2017-2018 Quaid room 611

IB Twentieth Century World History

Course Syllabus

In the second year of IB History the curriculum will do three things according to the IB diploma demands for history: a) complete the “prescribed subject” titled Rights and Protest; b) study two topics of world history—Causes and Effects of 20th C Wars, and The Cold War; and c) include on-going review of HOA skills and content. Last year, the Rights and Protest unit focused upon the Civil Rights Movement in the US; this year the focus is on Apartheid in South Africa. This class will also further develop historical analysis skills, including the evaluation of sources, the synthesis of information from political documents and other historical accounts, and provide multiple opportunities to practice and reflect on the ability to write expository papers demonstrating anargument in defense of an historiographical position (in other words the demands of an exam essay). Class time activities will include individual research and document analysis; small-group projects and presentations; seminar discussions;film note taking; lectures and some time to read.Students need to come to class prepared. Bring study materials daily and be on time.

In addition to the textbooks provided, students will need to have a folder or binder for handout materials andloose-leaf paper; a composition book for notes; pens, color pencils. Some colored pencils and markers will be available, but it would be a good idea to have some map and poster making supplies.

As seniors, all students are expected to know the school rules. There will be specific assignments that require use of your iPad; unless an in-class activity requires it,your electronic devices need to be put away.Misuse of personal phones will be considered an act of defiance and lead to a referral and loss of credit for that day’s classwork.Cell phones may not be used during class time—please review this policy. Only water (coffee or tea if it is in a reusable container) may be brought into the classroom during class time, and except for designated special occasions and lunch, no food is to be brought into the classroom. All students are expected to adhere to the IB honor code; remember that all work submitted for a grade must be the student’s original work, and—unless specific instructor permission is given—no work for other classes may be completed during class time. Additionally, students are expected to know and behave according to the RIVER acronym ideals. For after school questions or help, Ms. Quaid is available—usually—M, T, and Th after school in room 611 or the 608 office until 4:00; Fridays after school by appointment only. Using e-mail is fine, but a response may take 24 hours.Assignments and classroom assessments are designed to promote student mastery of the skills and content knowledge required to meet IB History’s aims and objectives (below) as they apply to the following units of study. Only work turned in on time will receive full credit (or per state excused absence policy). Late work within the week it is due may earn up to a C. Project work turned in late will only earn half credit. All projects will have at least one week of prep-time and due dates cannot be extended. Due dates may need to be changed due to weather or family emergency; we will deal with such needs if they arise.

Units of Study

The unit information below comes directly from the IB History guide; each bulleted item is a potential exam question topic. Thus,these terms are the vocabulary students need to know and be able to expand upon in an exam essay.

World history topic 11: Causes and effects of 20th century wars

This topic focuses on the causes, practice and effects of war in the 20th century. 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 refer 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. Please note that the suggested examples for this topic include “cross-regional” wars such as the First and Second World Wars. In examination questions that ask students to discuss examples of wars from different regions, students may use these wars in a regional context (for example, the Second World War in the Pacific) but may not then use the same war in a different region (for example, the Second World War in Europe) in the same response.

Topic / Prescribed content
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

Several wars will be discussed; however, the wars this class will study: World War II (1939–1945), Vietnam War (54-75), Marvinas/Falkland War (1982).

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.

Topic / Prescribed content
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

Leaderswe will focus on this year:Eisenhower, Nasser, Johnson, Nixon, Mao, Brezhnev, Carter,Havel, Walesa, Reagan, Thatcher, Gorbachev.[A comparative leader essay will be assigned in February; other individuals may be chosen for the comparative paper. It is highly recommended that at least one of the leaders be from a state other than the US or USSR]

Cold War crises to be examined this year: Hungary (1956); Suez Crisis (1956); Congo (1960–1961);the Prague Spring (1968);Soviet invasion of Afghanistan(1979); Contra War (1981–1990);the USSR inEastern Europe (1981–1989)

Prescribed Subject: Rights and Protest—Case Studies US Civil Rights and Apartheid in South Africa 1948-1964

(The first case study, US Civil Rights Movement, was completed in HOA.) This class will spend some time reviewing study one; however, second semester study groups should plan to use at least two sessions just for this topic.

