Themes in European History

The Revolutions of 1848 The Rise of the Dictators The Fall of Communism

Humanities International Summer School Provisional Module Handbook, 2013

This module (class) lasts three weeks and consists of three themes, each of which lasts for one week and is worth a third of the mark for the module. Each theme is made up of a number of different kinds of assessments. ‘The Revolutions of 1848’ (Theme One), for example, this will consist of presentations and document analyses, but there will be blog reflections, presentation write-ups, in- class tests and a final presentation/project in the other themes. These will become your portfolio. Students will be awarded marks for each assessment, which will then be added together to create a mark for the theme; each theme is worth a third of the module and the final mark will be arrived at by averaging the marks for each theme.

For example, a student receiving marks of 68% for Theme One, 58% for Theme Two and 63% for Theme Three, will receive a mark of 63% for the module (68+58+63=189/3 = 63)

Although assessments may not carry many marks individually, all must be completed in order to pass the module.

Presentations will be partly peer-marked, in other words, those students not presenting will be asked to grade those who are and these marks will be combined with those of the tutor to arrive at a final mark for the piece.

Assessment

Theme One: The Revolutions of 1848 (which runs for three days) will consist of three presentations worth 50% of the mark and three short document analyses, worth 50%.

Theme Two: The Rise of the Dictators, will consist of two presentations (25%), two essays or blogs (25%) and two in-class tests (50%)

Theme Three: The Fall of Communism: two presentations (25%), two presentation write-ups (25%), an in-class test (25%) and a final presentation/project (25%)

Your assessments for each module will be combined to create your coursework portfolio and at the end of the Summer School you will have completed a portfolio for each module.

Submission of coursework

Coursework can be submitted daily, but all of Week One’s coursework must be submitted by 1pm on Monday of Week Two; Week Two’s coursework must be submitted by 1pm on Monday of Week Three and Week Three’s coursework by 10.00am on the Friday of that week (the last day of the Summer School). See Coursework Grid below.

[We should look at electronic submission of everything and make use of blogs]

Reading

You will require the following books:

Peter Browning, Revolutions and Nationalities: Europe, 1825-1890, Cambridge University Press, 2000.

Jonathan Sperber, The European Revolutions, 1848-1851, Cambridge University Press, 1984 (reprinted 1995). Stephen J. Lee, The European Dictatorships, Routledge, third edition, 2008. Timothy Garton Ash, The Magic Lantern: The Revolution of 1989 Witnessed in Warsaw, Budapest, Berlin, and Prague, New York: Random House, 1990

Info on library and electronic resources

Rubric on US/UK grade equivalence

Rubric on plagiarism

Coursework Grid

Theme Coursework Due Date Revolutions Presentation One In-class

Presentation Two In-class

Presentation Three In-class

Document Analysis Monday, week two One Document Analysis Monday week two Two Document Analysis Monday week two Three Dictators Presentation One In-class

Presentation Two In-class

Essay/Blog On Monday, week three

Essay/Blog Two Monday, week three

In-class Test One In-class

In-class Test Two In-class

Communism Presentation One In-class

Presentation Two In-class

Presentation Write-up Friday, week three One Presentation Write-up Friday, week three One In-class test In-class

Presentation/Project In-class

Theme One: The Revolutions of 1848

“There have been plenty of greater revolutions in the history of the modern world, and certainly plenty of more successful ones. Yet there has been none which spread more rapidly and widely, running like a brushfire across frontiers, countries and even oceans…By 2 March revolution had gained south-west Germany, by 6 March Bavaria, by 11 March Berlin, by 13 March Vienna and almost immediately Hungary, by 18 March Milan and therefore Italy (where an independent revolt was already in possession of Sicily). At the time the most rapid information service available to anyone (that of the Rothschild bank) could not carry the news from Paris to Vienna in less than five days. Within a matter of weeks no government was left standing in an area of Europe which is today occupied by all or part of ten states, not counting lesser repercussions in a number of others. Moreover, 1848 was the first potentially global revolution, whose direct influence may be detected in the 1848 insurrection in Pernambuco (Brazil) and a few years later in remote Colombia. In a sense it was the paradigm of the kind of ‘world revolution’ of which rebels were henceforth to dream, and which at rare moments, such as in the aftermath of great wars, they thought they could recognize. In fact such simultaneous continent-wide or world-wide explosions are extremely rare. In Europe 1848 is the only one which affected both the ‘developed’ and the backward parts of the continent. It was both the most widespread and the least successful of such revolutions. Within six months of its outbreak its universal defeat was safely predictable, within eighteen months all but one of the regimes it overthrew had been restored, and the exception (the French Republic) was putting as much distance as it could between itself and the insurrection to which it owed its existence.”

