You can find all the powerpoints we use in class under the USE ME - powerpoint link.
Or go here... http://www.pptpalooza.net/
Thank you, Ms.Pojer, of Horace Greeley High School of Chappaqua, NY! You rule!
This week...
First, I've cleaned up the readers and made them much simpler with key phrases, people and readings. We'll talk about this in class.
Your first writing assignment due date has been moved to next Monday, September 6. Lucky you!
(THIS WEEK ONLY) There's a switch from Thursday-8:00 to Tuesday-13:45.
I'd like all of you to download openoffice at http://www.openoffice.org/ in ENGLISH. This will standardize all papers and allow you to write better. It also had powerpoint, draw, etc.
I want those outlines by today. You've been given extra time for your first paper and you should use it wisely.
Your first writing assignment due date has been moved to next Monday, September 6. Lucky you!
(THIS WEEK ONLY) There's a switch from Thursday-8:00 to Tuesday-13:45.
I'd like all of you to download openoffice at http://www.openoffice.org/ in ENGLISH. This will standardize all papers and allow you to write better. It also had powerpoint, draw, etc.
I want those outlines by today. You've been given extra time for your first paper and you should use it wisely.
The History of Your Space, due Monday, September 6
Using historical reference and research, write a two-page (minimum) about ONE ASPECT of your town, village or city (YOUR SPACE). This can be the area you live in now, or the area you come from. Try to use non-traditional, primary sourcing. Each paper must include an annotated bibliography and parenthetical citation.
The field is open to what you want to research and write about, but at two pages, it must be relatively focused and short. Think outside the box! Nobody wants to read another paper about the silver mines of Kongsberg. A brief history of a worker who fought for better working conditions, or ghosts that plague Kongsberg's oldest house, is far more interesting. By Monday, August 30, everyone must have a topic and an outline.
The field is open to what you want to research and write about, but at two pages, it must be relatively focused and short. Think outside the box! Nobody wants to read another paper about the silver mines of Kongsberg. A brief history of a worker who fought for better working conditions, or ghosts that plague Kongsberg's oldest house, is far more interesting. By Monday, August 30, everyone must have a topic and an outline.
10 Commandments of Historical Writing
Ten Commandments of Good Historical Writing
by Theron F. Schlabach
With apologies to the Author of the original ten
I. Thou shalt begin with an outline that buildeth thy entire paper around thy central ideas.
An outline built around a THESIS AND SUBTHESES will do the job much better than one that only categorizes information or puts it into chronological order--although topical analysis and narrative also have their uses. In any case, whether you organize by thesis-subthesis, topic, or narrative, your central task is to ask penetrating, interpretive questions of your sources. Therefore structure your outline to let incidental facts recede as supporting evidence, and to emphasize answers to intelligent questions.
Facts and details should always support the main ideas in evident ways.
Do not relegate the real point (or points) of the paper to the conclusion.
II. Thou shalt avoid self-conscious discussion of thy intended purposes, thy strategy, thy sources, and thy research methodology.
Draw your reader's attention to the points you are making, not to yourself and all the misery and sweat of your process of research and writing. Keep the focus on what you have to say, not on the question of how you hope to develop and say it. Do not parade around in your mental underwear. Show only the well-pressed and well-shined final product.
Avoid self-conscious-sounding phrases such as: "now let us turn to"; "I will demonstrate that"; "now we see that"; even "I think that", or (even worse) "I feel that".
Avoid use of first person.
If you must discuss methodology, do it in a preface; discussing sources is fine, but in a bibliographical essay.
Phrases that tell your reader explicitly what you intend to do or to do next, or that tell explicitly where to see emphasis, are crutches. They indicate weaknesses in your paper's implicit development and emphasis.
The above does not mean that you offer the reader no cues and clues. Yes, it is important, in the opening paragraph or two of a paper or a section, to lay out the essential question(s) you will address and often to hint at the answers you may find. But do it artistically, not with a heavy hand.
In the cases of historiographical papers and book reviews you may of course discuss sources. Those cases are exceptions. There may be other exceptions.
III. Thou mayest covet other writers' ideas but thou shalt not steal them.
Document EVERY quotation, paraphrase, or crucial idea that you borrow from a source.
Document those facts which you cannot consider common textbook knowledge--especially those which could be controversial or which are crucial to the development of your argument, analysis, or narrative.
If there get to be too many footnotes, combine some or all that refer to a given paragraph. However, never make one footnote cover material in more than one paragraph. When in doubt, footnote.
IV. Thou shalt strive for clarity above cuteness; thou shalt not use jargon when common language will serve, nor a large word when a small one will serve, nor a foreign term when an English one will serve, nor an abstract term where a vivid one is possible.
Learn first of all to write lean, tough, logical, precise prose. After you have learned that, you may begin to experiment with metaphors, allusions, and fancily turned phrases. But use these only if they add to communication and do not clutter it up.
Never use more words when you can make the point with fewer.
Trying to impress your reader with obscure vocabulary, erudition in foreign or specialized verbiage, and all such pretension, is absolutely out.
Take special care to keep verbs in their active, verb form, rather than changing them into abstract nouns, usually with "tion" endings. ("She helped organize." Not: "She helped in the organization of." "He was one who used Marx's ideas." Not: "He participated in the utilization of the ideas of Marx.")
V. Remember thy paragraph to keep it a significant unity; thou shalt not fragment thy discussion into one short paragraph after another, and neither shalt thou write a paragraph that fails to develop a topical idea.
Think of the paragraph as an instrument to develop an idea. The paragraph should have a recognizable idea, usually as a topic sentence.
Usually, three sentences are minimum for a good paragraph, and most paragraphs should have more. Short paragraphs seldom develop ideas or nuances. They are for people with very short attention spans (which partly explains why journalists use them).
Maximum length for a good paragraph is roughly one typed, double-spaced page, although a paper full of such long paragraphs will be tiring. A good length for most is 1/2 to 3/4 page.
There are times to violate the no-one-or-two-sentence-paragraph rule, especially: to make a succinct statement stand out sharply for emphasis; or, to make a transition to a new section of the paper.
VI. Thou shalt write as if thy reader is intelligent--but totally uninformed on any particular subject: hence, thou shalt identify all persons, organizations, etc., and shalt in every way try to make thy paper a self-sufficient unit.
Here, the chief temptations are: to plunge into a subject without adequately establishing time, place, and context; and, to refer to authors and to obscure historical events as if everyone knew of them. The motive may even be snobbery, showing off one's esoteric knowledge.
So, do not refer to facts in language that implies that the reader is already familiar with them, unless you have first established the facts. To do so may make the reader feel dumb. Often this rule means: using "a" or no article at all instead of using "the" or a possessive pronoun; and, not putting the reference in a subordinate clause.
In the first reference to a person, organization, or whatever, give the complete name (not only initials). Thereafter, unless a long space has elapsed, you may refer to a person only by last name (seldom the familiarity of only the first name). In the case of an organization, after the first reference you may use an acronym (e.g., CIA for Central Intelligence Agency) if you have made the meaning of the acronym clear.
VII. Thou shalt use quotations sparingly and judiciously, only for color and clarity; if thou must quote, quotations should not break the flow of thine own language and logic, and thy text should make clear whom thou art quoting.
Effective quotation is a literary device--not a way to transfer information unprocessed and undigested from your sources to your reader.
Quoting does NOT add authority, unless you have already established that the source carries authority. Even then, paraphrasing may do as well or better. (Often, you should be able to write better than did the original author!)
Usually, for art's sake, do not quote whole sentences. Your language will flow better, without strange sentence structure and abrupt shifts in style, if you quote only short phrases and merge them nicely into your own stream of language.
Indented block quotations are out! If a quotation gets beyond about four lines (heaven forbid!), break it up, paraphrase, do something--but do not make notches at the edge of your paper that signal a coming mass of undigested material.
VIII. Thou shalt not relegate essential information to thy footnotes
Normally, discursive footnotes should be very few. If the information is important enough to print, get it into the text; if not, save the paper.
IX. Thou shalt write consistently in past tense, and in other ways keep thy reader firmly anchored in time.
The "historical present" causes more confusion than it is worth. Sense of time and context is first among the historian's contributions. Writing of past events in the present tense is usually evidence that the author lacked appreciation for historical setting.
Historical essays and book reviews present special problems. But even the author's act of writing a book took place in the past, even if only a year or two ago. Thus, Hofstadter ARGUED, not "argues", in his Age of Reform. Hofstadter is now dead, and presumably cannot argue (present tense). Even if he were still living, we do not know that he has not changed his mind; authors do change their minds. On the other hand, the book, if it is the subject of the verb, does always continue to make the same point, so that you do use present tense. Thus, Hofstadter's Age of Reform "argues," not "argued".
As you write, frequently intersperse time phrases: "in 1907", "two years later", whatever. If the date is the more important, state the date; if time elapsed is the more important, use a phrase such as "two years later".
Perfect tense is very helpful, indeed often necessary, for keeping the time line clear--especially when you shift or flash forward or backward from some reference point in time. ("In August, 1893 Smith met Jones at the World's Exhibition in Chicago. Three years earlier they had met in London. Now they met as old friends.") Note "had met".
