for modern studies of protesters who are out of step with
the majority. Obvious modern cases for study would be environmental protesters opposed to new
roads or nuclear power. There is also the ongoing concern over GM food and modern farming
methods in general.
Gallery 6: Was Vietnam a turning point in the Cold War?
The aim of the Gallery
Students have access to so much material on the Vietnam War that it can be utterly bewildering. The
aim of this Gallery is to provide a collection of source material which is tightly focused on American
policy, its aims, and the extent to which the aims were achieved. This in turn feeds into the wider
question of how American disappointments in Vietnam affected the policy of containment, and
contributed in part to the development of Détente in the 1970s.
The other main aim is to help students organise and express their thoughts in a coherent fashion. The
Big Question is effectively an extended writing frame to help students gather their thoughts from the
individual sources into a wider picture, which takes into account the events in Vietnam and the events
which preceded and followed that conflict.
Contents of the Gallery
Gallery 6: Was Vietnam a turning point in the Cold War?
Source Case study 1 Case study 2
1 British news film showing US Marines Notes from British Cabinet discussions of the
landing at Da Nang in Vietnam in 1965 war in Vietnam, 1966
2 Extracts from a British Foreign Office British news report on protests in the USA
document Ho Chi Minh and the against the Vietnam War, 1967
Communist Movement in Indo China. It
was published in August 1953
3 US President Eisenhower explaining the Notes from British Cabinet discussions of the
Domino Theory in 1954 (US Government war in Vietnam, 1968
Printing Office)
4 Discussions on US policy in Vietnam at a US Secretary of Defence, Clark Clifford, on the
meeting of the British Cabinet in 1965 impact of the Tet Offensive, 1968
5 US President Johnson explaining why Notes from British Cabinet discussions of the
the USA was involved in Vietnam, 1965 war in Vietnam, 1969
(US Government Printing Office)
6 Extract from an interview in 1970 with British news report on the nature of the fighting
senior US politician Cyrus Vance in Vietnam, 1969
7 British news film showing protests by British cartoon commenting on US President
South Vietnamese people against their Nixon's Vietnam policies, 1972
own government in 1965
8 British cartoon from the New Statesman British cartoon commenting on US President
Magazine, April 1965, commenting on Nixon's Vietnam policies, 1973
US entry into Vietnam War
Methodology and technology
The first question in this gallery is whether students will study both Case Studies. In each Case Study,
there are more sources than most of the other Galleries, and the sources themselves are
comparatively long. Also, remember that the archive contains more sources and suggested internet
sites for further research.
If you decide to focus on one Case Study, the other Case Study can be readily summarised through
one key source. If you were looking for one source to sum up Case Study 1, the obvious candidate
would be Source 3, President Eisenhower’s exposition of the Domino Theory. In Case Study 2, the
cartoon Sources 7 and/or 8 would do the job very effectively.
As students work their way through the Case Study/ Studies, it is important to continually remind them
of the Big Question. The framework of the Big Question can be copied into a word processor and filled
and updated as the students work. This is the single greatest advantage of using a word processor
rather than paper to record thoughts and findings.
Introduction The main issue in this question is the USA's attitude to
Use this introduction, add to it, or Communism. America went to war in Vietnam because it feared
Communism spreading - the 'Domino Theory'. However, the
change it completely if you don't like
it! Vietnam War showed that the USA could not always achieve its
aims. To understand this, we must look in detail at America's
Students can note here whether they aims, and why US policies did not work.
plan to change the introduction, eg.
they might be focusing only on US
aims
Suggested sources: When the USA got involved in Vietnam in the 1960s, it seemed
that American aims were clear. The aims were …
Here students can note which A number of sources show this. For example …
sources will provide them with
information they can use as evidence
to support the points they make in
this paragraph (see below)
Suggested sources: US Presidents believed their policies were right. For example …
Case Study 1, Source 3, Eisenhower
on Domino Theory
Suggested sources: However, there were critics of US policy in the USA and among
its allies. Examples of critics were …
Suggested sources: By the late 1960s, the attitude of the USA was changing. To
begin with, it was clear that US military methods were not
working. This is shown by …
Suggested sources: There was also evidence that the war was dividing American
society and was unpopular with America's allies. Evidence for
this is …
Suggested sources: So in conclusion …
Related resources
Topics
Heroes and Villains - http://www.learningcurve.gov.uk/heroesvillains/
Lessons
IWB behind the smiles, evaluating the film of Potsdam --
http://www.learningcurve.gov.uk/focuson/film/activities/cold-war/2-behind-the-smiles-iwb.htm
Workshops
AS and A2 level : Cold War -
http://www.nationalarchives.gov.uk/educationservice/as.htm#a16