IB Exam Resources

The IB History Exams are taking place Tuesday and Wednesday, May 8-9. Here are some resources to help you study.

• clevelandibhistory.blogspot.com - A bunch of mini-essays about a variety of HOTA (Paper 3) topics.
• Old selection of brief HOTA topic papers
• Crash Course - a good way for quick review.

Paper 1 (Japanese and German Expansion):
Guide to Paper 1

Paper 2 (20th Century Topics):
Guide to Paper 2

Paper 3 (HOTA Topics):
Paper 3 Sample Test
Paper 3 Topics and Objectives - Use this to study. You might want to focus on 2-3 units

QUIZ: Cause and Effects of 20th Century Wars

There will be a quiz next Wednesday 5/2. You will be required to answer two of these prompts. There will also be a document analysis portion on the quiz.

Prompts:

• Evaluate the role of technology in prolonging WWI.
• Examine (Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue) the role of ideology in causing the Korean War.
• Analyse the reasons for the United States’ involvement in Vietnam between 1953 and 1965. 

Perspectives on Vietnam

Agenda 4/26:

1. Make a double t-chart in your notebook that looks something like this. 
2. Read the handout with the excerpt from the North Vietnamese textbook and fill in your chart.
3. Read the article, The Vietnam War, As Seen by the Victors and fill in your chart.
4. Listen to this podcast, Good Guys, Bad Guys. Fill in your chart.
5. Use what you know from class to complete the column for the Americans.
6. Turn in your chart.
7. If there is time, complete the reading questions from Keylor and turn in.

The Vietnam War, cont.

Agenda 4/16-18:

1. I gave a lecture about events before, during and after the Vietnam War. Here are my notes.
2. Students took a quiz over the vocabulary terms for the Korean and Vietnam Wars.
3. Students participated in a 1965 Moment of Decision role play, making suggestions for the policy the United States should follow in in Vietnam.

The Vietnam War:

The Vietnam War

Agenda 4/9-12:

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 - Truman's Decision

Students wrote short scripts about President Truman's decision to get involved in Korea. Students used theses documents to write their scripts.

Document 1 - Notes on Meeting in Cabinet Room at the White House
Document 2 - Minutes from June 27, 1950 Meeting at the White House
Document 3 - UN Resolution 83

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 [below].
3. Here are the vocabulary and prompts for Korea.

20th Century Battlefields: The Korean War

The Paris Peace Conference

Agenda 3/19:

1. Students participated in a simulation of the Paris Peace Conference, representing one of the "Big Four" countries - Italy, US, France, Great Britain. They learned about and share these country's visions for a postwar world and drew maps of Europe illustrating their country's position.
2. Students read pages 65-75 in the Keylor text.
3. Students read excerpts from the Treaty of Versailles, learning about the harsh conditions placed on Germany.

DUE:

There will be a WWI vocab quiz on Friday. Here are the terms.

The Paris Peace Conference Mapping:

WWI

Agenda 3/13-15:

1. Students examined panels from the book The Great War by Joe Sacco. Students looked for examples of total war.
2. Students wrote a group paragraph answering the question: Analyze and assess how advancements in technology impacted the battlefield in WWI.
3. Students listened to the song One by Metallica, based on the antiwar book Johnny Got His Gun
4. Students watched clips from the film War Horse depicting changes in warfare during WWI.
5. Students began viewing a slideshow on WWI [below].
6. Students looked at the Paris Peace Negotiation from the perspective of people who attended the post-WWII conference.

WWI Slideshow:

War Horse - Cavalry Charge:

Japanese Expansion

Agenda 2/27:

1. Students graded Paper 1 practice exams, familiarizing themselves with the examiner scoring guide.
2. Students participated in a mixer activity featuring key terms and vocabulary from Japanese expansion. They filled in some of the unit vocabulary during the activity.
3. I gave a brief presentation about the motivations for Japanese expansion [below]. Here are my notes.
4. Students watched the first 12 minutes of the film Road to War: Japan.

Japanese Expansion:

Road to War: Japan:

Italian Expansion

Students completed Paper 1 practice exams focusing on Italian Expansion. After, I began discussing Japanese Expansion.

Mussolini

Agenda 2/9-12:

1. Students were given the vocabulary for Italian Expansion.
2. Students started learning about Benito Mussolini and the Fascist party in Italy. They read an article about the Italian Fascists use of violence as a means to gain power. 
3. Students then listened to a podcast (start around 19:30). They took notes from both of these activities using this worksheet.

Mussolini:

Hitler Quiz

There will be a quiz on Hitler on Thursday, February 8th. You will be responsible for answering two of the following prompts at random. There will also be a document analysis section

• 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.
• Evaluate the ways in which Hitler was able to consolidate his rule between 1933 and 1938.
• Discuss the reasons for and impacts of German expansion.

Hitler, WWII, and The Holocaust

Agenda 1/31-2/2:

1. Students viewed a series of slides showing events from 1933-1945 [below]. Here are the corresponding captions.
2. Students watched several clips from the film Schindler's List and looked at several animated maps from the United States Holocaust Memorial Museum website.
3. Students read about the Treblinka death camp.
4. Students began watching the film, The Pianist.

1933-1945:

The Holocaust:

Final

On the day of the final, students will take a vocabulary quiz on key terms dealing with Hitler. Here are the terms.

Hitler: Domestic Policies and The Opposition

Agenda 1/18:

1. Students learned about domestic policies under Hitler, making posters and presenting their findings to class.
2. I gave a presentation about the nature, extent, and treatment of the opposition to the Nazis. Here are my notes. 

Opposition to the Nazis:

Hitler: Consolidation of Power

Agenda 1/11:

1. Students read a excerpt from the book Human Smoke about events in Germany leading up to WWII.
2. I gave a brief lecture about Hitler's role a chancellor and the Nazi government takeover. Here are my notes.
3. Students read an article about the Night of the Long Knives.

Hitler: Consolidation of Power:

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.