IB2 History/ Susanna Soininen

Historical Thinking and Understanding

2017-10-27T13:33:18+03:00

HISTORICAL THINKING CONCEPTS

The Historical Thinking Project works with six distinct but closely interrelated historical thinking concepts. To think historically, students need to be able to:

Establish historical significance
Use primary source evidence
Identify continuity and change
Analyze cause and consequence
Take historical perspectives, and
Understand the ethical dimension of historical interpretations.

Taken together, these concepts tie “historical thinking” to competencies in “historical literacy.” In this case, “historical literacy” means gaining a deep understanding of historical events and processes through active engagement with historical texts.

Source: Peter Seixas;
http://historicalthinking.ca/historical-thinking-concepts

UNIT PLANS: 20TH CENTURY WORLD HISTORY TOPICS

2018-03-04T16:54:45+02:00

TRANSFER GOALS: THE CONTINOUS USE OF HISTORICAL THINKING SKILLS AND KEY CONCEPTS, ANALYSIS AND SYNTHESIS ( PRACTICES), THE USE OF PRIMARY SOURCES AND EVALUATIVE SKILLS

TOK CONNECTIONS: AOK- Historical knowledge. Limitations of the sources; the evaluation of the primary sources/ secondary sources. Is economy the driving force of history. Past as a foreign country with its own values, ideas and approaches. Contemporary eyewittnesses role?
WOK- what ways of knowing does history as a subject value?
CAS- CONNECTION: EUROPEAN YOUTH PARLIAMENT SESSIONS- ACTIVE PARTICIPATION
EUROSCOLA
EXCHANGE WITH RYDAL PENRHOS SCHOOL IN COLWYN BAY, WALES. STUDY TRIP ( VOLUNTARY WORK PROJECT)

ESSENTIAL UNDERSTANDINGS:
CONTENT:
World history 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 studied.

Topic	Prescribed content
Emergence of authoritarian states	Conditions in which authoritarian states emerged: economic factors; social division; impact of war; weakness of political system Methods used to establish authoritarian states: persuasion and coercion; the role of leaders; ideology; the use of force; propaganda
Consolidation and maintenance of power	Use of legal methods; use of force; charismatic leadership; dissemination of propaganda Nature, extent and treatment of opposition The impact of the success and/or failure of foreign policy on the maintenance of power
Aims and results of policies	Aims and impact of domestic economic, political, cultural and social policies The impact of policies on women and minorities Authoritarian control and the extent to which it was achieved

EXAMPLES: Mussolini, Hitler, Lenin, Stalin, Mao and Castro

World history topic 12: The Cold War: Superpower tensions and rivalries (20th century)

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 and accord	The breakdown of the grand alliance and the emergence of superpower rivalry in Europe and Asia (1943–1949): role of ideology; fear and aggression; economic interests; a comparison of the roles of the US and the USSR The US, USSR and China—superpower relations (1947–1979): 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 crises

Examples: Truman, Stalin, Mao, Castro, Khruschev
Crises; The Berlin Blockade, Second Berlin Crises, The Cuban Missile Crisis, Hungarian Uprising

STUDENTS WILL DEVELOP THE FOLLOWING SKILLS:

* e.g. Collaborative, social, research, thinking, knowledge skills.
Learning methods: Snowball method, dialogue, debate,essay writing, power point lecture, pair/ group presentations, socratic seminar ( team learning, the use of the dialogue circle)
Students will grasp the key concepts of historical thinking ( four C.s + significance and perspectives)
* the aim of each lesson is to build up self-esteem and to encourage the students to take part in discussions and analytic thinking

FORMATIVE ASSESSMENT: PAPER 1 PRACTICE, ESSAY WRITING ( PROCESS WRITING), CONTINUOS PEER AND TEACHER FEEDBACK
SUMMATIVE ASSESSMENT: PAPER 1, PAPER 2
SELF-ASSESSMENT DURING AND AT THE END OF THE TERM

Papers 2 and 3

2020-02-14T12:01:14+02:00

Paper 2 Examples: Paper 2 Examples
paper 2 essays: paper 2 essays
Paper 3.pdf: Paper 3.pdf

Examiner Comments on questions 20 and 23

2020-02-11T11:43:33+02:00

Question and topic number	Marks awarded	Marks available
Question 20, topic 10	13	15
Question 23, topic 12	14	15
Total marks	27	30

Question 20: Compare and contrast the methods used to maintain power in two authoritarian states, each from a different region.

