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Table of Contents
Instructor Important Links & Information Course Profile Areas of Study The Arab–Israeli conflict 1945‑79 Internal Assessment The Cold War Causes, practices and effects of wars Mock IB Examinations Examination Review Assessments Examinations Portfolio Instructor Responsibilities Student Responsibilities Academic Honesty Classroom Decorum Communication Curriculum Edline Quality of Submitted Work Skills Submission of Assignments Technology Turnitin 2 2 2 2 3 3 3 4 5 5 5 5 5 6 6 6 7 7 7 7 7 8 8 8 8
Charles Gleek, M.A. Chair, Department of Social Sciences and Instructor of Geopolitics The North Broward Preparatory School Office Hours: I am generally available outside of class from 7.45-8.15 and 3.30-4.00 each day. However, my obligations as Department Chair, Assistant Varsity Boys Soccer Coach, and other leadership responsibilities here at North Broward require me to serve the NBPS community in other ways during these times. Consequently, it is strongly encouraged that students email me to make an appointment.
Important Links & Information
• • • • • • • • Course calendar: http://bit.ly/14YZ2s My website: http://gleektopia.wordpress.com/ Research and Writing Tools: http://gleektopia.wordpress.com/tools/ Follow me on Twitter: http://twitter.com/Gleektopia My personal email: firstname.lastname@example.org My Google Voice phone number: 561.865.6276 My NBPS email: email@example.com My NBPS voicemail: 954.237.0011 x234
“History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. Students of history should learn how the discipline works. It is an exploratory subject that poses questions without providing definitive answers. In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. Students of history should appreciate the relative nature of historical knowledge and understanding, as each generation reflects its own world and preoccupations and as more evidence emerges. A study of history both requires and develops an individual’s understanding of, and empathy for, people living in other periods and contexts.” 1
Areas of Study
Students will engage in the in-depth study of both a prescribed subject as well as two optional topics during the first year of the course. These topics satisfy the IBO requirements to sit for the SL portion of the examination; should students choose to do so during their first year. The topics will also serve as intellectual launching points for students interested in HL studies in History, as well as Extended Essay topics during their second year of the course.
from the IB History Syllabus 2
The Arab–Israeli conﬂict 1945‑79 (40 Hours: 24 August to 18 October) 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
(20 Hours: 19 October to 22 November) The Internal Assessment (IA) is a significant component of both the IB History course structure, as well as the holistic approach knowledge within the entire IB program. Students will produce a piece of original, historiographic research based on a research question that pertains to the Arab-Israeli conflict between the periods of 1945-79. More detailed information about this research assignment will provided during the term. The Cold War (45 Hours: 30 November to 1 March) 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 Nature of the Cold War • • • • • • Ideological differences Mutual suspicion and fear From wartime allies to post-war enemies Ideological opposition Superpowers and spheres of influence Alliances and diplomacy in the Cold War
Development and impact of the Cold War
• • • • • • • •
End 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 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 Causes, practices and effects of wars (45 Hours: 15 March to 23 May) 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 Origins and causes of wars Nature of 20th century wars • • • • • • • • • • • • Civil Guerrilla Limited war, total war Long-term, short-term and immediate causes Economic, ideological, political, religious causes 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 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
Effects and results of wars
Material for detailed study • First World War (1914‑8)
• • •
Second World War (1939‑45) Americas: Falklands/Malvinas war (1982), Nicaraguan Revolution (1976‑9) Europe and Middle East: Spanish Civil War (1936‑9), Iran–Iraq war (1980‑88), Gulf War (1991)
Mock IB Examinations (29 March to 1 April) During these four days, students will sit for a mock round of IB exams. All students, even if they are not taking the SL History exam this year, should plan on sitting for these mock examinations. Examination Review Only for those students taking the IB History SL Exam (After School, 5 April to 2 May) We will review the following topics during these weeks prior to the IB History HL Exam: • The Arab-Israeli Conflict, 1945-79 • Causes, Practices, and Effects of War • The Cold War
