The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view. Course Overview: Curriculum 240 hrs Prescribed Subject Topics HL Sections Illinois Requirement 288 pupil Causes, practices, U.S. Constitution attendance days and effects of war Conflict and Intervention: Rwanda 1990-1998 (48 days) (54 days) Authoritarian States (54 days) The Great Depression and the Americas 1929-1939 (36 days) The Second World War and the Americas 1933-1945 (36 days) Civil Rights and Social Movements in the Americas (36 days) DP Assessments 20% 25% 35% Internal assessment (IA): the historical Investigation Paper 1 HL: a document-based paper set on the Paper 2 HL: an essay paper based on Democratic Paper 3 HL: an essay paper on Depression, WWII, (24 days) 20% conflict in Rwanda Challenges and War and Civil Rights (9 days) U.S. Constitution Test Materials Required for Class: Three-ring binder, at least 2 At least 7 dividers for three-ring binder Pens (blue or black) and pencils Notebook filler paper Highlighter (Tip: get one with a clip on the cap so you can attach it to your binder) Jump Drive (synonym: flash drive, thumb drive, usb drive) Grading Scale: A: 100-90 B: 89-80 C: 79-70 D: 69-60 F: 60 > Conduct and Work Ethic: 1. Respect: The key word in our classroom is respect. You should respect the teacher, your classmates, the environment, and yourself. 2. School and District Policy: You should follow policies and procedures as outlined by the school handbook. a. The tardy policy will be enforced in a consistent manner. You are tardy if you have not entered the doorway before the door is closed. b. The attendance policy will be enforced in a consistent manner. Students with previous unverified absences will be sent to the attendance office. Make-up work for full credit will only be allowed for students with an excused absence. Make-up work for unexcused absences will be penalized. Suspensions (ISS, OSS, or PP) are considered unexcused absences. c. Food or drink is not allowed outside of the cafeteria, and it won t be allowed in the classroom (Gum, mints, cough drops, or bottled water are the exceptions). d. The cell phone policy will be enforced. If your parents need to contact you while you re in class, they should call the classroom phone. The number is listed in this syllabus. e. The dress code will be enforced.
f. A student handbook is required for necessary bathroom trips. 3. Be Prepared: Always come to class on-time with your required materials and necessary work. 4. Be Honest: Do not plagiarize, do not steal, and do not hold someone s paper for a minute. 5. Late Work: Assignments not turned in on time will be penalized 10% each date late, or 5% if turned in late on the date it is due. Student Assessment: Students will be assessed by International Baccalaureate and myself. I will assess students based on homework, essays, projects, participation, and tests, for their History grade at Thornton. International Baccalaureate will assess the students to determine whether they will receive Diploma credit using three external assessments and one internal assessment. The IBO assesses students in May of Year 2. IB uses a mark scheme style rubric to assess student performance. When I assign the students unit tests within the curriculum they will consist of some multiple choice, but much of the test will include essay. I will use a similar mark scheme style to assess the students to help prepare them for IB assessments. Group 3 Individuals and Societies Aims Encourage the systematic and critical study of human experience and behavior; physical, economic and social environments; the history and develop of social and cultural institutions Develop in students the capacity to identify, to analyze critically, and to evaluate theories concepts and arguments about the nature and activities of the individual and society Enable the student to collect, describe, and analyze data used in studies of society, to test hypotheses and interpret complex data and source material 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 Develop an awareness the student that human attitudes and opinions are widely diverse and that a study of society requires appreciation of diversity 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 Promote the understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations Encourage an understanding of the present through critical reflection upon the past Encourage an understanding of the impact of historical developments at national, regional and international levels Develop an awareness of one s own historical identity through the student of historical experiences of different cultures Tentative Class Schedule: Year 1 Units Days Year 2 Units Days Independence Movements 8/21/17 (9) Causes, Practices, & Effects of War 8/17/18 (54) Nation Building and Challenges 9/11/17 (5) WWI U.S. Civil War:Cause, Course & Effects 9/18/17 (9) Americas: Mexican Revolution Development of Modern Nations 10/2/17 (7) Asia: Indo-Pakistan Wars Emerging America in Global Affairs 10/4/17 (7) Middle East: Iran/Iraq, Gulf War The Mexican Revolution 10/16/17 (9) Conflict in Rwanda 1990-1198 11/1/18 (48) Great Depression and the Americas 10/30/17 (36) Democratic States- Challenges 1/24/19 (54) World War II and the Americas 1/4/18 (36) Africa: South Africa 1991-2000 Politics in Americas after World War II 3/2/18 (5) Americas: Argentina 1983-95 The Cold War in the Americas 3/11/18 (5) Asia: India 1947-64 Civil Rights and Social Movements 3/18/18 (36) Europe: Northern Ireland 1967-90 Into the 21 st Century 5/19/18 (5) IA- Historical Investigation 1/3/19 (20)
Year 1 IB HL Options: The Great Depression and the Americas 1929-39 This section focuses on the nature of the Depression as well as the different solutions adopted by governments in the region and the impact on these societies. The Great Depression produced the most serious economic collapse in the history of the Americas. It affected every country in the region and brought about the need to rethink economic and political systems. The alternatives that were offered and the adaptations that took place marked a watershed in political and economic development in many countries in the region. The Great Depression: political and economic causes in the Americas Nature and efficacy of solutions in the United States: Hoover; Franklin D Roosevelt and the New Deal; critics of the New Deal Canada: Mackenzie King and RB Bennett Latin America s responses to the Depression: either G Vargas or the Concordancia in Argentina; Import Substitution Industrialization (ISI) or any relevant case study of a Latin American country Impact of the Great Depression on society: African Americans, women, minorities The Great Depression and the arts: photography, the movie industry, the radio, literary currents 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 Neighbor 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 Civil Rights and Social Movements of 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 African Americans and the Civil Rights Movement; origins, tactics, and organizations; the U.S. Supreme Court and legal challenges; ending segregation in the South The role of Dr. Martin Luther King Jr.; the rise of radical African American activism (1965-68): the Black Panthers, Black Muslims, Black Power, and Malcom X The Role of governments in Civil Rights The Chicano Movement in the United States; United Farm Workers Youth and Culture Protests of the 1960s and 70s Feminist Movements in the Americas The above content will be the focus of your IB External Assessment Paper 3 in May of Year 2. Paper 3 includes three extended response questions for 60 marks.