X. Thou shalt not use passive voice.
Passive voice destroys clarity because often it does not make clear who did the acting. ("The order was given.") In such cases, it fails to give complete information. Or even if it does give the information ("The order was given by Lincoln.") it gives it back-end-forward. Why not: "Lincoln gave the order."?
If you write many sentences in passive voice, check whether your language is not generally abstract and colorless. Passive voice almost always goes with a style that lacks vigor and clear, direct statement.
Some people have the notion that passive, colorless writing shows scholarly objectivity. The idea is pure rot.
Copyright © 1996 by Theron F. Schlabach.
Permission has been granted to reproduce this document for non-commercial educational purposes, on the condition that the author receives credit. Theron F. Schlabach is a professor of history at Goshen College, in Goshen, Indiana.
Page maintained by Gerald W. Schlabach, gwschlabach@stthomas.edu.
Copyright © Gerald W. Schlabach. Last updated: 12 July 2000.
by Theron F. Schlabach
With apologies to the Author of the original ten
I. Thou shalt begin with an outline that buildeth thy entire paper around thy central ideas.
An outline built around a THESIS AND SUBTHESES will do the job much better than one that only categorizes information or puts it into chronological order--although topical analysis and narrative also have their uses. In any case, whether you organize by thesis-subthesis, topic, or narrative, your central task is to ask penetrating, interpretive questions of your sources. Therefore structure your outline to let incidental facts recede as supporting evidence, and to emphasize answers to intelligent questions.
Facts and details should always support the main ideas in evident ways.
Do not relegate the real point (or points) of the paper to the conclusion.
II. Thou shalt avoid self-conscious discussion of thy intended purposes, thy strategy, thy sources, and thy research methodology.
Draw your reader's attention to the points you are making, not to yourself and all the misery and sweat of your process of research and writing. Keep the focus on what you have to say, not on the question of how you hope to develop and say it. Do not parade around in your mental underwear. Show only the well-pressed and well-shined final product.
Avoid self-conscious-sounding phrases such as: "now let us turn to"; "I will demonstrate that"; "now we see that"; even "I think that", or (even worse) "I feel that".
Avoid use of first person.
If you must discuss methodology, do it in a preface; discussing sources is fine, but in a bibliographical essay.
Phrases that tell your reader explicitly what you intend to do or to do next, or that tell explicitly where to see emphasis, are crutches. They indicate weaknesses in your paper's implicit development and emphasis.
The above does not mean that you offer the reader no cues and clues. Yes, it is important, in the opening paragraph or two of a paper or a section, to lay out the essential question(s) you will address and often to hint at the answers you may find. But do it artistically, not with a heavy hand.
In the cases of historiographical papers and book reviews you may of course discuss sources. Those cases are exceptions. There may be other exceptions.
III. Thou mayest covet other writers' ideas but thou shalt not steal them.
Document EVERY quotation, paraphrase, or crucial idea that you borrow from a source.
Document those facts which you cannot consider common textbook knowledge--especially those which could be controversial or which are crucial to the development of your argument, analysis, or narrative.
If there get to be too many footnotes, combine some or all that refer to a given paragraph. However, never make one footnote cover material in more than one paragraph. When in doubt, footnote.
IV. Thou shalt strive for clarity above cuteness; thou shalt not use jargon when common language will serve, nor a large word when a small one will serve, nor a foreign term when an English one will serve, nor an abstract term where a vivid one is possible.
Learn first of all to write lean, tough, logical, precise prose. After you have learned that, you may begin to experiment with metaphors, allusions, and fancily turned phrases. But use these only if they add to communication and do not clutter it up.
Never use more words when you can make the point with fewer.
Trying to impress your reader with obscure vocabulary, erudition in foreign or specialized verbiage, and all such pretension, is absolutely out.
Take special care to keep verbs in their active, verb form, rather than changing them into abstract nouns, usually with "tion" endings. ("She helped organize." Not: "She helped in the organization of." "He was one who used Marx's ideas." Not: "He participated in the utilization of the ideas of Marx.")
V. Remember thy paragraph to keep it a significant unity; thou shalt not fragment thy discussion into one short paragraph after another, and neither shalt thou write a paragraph that fails to develop a topical idea.
Think of the paragraph as an instrument to develop an idea. The paragraph should have a recognizable idea, usually as a topic sentence.
Usually, three sentences are minimum for a good paragraph, and most paragraphs should have more. Short paragraphs seldom develop ideas or nuances. They are for people with very short attention spans (which partly explains why journalists use them).
Maximum length for a good paragraph is roughly one typed, double-spaced page, although a paper full of such long paragraphs will be tiring. A good length for most is 1/2 to 3/4 page.
There are times to violate the no-one-or-two-sentence-paragraph rule, especially: to make a succinct statement stand out sharply for emphasis; or, to make a transition to a new section of the paper.
VI. Thou shalt write as if thy reader is intelligent--but totally uninformed on any particular subject: hence, thou shalt identify all persons, organizations, etc., and shalt in every way try to make thy paper a self-sufficient unit.
Here, the chief temptations are: to plunge into a subject without adequately establishing time, place, and context; and, to refer to authors and to obscure historical events as if everyone knew of them. The motive may even be snobbery, showing off one's esoteric knowledge.
So, do not refer to facts in language that implies that the reader is already familiar with them, unless you have first established the facts. To do so may make the reader feel dumb. Often this rule means: using "a" or no article at all instead of using "the" or a possessive pronoun; and, not putting the reference in a subordinate clause.
In the first reference to a person, organization, or whatever, give the complete name (not only initials). Thereafter, unless a long space has elapsed, you may refer to a person only by last name (seldom the familiarity of only the first name). In the case of an organization, after the first reference you may use an acronym (e.g., CIA for Central Intelligence Agency) if you have made the meaning of the acronym clear.
VII. Thou shalt use quotations sparingly and judiciously, only for color and clarity; if thou must quote, quotations should not break the flow of thine own language and logic, and thy text should make clear whom thou art quoting.
Effective quotation is a literary device--not a way to transfer information unprocessed and undigested from your sources to your reader.
Quoting does NOT add authority, unless you have already established that the source carries authority. Even then, paraphrasing may do as well or better. (Often, you should be able to write better than did the original author!)
Usually, for art's sake, do not quote whole sentences. Your language will flow better, without strange sentence structure and abrupt shifts in style, if you quote only short phrases and merge them nicely into your own stream of language.
Indented block quotations are out! If a quotation gets beyond about four lines (heaven forbid!), break it up, paraphrase, do something--but do not make notches at the edge of your paper that signal a coming mass of undigested material.
VIII. Thou shalt not relegate essential information to thy footnotes
Normally, discursive footnotes should be very few. If the information is important enough to print, get it into the text; if not, save the paper.
IX. Thou shalt write consistently in past tense, and in other ways keep thy reader firmly anchored in time.
The "historical present" causes more confusion than it is worth. Sense of time and context is first among the historian's contributions. Writing of past events in the present tense is usually evidence that the author lacked appreciation for historical setting.
Historical essays and book reviews present special problems. But even the author's act of writing a book took place in the past, even if only a year or two ago. Thus, Hofstadter ARGUED, not "argues", in his Age of Reform. Hofstadter is now dead, and presumably cannot argue (present tense). Even if he were still living, we do not know that he has not changed his mind; authors do change their minds. On the other hand, the book, if it is the subject of the verb, does always continue to make the same point, so that you do use present tense. Thus, Hofstadter's Age of Reform "argues," not "argued".
As you write, frequently intersperse time phrases: "in 1907", "two years later", whatever. If the date is the more important, state the date; if time elapsed is the more important, use a phrase such as "two years later".
Perfect tense is very helpful, indeed often necessary, for keeping the time line clear--especially when you shift or flash forward or backward from some reference point in time. ("In August, 1893 Smith met Jones at the World's Exhibition in Chicago. Three years earlier they had met in London. Now they met as old friends.") Note "had met".
X. Thou shalt not use passive voice.
Passive voice destroys clarity because often it does not make clear who did the acting. ("The order was given.") In such cases, it fails to give complete information. Or even if it does give the information ("The order was given by Lincoln.") it gives it back-end-forward. Why not: "Lincoln gave the order."?
If you write many sentences in passive voice, check whether your language is not generally abstract and colorless. Passive voice almost always goes with a style that lacks vigor and clear, direct statement.
Some people have the notion that passive, colorless writing shows scholarly objectivity. The idea is pure rot.
Copyright © 1996 by Theron F. Schlabach.
Permission has been granted to reproduce this document for non-commercial educational purposes, on the condition that the author receives credit. Theron F. Schlabach is a professor of history at Goshen College, in Goshen, Indiana.
Page maintained by Gerald W. Schlabach, gwschlabach@stthomas.edu.
Copyright © Gerald W. Schlabach. Last updated: 12 July 2000.
Welcome to IB History
My name is Charles, and this is IB History. This is the part where I offer my support and at the same time scare you. In the next two years, we're going to work, hard. I'll be there every step of the way but it's your job to get where you want to go. Ask, question, explore, challenge, be prepared.
It might also be a little fun:) I'm a little out there and not afraid to admit it. Be willing to challenge yourself and the status quo and you might be surprised at what you can accomplish. The worst that can happen isn't failing. It's not trying. In the long scope of life, trying is always better than wondering what if.
