Internal Assessment

Last class I covered the Bay of Pigs Invasion and the Cuban Missile Crisis. I also introduced the Internal Assessment. We will be working on the IA over the next several classes. Below are some resources to help you research your topic and write your paper.

Full Project Description
One Page Quick Reference Guide
Old IB Prompts = Possible Research Topics

OPCVL Worksheet - Use in section A

IA Samples with Examiner Marks and Comments
IB Command Terms (include in Research Question)

QUIZ: Castro

• "The main reason Castro came to power in 1959 was because of Batista's mistakes." To what extent do you agree?
• Examine two of Castro's social policies.
• Using specific examples, explain the shifts in Cuba economic policies through time. Include a discussion of Communist and Capitalist economic systems.
• Evaluate the methods Castro used to maintain power. Include foreign and domestic affairs.
• Explain the cause, course, and consequences of either The Bay of Pigs Invasion or Cuban Missile Crisis.

Castro

Agenda 11/29-12/5:

1. Students read excerpts by Eduardo Galeano about the Cuban Revolution.
2. Students read from Pearson and watched several film clips, contrasting Rebel Strengths and Batista's Weaknesses. Students determined why the rebels won.
3. Students read excerpts from Castro's famous, History Will Absolve Me speech. They looked for problems identified and solutions proposed in the document.
4. Students used the IB OPCVL protocol to analyze the speech.
5. Students took a vocab quiz over Castro.
6. Students read pages 75-80 in Pearson, taking notes about shifts in Cuban economic policy under Castro from free market to command economy reforms.

Introduction to Castro

Agenda:

1. Students were given the vocabulary list for the unit on Castro.
2. Students read about Cuba before the revolution. The read an article and contrasted how Americans saw Cuba from the outside versus how Cubans saw it from the inside.
3. Students participated in a mixer, learning about a variety of individuals involved in the Cuban Revolution.
4. Students watched a clip from the documentary Fidel Castro [below - watch first 20 minutes]

DUE:

Read Chapter 3.1 in Pearson

Fidel Castro:

Mao Quiz

There will be a quiz over our unit on Mao. Tentatively, the quiz is scheduled for Tuesday, Nov. 15. You will answer TWO of the following prompts, giving to you randomly in addition to a document-based question.

• Discuss the conditions that produced the Chinese Communist Party and the leadership of Mao Zedong.
• Examine the successes and failures of ONE of Mao Zedong’s economic policies.
• In what ways did Mao try to use education to support his regime?
• By what methods, and with what success did Mao Zedong try to eliminate domestic opposition?

DUE: Mao Domestic Policy Creative Interpretation

Mao: Domestic Policies

Last week students learned about two of Mao's major domestic policies: The Antis Campaign and the 100 Flowers campaign. Students read a series of excerpts from Mao: The Unknown Story by Jung Chang. See me if you need a reading.

Students also took a vocabulary quiz over terms for the unit on Mao. Students were given an assignment to creatively research one of Mao's domestic policies in greater detail.

Agenda 10/31:

1. Student discussion of reading about the Antis campaigns and the excesses of Mao.
2. Students read a series of sources about the Cultural Revolution [see below]. They started with an excerpt from Red Azalea by Anchee Min. In pairs they wrote a short dialogue focusing on one part of the excerpt.

DUE: Domestic Policies Creative Research 11/2

The 100 Flowers and Antis Campaigns:

The Cultural Revolution:

Mao: The Commune and Great Leap Forward

Agenda 10/18-20:

1. Students participated in a simulation of the collectivization of agriculture led by Mao.
2. Students listened to a podcast and took drawing notes about life in China during this period - inside and out of the commune.

The Great Leap Forward:

Mao: The Commune and Great Leap Forward

Agenda 10/18:

1. Students participated in a simulation of the collectivization of agriculture led by Mao.
2. Students listened to a podcast and took drawing notes about life in China during this period - inside and out of the commune.

The Great Leap Forward:

Pre-Revolution Conditions in China

Agenda 10/12:

1. Students reviewed the reading questions from 5.1 in the Pearson text [below]. These answers can be turned in for credit.

• What was Mao’s background and why is it significant?
• What was happening in China between the fall of the Qing dynasty and 1928?
• The CPC and the GMD fought both as allies, in a “marriage of convenience” and as enemies. Identify reasons for and explain the shifting relationship from the 1920s until the Communist victory in 1949.
• Make a t-chart. Title it “GMD weaknesses | CPC Strengths”. Complete the chart considering events from the Sino-Japanese War and the Chinese Civil War.

