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IB History Year One and Two Course Outline

American International School in Abu Dhabi
P.O. Box 5992
2016 2017

Ms. Sands
E-Mail: Phone: 4444-005

Course Intent and Purpose

Year one will study the major trends and events of the 20th century,
especially causes, practices, and impacts of WWI, the Interwar Period, and
WWII. We will work on developing essay writing skills. We will also
establish the necessary background for Paper 1 (source analysis) by using
primary and secondary sources for analysis paper 2. In addition to
studying prescribed material, students are expected to critically examine
the nature of historiography.

To demonstrate historical understanding through acquisition,
selection, and effective use of knowledge
To present clear, concise, relevant, and well substantiated
Evaluate, interpret, and use source material critically as
historical evidence
Identify and evaluate different approaches to, and
interpretations of historical events and topics
Explain the causes and effects of historical continuity and

Plagiarism: Students are reminded that plagiarism is not permitted.

Plagiarism is the attempt to pass someone elses work as your own. Do
not, ever; give another student your papers! Do not loan another student
your paper! If the assignment is to be done cooperatively, it will be very
clear! Any students involved in copied work/plagiarism will be given a 0 on
the assignment. Writing assignments are to be turned in through

MLA Format
Every essay/written assignment must follow proper Modern Language
Association (MLA) format. It is imperative that students familiarize
themselves with the MLA as this is the format utilized by AISA for its IB

All grades will be assessed using a 7 point scale. Grade descriptions for
this scale can be found on page 11 of this syllabus.

Reported IB grades are a reflection of coursework done thus far in the
class. They are not an accurate depiction of a predicted grade since all
expectations of the IB have not been learned at this point. Predicted
grades will be based on exam style questions, mock IB assessments, and
internal assessments. Grade level descriptors are located on Managebac.

Rules and Expectations

ALL school rules WILL be enforced consistently in this classroom.

Additionally, the following items describe what I expect from the class
EVERY DAY, so that everyone has an opportunity to learn to the best of
their ability:

1. Be in the classroom on time! Attendance in this class is

important! If you are absent, you miss a LOT! It is important that you
be here everyday. If youre absent, make-up work immediately, and
stay caught up. Lateness is unacceptable and will result in
a. If you are late your work for that day is late
b. Skipping results in a zero for all assignment
relating to that day (due and assigned)

2. Be Prepared! You must bring all your required materials each

day. Even more important is your daily preparation for class. You will,
almost always, have a reading assignment and notes should ALWAYS
be taken on any reading homework. It is absolutely VITAL that you
stay caught up and do these readings every day. Homework
assignments should always be completed on time. Late work will
lose 10% for each day it is late and will not be accepted after a unit

3. PARTICIPATE! Meaningful class participation will work

to your advantage. Manage your time in the classroom wisely. Be
ready to work when class starts and follow directions.

4. Be physically and mentally present! Challenge yourself!

Ask questions if you dont understand concepts explained in
class/readings. This course will challenge you to think critically and
analyze sources, ideas, and theories.

5. Stay Organized! You may use a spiral notebook, a

binderetc. the choice is yours, but keep your notes

6. Be Respectful! Respect yourself, classmates, guests,

and the instructor. This includes not talking while I am or anyone
else is talking. This also means respecting the property, personal
space and ideas of others. Absolutely no insulting, hurtful, or
provocative comments will be tolerated. This is a global studies
course. Be respectful of others, their opinions, and cultural

7. Take responsibility for your own actions. This means

controlling yourself, keeping yourself on task, and following through
on your good intentions. Excuses or blaming others is NOT
ACCEPTABLE. Only you can control your own behavior. Any
problems/concerns will be discussed privately, AFTER CLASS.

Course Overview

Standard Level History (SL)

Paper 1: Source Analysis (1 Hour Exam)