All of the assignments in this course are designed to meet, and more often exceed, the standards mandated by the International Baccalaureate Organization. These assessments also reflect a differentiated approach to instructional design; allowing for students to both embrace their preferred learning styles as well as continually develop their knowledge and skill sets. Examinations All examinations are designed to replicate the type of questions found on the IBO examinations. Students will sit for examinations in Lakeside Lecture Hall on either Tuesdays or Wednesdays, or during specified examination periods in November (23-25th), March (2-5th), March/April (29-1st), or May/June (27th-2nd) Portfolio Throughout this course, all students will create and maintain an electronic portfolio. Portfolios are intended to allow each student to collect a broad range of content related to the course objectives, demonstrate a sophisticated understanding and application of the material, and highlight their best work in a diverse range of formats. Portfolios are designed to personal, unique expression of a student’s relationship and experience with an academic course; consequently, there is no one way to create a portfolio. That said, each portfolio must maintain a minimum of the following components: 1. Digital Portfolio: Students will use WordPress, Blogger, or Wiki (such as PB Works) to aggregate and demonstrate their work. 2. Content Mapping: Students are required to produce a document that lays out the plan and design for their portfolio; this must have approval prior to embarking on the portfolio. This plan should be created through during the first weeks of school, and be revisited regularly through conversations with the instructor.
3. Artifacts: These are samples of student work. There is no limit as to the number and variety of work to be included as artifacts in the portfolio. 1. Primary Sources: Primary sources are those statements (written and oral), documents, photographs and video, or similar material that are produced as original information. Students should be able to ascertain the Origin, Purpose, Value, and Limitation for each primary source they encounter. 2. Secondary Sources: Secondary sources are analytical, historiographic, or similar types of works that build upon or attempt to explain a variety of primary sources. Students should be able to critically-appraise (answer the “so what?” question) each of the secondary sources they come across during the course. 3. Journal Entries: Journal entries are reflective, written statements in response to a question, prompt, or other type of statement within the confines of the course. 4. Delicious (or similar) bookmarks: Students should bookmark any web-based resource they encounter during their studies. Not only does bookmarking offer a reliable means for aggregating and sorting a diverse array of information, but bookmarking also provides a first step in producing annotated bibliographies. 5. Annotated Bibliographies: Excellent research begins with a good research question and is strengthened with a thorough review of the literature. An Annotated Bibliography allows students to summarize the diverse set of resources encountered during the research process. 6. Book Reviews: Book Reviews are opportunities for students to offer commentary and analysis on significant works of historiography, related to both the course curriculum and their own research interests. 7. Research Papers: Those students interested in pursuing a research paper should follow the IBO standards for the Internal Assessment. 8. Examination Papers: Examination Papers will replicate those types of papers found on the IB Exam. 4. Students will be advised as to the specific nature of assessments (type of artifact, weight of assessment, and schedule for completion) throughout the year.
My responsibility as an instructor is to provide a passionate and constructive environment in which learning can best occur. This means adapting and altering my classroom dynamics to meet the individual and collective needs of the students on a class-by-class basis. It is also my responsibility to work with the students through various means of instruction and learning styles, to foster each student’s creative and original thoughts based on their own experiences, and to aid the students in their quest for knowledge and understanding. Finally, I am responsible for meeting and exceeding the responsibilities spelled out in our NBPS Professional Protocols.
