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    10 views510 pages

    20th Century Course Companion (Yellow Book)

    Uploaded by

    Diego Milhas Fácil

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 510
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I ac st nage AB CBs 1 pi ein hy sig xr em ios 9 eed ‘nse sent peel to 0: Ay es catt tay bt any ean prc, New ace So, © “hrtew Te ighriweme erie pions Imes capri sn peed th nr iw Ue a, ‘Liver ste om Ml Gog 19045 roan 199) 208 Rosa teiititaiers Scag, 9, one fy prin Moet agen ‘Toms ni ea fe Cat he ab Retin Greene Pos, {bo mpi yeni ot oe ngreceino Rau Soop. apr fine Taek ama fom Ta Sovet pte aha lensed ay Hy 1208 en by eo of Weer ing Gor Nebr anda eth on Log Wak reo bc 1986 pie bY ‘Sil mcs rd Gh Cen Cem Bs 208, ‘etl pmo ofthe aot ns forces cal eof oth Asti lest tee [Ncmock axons epe by rman eNews ‘ova ent Ms Be: on cost he is coup ato ‘eh tetra e6imp. 1 epenedby ermison te es ‘ne Ove: cm Nae Fly Rr Penge, 9 epee ‘nr iin i ed AAR {ip ened prism fOr Un es Mfzaton tS Ch eon Pore sos rm Cis cco opriiO Te Wn tank reprinted ppm fe A Bk rao a nam ad Pty e045 ser Staten 12 inte by eric father thon. Aur Sbesger Je xen fon Dna pf Fede te we Moun Min 269 expan © an nee 1953 ‘Arr Sgr een by fei i ogni ao Pag Conon Al ee ‘hi Se ea fo wie mde ela oie Frese 18 oped ypermin f age Nac, Mare Tahr ert om Te ho we eral, 1285 pied Ippon of te patne ct fe Calg Hsu: arog 1659-1900, 198) ‘neat erin ofthe er ‘Benson execs on har and Racer elation 113168 (te bs repay peso ofa at Pah) Le Jon Wong ents and guerre cia Res aco Baks 197. rept by gems eps, tnd ous ne Wet tietto ce not al cpr oa ore palin ae eps wl seo ec ay os sath te epery acd somes FSC mimes Course Companion definition ‘The IB Diploma Programme Course Companions are resource ‘materials designed to provide students with extra support through their two-year course of study. These books will help students gain an understanding of what is expected from the study of an IB Diploma Programme subject. ‘The Course Companions reflect the philosophy and approach of the 1B Diploma Programme and present content in a way that illustrates the purpose and aims of the IB. They encourage a deep understanding of each subject by making connections to wider issues and providing opportunities for critical thinking, These Course Companions, therefore, may or may not contain all of the curriculum content required in each 1B Diploma Programme subject, and so are not designed to be complete and prescriptive textbooks. Each book will try to easure that areas of curriculum that are unique to the IB or to a new course revision are thoroughly covered. These books mirror the 1B philosophy of viewing the curriculum in terms of a whole-course approach; the use of a wide range of resources; international-mindedness; the IB learner profile and the IB Diploma Programme core requirements; theory of knowledge; the extended essay; and creativity, action, service (CAS) In addition, the Course Companions provide advice and guidance on the specific course assessment requirements and also on academic honesty protocol, ‘The Course Companions are not designed to be: ‘© study/revision guides or a one-stop solation for students to pass the subjects ‘© prescriptive or essential subject textbooks. IB mission statement The international Baccalaureate aims to develop inquiring, knowledgable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. ‘To this end the IB works with schools, governments and international organizations to develop challenging programmes of international ‘education and rigorous assessment. ‘These programmes encourage students across the world to become active, compassionate, and lifelong leamers who understand that ‘other people, with their differences, can also be right. The IB learner profile ‘The aim of all 18 programmes is to develop intematicnally 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 acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgable They explore concepts, ideas, and issues that have loca and global significance. in so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. lly ‘Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of faimess, justice, and respect for the dignity of the individual, groups, and communities. They take responsibility for their own actions and the consequences that accompany them, Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and ate willing to grow from the experience. Caring They show empathy, compassion, and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment, Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to ‘explore new roles, ideas, and strategies. They are brave and articulate in defending their beliefs, Balanced They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and others Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. A note on academic honesty Itis of vital importance to acknowledge and appropriately credit the owners of information ‘when that information is used in your work. After all, owners of ideas (intellectual property) have property rights. To have an authentic piece of work, it must be based on your individual and original ideas with the work of others fully acknowledged ‘Therefore, all assignments, written or oral, completed for assessment must use your own language and exptession, Where sources are used or referred to, whether in the form of direct quotation or paraphrase, such sources must be appropriately acknowledged. How do I acknowledge the work of others? The way that you acknowledge that you have used the ideas of other people is through the use of footnotes and bibliographies. Footnotes (placed at the bottom of a page) or endnotes (placed at the end of a document) are to be provided when you quote or