History IB I Junior Year

History IB – Year 2 -Senior Year Blocks 4 & 8

2010-2011

Mr. David Nelson/ Email:

Class Website: / Class Info also available on Moodle at

Brief Description of Course

This is the second year of a two-year program preparing 12th graders to take the International Baccalaureate examination at either the Standard or the Higher Level. The course will continue to focus on 20th century history of the Americas, Europe, and Asia. Specifically this year students will complete their study of The Cold War with emphasis on the Vietnam War, escalation, and détente; students will also undergo an intense study of the rise and fall of Mao Zedong, and study Communism in Crisis from 1976-1989. The topics will be studied through a selection of case studies. A holistic approach will be taken with political, social, economic, cultural and gender issues integrated into the study of each topic where and when appropriate. Each student must produce a historical investigation, which is a written account between 1500-2000 words at both the SL and HL; the investigation will be internally assessed by the teacher, and externally moderated by IBO.

Learning Outcomes/ Standards

Having followed the history course at the higher or standard level, students will be expected to:

Comprehend, analyze, evaluate and integrate source material critically as historical evidence.
Demonstrate historical understanding of 20th century world history through the acquisition, selection, effective use and synthesis of knowledge.
Explain different approaches to and interpretation of, historical events and topics.
Place events in their historical context.
Explain the causes and effects of historical continuity and change.
Present arguments that are clear, coherent, relevant and well sustained.
Present historical explanations from an international perspective.
Compare and contrast developments and events.
Construct written arguments within time constraints, as preparation for the examination.
Demonstrate evidence of research skills, organization and referencing.

Outline of Course: Year 2-

SL Students: To add to their study of the Origins and Development of Authoritarian and Single-Party States (Paper 2) from Year 1, students will study the rise and rule of Mao Zedong in China. Students will continue their study of the Cold War to include post Cuban Missile Crisis, Vietnam, escalation, Détente, and regional disputes. Finally, students will explore Communism in Crisis from 1976-1989 throughout the world, with emphasis on the USSR and China. Specifically, students will study the struggle for power following the death of Mao Zedong in China, investigate China under the rule of Deng Xiaoping, analyse the impact of policies implemented by Gorbachev in the USSR, and examine the consequence of Gorbachev’s policies in Eastern Europe. All students must complete their independent Internal Investigation according to the prescribed deadlines in the syllabus.

*SL Candidates will complete their syllabus in February, and will participate in collaborative review sessions and shared study in the Library and the Writing Centre over the course of eight weeks.

HL Students: In addition the SL outline above, Higher Level candidates will delve deeper into Cold War politics in their investigation of US Administrative policies under a variety of Presidents, as well as explore regional implications in the Americas. Additionally, students will study Sino-Soviet and Sino-American relations during the Cold War. After semester 1 exams, HL students will study one additional topic for in-depth study in preparation for the Paper 3. The class will agree in the beginning of the year on a topic of choice.

ACS Course Outline (Year I):

Unit I- Introduction to Historical Methods and Research Structures

Understanding the IB History Syllabus and Criteria
Dissecting Questions
Formulating Historical Imagination
Glossary of IB Command Terms for history

Unit II- The Great Depression and the Americas 1929-39

(From Option 3: Aspects of the history of the Americas in the IB Syllabus)

This section focuses on the nature of the Depression as well as the different solutions adopted by

governments in the region and the impact on these societies. Standard Level students focus on the causes and effects of the Great Depression in the USA and Europe, while Higher Level students will expand their understanding to include an additional example from Latin America or Canada.

The Great Depression: political and economic causes in the Americas
Nature and efficacy of solutions in the United States: Hoover; Franklin D Roosevelt and the New Deal;

critics of the New Deal

HL- Canada & Latin America’s responses to the Depression: Mackenzie King and RB Bennett; Import

Substitution Industrialization (ISI)

Students will complete a case study on one of the following areas:
Impact of the Great Depression on society: African Americans, women, minorities
The Great Depression and the arts: photography, the movie industry, the radio, literary currents, African Americans, women, minorities, photography, the movie industry, the radio, literary currents.

Unit III- Adolph Hitler- Origins and development of authoritarian and single-party states

(From Route 2/ Topic 3 from the IB Syllabus)

Origins and nature of authoritarian and single-party states
Establishment of authoritarian and single party states
Domestic policies and impact

Unit IV- World War II- The Second World War and the Americas 1933‑45

(From Option 3 from the IB Syllabus)

This section focuses on the changing policies of the countries in the region as a result of growing political and diplomatic tensions preceding and during the Second World War. It also examines the impact of the war upon the Americas.