We'll get Paper 1, Paper 2 and Paper 3 out of you. Have no fear. If we happen to find out whose last words were, "I'm bored with it all.", or which royalty served as a mechanic during WWII, or which American city gave an honor to Saddam Hussein in 1980, that can't be helped, either.
By the way, it was Churchill, Queen Elizabeth of England and Detroit.
It might also be a little fun:) I'm a little out there and not afraid to admit it. Be willing to challenge yourself and the status quo and you might be surprised at what you can accomplish. The worst that can happen isn't failing. It's not trying. In the long scope of life, trying is always better than wondering what if.
We'll get Paper 1, Paper 2 and Paper 3 out of you. Have no fear. If we happen to find out whose last words were, "I'm bored with it all.", or which royalty served as a mechanic during WWII, or which American city gave an honor to Saddam Hussein in 1980, that can't be helped, either.
By the way, it was Churchill, Queen Elizabeth of England and Detroit.
2011-2012 Syllabus
Kongsberg Videregående Skole - SYLLABUS, 2010 - 2012: IB, History
Course Overview: The IB History Course is a two-year history course (History of Europe and the Middle-East and 20th Century Topics). Each unit is approximately three weeks in length (roughly 4 topics a quarter, 12 weeks a quarter). Why do you need this class? North Korea, Iran, oil, terrorism. rise of China, American power, European decline. To understand these very real situations and to make choices about the future, you have to understand the past. History isn’t a group of useless facts and dates. History is who we are today, and where we are going (and it REALLY isn‘t boring).
In-Depth Topics
Paper 1 - Document-Based Question Test (DBQ), The Arab–Israeli conflict 1945-79
Paper 2 - 20th Century - Topics
Topic 1: Causes, Practices, and Effects of War
Topic 3: Origins and development of authoritarian and single-party states
Topic 5: The Cold War
Paper 3 - History of Europe and the Middle East - Subjects
Subject 5. Imperial Russia, revolutions, emergence of Soviet State 1853-1924
Subject 6. European Diplomacy and the First World War 1870-1923
Subject 8. Interwar years: conflict and cooperation 1919-1939
Subject 10. The Second World War and post-war Western Europe 1939-2000
1st Year (2010-11) 2nd Year (2011-12)
Fall 1 (Qtr. 1): Historiography/Citation Historical Investigation Part II
French Revolution & Napoleon USA/USSR and the Cold War
Unification of Italy and Germany Europe, Asia and the Cold War
World War I Post-War Europe
Exam Prep: (3 # 1's – DBQ) (3 # 1's, 2 # 2's, HL 1# 3's)
Winter 2 (Qtr. 2): Russian Revolution Arab-Israeli Conflict (1945-79)
Lenin & Russian Civil War The Korean and Vietnam Wars
Stalin & Mussolini Post-War Asia
Mao & Chinese Civil War Norway (1945-2000)
Exam Prep: (2 # 2's) (3 # 1's, 3 # 2's, HL 2 # 3's)
Spring (Qtr 3): Spanish Civil War and Franco Review
Interwar Years (1918-1936) IB Exam Preparation
Hitler IB History Exam
World War II: Europe and Middle East World War II: Asia & the Atomic Bomb
Historical Investigation: Part I
Exam Prep: (SL – 2 # 2's/HL 1 # 3) Practice Exam
Summer (Qtr 4): Internal Assessment / Historical Investigation
The order and inclusion of topics are subject to change, but due dates will not.
FOR EACH QUARTER, you'll be given a detailed syllabus, including reading, exam preparation and projects. You will given a grade EACH quarter, with an averaged year grade in June.
Required Texts: Mastering Modern World History, 4th Edition by Norman Lowe and
Europe: 1870 – 1991, 2nd Edition by Terry Morris and Derrick Murphy
WHAT THE HECK IS IB HISTORY ANYWAY?
IB Scores: A very basic goal of this two-year course is to earn an IB score of four or better. Why not avoid mediocrity and go for a 7? It can be done. The four components to the IB score are one internal-assessment research project and three externally-moderated exams. The three exams are divided into one about the History of Europe and the Middle East and two about the 20th Century topics. Scores of four or more will earn credit at many colleges and universities. The higher the score, the more credit one can earn. Every student in this class is capable of earning at least a four, but it will require time, energy, and hard work.
Components of IB Score (Higher Level)
Internal Assessment: 20% of IB Score
The internal assessment requires an intensive independent study of a particular historical topic. A student begins with a research question and attempts to answer it by thoroughly investigating several sources. Often, students choose a subject area of Paper 1 or Paper 2, in order to study, in more detail, a topic that may appear on the exams. This paper will be assigned at the end of this year, completed over the summer and at the beginning of the 2nd year.
Paper 1: Document Based Questions (DBQ's) (20% of total marks) HAND-WRITTEN
1 hour 5 minutes
The purpose of this exam is to determine your ability as a historian to evaluate, interpret and analyze sources. The subjects for this exam are Peacemaking, peacekeeping— international relations 1918-36, The Arab–Israeli conflict 1945-79, and Communism in crisis 1976-89. Each topic will feature five historical documents followed by four questions. Students must choose one subject and answer all questions associated with that topic. Previous knowledge of the subject is necessary, as well as historiographical skills. We will study The Arab–Israeli conflict 1945-79 towards the middle of your 2nd year. We'll take several DBQ exams during the year.
Paper 2: 20th Century World History Topics (25% of total marks) HAND-WRITTEN
1 hour 30 minutes (two extended-response questions)
This paper requires the student to answer two essay questions. Therefore you will have approximately 45 minutes for each question. The questions are by topics, with five questions, with a few extra under that topics that we will touch upon. The questions you answer must come from different topic areas. Some subjects will be taught this year, and various subjects will be taught next year. Our primary focus is Europe and the Middle East, but we'll also study Asia and Oceania for comparison questions. Essay questions over these topics will come from previous IB exams. Remember these are 20th century only.
Paper 3: HL - History of Europe and the Middle East (35% of total marks) HAND-WRITTEN
2 hours 30 minutes (three extended-response questions)
This is possibly the most grueling exercise imaginable. This paper requires the student to answer three essay questions. There will be twenty-five questions from which to choose. Approximately half of these are from 1750-1900, and half are from 1900-present. Some questions will be on individual countries, i.e. Germany, or Russia; other questions will call for a comparison of issues throughout the region, such as revolution (French, Russian, etc.) or leaders (Stalin, Hitler, etc.).
CLASS POLICIES
STANDARDS FOR ACHIEVEMENT:
I am very tolerant and understanding, but don’t play games. There is no reason for mediocrity. You must successfully complete all projects on time, do well on the written assessments, attend each class and firmly grasp the concepts discussed in class. The assignments must be grammatically and stylistically cohesive and meet the criteria of the assignment. Failure to submit assignments and/or meet assignment objectives will result in a diminished grade.
MATERIALS:
Your assignments should be submitted on standard, quality white paper. Keep all materials (handouts, assignments) organized in folders. Also, back up all assignments (but do not submit assignments on the Internet) as you will be expected to revise them. A notebook (agenda) is helpful for tracking assignments. Of course, the traditional pen and pencil are mandatory. Most importantly, you should bring your creativity and a willingness to work to class.
PROCEDURE:
This class consists of discussion, extensive reading and research, video, projects, radio broadcasts and writing. You'll hate me from writing. I can live with that. WATCH CITATION!
FORMAT:
Each assignment must be typed (unless it's a practice exam) and in standard college format. Charles, what does that mean? This means that we’re all creative people, but keep to these formats and don’t compensate for lack of content with creative margins or fonts.
- Times New Roman font, 12 size only. 1” margins on all sides.
- A header on the first page with your full name, the course, assignment description and the date and page numbers on each page.
I won't accept papers or assignments over the Internet. I won't accept if they're not formatted.
Once again, for all that is good and holy, make sure your name, course, assignment and date are on each paper, and turn in a works cited list for each speech, debate, presentation or paper!
DISCUSSION:
Each week, we will discuss certain readings from the book. Therefore, it is your responsibility to read the assignments BEFORE class and bring your textbook to each class. Yes, I'll check.
CELL PHONES:
Nothing is more annoying than a cell phone going off in class. Turn yours off and call your boyfriend/girlfriend/significant other back.
CONDUCT, COMPUTERS AND CRAZINESS:
Be professional. I like to laugh and have fun as much as the next person does, but this is the real world. Any disruptive behavior will not be tolerated in this class. It goes without saying (so that's why I'm going to say it) that computers in class are not for Facebook, youtube (unless relevant to subject material) or personal e-mails. That's completely unacceptable. The computer in the classroom is a privilege, not a right. I'd hate to have to go old-school on anybody. Last, I cannot friend you on Facebook. I'm not your friend, or enemy. I'm your teacher. Don't even ask.
PLAGIARISM:
Plagiarism, or in simpler terms, COPYING, is a serious violation of the professional and academic standards of the International Baccalaureate (or any) program. This refers to quizzes, tests, assignments or projects, etc. Someone created those ideas, and if you use them and do not cite them, it is blatant stealing. You are cheating that person, and yourself. Plagiarism can be as simple as copying someone’s computer file and saying it is your own or worse, omitting quotation marks and not citing your reference in a paper. Cite your source material as defined in the MLA Handbook in the library or the websites below. All classes have the same disciplinary policy for plagiarism. At the minimum, your work will receive a zero. Serious violations can result in disciplinary action. To avoid this happening to you or if you have questions to escape this deadliest of academic sins, consult your instructor.
