History is one of the subjects, under the heading of Individuals and Societies, which make up Group 3 of the International Baccalaureate Curriculum.

Transcription

1 History Course Outline 2017/2018 1

2 Contents History overview... 3 History Course Outline... 3 Standard and Higher Level... 3 Assessment... 5 Aims and Objectives Links to Theory of Knowledge Extended Essay Approaches to Learning International Mindedness Learner Profile Year Calendar (Year 1 History) Year Calendar (Year 2 History)

3 History overview History is one of the subjects, under the heading of Individuals and Societies, which make up Group 3 of the International Baccalaureate Curriculum. History offers an understanding of human activities in the past in the context of change through time. IB History enables students to enter into the nineteenth and twentieth centuries, cultures and places and see how the past appeared to people living then. Students are challenged to think about causes and effects, continuity and change, trends and developments and similarities and differences through these two centuries in a global context. In short, historical knowledge is vital for the young leaders of tomorrow. History is more than simply a study of the past. It involves the process of recording, reconstructing and interpreting the past through the examination of a variety of sources. It involves judgement and reasoning, posing questions without providing definitive answers in order to explain events. Students will explore History as a historian, engaging with primary historical sources and the works of leading historians. They will need to use their powers of judgement and reasoning, posing questions without providing definitive answers. These skills are basic to problem solving and making sound decision. Students will be frequently reminded that: Historical truth is often difficult to establish. The study of History also contributes to students use of language. Students will read a range of source materials with discrimination and insight. They will also present arguments that are clear, coherent and well- substantiated. Students searching for careers in law, education, marketing, journalism, social work, medicine to name just a few have much to gain from learning History. History Course Outline Standard and Higher Level At both SL and HL in History you are presented with a programme with a common core as well as the Historical Investigation. The development of historical skills is fully integrated throughout the programme. The differences between SL and HL courses can be summarised as follows: Syllabus Assessment External Internal SL and HL The study of one prescribed subject The move to global war The study of two twentieth century world history topics Causes and effects of 20 th -century wars Authoritarian States Historical investigation Paper 1: a source-based paper set on the prescribed subject Paper 2: a paper based on two twentieth century topics.. Historical Investigation Additional Requirements for HL The study of three sections from a HL regional Option - History of Asia and Oceania Historical Investigation Paper 3: an in depth study of the history of Asia and Oceania 3 sections covered... Historical Investigation 3

4 History Topics Paper One: The move to global war Case Study I: Japanese expansion in East Asia Case study II: German and Italian expansion Causes of expansion Key events Responses to the expansions This topic is divided into two case studies from different regions of the world. It is linked to the world history topics we shall study and to the three sections we are covering in the History of Europe paper (see below) Paper Two: Twentieth Century World History Topics Topic 1: Causes and effects of 20 th -century wars Causes of war Practices of war & their impact on the outcome Effects of war Examples for detailed study: First and Second World War Chinese Civil War Spanish Civil War Russian Civil War Topic 3: Authoritarian states (20 th century) Emergence of authoritarian states Consolidation & maintenance of power Aims & results of policies Examples for detailed study: China Mao Zedong Jiang Jieshi Italy Mussolini Germany Adolf Hitler Paper Three Regional Option for Higher Level: Aspects of these topics will largely be covered through Papers 1 & 2. History of Asia and Oceania Topic 11: Japan ( ) Topic 12: China and Korea ( ) Topic 14: The People s Republic of China ( ) Prior Learning History caters for students from varied backgrounds and with a range of abilities. You need to be able to write clearly but you do not need to have taken Year 11 History. The prescribed skills and knowledge required by the history course are developed within the context of the course itself. 4