Hemispheric reactions to the events in Europe: inter-American diplomacy; cooperation and neutrality; Franklin D Roosevelt’s Good Neighbour policy, its application and effects
The diplomatic and/or military role of the United States and other Latin American countries in the Second World War
Social impact of the Second World War on: African Americans, Native Americans, women and minorities; conscription
Treatment of Japanese Americans and Japanese Canadians
Reaction to the Holocaust in the Americas
Impact of technological developments and the beginning of the atomic age
Economic and diplomatic effects of the Second World War in one country of the Americas

Unit V- Joseph Stalin- Origins and development of authoritarian and single-party states

(From Route 2/ Topic 3 from the IB Syllabus)

Origins and nature of authoritarian and single-party states
Establishment of authoritarian and single party states
Domestic policies and impact

(Introduction to the IB History Internal Research project)

Unit VI- The Cold War- (Europe and The Americas) (Year 1 and Year 2)

(From Topic 5 from the IB Syllabus)

This topic addresses East–West relations from 1945. It aims to promote an international perspective and understanding of the origins, course and effects of the Cold War—a conflict that dominated global affairs from the end of the Second World War to the early 1990s. It includes superpower rivalry and events in all areas affected by Cold War politics such as spheres of interest, wars (proxy), alliances and interference in developing countries. The course will include a selection of objectives from each of the following Cold War themes:

Origins of the Cold War:
Ideological differences
Mutual suspicion and fear
From wartime allies to post-war enemies
Nature of the Cold War:
Ideological opposition
Superpowers and spheres of influence
Alliances and diplomacy in the Cold War
Development and impact of the Cold War:
Global spread of the Cold War from its European origins
Cold War policies of containment, brinkmanship, peaceful coexistence, détente
Role of the United Nations and the Non-Aligned Movement
Role and significance of leaders
Arms race, proliferation and limitation
Social, cultural and economic impact

The Cold War in the Americas *HL Emphasis*
Truman: containment and its implications for the Americas; the rise of McCarthyism and its effects on Domestic and foreign policies of the United States; the Cold War and its impact on society and culture
Korean War and the United States and the Americas: reasons for participation; military developments; diplomatic and political outcomes
Eisenhower and Dulles: New Look and its application; characteristics and reasons for the policy;

repercussions for the region

United States’ involvement in Vietnam: the reasons for, and nature of, the involvement at different stages; domestic effects and the end of the war
United States’ foreign policies from Kennedy to Carter: the characteristics of, and reasons for, policies; implications for the region: Kennedy’s Alliance for Progress; Nixon’s covert operations and Chile; Carter’s quest for human rights and the Panama Canal Treaty
Cold War in either Canada or one Latin American country: reasons for foreign and domestic policies and their implementation

End of the Cold War: *SL and HL Emphasis…. Paper 1… Very important!
Break-up of Soviet Union: internal problems and external pressures
Breakdown of Soviet control over Central and Eastern Europe 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 (1945‑61)), Congo (1960‑64), Afghanistan (1979‑88), Korea, Cuba, Vietnam,
Middle East
Castro, Gorbachev, Kennedy, Mao, Reagan, Stalin, Truman

IB History Year II-

Internal Investigation: IBO Final Grade 25%SL/ 20% HL

Due dates correspond with the day of your block. No late papers will be assessed.

September, 2011- Internal Investigation Conference with Mr. Nelson (sign-up for meeting time.)

October 17-18, 2011- 1st Draft due in class peer editing

November 7-8, 2011- 2nd Draft due in class (Final copy for Mr. Nelson to give detailed feedback.)*

*Mr. Nelson can only give feedback on the internal once during the process.

December 5-6, 2011- FINAL IB INTERNAL INVESTIGATION DUE

Unit VII- Mao Zedong (Mao Tse-tung)

Origins & development of authoritarian and single-party states

Review and Continuation of Unit VI - Cold War

The Cold War in the Americas
Truman: containment and its implications for the Americas; the rise of McCarthyism and its effects on Domestic and foreign policies of the United States; the Cold War and its impact on society and culture
Korean War and the United States and the Americas: reasons for participation; military developments; diplomatic and political outcomes
Eisenhower and Dulles: New Look and its application; characteristics and reasons for the policy;

repercussions for the region

United States’ involvement in Vietnam: the reasons for, and nature of, the involvement at different stages; domestic effects and the end of the war
United States’ foreign policies from Kennedy to Carter: the characteristics of, and reasons for, policies; implications for the region: Kennedy’s Alliance for Progress; Nixon’s covert operations and Chile; Carter’s quest for human rights and the Panama Canal Treaty
Cold War in either Canada or one Latin American country: reasons for foreign and domestic policies and their implementation

Unit VIII- Communism in crisis 1976‑89 (Intensive Preparation for Paper 1)

(From Prescribed subject 3from the IB Syllabus)

Gorbachev and his aims/policies (glasnost and perestroika) and consequences for the Soviet state;
Consequences of Gorbachev’s policies for Eastern European reform movements: Poland—the role of Solidarity; Czechoslovakia—the Velvet Revolution; fall of the Berlin Wall.

