Topic Guide Unit 1 WHI01 Option 1D Britain 1964 90

INTERNATIONAL ADVANCED LEVEL
HISTORY
TOPIC GUIDE
UNIT 1 WHI01
DEPTH STUDY WITH INTERPRETATIONS
OPTION 1D: BRITAIN, 1964-90
Issue 1 January 2018

Unit 1 – Depth Study with Interpretations
This topic booklet has been written to support teachers delivering Unit 1 Option 1D:
Britain, 1964-90 of the 2015 International Advanced Level History specification. We’re
providing it in Word so that it’s easy for you to take extracts or sections from it and
adapt them or give them to students.
The Guide includes some content guidance, a scheme of work and a list of suggested
resources for students and for teachers.
The Options in Unit 1 focus on the history of one country over a few decades. They cover
periods of momentous change and significant development in the history of each of the
chosen countries. As a depth study the assessment may include the consideration of the
role of individuals and single events, a single year or a number of years across the
Option time period in coming to a judgement about a historical interpretation presented
as view or statement.
We’ve provided some content guidance; a scheme of work and a list of resources for
students and for teachers.
Assessment details such as assessment rationale, Assessment Objectives, question styles

and examples and mark schemes are to be found in the Getting Started guide available
on-line to be downloaded. Unit 1 details are to be found on pp 8-9.
Question papers and mark schemes with indicative content are also available on-line
and are published following each examination session. This will allow centres to build up
a bank of assessment materials.
Principal Examiner Reports for each Paper Option are written for each examination
session. These Reports give feedback on overall candidate performance and usually
include example response with commentaries reflecting the Level of Response achieved.
Principal Examiner reports with Exemplification are presently available for the June 2016
examination series.
International Advanced Level History. Topic Guide. Unit 1 Option 1D. January 2018
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Option 1D: Britain, 1964 - 90
Contents Page
Content guidance 03
Example Scheme of work 06
Resources and references 23
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Option 1D: Britain, 1964-90
The option is divided into the following four key topics, though students need to
appreciate the linkages between topics, as questions may target content across
more than one key topic.
Key Topic 1. Labour in power 1964-70: ‘white hot heat’?

Key Topic 2. States of emergency, 1970-79
Key Topic 3. ‘There is no alternative’: the Thatcher response, 1979-90
Key Topic 4. A changing society, 1964-90
Content guidance
This section provides additional guidance on the specification content. It should be
remembered that the official specification is the only authoritative source of
information and should always be referred to for definitive guidance.
Overview
The focus of this unit is on the key developments in Britain from the victory of the
Labour government in the general election of 1964, through the Swinging Sixties
and the crises of the 1970s, the Conservative governments of Margaret Thatcher in
the 1980s and ending with Thatcher’s fall from power in 1990.
Students will need to gain in-depth understanding of events and developments in

