Lesson Plan

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Lesson Plan
Grade: Date: 25/02/2026
Subject: History
Lesson Topic: 2.4 Who was to blame for the Cold War?
Learning Objective/s:
  • Describe the main historiographical perspectives on Cold War responsibility.
  • Analyse key events and policies that contributed to US and Soviet tensions.
  • Evaluate the post‑revisionist synthesis and construct a balanced argument using evidence.
  • Apply critical thinking to assess the role of security dilemmas and ideology in assigning blame.
Materials Needed:
  • Projector and screen
  • PowerPoint slides covering concepts, events and historiography
  • Handout with a Cold War timeline
  • Primary‑source excerpts (Truman Doctrine, Stalin’s secret speech, etc.)
  • Worksheet for group analysis
  • Whiteboard and markers
 Introduction:
Cold War tensions still shape international relations, making the question of blame highly relevant. Begin by recalling students’ knowledge of post‑World War II alliances and the emergence of the US‑Soviet rivalry. Explain that by the end of the lesson they will be able to evaluate competing arguments and present a balanced judgement supported by evidence.
Lesson Structure:
  1. Do‑now (5’) – Students write on sticky notes what they think caused the Cold War; share a few responses.
  2. Mini‑lecture (10’) – Present key concepts (containment, domino theory, Iron Curtain) and major events using slides.
  3. Historiography jigsaw (15’) – Groups receive one perspective (Traditionalist, Revisionist, Post‑Revisionist) and complete a worksheet identifying arguments and evidence.
  4. Evidence carousel (10’) – Rotate primary‑source excerpts; each group matches sources to the perspectives they support.
  5. Whole‑class debate (15’) – “Who is to blame?” Students use their notes to argue, teacher facilitates synthesis.
  6. Exit ticket (5’) – Write one sentence stating their judgement and the strongest piece of evidence backing it.
Conclusion:
Briefly recap the three historiographical positions and the evidence discussed. Collect exit tickets to gauge individual understanding and clarify any misconceptions. For homework, assign a short essay (400‑500 words) asking students to evaluate the extent of US and Soviet responsibility, using at least two pieces of evidence from class.