Programme subject outline-Group 3: individuals



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Diploma Programme subject outline—Group 3: individuals and societies

School name

Westlake High School

School code

923327

Name of the DP subject

History

Level

(indicate with X)

Higher




Standard completed in two years




Standard completed in one year *







X
















Name of the teacher who completed this outline

Williams, Eric

Date of IB training

Nov 11-13 2014

Date when outline was completed

January 2015

Name of workshop

(indicate name of subject and workshop category)

IB History (Category 1)

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme
If you will teach history, complete the following chart.

Route

Prescribed subject

Topics

HL option(s) and sections

2

1 – Peacemaking, Peacekeeping –

International Relations 1918-1936



1 – Causes, Practices & Effects of War


History of the Americas
3 – United States Civil War: causes, course & effects 1840-1877

8 – The Second World War and the Americas 1933-45

10 – The Cold War and the Americas 1945-1981





5 –The Cold War






  1. Course outline




    • Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.




    • This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students are prepared to comply with the requirements of the subject.

    • This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not just be a “copy and paste” from the subject guide.




    • If you will teach both higher and standard level, make sure that this is clearly identified in your outline.







Topic/unit

(as identified in the IB subject guide)



State the topics/units in the order you are planning to teach them.

Contents

Allocated time

Assessment instruments to be used

Resources

List the main resources to be used, including information technology if applicable.

One class is
in one week there are

90

minutes.

2-3

classes.

Year 1

Option:

History of the Americas



Section 3:

United States Civil War: causes, course & effects 1840-1877



Origins of the Civil War focusing on the cotton economy and slavery. An analysis of the events that paved the way to warfare including John Brown’s Raid, the Sumner-Brooks Caning, Bleeding Kansas, War with Mexico, abolitionism, Uncle Tom’s Cabin, etc.
Abolitionist debate: ideologies of pro-slave and anti-slave debates
Union v. Confederate advantages and disadvantages focusing on economic factors that helped determined the outcome of the war
The role of foreign powers and issuing of the Emancipation Proclamation to prevent foreign involvement
Focusing on France and Britain and their views of the war and choice not to join the South
African Americans in the Civil War focusing on military support/involvement, Black Codes, and the Jim Crow South
Analyze the major battles and their effect on the outcome of the war including Antietam, Gettysburg, Sherman’s March, and Lee in Virginia

40 hours

Oral Presentations, Research Papers, Debates, Class Discussions, Quizzes, Unit Tests

John L. Tomkinson, War and Warfare
John Gauci, IB History, Route 2 – Peacemaking, Peacekeeping, International Relations 1918-1936, HL/SL

Carl von Clausewitz On War


The Enduring Vision Textbook
Eric Foner. THE FIERY TRIAL: Abraham Lincoln and American Slavery, 2010
The Twentieth Century: A People's History H. Zinn
(comprehensive list for two years)

Option:

History of the Americas



Section 8:

The Second World War and the Americas 1933-45



Hemispheric reactions to the events in Europe

Explain the position of neutrality taken by the United States

The diplomatic and/or military role of two countries in the Second World War focusing on Germany and the U.S.A.

Treatment of Japanese Americans or Japanese Canadians

Reaction to the Holocaust in the Americas

Mobilization of American industry in the call for war—including the effects of the war on women and African Americans in regards to labor and equality



40 hours

Oral Presentations, Research Papers, Debates, Class Discussions, Quizzes, Unit Tests

(See previous list)

Option:

History of the Americas



Section 10:

The Cold War and the Americas 1945-1981



Truman’s Doctrine and the effect of the nuclear bomb
McCarthyism and the impact of the Cold War on American society
U.S. conflicts in Korea, Vietnam, Cuba, and Latin America
U.S. Administrations and their changes in policy (Truman, Eisenhower/Dulles, Kennedy, Johnson, Nixon, Carter)
Covert operations in the Cold War including events such as the Bay of Pigs
Delicate Diplomacy in the Cold War with a focus on the Cuban Missile Crisis
The Cold War in Latin and South America: Cuba, Argentina, Chile, El Salvador, and Panama

40 hours

Year 2

Prescribed Topic 1:

Peacemaking, Peacekeeping – International Relations 1918-1936



Section 1:

Causes, Practices & Effects of War



Different types and nature of 20th Century warfare; Examples will include but are not limited to Spain, Nicaragua, Vietnam, and Afghanistan Types of warfare will include, Civil War & Guerrilla warfare
Origins and causes of wars. Examples include but are not limited to, Germany in WWI
Nature of 20th Century Wars. Examples include but are not limited to: the home front, roles of women & technological developments
War philosophies and 20th Century Tactics
The atrocities of war