5 Assessment Students will be assessed in internal and external assessments at both Higher and Standard Levels. External Assessment Higher Level Written Papers 80% Paper 1: a source based paper about the events of the Prescribed Subject 1 hour 20% Paper 2: an essay paper based on the two twentieth century world history topics - TWO questions to be answered from TWO topics 1½ hours 25% Paper 3: an essay paper on the particular regional option they have studied. Each Paper will comprise of 25 questions. THREE questions to be answered 2½ hours 35% Internal Assessment Historical Investigation 20% External Assessment Standard Level Written Papers 75% Paper 1: a source based paper about the events of the Prescribed Subject 1 hour 30% Paper 2: an essay paper based on the twentieth century world history topics TWO questions to be answered from TWO topics 1½ hours 45% Internal Assessment Historical Investigation 25% HL One Historical Investigation is no more than 2,200 words in length (20%) SL One Historical Investigation is no more than 2,200 words in length (25%) This can relate to any topic that interests you but could complement class work. The Historical Investigation involves: Stating the research question Identifying and evaluating of sources Critically analysing the historical topic as an investigation. You should use a range of evidence to support your argument. Reflecting on the methods of inquiry used and the challenges facing you as.an historian. Providing a bibliography The Historical Investigation is internally assessed by the teacher and externally moderated by the IBO. Examples of the types of Historical Investigation you may undertake are: A historical topic or theme using written sources or a variety of sources 5

6 A historical topic based on fieldwork; for example, a museum, archaeological site, battlefields, churches A historical problem using documents (including newspapers) A local history project A history project based on oral interviews A historical investigation based on interpreting a novel, film, piece of art, The investigation must be set out using the following three sections: A Identification & evaluation 6 marks B Investigation 15 marks C Reflection 4 marks GLOSSARY OF COMMAND TERMS Candidates should be familiar with the following key terms and phrases used in examination questions. Although these terms are used frequently in examination questions, other terms may be used to ask candidates to present an answer in a specific way. Analyse Compare Break down in order to bring out the essential elements or structure. Analyse the social impact of developments in (a) transport and (b) health care since Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout. Compare the effects of the changes in family structure since 1945 in one developed and one developing nation. Compare and contrast Give an account of the similarities and differences between two (or more) items or situations, referring to both )all) of them throughout. Compare and contrast the circumstances that gave rise to the regimes of Juan Perón and Fidel Castro in Latin America. Contrast Discuss Evaluate Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout. Contrast the economic policies of Hitler and Stalin in the 1930s. Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence. Discuss the view that the United Nations General Assembly has become a forum for propaganda rather than constructive debate, but nevertheless acts as a useful safety valve. Make an appraisal by weighing up the strengths and limitations. German policy after January 1917 forced the United States to declare war. Evaluate the validity of this statement. 6

7 Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. Examine the role of the Treaty Port system in the development of China s relations with foreign powers between 1842 and To what extent? Consider the merits or otherwise of an argument or concept. Opinions and conclusions should be presented clearly and supported with appropriate evidence and sound argument. To what extent can nationalism rather than religion be considered the cause of the Arab-Israeli conflict? Bibliography: acknowledging your sources of information (using APA conventions) When you use ideas from another writer or quote another person s work in your essay or assignment it is important that you acknowledge where the information came from. If you do not acknowledge other people s work you are plagiarising or stealing their work which is considered a serious offence. It is important therefore, that you refer to the source of your information so that others may find it. CITING Use the posters below to help you decide when to cite and what needs to be cited How do you quote and cite sources? As said above, all ideas, information and quotations from other sources must be acknowledged. There are two ways of doing this quoting and citing. You must acknowledge the author and publication date for all sources. The page number is also required for quotations. Quoting This is when you are copying the author s own words. You must copy exactly word-for-word, including errors, different spellings and emphasis marks. 7

8 If you are using a short quotation (less than 40 words) in your own paragraph you should put it in quotation marks and include a page number with the author and publication date. Some study skills writers have made the point that it is not enough to simply learn about study skills. Study skills should be practiced on a regular basis. Any skill can atrophy if it is not practised. (Gawith, 1991, p.62) The author s surname, date of publication and page number is given in brackets. Sometimes you see a quotation of more than 40 words used and the quote is indented five spaces and the quotation marks left off. Some study skills writers have made the point that it is not enough to simply learn about study skills. Most books on study skills are not really about skills, but about study habits. And rightly so. Any habit is a skill that is practised until it becomes automatic. Any skill can atrophy if it is not practised (Gawith, 1991, p.62). This view has the support of many other writers in this area. NB: When the quotation ends a sentence the full stop comes after the brackets. Citing If you are using someone s ideas, but not their exact words, then you are citing. One way to do this is to put the author s last name and the date when the work was published in brackets at the end of the sentence. Learning about using study skills is helpful but it is also necessary for a student to actually regularly use the skills so that they become a habit (Gawith,1991). One Work: Two Authors Cite both names every time the reference occurs in the text. Eg. (Casper & Ghost, 1991) One Work: Three, Four or Five Authors Provide all the authors surnames for the first reference. Further references need only the surname of the first author, followed by et al. (=and the others). Eg. In Able, Blue, Clear & Dark (1994) - first time you reference the source The (Able et al., 1994) for subsequent references One Work: 6+ Authors Use only the surname of the first author and et al. for all references Two or more works You may have two or more references that give the same information. List these in alphabetical order in the brackets. Eg. Bibliography Several studies (Able, 1991; Blue & Clear, 1995; Dark, Even & Free, 1995) show This should be a list of the full bibliography details of the sources that you have cited or quoted in your assessment or essay, as well as those that you have read. All items in the bibliography must be listed in alphabetical order by author s surname. Elements of the bibliography Author s name Put the surname first, with initials only for first and second name, followed by a full stop. Eg. Bloggs, J. Use commas to separate authors; use an & Eg. Able, C.B., Dumb, F.G., & Silly, K. 8

