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IB History of the Americas HL I The following document outlines the Revised Curriculum in IB History of the Americas HL I course Locust Valley Central School District LVHS Social Studies Department 99 Horse Hollow Road Locust Valley, New York 11560 Summer Curriculum Writing July 2010

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Page 1: IB History of the Americas HL I - Amazon Web Services · Web viewThe new IB History of the Americas HL I guidelines call for a shift in concentration from a 100 year focus to emphasis

IB History of the Americas HL I

 

The following document outlines the Revised Curriculum inIB History of the Americas HL I course

  

Locust Valley Central School DistrictLVHS Social Studies Department

99 Horse Hollow RoadLocust Valley, New York 11560

  

Summer Curriculum Writing July 2010

  

Curriculum Writers: Jen Hersh, Social Studies Teacher

Anthony Perrone, Social Studies TeacherDavid J. Ethe, Department Leader

 

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Table of Contents  

Part 1:                 NY State Learning Standards for Social Studies                                       (p. 3) 

Part 2:                  Course Description (p. 4-5)   Part 3:                  Course and Assessment Objectives

(p. 6-7) Part 4                   Scope and Sequence and Calendar

(p. 8-15) Part 5:                  Topic Outlines and Unit Objectives

(p. 16-26) Part 6:                  Assessments & Resources (p. 27-31) Part 7:                  Sample Lesson Plans (p. 32-44)         

        

Part 1:       Social Studies Learning Standards 

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Social Studies Standards

Students will:

 

History of the United States and New York

use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

World History

use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Geography

use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

Economics

use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

Civics, Citizenship, and Government

use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

 

Part 2: Course Description  

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 The IB History of the Americas HL I course is the first half of a two-year

Higher Level course sequence offered through the Social Studies department to

all interested students in their junior and senior years.

 The first year of this course focuses on the History of the Americas,

however in order to meet local standards for New York State Regents

requirements, the principal focus of the course is on the history of the United

States from the colonial period to today. Another focus of the course includes

inter-American relationships and global themes in a world history context (which are

broadened in year two). An example would be the analysis and comparison of the

causes, practices, and effects of war as understood through the study of specific

wars in the Americas such as the U.S. and Latin American wars of Independence.

This course will develop (a) an understanding of some of the principal

themes in the History of the Americas (b) an ability to analyze and interpret

historical evidence and (c) an understanding of the chronological development of all

these areas. The first year of the course will emphasize early historic periods of

the Americas (1500 to the end of the twentieth century) to meet New York State

Regents requirements. This emphasis also meets the regional option requirement of

the IB program. The three content areas stressed in year one will include the Civil

War, the Cold War and the Civil Rights Movement.

At the conclusion of the first year, students will have completed a Historical

Investigation on a topic capable of exploration under the guidance of their teacher.

In addition, students will have a solid understanding of needed requirements for

mastery on the NY State US History Regents exam.

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Part 3: Course Objectives  Upon conclusion of the two-year IB History of the Americas course, the IB student shall:  

       Promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations

        Be acutely aware of inter-American relationships and global themes in a

world history context 

       Have developed an extensive understanding and comprehension of some of the themes in the History of the Americas

        Explain diverse approaches to, and interpretation of, historical events and

issues which will culminate in a thorough understanding of proper historiography.

        Be able to use their understanding of the chronological development of

these areas to foster their own understanding of "cause and effect" relationships.  Encourage an understanding of the present through critical reflection upon the past

        Use historical evidence to analyze, comprehend, evaluate and integrate

sources and materials 

       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 study of

the historical experiences of different cultures 

       Form an international perspective, elucidate and present historical topics  

       Organize, plan and present an individualized historical investigation within the parameters of the three major content areas.

 

Assessment Objectives 

        Apply historical knowledge as evidence         Compare and contrast historical sources as evidence         Explain the importance of historical sources

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         Evaluate different approaches to, and interpretations of, historical issues and events

         Evaluate and synthesize evidence from both historical sources and

background knowledge 

        Develop critical commentary using the evidence base 

        Synthesize by integrating evidence and critical commentary 

        Present an analysis of a summary of evidence 

        Demonstrate the ability to structure an essay answer, using evidence to support relevant, balanced and focused historical arguments 

        Demonstrate evidence of research skills, skills of inference, organization and referencing

    

         

Units of Study:  

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Part 4:       Scope & SequenceHistory of the Americas HL I

 Scope: The new IB History of the Americas HL I guidelines call for a shift in concentration from a 100 year focus to emphasis being placed on three major content areas within the History of the Americas curriculum as outlined below (along with the required scope and sequence content related to the New York State Regents). This content is ultimately part of the assessment material featured in the Paper 3 portion of the IB exams. HL Options - for Paper 3 – Three intensive studies  1) U.S. Civil War: causes, course and effects 1840-1877 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 debate: 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. 

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        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 

 2) Civil Rights and Civil Liberties 1787-2000

The History of the Americas includes the study of the development of individual rights and liberties and their impact on citizens. Basic to this study is an analysis of the workings of the US Supreme Court and an understanding of its most significant decisions. Students should examine judicial interpretations of various civil rights and liberties such as freedom of speech, assembly, and expression; the rights of the accused; and the rights of minority groups and women. For example, students should understand the legal, social, and political evolution following the Supreme Court's decisions regarding racial segregation. It is important that students be able to assess the strengths and weaknesses of Supreme Court decisions as tools of social change. In addition, attention will also focus on civil rights issues in other parts of the Americas.

The rise and expansion of the civil rights movement: causes, legal issues, tactics

The development of civil liberties and civil rights by judicial interpretation

Knowledge of substantive rights and liberties

Constitutional applications especially the impact of the Fourteenth Amendment on the constitutional development of rights and liberties

African American experience including the Constitutional Convention, issue of slavery, Reconstruction and African American resistance from 1950-1970 both passive and aggressive.

Native Americans civil rights movement including Columbian exchange, Trail of Tears, assimilation, reservation policy and the A.I.M. movement of the 1960’s.

