Download This year will have three general assessments as prescribed the

IB 20th Century World History
K. Wilson-Douglas County High School
The study of History is far more than the memorization of names and dates from the past.
Although the focus of study is that of our collective past, its significance is the bearing it has on
our present, on the world we live in now and the world we will live in in the future. More
significantly, History greatly shapes and determines how we view the world we live in and our
relationships with others. One of the greatest rewards of the study of History is the realization
that truth is subjective and relative, and depends largely on contextual perspective. Historians
and students of History alike critically question the historical truths that influence us today. The
beauty of the discipline, contrary to the convention view of History, is that the discipline is not
static. Rather, it is dynamic and constantly evolving; History lives and changes as we change.
Students of History should learn that study of the discipline depends on the posing of questions
without providing definite answers. In order to understand the past, students must engage with it
through exposure to primary resources and the work of historians, while constantly analyzing
and evaluating resources critically. At the same time, the study of History requires and depends
on an individual’s understanding of, and empathy for, people living in other periods and
contexts.
IB Diploma Programme History provides both structure and flexibility, fostering an
understanding of historical events in a global context. It requires students to make comparisons
between similar and dissimilar solutions to human situations, whether they be political,
economic, or social. It invites comparisons between, but not judgments of, different cultures,
political systems and traditions.
Aims of IB Diploma Programme History
The primary aims of the 2 year IB Diploma Programme are as follows:

To promote an 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 of 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 study of historical
experiences of different cultures.
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Course of Study
I.
Prescribed Subject

Peacekeeping, peacemaking—international relations, 1918-1936

Focus: Paris Peace Settlement
o Aims of participants & peacemakers
 Wilson’s 14 Points
o Terms of Paris Peace Treaties 1919-20
 Versailles
 St. Germain
 Trianon
 Neuilly Serves/Lausanne 1923
o Geopolitical & Economic impact of the Treaties on Europe
o Establishment & impact of the Mandate System
 Enforcement of Treaty provisions
 US isolationism
 Retreat from Anglo-American Guarantee
o Disarmament
 Washington
 London
 Geneva Conferences
o League of Nations
 Effects of absence of major powers
 Principles of collective security
 Early attempts at peacekeeping: 1920-1925
o The Ruhr Crisis
 1923 “The Troubled Year”
 Locarno & the “Locarno Spring”
o Depression & threats to international peace/ collective security
 Manchuria 1931-3
 Abyssinia 1935-6
II.
20th Century Thematic Topics
A. Nationalist & independence movements in Africa & Asia & post-1945
Central & Eastern European States
An important development of the 20th century, especially in the post-Second
World War period, was the decline of imperial rule and the emergence of new
states. This topic covers decolonization in Africa and Asia. The case studies we
will focus on are:



Movements: Africa- Algeria, Ghana; Asia- India and Pakistan
Leaders: Ben Bella (Algeria), Nkrumah (Ghana), Gandhi (India)
Post- 1945 Movement: Poland; Leader: Walesa
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B. Causes, practices, and effects of war
 Different types of 20th Century warfare
 Civil
 Guerrilla
 Limited
 Total war
 Origins & Causes of war
 Long & short term causes
 Failure of diplomacy
 Econ, ideological, political, religious causes
 Nature of 20th Century wars
 Tech. Developments, tactics & strategies (AiR, land, sea)
 Home front & role of women
 Resistance & revolutionary movements
 Effects & Results
 Treaties & wars ending w/o treaties
 Pol. repercusions
 Territorial changes
 Social & cultural effects
 Changes in the status of women
 Post-war economic problems
 Areas for detailed case study
 WWI (14-8)
 Chinese civil wars (27-37) & (46-49)
 Spanish civil war (36-9)
 WWII (39-45)
 Indo-Pakistani wars (47-9) (65) (71)
 Algerian war (54-62)
 Nigerian war (76-9)
 Nicaraguan Revolution (76-9)
 Falklands/Malvinas war (82)
 Iran-Iraq war (80-88)
 Gulf war (91)
III.
Regional History Option (Higher Level only)
Students who choose Higher Level History will additionally study a regional history, as
opposed to the more global approach of the prescribed subject and thematic topics. ISB
Higher Level History students will study 3 sections of the Aspects of the history of the
Americas. The 3 sections ISB Higher Level History students will examine are:
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
The Second World War in the Americas, 1933-1945
o Regions reactions to events in Europe
 Inter-American diplomacy
 Cooperation & neutrality
 Good Neighbor policy application & effects
o Diplomatic & military role of two nations in region
o Social impact
 Minorities (women, African Am., Native Am.)
o Treatment of Japanese Am.
o Reaction to Holocaust
o Impact of technological developments
o Economic & diplomatic effects on US

The Cold War in the Americas
o Truman
 Containment’s implications
 McCarthyism: effects on domestic & foreign policy
 Cold War impact on society & culture
o Korean War & US
 Why participate?
 Military developments
 Diplomatic & political outcomes
o Eisenhower & Dulles
 New Look diplomacy
 Application, characteristics, reasons for, impact on region
o Vietnam & US
 Reasons for, nature of, stages of involvement
 Domestic effects & end of war
o US Foreign policy from JFK to Carter
 Characteristics of & reasons for policies
 Impact on region
 JFK’s Alliance for Progress, Nixon’s covert ops in Chile, Carter’s
quest for human rights & Panama Canal Treaty
o Cold War in Latin Am.
 Foreign & domestic policies
 Reasons for & implementation
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Recommended Texts
Cannon, M., et al. 20th Century World History Course Companion: International Baccalaureate
Diploma Programme (International Baccalaureate Course Companions) Oxford University
Press, USA (July 15, 2009)
Morris, T. and Murphy, D. Europe, 1870-1991. (Flagship History Series) (2000) London:
Collins Education. Available on the used book market.
Rogers, K. and Thomas, J. Causes, Practices, and Effects of Wars. (2010) London: Pearson
Baccalaureate
Keene, B. and Haynes, K. The History of Latin America (8th ed.) (2008) Wadsworth Publishing
(earlier editions available on the used book market)
Gaddis, J.L. The Cold War: A New History (2006) Penguin Books. Available as an e-book and
on used book market.
For General Usage:
Tyndall, G.B. and Hsi, D. E. America: A Narrative History (8th ed.) (2010) NY: WW. Norton.
Earlier edition available on used book market. Go with the newest copyright available.
Kennedy, D.M., et al. American Pageant (12th ed) (2002) NY: Houghton-Mifflin. Standard AP
U.S. History and college text. Widely available on the used book market.
Assessment
This year will have three general assessments as prescribed the Diploma Programme.
I.
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 use 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 investigation should be written in the specific format outlined in a separate
handout.
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II.
External Assessments
The external assessment consists of an externally assessed examination at the end of the 2-year
curriculum. Higher Level students will write three papers within their examination, totaling 5
hours. These three papers will cover the topics covered in class this year’s course of study. The
assessments will be administered in May. Here are the breakdowns for these assessments.
20th Century Topics (90 min.)

2 extended-response questions
Regional History (Aspects of the History of the Americas) (150 min.)

III.
3 extended-response questions
Classroom Assessments
Periodic classroom assessments will be administered using previous IB exam questions and
rubrics.
Grading Procedures
Assessments/ Major Projects:
Internal Assessment Project:
Daily work/Notebook/Homework:
50%
20%
30%
1. Make-Up work: Students will have 3 days (72 hours) to make-up missed work.
 Homework is due at the beginning of class unless otherwise specified.
 Tests/Quizzes must be made up the day the student returns from the absence.
Make up tests/quizzes are subject to be essay format (teacher discretion).
 Major Projects must be turned in on the due date specified by the teacher, even if
the student is absent.
2. Late Work: Work is considered late if it is not turned in the moment it is due. The first
day late, work will be 50% off the grade that would have been earned; the second day will
result in a zero .
3. Tutoring: Offered weekly, by appointment
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Class Expectations:
A Materials: You are required to have the following materials for class:
 1 ½ inch notebook
 Loose college rule notebook paper ,
 Pens (either black or blue) and pencils,
 Post-it notes/flags
B House Rules:
1. All school rules are expected to be followed.
2. Food and drink are allowed as long as it does not become distracting and as long
as there is no evidence of it once you leave.
3. Be respectful or your peers and your teacher
1. Consequences for poor choices
Policy for Severe Behavior
Severely disruptive behavior such as repeated disruptions, fighting, cursing, physical assault, or
verbal abuse of the teacher will result in immediate referral to the assistant principal or school
security officer.
Consequences for Disruptive Behavior
1st Offense: A verbal warning will be given when a minor classroom or school rule is broken,
unless the discipline code calls for a referral.
2nd Offense: A 2nd verbal warning will be given and may be accompanied by a telephone call to
the parent/ guardian. If a conference is necessary, it will be scheduled through Guidance.
3rd Offense: If the problem persists after a verbal warning, students will be given a detention,
which will be accompanied by a telephone call to the parent/ guardian.
4th Offense: If the problem persists after a detention, a discipline referral will be given.
I have read and understand the information in this syllabus regarding Mrs. Wilson’s IB 20th
Century History Class.
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Parent Signature
Student Signature
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Parent E-mail
Student E-mail
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Parent Phone #
Student Phone #
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