Internal Assessment

For the next week and into the new year, students will be working on the Internal Assessment research papers. Here are some helpful resources:

• IB Internal Assessment
• History IA one-page and Research Worksheets
• Complete History IA Guidebook
• IA Sample Paper - Hitler and Totalitarianism
• Old IB exam prompts = ideas for research questions
• 20th Century and HOTA objectives = ideas for research questions
• Comments from examiners of the 2017 papers
• OPCVL Worksheet - Use for Section One: Identification and Evaluation of Sources

Hitler: Rise to Power

The past two classes I've been giving a lecture about the Hitler's rise to power [below]. Here are my lecture notes. Students also read and discussed the Nazi's 25 Point Program.

QUIZ: Castro

There will be a quiz over the Castro unit on Friday 12/1. You will be required to answer two of the following prompts, assigned at random. There will also be a document analysis section.

• "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.

The Bay of Pigs and Cuban Missile Crisis

Agenda 11/16:

Students learned about the Bay of Pigs invasion and Cuban Missile Crisis. I emphasized that both events served to empower Castro's status as he made himself look like a hero that had repelled the United States. These events also gave Castro the justification to repress the Cuban population, repression political dissent, eliminating free press, and greater control of the country.

Early Reforms and the USSR

Agenda 11/14:

1. Students read pages 68-73 in Pearson focusing on the costs and benefits of Castro's regime in the early 60s. 
2. Students also identified major events that helped solidify the Cuban-Soviet relationship.
3. Lastly, students analyzed a series of documents preceding the Bay of Pigs invasion and prepared brief presentations from their group's perspective to the John F. Kennedy group, recommending different actions in dealing with Castro.

DUE: 
Castro Vocab Quiz - 11/16

To the Cuban Revolution

Agenda 11/7:

1. Students learned about Fidel Castro's imprisonment after the failed attack on the Moncada barracks. They read excerpts from his book, History Will Absolve Me, highlighting problems and solutions identified by Fidel Castro.
2. Students read Pearson pgs. 60-63 about the Cuban Revolution, keeping track of Batista's Weaknesses and the Rebel's Strengths on a t-chart.

Mao Quiz and Intro to Castro

Agenda 10/28-11/6:

1. Students took a quiz on Mao.
2. Students began looking at Cuba. I gave a brief lecture about the Spanish-American war and events leading up to the Cuban Revolution [below].
3. Students participated in a mixer activities about different people involved in Cuban history.
4. Students learned about pre-Revolution Cuba, reading this article.

Cuban Revolution Context:

Mao: Foreign Policies

Agenda 10/27:

Students read about foreign policies under Mao. They made posters and gave brief presentations explaining the event and evaluating the impacts of success or failures on Mao's maintenance of power. After, they read an article about Mao swimming with Khrushchev and the Sino-Soviet split.

DUE:

Mao Quiz 10/31

Share Your Knowledge Assignment 10/31

The Cultural Revolution

Agenda 10/23-25:

1. Students read an article about the Cultural Revolution.
2. Students watched a clip from China: Century of Revolution [below].
3. Students analyzed a series of documents and wrote a group paragraph answering the prompt, "Write a paragraph that explains the goals, methods, and messages of the Cultural Revolution. And, why did Chinese youth get swept up in the Cultural Revolution?

China: Century of Revolution [start at 1:01:10]:

Mao QUIZ

There will be a quiz over our unit on Mao. Tentatively, the quiz is scheduled for Tuesday, Oct. 31st. 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.
• ‘In the years 1953 to 1967, Mao’s economic planning was a total disaster.’ To what extent do you agree with this view?
• 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?
• What was the impact of Mao’s domestic policies on women in China?
• Evaluate the impact of successes and failures of foreign policies on the maintenance of power in China under Mao's leadership.

Communes and The Great Leap Forward

Agenda 10/17-19:

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.
3. Students began working an an IB practice test focusing on the Great Leap Forward.

The Great Leap Forward:

The 100 Flowers Campaign

Agenda 10/8:

1. Students participated in a simulation about identifying and silencing opposition in Mao's China. This was meant to illustrate the 100 Flowers campaign.
2. Students read a short excerpt about the 100 Flowers Campaign
3. Students watched short clip about the 100 Flowers campaign.