I. Prescribed Subject:
The move to global war (Prescribed Subject 3)
Japanese expansion in East Asia (1931-1941)
German and Italian Expansion (1933-1940)
Case Study Material for Detailed Study
Case Study 1: Japanese Causes of Expansion
expansion in East Asia The impact of Japanese nationalism
and militarism on foreign policy
Japanese domestic issues: political
and economic issues, and their impact on
foreign relations
Political instability in China
Japanese invasion of Manchuria in
northern China (1931)
Sino-Japanese War (1937-1941)
The Three Power/Tipartitie Pact; the
outbreak of war; Pear Harbor (1941)
League of Nations and Lytton report
Political development with China-
the second United Front
Internal response, including US
initiative and increasing tension between
the US and Japan
Case Study 2: German and Causes of expansion
Italian expansion Impact of fascism and Nazism on
foreign policies of Italy and Germany
Impact of domestic economic issues
on the foreign policies of Italy and
Changing diplomatic alignments in
Europe;; and the end of collective
security; appeasement
German challenges to the post-war
settlements (1933-1938)
Italian expansion: Abyssinia (1935-
1936); Albania; entry into the Second
World War
German expansion (1938-1939);
Pact of Steel, Nazi-Soviet Pact and the
outbreak of war
International response to German
aggression (1933-1938)
International response to Italian
aggression (1935-1936)
International response to German
and Italian aggression (1940)

Paper 2: 2 Essay Questions (1.5 Hour Exam)

All students will answer 2 questions, each chosen from a different topic.
Students study a range of material within 3 different topics.

The three topics of study are:

Authoritarian States
Causes and Effects of 20th Century War
Cold War

Topic 10: Authoritarian States (20th Century)
This topic focuses on exploring the conditions that facilitated the rise of
authoritarian states in the 20th century, as well as the methods used by
parties and leaders to take and maintain power. The topic explores the
emergence, consolidation and maintenance of power, including the impact
of the leaders policies, both domestic and foreign, upon the maintenance
of power. Examination questions for this topic will expect students to make
reference to specific authoritarian states in their responses, and some
examination questions will require discussion of states from more than one
region of the world. In order for students to be able to make meaningful
comparisons across all aspects of the prescribed content, it is
recommended that a minimum of three authoritarian states should be

Major Themes:
Topic Prescribed content
Emergence of Conditions in which authoritarian states emerged:
authoritarian economic factors; social division; impact of war;
states weakness of political system

Methods used to establish authoritarian states:

persuasion and coercion; the role of leaders; ideology;
the use of force; propaganda

Consolidation Use of legal methods; use of force; charismatic

and leadership; dissemination of propaganda
of power Nature, extent and treatment of opposition

The impact of the success and/or failure of foreign

policy on the maintenance of power

Aims and Aims and impact of domestic economic, political,

results of cultural and social policies
The impact of policies on women and minorities

Authoritarian control and the extent to which it was


Material for detailed study:


Topic 11: Causes and Effects of 20th Century Wars

This topic focuses on the causes, practice and effects of war in the 20th
century. The topic explores the causes of wars, as well as the way in which
warfare was conducted, including types of war, the use of technology, and
the impact these factors had upon the outcome. Examination questions for
this topic will require students to make reference to specific 20th-century
wars in their responses, and some examination questions will require
discussion of wars from more than one region of the world. Please note
that the suggested examples for this topic include cross-regional wars
such as the First and Second World Wars. In examination questions that
ask students to discuss examples of wars from different regions, students
may use these wars in a regional context (for example, the Second World
War in the Pacific) but may not then use the same war in a different region
(for example, the Second World War in Europe) in the same response.

Topic Prescribed content

Causes of War Economic, ideological, political, territorial
and other causes

Short- and long-term causes

Practices of war Types of war: civil wars; wars between

and their impact states; guerrilla wars
on the outcome
Technological developments; theatres of
warair, land and sea

The extent of the mobilization of human

and economic resources

The influence and/or involvement of

foreign powers

Effects of war The successes and failures of peacemaking

Territorial changes

Political repercussions

Economic, social and demographic impact;

changes in the role and status of women

Material for detailed study:

Chinese Civil War

Spanish Civil War

Topic 12: Cold War

The Cold War dominated global affairs from the end of the Second World
War to the early 1990s. This topic focuses on how superpower rivalries did
not remain static but changed according to styles of leadership, strength
of ideological beliefs, economic factors and crises involving client states.
The topic aims to promote an international perspective on the Cold War by
requiring the study of Cold War leaders, countries and crises from more
than one region of the world.