Eric Hobsbawm, The Age of Capital, 1848-1875

This theme will examine the revolutions which swept Europe in 1848, concentrating particularly on the experiences of Germany, Italy and France and analysing the long and short term impacts of the revolutions.

Using the documents below and background reading, we will examine how and why revolution came to Italy, France and Germany in 1848, assess the underlying reasons and analyse the consequences for each country and Europe as a whole.

The set texts for this theme are Peter Browning’s Revolutions and Nationalities: Europe, 1825-1890, Cambridge University Press, 2000. This is a brief overview of the key issues and includes many of the primary documents we will be examining. The second book students should purchase is Jonathan Sperber, The European Revolutions, 1848-1851, Cambridge University Press, 1984 (reprinted 1995). This is a much more detailed and comprehensive text. You should be able to pick up both quite cheaply via Amazon.

Students should consider the following overarching questions:

What were the underlying causes of discontent in Europe?

Was each country affected by the same problems?

How important was the concept of nationalism to each revolution?

What were the positive and negative consequences in each country affected by the upheaval of 1848?

Where the revolutions successful?

Structure and Format

Each day will consist of a lecture, an in-class discussion of primary documents and a group presentation. Assessments will consist of the group presentation and a document analysis.

Your day will look like this:

Lecture 9.00-10.00

Primary Source Workshop 10.00-11.00

Student Presentations 11.00-12.00

Students will be divided into groups and each group will offer a fifteen minute presentation

Assessment One: The presentation is part of the assessment and students will be graded according to their analysis, research and presentation skills. Each member of the group will receive the same grade. (50%)

Assessment Two: Write a 500 word analysis of one of the documents discussed in class. Using secondary reading, you will examine the document in its historical context and offer an assessment of importance, noting its influence, the motivation of the writer and the nature of the source (50%)

Day One: Introduction and Italy

Lecture 9.00-10.00

Europe 1800-1830; the Springtime of the Peoples; 1848 in Italy: Garibaldi and il Risorgimento

Primary Source Workshop 10.00-11.00

Document One: Mazzini’s Statement of Principles, 1831

Document Two: Giuseppe La Farina, Palermo, Sicily, 12 January 1848

Document Three: The Proclamation of Charles Albert, King of Piedmont, 23 March 1848

Document Four: The Papal Allocution, 29 April 1848

Source: Browning, Revolutions and Nationalities, 2000

Presentations 11.00-12.00

Day Two: France

Lecture 9.00-10.00

France, the ‘Campagne des Banquets’ and the Second Republic

Primary Source Workshop 10.00-11.00

Document One: Proclamation by the provisional government

In the name of the French people: A reactionary and oligarchical government has just been overthrown by the heroism of the people of Paris. That government has fled, leaving behind it a trail of blood that forbids it ever to retrace its steps. The blood of the people has flowed as in July; but this time this noble people shall not be deceived. It has won a national and popular government in accord with the rights, the progress, and the will of this great and generous nation. A provisional government, the result of pressing necessity and ratified by the voice of the people and of the deputies of the departments, in the session of February 24, is for the moment invested with the task of assuring and organizing the national victory. It is composed of Messieurs Dupont (de l'Eure), Lamartine, Cremieux, Arago (of the Institute), Ledru-Rollin, Garnier-Pages, Marie, Armand Marrast, Louis Blanc, Ferdinand Flocon, and Albert (a workingman). These citizens have not hesitated a moment to accept the patriotic commission which is imposed upon them by the pressure of necessity. With the capital of France on fire, the justification for the present provisional government must be sought in the public safety. All France will understand this and will lend it the support of its patriotism. Under the popular government which the provisional government proclaims, every citizen is a magistrate. Frenchmen, it is for you to give to the world the example which Paris has given to France; prepare yourselves by order and by confidence in your destiny for the firm institutions which you are about to be called upon to establish. The provisional government wishes to establish a republic,--subject, however, to ratification by the people, who shall be immediately consulted. The unity of the nation (formed henceforth of all the classes of citizens who compose it); the government of the nation by itself; liberty, equality, and fraternity, for fundamental principles, and "the people" for our emblem and watchword: these constitute the democratic government which France owes to itself, and which our efforts shall secure for it.