paraphrase from another document, or closely summarize the information provided in another document. You do not need to provide a footnote for information that is part of a “body of knowledge”. That is, delinitions do not need to be footnoted as they are part of the assumed knowledge. Bibliographies should include a formal ist of the resources that you used in your work, “Formal” means that you should use one of the several accepted forms of presentation. This usually involves separating the resources that you use into different categories (€-g. books, magazines, newspaper articles, Internet-based resources, CDs and works of art) and providing full information as to how a reader or viewer of your work can find the same information. A bibliography is compulsory in the extended essay. What constitutes malpractice? ‘Malpractice is behaviour that results in, or may result in, you or any student gaining an unfair advantage in one or more assessment component, Malpractice includes plagiarism and collusion, Plagiarism is defined as the representation of the ideas or work of another person as your own. The following are some of the ways to avoid plagiarism: ‘© Words and ideas of another person used to support one’s arguments must be acknowledged. «Passages that are quoted verbatim must be enclosed within quotation marks and acknowledged «CD-ROMs, email messages, web sites on the Internet, and any other electronic media must be treated in the same way as books and journals. «The sources ofall photographs, maps, illustrations, computer programs, data, graphs, audio-visual, and similar material must be acknowledged if they are not your own work ‘© Works of art, whether music, film, dance, theatre arts, or visual art, and where the creative use of a part of a work takes place, must be acknowledged. Collusion is defined as supporting malpractice by another student. This includes: «# allowing your work to be copied or submitted for assessment by another student «duplicating work for different assessment ‘components and/or diploma requirements. Other forms of malpractice include any action that gives you an unfair advantage or affects the results of another student, Examples include, taking unauthorized material into an examination room, misconduct during an examination, and falsifying a CAS record Introduction ‘This book is designed to be a companion to the study of 20th-century world history. It follows the International Baccalaureate Diploma Programme history course for frst teaching in September 2008 and first examinations in 2010. This volume covers the Route 2, 20th-century world history higher and standard level core syllabus. ‘Written by experienced IB history teachers and examiners, it contains wealth of teaching and learning ideas, as well as providing historical background and analysis of the syllabus content. History is an exploratory subject that encompasses many academic and social disciplines. It encourages an understanding ofthe present through critical reflection upon the past. The IB Diploma Programme 20th-century world history course provides both structure and flexibility, fostering an understanding of major historical events in a global context. It requires you to make comparisons between similar and dissimilar solutions to common human situations, based on political, economic and social circumstances and the interpretation of ‘events as they unfold, Through the study of history you can develop 4a strong international mindedness recognizing common humanities and you will have a better understanding of the world, and of our responsibilities to society, [Asa study of the human condition, history explores haw we came to bbe what we are today. It can be a contentious subject; it led Soviet leader Nikita Khrushchev to comment, “Historians are dangerous people. They are capable of upsetting everything.” The authors of this ‘book hope that it will assist you in becoming effective historians and tical thinkers. ‘This 20th-century world history course companion has a number of special features: 1B Learner Profile links The attributes ofthe IB learner profile fit closely with the aims of the IB history curriculum and are illustrated in the book with specific activities and questions. TOK links History is an area of knowledge that isan integral part of the TB Diploma Programme theory of knowledge (TOK) course. Different areas of knowledge—including the human and natural sciences, ethics and the arts—as well as each of the ways of knowing have been included, to offer practical application of real-life issues that can be explored collectively or individually. Definitions Alongside the text there are definitions of historical concepts and terms which will deepen an understanding of the historical topics being covered. Biographies The study of history focuses on people and their interaction with each other and their environment. Some short biographies of important people linked to the main text give more background and context to the topics covered Activities and discassion points All chapters contain a wide range of classroom and individual activities to encourage active learning and participation. These activities are designed to deepen ‘understanding of the historical debates and issues under discussion in the text. Source analysis There is a strong accent on the critical analysis of source material particularly in the chapters on the three prescribed subjects. This underlines the principle that history is not omly a study of the past but also the process of interpreting, recording and understanding a topic through analyzing its sources to validate knowledge claims. ‘Exam practice Each chapter contains sample examination questions that are all modeled on the type of questions written for the external