Cactus Shadows High School
IB World History Syllabus
2017-2018
Instructor: Mr. Bret Lineburg Office Hours: Mon, Tues, Thurs, and Friday 2:00-3:00 PM
Office: Room 1112 or by appointment
Office Phone: 480-575-2486
Website: http://www.ccusd93.org àSchoolsàCSHSàSocial Science Department
E-mail:
Course Description:
IB History is a two-year course integrating History of the Americas and 20th Century World History. The IB curriculum stresses depth over breadth, so considerable time will be devoted to topics that will be examined, and less time on topics not covered on the IB exams. It is to the student’s advantage to keep all course materials from both years, carefully organized, so as to facilitate review for the IB exams. In IB History, you will master the application of historical concepts to essay writing, academic discussions, group and independent research, and to the overall study of history. In IB History, you will develop a cosmopolitan world-view by better understanding world systems, human nature, and the concept of globalization for better or for worse. You will become informed world citizens engaged in the global human experience. You will meet the goals and expectations of the IB Learner Profile.
Course Expectations:
This course relies heavily on classroom participation and collaboration and contributions in class should reveal a substantial familiarity with assigned readings, a capacity to analyze the issues and problems under discussion, and an ability to listen to, incorporate, synthesize, and constructively criticize the comments and work of classmates. Needless to say, a participant who has not done any advanced preparation for the class discussion is unlikely to find the experience to be productive.
ü Be in your seat when the bell signals for class to begin.
ü Bring all necessary supplies and reading material to class EVERYDAY.
ü Stay on task in class.
ü Electronic devices are permitted ONLY for teacher directed learning activities.
ü Take care of yourself. Take care of each other. Take care of this place.
*Textbook and Resources:
Content Framework Textbook: The Twentieth Century and Beyond: A Global History (7th Ed. 2008) Richard Goff et.al.
Anchor texts Semester 1: Pearson Baccalaureate History: Causes, Practices, and Effects of War (2010) Rogers/Thomas
Anchor texts Semester 2: Pearson Baccalaureate History: The Cold War (2010) Rogers/Thomas
Additional articles assigned throughout the year
*Check out all texts from Bookroom
Grading:
In-Class Evaluation IB External Evaluation
Assessments 45% Paper 1 20%
Class work 20% Paper 2 25%
Homework/Participation 15% Paper 3 35%
Mid-terms/Finals 20% IA 20%
Course Overview:
This class will be an intensive study centering on the following four evaluations:
1. IB History Paper 1: The Move to Global War
A “Prescribed Subject” for the first IB exam paper and worth 20% of the formal IB evaluation. It is graded (marked) by IB examiners.
2. IB History Paper 2 (Two of five selected Prescribed Topics)
This paper is worth 25% of the formal IB evaluation. It is graded (marked) by IB examiners.
a. Causes, Practices, and Effects of Wars
b. The Cold War
3. Review for IB Paper 3
Consists of a selection of questions from the regional study of the Americas (HOA) and is 35% of the formal IB evaluation. This will be graded by IB examiners.
4. Internal Assessment (IB Paper 4 - Historical Investigation)
The IB Internal Assessment (IA) is the Historical Investigation which will be written in both years of the course. This research paper provides an opportunity for students to conduct in-depth research in an area of interest while utilizing the tools of historical analysis to answer a specific question. Many students find it best to research a question from the Prescribed Subject or from one of the world history topics. However, the question may also be chosen from a historical period in any global region.
Internal Assessment is 20% of the formal evaluation. This is an historical investigation consisting of a written account between 1500 and 2000 words, divided into six parts: a plan of investigation, a summary of evidence, evaluation of sources, an analysis, a conclusion, and a list of sources. This is graded by Mr. Richards but moderated by IB officials. Specific details will be presented and shared in late August. Check IB agenda for important dates!
Late Work/Attendance:
ATTENDANCE IS CRITICAL. While students can be given reading/writing assignments and “paper” work that is missed, they can never make up the class discussions and interactions that are central and essential to learning. Commit to being here EVERY day. Vacations and appointments should be scheduled after checking the school calendar.
Mr. Richards encourages student responsibility. Students who have missing work (unrelated to an excused absence) will have the chance to turn it in for 50% credit if one day late. No late work will be accepted for credit after one school day.
