edexcel a level history coursework cold war

The Cold War, 1950-1975

The Origins and Development of the Cold War, 1950-1975

• From 1950 to 1953, the Korean War took place, marking the first major conflict of the Cold War. This conflict expanded the Cold War beyond Europe and set the precedent for future US intervention in other regional conflicts.
• 1953 saw the death of Joseph Stalin , leading to a transformation of the Soviet leadership and introducing the possibility of ‘peaceful co-existence’.
• During the mid-1950s, there was a thaw in East-West relations known as The Thaw period and ‘Peaceful Coexistence’ . This was highlighted by major political events such as the Hungarian Uprising and the Suez Crisis.
• In 1961, the Berlin Wall was constructed, creating a physical barrier between East and West Berlin and becoming a powerful symbol of the political and ideological division between East and West.
• In 1962, the Cuban Missile Crisis brought the world to the brink of nuclear war. This event highlighted the dangerous escalation of Cold War tensions and led to a reassessment of Cold War strategies.
• The 1960s and early 1970s were also marked by the US-led Vietnam War , which not only exacerbated East-West tensions but also led to domestic unrest in the US and global anti-war movements.

Key Figures of the Cold War, 1950-1975

• Dwight D. Eisenhower (US President, 1953-61) implemented the policy of ‘massive retaliation’ to deter Soviet aggression.
• Nikita Khrushchev (Soviet leader, 1956-64) introduced the policy of ‘peaceful coexistence’, though also involved the USSR in crises such as the Cuban Missile Crisis.
• John F. Kennedy (US President, 1961-63) faced the Bay of Pigs Invasion and Cuban Missile Crisis, leading to a shift towards more flexible response options in US Cold War strategy.
• Lyndon B. Johnson (US President, 1963-69) escalated US involvement in Vietnam, contributing to domestic and international opposition to the war.
• Leonid Brezhnev (Soviet leader, 1964-82) initiated a period of détente with the West, although he also suppressed political dissent in Eastern Europe (notably during the 1968 Prague Spring).

Major Themes of the Cold War, 1950-1975

• Arms race and space race : Continued competition between the US and USSR in the development of nuclear and conventional weapons, as well as in space exploration.
• Nuclear brinkmanship : The strategy of taking disputes to the verge of armed conflict, with the hope that the opposing side would back down.
• Proxy wars : The US and USSR indirectly confronting each other through smaller conflicts in other nations, notably in Asia, Africa, and Latin America.
• Détente : A period of relative peace and improved diplomatic relations between the US and USSR, which began in the late 1960s and lasted throughout the 1970s.
• Ideological competition : Continued rivalry between the capitalist West and communist East, which was reflected not only in military and economic competition but also in areas such as propaganda and sports.

A Level History Coursework Edexcel – A Guide

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• Post date November 16, 2023
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This guide shows you how to plan, research and write A Level History coursework for Edexcel using ideas, resources, examples and structure. This coursework is weighted towards Assessment Objective Three (AO3) 15% and Assessment Objective One (AO1) 5%. This makes it substantially different from coursework assessed under AQA or OCR. For Edexcel coursework, the focus is on differing interpretations of the past and analysis of them, alongside your own view of the events.

A Level History Coursework Edexcel – Ideas, Examples and Resources

Question Format – The question that you decide to answer for the Edexcel Coursework will always use the following template.

• Historians have disagreed about [ the chosen question, problem or issue ].
• What is your view about [ the chosen question, problem or issue ]?

Thus, we can see that there are two parts to this coursework:

• Part 1 – dealing with the historian’s viewpoints which is (AO3) and worth 15%
• Part 2 – your own viewpoint which is (A01) and worth 5%  

Question Ideas, Example and Selection

There are two key points to consider when selecting a question, problem or issue for your coursework.

• Is there enough debate around this question? – There needs to be a scholarly debate around the question or issue. This means differing views on the question from different historians. This makes it easier to select appropriate works to analyse and compare.
• Can you access the appropriate resources? – You must use a minimum of three different key works as well as two supplementary works. Your three key works should hold opposing views about the question or issue. Let’s look at an example question to make this clear:

Historians have disagreed about the extent to which by 1924 the Russian people had exchanged one authoritarian regime for another. What is your view about the extent to which by 1924 the Russian people had exchanged one authoritarian regime for another?