the years 1964-90. They should be aware of the key events, developments, groups
and individuals as outlined in the specification. Students will need to be able to
analyse and evaluate differing interpretations of these events and developments
with regard to the historical concepts of cause, consequence, change, continuity,
similarity, difference and significance. Students do not need to know the viewpoints
of named historians or the historiography of the study of Britain in the 1960s, 70s
and 80s. However, they do need to understand that the same historical evidence
can lead historians to different explanations, viewpoints and judgements. For
example, there are different explanations as to why the Labour Government was
defeated in the general election of 1970.
Although the unit topics are clarified separately below, students need to appreciate
the linkages between them since questions may be set which target the content of
more than one topic. For example, students might draw on elements from Topics
1, 2 and 3 to show an understanding of the development of Britain’s role in the
wider world, or they might draw on content from Topics 1 and 4 to consider the
impact of social legislation in the 1960s on society.
Key Topic 1: Labour in power 1964-70: ‘white hot heat’?
The topic covers the period of government under Labour Party control from 1964-
70 in which Britain, although finding its international status challenged, was often
at the centre of social change and hopeful of taking advantage of the economic
development promised by technological advances. It highlights the political success
and failure of the Labour governments under Harold Wilson, the economic and
social policies of his governments and international developments during the
1960s. Students should have knowledge and understanding of the political
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leadership of Harold Wilson, including the reasons for his electoral successes in
1964 and 1966 and his defeat in 1970; Labour’s management of the economy and
role of key individual ministers; the significant social changes that came with the
birth of the permissive society; and the changing relationship between Britain and
the wider world.
Students will not be assessed on events before 1964 but they should be aware of
the domestic and international context in which the Labour government was able to
achieve victory in 1964. They should understand the extent to which the political,
economic and social environment was subject to forces of change that had the
potential to be transformational. Students should be aware of the extent to which
the policies of the Labour government could be interpreted in both a positive and
negative way and the influence of this on the 1970 electoral defeat.
Students do not require a detailed knowledge of all aspects of British foreign policy
but should focus on the areas of international relations outlined in the specification.
They should be aware of the extent to which the boundaries of the British Empire
had shrunk by 1964, and the relevance of the Commonwealth in the new
international environment in which Britain found itself. Students should have
knowledge of the further retreat during the period 1964-70, the problems and
challenges that were encountered in southern Africa and east of Suez and
understand the significance of the loss of imperial power for Britain’s international
status and domestic politics. They should also understand the implications of
defence cuts and the challenges posed by the bid join Europe.
Key Topic 2: States of emergency, 1970-79
The topic covers the period from the Labour defeat in the 1970 general election,
through turbulent years of political and economic upheaval, crisis in Northern
Ireland and international realignment to the watershed year of 1979. It highlights
the problems of political instability and economic difficulties, the emergence of a
political crisis in Northern Ireland and the changing nature of Britain’s international
relationships. Students should have knowledge and understanding of the political
situation in the 1970s including political leadership, the 1974 election and the Lib-
Lab Pact; the effect of inflation and industrial relations on the British economy; the
growing crisis in Northern Ireland and its impact on the British mainland; and
Britain’s changing relationship with the wider world.
Students should be aware of the political chronology of the years 1970-79 and
understand the contribution of the major party leaders to political events and
development. They should also be aware of the inter-relationship between the
political chronology and the economic challenges posed by the problems of inflation
and poor industrial relations.
Students will not be assessed on the events in Northern Ireland before 1970 but
they should be aware of the nature of the government of Northern Ireland, the
political context of Northern Ireland within the United Kingdom, and the religious
and social divisions that existed. Students should be aware that growing tensions
emerged in the late 1960s and that escalating violence saw British troops sent to
Northern Ireland in 1969. Students should have knowledge of how, and why, the
situation between nationalists and loyalists became worse 1970-71, the chronology
of key political events in Northern Ireland in the years 1970-79 including
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internment, Bloody Sunday, the introduction of Direct Rule and the Sunningdale
Agreement, and the reasons why it was so difficult to find a solution to the crisis.
Students should understand that the crisis in Northern Ireland had a direct effect
on the mainland, including acts of violence by paramilitary organisations.
Students do not require a detailed knowledge of all aspects of British foreign policy
but should focus on the areas of international relations outlined in the specification.
Key Topic 3: ‘There is no alternative’: the Thatcher response, 1979-90
The topic covers the period of Conservative government under Margaret Thatcher
from her initial election in 1979 to her resignation in 1990. It highlights Thatcher’s
political leadership and electoral success, her policies in relation to the economy,
finance and industrial relations and Britain’s international relations during her
premiership. Students should have knowledge and understanding of the
significance of Margaret Thatcher as both party leader and Prime Minister, including
the reasons for her electoral success and eventual downfall; the impact and
significance of Thatcher’s economic and financial policies; industrial relations under
Thatcher with particular reference to trade union law and the miners; and
Thatcher’s impact on international relations.
Students should be aware of the positive and negative aspects of Margaret

Thatcher’s political leadership and policies in understanding the reasons for her
electoral success. They should understand that Thatcher’s downfall came as a
result of a political challenge from within the Conservative Party rather than as the
result of a defeat in a general election.
Students do not require a detailed knowledge of all aspects of Thatcher’s foreign

policy but should focus on the areas of international relations outlined in the
specification.
Key Topic 4: A changing society, 1964–90

The topic covers the changing nature of society in Britain in the 1960s, 70s and
80s. It highlights the changes in the experiences of women, changes in education,
changes in attitudes towards crime and punishment and changes in culture and
entertainment. Students should have knowledge and understanding of the major
influences, legislation and developments affecting women; the extent to which
Conservative and Labour administrations transformed education; the nature, and
extent of crime, and the changing influences and developments with regard to
punishment; and developments within culture and entertainment.
Students should focus on the specific areas outlined in the bullet points of the
specification. Students are not required to have knowledge of additional material
connected to the four themes of women, education, crime and punishment and
culture and entertainment or other areas of society. Students should be aware that
the changes experienced during this period were often controversial. They should
understand that government policies in these areas were not always popular. They
should also be able to gauge the extent of continuity as well as change.
Students should focus on the fields of popular music, television, satire and sport in
the considering culture and entertainment. They should understand the concept of
the ‘swinging sixties’ and the extent of its impact. Students should understand that
the culture of ‘permissiveness’ was not universal and was not embraced by all.
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Example Scheme of Work
The Scheme of Work included in this section is an EXAMPLE only. They may be useful to
use when working though the specification for the first time.
Option 1D: Britain, 1964-90

[Note: This option has a topic 4 defined thematically. Opportunities have been indicated
to incorporate aspects of social and cultural change within coverage of topics 1-3. If this
is done, centres may wish to adjust the timings for topics 1-3 and topic 4 accordingly]
Content
Week 1 Labour in power 1964-70 Introduction to Britain 1964-90;

The leadership of Harold Wilson
Aim:
To gain an overview of events in Britain 1964-90; to consider the political situation in Britain in
1964; to chart the main political and economic events in Britain 1964-70; to understand and explain
the reasons for Harold Wilson’s electoral victories; to investigate Wilson’s leadership style;
Topics covered:
Overview of Britain 1964-90; reasons for Harold Wilson’s electoral victories in 1964 and 1966; his
skills in managing his cabinet colleagues; relations with the media.
Suggested activities/resources:
Begin to create an annotated/illustrated timeline (either individual or for the classroom) of events
across the unit time period 1964-90 and/or an annotated/illustrated map of Britain – each can be
added to as coverage of the content progresses; use contemporary political cartoons and pictures of
Britain to help explain the political, social and economic situation in Britain – students can create
their own cartoon to show understanding; investigate Harold Wilson – produce an in-depth
magazine article profiling the new Prime Minister of Britain and his leadership style; causation
exercise – students evaluate the reasons for victory in the 1964 and 66 elections using a sorting
exercise – giving each problem a weight or putting into rank order – find connection between the
problems to establish inter-relationships.
Stewart G, British Political History 1945-90 (Pearson, 2010 Lynch M, Access to History: Britain
1951-2007 (Hodder, 2015) Ch.3 ; Murphy D & Walsh-Atkins P, Britain 1945-2007 (Flagship History,
Collins 2008)
Teaching points to note:

