International Baccalaureate History (Higher Level) Aspects of the History of the Americas Ms.Tilson Central High School 2013-2014 Welcome to my class! This is information to help you be successful in this class. A syllabus is a projected plan for instruction for the semester. Grading weight categories may be changed during the semester based on instructional planning needs. Students and parents will be notified if any changes to this syllabus are required. The grade weights reflect the grade calculation prior to the End-of-Course-Test (EOCT). I. This course serves two masters: it completes Georgia high school graduation requirements for the study of United States history, and therefore must conform to the Georgia Performance Standards (GPS) for United States history, and students take the Georgia End-of-Course Test (EOCT) for United States history as their final exam in May, but the class also fits into the overall International Baccalaureate diploma program. As part of the larger IB program, this course is the first part of higher-level IB History. IB History is continued in the senior year with Twentieth Century World History Topics, and the IB exams for history are taken in May of the senior year. II. Subject description from the IB Curriculum Guide for History: History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. Students of history should learn how the discipline works. It is an exploratory subject that poses questions without providing definitive answers. In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. Students of history should appreciate the relative nature of historical knowledge and understanding, as each generation reflects its own world and preoccupations and as more evidence emerges. A study of history both requires and develops an individual s understanding of, and empathy for, people living in other periods and contexts. Diploma Programme history consists of a standard level (SL) and higher level (HL) core syllabus comprising an in-depth study of an individual prescribed subject and the selection of two topics. Students and teachers have a choice of route 1 that explores the main developments in the history of Europe and the Islamic world(from 500 to 1570) or route 2 that encompasses the main developments in 20th century world history. At HL students select from a range of optional syllabuses that cover a wider time span encouraging in-depth study. Thus Diploma Programme history provides both structure and flexibility, fostering an understanding of major historical events in a global context. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions. III. Aims for the International Baccalaureate curriculum: Group 3 aims The aims of all subjects in group 3, individuals and societies are to: 1. encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; the history and development of social and cultural institutions 2. develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society 3. enable the student to collect, describe and analyse data used in studies of society, to test hypotheses and interpret complex data and source material 4. promote the appreciation of the way in which learning is relevant to both the culture in which the student lives, and the culture of other societies
5. develop an awareness in the student that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity 6. enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty. History aims The aims of the history course at SL and HL are to: 7. promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations 8. encourage an understanding of the present through critical reflection upon the past 9. encourage an understanding of the impact of historical developments at national, regional and international levels 10. develop an awareness of one s own historical identity through the study of the historical experiences of different cultures. IV. Assessment Objectives: Assessment objective 1: Knowledge and understanding Recall and select relevant historical knowledge Demonstrate an understanding of historical context Demonstrate an understanding of historical processes: cause and effect; continuity and change Understand historical sources (SL/HL paper 1) Deploy detailed, in-depth knowledge (HL paper 3) Demonstrate knowledge and understanding of a specific historical topic (IA) Assessment objective 2: Application and interpretation Apply historical knowledge as evidence Show awareness of different approaches to, and interpretations of, historical issues and events Compare and contrast historical sources as evidence (SL/HL paper 1) Present a summary of evidence (IA) Assessment objective 3: Synthesis and evaluation Evaluate different approaches to, and interpretations of, historical issues and events Evaluate historical sources as evidence (SL/HL paper 1 and IA) Evaluate and synthesize evidence from both historical sources and background knowledge (SL/HL paper 1) Develop critical commentary using the evidence base (SL/HL paper 2 and HL paper 3) Synthesize by integrating evidence and critical commentary (HL paper 3) Present an analysis of a summary of evidence (IA) Assessment objective 4: Use of historical skills Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments (SL/HL paper 2 and HL paper 3) Demonstrate evidence of research skills, organization and referencing (IA) V. Course Outline: A. The Georgia Performance Standards for United States history: SSUSH1 The student will describe European settlement in North America during the 17th century. a. Explain Virginia's development, including the Virginia Company, tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon's Rebellion, and the development of slavery. b. Describe the settlement of New England including religious reasons, relations with Native Americans including King Phillip's War, the establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of Massachusetts charter. c. Explain the development of the mid-atlantic colonies including the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania. d. Explain the reasons for French settlement of Quebec.