9 Use the full name for a group or a corporate author. Eg. New Zealand Ministry of Education. If the reference is an edited book put Ed. or Eds. in parentheses. Eg. Black, W., & White, B. (Eds.). Publication date Put the date of publication of the latest publication in brackets, followed by a full stop. Eg. (1991). You may need to include day/month for journal or newspaper articles. Eg. (1994, April). or (1996, July 6). Title Books Only the first letter of the first word of the title and any subtitle is capitalised. Proper nouns also have capitals. The title should be italicized. Put any other information in parentheses () after the title Eg. Publication manual (4 th edition). Articles in Periodicals (eg. Journals): Write the article title as for books but do not italicize. Italicize the journal itself. Publication information Books Use the city of publication followed by a colon, then the publishing company eg. Lower Hutt: Mills Publications. Leave off Publishers, Co or Ltd. Articles in Periodicals Use the title of the journal in full and in upper and lower case letter. Give the volume and then issue number next (if any, and in brackets). Give page numbers (do not use p or pp ) for journals, only for magazines, newspapers and other periodicals. Separate each piece with a comma. Eg. Major, M.M. (1996). Study skills: A necessary evil. Teaching and Learning, 7(2), Formatting the bibliography You may indent the second line of a reference so that the author s name stands out. This is called a hanging indent and makes it easier for the reader to find the author. Gawith, G. (1991). Power learning: A student s guide to success. Lower Hutt: Mills Publications. Hawkins, J.M. (Ed.). (1998). The Oxford paperback dictionary (3 rd ed.). Oxford: Oxford University Press. Newby, M. (1989). Writing: A guide for students. Cambridge: Cambridge University Press. New Zealand Government Printing Office. (1981). Style book. (3 rd ed.). Wellington: Government Printer. Open, N.S. (1994, June). Community care: Arguments for and against. Psychology and Society, 6, Still puzzled? Go to the Library Home Page and look under Referencing 9

10 Aims and Objectives The aims of the history course at HL and SL are to: Develop an understanding of, and continuing interest in, the past Encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments Promote international-mindedness through the study of history from more than one region of the world Develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives Develop key historical skills, including engaging effectively with sources Increase students understanding of themselves and of contemporary society by encouraging reflection on the past Objectives 1. Knowledge and understanding Demonstrate detailed, relevant and accurate historical knowledge Demonstrate understanding of historical concepts and context Demonstrate understanding of historical sources (Internal assessment & Paper 1) 2. Application and analysis Formulate clear and coherent arguments Use relevant historical knowledge to effectively support analysis Analyse and interpret a variety of sources (Internal assessment & Paper 1) 3. Synthesis and evaluation Integrate evidence and analysis to produce a coherent response Evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response Evaluate sources as historical evidence, recognizing their value and limitations (Internal assessment & Paper 1) Synthesize information from a selection of relevant sources (Internal assessment & Paper 1) 4. Use and application of appropriate skills Structure and develop focused essays that respond effectively to the demands of the question Reflect on the methods used by, and challenges facing, the historian (Internal assessment) Formulate an appropriate, focused question to guide a historical inquiry (Internal assessment) Demonstrate evidence of research skills, organisation, referencing and selection of appropriate sources (Internal assessment) 10