[Topic 10: Authoritarian states (20th century)]

There is a clear focus on the question with a high degree of awareness demonstrated. The response is well structured with some comparison and contrast of the methods used to maintain power by Mao and Hitler. The knowledge demonstrated is mostly accurate with some rather sweeping generalizations that are not always well supported. Examples are appropriate and relevant with strong focus on the maintenance of power. There is some very good discussion of Mao and China, although there could be more on the context of the Cultural Revolution and why this was such a significant response to a threat to his authority—this would have been a very appropriate example to have developed further. There is less knowledge demonstrated of Hitler’s methods of maintaining power and some of the arguments are not so well supported. Even so, there is depth of understanding and sufficient detail for the top markband. There is an awareness of different perspectives and most main points are substantiated.

Question 23: To what extent did economic interests rather than ideology lead to the breakdown of the grand alliance between 1943 and 1949?

[Topic 12: The Cold War: Superpower tensions and rivalries (20th century)]

There is a clear focus on the demands of the question with both economic interests and ideology being discussed. The knowledge demonstrated is good (despite some minor slips on dates) and arguments are well supported, suggesting a sound understanding of the topic. There is clear and coherent critical analysis, especially of Stalinist policy. The level of detail is good, for example, going beyond general statements and broad referencing to the Marshall Plan—its impact is well understood and nicely outlined. There could be a little more development of the role of ideology in the making of US policy. Some references to the role of the Bolsheviks in the overthrow of the Tsar detract a little from the overall accuracy of the response. There is judicious use of different perspectives to support arguments. Overall, this is mid-range of the 13–15 markband.

Examiner Comments on questions 20 and 24 ( both 10-12 marks)

2020-02-11T11:41:05+02:00

Question 20: Compare and contrast the methods used to maintain power in two authoritarian states, each from a different region.

[Topic 10: Authoritarian states (20th century)]

The demands of the question are understood and there is an attempt to address them. The methods used by both Hitler and Mao are indicated and there is specific linkage to how these methods were meant to suppress opposition and so help the leaders maintain power. The approach is somewhat descriptive but linkage to the question is sustained and is quite effective. The structure is comparative with comparisons made of approaches to propaganda, for example, and contrasts drawn out in the specific methods used. The scope of the response is sufficient to go beyond the 7–9 markband and there is some critical analysis. However, some points do need to be more fully developed to go beyond the lower end of the 10–12 markband.

Question 24: Evaluate the impact of Cold War tensions on two countries (excluding the USSR and the US).

[Topic 12: The Cold War: Superpower tensions and rivalries (20th century)]

The demands of the question are understood and addressed with Korea and Cuba being appropriate examples of countries impacted by Cold War tensions. The Korean War is outlined but a focus is maintained on the question with specific reference to how the Cold War contributed to both the outbreak and the lengthy nature of the war. Furthermore, reference is made to how negotiations determined the continued division of the country. Similarly, the impact of Cold War tension upon Cuba is outlined with specific reference to how the Bay of Pigs consolidated communism in Cuba. The Cuban Missile Crisis is mentioned but the focus on the question is maintained. Most points are substantiated and there is some critical analysis that is mostly clear and coherent. The best fit is the lower end of the 10–12 markband.

Examiner Comments/ Paper 3 essays

2020-02-11T12:49:03+02:00

Examiner comments

Question number	Marks awarded	Marks available
Question 27	8	15
Question 28	14	15
Question 29	14	15
Total marks	36	45

Question 27: “Opposition to the Nazi regime was limited and unsuccessful between 1933 and 1939.” To what extent do you agree with this statement?

[Section 14: European states in the inter-war years (1918–1939)]

Question is understood and the reasons for limited opposition are identified. Some opposition groups are mentioned (KPD and so on) but knowledge is not extensive. There are inaccuracies, for example, mixing up Edelweiss and White Rose. Most importantly some knowledge (Kreisau Circle and July plot) is outside the timeframe of the question. Best fit is the mid 7–9 markband.

Question 28: Discuss the reasons for political polarization in Spain between 1931 and 1936.

[Section 14: European states in the inter-war years (1918–1939)]

Full awareness of the demands of the question with some good contextual knowledge of a range of issues. There is detailed knowledge and developed critical analysis. Some points are made clearly in relation to the question (for example, on Largo Caballero and Casas Viejas), thus placing it in the mid 13–15 markband.

Question 29: “The policy of appeasement was necessary because, by the mid-1930s, collective security had failed.” To what extent do you agree with this statement?

[Section 15: Versailles to Berlin: Diplomacy in Europe (1919–1945)]

Full awareness of the demands of the question with a good understanding of the political context of the 1930s. There is balance with consideration of the failure of Collective Security as well as arguments in favour of appeasement (for example, fear of communism). However, one key area was missing: the need to buy time to rearm, which was often cited in debates on appeasement. Best fit is the mid 13–15 markband.