Document Two: Provisional government decree, 25 February 1848

The provisional government of the French republic decrees that the Tuileries shall serve hereafter as a home for the veterans of labour. The provisional government of the French republic pledges itself to guarantee the means of subsistence of the workingman by labour. It pledges itself to guarantee labour to all citizens. It recognizes that workingmen ought to enter into associations among themselves in order to enjoy the advantage of their labour. The provisional government returns to the workingmen, to whom it rightfully belongs, the million which was about to fall due upon the civil list. The provisional government of the French republic decrees that all articles pledged at the pawn shops since the first of February, consisting of linen, garments, or clothes, etc., upon which the loan does not exceed ten francs, shall be given back to those who pledged

them. The minister of finance is ordered to meet the payments incidental to the execution of the present edict. The provisional government of the republic decrees the immediate establishment of national workshops. The minister of public works is charged with the execution of the present decree.

Document Three: Proclamation of the Second Republic, 24 February 1848

In the name of the French people: Citizens: royalty, under whatever form, is abolished; no more legitimism, no more Bonapartism, no regency. The provisional government has taken all the measures necessary to render impossible the return of the former dynasty or the advent of a new dynasty. The republic is proclaimed. The people are united. All the forts which surround the capital are ours. The brave garrison of Vincennes is a garrison of brothers. Let us retain that old republican flag whose three colors made with our fathers the circuit of the globe. Let us show that this symbol of equality, of liberty, and of fraternity is at the same time the symbol of order - of order the more real, the more durable, since justice is its foundation and the whole people its instrument. The people have already realized that the provisioning of Paris requires a freer circulation in the streets, and those who have erected the barricades have already in several places made openings large enough for the passage of wagons and carts. Let this example be imitated everywhere. Let Paris reassume its accustomed appearance and trade its activity and confidence. . .

Document Four: Louis Napoleon's Campaign Manifesto, November 1848

In order to recall me from exile, you have elected me a representative of the people; on the eve of choosing a chief magistrate for the republic my name presents itself to you as a symbol of order and security. Those proofs of so honourable a confidence are, I am well aware, addressed to my name rather than to myself, who, as yet, have done nothing for my country; but the more the memory of the Emperor protects me and inspires your suffrages, the more I feel compelled to acquaint you with my sentiments and principles. There must be no equivocation between us. I am moved by no ambition which dreams one day of empire and war, the next of the application of subversive theories. Brought up in free countries, disciplined in the school of misfortune, I shall ever remain faithful to the duties which your suffrages and the will of the Assembly impose upon me. If elected president, I shall shrink from no danger, from no sacrifice, in the defence of society, which has been so outrageously assailed. I shall devote myself wholly and without reservation to the consolidation of the republic, so that it may be wise in its laws, honest in its aims, great and strong in its deeds. My greatest honour would be to hand on to my successor, after four years of office, the public power consolidated, its liberties intact, and a genuine progress assured. . . LOUIS NAPOLEON BONAPARTE

Presentation 11.00-12.00

Day Three: Germany

Lecture 9.00-10.00

The Märzrevolution in the German States; the Unification of Germany

Primary Source Workshop 10.00-11.00

Document One: Johann Gustav Droysen: Speech to the Frankfurt Assembly, 1848

We cannot conceal the fact that the whole German question is a simple alternative between Prussia and Austria. In these states German life has its positive and negative poles--in the former, all the interests which are national and reformative, in the latter, all that are dynastic and destructive. The German question is not a constitutional question, but a question of power; and the Prussian monarchy is now wholly German, while that of Austria cannot be. . . .We need a powerful ruling house. Austria's power meant lack of power for us, whereas Prussia desired German unity in order to supply the deficiencies of her own power. Already Prussia is Germany in embryo. She will "merge" with Germany. . .

Document Two: Karl Marx, The Communist Manifesto, 1848

Document Three: Declaration of the Rights of the German People

Document Four: Friedrich Wilhelm IV, King of Prussia: Proclamation of 1849

I am not able to return a favourable reply to the offer of a crown on the part of the German National Assembly [meeting in Frankfurt], because the Assembly has not the right, without the consent of the German governments, to bestow the crown which they tendered me, and moreover because they offered the crown upon condition that I would accept a constitution which could not be reconciled with the rights of the German states.