Year 2 IB HL Route 2: 20 th Century World History Topics Causes, Practices and Effects of Wars War was a major feature of the 20th century. In this topic the different types of war should be identified, and the causes, practices and effects of these conflicts should be studied. The First World War The role of nationalism, industrialism, imperialism, and militarism played in WWI Total war as governments take control of their economies and use propaganda to validate their efforts. Comparing the two fronts, industrialized war tactics, and trench warfare strategy. Failures of a failed peace and tension from territorial changes. Americas: The Mexican Revolution; Falklands Poor economic development and lack of political stability as the foundation to Mexico s slow start after independence. Civil War--The harsh rule of Porfirio Díaz triggers a desire for liberty, fair working conditions, and access to land. The revolution eats its own, but a new Constitution and the political party PRI is born. Asia: Indo-Pakistan Wars Europe and Middle East: Iran-Iraq war (1980-88) and Gulf War (1991). Tensions mount between the theocratic Iran and secular Iraq, and the role sectarian differences of Shia and Sunni Eight years, over a million dead, and a UN negotiated cease-fire. Attempt of global security with UN coalition declaring war on Iraq Democratic States- Challenges and Responses The 20th century witnessed the establishment, survival, destruction and re-emergence of democratic states. Democratic systems faced threats to their existence from internal and external sources. In some cases the system coped successfully, in other cases the pressures proved difficult to withstand. The performance of democratic states in relation to such pressures economic, political and social form the basis for this topic. Americas: Argentina 1983-95, United States 1953-73 Raul Alfonsin works to rebuild Argentina democracy and economy after years of political repression. Presidential powers of Eisenhower, Kennedy, Johnson, and Nixon, and the civil rights movement. Politics and effectiveness of U.S. Administration policy Johnson s Great Society Program Africa: South Africa 1991-2000 The legalization of the African National Congress Nelson Mandela and rebuilding a nation after years of Apartheid. The new Constitution of 1996. Asia and Oceania: India 1947-64 The role of religion in the British Partition of India and the bloodshed that followed. Nehru and social reform in India The above content will be the focus of your IB External Assessment Paper 2 in May of Year 2. Paper 3 includes two extended response questions for 40 marks.
Year 2 IB HL Route 2 Prescribed Subject: Arab-Israeli Conflict 1945-79 This prescribed subject addresses the development of the Arab Israeli conflict from 1945 to 1979. It also requires consideration of the role of outside powers in the conflict either as promoters of tension or mediators in attempts to lessen tensions in the region. The prescribed subject requires study of the political, economic and social issues behind the dispute and the specific causes and consequences of the military clashes between 1948-9 and 1973. The nature and extent of social and economic developments within the disputed territory of Palestine/Israel within the period and their impact on the populations should also be studied. The end date for the prescribed subject is 1979 with the signing of the Egyptian Israeli peace agreement. UNSCOP The end of the British mandate, UN partition plan, and war 1948-49 War Egypt, Iraq, Jordan, Lebanon, Saudi Arabia, and Syria oppose Israel s stated independence. Palestinian diaspora As war rages, Palestinian civilians migrate out of Israeli controlled areas. The 1956 Suez Crisis Hostilities arise over control of the Suez Canal. Britain, France, Israel, Egypt, U.S.A., U.S.S.R., and the UN play roles. The Emergence of the PLO Desire for a Palestinian state and a shift in strategies to achieve the goal Continuing Arab-Israeli Wars Changes in boundaries and other consequences of the Six-Day War and attack on Yom Kippur 1979 Camp David Accords Getting Egypt and Israel to the table for 13 days to end 30 years of hostility; Arab reaction The above content will be the focus of your IB External Assessment Paper 1 in May of Year 2. Paper 1 includes four shot answer questions for 25 marks. Internal Assessment: Historical Investigation The historical investigation is a problem-solving activity that enables students to demonstrate the application of their skills and knowledge to a historical topic that interests them and that need not be related to the syllabus. The internal assessment allows for flexibility and should encourage students to their own initiative. The emphasis must be on a specific historical inquiry that enables the student to develop and apply the skills of a historian by selecting and analyzing a good range of source material and managing diverse interpretations. The activity demands that students search for, select, evaluate and use evidence to reach a relevant conclusion. The internal assessment is worth 25 marks.
Parents and Guardians, Please read over the attached syllabus with our student and sign below. By signing below, you are stating that you have read the syllabus and understand how my classroom will be conducted this year. The syllabus will remain in our student s binder for the entire year. There is important information on this syllabus pertaining to classroom rules, necessary supplies, and procedures. If you have questions or concerns, please feel free to contact me. There is a box below to write any information you feel is necessary for me to know about our student to start the school year. Thank you, Mr. E. Madison Thornton Township High School Room 292 IB HL elvis.madison@district205.net 708.225.4320 Student Name (Print) Student Signature Parent/Guardian Name (Print) Parent/Guardian Signature Parent/Guardian Daytime/Work Phone Number: Parent/Guardian Cell/Home Phone Number: Parent/Guardian Email: Comments to the teacher: