2IBA - Paper #2 - Due Monday, March 7

Answer ONE question for paper 2.  Time yourself (50 minutes).

1. Analyse the circumstances that helped one right-wing leader to become the ruler of a single-party state.

2. Discuss (a) the support for, and (b) the ideology of, one left-wing ruler of a single-party state.

March 24 - research paper due.  Have thesis topics (anything covered under the curriculum so far) ready by March 7.

3IBA IA and Exams

As of February 25, there are now four missing IA's.  The due date was Wednesday, February 23.  Concerning the four, three I have heard word from, and one I have not.  I realize there have been problems with It's Learning this week, but everyone else seemed to realize there were other ways to submit the document, including It's Learning.  According to the IA and IB guidelines, you are now being referred to the IB coordinator concerning your IA.

Concerning the exams, some of you who signed up for the history exam skipped it.  There is no make-up day and you will not receive credit for the exam.   

Macverk Article

IB Learner Outcomes and Evaluation Form

IB Learner Outcomes

1. Increased awareness of strengths and areas for growth
2. Undertaken new challenges
3. Planned and initiated activities
4. Work collaboratively with others
5. Shown perserverance and commitment
6. Engaged with issues of global importance
7. Considered the ethical implications of your actions
8. Developed new skills

Activity Evaluation Form

Activity:
Goal:
Actual outcome (for you, others):
Success? Did you work toward that success?:
Feelings:
Interaction:
Difficulties? How did you overcome them?:
Learn about yourself? How did you learn this?:
Learn about others?:
Knowledge, abilities, attitudes, values you have developed:
Outside help? How and why?:
Benefit to others?:
Improve on this activity?:
How can you apply this to real life?:
Your perspective?:
Go from here?:
Learning outcomes (number/how):
Learner profile?:

Signature/Date

2IBA - Thursday, February 24

1. DVD - Hilter and Stalin: Roots of Evil (50 minutes)

2. (40 minutes) The following STALIN - ROAD TO POWER is incomplete and missing substantial detail. Using the following as a template (the information template and samskrive has already been created), go to STALIN samskrive

Working as a group, use the course books, online sources and your personal knowledge to complete this with SUBSTANTIAL DETAIL. Once finished, email to me and I'll post it online.

http://samskrive.ndla.no/stalin


Stalin – Road to power

Lenin died – 1924

-Trotsky – was too smart for his own good
- Politburo – underestimates Stalin
- Stalin - Uses position cleverly
-apparatchiks
-good at organization
Stalin was good at “using” people

NEP introduced by Lenin
-selling surplus on open market
-limited private ownership of industry

Five Year Plans
-rapid industrialization
-massive social unrest
-exploitation of peasants (all effort goes to cities, not countryside)
-collectivization

Purges, Terror, Famine

- political purges (Great Terror 1934-8)
anyone who opposed Stalin (or even not) was eradicated
nameless, faceless terror

1936 - new constitution, one vote for everyone, but an illusion, only communist party members were allowed to run, and those only chosen by committee. Who controlled committees?

Stalin holds the union together
-force, terror, and forced deportations
Russification of the union (Russian culture and language)

Stalin controlled all aspects of Soviet life (cult of personality)
media
government
a hard life

Did Stalin accomplish anything good?

signs of improvement
women and family
education and healthcare
religion
literature and theater , early 1920's (1928 to 1931)
art, architecture, music, cinema

2IBA - Inter-War Years, 3IBA - IA Due, Practice exams

2IBA-
Inter-War Years powerpoint is now online and we continue on Monday. We will will be watching the film, Cabaret on Thursday morning.

3IBA-
IA work session on Monday, February 21, afterschool. 15:30-17:30

If possible, please turn in your IA's early. However, you have until February 23.

DENMARK! June 2-5 - 18 Booked (sorry, reservations are closed)

We're going to Denmark:) We waited a little too long for the cheaper hotel and could not get a hotel in the center, but we have a nice hotel a few subway stops away at Bella Center. There are two large shopping complexes, an outdoor sports center (including parkour) and a very large nature reserve within walking distance from the hotel.

All travel and hotel has been booked and paid for. The total came out to 950, but that now includes a picnic dinner on the boat back as well as a few other surprises. We'll have a potluck dinner on the way over. I worked out a way for us to go on a boat trip inside Copenhagen, as well as Tivoli on Friday night and the Danish Museum or Orestad Nature Reserve on Saturday (free). There's also ample time to do whatever you want and to be on your own.

