International Relations: the changing international order 1918–1975 with South Africa 1960–1994 — OCR GCSE History

This topic explores the transformation of international relations from the aftermath of World War I to the mid-1970s, focusing on the decline of European empires, the rise of the USA and USSR as superpowers, and the emergence of the Cold War. It also examines South Africa's journey from apartheid to democracy, highlighting how domestic racial policies intersected with global decolonisation and anti-communist alliances. Students will analyse key events such as the Treaty of Versailles, the League of Nations, the United Nations, the Cuban Missile Crisis, and the Soweto Uprising, understanding how power shifted from a multipolar world to a bipolar one dominated by ideological conflict.

The South African case study is crucial because it demonstrates how international pressure (sanctions, boycotts, and UN resolutions) combined with internal resistance (ANC, PAC, and the Defiance Campaign) to end apartheid. This period also saw the Cold War's influence on African liberation movements, with the USSR supporting anti-colonial groups and the West backing white minority regimes. By studying these interconnected histories, students grasp how global events shape national politics and vice versa, preparing them for source analysis and essay questions that require linking local and international developments.

MasteryMind recommends focusing on the 'changing international order' as a framework: how did the world move from the League of Nations' failure to the UN's creation, and how did decolonisation challenge superpower dominance? For South Africa, understand the shift from Verwoerd's 'grand apartheid' to Botha's 'total strategy' and the eventual negotiated settlement. This topic is assessed through source-based questions (e.g., interpreting cartoons on the Cold War) and extended writing (e.g., explaining why apartheid ended).

• →Collective security: The idea that aggression against one state is aggression against all, as attempted by the League of Nations and later the UN. Students must evaluate why the League failed (e.g., lack of US membership, veto power) and how the UN improved (e.g., peacekeeping forces, Security Council).
• →Decolonisation: The process by which African and Asian colonies gained independence after WWII, often accelerated by the Cold War. Key examples include Ghana (1957) and the 'Year of Africa' (1960). For South Africa, decolonisation meant isolation as apartheid became a target of newly independent states.
• →Apartheid: A system of racial segregation and white supremacy in South Africa (1948-1994). Key features include the Population Registration Act, Group Areas Act, and pass laws. Resistance included the ANC's Defiance Campaign, the Sharpeville Massacre (1960), and the Soweto Uprising (1976).
• →Superpower rivalry: The USA and USSR competed for global influence through proxy wars (e.g., Vietnam, Angola), arms races, and space exploration. The Cuban Missile Crisis (1962) was the closest point to nuclear war. Students should understand détente (1970s) as a relaxation of tensions.
• →International pressure: How global bodies (UN, Commonwealth) and movements (anti-apartheid, sanctions) forced change. For South Africa, the arms embargo (1963), oil sanctions, and cultural boycotts (e.g., sports isolation) weakened the regime.

• Ability to explain how and why interpretations of the Cold War have changed.
• Understanding of the influence of the internal culture and politics of the USA and USSR on historical interpretations.
• Analysis of the impact of the Vietnam War on Cold War historiography.
• Evaluation of the significance of new evidence available from c.1990 onwards.
• Ability to compare and contrast different historical viewpoints.

• 💡Focus on the 'how' and 'why' interpretations differ, not just what the interpretations are.
• 💡Ensure you can link specific historical contexts (like the Vietnam War) to shifts in how historians viewed the origins of the Cold War.
• 💡Use the provided source extracts to support your analysis of interpretations.
• 💡For source questions, always consider the provenance: who wrote it, when, and why? For example, a British cartoon from 1939 on appeasement will have a different bias than a Soviet one. Use the 'OPVL' (Origin, Purpose, Value, Limitation) framework to structure your analysis.
• 💡In essays, use the 'PEEL' method (Point, Evidence, Explanation, Link). For 'Explain why apartheid ended', make a clear point (e.g., economic sanctions), provide specific evidence (e.g., the 1985 debt crisis), explain how it pressured the government, and link back to the question. Avoid narrative; focus on causation.
• 💡Memorise key dates and terms: 1919 (Treaty of Versailles), 1945 (UN founded), 1960 (Sharpeville, Year of Africa), 1976 (Soweto), 1990 (Mandela released), 1994 (first democratic elections). Use them as anchors in your answers to show chronological understanding.

• Failing to link interpretations to the specific contexts (e.g., Vietnam War, post-1990 evidence) mentioned in the specification.
• Describing the events of the Cold War rather than analyzing the historiography of those events.
• Ignoring the 'why' behind the change in interpretations.
• Misconception: The League of Nations was a complete failure. Correction: While it failed to prevent WWII, it had successes in settling minor disputes (e.g., the Aaland Islands, 1921) and pioneered humanitarian work (e.g., refugee aid). Students should evaluate its strengths and weaknesses.
• Misconception: Apartheid ended because of internal resistance alone. Correction: Internal resistance (e.g., ANC, UDF) was crucial, but international pressure (sanctions, divestment, and the end of Cold War support for the regime) forced the National Party to negotiate. The fall of the USSR in 1991 removed the 'total onslaught' excuse.
• Misconception: The Cold War was only about the USA vs USSR. Correction: It involved many proxy wars and non-aligned nations (e.g., India, Yugoslavia). The Non-Aligned Movement (1961) sought to avoid superpower domination, and countries like Cuba and Vietnam became battlegrounds.