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Latino experience in the Americas.

Early women’s right movement from Seneca Falls, 19th amendment, ERA and the New Feminism movement.

Supreme Court decisions, key congressional legislation, the response of the executive branch

Asian Americans including Chinese exclusion, Gentleman’s Agreement and Korematsu v. United States.

 

3) Cold War and the Americas 1945-1991 This section focuses on the development and impact of the Cold War on the region. Most of the second half of the 20th century was dominated by the global conflict of the Cold War. Within the Americas, some countries were closely allied to the United States and some took sides reluctantly. Many remained neutral or sought to avoid involvement in Cold War struggles. A few, influenced by the Cuban Revolution, instituted socialist governments. No nation, however, escaped the pressures of the Cold War and its impact on society and culture. 

        Truman: containment and its implications for the Americas; the rise of McCarthyism and its effects on domestic and foreign policies of the United States; the Cold War and its impact on society and culture

         Korean War and the United States and the Americas: reasons for

participation; military developments; diplomatic and political outcomes 

        Eisenhower and Dulles: New Look and its application; characteristics and reasons for the policy; repercussions for the region 

        United States’ involvement in Vietnam: the reasons fro, and nature of, the involvement at different stages; domestic effects and the end of the war 

        United States’ foreign policies from Kennedy to Carter: the characteristics of, and reasons for, policies; implications for the region: Kennedy’s Alliance for Progress; Nixon’s covert operations and Chile; Carter’s quest for human rights and the Panama Canal Treaty 

        Cold War in Cuba: reasons for foreign and domestic policies and their implementation

Reagan and Gorbachev policies instrumental in ending the Cold War 

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 Sequence:  IB History of the Americas HL I course (Paper 3 topics) in addition to the required U.S. History & Government Regents course  UNIT 1 –COLONIAL PERIOD SEPTEMBER INTRODUCTION Exercises            Documents  DBQ

NYS Standards 1,2,3,4,5

    Syllabus, Textbooks (with reading techniques), Policies and ProceduresC & C - Massachusetts Body of Liberties and the Fundamental Orders of ConnecticutFrench, English, & Spanish colonial structure  Why did feudalism fail to take root in the Americas? Build Spanish Town Mercantilism game Mayflower CompactMassachusetts Body of Liberties  Fundamental Orders of Connecticut Revolution causes

UNIT 2 - US CONSTITUTIONAL FOUNDATIONS  OCTOBER Exercise Project Document

NYS Standards 1,2,3,4,5

     Constitutional Convention Simulation Constitution CD Federalist Papers –10, 56,78Bill of Rights

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  Research 

 Select topic and begin research for Historical Investigation internal assessment

UNIT 3- EXPANSIONISM & SECTIONALISM NOVEMBER Essay   Exercise   Documents    DBQ

NYS Standards 1,2,3,4,5

     Jackson- humanitarian or human rights violator? Analyze & debate documents for rationale of war with Mexico Internal Improvements debate  Sullivan’s Manifest DestinySections of Seller’s Market RevolutionHelen Jackson’s Nation of Dishonor Jackson & Indian removal

 UNIT 4 -INDUSTRIALIZATION IN THE AMERICAS  DECEMBER Exercise   Projects   Documents   

NYS Standards 1,2,3,4,5

      Reconstruction Document analysis Industrial town journal  Gilded Age magazine So you want to be a lobbyist? Carnegie’s Gospel of WealthSinclair’s The JungleGeorge’s Progress and Poverty Booker T. Washington, "Atlanta Exposition Address," (1895)W.E.B. DuBois, from Souls of Black Folk (1903)   

UNIT 5 –US NYS  

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FOREIGN POLICY IN THE AMERICAS 1898-1945 DECEMBER Exercises     Project  

Standards 1,2,3,4,5

  Social Darwinism SimulationRoosevelt Corollary analysis Inside Out discussion - Presidential Studies Quarterly, March 2004 v34 i1 p.50 (12) McKinley and the Spanish-American war. Offner, John L.. Cross class imperialism simulation & debateTreaty of Versailles rewrite 

UNIT 6- AT HOME & ABROAD PROSPERITY & DEPRESSION  JANUARY Essay  Exercise   Docs

NYS Standards 1,2,3,4,5

Historical investigation due    Compare & Contrast – Canadian & US Great Depression and actions taken Viewpoints – Did FDR’s New Deal or WWII end the Great Depression? Depression era political cartoonsFDR’s Fireside addresses 

UNIT 7 – WWII & THE AMERICAS  FEBRUARY Exercises  Documents

NYS Standards 1,2,3,4,5

    Mock trial – Korematsu v. U.S. FDR’s Quarantine speechLend Lease Act Neutrality Act      

UNIT 8 – US FOREIGN POLICY 1945

NYS Standards

   

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 MARCH Exercise       Essay Documents    DBQ

1,2,3,4,5

 Should the Atomic bomb have been dropped- class discussion:Cuban rev simulationCuban missile crisis simulationUse Reagan speech excerpts to determine US Cold War policyVargas, Peron, Castro compare & contrastTruman DoctrineEisenhower DoctrineReagan Doctrine/speeches Vietnam War

UNIT 9- CIVIL RIGHTSAPRIL  Exercise Documents

NYS Standards 1,2,3,4,5

    Mock trial – Brown  Letter From Birmingham jail“I Have a Dream”Excerpts from Feminine Mystique & Silent Spring

UNIT 10 – US CONSTITUTIONAL INTERPRETATIONS MAY   ExerciseProject   

NYS Standards 1,2,3,4,5

       Mock trial – Tinker, Acton, Miranda Student created Civil Rights Movement multimedia presentation

UNIT 11 – POST INDUSTRIAL SOCIETY –THE AMERICASMay 

NYS Standards 1,2,3,4,5

    Presidential Cabinet –Environment/Energy policy

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Simulation   Exercise Documents

discussion NAFTA analysis  Barber’s Jihad Vs. McWorld The Atlantic Monthly; March 1992;  