Suggested websites and books:
THE ECONOMIST! www.economist.com Login: aquaskaya@hotmail.com password: IBHISTORY
www.nationmaster.com - Excellent source for statistics and data.
www.citationmachine.net - An accurate and easy to use MLA guide. USE IT, PLEASE!
http://www.wisc.edu/writing/Handbook/DocMLAWorksCited.html - An accurate MLA guide.
www.vlib.org - An online library with an unbelievable amount of information.
http://bubl.ac.uk/ - Academic resources organized by subject.
http://www.ipl.org/ - Reference and online books and journals.
http://www.infoplease.com/ - A staggering amount of information
http://ukcatalogue.oup.com/category/academic/series/general/vsi.do - The Very Short Introduction Series, Oxford Press. Splendid cheap, little books packed with information.
ANYTHING by Margaret Macmillan (The Uses and Abuses of History, Profile Books, Ltd., 2010)
ANYTHING by Eric Hobsbawm (a necessity – The Age of Extremes, 1914 – 1991, Abacus, 2009)
Pointless but fun to read - History Without the Boring Bits, Ian Crofton, Quercus, 2007
I have a massive list of DVD's and endless amounts of of media that we'll use.
In every class, I ask students to consider the following...
If the world were a village of a hundred people, it would look like this:
There would be 33 Christians, 19 Muslims, 16 non-religious people, 14 Hindus, 6 Buddhists,
5 primal/indigenous believers, 5 Chinese traditionalists, 1 Sikh and 1 Jew.
59 Asians, 12 Europeans, 14 North and South Americans, 14 Africans and 1 Oceanianer.
47 live in cities. 9 are disabled. 13 are hungry. 14 can't read. 1 is dying of hunger.
43 live without proper sanitation. 1 has HIV/AIDS.
59% of the entire world’s wealth would be in the hands of only 5 people.
All five would be citizens of the United States.
20 use 80% of the energy.
15 would be unable to read. Only 15 would have a computer. Only 21 have the Internet.
ONLY 1 WOULD HAVE A COLLEGE EDUCATION.
Use this course to change these numbers.
From http://www.miniature-earth.com/me_english.htm
IB Learner Profile
You're going to hear this a 1,000 times, so you might as well hear it again. The aim of IB is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers
They develop their natural curiosity. They actively enjoy learning.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance.
Thinkers
They make reasoned, ethical decisions based on using critical and creative thinking skills to approach complex problems.
Communicators
They express themselves confidently in more than one language and work collaboratively with others.
Principled
They act with integrity and honesty and take responsibility for their actions.
Open-minded
They are open to learning from the perspectives, values and traditions of others.
Caring
They show empathy, compassion and respect toward the needs and feelings of others.
Risk-takers
They explore unfamiliar situations with courage and independence.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience.
Charles' expectations:
1. You and you alone are ultimately responsible for your education. Do the reading (I'm merciless if you don't do it). Complete your assignments. ASK QUESTIONS. THINK CRITICALLY AND CREATIVELY. CHALLENGE AUTHORITY BUT BE PREPARED TO DEFEND YOURSELF. (IB learner profile)
2. If you miss class or a test, you are responsible for finding out what you missed and learning it, making up the assignment or the test, regardless of the validity of your excuse.
3. Come prepared. Bring your materials everyday. You'll get out what you put in.
Common Excuses and Challenges for IB students: The other IB classes, due dates, homework, assignments, projects, tests, activities, group work, who you sit by, or do not sit by, field trips, late to class, late work, making a test up for another class, EE, TOK, CAS and 1,000 more acronyms, athletics, extracurricular activities, job, family obligations, family vacations, family life, teenage drama, friends/enemies, significant others, lost your backpack, stole your car, dog ate your homework, you ate your dog, harm to homework, lost book, materials stolen, materials lent to someone else, sickness, doctor's appointments. sleep, “I don't know”, “I don't understand”, “I don't get it”, “I forgot”. WE'VE HEARD THEM ALL BEFORE SO SKIP THEM.
Take it all seriously but remember this too shall pass...
You know you're in IB when:
1. The other students in school call you geek but know you're getting a real education.
2. You write sentences on multiple choice tests (see below).
3. You need FOUR extra sheets to "use extra sheet if necessary".
4. It rains and you carry your umbrella over your backpack instead of yourself.
5. "Due" date means "Do" date.
6. You've memorized the cracks in the stucco on the wall behind your computer.
7. You chat on Instant Messenger and say 'cause instead of cuz.
8. Brewing coffee takes too long, so you just eat the beans.
9. You think MTV is a formula for mass, temperature, and volume.
10. You've mastered the art of procrastination so well that your research paper finishes printing just seconds before you have to leave for school.
11. You point out all the historically inaccurate mistakes in movies.
12. Your every day sayings include "Wow, I just pulled a Holden Caulfield".
13. You sleep more in class than you do at home.
14. You finish your History essay shortly before midnight. Your smile of satisfaction fades when you remember you need to start on your English paper.
15. Someone tells you to relax and you go into spasms - "Relax? RELAX?!?"
16. You go to school on the weekends and on national holidays to work with your extended essay coordinator.
17. "IB, therefore I B.S."
18. You exceed the 4200 word limit on the Extended Essay.
19. You skip school to do homework.
20. You live in the same house as your parents, yet you haven't seen them for three days.
21. You construct a "back-up plan", which consists of quitting IB and filling out the applications for minimum-wage jobs that are taped up in your locker.
22. You plan, and look forward to, going to the University library during spring break to research your extended essay.
23. "Sleeping in" becomes sleeping for five hours.
24. You create a conspiracy theory that all that is evil and wrong in the world is known by a "snappy, clever acronym." (IB, TOK, CAS, etc.)
25. You begin to SPEAK in acronyms; i.e, "snappy, clever acronym" becomes SCN.
26. "I think, therefore I have a headache."
Solutions and ways to be successful... manage your education, manage your time, make the most of your time in school, make the most of your time in this class, participate and get involved in class, read and ask questions, ask for help, IB History Calendar, the website, e-mail, Listserve, come prepared, use the IB Learner Profile to guide your own learning, teach others about what you have learned, use your classmates as resources to learn (not to get by).
Route 2 – The Bible/Koran/Torah/the Vedas for the next two years...
THE GAMEPLAN FOR PAPERS 1, 2 and 3
Paper 1: 20th century world history (document-based question -DBQ). You'll be asked to use specific pieces of reading, statistics and information to analyze and compare the documents. The purpose of this exam is to determine your ability as a historian to evaluate, interpret and analyze sources. The subjects for this exam are Peacemaking, peacekeeping— international relations 1918-36, The Arab–Israeli conflict 1945-79, and Communism in crisis 1976-89. Each topic will feature five historical documents followed by four questions. Students must choose one subject and answer all questions associated with that topic. Previous knowledge of the subject is necessary, as well as historiographical skills. We will study The Arab–Israeli conflict 1945-79 towards the middle of your 2nd year. We'll also take several DBQ exams during the year.
Prescribed subject 2: The Arab–Israeli conflict 1945‑79
This prescribed subject addresses the development of the Arab–Israeli conflict from 1945 to 1979. It also requires consideration of the role of outside powers in the conflict either as promoters of tension or mediators in attempts to lessen tensions in the region. The prescribed subject requires study of the political, economic and social issues behind the dispute and the specific causes and consequences of the military clashes between 1948‑9 and 1973. The nature and extent of social and economic developments within the disputed territory of Palestine/Israel within the period and their impact on the populations should also be studied. The end date for the prescribed subject is 1979 with the signing of the Egyptian–Israeli peace agreement.
Areas on which the source-based questions will focus are:
last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war
British withdrawal; establishment of Israel; Arab response and 1948/49 war
demographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration and the economic development of the Israeli state
Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel and the UNO
Arabism and Zionism; emergence of the PLO
Six Day War of 1967 and the October War of 1973: causes, course and consequences
role of the United States, USSR and UNO
Camp David and the Egyptian-Israeli Peace Agreement.
Prescribed subject 1: Peacemaking, peacekeeping—international relations 1918‑36
This prescribed subject addresses international relations from 1918 to 1936 with emphasis on the Paris Peace Settlement—its making, impact and problems of enforcement—and attempts during the period to promote collective security and international cooperation through the League of Nations and multilateral agreements (outside the League mechanism), arms reduction and the pursuit of foreign policy goals without resort to violence. The prescribed subject also requires consideration of the extent to which the aims of peacemakers and peacekeepers were realized and the obstacles to success.
Areas on which the source-based questions will focus are:
aims of the participants and peacemakers: Wilson and the Fourteen Points
terms of the Paris Peace Treaties 1919‑20: Versailles, St Germain, Trianon, Neuilly, Sèvres/Lausanne 1923
the geopolitical and economic impact of the treaties on Europe; the establishment and impact of the mandate system
enforcement of the provisions of the treaties: US isolationism—the retreat from the Anglo–American Guarantee; disarmament—Washington, London, Geneva conferences
the League of Nations: effects of the absence of major powers; the principle of collective security and early attempts at peacekeeping (1920‑5)
the Ruhr Crisis (1923); Locarno and the “Locarno Spring” (1925)
Depression and threats to international peace and collective security: Manchuria (1931‑3) and Abyssinia (1935‑6).