• View 1 – Tsarist Rule was more authoritarian. (C. Hill argues this)
• View 2 – Bolshevik rule was more authoritarian. (R. Service argues this)
• View 3 – The regimes were equally authoritarian. (R. Pipes argues this)

This is the ideal example of having three viewpoints that would be spread across the historiographical spectrum. This helps us to engage with the historical debate and hit the following criteria for the coursework:

• analyse ways in which interpretations of the question or issue differ.
• explain the differences you have identified.
• evaluate the arguments, indicating which you found most persuasive and why.

You would then add to this a minimum of two supplementary works, (more is better) that would assist in helping you form your view and add weight to your analysis and arguments. Critically, you must be able to access all these resources to use them effectively in completing the coursework.  

Coursework Resources

• Library – school, local, college, university – you should be able to borrow appropriate works.
• Teacher – your teacher should be able to provide you with copies of appropriate resources to use.
• JSTOR – www.jstor.org – contains a large collection of journal articles from historical publications covering numerous topics. These will often engage in the historical debate by replying to opposing views.
• Purchase Books – many second-hand books are available to purchase at very cheap prices through Amazon or similar sites.

A Level History Coursework Edexcel – How to Research and Write

Researching the Coursework – When researching our coursework we use the resource record form, which acts as a bibliography to the books, articles and online resources we are using. As we go through these resources we want to make notes that help us to identify the overall argument of the historian. Key quotes or passages should be noted down, alongside a reference. If we then use this material in our write up, we can add the appropriate footnote.

Writing the Coursework – When writing our coursework we need to be aware of the total word count as well as making sure that we hit all the assessment criteria. This means dividing up the 4000 words (maximum word count) effectively between the assessment criteria. An example structure to implement this is shown in the next section.

A Level History Coursework Edexcel – Structure and Planning

First section – introduction to the overall question and key works (c. 1000 words).

Introduction to the overall topic. You need to put the question into context by providing relevant information regarding what was happening at the time. You then need to define any key terms in the question.

Example from our question above – authoritarian regime would be defined as ‘a regime in which power is highly centralised and maintained regardless of popular support, with the use of repression and violence’.

Finally, you need to set out valid criteria by which the question can be judged.

Example from our question and definition above – we need to compare the Tsarist regime to the Bolshevik regime in terms of:

• Centralisation of power .
• Power maintained despite lacking popular support.
• Power maintained through repression and violence.

You should now have a complete introduction to the topic (1 paragraph)

Introduction to the debate by placing each of the key works in the historiographical debate. You can also place your supplementary works on the historiographical line here. (1 paragraph)

Set out the arguments in extended detail from the three key works. What are the historians’ views on this question? (1 paragraph)

Show how the arguments from each of the key works differ or are like one another. (1 paragraph)

Summary of the views of the key works. (1 paragraph)

Second Section – Explaining why the key works differ from one another (c. 1000 words)

Introduction – You need to set out three valid criteria to explain why the key works differ. Why is it that the historians’ arguments differ? There are several different potential criteria that could be used here: When was the work written? What sources and evidence did they use? Have they defined the key terms of the question differently? Have they defined the criteria to answer the question differently? Do they have different scopes of enquiry? What is the purpose of the work? What is the historians background and view?

Example from our question – The historians have defined the key term to answer the question differently – C. Hill has focused on authoritarian being defined as lacking popular support. R. Service is more focused on authoritarian being defined through repression. R. Pipes is mostly focused on authoritarian being defined as a centralisation of power.  

The historians have defined the key term ‘authoritarian’ differently. (1 paragraph)    

Paragraphs – This is where you use the criteria set out from the introduction to this section. You want one paragraph per item of criteria that we are judging the key works on.

Example from our question – one paragraph regarding how the historians have defined the key term ‘authoritarian’ differently.

Then you need to consider the three works in terms of the criteria set out for that paragraph. Show why there are differences in the key works regarding that criteria and how that leads the historian to arrive at their interpretation. Use evidence to support your points. (3 paragraphs – 1 for each criterion)

Conclusion – Brief conclusion that offers a summary of why the key works are different. (1 paragraph)

Third Section – Your own viewpoint on the question (c. 1000 words)

Brief introduction of your own viewpoint and line of argument that will be taken, remembering to re-instate the criteria by which the question can be judged . (1 paragraph)

Paragraphs that set out your own view on the question. This is where you should be using the criteria set out in your introductions. You want one paragraph per item of criteria.