SSUSH2 The student will trace the ways that the economy and society of British North America developed. a. Explain the development of mercantilism and the trans-atlantic trade. b. Describe the Middle Passage, growth of the African population and African-American culture. c. Identify Benjamin Franklin as a symbol of social mobility and individualism. d. Explain the significance of the Great Awakening. SSUSH3 The student will explain the primary causes of the American Revolution. a. Explain how the end of Anglo-French imperial competition as seen in the French-Indian War, and the 1763 Treaty of Paris, laid the groundwork for the American Revolution. b. Explain colonial response to such British actions such as the Proclamation of 1763 Stamp Act, and the intolerable acts as seen in Sons and Daughters of Liberty, and Committees of Correspondence. c. Explain the importance of Thomas Paine's Common Sense to the movement for independence. SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the American Revolution. a. Explain the language, organization, and intellectual sources including the writing of John Locke and Montesquieu of the Declaration of Independence and the role of Thomas Jefferson. b. Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette. c. Analyze George Washington as a military leader including the creation of a professional military and the life of a common soldier, crossing the Delaware River, and Valley Forge. d. Explain Yorktown, the role of Lord Cornwallis and the Treaty of Paris, 1783. SSUSH5 The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution. a. Explain how weaknesses in the Articles of Confederation and Daniel Shays' Rebellion led to a call for a stronger central government. b. Evaluate the major arguments of the anti-federalists and Federalists during the debate on ratification of the Constitution put forth in the Federalists Papers concerning form of government, factions, checks and balances and the power of the executive including the roles of Alexander Hamilton and James Madison. c. Explain the key features of the Constitution, specifically Great Compromise, separation of powers, limited government, and the issue of slavery. d. Analyze how the Bill of Rights serves as a protector of individual and states rights. e. Explain the importance of the Presidencies of George Washington and John Adams including the Whiskey Rebellion, non-intervention in Europe, and the development of political parties (Alexander Hamilton). SSUSH6 The student will analyze the nature of territorial and population growth, and its impact in the early decades of the new nation. a. Explain the Northwest Ordinance's importance in the westward migration of Americans, on slavery, public education, and the addition of new states. b. Describe Jefferson's diplomacy of obtaining the Louisiana Purchase from France and the territory's exploration by Lewis and Clark. c. Explain major reasons for the War of 1812 and the war's significance of the development of a national identity. d. Describe the construction of the Erie Canal, the rise of New York City, and the development of the
nation's infrastructure. e. Describe the reasons for and importance of the Monroe Doctrine. SSUHS7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. a. Explain the impact the Industrial Revolution as seen in Eli Whitney's invention of the cotton gin and his development of interchangeable parts for muskets. b. Describe the westward growth of the United States including the emerging concept of Manifest Destiny. c. Describe reform movements, specifically temperance, abolitionism, and public school. d. Explain women's efforts to gain the suffrage including Elizabeth Cady Stanton and the Seneca Falls Conference. e. Explain Jacksonian Democracy, expanding the suffrage, the rise of popular political culture, and the development of American nationalism. SSUSH8 The student will explain the relationship between growing north-south divisions and westward expansion. a. Explain how slavery became a significant issue in American politics including the slave of Nat Turner, and the rise of abolitionism (William Lloyd Garrison, Frederick Douglas and the Grimke sisters). b. Explain the Missouri Compromise and the issue of slavery in western states and territories. c. Describe the Nullification Crisis and the emergence of states' rights ideology, including the role of John C. Calhoun and development of sectionalism. d. Describe war with Mexico and the Wilmot Proviso. e. Explain the Compromise of 1850. SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War. a. Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown's Raid. b. Describe President Lincoln's efforts to preserve the Union as seen in his second inaugural addresses and the Gettysburg speech and in his use of emergency powers such as his decision to suspend habeas corpus. c. Describe the role of Ulysses Grant, Robert E. Lee, "Stonewall Jackson," William T. Sherman, and Jefferson Davis. d. Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta. e. Describe the significance of the Emancipation Proclamation. f. Explain the importance of the growing economic disparity between the North, and the South through an examination of population, functioning railroads, and industrial output. SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction. a. Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction. b. Explain efforts to redistribute land in the South among the former slaves, provide advanced education such as Morehouse College, and the Freedmen's Bureau. c. Describe the significance of the 13th, 14th, and 15th amendments. e. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction. f. Explain the impeachment of Andrew Johnson in relationship to Reconstruction. SSUSH11 The student will describe the growth of big business and technological innovations after Reconstruction.