11 Links to Theory of Knowledge The study of History involves students in gaining knowledge through selecting evidence from a wide variety of sources. Students will learn to evaluate evidence and sources by exploring concepts such as validity, reliability, credibility, certainty, and individual as well as cultural perspectives. Having followed a course of study in Group 3, students should be able to reflect critically on the various ways of knowing and methods used in human sciences. In doing so, they will become inquiring, knowledgeable and caring young people (IB mission statement). Extended Essay An extended essay in History provides students with an opportunity to demonstrate historical skills on virtually any topic from a range of historical periods, not necessarily covering an aspect of the IB History course. Students are encouraged to choose an aspect they are interested in but also be able to select source materials that can be easily attainable and evaluated. Local and personal history topics are ideal but so are those topics which enable students to use ICT facilities to access online resources and archives. The topic chosen must not be too broad so that it can be effectively written within the 4,000 word limit. A narrow scope behind the essay will ensure the student is important for demonstrating clarity as well as detailed, specific historical knowledge. Further, a suitable topic will also present the student with source materials that can be easily evaluated. The IB course is an obvious source of ideas. With so much content to get through in less than two years, student may enjoy the opportunity to spend more time examining a period or event in the syllabus in more detail. Approaches to Learning Communication: In each topic students will have time set aside to work with students on developing the essay writing skills that are central to success in the DP history course activities could include: work on essay planning, paragraph structuring, introduction writing, conclusion writing. Students will also read works by historians so they learn to identify how the historians formulate and effectively utilize arguments in their writing. Students will be exposed to a variety of historical sources to help develop interpretative skills. In some topics students will develop their oral presentation skills by choosing a particular aspect of your selected prescribed subject which she will research and give an oral presentation to the rest of the class on. Thinking: In each topic, students will carry out activities that require higher-order thinking such as analysis and evaluation. Students in Year 12 from the start will be made familiar with the history command terms and the type of thinking that is expected of them when different terms are used When appropriate, students will make links and comparisons between different examples and topics, for example, comparing the rise to power of Stalin and Mao. Specific thinking tools will be taught for example when students read an article, they will respond through the visible thinking routine such as word phrase sentence (where they highlight a key word, a key phrase, and then a key sentence) to help them engage with the text more closely, and discuss why they made their particular selections 11

12 Self-Management: In each topic, different learning and revision strategies will be introduced and taught to students so that they can find approaches that work well for them. Students have a plan of how they can break down their history internal assessment task into a series of stages with interim deadlines Students will be encouraged to revisit an essay or a task after they have submitted it, take action on feedback and to make improvements Social Skills: A key concept of the history course is perspectives so in each topic, students will consider alternative perspectives on a particular issue or event. Students will be encouraged to work collaboratively in class activities and be given opportunities to peer assess each other s work. Research Skills: In each topic, students will analyse the value and limitations of sources. Students will prepare for their internal assessment task through a formative assessment task that requires them to identify and locate historical sources themselves and write their own question. Students will learn about academic honesty and will be taught APA referencing for all their work. International Mindedness IB History is concerned with individuals and societies in the widest context: political, social economic, religious, technological and cultural. It contributes to students understanding of their culture, heritage and identity in a global and international context. Students will be required to make comparisons between similar and dissimilar solutions to political, economic and social situations but will learn not to make judgements of different cultures, political systems and national traditions. The Diploma Programme History course helps to foster respect and understanding of people and events in cultures different from their own. Building on the argument promoted by Dr Irene Davy in her article Promoting International Mindedness in our Schools, knowledge of the history of countries such as China, Germany, USSR and New Zealand in the nineteenth and twentieth century should lead to caring, and caring will lead to action. Through action, our students can contribute to the building of a better world thoughtful curriculum design will help our students develop an international knowledge base so they can develop the capacity for the action that is integral to the three programs of the IBO. 1 Learner Profile The History Programme is linked to the IB learner profile, which aims to develop internationally focused, knowledgeable and caring young people who strive create a better and more peaceful world through intercultural understanding and respect. By following the History syllabus, students will have fulfilled the attributes of the IB learner profile in the following ways: Inquirers in History Student leads the research process by forming question from their natural curiosity use as part of the research both secondary and primary sources reflect on their research process develop independence in learning actively enjoy learning Knowledgeable students in History acquire in depth knowledge of the contexts 1 Davey, Irene Dr. (2005) Promoting International Mindedness In Our Schools in the International Baccalaureate Asia Pacific History Booklet, February 2012, Hong Kong, compiled by Stephen Brookes. 12