Presentations 11.00-12.00

Theme Two: The Rise of the Dictators

In this theme we are going to examine how dictators came to power in Europe in the 1920s and 1930s. Our concern is less to do with what they did once they were in power, rather, we will be analysing how they seized power and then consolidated their positions. We will be concentrating on Italy, Germany, Russia and Spain, and where the latter is concerned we will consider the failure of the main European democracies- Britain and France- to intervene, alongside the direct and indirect intervention of Germany, Italy and the Soviet Union. We will analyse the ways in which dictators appealed to patriotism, history and nationalism and how they sought to make their policies palatable to large sections of the population as they attempted to legitimise their seizure of power.

The set text for this theme is Stephen J. Lee, The European Dictatorships, Routledge, third edition, 2008.

Students should consider the following overarching questions:

Why were dictators able to seize power?

What was the nature of the appeal of figures such as Hitler and Mussolini?

How important was ideology to Stalin?

How effective was propaganda?

Does the emergence of dictatorships in the 1920s represent a) the failure of Versailles b) the failure of democracy c) the failure of capitalism?

We will be teaching this theme in a more flexible way than Theme One. As with Theme One, however, Workshops will consist of a mixture of primary documents and historiography these will be employed to analyse a number of key themes.

In Roundtable discussions on day four students will be given a position to defend on a particular topic. The idea is not that students should condone an ideology or policy, merely that they can understand, articulate and rationalise it, paying particular attention to its historical context.

On days three and four students will take an in-class test based on the workshops and roundtable discussions. These tests will be ‘open-book’ but students will not be permitted to access the internet.

Structure and Format

Days one and two (Italy and Germany) will consist of a lecture, a workshop and a presentation and will look like this: Lecture 9.00-10.00

Workshop 10.00-11.00

Presentation 11.00-12.00: Students will be divided into groups and each group will offer a fifteen minute presentation

Assessment One: Presentations (50%)

Assessment Two: A 500 word document analysis, blog or mini essay (50%)

Day Three will look like this: Lecture 9.00-10.00

Workshop 10.00-11.00

In-class test 11.15-12.00 (100%)

Day Four will look like this: Roundtable discussion 1, 9.00-10.00

Roundtable discussion 2, 10.00-11.00

In-class test 11.15-12.00 (100%)

Day One: Italy

Reading

Look at one or more biographies of Mussolini, concentrating on his rise to power and the ideology of fascism.

Also read:

Gentile, Giovanni, ‘The philosophic basis of Fascism’, Foreign Affairs, Vol. 6, No. 2, Jan., 1928

Gentile, Emilio, ‘Fascism as political religion ‘, Journal of Contemporary History, May-June, 1990, Vol.25 (2-3)

Lecture 9.00-10.00:

The Rise of Mussolini and Italian Fascism

Primary Source Workshop 10.00-11.00

‘The Manifesto of the Italian Fasci of Combat’ (‘Il manifesto dei fasci italiani di combattimento’), Il Popolo d'Italia, 6 June, 1919

Discussion points:

Was Fascism the product of the failure of liberal democracy?

Did Fascism appeal to a mythic view of the past?

Mussolini made the trains run on time…..?

Presentation 11.00-12.00

Assessment

Write a 500 word mini-essay on: ‘Why did Mussolini’s March on Rome succeed?’

Day Two: Germany

Reading

Bessel, R., ‘The Nazi Capture of Power’, Journal of Contemporary History, April 2004 vol. 39 no. 2 169-188

Independent research: JSTOR, electronic resources, library

Lecture 9.00-10.00

The failure of German democracy and the Rise of Hitler

Workshop 10.00-11.00

Topic One: ‘The stab in the back’

Topic Two: ‘Versailles and War Guilt’

Topic Three: Revolution, street politics and instability

Topic Four: Populism, Nationalism and the appeal of the Nazis

Presentation 11.00-12.00

Assessment

Either: write a 500 word blog reflection on today’s discussion, or, write a 500 word analysis of one of the following Nazi propaganda posters

Early Nazi campaign poster by Mjolnir: "National Socialism–The Organized Will of the Nation"

‘Hitler baut auf helft mit kauft deutsche ware,’ Hitler Builds on

‘Nimmer wird das reich zerstoret wenn ihr einig seid und treu’. ‘Never will the Reich be destroyed if/when you agree and are loyal’