examinations. Recommended further reading Fach chapter concludes with suggestions for further reading, This is to encourage a richer and deeper understanding ofall the topics covered in the book and to underline that history should be studied through reading a range of primary and secondary sources not a single book. Guidelines for study Source evaluation and analysis As an IB Diploma Programme history student, you will need to understand source evaluation. Its tested in paper 1, and through extended essays and intemal assessment, No one can be a genuine historian without being able to test sources for their usefulness and, reliability. You may be surprised at the variety of sources that are used by historians. These include: official documents, diaves, memoirs, speeches, books, journals, letters, newspapers, films, photographs, cartoons, paintings, artefacts, buildings. maps and charts, All sources are the product of human labout—through waiting, speaking compiling, drawing, photographing, buiiding and other forms of production, However it was made, you can learn about it by asking the following simple questions © Who produced it? (ie—wrote, said, drew it etc,) This will ead you to think about the person who created it, and if he/she is, known to you. or what you can find out about him/her. © Where was it produced? The place should give you more clues about how and why it was produced. What was happening there at the time? ‘© When was it produced? The date is very important in source evaluation. Is the source contemporary with the event referred t0? (Or, was it written or produced in hindsight? Perhaps it is a fake? ‘© Why was it written, presented, told etc.? The person producing it ‘must have had a reason. And, whether it was important or trivial, it could reveal certain truths or emphasize certain things, perhaps functioning asa form of propaganda, ¢ To whom was it directed? To a particular person or intended audience? This could tell us a lot; it might be official, public or private. It could also be what the recipient wanted to hear or see, or what the producer wanted us to be made aware of. You have probably received similar advice about questioning sources before—below is an example of how this advice can be applied to IB history paper 1. ‘The wording for question 3 is as follows: “With reference to their origin and purpose, assess the value and limitations of Source X and Source ¥ for historians studying ..." For “origin” you can name the person responsible for it, the date and place it came from, and the person or audience it was intended for. The source details provided will help you. For “purpose” you must explain the aims, give the reasons for why it ‘was produced, What was the person who said, wrote or produced it trying to do? For “value, you can go back to the origin and purpose; it could be valuable because itis about an event that the author saw. Or, you iknow the position held by the author, and can then judge if his/her Purpose was to convince or deceive, Note that a source that is not, reliable, that is, does not mean what it says, can stil be of value providing you recognize that it is propaganda, clouding the facts, covering up the mistakes made, or intended to support personal gain. Likewise, with “limitations*, use your knowledge of the source's origin and context to help you in your assessment ofits limitations, Far too many students judge a source to be of little value because the ‘writer was not an eyewitness to the events, or is biased because itis, for example, about the Soviet Union and written by an American Students often describe content, rather than evaluating the context, and confine the description of its origin to the title of a book and the name of its author. In desperation, a limitation is suggested based on the fact that the source isa translation from the original language. Be careful in using the terms “primary”, “secondary” and “bias” to evaluate sources, Do use the introductions to the sources, which can often aid you. And finaly, always assume that the sources used in an IB examination are genuine, and not there to trick you! History Paper 1 For the IB history course for first teaching in 2008 and first examinations in 2010, you must study in depth, one prescribed subject for paper 1. The choice of prescribed subject will have been based on several factors, including student interest, available resources and the selected paper 2 topics and higher level option. Some schools may base their choice on the need to complement other papers, while others may choose the subject to extend student knowledge. The study of history does not fit neatly into watertight compartments, and the three IB external components will al help to produce a wider and deeper historical understanding, and international outlook, ‘The IB history paper 1 in Route 2, 20th-century history helps to develop two important skills in historical analysis: the ability to evaluate and use sources, and to study a topic in depth. The three chapters on the prescribed subjects are designed to help students to develop these skill, so that they can approach the examination with confidence. Before you sit the examination, familiarize yourself with the wording and mark value of the questions. You are given five minutes reading time. Use it wisely to read through the sources and the questions. ‘You will only receive the prescribed subject for which you have been centered, You are given one hour to answer the four questions on the paper. The first question addresses comprehension/understanding. Do not write too much. Usually a 2-mark question requires only two relevant points, and a 3-mark question three points. The second question will require you to compare and contrast two sources on an aspect common to both. A running comparison will score better than sequential accounts of the two sources. Do not ‘worry if there is more to compare than contrast, or vice versa. # only fone source is tackled, 2 out of the 6 marks available is the maximum you can score. The third question asks you to evatuate two sources according to their origin, purpose, value and limitation. Evaluate each source separately, and address all the points for each one. ‘The fourth question isa mini essay based on an aspect explored in the sources. I is often based on a quotation from one of the sources. ‘This requires you to evaluate the sources based on the information provided and your own historical knowledge. Material from the sources and your own background research is demanded. Ensure that you draw on both the sources and relevant background information, ‘There is usually, but not always, a valid point that can be drawn on from each of the five sources, so do not spend too much time trying to discover just one. Plan your time around this mini essay. Some students, especially those for whom English is a second language, {ind themselves rushed to complete this paper. If necessary finish the ‘mini essay in note form. History paper 2 ‘The history paper 2 component consists of five sections, and you are required to study two of them, However when it comes to the exam, you may find another question in another section that you can tackle because it links with work you have done in your prescribed subject or for your higher level work. Paper 2is the most international component of the history course, therefore some questions will name twa counties from different regions, or state that two countries, exch chosen from a different region must be used. There is a map on the front of the question paper that shows the IB regions: Burope, Africa and the Middle East; North America and the Carribean; Latin America; and the Asia Pacific. You will notice that the chapters in this book on the 2oth-century world topics all contain material from different regions. ‘These chapters adopt a range of approaches to the topies. Some concentrate more on the depth and detail focusing on a limited range of examples; others deal with the material thematically Before the examination study the command terms, and the rarkbands inthe IB History Guide that will indicate what you have to do to obtain a high grade. Use your reading time to decide which questions to answer, then narrow them down to your final choice, ensuring that you have sufficient knowledge to answer them, and that you understand all the demands of the questions. If possible, ‘write a short rough plan in your answer booklet, and hand it in with the completed questions. It gives the appearance of being well otganized Focus on the question; do not include unnecessary information. Too ‘many students see the name of a person or event they have studied, and pour out all they know on the subject, A description of the context is necessary, but avoid imelevant or excessive background ‘material. Many of the exam questions lend themselves to a thematic approach. Itis often better to adopt this approach rather than writing a chronological narrative. But do not ignore chronology. Dates are important, especially o show that you understand the relationship to the events as they unfold and their effects upon the lives ofthe individuals and nations concerned. Many questions have two demands (for example, to account for the reasons and the results), or require evidence from two different countries or sets of circumstances (as ina comparative analysis of two rulers, wars or states). ‘Most students are able to write satistactory essays in the allocated time, but asa last resort if you find that time is running out, and you stil have more relevant material to give as important evidence, put tin note form and add a conclusion. Itis not length but the degree of analysis and appropriate detail that will help you to achieve high grades. Authors ‘Martin Cannon teaches at the Western Academy of Beljing, China. He is chief examiner and a team leader for the extended essays. He thas taught in Mexico, Peru, Sri Lanka, Yemen, France, Malaysia and China Richard Jones-Nerzic teaches history, TOK and film at the British International School, Bratislava. He received an IB diploma from ‘Whitchurch High School in Cardiff, UK. He is co-ordinator of the European History e-Learning Project. David Keys teaches at the British International School, Bratislava, Slovakia, where he has helped to establish the IB History Programme. He has taught History and English in Turkey, Saudi Arabia and the UK and isa translator and writer. Alexis Mamaux is currently teaching at the United World College of the American West in New Mexico, USA. She is an assistant ‘examiner and team leader for history and the extended essay. Michael Miller isa teacher at Upper Canada College and has taught 1B history since 1996. He is currently a deputy chief examiner in history, a workshop leader and a principal examiner. He is a team leader for the marking of history and extended essays. Giles Pope currently works at the International University in Vienna, He taught IB history atthe International School of Kenya, was a teacher and administrator at the Danube International School, Vienna, and is a history examiner and workshop leadcr. David Smith teaches at Ecole Lindsay Thurber Comprehensive High School in Alberta, Canada. He is a workshop leader for IB Americas, ‘an assistant examiner, an application reader, and a faculty member for the Online Curriculum Centre Aidan Williams teaches at Braeburn College in Nairobi. He has led ‘workshops for IB and has been an examiner for eighteen years. He has been a senior examiner for ten years. Contents 1 