1. Students looked at the sample IB essay with examiner notes on page 155 of Pearson.
2. I reviewed major strengths and weaknesses of the Communists (CPC) and Nationalists (GMD).

DUE:

Great Terror / Show Trial Creative Interpretations

Stalin Quiz and Intro to Mao

Agenda 10/10:

1. Students took the quiz over Stalin.
2. Students read Nikita Khrushchev's 1956 denunciation of Stalin's purges and cult of personality.
3. I gave a brief lecture on China before the era of the Communist Revolution (Pearson 5.1).

Stalin: WWII

Agenda 9/22-25:

1. I reviewed the Great Terror and explanations for the Purges including: 
• Necessary to deal with anti-Bolshevik threat
• Done to divert attention from failings of economic plans (later 5 years plans)
• Done to root out opposition to his power
• Pacify the population
2. Students listened to a podcast about Stalin and took notes using this worksheet.
3. Students watched parts of Declassified: Stalin [below].
4. I gave a brief lecture about the involvement of the USSR in WWII (this can be found in Pearson 4.4).
5. Students read a speech given by Nikita Khrushchev condemning Stalin. Students then analyzed the document using an OPCVL protocol.

DUE:

Great Terror: Show Your Knowledge - Now
Quiz - Monday 10/2

Declassified: Stalin

Podcast:

Stalin: Domestic Policies and the Great Terror

Agenda 9/30:

1. Students finished presenting about different domestic policies under Stalin. They used Pearson chpater 4.2 for this.
2. Students completed a reading and discussion about the Great Terror and discussed the question, "Stalin orchestrated the purges to make the USSR stronger."

DUE: Stalin QUIZ - Thursday 10/6

The Great Terror:

Stalin QUIZ

There will be a quiz over Stalin next Thursday 10/6. You will answer TWO of the following prompts at random.

• What was the historical context of Stalin’s struggle for power? What were the key stages of the power struggle?
• What were the main features of collectivization and the Five-Year Plans?
• How did the Great Purge, 1936–39, help establish Stalin’s power?
• Explain Stalin’s domestic policies regarding two social groups. Women, Religion, Arts and Culture, or Education.

Stalin: Domestic Policies

Students continued learning about domestic policies under Stalin. They made posters and shared their answers. After, they participated in a simulation of terror and show trials in the Soviet Union.

DUE: 
Read Pearson, 4.3

Stalin: Domestic Policies

Agenda 9/26:

1. Students reviewed the documents about collectivization and discussed the resolution, "Stalin deliberately starved to death millions of Ukrainians".
2. Students watched a clip of video explaining the effects of collectivization [watch from 8:35 to 22:00].
3. Students began reading from Pearson about major domestic policies under Stalin: 5 year plans, women, religion, art and culture, and education and social mobility. In groups they made posters to present their findings.  

Stalin: Consolidation of Power

Agenda 9/22:

1. Students drew diagrams of the structure of the Soviet Government and Politburo in the 1920s. I explained how Stalin used his position as the General Secretary of the Communist Party to influence leadership of the country. This was a review of 4.1 in the Pearson text.
2. Students analyzed a series of documents about collectivization under Stalin and its effects on the Ukrainian population.

Stalin: Introduction

Agenda 9/20:

1. Students reviewed the previous lesson about the Russian Revolution [below]
2. Students took a vocabulary quiz over terms from the Stalin unit.
3. Students read a series of quotes attributed to Stalin.
4. Students participated in a mixer, learning about people affected by Stalin and his actions as leader of the Soviet Union.

DUE: Read Chapter 4.1 in Pearson

Conditions that Produced Authoritarian States: The Russian Revolution

Students finished presenting about authoritarian/single party state case studies. Students took notes and highlighted themes across the different countries.

After, students began to hear a lecture about the Russian Revolution [below]. Here are my notes from the lecture.