Establishing an overview of events through an introductory timeline allows students to begin to
determine patterns of change and continuity and gain a view of the whole time period being studied.
It will also be important to provide students with or for students to have access to a map of Britain
to establish the political geography of events.
It is important for students to gain an understanding that the situation in 1964 was shaped by the
post-war experiences in Britain particularly the impact of austerity policies, the creation of the
welfare state and ‘cradle-to-grave’ policies, and decline as a world power. However, they should also
be aware of the growing optimism at the onset of the 1960s and the enthusiasm for the first set of
political leaders born in the 20th century.
Unit 1 questions will target second order concepts such as cause, consequence, change, continuity,
similarity and difference, and significance. It would be good practice to discuss different ways of
approaching these concepts and analyzing events using these concepts throughout the period of the
course of study.
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Week 2 Labour in power 1964-70 The economy under Labour
Aim:
To consider the economic situation in Britain in 1964; to understand and explain the
economic policies of Labour in power 1964-70; to establish the role of key individuals
including George Brown, Barbara Castle, Roy Jenkins; to evaluate the success of Labour
economic policies by 1970.
Topics covered:
The roles and significance of George Brown and the DEA; the problems of sterling and
devaluation; the significance of Barbara Castle and ‘In Place of Strife’; the significance of
Roy Jenkins at the Exchequer.
Create a diagram/visual chart to explain the economic situation in Britain 1964-70; group
activity – divide students into three groups – each to investigate the role and significance of
George Brow, Barbara Castles and Roy Jenkins – share findings with other members of the
groups; create a table of key aspects of the economy in the 1970s – in one column record
the situation in 1964 and in another that in 1970 – write a commentary on the continuity
and change across the time period; investigate the document ‘In Place of Strife’ – write an
explanation of the main ideas for a section in a text book.
Stewart G, British Political History 1945-90 (Pearson, 2010); Lynch M, Access to History:
Britain 1951-2007 (Hodder, 2015) Ch.3 ; Murphy D & Walsh-Atkins P, Britain 1945-2007
(Flagship History, Collins 2008)

Although, examination questions will not be set on the period before 1964 students should
be aware of the historic context of the Labour Party and its relationship with the trade
unions.
It is important for students to be able to define, understand and deploy vocabulary specific
to the topic being studied. It would be useful to provide an initial list of terms and
encourage students to add to this and share with other students when they come upon
further unfamiliar terms/phrases.
Exam questions may focus specifically on events named in the specification, so it is

important to ensure that students are aware of their importance/significance. Creating a
card index file, A4 factsheet or on-line notes about all of the named events (and selected
others) would be useful for revision.
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Week 3 Labour in power 1964-70 The birth of the permissive society
Aim:
To consider the nature of British society in 1964; to understand and explain the social
policies of Labour in power 1964-70; to establish the significance of Roy Jenkins as Home
Secretary; to evaluate the extent to which Britain had become a more permissive society by
1979
Topics covered:
Pressures for change; Roy Jenkins as Home Secretary and the significance of changes to
the law on censorship, homosexuality, divorce and abortion.
Discussion – research and discuss the pressures for change in society in 1960s Britain and
in the wider world; write a factfile or profile of Roy Jenkins as Home Secretary; source
carousel - create a carousel of sources placed around the classroom for students to collect
information about the changes in the law – place the sources on large pieces of paper –
each student can then write a comment on each piece of paper as they move around the
room – collect in paper and discuss comments with the class – individual students then fill
in a chart or write a commentary on the changes with regard to censorship, homosexuality,
divorce and abortion; case study 1968 – research events in 1968 in Britain and the wider
world connected to political change and counter-culture – produce a presentation.
Stewart G, British Political History 1945-90 (Pearson, 2010); Clayton S, Mass Media,
Popular Culture and Social Change in Britain Since 9145 (Pearson, 2010) Ch.4; Lynch M,
Access to History: Britain 1951-2007 (Hodder, 2015) Ch.3 ; Murphy D & Walsh-Atkins P,
Britain 1945-2007 (Flagship History, Collins 2008)
Practice essay (causation): set a question that focuses on the reasons for electoral victory
in 1966 – use the generic mark scheme to level student work – feedback using a student
friendly version of the mark scheme to help them understand the level awarded.