All fees must be paid by May 15. All participants must have a signed permission/code of conduct slip.

We're going to have a blast! You should also be able to get a CAS reflection out of it...creativity (being resourceful with a limited budget and travel) and action (the nature reserve hike).

There are 18 spots booked. All have been filled up.

3IBA IA and Review

Wednesday, February 9 is the cut-off day for IA review. If you don't submit your work that day, you understand that your work will not be reviewed and will be submitted, unreviewed, on February 23 to the IB coordinator.

For those of you who submit your work on Wednesday, your papers will be returned Monday, February 14 (there is only one exception, and her work will be returned on February 10). You will have one review, only.

Your final papers are due February 23.

Review - We will be cutting out Norwegian history (you don't need yet another topic) and we will begin reviewing for the exam upon your return from South Africa.

3IBA IA Rought Draft Due Monday, February 7

Please follow the online IA EVALUATION closely. Please follow the online IA SAMPLE closely.

Email me immediately if you have any further questions or need advice and I will get back to you as quickly as possible this weekend.

It's basically fill-in-the-blanks and making it look EXACTLY the same. Pages, format, etc. It may seem formulaic, and it really is at this point. My name for instructor is MR. CHARLES KINNEY, JR.

DO NOT USE Microsoft's Word's citation system. It looks wrong. Use citationmachine.net, only. I will have your papers back to you by Thursday, February 17.

Last, I contacted IB and I'm only allowed to look at the rough draft ONE TIME, and then no further. Please have the rough draft tomorrow.

The final copy is due by February 23.

IA Evalution

NAME/TOPIC:_______________________________________ SCORE:________/20
EVALUATOR:_______________________________________ DATE SUBMITTED:

A. Plan of the Investigation (suggested word count: 100-150) ____/2

_____ subject of the investigation, which may be formulated as a question, is sharply focused
_____ methods to be used in the investigation are presented as a clearly structured plan


B. Summary of Evidence (suggested word count: 500-600) ____/5

_____ either a list or continued prose indicates what the student has learned from the sources
_____ sources are organized and correctly referenced
_____ sources and strong supporting evidence demonstrate thorough research
_____ any illustrations, documents, or other evidence are included in an appendix and not counted toward the word count


C. Evaluation of Sources (suggested word count: 250-400) ____/4

The usefulness of two important sources are evaluated in terms of their…

_____ origin: Who (or what) is responsible for the document?
_____ purpose: Why was this document produced?
_____ value: What makes this document useful for someone researching this topic?
_____ limitation: Why should someone use caution when looking at this document for evidence and analysis?


D. Analysis (suggested word count: 500-650) ____/5

_____ addresses the importance of the investigation in its historical context
_____ analyzes the evidence
_____ provides differing interpretations, as/if appropriate


E. Conclusion (suggested word count: 150-200) ____/2

_____ as a follow-up to section D, an answer or conclusion is provided
_____ conclusion is clearly stated and consistent with the evidence presented


F. List of Sources (not counted in word count) ____/2

_____ all sources are listed using a recognized method
_____ written sources are listed separately from non-written sources (web addresses, oral interviews, etc.)
_____ investigation is within the word limit

General Comments and Suggestions:

2IBA Paper 2 and 3IBA Paper 1 Markschemes

2IBA Paper 2 Markscheme

0: Answers not meeting the requirements of descriptors should be awarded no marks.
1–3: Answers do not meet the demands of the question and show little or no evidence of appropriate structure. There are no more than vague, unsupported assertions.
4–5: There is little understanding of the question. Historical details are present but are mainly inaccurate and/or of marginal relevance. Historical context or processes are barely understood and there is minimal focus on the task.
6–7: Answers indicate some understanding of the question but historical knowledge is limited in quality and quantity. Historical context may be present as will understanding of historical processes but underdeveloped. The question is only partially addressed.
8–9: The demands of the question are generally understood. Historical knowledge is present but is not fully or accurately detailed. Knowledge is narrative or descriptive in nature. There may be limited argument that requires further substantiation. Critical commentary may be present. An attempt to place events in historical context and show an understanding of historical processes. An attempt at a structured approach, either chronological or thematic has been made.
10–12: Answers indicate that the question is understood but not all implications considered. Knowledge is largely accurate. Critical commentary may be present. Events are generally placed in context and understanding of historical processes, such as comparison and contrast are present. There may be awareness of different approaches and interpretations but they are not based on relevant historical knowledge. There is a clear attempt at a structured approach.
13–15: Answers are clearly focused on the demands of the question. Specific knowledge is applied as evidence, and analysis or critical commentary are used appropriately to produce a specific argument. Events are placed in context and there is sound understanding of historical processes and comparison and contrast. Evaluation of different approaches may be used to substantiate arguments presented.
16–20: Answers are clearly structured and focused, have full awareness of the demands of the question, and if appropriate may challenge it. Detailed specific knowledge is used as evidence to support assertions and arguments. Historical processes such as comparison and contrast, placing events in context and evaluating different interpretations are used appropriately and effectively.
Analyze the long-term and short-term causes of the 1917 February/March Russian Revolution.