DUE: 
Read chapter 4.1 in Pearson

Intro to Authoritarian and Single Party States

Agenda 9/12:

Students worked in groups, researching and presenting different case studies of authoritarian and single party states. They used the IB unit objectives to structure their research and presentation:

• Conditions that produced authoritarian and single-party states
• Emergence of leaders: aims, ideology, support
• Establishment of authoritarian and single-party states: methods, force, legal
• Forms of authoritarian and single-party governments, left and right wing ideology
• Nature, extent, and treatment of opposition 

Students chose one of these case studies:

• North Korea - 1948 until present
• North Vietnam - 1945-1976
• Argentina - 1970s-1983
• Italy - Benito Mussolini 1922-1943
• Spain - Francisco Franco 1936-1975
• Uganda - Idi Amin 1971-1979
• Cambodia - Pol Pot 1975-1979
• Iraq - Saddam Hussein 1979-2003

DUE: 

Read section 4.1 in Pearson (pgs. 97-108) - Friday 9/17

Define Stalin Vocab and prepare for VOCAB QUIZ - Monday 9/20

Welcome to IB 20th Century History

Welcome to the class blog for IB 20th Century World History. Make sure to bookmark this page as it will be a helpful resource for your throughout the year.

First Week Agenda:

1. Learning people's names
2. Political Spectrum Test
3. Intro to Fascism vs. Communism
4. Course Syllabus
5. Learning about "isms" - Collectivism, Individualism, Socialism, Capitalism, Equality, Freedom, Totalitarianism, Democracy.

Thanks All!!

Period 2:

Period 3:

IB Exam Prep

Today we reviewed strategies for taking the exams. Below are some tips.

Crash Course US History
Short US History Documentary Clips

Study Doc for HOTA

HOTA Study Guide 1
HOTA Study Guide 2





Arab Israeli IB Objectives:

Arab Israeli Presentations:

The Vietnam War

Agenda 4/26-28:

1. Students analyzed a series of documents addressing the Gulf of Tonkin Resolution. They wrote group paragraphs answering the question, "Was the US planning on going to war in Vietnam before the Gulf of Tonkin Resolution?"
2. Students viewed a lecture Vietnam I focused on the causes, courses, and consequences of the Vietnam war. Here are the lecture notes. 

The Vietnam War:

Vietnam: Keylor Reading Questions

Keylor - pages 337-347

1. Who was Ho Chi Minh? Explain his resistance to the French.
2. In what ways  did the US support France in the late 1940s?
3. What happened at Dien Bien Phu?
4. What were the conditions of the 1954 Geneva Accords?
5. Why didn’t the US support the elections mandated in the Geneva Accords?
6. What was SEATO?
7. Who were the Viet Cong?
8. What happened in the Gulf of Tonkin? What resulted from the incident?
9. Make a simple graph of American troops in Vietnam over the course of the war.
10. Identify the reasons for declining support for the war in the United States.

Origins of the Vietnam War

Agenda 4/18-22:

1. Students listened to the song Machine Gun by Jimi Hendrix while viewing a series of photos from the Vietnam War. After, they brainstormed key terms that they related to prior knowledge of the Vietnam War.
2. Students read and interpreted The Man I Killed, by Tim O'Brien.
3. Students completed maps of Southeast Asia and began to answer reading questions from the Keylor text.
4. Students watch a clip from the film Vietnam: Televised War - Episode 1 - The Roots of War. I stopped the clip at Ho Chi Minh's Declaration of Vietnamese Independece
5. Students participated in a simulation debating Vietnamese Independence in 1945, between French and Viet Minh representatives.

HOMEWORK:
Vietnam Maps and Keylor Questions

The Korean War

Agenda 4/15:

1. Students were introduced to a breif history of Korea, emphasizing the occupation of the Japanese from 1910 to 1945.
2. Students completed maps of the Korean War. They used this timeline to help label their maps.
3. Students read about the Korean War in the Keylor text (pages 327-333). They answered these questions and turned in their work.

The Course of WWI

Agenda 4/8:

1. Students examined panels from the book The Great War by Joe Sacco. Students looked for examples of total war.
2. Students analyzed a series of documents. These included propaganda and critical works. They keep track on a graphic organizer.
3. Students wrote a group paragraph answering the question: Analyze and assess how advancements in technology impacted the battlefield in WWI.
4. Students listened to the song One by Metallica, based on the antiwar book Johnny Got His Gun
5. Students watched clips from the film War Horse depicting changes in warfare during WWI.
6. Students began viewing a slideshow on WWI [below].

WWI Slideshow:

War Horse - Cavalry Charge:

Causes of WWI

Agenda 4/5:

1. I gave a lecture about the causes of WWI. Here are my lecture notes. 
2. Students completed pre-WWI maps of Europe in 1914.
3. Students began reading Keylor pages 39-45, answering these questions:
• Who was responsible? Quote the text as evidence.
• Describe the political structure in Germany prior to WWI. Identify the strong and weak parties. Explain their strength and weakness.