Students should be aware of both the conservative nature of much of society throughout
the 1960s and the reputation of Britain (particularly London) as the centre of the ‘Swinging
Sixties’.
Exam questions may focus specifically on individuals or groups named in the specification,
so it is important to ensure that students are aware of their importance/significance.
Creating a card index file, A4 factsheet or on-line notes about all of the named individuals
in the specification (and selected others) would be useful for revision.
This week provides a good opportunity to introduce students to the concept of significance
and some of the methods used by historians to establish the extent of significance.
Practice essay – Unit 1 includes an element of Historical Interpretations (AO3) – this does
not involve the use of documentary extracts but requires students to consider the essay
questions as a contribution to wider debates and discussions about the nature of historical
explanation. Students are not addressing the historiography but discussing /debating the
question asked from their own point of view in relation to the content studied and discussed
during the teaching of the course (see assessment guidance above).
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Week 4 Labour in power 1964-70 Britain and the world; evaluation of the
1960s including cultural change
Aim:
To understand and explain the position of Britain in international relations in the 1960s and
the significance of key foreign policy aims and objectives under Labour; to understand and
explain the reasons for the 1970 electoral defeat.
To evaluate the extent of change and continuity in Britain in the 1960s; to gain an overview
of cultural trends in the 1960s; to establish the extent to which Britain in the 1960s could
be describe as ‘Swinging.’?
Topics covered:
The significance of the retreat from East of Suez and defence cuts and the bid to join
Europe; ; reasons for electoral defeat in 1970; evaluation of the 1960s – to what extent did
Britain live up to the reputation of the ‘Swinging Sixties’?
Produce an annotated map of the world indicating areas/spheres of influence and the extent
of decolonisation before 1964 and 1964-70; causation exercise – students evaluate the
reasons for the Labour defeat in the 1970 election using a sorting exercise – giving each
problem a weight or putting into rank order – find connection between the problems to
establish inter-relationships.
Research cultural trends in the 1960s through music, fashion, film and TV, literature and
drama, art, interior design – watch clips from the time -create wall posters/photo montage
– verbally explain selection of images; debate: This House believes that the image of the
‘Swinging Sixties’ in Britain was more myth than reality.
Popular Culture and Social Change in Britain Since 9145 (Pearson, 2010) Ch. 3; Lynch M,
Access to History: Britain 1951-2007 (Hodder, 2015) Ch.3; Murphy D & Walsh-Atkins P,
Britain 1945-2007 (Flagship History, Collins 2008); Sandbrook, D, White Heat: A History of
Britain in the Swinging Sixties 1964-70 (Abacus, 2009).

The unit specifies particular aspects of social change for in-depth study but students should
be aware of broader social trends of the time including attitudes to class, race and religion.
This week would be a good opportunity to consider the effect of decolonisation on Britain
and the impact of New Commonwealth immigration.
It is recommended that a brief overview of cultural trends for the relevant decade is
addressed in Weeks 4, 8 and 12 in order that students fully appreciate the nature of change
being addressed in Section 4 (Weeks 13-16). Although this unit does not assess the use of
primary sources this would be a good opportunity to introduce students to the variety of
contemporary material available to the historian studying this period.
Various examples of different styles of debate for the classroom use can be researched on-
line.
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Week 5 States of emergency, 1970-79 Political parties, their
leaders and elections
Aim:
To gain an overview of key political events, and to understand and explain the pattern of
events in politics 1970-79 ; to establish the role and significance of the key party leaders of
the 1970s; to understand and explain the results of the 1974 election; to understand the
reasons for, and significance of the Lib-Lab Pact.
Topics covered:
The roles and significance of the party leaders, Heath, Wilson and Callaghan; the reasons
for the election results of 1974; the significance of the Lib-Lab Pact.
Create a diagram to show the political fortunes of the Conservative and Labour
governments 1970-79; create a graph to show the popularity of the main political parties
1970-79 – write a commentary analysing the patterns of change; write profiles/factfiles of
Heath and Callaghan as Prime Minister and add to the previous information on Wilson;
investigate the reasons for, and nature of the Lib-Lab Pact – write a magazine article or
short piece for a news programme explaining and analysing the Pact.
Students should be aware of the nature of support for the different political parties –
social/economic groups etc.
Students should ensure that they are aware of the specific vocabulary required to analyse
events e.g. consensus, referendum, pact, militant, devaluation, sterling, ‘White Heat’.
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Week 6 States of emergency, 1970-79 The British economy: the problems
of inflation and industrial relations
Aim:
To gain an overview of the key economic events, and to understand and explain the link to
political events 1970-79; to chart and explain the deterioration in industrial relations 1970-
79; to understand and explain the significance of the miners within the industrial workforce;
to understand the impact of strikes; to explain the reasons for, and impact of, the Winter of
Discontent 1979.
Topics covered:
The origins and impact of the Industrial Relations Act 1971; the significance of the miners;
strikes of 1972 and 1974; the role of the Social Contract; the origin and impact of the
Winter of Discontent 1979.
Create a diagram charting the economic and industrial problems in the 1970s; source
exercise – find and annotate political cartoons from the period -students can design their
own cartoon reflecting a particular event; source carousel - create a carousel of sources
placed around the classroom for students to collect information about the Winter of
Discontent – place the sources on large pieces of paper – each student can then write a
comment on each piece of paper as they move around the room – collect in paper and
discuss comments with the class – individual students then fill in a chart or write a
commentary on the Winter of Discontent; show news clips and film/TV clips portraying
trade union activity.
Britain 1951-2007 (Hodder, 2015) Ch.3; Murphy D & Walsh-Atkins P, Britain 1945-2007
This week provides a good opportunity to introduce students to concepts relating to

