Lycée Français de Shanghai

2010

OIB History/Geography Handbook for the American Option Prepared for the Franco-American Commission and the College Entrance Examination Board Advanced Placement Program

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Contents

Subject Details...................................................................................................... 3

Content of the History/Geography Program....................................................... 5

Syllabus...................................... ........................................................................... 6 History Syllabus ...... ........ ................................................................................................ 6 Key Questions for History ................................................................... ...............................8 Geography Syllabus ................. ...................... .................................................................. 9 Key Questions for Geography ...........................................................................................12

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Subject Details

MAIN OBJECTIVES OF THE HISTORY/GEOGRAPHY PROGRAM The joint history/geography curriculum aims to nurture the skills of the historian and the geographer, including the following aptitudes:

i. to extract and classify information from a variety of sources ii. to assess the values and limitations of available evidence iii. to place historical and geographical material in its relevant context iv. to separate the essential from the peripheral v. to discern similarities and differences across distinct periods and places vi. to make a coherent synthesis of historical and geographical material in written and oral

form vii. to develop cogent written and oral arguments viii. to use pertinent and precise examples in the illustration of oral and written answers It also seeks to provide candidates with an introduction to the disciplines of history and geography, with an emphasis on important historical and geographical concepts, as well as essential concepts in history and geography. e. g. (historical concepts) change and continuity, cause and effect… (concepts in history) democracy, communism... (geographical concepts) space, environment, region, network, flows… (concepts in geography) urbanization, industrialization, underdevelopment... In addition, the combined program strives to give students the opportunity to use the insight they receive from one subject to enhance the grasp they have of the other and thus to allow candidates to gain an understanding of the political, economic and other factors shaping the modern world. FURTHER AIMS OF THE HISTORY PROGRAM The history curriculum should encourage the development of independent thought and judgement and an awareness of different and conflicting interpretations of the past. Specifically, it aims:

i. to analyze the major themes that have characterized the 20th century and to provide a clear explanation of that period

ii. to increase knowledge and comprehension of the past iii. to develop an imaginative and sympathetic approach to people and events in the past iv. to see history from the points of view of those in the past

FURTHER AIMS OF THE GEOGRAPHY PROGRAM The central concern of the geography curriculum is to study the relationship between people and their environment and to explain the spatial organisation of the world. More precisely, it seeks:

i. to increase knowledge and understanding of contemporary problems at the regional, national and supranational levels

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ii. to develop a comprehension of the importance of temporal and spatial scale to the distribution of geographical phenomena in the environment

iii. to enhance knowledge and understanding of different socio-cultural groups, their spatial organisation and their interrelationships

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Content of the History/Geography Program The general structure of the curriculum is that provided by the French Ministry of National Education (B.O. N° 44, 1 Decembre 2005) A more detailed specification within that structure has been compiled by the American Option Inspecteur Délégué for History/Geography, after consultation with the teachers of the OIB program. It is for the latter to design their own teaching syllabi intended to deliver the curriculum and its specification to candidates. The general structure of the curriculum is that provided by the French Ministry of National Education. A more detailed specification within that structure has been compiled by the American Option Inspector Délégué for History/Geography, after consultation with the teachers of the OIB program. It is for the latter to design their own teaching syllabi intended to deliver the curriculum and its specification to candidates. The current curriculum in History/Geography for the American Section is as follows HISTORY International relations, 1941-1991 along with 1 hour on the New World Order. Hence no “stand alone” question on the New World Order.

i. Colonization and independence: Colonization linked to Decolonization. ii. France and the V Republic: Up to 2002. Political System and foreign policy. iii. Study of a State 1930s to recent Histroy. The study of United States Domestic History is

considered to be 1941-1988. No “stand alone” question about the New Deal. There can be an oral question about the Legacy of the New Deal. You can have a stand alone domestic policy question from 1941-1988.