55 Hours

Oral Presentations, Research Papers, Debates, Class Discussions, Quizzes, Unit Tests


John L. Tomkinson, War and Warfare
John Gauci, IB History, Route 2 – Peacemaking, Peacekeeping, International Relations 1918-1936, HL/SL

Carl von Clausewitz On War


The Enduring Vision Textbook
Eric Foner. THE FIERY TRIAL: Abraham Lincoln and American Slavery, 2010
The Twentieth Century: A People's History H. Zinn

Prescribed Topic 1:

Peacemaking, Peacekeeping – International Relations 1918-1936



Section 5:

The Cold War



Origins of the Cold War focusing on ideological differences of the Soviet Union and the United States
Nature of the Cold War focusing on the alliances formed following WWII specifically the Warsaw Pact and NATO
Development and impact of the Cold War focusing on leaders such as Stalin, Mao, Chiang kai-Shek, Truman, JFK
End of the Cold War focusing on the fall of Berlin and the Soviet Union

55 Hours


  1. IB internal assessment requirement to be completed during the course

Briefly explain how and when you will work on it. Include the date when you will first introduce the internal assessment requirement, when the internal assessment requirement will be due and how students will be prepared to do it.


The Internal Assessment will be introduced early in year one (approx. Late August). The I.A. will be due the following Spring of year one. The I.A. will be referenced regularly throughout the year to ensure student preparedness and understanding. As teacher I will spend a minimum of 20 hours of class time explaining, outlining, and facilitating work on the requirements of the I.A., allowing student to work on the I.A., consultation between myself and the students.

  1. Links to TOK

You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline that would allow your students to make links with TOK. Describe how you would plan the lesson.




Topic

Link with TOK (including description of lesson plan)

Causes, Practices & Effects of War

Students will learn to understand that the question is often times more important than the answer. Students will not be concerned so much with the “what” but rather the “why” & “how” events shape the culture in which we live. Students will be inquiring into the “why” and the “how”. The lesson will force them to be thinkers who must back up their findings with clear and reasoned evidence. Students will also see that decisions to go to war often times have unintended consequences and unforeseen outcomes. An example of a lesson is studying the objectives in the U.S. waging war in Vietnam and the unforeseen consequences and struggles in fighting against guerrilla warfare. Special attention will be given to why leaders don’t look at past history and decisions when deciding present courses of action in regards to warfare. We will debate the question—Did the U.S. “lose” the war in Vietnam?



  1. International mindedness

Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your outline that would allow your students to analyze it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to achieve this goal.




Topic

Contribution to the development of international mindedness (including resources you will use)

The Cold War

By studying the aforementioned topic, students will become open-minded, knowledgeable thinkers. The knowledge they gain will allow them to become capable of showing empathy, compassion and respect towards the needs and feelings of others. This will be achieved through a lesson that focuses on the climate (population, economy, etc.) at the time Stalin comes to power in the Soviet Union. Students will gain an understanding of what effect Stalin’s actions had on the people of the Soviet Union.
  1. Development of the IB learner profile

Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.




Topic

Contribution to the development of the attribute(s) of the IB learner profile

1 – Causes, Practices & Effects of War

Through these topics students will become principled, balanced, and reflective thinkers, capable of engaging in a wide variety of studies. World War II crosses many cultural boundaries, and by exposing students to the aspects of war, they gain an understanding of different cultures throughout the world and how war affects them. A lesson on the effect of war on human lives will teach students that the decision to go to war is in fact a decision that results in death and damage to the world. An emphasis will be given to war as policy choice that should be made as a last resort.
  1. Resources

Are instructional materials and other resources available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? Will students have access to resources beyond the ones available at school? Briefly describe what plans are in place if changes are needed.



John L. Tomkinson, War and Warfare
John Gauci, IB History, Route 2 – Peacemaking, Peacekeeping, International Relations 1918-1936, HL/SL
Carl von Clausewitz On War
The Enduring Vision Textbook
Eric Foner. THE FIERY TRIAL: Abraham Lincoln and American Slavery, 2010
Howard Zinn The Twentieth Century: A People's History
Resources will be available in both hard copy and electronic forms. When physical resources are not available, electronic versions will be used and excerpts of the resources. A web site accessible to all students such as Edmodo will be available to access resources.


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