Markscheme
Students must clearly analyze the differences between LONG-TERM and SHORT-TERM causes. References should include but not limited to:

CAUSES OF THE MARCH [FEBRUARY] REVOLUTION OF 1917 [Why Was There A Revolution In February]?

1.Weakness of Russia – Size/ Peasants/ Poverty/ Corrupt autocracy/ Okhrana/ Censorship = lack of support.
2.War – army badly led and poorly equipped = huge defeats at Tannenberg & Masurian Lakes = anger and unrest.
3.Tsar and Tsarina unpopular – hated for Bloody Sunday 1905/ Tsar blamed for WWI defeats/ Tsarina in charge while Tsar commanded army – gave power to Rasputin/ incompetent govt. = Nicholas and Alexandra hated.
4.Attacks and opposition in the Duma – The Cadets were angry over lack of power; the Social Revolutionary Party wanted peasant revolt; the Social and Democratic Labour Party (split into Mensheviks & Bolsheviks) wanted Communist government = Duma didn’t support Government.
5.Reforms failed – Prime Minister Stolypin had tried reform – he let kulaks buy own land & tried to improve conditions for workers, but was murdered 1911 = last chance to reform was lost.
6.Industrialisation – created huge urban workforce & terrible conditions = disaffection in Petrograd.
7.Famine – Trains diverted to war effort so fewer supplies to cities/ 15 million men joined army/ high prices/ bad winter 1916-17 = demonstrations and bread riots.

WEAKNESS OF PROVISIONAL GOVERNMENT [Government That’s Provisional Will Be Killed]

1.Government – Petrograd Soviet issues Order Number 1 (workers and soldiers only obey Provisional Government if Soviet agrees) = government has little power.
2.Terrible conditions – Continuing war led to worse inflation and food shortages = people feel let down.
3.Peasants – Took nobles land/ Provisional Government sent in troops = anger.
4.War – Russian defeat in Austria/ deserters executed = naval mutiny, desertions increased.
5.Bolsheviks were better organized – Lenin returned/ he published his ‘April Theses’ (saying 'Peace, Bread Land')/ ‘July Days’ riots – Provisional arrested leaders but allowed Bolshevik Party to continue = continued power for Bolsheviks.
6.Kornilov  – Attempted right-wing coup August 1917/ Provisional Government had to ask Bolsheviks to help = appeared weak.

3IBA Mock Paper 1

1. (a) What, according to Source B, are the roots and causes of America's current economic situation?
Debt, overconsumption, taxes, unemployment, government/corporate mismanagement
(b) What is the message conveyed by Source A?
The United States, when compared to individual countries by state to state, has a very large economy. Some states are richer than others.
[3 marks]
[2 marks]
2. Compare and contrast the views expressed in Sources A and B about the economic status of the United States. [6 marks]
Similiarities: Both talk about economics, both attempt to convey a much larger message
Differences: Source A implies economic strength/strength of US economy, Source B implies economic weakness/weakness of US economy
3. With reference to their origin and purpose, assess the value and limitations of Source A
and Source B for historians and economists studying the world's latest financial crisis. [6 marks]
Value: The Economist is a respected and experienced viewpoint on economics and political affairs. Using humor to convey a very complex situation. Using graphics that are easier to understand.
Limitations: Capitalist viewpoint, British viewpoint, conservative newspaper, vested interest in perpetuating the status quo. Comparing societies that have different values, history, structure. Limited assessment of state's full economy.
4. Using the sources and your own knowledge, assess the reasons why the United States remains one of the world's richest nations while also one with enormous economic problems. (9 marks)
Possible answers could include: large population, stable economy, long-term control of world's resources, large army, educated population
Massive debt, unemployment, unstable political situation, Iraq and Afghanistan war, military committments, overextension of credit, corporate greed