Paper 2: 20th Century World History
Our two regions our Europe and the Middle East (primary), and Asia and Oceania (secondary). We will focus on Topic 1 and Topic 3, with major elements of Topic 5. This paper requires the student to answer two essay questions. Therefore you'll have approximately 45 minutes for each question. The questions are by topics, with five questions, with a few extra under that topics that we will touch upon. The questions you answer must come from different topic areas. Our primary focus is Europe and the Middle East, but we'll also study Asia and Oceania for comparison questions. Essay questions will come from IB exams. These are 20th century only.
Topic 1: Causes, practices and effects of wars
War was a major feature of the 20th century. In this topic the different types of war should be identified, and the causes, practices and effects of these conflicts should be studied.
Major themes
Different types and nature of 20th century warfare
Civil
Guerrilla
Limited war, total war
Origins and causes of wars
Long-term, short-term and immediate causes
Economic, ideological, political, religious causes
Nature of 20th century wars
Technological developments, tactics and strategies, air, land and sea
Home front: economic and social impact (including changes in the role and status of women)
Resistance and revolutionary movements
Effects and results of wars
Peace settlements and wars ending without treaties
Attempts at collective security pre- and post-Second World War
Political repercussions and territorial changes
Post-war economic problems
Material for detailed study
First World War (1914‑8)
Second World War (1939‑45)
Africa: Algerian War (1954‑62), Nigerian Civil War (1967‑70)
Americas: Falklands/Malvinas war (1982), Nicaraguan Revolution (1976‑9)
Asia and Oceania: Indo-Pakistan wars (1947‑9, 1965, 1971), Chinese Civil War (1927‑37 and 1946‑9)
Europe and Middle East: Spanish Civil War (1936‑9), Iran–Iraq war (1980‑88), Gulf War (1991)
Topic 3: Origins and development of authoritarian and single-party states
The 20th century produced many authoritarian and single-party states. The origins, ideology, form of government, organization, nature and impact of these regimes should be studied.
Major themes
Origins and nature of authoritarian and single-party states
Conditions that produced authoritarian and single-party states
Emergence of leaders: aims, ideology, support
Totalitarianism: the aim and the extent to which it was achieved
Establishment of authoritarian and single party states
Methods: force, legal
Form of government, (left- and right-wing) ideology
Nature, extent and treatment of opposition
Domestic policies and impact
Structure and organization of government and administration
Political, economic, social and religious policies
Role of education, the arts, the media, propaganda
Status of women, treatment of religious groups and minorities
Material for detailed study
Africa: Kenya—Kenyatta; Tanzania—Nyerere
Americas: Argentina—Perón; Cuba—Castro
Asia and Oceania: China—Mao; Indonesia—Sukarno
Europe and the Middle East: Germany—Hitler; USSR—Stalin; Egypt—Nasser
Topic 5: The Cold War
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.
Major 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
End of the Cold War
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
Paper 3: HL Aspects of the history of Europe and the Middle East
Our primary focus is subjects 5, 6 and 10, but we will also study major aspects of subject 8, as well as subject 1 and 2 to break up the endless monotony of World War I and II. This is possibly the most grueling exercise imaginable. This paper requires the student to answer three essay questions. There will be twenty-five questions from which to choose. Approximately half of these are from 1750-1900, and half are from 1900-present. Some questions will be on individual countries, i.e. Norway, Russia or Germany; other questions will call for a comparison of issues throughout the region, such as revolution (French, Russian, etc.) or leaders (Stalin, Hitler, etc.).
5. Imperial Russia, revolutions, emergence of Soviet State 1853 ‑ 1924
This section deals with the decline of imperial power in Tsarist Russia and the emergence of the Soviet State. It requires examination and consideration of the social, economic and political factors that inaugurated and accelerated the process of decline. Attempts at domestic reform and the extent to which these hastened or hindered decline should be studied, together with the impact of war and foreign entanglements.
Alexander II (1855‑81): emancipation of the serfs; military, legal, educational, local government reforms; later reaction
Policies of Alexander III (1881‑94) and Nicholas II (1895‑1917): backwardness and attempts at modernization; nature of tsardom; growth of opposition movements
Significance of the Russo-Japanese War; 1905 Revolution; Stolypin and the Duma; the impact of the First World War (1914‑18) on Russia
1917 Revolutions: February/March Revolution; Provisional Government and Dual Power (Soviets); October/November Bolshevik Revolution; Lenin and Trotsky
Lenin’s Russia (1917‑24): consolidation of new Soviet state; Civil War; War Communism; NEP; terror and coercion; foreign relations
6. European diplomacy and the First World War 1870 ‑ 1923
This section deals with the longer- and shorter-term origins of the First World War, its course and consequences. The breakdown of European diplomacy pre‑1914 and the crises produced in international relations should be examined. It covers how the practice of war affected the military and home fronts. The section also investigates reasons for the Allied victory/Central Powers’ defeat plus a study of the economic, political and territorial effects of the post-war Paris Peace Settlement.
European diplomacy and the changing balance of power after 1870
Aims, methods, continuity and change in German foreign policy to 1914; global colonial rivalry
Relative importance of: the Alliance System; decline of the Ottoman Empire; Austria Hungary and Balkan nationalism; arms race; international and diplomatic crises
Effects on civilian population; impact of war on women socially and politically
Factors leading to the defeat of Germany and the other Central Powers (Austria Hungary, Ottoman Empire and Bulgaria); strategic errors; economic factors; the entry and role of the United States
Post-war peace treaties and their territorial, political and economic effects on Europe: Versailles (St Germain, Trianon, Neuilly, Sèvres/Lausanne)
8. Interwar years: conflict and cooperation 1919 ‑ 39
This section deals with the period between the two World Wars and the attempts to promote international cooperation and collective security. Obstacles to cooperation, such as post-war revisionism, economic crises and challenges to democracy and political legitimacy in Italy, Germany and Spain respectively, all require examination and consideration. The policies of the right-wing regimes and the responses of democratic states are also the focus of this section.
Germany 1919‑33: political, constitutional, economic, financial and social problems
Italy 1919‑39: Mussolini’s domestic and foreign policies
The impact of the Great Depression (case study of its effect on one country in Europe)
Spanish Civil War: background to the outbreak of the Civil War; causes and consequences; foreign involvement; reasons for Nationalist victory
Hitler’s domestic and foreign policy (1933‑39)
Search for collective security; appeasement in the interwar years; the failure of international diplomacy; the outbreak of war in 1939
10. The Second World War and post-war Western Europe 1939 ‑ 2000
This section deals with the Second World War, post-war recovery and the effects of the Cold War in the second half of the 20th century and, in some cases the transition from authoritarian to democratic government. It requires examination of the social, political and economic issues facing states and the methods used to cope with the challenges, either within individual states or in the move towards a system of European integration, in pursuit of mutually acceptable political, economic and foreign policy goals.
Second World War in Europe; Cold War: impact on Germany, NATO and military cooperation
Post-war problems and political and economic recovery in Western Europe: devastation; debt 1945‑9
Establishment and consolidation of the Federal Republic of Germany to German reunification
Moves towards political and economic integration, cooperation and enlargement post-1945: EEC, EC, EU
Spain: Franco’s regime and the transition to, and establishment of, democracy under Juan Carlos
Norway - Case study of one Western European state between 1945 and 2000 (excluding Germany and Spain): the nature of the government; domestic policies; opposition and dissent
1. The French Revolution and Napoleon—mid 18th century to 1815
This section deals with the origins, outbreak, course and results of the French Revolution. It focuses on the social, economic, political and intellectual challenges confronting the ancien régime and the stages of the revolutionary process during this period, culminating in the rise and rule of Napoleon Bonaparte. The unit requires investigation of the impact of the French Revolution, as well as Napoleon’s domestic and foreign policies, upon France and its European neighbors.
Crisis of the ancien régime: role of the monarchy especially Louis XVI; intellectual, political, social, financial and economic challenges
Stages in, and radicalization of, the revolution: urban and rural revolt; Constitution of 1791; the fate of the monarchy; the Terror; Robespierre; Thermidorean Reaction; Directory
Revolutionary wars to promote and defend revolutionary ideals 1792‑96
Rise of Napoleon Bonaparte
Napoleon’s domestic and foreign policies pre- and post-1804; Napoleonic wars
Collapse of the Napoleonic Empire and Bourbon restoration; Congress of Vienna
2. Unification and consolidation of Germany and Italy 1815 ‑ 90
This section deals with the emergence and growth of nationalism in the German states and the Italian peninsula, and the foundation and consolidation of power in these newly established nation states. It requires consideration of the social, economic and political factors involved in the unification process, the role of individuals as well as the significance of foreign involvement in that process. The changing balance of power after 1870‑71 and relations with existing European Powers should be considered along with the main domestic policies and problems of the new states.