3 Weeks (May/June) NYS Standards 1,2,3,4,5

Review for Regents exam  

      Topic Outline (History of the Americas HL I) Topic 1 Colonial Period (5 Hours) 

Political, religious, and economic impact on colonial policy (Spanish, French, British influence)

  Seeds of political thought and structure in the Americas: political,

economic, social, intellectual and religious causes; the role of foreign intervention; conflicts and issues leading to war; events and reasons for the emergence of the Monroe Doctrine

  Comparison of social and economic structure of slavery in Latin

America and North America 

Independence movements in the Americas - Political and intellectual contributions of leaders to the process of independence: Washington, Bolivar, Adams, Jefferson, San Martín, O’Higgins) Impact (and treatment) of Latin independence on different social groups: Native Americans, African Americans, Creoles

  Processes leading to the Declaration of Independence; influence of

ideas;  

Topic   2     United States Constitutional Foundations (20 hours) 

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Structural flaws of the Articles of Confederation

Compromises including slaves and question of representation 

Needs of a new nation and implementation of principles 

Domestic and international implications  

Topic   3   Expansion and Sectionalism (20 hours)  

Political, social and economic causes, course and effect of the Civil War 

Effect of Manifest Destiny on the Americas 

Impact on Native Americans and African Americans Reconstruction and aftermath

  Work of Dubois and Washington

  Causes and effects of 19th century immigration

Constitutional issues (pre and post Civil War) 

Topic 4     Industrialization in the Americas (10 hours) 

Causes and effects of the industrial revolution and neocolonialism 

Immigration policy and practice 

Societal reform movements in the Americas (Labor/Agrarian/Democratic) 

Practices and effects of technology, business and governmental policy   

Topic 5       United States Foreign Policy in the Americas, 1898-1945 (5 hours)  

Impact of Washington's Farewell Address on U. S. foreign policy  

Evolution of the Monroe Doctrine 

Causes, course and effects of the Spanish-American War in the Americas

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  T. Roosevelt's "Big Stick Policy"

  F. Roosevelt's Good Neighbor Policy       

  

Topic 6     At Home and Abroad: Prosperity And Depression, 1917-1940 (10 hours)  

Causes, course and effects of World War I on the Americas  

Causes, course and effects of economic growth in the Americas  

Societal and governmental impact of the Great Depression in the Americas

  Domestic and international implications of F. Roosevelt's New Deal

  Cultural and technological developments

  

Topic 7     The Second World War and the Americas (10 hours)  

Causes, course and effects of World War II on the Americas  

Effects of World War II on women and minorities in the Americas

Internment and Korematsu v. United States

The Americas and the Holocaust  

Impact of demobilization on the United States 

Topic 8     United States Foreign Policy, 1945-2000 (10 hours) 

Seeds of the Cold War 

Course and effects of the Cold War in the Americas from its European roots

  Cold War policies –containment, brinkmanship, peaceful coexistence,

détente, SALT, START. Perestroika, Glasnost

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  U. S. policy in Europe & Latin America (Cuba, Nicaragua, Panama,

Guatemala) 

Impact and evolution of the Korea War and Vietnam War on U. S. policy 

Arms race/control 

Factors influencing the end of the Cold War 

International organizations (UN/NATO/OAS) 

Effects of United States Presidential Policies 

Impact of 9-11 on policy  Topic 9     Civil Rights Movement in the Americas, 1800-2010 (20 hours)  

Problems and reforms in Latin America and Canada  

Impact of legislative and executive decisions 

Methods of African-Americans, Latino Americans, Asian Americans, Native Americans and women for achieving civil rights

  Evolution of Civil Rights Movement through the leadership of F. Douglass,

B. Washington, W. E. B. DuBois, M. Garvey, Rosa Park, Martin Luther King, Jr., Malcolm X, Russell Means, Caesar Chavez, Betty Friedan

  Impact of U.S. Supreme Court decisions

 

Topic 10   United States Constitutional Interpretations, 1945-2008 (10 hours) 

Effects of the Warren Court 

Presidential Powers in wartime 

LB Johnson’s Great Society programs, including Affirmative Action 

Watergate affair and constitutional implications 

Impact of US Supreme Court decisions on schools 

Passive Resistance- Little Rock, Montgomery, Freedom Riders, Sit ins  

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Topic 11   Post Industrial Society: The Americas (5 hours)  

Technology and the environment 

Impact of globalization and interdependence  

Green Revolution in the Americas 

Effects of NAFTA on the Americas 

Effects of the energy crisis 

Unit Objectives  Unit 1:  Colonial Period 

        Assess and analyze the political, religious and economic impact on colonial policies of the French, Spanish, and English.

        Understand the workings of political structure and thought in the Americas        Compare and contrast the social and economic structure of slavery in

Latin America and North America        Understand the causes (political, economic, social, religious, intellectual),

course and effects of various independence movements in the Americas        Explore the political, intellectual and military contributions of their leaders

and the sometimes contradictory views that shaped the emergence of the new nations.

        Interpret the motivations of colonial governments in the treatment of Native populations

        Understand the role of foreign intervention; conflicts and issues leading to war

        Analyze the United States’ position towards Latin American independence; events and reasons for the emergence of the Monroe Doctrine

        Discuss and understand the physical and human systems of the Americas in shaping way of life

        Compare and contrast demographic and geographic features of the Americas and the impact of these features on migrations of peoples

        Interpret the impact of independence on the economies and societies of the Americas: economic and social issues; new perspectives on economic development; impact on different social groups: Native Americans, African Americans, Creoles

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        Analyze challenges faced in the establishment of Latin American political systems; conditions for the rise of and impact of the caudillo

  Unit Specific Resources 

         Americas physical political map 1600-1776         Mayflower Compact         Declaration of Independence         Paine's Common Sense         Writings of the Enlightenment