turning-points or decisive events.
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Week 7 States of emergency, 1970-79 Britain and the world in
the 1970s
Aim:
To chart developments in British foreign policy 1970-79 and to understand and explain
Britain’s relationship with the wider world; to establish the significance of Britain’s entry
into Europe; to understand the impact of Britain’s domestic problems on its image and
position as a world power.
Topics covered:
The significance of Heath’s successful bid to join the European Economic Community (EEC);
the origins and outcome of the 1975 referendum; the impact of the sterling crisis of 1976
and resort to the IMF; the extent of the belief in Britain as a country in terminal decline.
Produce an annotated map of the world indicating areas/spheres of influence 1970-79;

research activity – investigate the European Economic Community and produce an
information booklet for British voters in the referendum explaining its background and
workings, include a pros and cons section; photographic exhibition (this can be done for
any of the periods of time/themes in the unit) – each student chooses 5-10 images from
the 1970s to be presented and explained – whole class discussion about the choice made
and then create a photo gallery of the top 10 images.
Practice essay (significance): set a practice essay that focuses on an individual event e.g.
Winter of Discontent – use the generic mark scheme to level/mark the students work but
do not annotate it – ask students to re-read with just the level given and to
annotate/explain why the level was awarded – get them to give a mark within the level and
compare with mark actually awarded.
Students should have an awareness of the background to the creation of the EEC and why
Britain did not join until 1973.
This week provides a good opportunity to build on the concept of significance established
earlier and to consider concepts of consequence through analysing the impact of a specific
event – such as the sterling crisis of 1976 or entry into Europe.
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Week 8 States of emergency, 1970-79 The crisis in Northern Ireland;
evaluation of the 1970s including
cultural changes.
Aim:
To provide a brief background the history of the crisis in Northern Ireland; to explain and
understand the origins and nature of the crisis in Northern Ireland in the 1970s; to
investigate attempts to find a solution and the impact on mainland Britain.
To evaluate the extent of change and continuity in Britain in the 1970s; to gain an overview
of cultural trends in the 1970s; to investigate the negative interpretations of life in Britain in
the 1970s.
Topics covered:
The origins of the crisis in Northern Ireland and the difficulties in finding a solution; the
impact on mainland Britain; evaluation of the 1970s – ‘were the 1970s really that bad?’
Create an annotated map of Northern Ireland with explanations of events; show news clips
from the time of the Republican terror campaign on the mainland leading to a discussion of
terrorism as a political weapon (more recent acts of terrorism/definitions and attitudes
towards terrorism could also be included); show the docu-drama Bloody Sunday (2002).
drama, art, interior design – watch clips from the time - create wall posters/photo montage
– verbally explain selection of images; debate: This House believes that the image of ‘Crisis
Britain’ in the 1970s has been exaggerated.’
(Flagship History, Collins 2008); McKittrick D and McVea D, Making Sense of the Troubles:
A History of the Northern Ireland Conflict (Penguin, 2012); Beckett A, When the Lights
Went Out: Britain in the Seventies (Faber & Faber, 2010)
Northern Ireland is a controversial topic in the history of Britain and it is important that
students are given a brief overview of the history of the relationship between Ireland and
Britain, religious divisions and concepts of nationalism and loyalism.
Students should be aware that the use of terrorism as a political weapon is an emotive topic
and teacher will need to consider the approach to this topic in the classroom.
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Week 9 ‘There is no alternative’: the Thatcher The significance of
response, 1979-90 Margaret Thatcher (1)
Aim:
To understand and explain the rise of Margaret Thatcher within the Conservative Party; to
investigate Thatcher’s political ideas and appeal in 1979; to understand and explain the
reasons for Conservative electoral success in 1979; to create a snapshot of Britain at the
beginning of the 1980s.
Topics covered:
Introduction to the 1980s; Thatcher’s significance as Conservative Party leader; her political
ideas and their appeal; the reasons for her electoral success in 1979.
Students write a five minute summary of the state of Britain in 1979; show clips from The
Long Walk to Finchley (BBC, 2008) – discuss the role of Thatcher’s background in
influencing her political ideology; role play – recreate the election night of 1979 with
reactions to exit polls, significant constituency gains and losses etc, pundits to explain the
Conservative victory (this could be done for any of the elections covered in this unit); close
read and annotate a Thatcher speech.
This week would be a good opportunity to focus on the concept of similarity/difference –