Revolutions in Italy and the significance of Rome; Austrian Empire and the German states between 1815 and 1848
Unification of Italy: growth of power of Piedmont-Sardinia; Mazzini, Cavour and Garibaldi; foreign involvement and its effects
The rise of Prussia 1815‑62: political and economic factors including the German Confederation, the Zollverein; Prussian–Austrian relations to 1866
Decline of Austrian influence: Crimean War; Italy; Austro–Prussian War 1866; Dual Monarchy of Austria Hungary; challenge of nationalism
Bismarck, Prussia and unification: diplomatic, economic, military reorganization; wars of unification; 1871 Constitution
Comparison of Italian and German unification
Bismarck’s Germany: domestic and foreign policy
Course Overview: The IB History Course is a two-year history course (History of Europe and the Middle-East and 20th Century Topics). Each unit is approximately three weeks in length (roughly 4 topics a quarter, 12 weeks a quarter). Why do you need this class? North Korea, Iran, oil, terrorism. rise of China, American power, European decline. To understand these very real situations and to make choices about the future, you have to understand the past. History isn’t a group of useless facts and dates. History is who we are today, and where we are going (and it REALLY isn‘t boring).
In-Depth Topics
Paper 1 - Document-Based Question Test (DBQ), The Arab–Israeli conflict 1945-79
Paper 2 - 20th Century - Topics
Topic 1: Causes, Practices, and Effects of War
Topic 3: Origins and development of authoritarian and single-party states
Topic 5: The Cold War
Paper 3 - History of Europe and the Middle East - Subjects
Subject 5. Imperial Russia, revolutions, emergence of Soviet State 1853-1924
Subject 6. European Diplomacy and the First World War 1870-1923
Subject 8. Interwar years: conflict and cooperation 1919-1939
Subject 10. The Second World War and post-war Western Europe 1939-2000
1st Year (2010-11) 2nd Year (2011-12)
Fall 1 (Qtr. 1): Historiography/Citation Historical Investigation Part II
French Revolution & Napoleon USA/USSR and the Cold War
Unification of Italy and Germany Europe, Asia and the Cold War
World War I Post-War Europe
Exam Prep: (3 # 1's – DBQ) (3 # 1's, 2 # 2's, HL 1# 3's)
Winter 2 (Qtr. 2): Russian Revolution Arab-Israeli Conflict (1945-79)
Lenin & Russian Civil War The Korean and Vietnam Wars
Stalin & Mussolini Post-War Asia
Mao & Chinese Civil War Norway (1945-2000)
Exam Prep: (2 # 2's) (3 # 1's, 3 # 2's, HL 2 # 3's)
Spring (Qtr 3): Spanish Civil War and Franco Review
Interwar Years (1918-1936) IB Exam Preparation
Hitler IB History Exam
World War II: Europe and Middle East World War II: Asia & the Atomic Bomb
Historical Investigation: Part I
Exam Prep: (SL – 2 # 2's/HL 1 # 3) Practice Exam
Summer (Qtr 4): Internal Assessment / Historical Investigation
The order and inclusion of topics are subject to change, but due dates will not.
FOR EACH QUARTER, you'll be given a detailed syllabus, including reading, exam preparation and projects. You will given a grade EACH quarter, with an averaged year grade in June.
Required Texts: Mastering Modern World History, 4th Edition by Norman Lowe and
Europe: 1870 – 1991, 2nd Edition by Terry Morris and Derrick Murphy
WHAT THE HECK IS IB HISTORY ANYWAY?
IB Scores: A very basic goal of this two-year course is to earn an IB score of four or better. Why not avoid mediocrity and go for a 7? It can be done. The four components to the IB score are one internal-assessment research project and three externally-moderated exams. The three exams are divided into one about the History of Europe and the Middle East and two about the 20th Century topics. Scores of four or more will earn credit at many colleges and universities. The higher the score, the more credit one can earn. Every student in this class is capable of earning at least a four, but it will require time, energy, and hard work.
Components of IB Score (Higher Level)
Internal Assessment: 20% of IB Score
The internal assessment requires an intensive independent study of a particular historical topic. A student begins with a research question and attempts to answer it by thoroughly investigating several sources. Often, students choose a subject area of Paper 1 or Paper 2, in order to study, in more detail, a topic that may appear on the exams. This paper will be assigned at the end of this year, completed over the summer and at the beginning of the 2nd year.
Paper 1: Document Based Questions (DBQ's) (20% of total marks) HAND-WRITTEN
1 hour 5 minutes
The purpose of this exam is to determine your ability as a historian to evaluate, interpret and analyze sources. The subjects for this exam are Peacemaking, peacekeeping— international relations 1918-36, The Arab–Israeli conflict 1945-79, and Communism in crisis 1976-89. Each topic will feature five historical documents followed by four questions. Students must choose one subject and answer all questions associated with that topic. Previous knowledge of the subject is necessary, as well as historiographical skills. We will study The Arab–Israeli conflict 1945-79 towards the middle of your 2nd year. We'll take several DBQ exams during the year.
Paper 2: 20th Century World History Topics (25% of total marks) HAND-WRITTEN
1 hour 30 minutes (two extended-response questions)
This paper requires the student to answer two essay questions. Therefore you will have approximately 45 minutes for each question. The questions are by topics, with five questions, with a few extra under that topics that we will touch upon. The questions you answer must come from different topic areas. Some subjects will be taught this year, and various subjects will be taught next year. Our primary focus is Europe and the Middle East, but we'll also study Asia and Oceania for comparison questions. Essay questions over these topics will come from previous IB exams. Remember these are 20th century only.
Paper 3: HL - History of Europe and the Middle East (35% of total marks) HAND-WRITTEN
2 hours 30 minutes (three extended-response questions)
This is possibly the most grueling exercise imaginable. This paper requires the student to answer three essay questions. There will be twenty-five questions from which to choose. Approximately half of these are from 1750-1900, and half are from 1900-present. Some questions will be on individual countries, i.e. Germany, or Russia; other questions will call for a comparison of issues throughout the region, such as revolution (French, Russian, etc.) or leaders (Stalin, Hitler, etc.).
CLASS POLICIES
STANDARDS FOR ACHIEVEMENT:
I am very tolerant and understanding, but don’t play games. There is no reason for mediocrity. You must successfully complete all projects on time, do well on the written assessments, attend each class and firmly grasp the concepts discussed in class. The assignments must be grammatically and stylistically cohesive and meet the criteria of the assignment. Failure to submit assignments and/or meet assignment objectives will result in a diminished grade.
MATERIALS:
Your assignments should be submitted on standard, quality white paper. Keep all materials (handouts, assignments) organized in folders. Also, back up all assignments (but do not submit assignments on the Internet) as you will be expected to revise them. A notebook (agenda) is helpful for tracking assignments. Of course, the traditional pen and pencil are mandatory. Most importantly, you should bring your creativity and a willingness to work to class.
PROCEDURE:
This class consists of discussion, extensive reading and research, video, projects, radio broadcasts and writing. You'll hate me from writing. I can live with that. WATCH CITATION!
FORMAT:
Each assignment must be typed (unless it's a practice exam) and in standard college format. Charles, what does that mean? This means that we’re all creative people, but keep to these formats and don’t compensate for lack of content with creative margins or fonts.
- Times New Roman font, 12 size only. 1” margins on all sides.
- A header on the first page with your full name, the course, assignment description and the date and page numbers on each page.
I won't accept papers or assignments over the Internet. I won't accept if they're not formatted.
Once again, for all that is good and holy, make sure your name, course, assignment and date are on each paper, and turn in a works cited list for each speech, debate, presentation or paper!
DISCUSSION:
Each week, we will discuss certain readings from the book. Therefore, it is your responsibility to read the assignments BEFORE class and bring your textbook to each class. Yes, I'll check.
CELL PHONES:
Nothing is more annoying than a cell phone going off in class. Turn yours off and call your boyfriend/girlfriend/significant other back.
CONDUCT, COMPUTERS AND CRAZINESS:
Be professional. I like to laugh and have fun as much as the next person does, but this is the real world. Any disruptive behavior will not be tolerated in this class. It goes without saying (so that's why I'm going to say it) that computers in class are not for Facebook, youtube (unless relevant to subject material) or personal e-mails. That's completely unacceptable. The computer in the classroom is a privilege, not a right. I'd hate to have to go old-school on anybody. Last, I cannot friend you on Facebook. I'm not your friend, or enemy. I'm your teacher. Don't even ask.
PLAGIARISM:
Plagiarism, or in simpler terms, COPYING, is a serious violation of the professional and academic standards of the International Baccalaureate (or any) program. This refers to quizzes, tests, assignments or projects, etc. Someone created those ideas, and if you use them and do not cite them, it is blatant stealing. You are cheating that person, and yourself. Plagiarism can be as simple as copying someone’s computer file and saying it is your own or worse, omitting quotation marks and not citing your reference in a paper. Cite your source material as defined in the MLA Handbook in the library or the websites below. All classes have the same disciplinary policy for plagiarism. At the minimum, your work will receive a zero. Serious violations can result in disciplinary action. To avoid this happening to you or if you have questions to escape this deadliest of academic sins, consult your instructor.
Suggested websites and books:
THE ECONOMIST! www.economist.com Login: aquaskaya@hotmail.com password: IBHISTORY
www.nationmaster.com - Excellent source for statistics and data.
www.citationmachine.net - An accurate and easy to use MLA guide. USE IT, PLEASE!
http://www.wisc.edu/writing/Handbook/DocMLAWorksCited.html - An accurate MLA guide.
www.vlib.org - An online library with an unbelievable amount of information.
http://bubl.ac.uk/ - Academic resources organized by subject.
http://www.ipl.org/ - Reference and online books and journals.
http://www.infoplease.com/ - A staggering amount of information
http://ukcatalogue.oup.com/category/academic/series/general/vsi.do - The Very Short Introduction Series, Oxford Press. Splendid cheap, little books packed with information.