Peacemaking, peacekeeping-intemational Michael Miller lations, 1918-36 2 The Avab-sraei confit, 1945-79 Martin Cannon 3 Communism in cisis, 1976-89 Alexis Mamaux 4 Causes, practices and effects of wars David Smith 5 Democratic states: challenges and responses Giles Pope. 6 Origins and development of authotaran and single pany states Michael Miller 7 Decolonization and independence movements in Africa and Asia Alexis Mamaux and Aidan Williams 8 "Nationalist and independent movements in pos-1945 Central and Eastem European states—Poland and Czechoslovakia Richard Jones-Nerzic and David Keys 9 The Cold war ‘Alexis Mamaux 10 Index 13 7 141 203 263 325 369 415 451 505, Peacemaking, peacekeeping— international relations, 1918-36 ‘The issues, conflicts, disputes and attitudes that arose during the period from 1918 to 1936 cannot be understood or appreciated without a sound knowledge of the experience of the First World War. This involves not simply an understanding of the causes, events and statistical cost of the war but something much more profound, ‘The First World War was for many a total war with all the Tal war Awarin which opponents characteristics attached 10 that term. The war was a cataclysmic event abi al vaable societal for Western society, a descent into a brutal and largely utile strugele _resources-economic indus that undermined or destroyed much of the pre-war world. What was military, human polia/dolgial-in lost was confidence, optimism, stability and faith in the future the war ef, Massive political, social and economic upheavals occurred, which influenced events up to the outbreak of the Second World War and ‘even until today. This chapter is designed to assist in the study of the post-war peacemaking and peacekeeping efforts, which form the basis of prescribed subject I. It addresses the issues relating to creating a settlement at the end of the First World War and the challenges of promoting and maintaining peace in the period from 1918 to 1936. The difficulties in arriving at a peace settlement that reflected both the idealism of US president Woodrow Wilson and the security and territorial concems ofthe other powers were particularly complex. Continuing challenges to the Versailles settlement from Germany and Italy created the need to revise and re-examine the Treaty of Versailles ‘on a number of occasions. The period is also concerned with the problems of implementing new ways to preserve peace, such as the League of Nations. Finally, the threats toa peaceful world order presented by revolutionary political movements such as Bolshevism and fascism, as well as the Great Depression, ate examined Sources that could be used in questions are included throughout the chapter and focus on the following areas: 4 the aims of the participants and peacemakers: Woodrow Wilson and the Fourteen Points, the terms of the Paris peace settlements 1919-20: Versailles, St Germain, Trianon, Neuilly, Sevres/Lausanne (1923) ‘the geo-political and economic impact ofthe treaties on Europe; the establishment snd impact of the mandate system 4 enforcement of the provisions of the treaties: US isolationism — the zetreat from the Anglo-American Guarantee; disarmament— Washington, London, Geneva conferences 4 the League of Nations: effec ofthe absence of the major powers; the principle of collective security and early attempts at peacekeeping (1920-5) ‘¢ the Ruhr Crisis (1923); Locamo and the “Locarno Spring” (1925) ‘the Great Depression and threats to international peace and collective security: Manchuria (1931-3) and Abyssinia (1935-6) 13 4 1» Peacemalng, peacekeeping intemational relations, 1918-36 By the end ofthe chapter, you should be able to: ‘© understand the conficing aims ofthe counties involved in the Versailles settlement ‘© be amare ofthe terms of the Versailles settlement «appreciate how these terms may have led to disagreement and confit ‘© understand the concepts behind the League of Nations and why these proved dificult to cany out be anare ofthe problems of disarmament «undestand the impact of new political philosophies and economic Upheaval «know and understand the significance of major conferences and agreements reached dung this period ‘© compere and conttast the reaction of major counties to the events of the period ‘8 use the documents to form your own understanding and opinions on the issues presented ‘© form your own opinions and viewpoints on the controversies inthis, peiod. Background to the period 1918-36 ‘The period under discussion breaks into two parts These are separated by the onset of the Great Depression in 1929. In the 1920s there appeared to be litte threat to international peace, The powers were exhausted from the war, the defeated nations were 100 weak to tuy and reverse the verdict and there was a general revulsion atthe goueen thought of another conflict. The foundation of the League of Nations Saat nsie ae and the idealism ofthe Fourteen Points encouraged many people Yas pring or to believe thata new era of peace would emerge. This wasilusory ergs een and but was supported by the absence of immediate threats opeaceand uct oy because the League experienced a few successes in dispute resolution. ™™E™** Nevertheless there were many potential teats and the only nations interested or able to maintain the status quo were Britain and France, Integrating the theory of knowledge (TOK) ‘The Great Depression exposed ‘his presrbed subject provides mary opportunities forthe student o| the weakness ofthe post- ‘epore the nature of historical knowedge and how historians evaluate Weel eaieeeeeea and analyse inirmaton of acus types This chapter wl bot cease regarded by some a the greatest YOU derstanding ofthe methodlogy used by historians and the

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