Struggle for power after the death of Mao
China under Deng Xiaoping

Unit IX- Paper 2 Review- Single Party States, The Cold War/ Exam Review

Each student will create an individualized study/review plan with emphasis on specific areas within the syllabus in preparation for the IB Examination.
Higher level students

Texts : Select chapters from the following sources will be utilized in the two year course:

**Pearson Baccalaureate: History: C20th World - Authoritarian and Single Party States for the IB Diploma, By Brian Mimmack, Eunice Price and Daniela Senes (Pearson International Baccalaureate Diploma: International Editions) [Paperback]

**Pearson Baccalaureate: History: Cold War for the IB Diploma, By Keely Rogers and Jo Thomas. (Pearson International Baccalaureate Diploma: International Editions) [Paperback]

**Pearson Baccalaureate: History: Causes, Practices and Effects of Wars for the IB Diploma, By Keely Rogers and Jo Thomas. (Pearson International Baccalaureate Diploma: International Editions)

American Odyssey, By Gary B. Nash- Professor of History University of California

**A People’s History of the United States (1492-Present,) By Howard Zinn – Boston University**

International Relations 1914-1995, By Tony Rea and John Wright

A History of the Modern World Since 1815, Ninth Edition, By R, Palmer- University of Chicago**

ISBN 0-07-112137-4

Challenging History: Europe 1890-1990, By John Traynor

**Stalinist Russia, By Steve Phillips. Heinemann, 2000. –OR- **Stalim’s Russia, 1924-53, By Michael Lynch- Hodder Education, 2008.

**China 1900 – 76, By Geoff Stewart, ed. (Heinemann Advanced History) [Paperback]

A History of Asia, By Rhoads Murphey

**History: 20th Century World--The Cold War, By Keely Rogers and Jo Thomas**

ISBN 978-0-435994-28-0

20th Century World History Course Companion, By Martin Cannon (Oxford, 2009)**

ISBN 978-0-19-915261-2

**Although the sources printed on the previous page are provided by the school, it is recommended that students purchase a copy of each starred source so that they can complete detailed annotations as they read.

Go to the following link to find books recommended to you for revision and for summer reading:

Supplies:

Students must maintain a separate binder for each Unit.
Students must have adequate lined paper, pens, and highlighters for use during class.
Although students have open access to PCs and the network at school, access to a PC and internet at home is essential to success in the course.
Purchase a USB memory stick of 5GB or more to use in the class.
A personal laptop in class can be very useful for class and is recommended for certain lessons.
Purchase blank DVDs (+) in order to make back-up copies of certain documentaries presented in class.

Assessment Criteria:

Assessment rubrics and the descriptors for all the written work assignments are included in the IB History Handbook. All students have received a complete printed set of the IB History Handbook (First Exams 2010).

The IB uses several methods to assess work produced by students. Each criterion compromises a set of hierarchically ordered level descriptors and markbands. For Paper 1 there is a detailed markscheme specific to each examination paper. For Paper 2 and Paper 3, there are markband descriptors and markschemes. The markband descriptors are related to the objectives established for the history course and the group 3 descriptors. The markschemes are specific to each paper. For internal assessment, a number of criteria have been identified. Each assessment criterion has markband descriptors describing specific levels of achievements.

Grading Scheme for the ACS Grade:

Quarter grade components

10% Class Participation

15 % Homework and Binder

*The Binders will be assessed at the completion of each unit.

15% Class work and Quizzes

60% Assessments: Internal Draft 2, Paper 2 &3 Mocks, Unit Essays, Paper 1 mocks

Semester grade

80% of the two quarter grades + 20 % exam

Final grade

50 % of Semester 1 + 50 % of Semester 2 grade

Course-specific Information and Late Work Policy:

All assignments will be posted on and on the ACS Moodle Site.
Late work will receive a maximum grade of 60%. Late work is defined as an assignment that is not submitted by the pre-defined deadline. If there are extenuating circumstances, which may merit an extension, an extension must be arranged in the days prior to the deadline.
If a student has an excused absence on a test day, he/she will be required to make arrangements to take a make-up test within the next two school days.
All students are expected to be on class in time and be fully prepared.
No cell phones, IPods, earphones, etc. are permitted in class.