ANYTHING by Margaret Macmillan (The Uses and Abuses of History, Profile Books, Ltd., 2010)
ANYTHING by Eric Hobsbawm (a necessity – The Age of Extremes, 1914 – 1991, Abacus, 2009)
Pointless but fun to read - History Without the Boring Bits, Ian Crofton, Quercus, 2007
I have a massive list of DVD's and endless amounts of of media that we'll use.
In every class, I ask students to consider the following...
If the world were a village of a hundred people, it would look like this:
There would be 33 Christians, 19 Muslims, 16 non-religious people, 14 Hindus, 6 Buddhists,
5 primal/indigenous believers, 5 Chinese traditionalists, 1 Sikh and 1 Jew.
59 Asians, 12 Europeans, 14 North and South Americans, 14 Africans and 1 Oceanianer.
47 live in cities. 9 are disabled. 13 are hungry. 14 can't read. 1 is dying of hunger.
43 live without proper sanitation. 1 has HIV/AIDS.
59% of the entire world’s wealth would be in the hands of only 5 people.
All five would be citizens of the United States.
20 use 80% of the energy.
15 would be unable to read. Only 15 would have a computer. Only 21 have the Internet.
ONLY 1 WOULD HAVE A COLLEGE EDUCATION.
Use this course to change these numbers.
From http://www.miniature-earth.com/me_english.htm
IB Learner Profile
You're going to hear this a 1,000 times, so you might as well hear it again. The aim of IB is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers
They develop their natural curiosity. They actively enjoy learning.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance.
Thinkers
They make reasoned, ethical decisions based on using critical and creative thinking skills to approach complex problems.
Communicators
They express themselves confidently in more than one language and work collaboratively with others.
Principled
They act with integrity and honesty and take responsibility for their actions.
Open-minded
They are open to learning from the perspectives, values and traditions of others.
Caring
They show empathy, compassion and respect toward the needs and feelings of others.
Risk-takers
They explore unfamiliar situations with courage and independence.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience.
Charles' expectations:
1. You and you alone are ultimately responsible for your education. Do the reading (I'm merciless if you don't do it). Complete your assignments. ASK QUESTIONS. THINK CRITICALLY AND CREATIVELY. CHALLENGE AUTHORITY BUT BE PREPARED TO DEFEND YOURSELF. (IB learner profile)
2. If you miss class or a test, you are responsible for finding out what you missed and learning it, making up the assignment or the test, regardless of the validity of your excuse.
3. Come prepared. Bring your materials everyday. You'll get out what you put in.
Common Excuses and Challenges for IB students: The other IB classes, due dates, homework, assignments, projects, tests, activities, group work, who you sit by, or do not sit by, field trips, late to class, late work, making a test up for another class, EE, TOK, CAS and 1,000 more acronyms, athletics, extracurricular activities, job, family obligations, family vacations, family life, teenage drama, friends/enemies, significant others, lost your backpack, stole your car, dog ate your homework, you ate your dog, harm to homework, lost book, materials stolen, materials lent to someone else, sickness, doctor's appointments. sleep, “I don't know”, “I don't understand”, “I don't get it”, “I forgot”. WE'VE HEARD THEM ALL BEFORE SO SKIP THEM.
Take it all seriously but remember this too shall pass...
You know you're in IB when:
1. The other students in school call you geek but know you're getting a real education.
2. You write sentences on multiple choice tests (see below).
3. You need FOUR extra sheets to "use extra sheet if necessary".
4. It rains and you carry your umbrella over your backpack instead of yourself.
5. "Due" date means "Do" date.
6. You've memorized the cracks in the stucco on the wall behind your computer.
7. You chat on Instant Messenger and say 'cause instead of cuz.
8. Brewing coffee takes too long, so you just eat the beans.
9. You think MTV is a formula for mass, temperature, and volume.
10. You've mastered the art of procrastination so well that your research paper finishes printing just seconds before you have to leave for school.
11. You point out all the historically inaccurate mistakes in movies.
12. Your every day sayings include "Wow, I just pulled a Holden Caulfield".
13. You sleep more in class than you do at home.
14. You finish your History essay shortly before midnight. Your smile of satisfaction fades when you remember you need to start on your English paper.
15. Someone tells you to relax and you go into spasms - "Relax? RELAX?!?"
16. You go to school on the weekends and on national holidays to work with your extended essay coordinator.
17. "IB, therefore I B.S."
18. You exceed the 4200 word limit on the Extended Essay.
19. You skip school to do homework.
20. You live in the same house as your parents, yet you haven't seen them for three days.
21. You construct a "back-up plan", which consists of quitting IB and filling out the applications for minimum-wage jobs that are taped up in your locker.
22. You plan, and look forward to, going to the University library during spring break to research your extended essay.
23. "Sleeping in" becomes sleeping for five hours.
24. You create a conspiracy theory that all that is evil and wrong in the world is known by a "snappy, clever acronym." (IB, TOK, CAS, etc.)
25. You begin to SPEAK in acronyms; i.e, "snappy, clever acronym" becomes SCN.
26. "I think, therefore I have a headache."
Solutions and ways to be successful... manage your education, manage your time, make the most of your time in school, make the most of your time in this class, participate and get involved in class, read and ask questions, ask for help, IB History Calendar, the website, e-mail, Listserve, come prepared, use the IB Learner Profile to guide your own learning, teach others about what you have learned, use your classmates as resources to learn (not to get by).
Route 2 – The Bible/Koran/Torah/the Vedas for the next two years...
THE GAMEPLAN FOR PAPERS 1, 2 and 3
Paper 1: 20th century world history (document-based question -DBQ). You'll be asked to use specific pieces of reading, statistics and information to analyze and compare the documents. The purpose of this exam is to determine your ability as a historian to evaluate, interpret and analyze sources. The subjects for this exam are Peacemaking, peacekeeping— international relations 1918-36, The Arab–Israeli conflict 1945-79, and Communism in crisis 1976-89. Each topic will feature five historical documents followed by four questions. Students must choose one subject and answer all questions associated with that topic. Previous knowledge of the subject is necessary, as well as historiographical skills. We will study The Arab–Israeli conflict 1945-79 towards the middle of your 2nd year. We'll also take several DBQ exams during the year.
Prescribed subject 2: The Arab–Israeli conflict 1945‑79
This prescribed subject addresses the development of the Arab–Israeli conflict from 1945 to 1979. It also requires consideration of the role of outside powers in the conflict either as promoters of tension or mediators in attempts to lessen tensions in the region. The prescribed subject requires study of the political, economic and social issues behind the dispute and the specific causes and consequences of the military clashes between 1948‑9 and 1973. The nature and extent of social and economic developments within the disputed territory of Palestine/Israel within the period and their impact on the populations should also be studied. The end date for the prescribed subject is 1979 with the signing of the Egyptian–Israeli peace agreement.
Areas on which the source-based questions will focus are:
last years of the British Mandate; UNSCOP partition plan and the outbreak of civil war
British withdrawal; establishment of Israel; Arab response and 1948/49 war
demographic shifts: the Palestinian diaspora 1947 onwards; Jewish immigration and the economic development of the Israeli state
Suez Crisis of 1956: role of Britain, France, the United States, the USSR, Israel and the UNO
Arabism and Zionism; emergence of the PLO
Six Day War of 1967 and the October War of 1973: causes, course and consequences
role of the United States, USSR and UNO
Camp David and the Egyptian-Israeli Peace Agreement.
Prescribed subject 1: Peacemaking, peacekeeping—international relations 1918‑36
This prescribed subject addresses international relations from 1918 to 1936 with emphasis on the Paris Peace Settlement—its making, impact and problems of enforcement—and attempts during the period to promote collective security and international cooperation through the League of Nations and multilateral agreements (outside the League mechanism), arms reduction and the pursuit of foreign policy goals without resort to violence. The prescribed subject also requires consideration of the extent to which the aims of peacemakers and peacekeepers were realized and the obstacles to success.
Areas on which the source-based questions will focus are:
aims of the participants and peacemakers: Wilson and the Fourteen Points
terms of the Paris Peace Treaties 1919‑20: Versailles, St Germain, Trianon, Neuilly, Sèvres/Lausanne 1923
the geopolitical and economic impact of the treaties on Europe; the establishment and impact of the mandate system
enforcement of the provisions of the treaties: US isolationism—the retreat from the Anglo–American Guarantee; disarmament—Washington, London, Geneva conferences
the League of Nations: effects of the absence of major powers; the principle of collective security and early attempts at peacekeeping (1920‑5)
the Ruhr Crisis (1923); Locarno and the “Locarno Spring” (1925)
Depression and threats to international peace and collective security: Manchuria (1931‑3) and Abyssinia (1935‑6).