Day Three: Soviet Union

Reading Suny, R.G., Stalin and his Stalinism: Power and Authority in the Soviet Union, 1930-53 Part One: The Origins of Stalinism, New York: Cambridge University Press, 1997 http://www.blackwellpublishing.com/content/BPL_Images/Content_store/Sample_chapter/978063 1228905/Hoffman.pdf

You should also look at a biography of Stalin and a history of Russia/the Soviet Union (historians include e.g. Service, Fitzpatrick, Suny, Figes and so on)

Lecture 9.00-10.00 Stalin: Seizure and Consolidation of Power

Primary Source Workshop 10.00-11.00

In this workshop we want to explore ‘Stalinism’ and how historians have evaluated Stalin, the Great Terror of the 1930s and Stalinism.

In preparation for the seminar, as well as looking at the Suny piece, you need to pick a historian and read his or her evaluation of Stalinism/Great Terror of the 1930s. We have many books/articles in the library which would be suitable. Bring your notes to the workshop and be prepared to talk about what you have read.

Students will identify the key aspects of Stalinism and Stalin’s rule of the Soviet Union

Assessment

In-class test 11.15-12.00 (100%)

Students will be given one hour to answer a question relating to the themes discussed in the workshop. This will be an ‘open book’ test. Students will be allowed to use their notes and bring reading. They will not be permitted to use the internet.

Day Four: Spain and Appeasement

Reading

Today’s reading is self-directed. Search JSTOR and other electronic resources, plus the library and find a couple of sources on the Spanish Civil War and Appeasement. There is no lecture for this part of the module, so it is imperative that students have done their reading

Roundtable discussion 1, 9.00-10.00

Assessing the significance of the Spanish Civil War

Roundtable discussion 2, 10.00-11.00

‘Appeasement was only the wrong policy in hindsight’

Assessment

In-class test 11.15-12.00 (100%)

This will be an ‘open book’ test and students will be required to answer two questions, from a choice of four. Students will be allowed to use their notes and bring reading. They will not be permitted to use the internet.

Theme Three: The Fall of Communism

The Soviet Union created a buffer of satellite states in Eastern Europe at the end of the Second World War. In each of these a Soviet backed government was installed and dissent was brutally suppressed, for example, in Hungary in 1956 and Czechoslovakia in 1968. By the 1980s the Soviet Union’s grip on these states was beginning to weaken. In this theme we will examine why this happened, using Poland, Czechoslovakia and East Germany as case studies and analysing the role of Mikhail Gorbachev, the modernising leader of the Soviet Union. We will be studying the ‘Solidarity!’ union movement in Poland, the so-called ‘Velvet Revolution’ in Czechoslovakia and the fall of the Berlin wall, in an effort to understand how a power-bloc which had stood for forty years crumbled over the course of two or three years.

The set text for this theme is Timothy Garton Ash, The Magic Lantern: The Revolution of 1989 Witnessed in Warsaw, Budapest, Berlin, and Prague, New York: Random House, 1990

Students should consider the following overarching questions:

Why did resistance to communism succeed in the 1980s, but fail in 1950s and 1960s?

Could reform have happened without Gorbachev?

What factors drove eastern European nations to challenge Soviet rule?

Did the end of the Cold War represent a victory for Western values?

Structure and Format

Days one and two will consist of a lecture, a workshop and a presentation and will look like this:

Lecture 9.00-10.00

Workshop 10.00-11.00

Presentation 11.00-12.00: Students will be divided into groups and each group will offer a fifteen minute presentation

Assessment One: Presentation (50%)

Assessment Two: A 500 presentation write-up (50%)

Day Three will look like this: Lecture 9.00-10.00

Workshop 10.00-11.00

In-class test 11.15-12.00 (100%)

Day Four will look like this: Presentation preparation 9.00-11.00

Presentation 11.00-12.00 (100%)

Day One: Czechoslovakia

Reading

Bernard Wheaton, The Velvet Revolution: Czechoslovakia, 1988-1991, Boulder: Westview Press, 1992

Kovtun, Caroline, and Vance Whitby, trans. "Czechoslovak Regime Documents on the Velvet Revolution," Cold War International History Project 12/13 (2001), 194-209.

