Prescribed Learning Outcomes
F3 analyse the late stages of the Cold War with reference to:
– the US/USSR relationship
– the decline of communism
in Eastern Europe
– the dissolution of the
Soviet Union
Suggested Achievement Indicators
Analyse the dissolution of the Soviet Union, with reference to
– economic conditions in the USSR and the US
– role of mass media
– ethnic nationalism
– leadership (Reagan, Gorbachev)
– glasnost and perestroika
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The Rise of Totalitarian Regimes
Ensure that students have identified as many of the following elements as possible: power of the state (e.g., control of media)
Nationalism vs. Colonialism
It is expected that students will:
C5 describe the relationship between colonial rule and emerging nationalism in Palestine and the Indian subcontinent
Planning for Assessment
As preparation for an in-class simulation
activity on colonial rule in Palestine and the
Indian subcontinent, have students examine a
range of given sources including both primary
and secondary sources and sources in a variety
of media (e.g., cartoons, articles, video clips).
Prior to presenting (or identifying) the given
sources, spend time discussing the differences
between different source types (definition,
examples, advantages, and disadvantages).
Assessment Strategies
Ask students to analyse the given (media) sources,
identify whether a particular source/document
is primary or secondary, reliable or unreliable,
and provide evidence to support their answers.
Consider the extent to which students bring
forward points such as whether or not
− the writer was involved in the incident
studied (e.g., When was this produced/
written?)
− the document is a newspaper, article,
cartoon, etc.
− the document is part of a biography or
autobiography (e.g., Is the writer writing
about himself or herself?)
− it is based on historical fact (e.g., Are there
other sources that corroborate the content?)
− the writer is using language or images to
influence the reader
− the writer is obviously influenced by outside
forces (e.g., What do we know about the
writer’s nationality, political affiliation, etc.?)
Have students draw conclusions about what can
be learned from each source or document. Assess
the appropriateness of their conclusions, in light
of their responses to the questions.
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The Seeds of a New World Order
Planning for Assessment
Have students view a feature film dealing with
a decolonization experience in the period
following 1945...have students create a “review”
of the film’s portrayal of historical events, based
on further research.
Assessment Strategies
Consider the extent to which students support their opinions about the film’s credibility as a source of historical information by citing specific evidence. In particular, note the extent to which students’ reviews of the feature film identify
− the film’s explicit or implied point of view
(i.e., With which characters is the audience
invited to sympathize or identify?)
− significant events, circumstances, or
personalities that may not be mentioned
in the film
− specific inaccuracies that may exist (e.g.,
Is the sequence of events accurate?)
− points on which the film is largely accurate
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The Seeds of a New World Order
Planning for Assessment
To familiarize students with the workings and
significance of the UN, have them form groups
of three to conduct separate online searches
(with assistance from a teacher-librarian, if
available) to find archival material (e.g.,
archival media clips) on one of the following:
the formation of the UN. . . Have groups present their media clip with an
accompanying backgrounder (e.g., 3–5 minutes)
explaining the group or event’s significance and
impact on world affairs.
Assessment Strategies
Assess students’ media assignments with
consideration for
− the choice of media artifact (Does it offer
a meaningful insight into the assigned/
selected topic?)
− the extent to which the backgrounder
establishes context (Have students related
their information to world historical events
or situations that the rest of the class will
recognize and understand, such as the
Cold War? Have they provided enough
information? Have they avoided detail
overload?)