Paper 2: 20th Century World History
Our two regions our Europe and the Middle East (primary), and Asia and Oceania (secondary). We will focus on Topic 1 and Topic 3, with major elements of Topic 5. This paper requires the student to answer two essay questions. Therefore you'll have approximately 45 minutes for each question. The questions are by topics, with five questions, with a few extra under that topics that we will touch upon. The questions you answer must come from different topic areas. Our primary focus is Europe and the Middle East, but we'll also study Asia and Oceania for comparison questions. Essay questions will come from IB exams. These are 20th century only.
Topic 1: Causes, practices and effects of wars
War was a major feature of the 20th century. In this topic the different types of war should be identified, and the causes, practices and effects of these conflicts should be studied.
Major themes
Different types and nature of 20th century warfare
Civil
Guerrilla
Limited war, total war
Origins and causes of wars
Long-term, short-term and immediate causes
Economic, ideological, political, religious causes
Nature of 20th century wars
Technological developments, tactics and strategies, air, land and sea
Home front: economic and social impact (including changes in the role and status of women)
Resistance and revolutionary movements
Effects and results of wars
Peace settlements and wars ending without treaties
Attempts at collective security pre- and post-Second World War
Political repercussions and territorial changes
Post-war economic problems
Material for detailed study
First World War (1914‑8)
Second World War (1939‑45)
Africa: Algerian War (1954‑62), Nigerian Civil War (1967‑70)
Americas: Falklands/Malvinas war (1982), Nicaraguan Revolution (1976‑9)
Asia and Oceania: Indo-Pakistan wars (1947‑9, 1965, 1971), Chinese Civil War (1927‑37 and 1946‑9)
Europe and Middle East: Spanish Civil War (1936‑9), Iran–Iraq war (1980‑88), Gulf War (1991)
Topic 3: Origins and development of authoritarian and single-party states
The 20th century produced many authoritarian and single-party states. The origins, ideology, form of government, organization, nature and impact of these regimes should be studied.
Major themes
Origins and nature of authoritarian and single-party states
Conditions that produced authoritarian and single-party states
Emergence of leaders: aims, ideology, support
Totalitarianism: the aim and the extent to which it was achieved
Establishment of authoritarian and single party states
Methods: force, legal
Form of government, (left- and right-wing) ideology
Nature, extent and treatment of opposition
Domestic policies and impact
Structure and organization of government and administration
Political, economic, social and religious policies
Role of education, the arts, the media, propaganda
Status of women, treatment of religious groups and minorities
Material for detailed study
Africa: Kenya—Kenyatta; Tanzania—Nyerere
Americas: Argentina—Perón; Cuba—Castro
Asia and Oceania: China—Mao; Indonesia—Sukarno
Europe and the Middle East: Germany—Hitler; USSR—Stalin; Egypt—Nasser
Topic 5: The Cold War
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.
Major 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
End of the Cold War
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
Paper 3: HL Aspects of the history of Europe and the Middle East
Our primary focus is subjects 5, 6 and 10, but we will also study major aspects of subject 8, as well as subject 1 and 2 to break up the endless monotony of World War I and II. This is possibly the most grueling exercise imaginable. This paper requires the student to answer three essay questions. There will be twenty-five questions from which to choose. Approximately half of these are from 1750-1900, and half are from 1900-present. Some questions will be on individual countries, i.e. Norway, Russia or Germany; other questions will call for a comparison of issues throughout the region, such as revolution (French, Russian, etc.) or leaders (Stalin, Hitler, etc.).
5. Imperial Russia, revolutions, emergence of Soviet State 1853 ‑ 1924
This section deals with the decline of imperial power in Tsarist Russia and the emergence of the Soviet State. It requires examination and consideration of the social, economic and political factors that inaugurated and accelerated the process of decline. Attempts at domestic reform and the extent to which these hastened or hindered decline should be studied, together with the impact of war and foreign entanglements.
Alexander II (1855‑81): emancipation of the serfs; military, legal, educational, local government reforms; later reaction
Policies of Alexander III (1881‑94) and Nicholas II (1895‑1917): backwardness and attempts at modernization; nature of tsardom; growth of opposition movements
Significance of the Russo-Japanese War; 1905 Revolution; Stolypin and the Duma; the impact of the First World War (1914‑18) on Russia
1917 Revolutions: February/March Revolution; Provisional Government and Dual Power (Soviets); October/November Bolshevik Revolution; Lenin and Trotsky
Lenin’s Russia (1917‑24): consolidation of new Soviet state; Civil War; War Communism; NEP; terror and coercion; foreign relations
6. European diplomacy and the First World War 1870 ‑ 1923
This section deals with the longer- and shorter-term origins of the First World War, its course and consequences. The breakdown of European diplomacy pre‑1914 and the crises produced in international relations should be examined. It covers how the practice of war affected the military and home fronts. The section also investigates reasons for the Allied victory/Central Powers’ defeat plus a study of the economic, political and territorial effects of the post-war Paris Peace Settlement.
European diplomacy and the changing balance of power after 1870
Aims, methods, continuity and change in German foreign policy to 1914; global colonial rivalry
Relative importance of: the Alliance System; decline of the Ottoman Empire; Austria Hungary and Balkan nationalism; arms race; international and diplomatic crises
Effects on civilian population; impact of war on women socially and politically
Factors leading to the defeat of Germany and the other Central Powers (Austria Hungary, Ottoman Empire and Bulgaria); strategic errors; economic factors; the entry and role of the United States
Post-war peace treaties and their territorial, political and economic effects on Europe: Versailles (St Germain, Trianon, Neuilly, Sèvres/Lausanne)
8. Interwar years: conflict and cooperation 1919 ‑ 39
This section deals with the period between the two World Wars and the attempts to promote international cooperation and collective security. Obstacles to cooperation, such as post-war revisionism, economic crises and challenges to democracy and political legitimacy in Italy, Germany and Spain respectively, all require examination and consideration. The policies of the right-wing regimes and the responses of democratic states are also the focus of this section.
Germany 1919‑33: political, constitutional, economic, financial and social problems
Italy 1919‑39: Mussolini’s domestic and foreign policies
The impact of the Great Depression (case study of its effect on one country in Europe)
Spanish Civil War: background to the outbreak of the Civil War; causes and consequences; foreign involvement; reasons for Nationalist victory
Hitler’s domestic and foreign policy (1933‑39)
Search for collective security; appeasement in the interwar years; the failure of international diplomacy; the outbreak of war in 1939
10. The Second World War and post-war Western Europe 1939 ‑ 2000
This section deals with the Second World War, post-war recovery and the effects of the Cold War in the second half of the 20th century and, in some cases the transition from authoritarian to democratic government. It requires examination of the social, political and economic issues facing states and the methods used to cope with the challenges, either within individual states or in the move towards a system of European integration, in pursuit of mutually acceptable political, economic and foreign policy goals.
Second World War in Europe; Cold War: impact on Germany, NATO and military cooperation
Post-war problems and political and economic recovery in Western Europe: devastation; debt 1945‑9
Establishment and consolidation of the Federal Republic of Germany to German reunification
Moves towards political and economic integration, cooperation and enlargement post-1945: EEC, EC, EU
Spain: Franco’s regime and the transition to, and establishment of, democracy under Juan Carlos
Norway - Case study of one Western European state between 1945 and 2000 (excluding Germany and Spain): the nature of the government; domestic policies; opposition and dissent
1. The French Revolution and Napoleon—mid 18th century to 1815
This section deals with the origins, outbreak, course and results of the French Revolution. It focuses on the social, economic, political and intellectual challenges confronting the ancien régime and the stages of the revolutionary process during this period, culminating in the rise and rule of Napoleon Bonaparte. The unit requires investigation of the impact of the French Revolution, as well as Napoleon’s domestic and foreign policies, upon France and its European neighbors.
Crisis of the ancien régime: role of the monarchy especially Louis XVI; intellectual, political, social, financial and economic challenges
Stages in, and radicalization of, the revolution: urban and rural revolt; Constitution of 1791; the fate of the monarchy; the Terror; Robespierre; Thermidorean Reaction; Directory
Revolutionary wars to promote and defend revolutionary ideals 1792‑96
Rise of Napoleon Bonaparte
Napoleon’s domestic and foreign policies pre- and post-1804; Napoleonic wars
Collapse of the Napoleonic Empire and Bourbon restoration; Congress of Vienna
2. Unification and consolidation of Germany and Italy 1815 ‑ 90
This section deals with the emergence and growth of nationalism in the German states and the Italian peninsula, and the foundation and consolidation of power in these newly established nation states. It requires consideration of the social, economic and political factors involved in the unification process, the role of individuals as well as the significance of foreign involvement in that process. The changing balance of power after 1870‑71 and relations with existing European Powers should be considered along with the main domestic policies and problems of the new states.
Revolutions in Italy and the significance of Rome; Austrian Empire and the German states between 1815 and 1848
Unification of Italy: growth of power of Piedmont-Sardinia; Mazzini, Cavour and Garibaldi; foreign involvement and its effects
The rise of Prussia 1815‑62: political and economic factors including the German Confederation, the Zollverein; Prussian–Austrian relations to 1866
Decline of Austrian influence: Crimean War; Italy; Austro–Prussian War 1866; Dual Monarchy of Austria Hungary; challenge of nationalism
Bismarck, Prussia and unification: diplomatic, economic, military reorganization; wars of unification; 1871 Constitution
Comparison of Italian and German unification
Bismarck’s Germany: domestic and foreign policy
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