HOMEWORK:

Keylor 39-45 - Prepare the above questions - DUE - Thursday 4/7

Types of Warfare

Agenda 4/1:

1. Students read about different types of warfare in the 20th century. They organized the characteristics of these types of warfare on a concept map.
2. Students then researched one of the course of one of the following conflicts, analyzing it in relation to the different types of warfare.

• The Falklands / Malvinas War
• The Spanish Civil War
• The Algerian War
• Nigerian Civil War
• Iran-Iraq War
• Gulf War
• Indo-Pakistan War

End of the Arab-Israeli Conflict

Agenda 3/28-4/1:

1. Students read an article about the Camp David Peace Accords. Students read excerpts from the Camp David Accords, differentiating between the Framework for Peace and the Egyptian-Israeli peace agreement. 
2. Students participated in a text graffiti exercise. Students watched a clip from the film The 50 Years War [33:30 - 49:00].

50 Years War:

The Camp David Accords:

Wars, Wars, Wars (and some Peace)

Over the past few days students completed several tasks:

1. Students learned about the 1967 Six Day War between Israel, Egypt, Jordan and Syria
2. Students took a IB practice exam. The paper is document based and deals with the Arab Israeli conflict.
3. Students learned about the 1973 Yom Kippur War
4. Students worked in groups to make posters about the major conflicts between Arabs and Israelis between 1948 and 1973. Groups then presented their posters to class
5. Students began learned about the 1978 Camp David Peace Accords.

1967 War:

Yom Kippur War:

The Yom Kippur war from timothyjgraham

Palestine vs. Israel: Against the Wall

Good coverage from Vice News about where the conflict stands today.

QUIZ: Arab Israeli Conflict

There will be a quiz next week or after Spring Break.

Students will answer one of these prompts:

• Analyze cause, course, and consequence of the 1948 Arab - Israeli war.
• Discuss the origins of the Suez Crisis and its consequences for Britain and Egypt (Nasser)
• Assess the impact of the Sévres Protocol and its aftermath on international relations in 1956.

Students will also answer one of these prompts:

• Examine the aims and actions of the Palestine nationalist organizations between 1964 and 1979.
• Evaluate the extent to which the 1967 War can be considered a success for Israel.
• Evaluate the view that the Camp David Accords were a triumph for Egypt and a failure for Israel.

Palestinian Nationalism

Agenda 3/7:

1. Students read about Palestinian Nationalist movements. Pages 74-78 in the Fraser text.
2. I gave a presentation about Palestinian Nationalist groups [below]. Students took notes. This short video also gives a good background. Here are my lecture notes. 
3. Students began watching the documentary One Day in September about the group Black September and the taking of hostages at the 1972 Munich Olympics.

HOMEWORK:

Fraser, Chapter 3 briefing - DUE - Friday 3/11 

Palestinian Nationalism:

Suez Crisis

Agenda 3/2:

1. Students participated in a simulation about the the nationalization of the Suez canal. They debated the questions, "Should Egypt retain control of the Suez Canal?
2. After I discussed the outcomes of the crisis [below].

HOMEWORK:

Fraser, Chapter 2 Briefing - DUE - Monday 3/7

1956 Suez Crisis

Agenda 3/1:

1. Students listened to a podcast about the 1948 war and how it is remembered in Israel. They took notes as they listened.
2. I gave some background information about the Suez Canal crisis. Students took notes about the coup removing King Farouk, Gamel Abdel Nasser, non-alignment and the beginnings of the Cold War.
3. Students read pages 60-68 in the Fraser text.
4. Students read a speech by Nasser about the nationalization of the Suez Canal. They answered followup questions.

1948 War

Agenda 2/26:

1. Students read the last six pages in Fraser, focusing on the events surrounding the 1948 war.
2. Students watched a 10 minute clip from the film The 50 Year War, from 21:30 - 32:00.
3. Students read an excerpt from the graphic novel, Footnotes in Gaza. It focusing on the plight of refugees.
4. Students analyzed a series of documents and made maps of the results of the war.