Example from our question – one paragraph regarding ‘centralisation of power’.

Then you need to bring evidence and analysis to assess the criteria being judged. You can also use the key works and the supplementary works in this section to help you. (3 paragraphs – 1 for each criterion)

Conclusion that reaches a judgement on the question and follows your line of argument that has flowed throughout. (1 paragraph)

Fourth Section – Evaluation and Judgement of the key works and of the question (c. 1000 words)

Go through each of the key works and make a judgement on how convincing and valid the arguments from the historians are compared to the criteria. (3 paragraphs – 1 for each key work)

Form an overall judgement on the question and an overall judgement on which of the key works is most convincing. These should broadly align together. (1 paragraph)   

How To Improve Further at A Level History

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A-Level Topic Guide: The Cold War

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The Cold War  is a popular area of study at A-level across the examination boards. Whichever board you are studying with and whatever the focus of your study unit, the resources in this module will support you as you develop your subject knowledge, write essays and revise. 

This unit is available to view by  Student members   and   Corporate Secondary members .

This resource is FREE for Student HA Members .

HA Members can sign in to access this content or you can Join the HA if you are not already a member.

• Introduction

Origins & Development of the Cold War to 1955

• Ideology and the Cold War
• The USSR and Eastern Europe
• Cold War Germany
• The Significance of Atomic and Nuclear Weapons
• Czech Uranium and Stalin's Bomb
• Britain and the Cold War
• Britain and the Formation of NATO
• Film: Rethinking the Cold War

The background and development of the Cold War in Asia to 1955

• Chinese relations with the USA & USSR after 1945
• The Korean War
• Post-War Japan

The Cold War in Asia 1956-93

• Global Maoism
• John F. Kennedy and the Vietnam War

The Global Cold War 1956-85

• What was the Impact of the Cold War on the Middle East?
• What was the Impact of the Cold War on Africa?
• What was the Impact of the Cold War on Latin America?
• What was the Significance of the Cuban Missile Crisis?
• Bay of Pigs and the Jameson Raid
• Bertrand Russell's Role in the Cuban Missile Crisis
• What Impact did the Cold War have on the Lives of the Ordinary British and American Family?
• What Impact did the Cold War have on the Lives of the Ordinary Russian Family?
• What Brought About the Era of 'Détente' Between the Superpowers in the 1970s?

The End of the Cold War

• Why did the Cold War Come to an End in the 1980s?
• What did the end of the Cold War mean for American Power?
• Polychronicon: The End of the Cold War
• Archives and the historiography of the Cold War
• Polychronicon: The ‘New’ Historiography of the Cold War

Reading & Revision

• Reading list
• Revision quiz
• Past Exam Papers

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Edexcel Cold War History - Content Overview Bundle

Last updated

24 May 2023

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Resources included (3)

Edexcel GCSE End of the Cold War - Content Overview

Edexcel GCSE Cold War Crises - Content Overview

Edexcel GCSE Cold War Origins - Content Overview

Use these three detailed PowerPoints to cover all of the Edexcel course content (created from the Edexcel textbook and specification - everything is covered!). Each PPT can be used as a great final overview of the three main chapters of the course, namely: 1 Origins of Cold War, 2 Cold War Crises, 3 End of the Cold War.

Teachers can ‘talk and chalk’ whilst students take notes on Nazi Germany. Also a great resource to share with students for their own revision at home.

*Please review and feel free to offer suggestions on how the resource could be improved further!

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Welcome to Seneca Revision Notes

Short and effective seneca revision notes for a-level & gcse.