     Unit 2:   United States Constitutional Foundation 

        Analyze the flaws of the Articles of Confederation as reflected by the barriers faced by the new nation (philosophical underpinnings; major compromises and changes in the US political system)

        Understand the European influences in constitutional thought c.   Analyze the cause, course and effect of the Constitution in action

        Understand the importance of constitutional concepts (i.e. judicial review) in shaping the nations judicial, executive, and legislative needs, while influencing world political systems

  Unit Specific Resources

        Articles of Confederation        US Constitution/ Bill of Rights        Federalist Papers        US Supreme Court decisions

  

Unit 3    Expansion and Sectionalism  

        Analyze the causes, course and effects of the War of 1812 (Canadian perspective), War with Mexico (Mexican perspective) and Civil War

        Interpret the effect of presidential and Supreme Court decisions in regards to Manifest Destiny in the Americas (Canada/Mexico)

        Understand the Impact of government policies on Native Americans and enslaved Africans

        Discuss the Cotton economy and slavery; conditions of enslavement; adaptation and resistance such as the Underground Railroad

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        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; leadership

        Discuss major battles of the Civil War and their impact on the conflict: Antietam and Gettysburg; the role of foreign powers

        Analyze the impact of Reconstruction: economic, social and political successes and failures; economic expansion

        Interpret the role of African Americans in the Civil War and in the New South: legal issues; the Black Codes; Jim Crow Laws

        Compare and contrast the causes, course and effects of nineteenth century immigration

        Interpret the Constitutional questions raised by Pre and post Civil War conditions

  Unit Specific Resources

        Missouri Compromise        Emancipation Proclamation        Gettysburg Address        Dred Scott decision        Confederate Constitution        Jim Crow laws, voting applications        Civil War Amendments        Stowe's Uncle Toms Cabin        Twain's Adventures of Huck Finn        Canadian Constitution        Treaty of Buena Vista

 

 Unit 4    Industrialization in the Americas 

        Interpret the causes, course and effects of the industrial revolution, railroad construction, economic modernization and neocolonialism on the Americas

        Analyze the causes and consequences of immigration; emigration and internal migration, including the impact upon, and experience of, indigenous peoples the influence of government policy and native born citizens reaction to (New) Immigration practice and policy

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        Compare and contrast the causes and scope of societal reform movements in the Americas (Labor/Agrarian/Democratic)

        Assess the cumulative effect of technological innovation on government policy and the development of big business

        Interpret the reactions to the excesses of industrialization        Development and impact of ideological currents including Progressivism,

Manifest Destiny, liberalism, nationalism, positivism, Social Darwinism, “indigenismo” and nativism (Social and cultural changes: the arts; the role of women)

        Assess the influences,  successes and failures of key political and economic leaders

        Analyze the social, economic and legal conditions of African Americans between 1865 and 1929; the Great Migration and the Harlem Renaissance; the search for civil rights and the ideas, aims and tactics of Booker T Washington, WEB Dubois and Marcus Garvey

 Unit Specific Resources        Sinclair's The Jungle        Norris’ The Octopus        Tarbell's On Standard Oil        Riis 'How the Other Half Lives        Bellamy's Looking Backward        Pure Food and Drug Act        Smith's Wealth of Nations

  

Unit 5    United States Foreign Policy in the Americas, 1898-1945 

        Analyze the impact of Washington's Farewell Address on U. S. foreign policy b.   Understand the factors that shaped the evolution of the Monroe Doctrine

        Critique United States’ expansionist foreign policies: political, economic, social and ideological reasons

        Interpret the causes, course and effects of the Spanish-American War in the Americas

        Evaluate the successes and failures of US intervention in the Americas ( i.e. "Big Stick Policy", Dollar Diplomacy, Good Neighbor Policy)

        Understanding the publics role in dictating government policy (i.e. Yellow Journalism, Wilson's League)

        Assess the relationship of European and American powers and how each dictates the others policy

        Understand the causes and effects of the Mexican Revolution: social, economic and political; the role of the Porfiriato regime.  Also analyze US response to different stages of the revolution.

        Understand the evolution of US policy in regards to WWI: from neutrality to involvement; reasons for US entry into the First World War; Wilson’s

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peace ideals and the struggle for ratification of the Versailles Treaty in the United States; impact and significance of the war for the United States’ hemispheric status

        Analyze the reasons for involvement and participation of either Canada or one Latin American country in the First World War: reasons for and/or against participation; nature of participation

  Unit Specific Resources

        Monroe Doctrine        Roosevelt Corollary        League of Nations charter        Treaty of Versailles        Wilson's Fourteen Points        Yellow Journalism specific articles of Pulitzer and Hearst

  

Unit 6   At Home and Abroad: Prosperity and Depression, 1917-1940 

        Understand the causes, course and effects of World War I on the Americas

        Analyze the causes, course and effects of economic growth in the Americas

        Assess the societal and governmental changes in the Americas as a result of the Great Depression (Canadian or Latin America’s responses)

        Understand the impact of the Great Depression on society: African Americans, women, minorities

        Interpret the domestic and international implications of F. Roosevelt's New Deal

        Understand the cultural and technological developments on thought, urbanization and migrations of peoples

  Unit Specific Resources

        Prohibition and New Deal Legislation        Grapes of Wrath        Writings and Music of Harlem Renaissance        Scott's Great Gatsby        Hemmingway's Sun Also Rises        Gather's O' Pioneers        Poems of TS Eliot

 

 Unit 7   The Second World War and the Americas

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         Understand the causes, course and effects of World War II on the

Americas (The diplomatic and/or military role of two countries)        Analyze hemispheric reactions to the events in Europe: inter-American

diplomacy; cooperation and neutrality        Evaluate the effects of World War II on women and minorities worldwide        Understand the role of the Americas in shaping post war policy and the

geopolitical shifts brought on by such policies        Assess the impact of demobilization on the United States        Assess the WWII policies towards minorities (Treatment of Japanese

Americans and Japanese Canadians, and reaction to the Holocaust in the Americas)

  Unit Specific Resources

        Executive Order 9066 - Internment - Korematsu decision        Neutrality Acts        Final Solution and Nuremberg decisions        Japanese Constitution        Order of Desegregation for Armed Forces

  

Unit 8   United States Foreign Policy, 1945-2000 

        Understand the impact of Atomic weapons in shaping Cold War policy         Assess the causes, course and effects of the Cold War in the Americas        Interpret the motivations behind U. S. policy in Latin America (Cuba,

Nicaragua, Panama, Guatemala)        Assess the impact and evolution of the Korea War and Vietnam War on U.

S. policy        Recognize the primary factors influencing the end of the Cold War        Evaluate the successes and failures of International organizations

(UN/NATO/OAS)        Evaluate the successes and failures of United States Presidential Policies

and the resulting constitutional shifts in the workings of government in regards to foreign policy decisions

        Interpret the role of the events of 9-11 in shaping future US policy        Analyze United States: domestic policies of Truman, Eisenhower and

Kennedy, Johnson and “the Great Society”; Nixon’s domestic reforms        Latin American & Canadian domestic policies        Causes and effects of the Silent (or Quiet) Revolution        Canada: domestic policies from Diefenbaker to Chrétien Populist  leaders

in Latin America: rise to power; characteristics of populist regimes; social, economic and political policies; the treatment of opposition; successes and failures (suitable examples Perón, Vargas, or any relevant Latin American leader)

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        The Cuban Revolution: political, social, economic causes; impact on the region

        Rule of Fidel Castro: political, economic, social and cultural policies; treatment of minorities; successes and failures

        Military regimes in Latin America: rationale for intervention; challenges; policies; successes and failures

  Unit Specific Resources

        UN Charter        Truman Doctrine        Marshall Plan        Eisenhower Doctrine        JFK's inaugural address        War Powers act and Gulf of Tonkin        START and SALT Treaties        Through Their Eyes 9-11

  

Unit 9   Civil Rights Movement in the Americas, 1944-2000 

        Understand the causes and conditions in need of reform in Latin America and Canada

        Analyze the impact of judicial, legislative and executive decisions on civil rights

        Assess the methods of African-Americans, Latino Americans, Native Americans and women (feminist movement)for achieving civil right

        Understand the various methods of Civil Rights leadership ( F. Douglass, B. Washington, W. E. B DuBois, M. Garvey, Rosa Park, Martin Luther King, Jr., Malcolm X)

        Discuss youth culture and protests of the 1960s and 1970s: characteristics and manifestation of a counterculture

  Unit Specific Resources

        King's "I Have a Dream Speech"            King's Birmingham letter        Friedan's Feminine Mystique        Declaration of Sentiments           Assorted works of Washington and DuBois 

  

 Unit 10   United States Constitutional Interpretations, 1945-2000 

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        Analyze the long term consequences of the actions of the Warren Court        Compare and contrast FDR's New Deal with L. B. Johnson's Great

Society programs        Understand the impact of Watergate affair and its Constitutional

implications         Assess the impact on U. S. Supreme Court decisions on schools        Assess the validity of the power to impeach in regards to the Clinton

Administration Unit Specific Resources

       Civil Rights and Criminal Rights - key decisions Unit 11   Post-Industrial Society: The Americas 1945-2000 

       Understand the relationship of technology and the environment in the 20 th century (i.e. Green Revolution)

       Understand the causes, course and effect of globalization and interdependence and world views towards these changes

       Assess the causes, course and impact of the Cuban Revolution (Rule of Fidel Castro: political, economic, social and cultural policies; treatment of minorities; successes and failures)

       Analyze the role of military regimes in Latin America: rationale for intervention; challenges; policies; successes and failures and the evolution of these regimes towards a democratic structure.

       Assess the effects of NAFTA on the Americas        Interpret and understand the impact and changes warranted by the

energy crisis and population on shaping future social polices   Unit Specific Resources

        Carson's Silent Spring        NAFTA Treaty           

    Assessments  IB Internal AssessmentAt the conclusion of the first year, students will have completed their Historical Investigations. If a student scores below a score of 16 of a possible 25, they will be required to complete a second historical investigation as a senior.The Internal Assessment will be internally evaluated and externally moderated.

IB History of the Americas I

INTRODUCTION - Internal Assessment: Historical Investigation

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The historical investigation is a problem-solving activity which enables candidates to demonstrate the application of their skills and knowledge to an area which interests them and which need not be syllabus related. The emphasis must be on a specific historical enquiry tied to classroom activities that enables the candidate to develop and apply the skills of a historian, such as making sense of source material and managing conflicting interpretations. The activity demands that candidates search for, select, evaluate and use to reach a decision or solve a problem. The investigation is not a major piece of research—candidates are only required to evaluate two of the sources they used. However, these must be appropriate to the investigation and critically evaluated. The account should not be written up as an essay but in the style outlined later in this section (written account). Examples of the types of investigations candidates may undertake are:

a historical topic or theme using written sources or a variety of sources a historical topic based on fieldwork: for example, a museum,

archeological site, battlefields, churches a historical problem using documents (this could include newspapers) a local history project a history project based on oral interviews a historical investigation based on interpreting a novel, film, piece of art,

for example.

REQUIREMENTS1. Candidates will be requires to:

undertake a historical investigation on a topic or theme that falls within either the Civil War, the Cold War or the Civil Rights Movement

provide a title for the historical investigation which, in order to give focus and direction, may be framed as a question

produce a written account, of between 1500-2000 words, which must consist of

o an outline plan of the historical investigationo a summary of evidenceo an evaluation of sourceso an analysiso a conclusion.

2. The historical investigation will be internally assessed by the teacher and externally moderated by the IBO.

CHOICE OF TOPIC1. Candidates should choose their own topic, with the teacher’s guidance.

The topic should be one that seems interesting and worthwhile to the candidate. Topics must be submitted for approval by

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2. The teacher must approve the investigation before work is started, and must ensure that it complies with the regulations and is able to be assessed by the criteria for internal assessment. The topic selection and plan of investigation must be completed by . This will be graded as a quiz worth 25 points.

3. Rough draft due on Friday, (test grade)4. Candidates must be aware of the ethical considerations when undertaking

any investigation. They must show the tact and sensitivity, respect confidentiality and acknowledge all sources used.

THE WRITTEN ACCOUNTRegardless of the type of historical investigation chosen, every candidate MUST produce a written account consisting of the following six sections:

A. Plan of investigation The plan of the investigation should include:

the subject of the investigation which may be formulated as a question the methods to be used in the investigation.

B. Summary of evidence The summary of evidence should indicate what the candidate has found out from the sources he or she used. It can be in the form of either a list or continuous prose. Any illustrations, documents, or other relevant evidence should be included in an appendix and will not be included in the word count.

C. Evaluation of sources This section of the written account should be a critical evaluation of two important sources appropriate to the investigation and should refer to their origin, purpose, value and limitation. More than two sources may be evaluated but the emphasis should be on the thorough evaluation of two sources rather than a superficial evaluation of a greater number.

D. Analysis The analysis should include:

the importance of the investigation in its historical context analysis of the evidence if appropriate, different interpretations.

E. Conclusion The conclusion must be clearly stated and consistent with the evidence presented.

F. List of sources (and word limit) A bibliography or list of sources must be included although this will not form part of

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the word count.

IB ASSESSMENT OUTLINE

Internal Assessment (Due: ): 20% Historical Investigation

External Assessment (May senior year) 80% (Total) Paper 1: Document-based paper 20% Paper 2: Essay paper on the 20th century world history topics 25% Paper 3: Three essay papers, each based

on the regional option, History of the Americas. 35%

Total word count should be between 1,700-2,000 words Suggested breakdowns : a)  plan 100-150 wordsb)  evidence 500-600 wordsc) evaluation of sources    400-450 wordsd)  analysis 500-600 wordse) conclusion 200 wordsf) works cited page

Non-IB Assessment

      Objective examinations

      Document-based essays

      Essay writing and revisions based on IB markbands

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      Court trials - Simon Bolivar, Aaron Burr, Andrew Jackson, Juan Peron

      Historic simulations - UN at work, Truman’s A-bomb decision. Bay of Pigs,

Cuban Missile Crisis

      Oral Presentations

Thesis defense

      Roundtable discussions: Ida Tarbell - reactionary or revolutionary?

Reconstruction Plans

Amazon Rain Forest

      Political debates

Hamilton vs. Jefferson

League of Nations

Red Scare vs. Constitution

Japanese Internment

      Historical Investigation and analysis project - Internal assessment

preparation

Resources  BooksThomas Bailey, The American Pageant (199179 th Edition) Thomas Bailey, The American Spirit: Two Volumes (1994/8 th Edition) Norton et al, A People & A Nation, (2005 edition)*John Kagan, On the Origins of War and the Preservation of Peace (1996)*Stephen Ambrose and Douglas Brinkley, Rise to Globalism (1997) *E. Bradford Burns, Latin America: A Concise. Interpretative History (2001/7* Edition)*James Davidson and Mark Lytle, After the Fact: The Art of Historical Detection (1999/4 th Edition)

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Thomas Friedman, From Beirut to Jerusalem (1995/3 fd Edition) *Alan O. Ebstein, Today's Isms: Socialism. Capitalism. Fascism, and Communism (1999/11 th Edition) *Robert D. Kaplan, Balkan Ghosts: A Journey Through History (1994) *Carl N. Degler, Neither Black Nor White: Slavery and Race Relations in Brazil and the United States (1986)  Magazines/NewspapersNew York Times Current Affairs *The Economist Time Newsweek  Video/FilmPBS Series: The Great WarPBS Series: The Supreme CourtCanada documentary CNN Series: The Cold WarKen Burns Series: Civil WarCivil Rights Movement: Eyes on the Prize*Vietnam: A Television HistoryThe Manchurian Candidate (1962)Dr. Strangelove (1963)AudioSupreme Court Oral Arguments Relevant Recordings By Various Artists  Internet Sourceshttp://www.execpc.com/~dboals/boals.htmlhttp://studentorgs.umf.maine.edu/~historyclub/links.htmlhttp://www.msstate.edu/Archives/History/http://xs4ail.nl/~swanson/history/index.htmlhttp://www.hyperhistory.com/online_n2/a.htmlhttp://www.nara.gov/http://www.un.org/http://www.lib.byu.edu/~rdh/wwi/http://h-net2.msn.edu/~latam/http://web.Uvicic.CA/hrd/history.learn-teach/canindex.htmlhttp://www.cnn.com/SPECIALS/cold.war/http://fas.harvard.edu/~hpcws/http://cwihp.si.edu/cwihplib.nsf/Keyword/Year    

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            Sample Lesson Plans

Lesson # 1 Topic:            Global Relations and Policies, 1960-1979: Evolution of U. S. policy

during the Vietnam War 

Lesson:          Student Created Document Based Question (IB History Paper 1) 

Objective:     Students will research, create and analyze primary and secondary source documents in formulating an IB History Paper 1 document based question. The two student-created products of the highest quality will be given as class essays.  

Development: 

1.      Each student must select five primary or secondary sources connected to the Vietnam War within the time period 1960-1979.  Students must use at least one visual source (cartoon, photograph).

 

2.      Document research related to U. S. foreign policy during the Vietnam War: http://www.mtholyoke.edu/acad/intrel/vietnam.htm

 

3.      Student must create four questions related to the documents from the Vietnam War.  Question 1 (comprehension question) must ask the examinee to explain in their own words the message of one of the sources the answer should not be based on outside knowledge.  Question 2 (comparison question) must ask the examinee to compare and contrast the message or view of two or three sources. Question 3 (evaluating the reliability and usefulness of a source) must ask the examinee to assess the value and limitations of one or two sources with reference to the source’s origin and purpose.  Question 4 (the

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knowledge of the examinee and the source) must ask the examinee to use their own knowledge and the sources to construct an argument in answer to a question about the prescribed subject (Global Relations and Policies, 1960-1979: Evolution of U. S. policy during the Vietnam War).  

4.      Students will submit document-based questions, which will be evaluated by the class based on the merit of the primary and secondary sources and the quality of the four questions.

 Assessment: The two student created document-based questions of the highest

quality will be given as class essays on the Vietnam War.

Lesson # 2Topic:             Genesis of the Cold War, 1945-1960: Origins of the Cold War Lesson:          Roundtable Discussion on the origins of the Cold War Objective:       Students will research and reading selected passages about the origins of

the Cold War. Students will gain an understanding of historiography and revisionist history and its impact on the study of the Cold War.

 Development: 

1.      Students will conduct research on the origins of the Cold War including documents from http://www.mtholyoke.edu/acad/intrel/coldwar.htm.

 2.      Students will read passages (see appendix) from The Origins of the

Cold War, 1941-1949 by Martin McCauley. Pages 9-17 explaining the orthodox/traditional perspective, the revisionist, and post-revisionist views. In addition, students will analyze the following documents (see appendix): The Cold War: An Orthodox View by Arthur Schlesinger. The Cold War: A Revisionist View by W. A. Williams. The Cold War: A Post-Revisionist View by Melvyn P. Leffler.

 3.      Students will be separated into three groups. Each group will be

assigned to one of the perspectives on the origins of the Cold War (Orthodox, revisionist, post-revisionist). Students will have a roundtable (panel) discussion/debate based on their research and readings.

 4.      One student will be selected to lead and moderate the roundtable

debate. The responsibility of this student includes: understanding the three perspectives of the origins of the Cold War, knowledge and

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understanding of the historical context of the time period, and controlling the flow of discussion.

 Assessment:   

Students will write an IB Paper 2 style essay on the historiography of the origins of the Cold War.

 

Lesson # 3 

Topic:             Global Warfare in the Twentieth Century Wars: Causes of World War I and World War II Lesson:          U. S. Presidential Cabinet: War Simulation Objective:       Students will understand the complexities of presidential decision-making

during a crisis. Specifically, the students will research, read about, compare and evaluate the presidential decisions at the start of World   War I and World War II.

 Development:  

1.      Students will review earlier class notes and research concerning the causes   

     of World War I and World War II. In addition, students       will read (see appendix) selections from On the Origins of War and the      Preservation of Peace by Donald Kagan.  Specifically, pages 205-215  

concerning the causes of World War I. Pages 413-417 concerning the causes of World War II.

 2.      Students will be assigned to U. S. Presidential Cabinet positions and

selected leadership positions in the U. S. Congress International Relations Committees.  Each student will learn the responsibilities of the leadership position and the content of the causes of each war.

 3.      The simulation will include documents from each time period which will

be given to the presidential cabinet at various times to be evaluated and to allow for a decision to continue neutrality of progress toward war. The content of the documents will include: the Zimmermann Note, information about German unrestricted U-boat warfare, the start of the

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Russian Revolution, the Lend-lease Act, Naval base-Destroyer deal, the declaration of war by Britain, and the attack on Pearl Harbor.

 4.      The president under each situation will be responsible for leading the

discussions between the cabinet officers and the Congressional leaders. In addition, the president will be ultimately responsible for deciding how the United States will respond to each action.

 5.      Students will issue a written statement to be recited to the American

based on their decision on each crisis. Assessment:  Students will write an IB Paper 2 style essay which compares and contrasts the causes of World War I and World War II including the reasons for U.S. entry into each war. 

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Lesson # 4 

Topic:             Global Warfare in the Twentieth Century Wars: Course of World War I and its influence of the role of women in society.

 Lesson:          Evaluation of World War I posters   Objective:       Student will evaluate and develop content charts concerning women

during World War I.  Students will learn to identify the various symbols and propaganda used during wartime.

 Development: 

1.      Students will research and learn about the difficulties of the World War I time period.

 2.      Students will be given eight posters (see appendix) from the World

War I Era.  3.      The posters will include: Women’s Land Army, Knit a bit for our first

line of defense, the Fruits of Victory, Stenographers! The Kaiser is afraid of you! Americans All! It’s Up to You – Protect the nation’s honor! Gee! I wish I were a man, and the Greatest Mother in the World.

 4.      Students will evaluate each poster using the following questions: Who

is the intended audience of this poster? What kind of response did the poster artist hope to create in this audience? What does this poster tell you about the image of women during World War I? List visual details or symbols to support your answer.

 5.      Students will present their findings to the class.

   Assessment:   

Students will develop an original World War I poster which demonstrates the concerns of the World War I period.

   

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 Lesson # 5 Topic:             Global Relations and Policies, 1960-1979: Causes of the Cuban Missile Crisis  Lesson:          Analyzing President Kennedy’s decision-making during the Cuban Missile Crisis through cooperative learning. Objective:       Students will analyze documents in relation to the Cuban Missile Crisis in

order to discuss whether or not the actions of President Kennedy were optimal.

 Development: 

1.      Students will research the events leading up to the Cuban Missile Crisis: http://www.gwu.edu/~nsarchiv/nas/cuba_mis_cri/

 2.      Students will be separated into four groups (National

Security teams). Each group will receive a variety of resources (see appendix): timetable of Soviet military build-up in Cuba, four U-2 surveillance images, four top secret documents, President Kennedy’s radio/television address, and a transcript from a meeting of Kennedy’s National Security Council.

 3.      Each group will be responsible for analyzing the documents

based on the IB History Paper 1 format. Comprehension to explain in their own words the message of one of the sources the answer should not be based on outside knowledge.  Comparison to compare and contrast the message or view of two or three sources. Evaluating the reliability and usefulness of a source to assess the value and limitations of one or two sources with reference to the source’s origin and purpose.  The knowledge of the examinee and the source use their own knowledge and the sources to construct an argument in answer to a question about the prescribed subject.