students could consider the similarities and difference between consensus politics and
Thatcher’s political ideas.
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Week 10 ‘There is no alternative’: the The economic and financial policies
Thatcher response, 1979-90 and relations with the unions
Aim:
To chart, understand and explain economic and financial policies 1979-90; the impact of
economic policies on the British economy and different groups in British society; to
investigate policies affecting trade unions and reasons for, and impact of, the miners’ strike
1984-85; to understand the policy of privatisation and its impact; to evaluate the extent to
which Thatcher’s economic policies were successful by 1990.
Topics covered:
The economic and financial policies of 1979–90: the impact of cuts in government spending
and changes in taxation, including riots, unemployment and economic growth 1984– 88;
the significance of privatisation. the significance of changes in trade union law; the origins
and impact of the conflict with Arthur Scargill and the miners 1984–85.
Chart the economic policies of the Thatcher governments 1979-90; write a beginner’s guide
to Thatcherism outlining and summarising the key economic ideas 1979-90; case study –
investigate the miners’ strike 1984-5 – write an article for a magazine or script for a
documentary explaining and analysing the events; show clips from the documentary The
Miners’ Strike and Me (ITV, 2014).
Stewart G, British Political History 1945-90 (Pearson, 2010);; Lynch M, Access to History:
Practice essay (consequence): set a practice question to focus on the impact of the miner’s
strike on the political, economic and social stability of Britain – concentrate on planning and
improving on previous essay - use the generic mark scheme to level/mark.
This week provides a good opportunity to consider examination questions that focus on
events taking place over a short space of time or in one particular year. There is also an
opportunity to build on the concepts of significance with regard to the role of an individual.
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Week 11 ‘There is no alternative’: the Thatcher Thatcher and the wider
response, 1979-90 world
Aim:
To understand and explain British foreign policy under Thatcher and the nature of Britain’s
relationship with the wider world; to investigate the Falklands conflict 1982; to understand
and explain the role of Thatcher in the last stage of the Cold War; to understand the impact of
Britain’s relations with Europe on Thatcher as Prime Minister.
Topics covered:
The significance of the Falklands conflict 1982; Thatcher’s relations with Reagan and her role
in the last stages of the Cold War; relations with Europe.
Create a guide to the Falklands conflict – outline origins, causes and course of the conflict;
show news clips from the Falklands conflict – discuss the significance of the conflict for
perceptions of British international strength and prestige; use newspaper articles and
headlines from the time to investigate Thatcher’s political relationship with Ronald Reagan and
her role in Cold War politics; case study – research the role of the Thatcher government in the
end of Empire bringing majority rule to Rhodesia/Zimbabwe and negotiations over the return
of Hong Kong to China.
Students should be aware that the territorial issues regarding the Falklands are still a matter
of international controversy. An understanding of the fear of nuclear engagement can be seen
in the civilian defence material produces by the government in the early 1980s.
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Week 12 ‘There is no alternative’: the Thatcher The significance of Thatcher (2);
response, 1979-90 evaluation of the 1980s including
cultural change
Aim:
To understand and explain the reasons for Thatcher’s electoral successes in 1983 and 1987,
and for her fall from power in 1990; to evaluate the extent to which Thatcher achieved her
aims and objectives.
Topics covered:
The reasons for her electoral successes in 1983 and 1987; the reasons why she fell from
power in 1990; evaluation of the Thatcher years – Thatcher as Prime Minister; cultural
overview of the 1980s.
Create a table to enable a comparison of the elections of 1983 and 1987; create a timeline
to chart the events leading to Thatcher’s resignation; show clips from the docu-drama
Margaret (BBC 2009) which charts Thatcher’s downfall; historical interpretations exercise –
use obituaries/columns/news clips from the time of Margaret Thatcher’s death in 2013 to
evaluate Thatcher’s successes/failures/legacy.
drama, art, interior design – watch clips from the time - create wall posters/photo montage
– verbally explain selection of images; debate: This House believes that Margaret
Thatcher’s policies revolutionised the economy and society of Britain.’
Popular Culture and Social Change in Britain Since 9145 (Pearson, 2010) Ch. 6; Lynch M,
Access to History: Britain 1951-2007 (Hodder, 2015) Ch.4 & 5; Murphy D & Walsh-Atkins P,
Britain 1945-2007 (Flagship History, Collins 2008); Turner A, Rejoice! Rejoice!: Britain in
the 1980s (Aurum, 2013)
It is important for students to understand that the British Prime Minister is the leader of the
majority political party/coalition and can change without a general election taking place.
Students should be aware of the continued debate in Britain over the success of Thatcher’s
government and legacy of ‘Thatcherism’ in the modern political environment.
17
Week 13 A changing society, 1964-90 The feminist revolution
(nature and extent)
Aim:
To understand, explain and evaluate the nature and extent of change in the lives of women
in Britain 1964-90.
Topics covered:
The impact of the pill and the origins and consequences of the sexual revolution; the impact
of changes in the law relating to equal pay (1975) and divorce and expanding educational
and employment opportunities in the 1970s and 1980s.
Produce an annotated/illustrated timeline of events charting the lives of women in Britain

1964-90; debate/discussion on the extent to which women’s lives changed and improved
1964-90; produce a table showing the extent of change for women from different
social/racial/economic backgrounds; write an evaluation of Margaret Thatcher’s contribution
to women’s rights/feminism; compare the economic/social/political situation for women in
1964; 1970; 1979; 1990 and the present in Britain.
Popular Culture and Social Change in Britain Since 9145 (Pearson, 2010); Murphy D &
Walsh-Atkins P, Britain 1945-2007 (Flagship History, Collins 2008)
Students should be encouraged to consider the significance and impact of the wider
international feminist movement during these decades.
18
Week 14 A changing society, 1964-90 The transformation of
education
Aim:
To understand, explain and evaluate the nature and extent of changes in the provision of
education in Britain 1964-90.
Topics covered:
Reasons for and significance of the growth in comprehensive education, including the
importance of Anthony Crosland as Education Secretary 1965–67; the significance of the
expansion of higher education in the 1960s, including the Open University and participation
rates, and changes in higher education during the 1970s and 1980s.
Produce an annotated/illustrated timeline of events charting the changes in education in

Britain 1964-90; statistical exercise – find statistics relating to education 1964-90 and
convert them in to graphs and tables – write an evaluation of change based on trends and
pattern seen; produce a profile/factfile of Antony Crosland; watch film/TV clips portraying
British education in the 60s, 70s and 80s and discuss the viewpoints being suggested.