a. Explain the impact of the railroads on other industries such as steel and on the organization of big business. b. Describe the impact of the railroads in the development of the West, including the transcontinental railroad, and the use of Chinese labor. c. Identify John D. Rockefeller and the Standard Oil Company and the rise of trusts and monopolies. d. Describe the inventions of Thomas Edison, including the electric light bulb, motion pictures, and the phonograph, and their impact on American life. SSUSH12 The student will analyze important consequences of American industrial growth. a. Describe Ellis Island, the change in immigrants origins to southern and eastern Europe, and the impact of this change on urban America. b. Identify the American Federation of Labor, Samuel Gompers. c. Describe the growth of the western population and its impact on Native Americans with reference to Sitting Bull and Wounded Knee. d. Describe the 1894 Pullman strike as an example of industrial unrest. SSUSH13 The student will identify major efforts to reform American society and politics in the Progressive Era. a. Explain Upton Sinclair's The Jungle and federal oversight of the meat packing industry. b. Identify Jane Addams and Hull House, and the role of women in reform movements. c. Describe the rise of Jim Crow, Plessy v. Ferguson, and the emergence of the NAACP. d. Explain Ida Tarbell's role as a muckraker. e. Describe the significance of progressive reforms such as the initiative, the recall, and referendum direct election of senators, reform of labor laws and efforts to improve living conditions for the poor in cities. SSUSH14 The student will explain America's evolving relationship with the world at the turn of the twentieth century. a. Explain the Chinese Exclusion Act of 1882 and anti-asian immigration sentiment on the west coast. b. Describe the Spanish-American War, the war in the Philippines, and the debate over American expansionism. c. Explain U.S. involvement in Latin America, as reflected by the Roosevelt Corollary to the Monroe Doctrine and the creation of the Panama Canal. SSUSH15 The student will analyze the origins and impact of U.S. involvement in World War I. a. Describe the movement from U.S. neutrality to engagement in World War I, with reference to unrestricted submarine warfare. b. Explain the domestic impact of World War I, reflected by the origins of the Great Migration, and the Espionage Act and socialist Eugene Debs. c. Explain Wilson's Fourteen Points, the proposed League of Nations. d. Passage of the Eighteenth Amendment, establishing Prohibition, and the Nineteenth Amendment, establishing women suffrage. SSUSH16 The student will identify key developments in the aftermath of WW I. a. Explain how rising communism and socialism in the United States led to the Red Scare and immigrant restriction. c. Identify Henry Ford, mass production, and the automobile. d. Describe the impact of radio, and the movies. e. Describe modern forms of cultural expression, including Louis Armstrong and the origins of jazz, Langston Hughes and the Harlem Renaissance, Irving Berlin, and Tin Pan Alley.