Topic Prescribed content

Rivalry, mistrust The breakdown of the grand alliance and
and accord the emergence of superpower rivalry in Europe
and Asia (19431949): role of ideology; fear
and aggression; economic interests; a
comparison of the roles of the US and the

The US, USSR and Chinasuperpower

relations (19471979): containment; peaceful
co-existence; Sino-Soviet and Sino-US
relations; detente

Confrontation and reconciliation; reasons

for the end of the Cold War (1980 1991):
ideological challenges and dissent; economic
problems; arms race

Leaders and nations The impact of two leaders, each chosen

from a different region, on the course and
development of the Cold War

The impact of Cold War tensions on two

countries (excluding the USSR and the US)

Cold War crises Cold War crises case studies:

detailed study of any two Cold War crises from
different regions: examination and comparison of
the causes, impact and significance of the two

Material for detailed study:

Berlin Blockade
Korean War
Berlin Wall
Cuban Missile Crisis
Leaders: Mao (need two from different regions who
impacted the course and development of the Cold War do Mao and
Castro if we do Korean War and CMC)
Countries: China and Cuba (need two, cant be USA or USSR,
impact on countries do China and Cuba for overlap with earlier


Higher Level History (HL)

Paper 3: 3 Essay Questions (2.5 Hours)

Topic 12: Imperial Russia, Revolutions, and Establishment of the

Soviet State 1855 1924
This section deals with modernization and conservatism in tsarist Russia
and the eventual collapse of the tsarist autocracy, as well as the
revolutions of 1917, the Civil War and the rule of Lenin. There is a focus on
the concepts of change and continuity, with examination and consideration
of the social, economic and political factors that brought about change.

Alexander II (18551881): the extent of reform

Policies of Alexander III (18811894) and Nicholas II (1894

1917): economic modernization, tsarist repression and the growth of

Causes of the 1905 Revolution (including social and economic

conditions and the significance of the Russo-Japanese War);
consequences of the 1905 Revolution (including Stolypin and the

The impact of the First World War and the final crisis of
autocracy in February/March 1917

1917 Revolutions: February/March Revolution; provisional

government and dual power (Soviets); October/November
Revolution; Bolshevik Revolution; Lenin and Trotsky

Lenins Russia/Soviet Union; consolidation of new Soviet state;

Civil War; War Communism; New Economic Policy (NEP); terror and
coercion; foreign relation

Topic 14: European states in the inter-war years (1918-1939)

This section deals with domestic developments in certain key European

states in the period between the two world wars. It requires the study of
four European countries: Germany, Italy, Spain and any one other country.
The section considers the impact of the end of the First World War, then
examines the economic, social and cultural changes in each country
during the 1920s and 1930s.

Weimar Germany: constitutional, political, economic/financial

and social issues (19181933); initial challenges (19181923);
Golden Era under Stresemann (19241929); the crisis years and
the rise of Hitler (19291933)

Hitlers Germany (19331939): consolidation of power; Hitlers

pre-war domestic policies, including economic, social and political
policies; nature of the Nazi state; the extent of resistance to the

Italy (19181939): rise of Mussolini; consolidation of power;

Mussolinis pre-war domestic policies, including economic, social and
political policies; nature of the fascist state

Spain (19181939): political, social and economic conditions in

Spain; the Primo de Rivera regime; polarization and political parties
under the Second Republic; Azaa and Gil Robles; causes of the Civil
War; foreign involvement; reasons for nationalist victory under

Case study of domestic political, economic and social

developments in one European country (other than Germany, Italy
or Spain) in the inter-war years.

Post-war peace treaties and their territorial, political and

economic effects on Europe: Versailles (St. Germain, Trianon,
Neuilly, Svres / Lausanne).

Topic 15: Versailles to Berlin: Diplomacy in Europe (1919-1945)

This section addresses international relations in Europe from 1919 to 1945

with initial emphasis on the Paris Peace Settlement: its goals, impact and
the problems relating to its enforcement. The section covers attempts 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. This section also addresses the individual foreign
policies of Italy, Germany, France, Britain and Russia/Soviet Union, looking
at the aims, issues and success of each one. It concludes with a study of

the Second World War, looking particularly at the impact of the war and
the reasons for German defeat and Allied victory.

Peace settlements (19191923): Versailles; Neuilly; Trianon; St

Germain; and Svres/Lausanneaims, issues and responses

The League of Nations and Europe: successes and failures; the search for
collective security; developments in the successor states of central and eastern

Italian and German foreign policies (19191941): aims, issues and extent
of success

Collective security and appeasement (19191941): aims, issues and

extent of success; role of British, French and Russian/Soviet foreign policies
(19191941); Chamberlain and the Munich Crisis

Causes of the Second World War and the development of European

conflict (19391941); the wartime alliance (19411945); reasons for Axis
defeat in 1945 and for Allied victory; role of economic, strategic and other

Impact of the Second World War on civilian populations in any two

countries between 19391945


Tentative Schedule:

Year 1:
Quarter 1: WWI and Imperial Russia
Quarter 2: Interwar period and Weimar
Quarter 3: Paper 2
Quarter 4: Hitler and Mussolini

Summer: To Be Determined /Draft IA

Year 2:
Quarter 1: League of Nations, Japanese, German, Italian Expansion
Quarter 2: WWII
Quarter 3: Mao, Chinese Civil War, Cold war

IB History - Grade Descriptors

Below are the general grade descriptors for IB History. It is important that
you familiarize yourself with how your work will be graded so that you
understand what is expected of you as a student. Paper 1 and Paper 2 of
the IB History exam also have specific mark schemes, which will be
provided for you prior to sitting mock exams.