GEOGRAPHY

i. A globalized world: Globalization and its and its alternatives. Limits of Globalization: sustainable development/the preservation of cultural diversity

ii. The Poles of the Triad: North America, The European Union, and East Asia. DBQs possible for Atlantic Seaboard, Rhineland, and Japanese megapolis, but the part II essay must open up to regions.

iii. The developing world: Unity and Diversity of the South (Brazil). A North/South interface: the Mediterranean Basin. The re-structuring of a state: Russia and Brazil will only be a DBQ. Russia must be in a big context if it is a Composition question.

iv. Documents used for Geo DBQs cannot be older than 4 years.

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Syllabus The following syllabus is more or less chronologically based. However, to truly understand the course work, you must look at the Key Questions" that follow the syllabus. HISTORY SYLLABUS OIB AMERICAN OPTION HISTORY, 2009-2010 (new program, aligned on the « S » program, with US domestic History from 1941-1988, allusions to the 1930s and the New Deal. International Relations 1945-1991) INTERNATIONAL RELATIONS SINCE 1945 (40 PER CENT OF COURSE MATERIAL)

A.) The World in 1945: a. Results of the War; The Holocaust; Nuremberg Trials; Use of A-Bomb; War-Time

Conferences: Bretton Woods, Yalta, Potsdam, San Francisco Conference and the UNO.

B.) The Cold War: a. The roots of the Cold War, the creation of two blocs in Europe, 1945-1949:

i. Iranian Crisis 1946; The Iron Curtain Speech(Communization and Russification of Eastern Europe with Poland, the Blatic States and Yugoslavia „48 as examples); The Long Telegram and Containment, Truman Doctrine, Marshall Plan; The Berlin Blockade and Airlift; Brussels Pact and NATO; The creation of West and East Germany; NSC 68.

ii. Soviet Policy at the beginning of the Cold War: Novikov Telegram; Cominform; Molotov Plan; Comecon; Tito; Soviet A-Bomb.

b. The Cold War Spreads outside Europe, 1945-1962 i. Mao And Communist China; The Korean War-- Causes and Consequences;

The French and US aid in Indo-China; Cuba: The Bay of Pigs and the Missile Crisis

c. The Post-Stalin Cold War, 1950’s and 1960’s (this unit involves a comparison/contrast of the Stalinist and post-Stalinist « Soviet Model »)

i. Khrushchev and the Thaw within the Soviet Bloc and in USSR/US relations: Rapprochement with Tito, Geneva Conference on Indochina, Austrian State Treaty, Geneva Summit, The Secret Speech a.k.a.: The Speech before the 20th Party Congress/De-Stalinization/Peaceful Coexistance speech; Kitchen Debate , Khrushchev‟s visit to the States, Sino-Soviet Split.

ii. The limits of the Thaw: Regional Security Pacts: (The Warsaw Pact, CENTO, SEATO); Poland and Hungary „56; The Arms Race and Sputnik; Prague Spring and the Brezhnev Doctrine; Dulles and Roll-Back: The CIA as a Cold War "weapon" : any example from Tehran , Guatemala or Cuba; U-2 Incident; U.S. involvement in Indochina/Vietnam 1950-1973. The Berlin Wall.

d. Détente and the End of the Cold War i. Arms limitation/reduction 1963-1991: Partial Test-Ban Treaty „63 to the

Change in the charter of NATO. ii. Nixon and Détente: Relations with the USSR and China iii. Détente in Europe: Adenauer, Brandt, the EEC, Helsinki ( These subjects are

not studied in-depth)

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iv. Reagan, Gorbachev and the End of the Cold War:Gorby‟s domestic reforms; Gorby and Eastern Europe; Gorby and the Nationality issue within the USSR; Gorby , Reagan and Arms agreements

e. The New World Order since 1991 (2 hour postscript of the end of the Cold War) i. The main forces of stability and instability in the World: The US as a

hyper-power; The Mid-East since the 1970s; International Terrorism and Islamic Fundamentalism; Ethnic wars; The European Union

COLONIZATION AND DECOLONIZATION (10 PER CENT OF COURSE MATERIAL) A.) Colonization and the Colonial System

a. The Colonial Race for European Powers, 1850-1914 i. The French and British Empires ii. The Colonial System: Protectorates, concessions, Commonwealth, Dominion