13 confidently use subject specific vocabulary when discussing historical events/contexts explore concepts, ideas and issues of local and global significance Thinkers in History make reasoned, ethical decisions use their initiative to recognise complex problems make thoughtful, critical and creative decisions think critically about information and primary/secondary sources challenge established views History students are Communicators when they express ideas and information confidently and creatively through a variety of modes of communication write effective essays work effectively and willingly in collaboration with others are able to discuss their points of view with students from other parts of the world consider other cultural perspectives History students are Principled when they practise academic honesty by citing research sources and acknowledge the work of others take responsibility for their own actions and the consequences that accompany them respect the opinions, values and perceptions of others act with integrity and honesty respect for the dignity of the individual, groups and communities have a strong sense of fairness and justice Open minded History students are open to the perspectives, values and traditions of other individuals and communities seek and evaluate a range of points of view are willing to grow from experiencing life beyond their own realm of experience understand and appreciate other cultures and personal histories as well as their own Caring History students show empathy, compassion and respect towards the needs and feelings of others make a personal commitment to service act to make a positive difference to the lives of others and to the environment Risk takers in History approach unfamiliar situations and uncertainty with courage and forethought show independence of spirit to explore new roles, ideas and strategies demonstrate courage to articulate and defend their beliefs are prepared to ask difficult questions that challenge themselves are prepared to ask for assistance when needed A Balanced History student understands the importance of intellectual, physical and emotional balance to achieve personal wellbeing for themselves and others how to empathise and see things from alternative viewpoints History students show they are Reflective when they review and reflect on their own learning and experiences 13

14 are able to assess and understand their strengths and limitations to improve their learning and personal development when they are prepared to ask questions to enable them to link content to a broader scope of meaning 14

15 Year Calendar (Year 1 History) Term 1 Jan 31 Feb 3 Feb 7-10 Feb Feb Feb 27 Mar 3 Mar 6-10 Mar Mar Mar Introduction to IB History & 20 th Century Papers 2: Causes, & effects of Twentieth Century Wars Causes of World War One EOTC week Paper 2: Topic 11 Essay World War One Summer Tournament Apr 3-7 Course of World War One Paper 2: Topic 11 Test Essay World War One Apr Impact of World War One Paper 2: Topic 11 Term 2 May 1-5 Papers 2: Causes of World War Paper 2: Topics 10/11 May 8-12 Essay Course of World War 1 May May Paper 1 practice May 29 June 2 June 6-9 June June June Term 3 July 30 Aug 4 Aug 7-11 Aug Aug Paper 1: The move to global war Queen s Birthday Papers 2: Authoritarian States Weimar Germany & the rise of Hitler Aug 28 Sep 1 Hitler s Germany Sep 4-8 Sep Sep Sep Term 4 Exam week Paper 1 Paper 2: Topics 10/11 Essay Causes of World War II Paper 1 practice Paper 1 test Paper 1 test Paper 2: Topic 10 Essay Failure of Weimar Republic Oct Course of World War Two Test essay: Hitler s Germany Oct Labour Day Impact of World War Two Oct 30 Nov 3 Historical Investigation Planning for Historical Investigation Nov 6-10 Historical Investigation Nov Mussolini s Italy Paper 2: Topic 10 Nov Nov 27 Dec 1 15

16 Year Calendar (Year 2 History) Term 1 Jan 31 Feb 3 Feb 7-10 China and Korea ( ) Paper 3: Topic 12 (HL/SL) Checkpoint: Historical Investigation Feb Essay Feb Athletics day Feb 27 Mar 3 EOTC Week Essay Mar 6-10 Mar Mar Essay test Mar Tournament Week Apr 3-7 Apr Term 2 May 1-5 The People s Republic of China ( ) Historical Investigation due Paper 3: Topic 14 (HL/SL) Essay test May 8-12 May Essay May Queen s Birthday May 29 June 2 June 6-9 Essay Test June June June Essay test Term 3 July 30 Aug 4 Japan ( ) Paper 3: Topic 11 (HL/SL) Aug 7-11 Aug Aug Aug 28 Sep 1 Sep 4-8 Tournament week Sep Sep EXAM WEEK. Sep Revision Term 4 Oct Revision Oct Study leave Oct 30 Nov 3 Diploma exams begin 16