Grade 7: Excellent Performance

Demonstrates: conceptual awareness, insight, and knowledge and
understanding which are evident in the skills of critical thinking; a high
level of ability to provide answers which are fully developed, structured in
a logical and coherent manner and illustrated with appropriate examples;
a precise use of terminology which is specific to the subject; familiarity
with the literature of the subject; the ability to analyze and evaluate
evidence and to synthesize knowledge and concepts; awareness of
alternative points of view and subjective and ideological biases, and the
ability to come to reasonable, albeit tentative, conclusions; consistent
evidence of critical reflective thinking; a high level of proficiency in
analyzing and evaluating data or problem solving.

Grade 6: Very Good Performance

Demonstrates: detailed knowledge and understanding; answers which are
coherent, logically structured and well developed; consistent use of
appropriate terminology; an ability to analyze, evaluate and synthesize
knowledge and concepts; knowledge of relevant research, theories and
issues, and awareness of different perspectives and contexts from which
these have been developed; consistent evidence of critical thinking; an
ability to analyze and evaluate data or to solve problems competently.

Grade 5: Good Performance

Demonstrates: a sound knowledge and understanding of the subject using
subject-specific terminology; answers which are logically structured and
coherent but not fully developed; an ability to provide competent answers
with some attempt to integrate knowledge and concepts; a tendency to be
more descriptive than evaluative although some ability is demonstrated to
present and develop contrasting points of view; some evidence of critical
thinking; an ability to analyze and evaluate data or to solve problems.

Grade 4: Satisfactory Performance

Demonstrates: a secure knowledge and understanding of the subject going
beyond the mere citing of isolated, fragmentary, irrelevant or common
sense points; some ability to structure answers but with insufficient clarity
and possibly some repetition; an ability to express knowledge and
understanding in terminology specific to the subject; some understanding
of the way facts or ideas may be related and embodied in principles and
concepts; some ability to develop ideas and substantiate assertions; use of
knowledge and understanding which is more descriptive than analytical;
some ability to compensate for gaps in knowledge and understanding
through rudimentary application or evaluation of that knowledge; an ability
to interpret data or to solve problems and some ability to engage in
analysis and evaluation.

Grade 3: Mediocre Performance

Demonstrates: some knowledge and understanding of the subject; a basic
sense of structure that is not sustained throughout the answers; a basic
use of terminology appropriate to the subject; some ability to establish
links between facts or ideas; some ability to comprehend data or to solve
Grade 2: Poor Performance
Demonstrates: a limited knowledge and understanding of the subject;
some sense of structure in the answers; a limited use of terminology
appropriate to the subject; a limited ability to establish links between facts
or ideas; a basic ability to comprehend data or to solve problems.

Grade 1: Very Poor Performance

Demonstrates: very limited knowledge and understanding of the subject;
almost no organizational structure in the answers; inappropriate or
inadequate use of terminology; a limited ability to comprehend data or to
solve problems.

IB History SL/HL Course Outline

Assessment SL Percentage HL Percentage
Paper 1 30% 20%
Paper 2 45% 25%
Paper 3 35%
IA 25% 20%

Please review the course syllabus with your parent or guardian.
Review the following notes below, and then sign the document.
The contract is due on Sunday September 4th, 2016.


Students are expected to follow all school policies outlined in

the student handbook.
School expectations apply at all times:
o Be respectful for teachers, students, and other
o Be respectful towards property, your own, the
schools and other persons
o Be on time for school, classes, and school events
o Be responsible for your own learning and actions
o Be in uniform and come prepared to class
o Be honest, caring, and model integrity
Students are expected to turn work in a timely manner. Late
work will be accepted at a penalty of 10% per school day and not
accepted after a unit test, excused absences not withstanding.
If a student is late, his or her work is late.
Skipping class results in a zero for all work related to that day
(assigned and due)

We have read the IB World Student Syllabus and contract and understand
all the rules of this class.