1 Origins of the Cold War, 1945-9

1.1 Events of 1945

1.1.1 The Grand Alliance

1.1.2 Yalta Conference

1.1.3 Potsdam Conference

1.2 The Collapse of the Grand Alliance

1.2.1 Communism in the 20th Century

1.2.2 Relations between Roosevelt, Stalin & Attlee

1.2.3 A-A* (AO3/4) - Origins of the Cold War

1.3 Developing Tensions

1.3.1 USSR Actions

1.3.2 Long Telegram & Iron Curtain Speech

1.3.3 Cominform

1.3.4 Greek Civil War & the Truman Doctrine

1.3.5 A-A* (AO3/4) - Developing Tensions

1.4 US Involvement in Europe

1.4.1 US Policy Towards Britain & Europe

1.4.2 US Attitudes Towards Germany & Berlin

1.4.3 The Marshall Plan

1.5 Conflict over Germany

1.5.1 Sectors & Bizonia

1.5.2 The Berlin Blockade

1.5.3 The Formation of NATO, April 1949

1.5.4 A-A* (AO3/4) - US Involvement in Europe

2 Widening of the Cold War

2.1 US Containment in Asia

2.1.1 Japan

2.1.2 China & Taiwan

2.2 The Korean War

2.2.1 Causes & Military Action in Korean War

2.2.2 Attitudes of the USSR, China & the USA

2.2.3 Panmunjon Armistice & Impact of the Korean War

2.2.4 A-A* (AO3/4) - Widening of the Cold War

2.3 Increasing Cold War Tensions, 1949 -1953

2.3.1 McCarthyism & The 'Red Scare'

2.3.2 USA Dominance in the United Nations

2.4 Global Alliances

2.4.1 Global Alliances in Europe & Asia

2.4.2 Eisenhower, Brinkmanship & Domino Theory

2.4.3 A-A* (AO3/4) - Tensions & Alliances

3 The Global War

3.1 Khrushchev

3.1.1 Polish & Hungarian Uprisings 1956

3.1.2 East-West Relations

3.2 Cold War Rivalries

3.2.1 Arms Race & Space Race

3.2.2 Berlin Crisis & The Berlin Wall

3.2.3 A-A* (AO3/4) - Khrushchev

3.3 Conflict in Asia

3.3.1 Indo-China

3.4 Confrontation Between Superpowers

3.4.1 Relations Between the USA & Cuba

3.4.2 The Cuban Missile Crisis & its Significance

4 Confrontation & Cooperation

4.1 Vietnam

4.1.1 Johnson

4.1.2 Nixon

4.1.3 Paris Peace Talks

4.2 Cooperation

4.2.1 Khrushchev & Kennedy

4.3 Pressures on the USSR

4.3.1 Czechoslovakia

4.3.2 A-A* (AO3/4) - Confrontation & Cooperation

5 Brezhnev Era

5.1 Detente

5.1.1 Settlements

5.1.2 Detente up to 1979

5.2 Second Cold War

5.2.1 Renewed Hostilities

5.3 Developments in Africa & Americas

5.3.1 Angola, Ethiopia, Chila, Nicaragua, Grenada

5.3.2 A-A* (AO3/4) - Brezhnev Era

6 Ending of the Cold War

6.1 Gorbachev

6.1.1 Gorbachev & Reforms

6.2 Cooperation between US & USSR

6.2.1 Key Figures & Summits

6.3 Collapse of Communism in Eastern Europe

6.3.1 Significance of 1989

6.4 End of Tensions Across the World

6.4.1 Africa, Afghanistan & the Americas

6.4.2 Malta Summit & the Aftermath

6.4.3 A-A* (AO3/4) - Ending of the Cold War

Detente: Later Years of the Cold War, 1963-1992, A-Level History Teaching Resources & Student Activities

Detente: later years of the cold war, 1963-1992, a-level teaching resources (16-18 years). can be used across examination board specifications. perfect for classroom teaching or the homeschool environment., teach any detente: later years of the cold war, 1963-1992 topic, no prep needed.

Do you want to save dozens of hours in time? Get your evenings and weekends back? Be fully prepared to teach any Detente: Later Years of the Cold War, 1963-1992 A Level topic?

Every Detente: Later Years of the Cold War, 1963-1992 topic is covered, and each module comes complete with:

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A Level Detente: Later Years of the Cold War, 1963-1992 Resources

At the end of the lesson, the students should be able to:

• Analyse the events leading to the d étente;
• Understand the significance of shifting foreign policies to end the Cold War;
• Assess how the Cold War ended in Asia and Europe; and
• Evaluate the impact of the collapse of the USSR on world affairs.

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