HOMEWORK:

Chapter 1 Briefings - DUE - Now

Shifting British Support of Arabs and Jews

Agenda 2/24:

1. I reviewed the prior class, noting how the British had made a series of "incompatible promises" to Jews and Arabs in Palestine.
2. Students took notes about a series of events and categorized them as helping either Jews or Arabs [below].
3. In pairs they then read about the UN partition of Palestine from Jewish and Arab perspectives. 
4. To end, they watch the first 10 minutes of the documentary The 50 Year War to review.

HOMEWORK:

Intro and Chapter 1 Briefings from Fraser - DUE - Friday 2/26

"Incompatible Promises"

The 50 Year War:


Jewish Organizations:

Palestine Before 1948

Agenda 2/18:

1. Students analyzed a series of documents. They took notes using a t-chart. The chart was labelled: Statements in Support of Arabs   |   Statements in Support of Jews. Afterwards they answered several comprehension questions [see below]/
2. Students watched a clip [approx. 9:00 to 30:00] from the film Promises and Betrayals. 

HOMEWORK:

WWII / Holocaust / Schindler's List RAFT - DUE Monday 2/22

The Arab Israeli Conflict Chapter Briefing - Intro - DUE Monday 2/22

Arab Israeli Conflict

Agenda 2/16:

1. Students began learning about the Arab Israeli conflict. They started reading from Fraser, The Arab-Israeli Conflict and were introduced to the chapter briefings they will complete for the first four chapters.
2. Students labelled maps of the Middle East.

HOMEWORK:

Internal Assessment - DUE - Thursday 2/18

WWII / Holocaust / Schindler's List RAFT - DUE - Monday 2/22

Fraser Chapter Briefing - Introduction - DUE - Monday 2/22

Hitler Quiz - Feb. 11th

QUIZ PROMPTS: You will answer ONE of the following prompts.

• Evaluate the ways in which Hitler was able to consolidate his rule between 1933 and 1938.
• To what extent were the lives of ordinary Germans affected by Nazism? Identify at least two groups.
• In what ways did people resist Nazi rule? Provide examples.

HOMEWORK:

WWII/Holocaust RAFT - DUE - 2/22

The Road to WWII

Agenda 2/1-3:

1. Students learned about opposition and resistance to the Nazi's [below]. Click here for teacher's notes.
2. Students watched a lip from the film World at War [beginning at 22:00], taking notes about events in Germany that led to WWII. Students focused on: The Saar plebiscite, re-militarization, reoccupation of the Rhineland, Anschluss, The Munich Pact, the Nazi-Soviet Pact, and the invasion of Poland.
3. Students then viewed a series of photographs [below], analyzing them and reading the captions aloud as a class.
4. Students watched a short presentation about WWII and the Holocaust and began watching Schindler's List.

HOMEWORK:

IA - DUE - Feb. 18th

Opposition and Resistance to the Nazis:

WWI Photos:

Nazification of Germany

For the past few lessons, students have been learning about the consolidation of Nazi power and influence over society after Hitler's ascension to Fuhrer.

Activities:

1. I explained the leadership and organization of the Nazi government [below].
2. Students read two articles about the Night of Long Knives.
3. Students watched clips from the Nazi propaganda film Triumph of the Will, analyzing it for its propaganda techniques.
4. Students learned about the domestic policies of the Nazis. They focused on Women, Youth, Religious Institutions, Arts and Culture, and Minorities.

HOMEWORK:

IA Final Draft DUE - February 18th

Nazi Organization:

Triumph of the Will:

Domestic Polices of the Nazis:

Nazi Consolidation of Power

Agenda 1/13-15:

1. Students analyzed a series of documents from Nazi Germany between 1933-1935. They used these the summarize the Nazi consolidation of power.
2. After, I began to explain the organization of the Nazi government and terror apparatus [below].

HOMEWORK:

IA Complete Paper DUE 2/18

How did Hitler gain power and support?

Agenda 1/11:

1. Students completed and discussed the Nazi's 25 Point Program and German election results from 1919 to 1933.
2. Students examined two claims: "Hitler victimized the German people" and "The German people enabled Hitler to take power".
3. Students looked at an article and series of documents, collecting evidence on one of the above claims.

HOMEWORK:

Internal Assessment Parts A,C,F - DUE Wednesday 1/13

1933 Weimar Election Epilogue

Internal Assessment

The past two classes, students have been working on their internal assessments. Students developed research questions (per 2, per 3) and practice scoring sample papers.

The next due date for the IA is Wednesday January 13th. Students should turn in a draft of parts A,C, and F.