Status, Imperial preference, indirect rule; assimilation; iii. The Colonial debate in France: White Man‟s Burden V. Opposition to

Colonization and Jean Jaurés B.) Decolonization

a. The roots of decolonization 1918-1946 i. Wilson and self-determination; the Mandate system; nationalist movements

between the wars (Muslim Brothers, Gandhi and civil disobedience); Balfour Declaration; The Atlantic Charter; the effect of WWII on the colonies.

b. Decolonization 1946-1975 Compare French and British de-colonization i. The British and India; The Viet Minh and Ho Chi Minh; U.N. Universal

Declaration on the Rights of Man; The Bandung Conference and non-alignment; The French and Algeria; Examples of African Independence

U.S. HISTORY 1930'S-1988 (THIS UNIT INCLUDES A REVIEW OF THE « AMERICAN MODEL« AS WELL AS

A COMPARISON/CONTRAST OF THE DEMOCRATS AND THE REPUBLICANS)(40 PER CENT OF THE COURSE

MATERIAL). A quick review of the New Deal as it will serve as the basis for future Presidents to continue. The New Deal itself cannot be an exam question.

A.) Effects of WWII a. The effect of WWII on the U.S. economically, socially and politically

i. The miracle of mobilization ii. The role of women and minorities on the Home Front iii. The role of the Government during the War

B.) The Presidents a. The Truman Presidency: what it means to be a « democrat ».

i. Social issues: Truman and civil rights ii. Political issues: Containment at Home: National Defense Act „47, Federal

Employee Loyalty and Security Program; Truman‟s election in 1948 and the split in the Democratic Party; McCarthism

b. The Eisenhower Presidency: Ike as a middle-of-the roader i. 1952 Election (Not studied in detail) ii. Social issues: Ike and Civil rights: The Sweatt Case; Brown V. Board; Rosa

Parks and King and Passive Resistance/Civil Disobedience; Massive Resistance and the Little Rock Incident; Voting Rights Act ‟57. The Suburban boom and the American family

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iii. Political issues: The Square Deal; McCarthyism: roots of, methods, consequences of; re-election in „56

c. The Kennedy Presidency i. Social Issues JFK and Civil Rights; the Warren Court (ban on school prayer

„62, free legal counsel „63, Miranda Rights „66) These things are not studied in detail

ii. Political issues: 1960 election , (studied in a little more detail); The New Frontier, Space Program (not studied in detail)

iii. Foreign Policy other than Cuba and Vietnam (studied in detail); The Alliance for Progress; The Peace Corps (not studied in detail)

d. The Johnson Presidency i. Social Issues: LBJ and Civil Rights: Great Society Legislation, race riots;

anti-war protest (studied in detail) ii. Political Issues: 1964 election; decision not to run for re-election

e. The Nixon Presidency i. Social Issues: Nixon and the Civil Rights backlash; anti-war protest; ii. Political Issues: 1968 election; 1972 election and the Watergate scandal:

consequences on American politics and society f. The Ford Presidency

i. The Pardon of Nixon; Helsinki Accords g. The Carter Presidency

i. Social/economic Issues: Carter and minority rights; the energy crisis; stagflation; environmental protection

ii. Political Issues: 1976 Election iii. Foreign Policy: Camp David Accords; China Recognition; SALT II; Panama

Canal Treaty; Iranian Revolution and the Hostage Crisis; The Soviet Invasion of Afghanistan and Carter‟s response

h. The Reagan Presidency i. Political Issues:1980 and 1984 elections; §Economic Issues: Reaganomics or

the Trickle Down Theory ii. Foreign Policy other than with USSR: Freeing of the Hostages in Iran and

Iran-gate; Reagan and Nicaragua; THE FRENCH FIFTH REPUBLIC (10 PER CENT OF THE COURSE MATERIAL)

A.) Politics, economics and social issues during De Gaulle‟s Presidency B.) The evolution of the Fifth Republic after De Gaulle

KEY QUESTIONS FOR HISTORY Teachers and students should use the following questions to guide them in understanding the History syllabus: History Program aligned on the « S » program.