Academic Honesty Cheating, copying, or other forms of academic dishonesty (especially plagiarism) are serious violations of North Broward Preparatory School (NBPS) standards. NBPS rules provides for the sanction of students who cheat on their work and their exams. Students observed cheating in this class, that is engaging any activity inconsistent with NBPS rules will be penalized to the fullest extent possible. These penalties include a failing grade for the semester, official documentation in your transcript, and/or expulsion from the school. Students should take active
steps to avoid academic dishonesty in all facets of their academic life. Taking this course requires that students are bound by the NBPS Honor Code Classroom Decorum The classroom is a professional environment, where students participate in the rigorous preparation for their college or university experience. In other words, students will conduct themselves, through both their words and their actions, in a manner consistent with the highest standards of personal behavior. The primary goal of the instructor is to establish and preserve a classroom that allows for each student to realize her or his full potential in an environment that motivates academic excellence. Consequently, students are expected to maintain, or even exceed, the behavioral standards that are enshrined in the North Broward Preparatory School Honor Code. Communication Communication between students, parents, and teachers is an essential component for academic growth and success. Both students and their parents are encouraged to contact the instructor via email or by phone, and/or to set up after-school meetings with the instructor to track the academic progress of their children. Curriculum The curriculum for the courses that I teach is based on Bloom’s Taxonomy; a tool designed to help educators categorize questions and content towards assisting students in their comprehension and retention of information. Students begin with all of the lessons with an exposure to Lower Order material and assignments and then work through exercises and assessments designed to address Higher Order questions and assignments. Students also build on knowledge they acquire throughout the year towards applying and synthesizing this information on future assignments. Edline In this course, Edline will be used primarily as a vehicle for disseminating grades to students and their parents. Students should check their Edline grades on a weekly basis to ensure that their academic progress is accurately reflected in the grading reports. All other course information will be maintained on the course’s external website and calendar. Links to the course’s external website and calendar will be maintained on Edline. Quality of Submitted Work Regardless of the type of assignment, students should consider the following guidelines before they submit their work for assessment: The student’s work thoughtfully addresses each question or part of the assignment; The student’s work synthesizes and incorporates ideas from the literature and course content; The student’s work provides clear, detailed examples, when applicable. When it comes to writing-a major component for the courses I facilitate-students should become intimately familiar with the standards and guidelines set forth by Stephen Van Evera (article provided to students). Specifically, all student work should meet the following standards: Writing is coherent and logical; Excellent sentence/paragraph construction and grammar; No more than five errors total in spelling, capitalization, and punctuation. Papers that fail to met these standards will not receive a grade and will be returned for a complete revision.
Skills As with any course, the skills that students acquire and practice are equally as important as the content they engage. Students are expected to build on their existing individual time management, team project management, reading comprehension, note-taking, and writing skills. In addition, a student’s individual design and presentation skills will be engaged throughout the year. Cooperative skills such as working in teams, presentation, and critique will also be further throughout the year. The introduction of social science research skills will be be offered at the at various points during the course; with the commitment that the instructor and students will continuously develop these skills through the year. Submission of Assignments I do not accept late assignments. Since education is an experience that requires student participation, attendance for this class is mandatory. If a student is absent, it is their responsibility to get the information discussed in class during you absence from one of their classmates. It is also the student’s responsibility to schedule any legitimate make-up work or examination within the time period allotted by NBPS. Students who miss the exams in November, February, or May need to speak directly with the instructor as soon as possible. All assignments are due on the dates and times posted. Technology Since almost every aspect of the course involves technology in some fashion, students are expected to have a portable computer available for any day in class. Each student’s laptop must conform to the 2009-2010 NBPS Laptop policy; failure to meet these standards will result in the appropriate sanctions as outlined by the Administration. The use of cell phones, iPhones, Blackberrys or similar technologies, or instant messaging protocols on students’ portable computers for activities other than those assigned or central to the learning process, is strictly prohibited during class time. When applicable, devices will be confiscated by the instructor and returned at some future date. Students will be asked to surrender these devices or asked to leave the class, without prior warning, if any of these devices are used or ring during class. Turnitin All students are required to register for this course’s section at Turnitin.com. All major works, such as research papers, book reviews, annotated bibliographies, or other analytical pieces, will be submitted by the student to Turnitin.com to ensure and protect the originality of each student’s work. Please note that these submissions are in addition to the student incorporating their works into their portfolios. do not accept assignments via email or in person. Students with extreme extenuating circumstances should meet with the instructor as soon as possible.
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