 4.      Each group will be responsible for developing a strategy as

each event develops during the crisis. Decision-making must be based on a clear understanding of the events leading up to the crisis, the threat of nuclear warfare, and an analysis of the documents.

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 5.      Each group will present a final strategy to the class for

handling the events of the Cuban Missile Crisis based on a timeline of events and decisions which they create during the simulation.

 Assessment:  Students will write a comparison between the decisions reached by their National Security team and Kennedy’s decisions.  

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Lesson # 6

Concept / Topic to Teach: Causes of Cuban Revolution

AIM- students will be able to determine the factors and conditions that allowed Cuba to undergo a revolution that would eventually result in the rise of Fidel Castro’s communist government there. 

Key Questions-

1)     From past experiences, what sorts of conditions are needed for a country to undergo a revolution?

2)     Given the 20th century conditions of Cuba was it inevitable that a communist government would rise there?

3)     What best explains why there was a revolution in Cuba and how that revolution ended in a Communist regime?

Motivating moment – Use handout of Cuba 1898-1950  background info and ditto key questions to lead class discussion on explaining existing conditions in Cuba that would lead to revolt.

Materials:

Cuba “conditions” ditto,  Power Point -3 hypothesis’ of possible revolution explanations

Procedures:

1)      The class will be asked to determine key conditions (economic and social) and interest groups present in Cuba 1898-1950 and how these things might bring about a change in the existing order of the Batista regime.

2)      Notes will be derived through implementing step one from both the ditto and discussion.

3)      Students will review 3 hypothesis’ characterizing the possible reasons for the revolution.  They will be asked to select and support a particular hypothesis.

4)      Students will be asked to use inference to draw a cause and effect relationship between the revolution itself and how this would end in a

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Communist state even though early indications did not reflect a communist slant to the revolution.

Closure (Reflect Anticipatory Set):

The last 10 minutes will be spent with lecture highlighting the key aspects of the Cuban Revolution, including the rise of Castro.  Notes will be taken

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Lesson #7

IB Historical Investigation

Preparing a Plan of Investigation

IB States:The Plan of Investigation should include:

the subject of the investigation, which may be formulated as a question the methods to be used in the investigation

Examples:

1. “The investigation assesses the significance of Fidel Castro in the Missile Crisis of 1962. In order to evaluate Castro’s significance, the investigation evaluates his role in each stage of the Crisis in reference to other participants of the event; Castro’s role is investigated in the initial days of the Crisis, during the shooting down of the American U-2 plane, and in the resolution of the Crisis. Memoirs and oral history are mostly used to evaluate Castro’s significance. Two of the sources used in the essay, Cuba on the Brink: Castro, the Missile Crisis and the Soviet Collapse compiled by James Blight, Allyn Bruce and David Welsh and Cuban documents, “The Mikoyan-Castro Talks, 4-5 November 1962: the Cuban Version,” are the evaluated for their origins, purposes, values and limitations.

The investigation does not assess the difference in ideologies (communist versus imperialism or capitalism) of the nations involved nor does the investigation assess opinions other than those of United States, Soviet Union and Cuba.”

2. “To what extent do the film, “The Charge of the Light Brigade” and the book, The Charge: The Real Reason Why the Light Brigade Was Lost agree on the apportioning of blame for the failure of the Charge of the Light Brigade?

The Charge of the Light Brigade occurred on 25th October, 1854, during the siege of Sebastopol. It lasted seven minutes and 247 men and 497 horses were lost. There were four men responsible for the chain of actions that led to the charge; Lord Raglan, Captain Nolan, Lord Lucan and Lord Cardigan.

The aim of this investigation is to compare the apportioning of blame on the different officers in both the 1968 film and according to the view of the historian, Mark Adkin, published in 2000. The investigation will look at the

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actions of the four men that led to the events of 25th October 1854. An analysis of this should indicate the extent to which the sources agree on the apportioning of blame for the failure of the charge.”

3. “To what extend was the involvement of the United States government and the CIA responsible for the downfall of Salvador Allende?

The aim of this investigation is to evaluate the degree to which American clandestine operations in Chile contributed to the downfall of that country’s president, Salvador Allende, in 1973. The investigation focuses on the tactics used by the 40 Committee and the CIA to keep Allende from gaining political power (1958-1970) and those used to destabilize his government after his election (1970-1973). The contribution of Allende’s own political performance to his downfall is also considered. In the section entitled Evaluation of Sources, two sources used for this investigation [Staff Report of the Select Committeeto study Governmental Operations with respect to Intelligence Activities: Covert Actions in Chile and The Lawless State: The Crimes of the U.S. Intelligence Agencies] are evaluated according to their values, limitations, origins and purposes.”

Example? Total Marks

Marks Achieved

Examiner Comments

2 2 Clear plan that states the focus of the investigation. Two key areas are indicated. Sources to be evaluated are named.

2 2 Good, clear plan of the investigation and the methodology to be used.

2 2 Clearly stated plan that focuses closely on the question. Methodology explained and in addition clear boundaries set in final sentence.

A well-crafted plan of investigation should include:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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________________________________________________________________________________________________________________________________

Lesson #8

Topic: The Origins of the Civil Rights Movement 

Objective: How did the Civil Rights Movement begin?

Students will determine components involved in the evolution of the Civil Rights Movement. They will also examine the factors that influenced whether passive or aggressive actions were taken in the initial evolution of the movement and the degrees of success of these actions.

Materials:

Overview: Brown v. Board of Education of Topeka, Kansas   Video Clip: "The Montgomery Bus Boycott" excerpt from Eyes on the Prize

(1:53) Little Rock Crisis   Photographs   Video Clip: "School Desegregation" excerpt from Eyes on the Prize (3:28)

Task: 1. View visual materials and determine the impetus of the Civil Rights

Movement.2. Teacher will divide students into cooperative groups each representing a

political, legal or economic aspect of the movement. Each group will need to defend their aspect as the primary motivator behind the movement to the class.

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