Materials: Please have by MONDAY, AUGUST 14th, 2017
The following materials are required for class and will be used on a regular basis:
1. 1 to 1 ½” 3-ring binder: with 5 dividers
2. College-ruled lined paper: need to re-stock regularly.
3. Plastic Sheet protectors (Pack of 5)
4. Pencils/Pens (black or blue ink only): need to re-stock regularly.
5. Colored pencil set
6. Highlighter set: four colors minimum.
7. Personal thumb-drive
8. Students must bring their reading material with them to class EVERY DAY.
IB 20th Century World History Course Outline
I. Prescribed subject 3: The Move to Global War
This prescribed subject focuses on military expansion from 1931 to 1941. Two case studies are prescribed, from different regions of the world, and both of these case studies must be studied. The first case study explores Japanese expansionism from 1931 to 1941, and the second case study explores German and Italian expansionism from 1933 to 1940. The focus of this prescribed subject is on the causes of expansion, key events, and international responses to that expansion. Discussion of domestic and ideological issues should therefore be considered in terms of the extent to which they contributed to this expansion, for example, economic issues, such as the long-term impact of the Great Depression, should be assessed in terms of their role in shaping more aggressive foreign policy
Areas on which the source-based questions will focus are:
Case Studies / Material for detailed StudyCase study 1: Japanese expansion in East Asia (1931–1941) / Causes of expansion
· The impact of Japanese nationalism and militarism on foreign policy
· Japanese domestic issues: political and economic issues, and their impact on foreign relations
· Political instability in China
Events
· Japanese invasion of Manchuria and northern China(1931)
· Sino-Japanese War (1937–1941)
· The Three Power/Tripartite Pact; the outbreak of war; Pearl Harbor(1941)
Responses
· League of Nations and the Lytton report
· Political developments within China—the Second United Front
· International response, including US initiatives and increasing tensions between the US and Japan
Case study 2: German and Italian expansion (1933–1940) / Causes of expansion
· Impact of fascism and Nazism on the foreign policies of Italy and Germany
· Impact of domestic economic issues on the foreign policies of Italy and Germany
· Changing diplomatic alignments in Europe; the end of collective security; appeasement
Events
· German challenges to the post-war settlements (1933–1938)
· Italian expansion: Abyssinia (1935–1936); Albania; entry into the Second World War
· German expansion (1938–1939); Pact of Steel, Nazi–Soviet Pact and the outbreak of war
Responses
· International response to German aggression(1933–1938)
· International response to Italian aggression(1935–1936)
· International response to German and Italian aggression (1940)
II. Topic 11: Causes and Effects of 20th century Wars
The topic explores the causes of wars, as well as the way in which warfare was conducted, including types of war, the use of technology, and the impact these factors had upon the outcome. Examination questions for this topic will require students to make reference to specific 20th-century wars in their responses, and some examination questions will require discussion of wars from more than one region of the world.
Major themes
Causes of War / · Economic, ideological, political, territorial and other causes· Short- and long-term causes
Practices of war and their impact on the outcome / · Types of war: civil wars; wars between states; guerrilla wars
· Technological developments; theatres of war—air, land and sea
· The extent of the mobilization of human and economic resources
· The influence and/or involvement of foreign powers
Effects of war / · The successes and failures of peacemaking
· Territorial changes
· Political repercussions
· Economic, social and demographic impact; changes in the role and status of women
Material for detailed study
· First World War (19148)
· Second World War (193945)
· Africa: Algerian War (195462), Nigerian Civil War (196770)
· Americas: Falklands/Malvinas war (1982), Nicaraguan Revolution (19769)
· Asia and Oceania: Indo-Pakistan wars (19479, 1965, 1971), Chinese Civil War (192737 and 19469)
· Europe and Middle East: Spanish Civil War (19369), Iran–Iraq war (198088), Gulf War (1991)
IB 20th Century World History Course Outline (cont.)
III. Topic 12: The Cold War
The Cold War dominated global affairs from the end of the Second World War to the early 1990s. This topic focuses on how superpower rivalries did not remain static but changed according to styles of leadership, strength of ideological beliefs, economic factors and crises involving client states. The topic aims to promote an international perspective on the Cold War by requiring the study of Cold War leaders, countries and crises from more than one region of the world.