SSUSH17 The student will analyze the causes and consequences of the Great Depression. a. Describe the causes including over production, under consumption, and stock market speculation that led to the stock market crash of 1929 and Great Depression. b. Explain the impact of the drought in the creation of the Dust Bowl. c. Explain the social and political impact of widespread unemployment that resulted in developments such as Hoovervilles. SSUSH18 The student will describe Franklin Roosevelt's New Deal as a response to the depression and compare the ways governmental programs aided those in need. a. Describe the creation of the Tennessee Valley Authority as a works program and as an effort to control the environment. b. Explain the Wagner Act and the rise of industrial unionism. c. Explain the passage of the Social Security Act as a part of the second New Deal. d. Identify Eleanor Roosevelt as a symbol of social progress and women's activism. e. Identify the political challenges to Roosevelt's domestic and international leadership including the role of Huey Long, the "court packing bill," and the Neutrality Act. SSUSH19 The student will identify the origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. a. Explain A. Philip Randolph's proposed march on Washington, D.C. and President Franklin D. Roosevelt's response. b. Explain the Japanese attack on Pearl Harbor and the internment of Japanese-Americans. c. Explain major events including the lend-lease program, the Battle of Midway, D-Day, and the fall of Berlin. d. Describe war mobilization, as indicated by rationing, war-time conversion, and the role of women in war industries. e. Describe Los Alamos and the scientific, economic, and military implications of developing the atomic bomb. SSUSH20 The student will analyze the domestic and international impact of the Cold War on the United States. a. Describe the creation of the Marshall Plan, U.S. commitment to Europe, the Truman Doctrine, and the origins and implications of the containment policy. b. Explain the impact of the new communist regime in China, the outbreak of the Korean War, and how these events contributed to the rise of Senator Joseph McCarthy. c. Describe the Cuban Revolution, the Bay of Pigs and the Cuban missile crisis. d. Describe the Vietnam War, the Tet offensive and growing opposition to the war. SSUSH21 The student will explain economic growth and its impact on the United States 1945-1970. a. Describe the baby boom and the impact as shown by Levittown and the Interstate Highway Act. b. Describe the impact television has had on American culture, including the Presidential Debates (Kennedy/Nixon, 1960), news coverage of the Civil Rights movement. c. Analyze the impact of technology on American life including the development of the personal computer and the cellular telephone. d. Describe the impact of competition with the USSR as evidenced by the launch of Sputnik I and President Eisenhower's actions. SSUSH22 The student will identify dimensions of the Civil Rights movement 1945-1970.
a. Explain the importance of President Truman's order to integrate the U.S. military and the federal government. b. Identify Jackie Robinson and the integration of baseball. c. Explain Brown v. Board of Education and efforts to resist the decision. d. Describe the significance of Martin Luther King, Jr.'s Letter from a Birmingham Jail and his I have a dream speech. e. Describe the causes and consequences of the Civil Rights Act of 1964 and the Voting Rights Act of 1965. SSUSH23 The student will describe and assess the impact of political developments between 1945-1970. a. Describe the Warren Court and the expansion of individual rights as seen in the Miranda decision. b. Describe the political impact of the assassination of President John F. Kennedy including the impact on Civil Rights legislation. c. Explain Lyndon Johnson's Great Society including the establishment of Medicare. d. Describe the social and political turmoil of 1968 to include the assassinations of Martin Luther King, Jr. and Robert F. Kennedy, and the events surrounding the Democratic National Convention. SSUSH24 The student will analyze the impact of social change movements and organizations of the 1960's. a. Compare and contrast the Student Non-Violent Coordinating Committee (SNCC) and the Southern Christian Leadership Conference (SCLC) tactics, including sit-ins, freedom rides, and changing composition. b. Describe the National Organization of Women and the origins and goals of the modern women's movement. c. Analyze the anti-vietnam War movement. d. Analyze Cesar Chavez and the United Farm Workers movement. e. Explain Rachel Carson and Silent Spring, Earth Day, the creation of the EPA, and the modern environmentalist movement. f. Describe the rise of the conservative movement as seen in the presidential candidacy of Barry Goldwater (1964) and the election of Richard M. Nixon (1968). SSUSH25 The student will describe changes in national politics since 1968. a. Describe President Richard M. Nixon's opening of China, his resignation due to the Watergate scandal, changing attitudes toward government, and the Presidency of Gerald Ford. b. Explain the impact of Supreme Court decisions on ideas about civil liberties and civil rights including such decisions as Roe v. Wade (1973 and the Bakke decision on affirmative action). c. Explain the Carter administrations efforts in the Middle East including the Camp David Accords, his response to the 1979 Iranian Revolution and Iranian hostage crisis. c. Describe domestic and international events of Ronald Reagan's presidency including