Lecture 9.00-10.00

From the Prague Spring to the Velvet Revolution

Primary Source Workshop 10.00-11.00

Alexander Dubcek’s ‘Action Programme’, 1968

The Velvet Revolution

Presentation 11.00-12.00

Assessment

Presentation (50%) and presentation write-up (50%). Individual 500-word, referenced, write-up of your presentation

Day Two: Poland

Lecture 9.00-10.00

Solidarity! The Trade Union Movement in Poland

Primary Source Workshop 10.00-11.00

Document analysis

Document One:

The ‘Twenty-One Demands’: A Call for Workers' Rights and Freedom in a Socialist State

(1980), Solidarity Union

1. Acceptance of Free Trade Unions independent of both the Party and employers, in accordance with the International Labor Organization's Convention number 87 on the freedom to form unions, which was ratified by the Polish government. 2. A guarantee of the right to strike and guarantees of security for strikers and their supporters. 3. Compliance with the freedoms of press and publishing guaranteed in the Polish constitution. A halt to repression of independent publications and access to the mass media for representatives of all faiths.

4. (a) Reinstatement to their former positions for: people fired for defending workers' rights, in particular those participating in the strikes of 1970 and 1976; students dismissed from school for their convictions. (b) The release of all political prisoners...(c) A halt to repression for one's convictions. 5. The broadcasting on the mass media of information about the establishment of the Interfactory Strike Committee (MKS) and publication of the list of demands. 6. The undertaking of real measures to get the country out of its present crisis by: (a) providing comprehensive, public information about the socio-economic situation; (b) making it possible for people from every social class and stratum of society to participate in open discussions concerning the reform program. 7. Compensation of all workers taking part in the strike for its duration with holiday pay from the Central Council of Trade Unions. 8. Raise the base pay of every worker 2,000 zlotys per month to compensate for price rises to date. 9. Guaranteed automatic pay raises indexed to price inflation and to decline in real income. 10. Meeting the requirements of the domestic market for food products: only surplus goods to be exported. 11. The rationing of meat and meat products through food coupons (until the market is stabilized). 12. Abolition of "commercial prices" and hard currency sales in so-called "internal export" shops. 13. A system of merit selection for management positions on the basis of qualifications rather than Party membership. Abolition of the privileged status of MO [police], SB [Internal Security Police], and the party apparatus through: equalizing all family subsidies; eliminating special stores, etc. 14. Reduction of retirement age for women to 50 and for men to 55. Anyone who has worked in the PRL [Polish People's Republic] for 30 years, for women, or 35 years for men, without regard to age, should be entitled to retirement benefits. 15. Bringing pensions and retirement benefits of the "old portfolio" to the level of those paid currently. 16. Improvement in the working conditions of the Health Service, which would assure full medical care to working people. 17. Provision for sufficient openings in daycare nurseries and preschools for the children of working people. 18. Establishment of three-year paid maternity leaves for the raising of children. 19. Reduce the waiting time for apartments. 20. Raise per diem [for work-related travel] from 40 zlotys to 100 zlotys and provide cost-of-living increases. 21. Saturdays to be days off from work. Those who work on round-the-clock jobs or three-shift systems should have the lack of free Saturdays compensated by increased holiday leaves or through other paid holidays off from work.

Source: ‘The Twenty-One Demands’, in Lawrence Weschler, The Passion of Poland (New York: Pantheon, 1984), 206-208.

Document Two:

The Gdansk Agreement, 31 August 1980 http://www.jstor.org/discover/10.2307/20671927?uid=3738032&uid=2129&uid=2&uid=70 &uid=4&sid=21102101179417

Presentation 11.00-12.00

Assessment

Presentation write-up. Individual 500-word, referenced, write-up of your presentation

Day Three: Gorbachev

Lecture 9.00-10.00

Perestroika and Glasnost

Workshop 10.00-11.00

‘Understanding Gorbachev’

We will assess Mikhail Gorbachev’s leadership and analyse why he was not prepared to crush dissent in Soviet satellite states. We will consider the following questions:

What were ‘Perestroika’ and ‘Glasnost’?

What problems did Gorbachev face within the Communist Party?

Why could the Soviet Union no longer fund the Cold War?

Why was there a coup against Gorbachev in 1991?

Assessment 11.15-12.00

In-class test. Students will take an in-class test consisting of short answers to four questions (from a choice of six) about Gorbachev.

Day Four: Germany

The Fall of the Berlin Wall and German reunification

Assessment: Assessed Presentation

Students will spend the morning putting together presentations on aspects of the fall of the Berlin Wall and the reunification of Germany. Presentations can be historical, cultural and/or visual and can draw from as wide a range of sources.