Major themes
Rivalry, mistrust, and accord / · The breakdown of the grand alliance and the emergence of superpower rivalry in Europe and Asia (1943–1949): role of ideology; fear and aggression; economic interests; a comparison of the roles of the US and the USSR· The US, USSR and China—superpower relations (1947–1979): containment; peaceful co-existence; Sino-Soviet and Sino-US relations; detente
· Confrontation and reconciliation; reasons for the end of the Cold War (1980–1991): ideological challenges and dissent; economic problems; arms race
Leaders and Nations / · The impact of two leaders, each chosen from a different region, on the course and development of the Cold War
· The impact of Cold War tensions on two countries (excluding the USSR and theUS)
Cold War Crises / · Cold War crises case studies: detailed study of any two Cold War crises from different regions: examination and comparison of the causes, impact and significance of the two crises
Material for detailed study
· Wartime conferences: Yalta and Potsdam
· US policies and developments in Europe: Truman Doctrine, Marshall Plan, NATO
· Soviet policies, Sovietization of Eastern and Central Europe, COMECON, Warsaw Pact
· Sino–Soviet relations
· US–Chinese relations
· Germany (especially Berlin (194561)), Congo (196064), Afghanistan (197988), Korea, Cuba, Vietnam, Middle East
· Castro, Gorbachev, Kennedy, Mao, Reagan, Stalin, Truman
District Policy JK-R
A student may be subject to disciplinary action when the student engages in any of the following forms of academic misconduct:
Lateness- For missing or leaving school or class without permission or excuse.
Cheating- Including but not limited to copying, using unauthorized help sheets and the like, illegally obtaining tests in advance, substituting for a test-taker, and other forms of unauthorized collusion.
Plagiarism- Representation of the ideas or work of another person as his/her own.
Collusion- Supporting malpractice by another student as in allowing one’s work to be copied or submitted for assessment by another.
Duplication of work- Presentation of the same work for different assessment components and/or requirements.
Fabrication of Data- Manufacturing data for a table, survey, or other such requirement.
Any behavior that gains an unfair advantagefor a student and/or affects the results of another student.
Cactus Shadows High School takes academic dishonesty seriously.Any violation of this policy will result in a zero for the assignment/assessment for a first offense, a zero for the assignment/assessment and short term suspension for a second offense and a loss of credit for the semester course (.5) and short term suspension for a third offense.
Students who share assignment/assessment information with other students via pictures, paper or electronics will receive a zero on the assignment/assessment and a short term to long term suspension (prior academic misconduct referrals from any other school or CCUSD grade level will be considered).
School Absence Policy
Students are responsible for contacting teachers to complete missed work. Parents can e-mail teachers to request homework to pick up during a student’s absence. For every day of excused absence, a student has two days to make up homework, classwork, quizzes, and tests (parents have 24 hours to contact the school to excuse the absence). Work previously assigned with a due date during an absence is due on the first day of his/her return to school (including suspension dates). Be advised that each department, which assigns extended projects, has specific deadline dates. All make up work from an excused absence is eligible to receive full credit if completed and turned in within the 2 day window. Some courses such as Honors, Advanced Placement, International Baccalaureate and Dual Enrollment courses have numerous long-term projects or portfolios, which may have absolute deadlines. Students will be advised of these project/portfolio deadlines in the course syllabus or on grading outlines and will be expected to turn in projects/portfolios prior to the designated date for credit regardless of days absent. Assignments, tests, quizzes not completed within the 2 day window will receive a zero. (Ref: Board Policy JH-R)
Cell Phone Policy
Classrooms are now designated as ‘No Phone Zones’ except with teacher permission. All phones are expected to be housed in backpacks during class time.
IB History Syllabus Signature Form
PARENTS: You can expect that I will provide a safe and positive learning environment in my classroom. As this is an advanced course, be aware that some historical content may be graphic in nature, particularly as it relates to the World Wars and the Holocaust. Please feel free to contact me if you have any questions or concerns. I look forward to speaking with you and would greatly appreciate your help and support in making this year a great experience for your child!