Students should be given a brief overview of the education system in Britain (including the
differences in the constituent parts of the UK) and the key vocabulary e.g. public, private,
state etc. Although the class system is not a theme within the Unit, the British attitude
towards class was a major underlying influence of the period – this would be a good a
week to consider the nature of class in British society and would be good preparation for
the study of British satire in Week 16.
19
Week 15 A changing society, 1964-90 Crime and punishment
Aim:
To understand, explain and evaluate the nature and extent of change in the nature of crime
and punishment in Britain 1964-90.
Topics covered:
Causes and significance of the rising rates of crime; explanations and impacts of the
changing Patterns of punishment in the 1960s, including the impact of Roy Jenkins as Home
Secretary 1965–67; the continuing debate over crime and punishment in the 1970s and
1980s.
Produce an annotated/illustrated timeline of events charting the changes and trends in

crime and punishment in Britain 1964-90; statistical exercise – find statistics relating to
crime and prisons 1964-90 and convert them in to graphs and tables – write an evaluation
of change based on trends and pattern seen; produce a profile/factfile of Roy Jenkins;
watch film/TV clips portraying the British legal system/policing/crime in the 60s, 70s and
80s and discuss the viewpoints being suggested.
As some of this material is covered in Week 3, Week 15 might provide an opportunity to

look more closely at essay writing.
20
Week 16 A changing society, 1964-90 Culture and entertainment in the 1960s, 70s
and 80s – an overview; evaluation of a
changing society 1964-1990
Aim:
To understand, explain and evaluate the nature and extent of change in culture and
entertainment in Britain 1964-90; overview of a changing society in Britain 1964-90
Topics covered:
The significance of the British popular music scene, including the Beatles and punk; the role of
the BBC as entertainment provider and as a liberal influence; the role of satire; the grip of
sport; the growing 'permissiveness' in theatre, film and literature and the significance of the
backlash against it, including the role of Mary Whitehouse to 1990.
Compare a selection of Top Ten records lists from across the period to evaluate trends and
changes in music; find TV listings from across the time and compare and contrast viewing on
different channels and the number of channels available; watch/listen to clips of popular
entertainment from the time; case study – 1966 World Cup (football) – investigate the impact
of holding the World Cup in England and the effects on the perceptions of English people; sport
in the UK – use the different ways in which the constituent nations of the UK are represented
within different sports to understand the complexities of the political geography of Britain;
create a profile/factfile of Mary Whitehouse; group activity – divide students into groups
reviewing Britain in the 1960s, 70s and 80s-produce presentations reflecting continuity and
change from 1964 – discuss and have a class vote on which was the best decade to live in the
Britain.
Stewart G, British Political History 1945-90 (Pearson, 2010); Clayton S, Mass Media, Popular
Culture and Social Change in Britain Since 9145 (Pearson, 2010); Murphy D & Walsh-Atkins P,
Britain 1945-2007 (Flagship History, Collins 2008)
Practice essay (change over time; similarity/difference) – set a question to focus on change or
similarity/difference over a longer period of time – this will allow reflection on the unit in the
build up to the period of revision – level/mark using the generic mark scheme.
Students should have an overview of many of the music trends of this period. They should also
be aware of the developments in commercial television during this period and the effect of
deregulation on television broadcasting. Students should be able to provide examples of plays,
films, books, songs etc.
21
Weeks 17 &18 Revision
The programme of revision will depend on the perceived gaps in the student’s knowledge
and skills.
Topics covered:
Week 17 - either weeks 1-7 content or focus on questions relating to shorter time periods
Week 18 - either Weeks 8-16 content or focus on question relation to longer time periods
Short answer quizzes; timed essays; interrogation of model answers; visual charts and
graphs illustrating change over time etc.
Teachers/tutors should encourage students to check content knowledge during these weeks
(use of a RAG chart might be useful) and teacher/tutors should ensure that students are
developing the required skills for the assessment tasks (see assessment guidance above).
22
Resources and references
Unit 1 topics cover popular periods of historical study and there have been many books
written and resources produced that deal with all aspects of the specification. The books
suggested here are only a small number of those available.
Teachers are recommended to utilise the following resources:
 the 2015 specification for the IAL in History

 a detailed scheme of work as outlined in the planning and delivery section of this
document
 an appropriate text book for students
 appropriate supplementary graded exercises resourced by the teacher
 Sample assessment materials for 2015 Specification for IAL History
 relevant material to be found in the Pearson AS/A Level History Specifications
(2008 and 2015)/teacher support material (Pearson Edexcel website) and
Pearson/Pearson accredited publications for these qualification – IAL Unit 1.A
covers aspects of Unit 1 D.1 (2008)
 an historical atlas covering the time period
 on-line podcasts, articles, websites, timeline software – availability on-line is
always subject to change and may include subscription charges e.g. BBC radio
podcasts/series downloads, History Today, Historical Association, Biography
Channel, National Archives, The Map as History, Alpha, Open University, Yale
University
 TV documentaries – an increasing variety of made for television documentaries
are available in DVD format or as downloads, e.g. BBC, Discovery Channel,
History Channel, PBS
 regional resources – where units cover geographic areas regional to a centre
utilise relevant resources
 many of the events covered in units 1A-1D have had or will be having significant
historical anniversaries and new material has been/will be produced to coincide
with these commemorations.
Additional resource: Pearson Edexcel A Level (2015) website teaching materials