Nature and characteristics of discrimination

  • “Petty Apartheid” and “Grand Apartheid” legislation
  • Division and “classification”; segregation of populations and amenities; creation of townships/forced removals; segregation of education; Bantustan system; impact on individuals

Protests and action

  • Non-violent protests: bus boycotts; defiance campaign, Freedom Charter
  • Increasing violence: The Sharpeville massacre (1960) and the decision to adopt the armed struggle
  • Official response: the Rivonia trial (1963–1964) and the imprisonment of the ANC leadership

The role and significance of key actors/groups

  • Key individuals: Nelson Mandela; Albert Luthuli
  • Key groups: the African National Congress (ANC); the South African Communist Party(SACP) and the MK (Umkhonto we Sizwe—“Spear of the Nation”)

Exam Reminder: Student IB diploma or certificate scores are based entirely upon the results of one’s IB Exams and history IA. Paper I is an exam using source excerpts,based upon the material from the prescribed subject, and includes short answers and a multi-paragraph essay with analysis. Paper II is an essay exam; students will write two essays on the two topics studied this year. Paper III is also an essay exam; students will write three essays, on subjects studied in three units of History of the America and to some extent this year.

Assessment: The VPS has implemented a policy requiring evaluation based on standards/objectives. All assignments, as well as formative and summative assessments will be graded according to the IB objectives.

Assessment objective1: Knowledge and understanding

  • Demonstrate detailed, relevant and accurate historical knowledge.
  • Demonstrate understanding of historical concepts and context.
  • Demonstrate understanding of historical sources.

Assessment objective2: Application and analysis

  • Formulate clear and coherent arguments.
  • Use relevant historical knowledge to support analysis effectively.
  • Analyse and interpret a variety of sources.

Assessment objective3: Synthesis and evaluation

  • Integrate evidence and analysis to produce a coherent response.
  • Evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response.
  • Evaluate sources as historical evidence, recognizing their value and limitations.
  • Synthesize information from a selection of relevant sources.

Assessment objective4: Use and application of appropriate skills

  • Structure and develop focused essays that respond effectively to the demands of a question.
  • Reflect on the methods used by, and challenges facing, the historian.
  • Demonstrate evidence of research skills, organization, referencing and selection of appropriate sources.

Class Grades:The following assignments, activities, and assessments demonstrate the content knowledge and skills listed in the objectives above. The grade book semester I will show:

15%:Composition book: for reading, lecture and film notes, and seminar reflections

15%: Mastery task= grade defense portfolio (not applicable semester II)

10%Oral Participation: seminars, small group discussions/study group minutes,presentations of knowledge from multiple sources

25%: Projects: research, process work and writing, document analyses

40%: Quizzes and Exams; first semester grade defense; second semester course evaluation

Per unit there will be either a paper I and/ or paper II/III assessment, and/or an individual or group project. The Cold War leader comparative paper will begin in February and be due March 30.

Semester One

A.Historiography, analysis skills effects WWI 8/30-9/8

B.WWII: causes, fronts and warfare, Holocaust, historiography, effects 9/11-10/27

C. The Cold War: 1945-1964—lots of crises and leaders 10/30-12/15

D.Vietnam War (part 1)anti-colonial and early Cold War connections 1/2 – 1/25

First semester final:Paper Two exam, and turn in Part I of an annotated/illustratedCold War time-line

Second semester, each student is required to participate in a homework study group that will be for the nine weeks of third quarter. Study group minutes are due each Tuesday.

Semester Two

A. (Grade defense) US in Vietnam and results (part 2) 1/30-2/9

B. Nixon and Brezhnev: China, SALT I,détente, Prague Spring, Helsinki 2/11-2/25

C. Carter: human rights and Soviet-Afghan War 2/26-3/5

D. Falklands War and East European Communism’s collapse(Reagan, Havel, Walesa, Thatcher) 3/6-3/26

E. South African Apartheid(no work over spring break) 3/27-4/27

F.EXAMS! 4/30-5/19

During May, class time is unique, as students do not attend classes on days they have IB exams. Two things will be assigned that students will be able to complete on non-testing days: US government and economics state requirements. Work for this should be completed entirely in-class. There will be a government exam during senior finals.

Texts provided by the district:

Mamaux. The Cold War: Superpower Tensions and Rivalries. Oxford IB Diploma Programme. 2015-electronic.

Rogers and Clinton. Rights and Protest. Oxford IB Diploma Programme. 2015-eletronic.

Goff, Moss, etc. The Twentieth Century and Beyond: A Global History. McGraw-Hill 2008—print text.

I have read and understood the requirements and expectations for this course. I agree to follow the school rules, the IB honor code, and to make a good faith effort to be a successful student.

Student Signature ______Date ______

I understand the requirements and expectations of this class and support my student’s study of IB 20th Century

World History.

Parent/Guardian Signature ______Date ______