1) The number in parentheses after each topic represents the estimated weight each topic will have in terms of percentage of teaching time given to the topic.

2) Each of the four Roman numeral topics is followed by a series of questions that should act as a guide for teachers in developing their syllabi.

3) FYI, the total number of hours for the « S » program in French is 12, 8 and 12 for Roman numerals I, II and IV respectively.

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INTERNATIONAL RELATIONS SINCE 1945: THE COLD WAR AND THE NEW WORLD ORDER (40)

a. What were the challenges in International Relations in 1945? b. What were the origins of the Cold War and how did it develop in Europe from 1945-

1949. What are the interpretations concerning who is to « blame » for the Cold War? c. Why and How did the Cold War become global from 1949-1973? d. To what extent was there a Thaw (in international relations, in the Soviet bloc, in the USSR)

in the 1950‟s? e. What were the causes of Détente, and what were its manifestations? f. Why and How did the Cold War end? What are the interpretations regarding its end?

COLONIZATION AND DE-COLONIZATION (10)

a. What were the causes and characteristics of colonization? b. What were the origins and consequences of de-colonization, in particular for India and

Algeria? U.S. HISTORY 1941-1988 (40)

a. What was happening in the U.S. during WWII(politically, socially, economically) b. What was the domestic impact of the Cold War for the US? c. How did the Civil Rights Movement evolve in the US after WWII? d. What were the political, social and economic issues facing the US for each decade of the

program, 1941-1988 e. To what degree have U.S. Presidents been successful in dealing with the political, social

and economic challenges of their terms? f. What have been the main differences between the Democrats and the Republicans in

dealing with domestic issues? FRANCE AND THE FIFTH REPUBLIC (10)

a. What new institutions did France put in place in 1958? b. What was the domestic and foreign policy of Charles de Gaulle? c. How did the Fifth Republic evolve after 1969?

GEOGRAPHY PROGRAM

The programme to be followed by the OIB is that of the T° L, ES (BO Feb 7-11 2004) which, according to the French ministry, is subdivided into three parts to facilitate a study of geographical regions and processes on different scales. The aim is to provide the students with an appreciation of socio-economic (geographical) divisions on a global scale and the processes by which they are linked. The three parts being:

1) A Globalised world 2) The three major global areas of economic power 3) The worlds in the path of development

Two text books “l`espace modial” (Jalta, Joly, Reineri, 2004, Magnard and Knafou, 2004 Belin) propose the following structure (including teaching time) and examples. As with the History program, students and teachers should use the Key Questions for Geography" which follow the syllabus as a guide to understanding the program. A GLOBALISED WORLD (10H)

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A.) Globalization and Interdependence a. Definition/ History b. Manifestation: Global exchange

i. Migration of people ii. Movement of commodities iii. Movement of capital iv. Connectionsns: Maritime/ aerial/ telecommunications v. Cultural Exchange

c. Actors i. Nation States ii. Global organisations: UN, IMF, World Bank, WTO iii. Transnationals iv. Trading Blocs v. Non-governmental Organisations

d. Location i. Triad ii. Global cities iii. Privileged sites

e. Case studies i. EU, major pole of global economy ii. EU, major global agricultural power iii. London, global city iv. Rotterdam, the first European maritime port

B.) Counter-globalisation a. The world, between uniformisation and diversification

i. Cultural Diversity/Alternatives ii. Regional Trading Blocs iii. Regional and global instability iv. Counter-globalisation movement v. Environmental threats

THE THREE MAJOR GLOBAL AREAS OF ECONOMIC POWER (22HOURS)