100 Flowers:

The Long March and Antis Campaigns

Agenda 10/6:

1. Students reviewed the events of the Chinese Civil War, reading pages 153-156 in the Pearson text. Students watched a film clip about the Long March and war between the Nationalists and Communists. Students made a t-chart:    GMD Weaknesses     |      CPC Strengths 
2. Students read an excerpt from Mao: The Unknown Story  about the Antis campaign and Mao's private lifestyle. They read, answered, and discussed these questions:

• What changes were instituted after the Communists took power?
• Who was the opposition? How were they dealt with?
• What resulted from the antis campaigns?
• Identify double standards.
• List the excesses of Mao. Which is the worst?
• Compare and contrast Mao and Stalin.

The Long March and Civil War:

Intro to Mao

Agenda 10/2-4:

1. Student took the quiz over Stalin.
2. I handed out Pearson reading questions and vocabulary for Mao.
3. I gave a brief lecture about the fall of the dynastic system in China, explaining some of the conditions that produced Mao.
4. Students participated in a mixer activity about people relevant to Communist China.
5. Students watch a clip from China: Century of Revolution, focusing on Mao's appeal to peasants and the Long March of 1934.

Fall of Dynastic China:

Long March:

WWII and resistance to the USSR

Agenda 9/26-28:

1. Students were given the reading questions for Pearson 4.3 and 4.4. Turn these in for points.
2. Students learned about the involvement of the USSR in WWII [below]. Here are my notes.
3. Students watched an animation about the casualties of WWII [below].
4. Students learned about different moments or resistance during the early part of the communist regime. Here are the materials.

WWII and the USSR:

Fallen of WWII:

QUIZ: Stalin

There will be a quiz over Stalin  Monday 10/2. You will answer TWO of the following prompts at random.

• Identify and explain the conditions that led to the establishment of a single party state in Russia prior to 1925.
• How and why was Stalin able to defeat his main opponents and succeed in the power struggle by 1929?
• What were the main features of collectivisation and the Five-Year Plans? What were the effects?
• How did Stalin consolidate his power in the late 1930s?
• Explain Stalin’s domestic policies regarding two social groups. Women, Religion, Arts and Culture, or Education
• How did Stalin use propaganda to control the Soviet Union?
• Describe the involvement of the USSR in WWII.

Great Terror, WWII, and Foreign Policies Under Stalin

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
Pearson reading questions 4.3,4.4
Quiz - Monday 10/2

Declassified: Stalin

Podcast:

The Great Purge, Red Terror, Show Trials

Agenda 9/20:

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

The Great Terror:

The First 5 Year Plan and Ukrainian Famine

Agenda 9/18:

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, Stalin: Man of Steel 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's Rise to Power

Agenda 9/12:

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.

Agenda 9/8-12:

1. Students read a series of quotes attributed to Stalin.
2. Russian Revolution presentation [below]. Here are my notes from the lecture.
3. 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, 4,2 in Pearson. Here are the reading questions you may turn in for points.

4

Intro to Stalin

Agenda 9/8:

1. Students read a series of quotes about and by Joseph Stalin. 
2. I began to give a lecture about the Russian Revolution and Stalin's rise to power [below]. Here are my notes.

HOMEWORK:

Make sure to get the Pearson text and bring to next class

 

Russian Revolution and Stalin:

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. Machiavelli and Leadership Traits
2. Political Spectrum Test
3. Intro to Fascism vs. Communism
4. Course Syllabus

Thanks Ya'll!

No go out there and bring some love, positivity, and hope into the world!

QUIZ: Causes and Consequences of 20th Century Wars

Students who are not IB testing will have a quiz on Wednesday. Students will be required to answer two of the following questions at random. There will also be a document analysis section.

• Evaluate the role of technology in prolonging WWI.
• Identify and explain several causes and consequences of WWI.
• Compare and contrast the policies of the USA and the USSR towards Korea between 1945 and 1955.
• Analyse the reasons for the United States’ involvement in Vietnam between 1953 and 1965. 
• Discuss the French colonialism and the reasons for the French defeat in Indochina.

Click here to access the class study guide.

Paper 1:

Paper 2:

The Vietnam War

Agenda:

1. I introduced the Vietnam War, explaining it was multiple war: French vs. Vietnamese, US vs. North Vietnam, North vs. South, and part of the Cold War.
2. Students watched a clip about French colonialism in Vietnam [below]. 
3. Students role-played the French and Vietnamese at the moment of the Vietnamese Declaration of Independence in 1945. Both sides were trying to persuade Truman and the US to follow a certain course of action.
4. I began a lecture about the Vietnam War and the escalation of the US presence [below]. Here are my lecture notes.
5. Students answered questions from the Keylor text an completed a map of Vietnam.

Roots of War - [watch first 20 minutes]:

Vietnam Lecture:

The Korean War

Agenda:

1. Students read a selection from the Keylor text about the Korean War, answering questions. They also labeled a map with major events from the war.
2. Students watched a the first part of a documentary about warfare during the Korean War.
3. Students used several documents to make a script depicting the decision-making process facing President Truman after the invasion of South Korean by Kim Il Sung.
4. Here are the vocabulary and prompts for Korea.

20th Century Battlefields: The Korean War

20th Century War

Agenda 3/21-23:

1. I introduced the last unit of the year: Cause and Consequences of 20th Century Wars. You need to get the Keylor textbook from the bookroom
2. Students discussed different types of war. For example, total, guerrilla, limited, etc.
3. I gave lecture about the origins of WWI [below].
4. Students compared different historians arguments for the responsibilities of different countries for starting the world.

Causes of WWI:

QUIZ: Japanese Expansion

Next class there will be a quiz. Below are the expansion reports that students worked on last class.

JAPANESE Expansion

ITALIAN Expansion
GERMAN Expansion

Japanese Expansion

Students have been learning about Japanese expansion between World War I and II. Students should see 1.1 - 1.3 in Oxford text. Activities included:

1. Reading excerpt from The Rape of Nanking.
2. Japanese expansion vocabulary
3. Humorous video about Japanese expansion
4. Japanese Expansion Mixer
5. Paper 1 practice exam
6. Video about Japanese expansion
7. Students began working on group paragraphs reviewing German, Italian, and Japanese expansion. Directions below:

Prompt:

What were the causes and events of (Japanese, Italian, or German) expansion? What were the international response to this expansion?

• Write three group paragraphs.
• Select a scribe, take turns, or use a Google doc
• Refer to the materials you studied in class
• Use key terms from the lecture and class materials and underline them (vocab sheets).
• Include a brief thesis statement that answers the prompt.

Mussolini

Agenda 2/27-3/2:

1. Students listened to a podcast about Mussolini's rise to power. They took notes using this worksheet.
2. Students read an article about violence and the Fascists. They held a student discussion, drawing similarities and differences to the Hitler. They also discussed Trump's campaign and supporters in light of the reading.
3. Students watched the first 22 minutes of the film, Road to War: Italy, about Mussolini's rise to power [below].
4. Students researched different events in Italian expansion prior to WWII.They collected notes using this worksheet.
5. Material studied in class is covered in the Oxford text pages 87-104.

Nazi Expansion and Domestic Policies

Agenda 2/14-2/21:

1. Students learned about Nazi expansion [see below]. Refer to pages 171-191 in the Oxford text.
2. I gave a presentation about opposition groups in Nazi Germany [below]. Here are my notes. Students listened to a podcast about the White Rose student group.
3. Students learned about domestic policies under the Nazis. They used these information sheets and worked in groups, making posters and presenting to the class.

Consolidation of Power and Expansion:

Opposition Groups in Nazi Germany:

Hitler: Rise of the Nazis

Agenda:

1. Students were given a list of vocabulary terms dealing with Hitler.
2. I gave a presentation about the rise of the Nazis in Germany [below]. Here are my lecture notes.
3. I gave a lecture about Hitler's consolidation of power [below].
4. I explained the organization of the Nazi military, including the Gestapo and SS.
5. Students read several of the restrictive Nuremberg laws after Hitler's seizure of power. 
6. Students read an excerpt from the book Bloodlands about the Night of the Long Knives.

HOMEWORK:

Read 111-125 and 155-169 in the Oxford text