for Paper 2 Option C.2 provides a topic booklet and also a scheme of work – these
include useful resources, activities and timelines; see also material produced for Route E
Paper 1 and Paper 3 Option 38.1.
23
Suggested resources: textbooks:
Unit 1 topics are well served by a variety of history text series that cater for A Level and
undergraduate historians such as Access to History (Hodder), Seminar Studies
(Routledge), Historical Association Studies, Cambridge Perspectives in History
(Cambridge University Press) etc. - once identified it is always worth searching for other
texts in the series.
Murphy D & Clayton S, Democracies in Change: Britain and the US in the 20th Century
(Pearson, 2015)
Laffin D, British Society Since 1945 (Hodder, 2013)
Marr, A History of Modern Britain (Pan, 2009)
Green J, All Dressed Up: The Sixties and the Counter-Culture (Pimlico, 1999)
Donnell M, Sixties Britain: Culture, Society and Politics (Routledge, 2005)
Cohen S, 1960s Britain (Shire Living Histories, Shire, 2014)
Shepherd J & Shepherd J, 1970s Britain (Shire Living Histories, Shire, 2012)
Sandbrook D, State of Emergency: The Way We Were: Britain 1970-74 (Penguin, 2011)
& others.
Turner A, Crisis? What Crisis?: Britain in the 1970s (Aurum, 2013) & others.
Stewart G, Bang! A History of Britain in the 1980s (Atlantic Books, 2014)

Vinen R, Thatcher’s Britain: The Politics and Social Upheaval of the 1980s (Pocket Books,
2010)
McSmith A, No Such Thing as Society: A History of Britain in the 1980s (Constable,
2011)
Camplell J, The Iron Lady: Margaret Thatcher (Vintage, 2012)
Simonelli D, Working Class Heroes: Rock Music And British Society in the 1960s and 70s
(Lexington, 2012)
Pugh M, Women and the Women’s Movement in Britain, 1914-1999 (Plagrave MacMillan,
2000)
Jones K, Education in Britain: 1944 to the Present (Polity Press, 2015)
Carpenter H, A Great Silly Grin: The British Satire Boom of the 1960s (De Capo Press,
2003)
Mulholland M, Northern Ireland: A Very Short Introduction (OUP, 2003)

Edwards A, The Northern Ireland Conflict: A Beginner’s Guide (Oneworld, 2010)
Also:
BBC documentary – Andrew Marr - The Making of Modern Britain (BBC 2009)
Pathe News – archives are available on-line – coverage of news events across the
period.
Magazine and newspaper websites often have archive material available to view.
Feature films/TV programmes reflecting contemporary life in the 60s, 70s and 80s.
Also
IAL topics resource mapping
24

Topic Guide Unit 1 WHI01 Option 1D Britain 1964 90

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INTERNATIONAL ADVANCED LEVEL

Issue 1 January 2018

Assessment details such as assessment rationale, Assessment Objectives, question styles

Key Topic 1. Labour in power 1964-70: ‘white hot heat’?

Students will need to gain in-depth understanding of events and developments in

Key Topic 1: Labour in power 1964-70: ‘white hot heat’?

Key Topic 2: States of emergency, 1970-79

Key Topic 3: ‘There is no alternative’: the Thatcher response, 1979-90

Students should be aware of the positive and negative aspects of Margaret

Students do not require a detailed knowledge of all aspects of Thatcher’s foreign

Key Topic 4: A changing society, 1964–90

Option 1D: Britain, 1964-90

Week 1 Labour in power 1964-70 Introduction to Britain 1964-90;

Teaching points to note:

Teaching points to note:

Exam questions may focus specifically on events named in the specification, so it is

Teaching points to note:

Teaching points to note:

Teaching points to note:

Teaching points to note:

This week provides a good opportunity to introduce students to concepts relating to

Produce an annotated map of the world indicating areas/spheres of influence 1970-79;

Teaching points to note:

Teaching points to note:

Teaching points to note:

This week would be a good opportunity to focus on the concept of similarity/difference –

Teaching points to note:

Teaching points to note:

Teaching points to note:

Produce an annotated/illustrated timeline of events charting the lives of women in Britain

Teaching points to note:

Produce an annotated/illustrated timeline of events charting the changes in education in

Teaching points to note:

Produce an annotated/illustrated timeline of events charting the changes and trends in

Teaching points to note:

As some of this material is covered in Week 3, Week 15 might provide an opportunity to

Teaching points to note:

Teaching points to note:

Teachers are recommended to utilise the following resources:

 the 2015 specification for the IAL in History

Additional resource: Pearson Edexcel A Level (2015) website teaching materials

Stewart G, Bang! A History of Britain in the 1980s (Atlantic Books, 2014)

Mulholland M, Northern Ireland: A Very Short Introduction (OUP, 2003)

IAL topics resource mapping

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