A.) The United States: A global superpower a. Characteristics

i. Military ii. Economic: Production of goods and services/ financial/ trans-nationals iii. Soft Power: Culture iv. Brain Drain v. Structural: Global/ regional organisations

b. Problems i. Economic weaknesses ii. Dependence iii. Inequalities

c. Internal Organisation i. Growth poles/ centres of innovation ii. Communication structure iii. Migration patterns

d. Case studies i. California

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i. Innovation as the origin of a new geography of industry ii. The Atlantic Seaboard

i. Interface between USA and the world iii. N.E USA « Main Street America » iv. Megalopolis

i. New York B.) East Asia: Region of economic expansion

a. Economic characteristics: GNP; HDI; Economic Growth; Trade b. Conditions and characteristics of development c. Role of Japanese model d. Asian Crisis e. Case studies

i. Coastal China: Workshop of the world ii. Singapore: first of major Asian „hubs‟ iii. Japanese megalopolis: characteristics and problems

C.) European Union a. Trade b. Migration c. Multipoles d. Core/periphery e. Role of the EU in the world f. Case study

i. Rhineland THE WORLDS IN THE PATH OF DEVELOPMENT (18 HOURS)

A.) Inequalities of Development a. North/South Divide

i. History ii. Indices iii. Unity or diversity

b. Development Strategies i. Development theories ii. One or More Souths? iii. Sustainable development

c. Case study i. One or more Brazils? ii. Aids, the plague of the South iii. Relationship between development and the environment iv. Inequality of development and global agricultural trade

B.) Mediterranean: North/South Interface a. Divergence/ Convergence through Exchange b. Inequalities c. Exchange : Goods ; Capital ; Migration ; Tourism d. Political alliances/ common concerns e. Politics of development f. Case study

i. Souse, a tourist area. C.) Russia: An area of re-composition

a. Economic redevelopment

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b. Demographic crisis/ social inequalities c. Political system d. Transport system e. Regional inequalities

SYNTHESIS

The approach is basically regional, studying aspects of economic geography primarily the distribution of economic resources (labour, raw materials, capital, industrial sectors and communication links). The focus is on the spatial organisation of these phenomena through the study of and the subsequent production of stylised schematic maps. In addition urbanisation and migration are studied on a regional level with relation to the case studies mainly in connection with developments in the economic environment. The interesting developments in this new programmes are:

i. The discussion of issues normally through case study examples. ii. The analysis of documents in the presentation of a case study

KEY QUESTIONS FOR GEOGRAPHY

1) The number in parentheses after each topic represents the estimated weight each topic will have in terms of percentage of teaching time given to the topic.

2) Each of the Roman numeral topics is followed by a series of questions that should act as a guide for teachers in developing their syllabi.

3) FYI, the total number of hours for the ES-L program in French is 10, 22, and 18 for Roman numerals I, II, and II respectively.

GLOBALIZATION (20)

a. Who are the players in Globalization? b. What are the main factors of globalization, I.e. How does it manifest itself? c. What are the consequences of globalization (economically, culturally, demographically

etc… .)? d. Are there alternatives to globalization?

THREE MAJOR AREAS OF ECONOMIC POWER: EUROPE, ASIA, NORTH AMERICA (45) A.) The USA

a. What are the main poles of US strength (economic, diplomatic, military, territorial, social, cultural, political, demographic)?

b. What are the weaknesses of the US as a super-power? c. How does the Atlantic seaboard represent the emergence of supra-national regions? d. What are the main features of the Atlantic seaboard?

B.) Europe a. What are the main poles of European strength (economic, etc… .)?

C.) East Asia a. What are the aspects of East Asian Power (economic, etc… .)? b. What are the main features of the Japanese megalopolis?

REGIONS IN THE PROCESS OF DEVELOPMENT: (35) A.) Unity and Diversity of the South

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a. What defines the « South » (common traits and diversity)? b. How is Brazil representative of the problems of development found in the « South »

(strengths and weaknesses of Brazil)? B.) North-South Exchanges: The Mediterranean Basin

a. How does the Mediterranean Basin reflect global interaction and/or confrontation between the North and South?

C.) Russia a. Patterns of Renewal (re-inventing itself?) b. What have been the successes and problems experienced by Russia since it has tried to

transform itself since the collapse of the Communist model of development and the collapse of the USSR in 1991? (10)