Reagonomics, the Iran-contra scandal and the collapse of the Soviet Union. d. Explain the relationship between Congress and President Bill Clinton including the North American Free Trade Agreement and his impeachment and acquittal. e. Analyze the 2000 presidential election and its outcome emphasizing the role of the electoral college. f. Analyze the response of President George W. Bush to the attacks of September 11, 2001 on the United States, the war against terrorism, and the subsequent American interventions in Afghanistan and Iraq. B. The IB Curriculum Outline for History of the Americas (Topics 1-4) 3. United States Civil War: causes, course and effects 1840 77 This section focuses on the United States Civil War between the North and the South (1861 5), which is often perceived as the great watershed in the history of the United States. It transformed the country forever: slavery disappeared following Lincoln s Emancipation Proclamation and the Northern success
marked a victory for the proponents of strong central power over the supporters of states rights. It marked the beginnings of further westward expansion and transformed United States society by accelerating industrialization and modernization in the North and largely destroying the plantation system in the South. The war left the country with a new set of problems: how would the South rebuild its society and economy and what would be the place in that society of 4 million freed African Americans? These changes were fundamental, leading some historians to see the war (and its results) as a second American Revolution. Cotton economy and slavery; conditions of enslavement; adaptation and resistance such as the Underground Railroad Origins of the Civil War: political issues, states rights, modernization, sectionalism, the nullification crisis, economic differences between North and South Abolitionist debate: ideologies and arguments for and against slavery and their impact Reasons for, and effects of, westward expansion and the sectional debates; the crisis of the 1850s; the Kansas Nebraska problem; the Ostend Manifesto; the Lincoln Douglas debates; the impact of the election of Abraham Lincoln and the Emancipation Proclamation; Jefferson Davis and the Confederacy Union versus Confederate: strengths and weaknesses; economic resources; significance of leaders during the US Civil War (suitable examples could be Grant and Lee, Sherman and Thomas Jonathan Stonewall Jackson) Major battles of the Civil War and their impact on the conflict: Antietam and Gettysburg; the role of foreign powers Reconstruction: economic, social and political successes and failures; economic expansion African Americans in the Civil War and in the New South: legal issues; the Black Codes; Jim Crow Laws 8. The Second World War and the Americas 1933-45 As the world order deteriorated in the late 1930s, resulting in the outbreak of war in Europe, the countries of the region reacted in different ways to the challenges presented. This section focuses on the changing policies of the countries in the region as a result of growing political and diplomatic tensions preceding and during the Second World War. It also examines the impact of the war upon the Americas. Hemispheric reactions to the events in Europe: inter-american diplomacy; cooperation and neutrality; Franklin D Roosevelt s Good Neighbour policy, its application and effects The diplomatic and/or military role of two countries in the Second World War Social impact of the Second World War on: African Americans, Native Americans, women and minorities; conscription Treatment of Japanese Americans and Japanese Canadians Reaction to the Holocaust in the Americas Impact of technological developments and the beginning of the atomic age Economic and diplomatic effects of the Second World War in one country of the Americas 11. Civil rights and social movements in the Americas This section focuses on the origins, nature, challenges and achievements of civil rights movements after 1945. Movements represented the attempts to achieve equality for groups that were not recognized or accepted as full members of society. The groups challenged established authority and entrenched attitudes. Native Americans and civil rights: Latin America, the United States and Canada African Americans and the Civil Rights Movement: origins, tactics and organizations; the US Supreme
court and legal challenges to segregation in education; ending of the segregation in the South (1955-65) Role of Dr Martin Luther King in the Civil Rights Movement; the rise of radical African American activism (1965-8): Black Panthers; Black Muslims; Black Power and Malcolm X Role of governments in civil rights movements in the Americas Youth culture and protests of the 1960s and 1970s: characteristics and manifestation of a counterculture Feminist movements in the Americas VII. Academic Integrity. A vital part of becoming an adult is learning to be a person of integrity an honest person who accepts responsibility for one s actions and who does not claim the work of others as one s own. Whatever might have been normal behavior in middle school, the time to stop doing anything that is dishonest is now. Unacceptable behavior includes cheating, claiming to have done work that is actually the work of someone else, and allowing others to claim your work as their own. Consequences for academic dishonesty: First offense: A zero on the assignment, student/teacher conference, parent contact Second offense: Zero on assignment, conference with teacher/counselor/parent/administrator Third offense: Actions by administration